Table No.

2:Frequency and Percentage of students said that they learned out of school
lessons like sportmanship and being respectful to other.

Statement No.2: I learned out of school lessons like sportmanship and being respectful
to other.
Response Frequency Percentage
Strongly Agree 38 33.93%
Agree 48 42.86%
Neither Agree Nor Disagree 16 14.28%
Disagree 7 6.25%
Strongly Disagree 3 2.68%
Total 112 100%

The table above shows that thirty eight (38) or 33.93% of the students strongly agree
that they learned out of school lessons like sportmanship and being respectful to other. Forty-
eight (48) or 42.86% expressed that they agree, sixteen (16) or 14.28% of the students express
neutrality, while seven (7) or 6.25% disagree and three (3) or 2.68% strongly disagree.

The data indicates that the majority agreement suggests a widespread recognition of
out-of-school experiences in shaping values. The presence of uncertainty among some
respondents and dissent among a minority highlights the diverse perceptions regarding the
impact of such experiences on character development, emphasizing the complexity of
learning beyond formal education.
Table No.3:Frequency and Percentage of students said that they meet new friends
everytime they join extracurricular activities.

Statement No.3: I meet new friends everytime they join extracurricular activities.
Response Frequency Percentage
Strongly Agree 36 32.14%
Agree 55 49.11%
Neither Agree Nor Disagree 20 17.86%
Disagree 1 0.89%
Strongly Disagree 0 0%
Total 112 100%

The table above shows that thirty-six (36) or 32.14% of the students strongly agree
that they meet new friends everytime they join extracurricular activities. Fifty-five (55) or
49.11% expressed that they agree, twenty (20) or 17.86% of the students express neutrality,
while one (1) or 0.895 disagree and no one response strongly disagree.

The result demonstrates that most respondents agree that joining extracurricular
activities helps build new friendships, emphasizing their social advantages. However, a
significant portion remain undecided, indicating diverse individual experiences in social
interactions within these settings. Conversely, a minority disagree, suggesting a perspective
where extracurricular activities may not foster friendship formation. In conclusion, while
there is consensus on the positive social impact of extracurricular involvement, there is also
variability in respondent perceptions.
Table No.4:Frequency and Percentage of students said that extracurricular helps me to
boost my self-confidence.

Statement No.4:Extracurricular helps me to boost my self-confidence.

Response Frequency Percentage
Strongly Agree 32 28.57%
Agree 47 41.97%
Neither Agree Nor Disagree 26 23.21%
Disagree 4 3.57%
Strongly Disagree 3 2.68%
Total 112 100%

The table above shows that thirty-two (32) or 28.57% of the students strongly agree
that extracurricular helps me to boost my self-confidence. Forty-seven (47) or 41.97%
expressed that they agree,twenty-six (26) or 23.21% of the students express neutrality, while
four (4) or 3.57% disagree and three (3) or 2.68% strongly disagree.

This result illustrates respondents mostly agree that extracurricular activities boost
self-confidence, indicating their importance for personal growth. Some are unsure, showing
differing experiences. A few disagree, reflecting diverse opinions. In summary, while
extracurriculars can enhance confidence, views vary among respondents.
Table No.5:Frequency and Percentage of students said that it improves thier skills and
behavior.

Statement No.5:It improves thier skills and behavior.

Response Frequency Percentage
Strongly Agree 38 33.92%
Agree 50 44.64%
Neither Agree Nor Disagree 19 16.96%
Disagree 5 4.46%
Strongly Disagree 0 0%
Total 112 100%

The table above shows that thirty-eight (38) or 33.92% of the students strongly agree
that it improves thier skills and behavior. Fifty (50) or 44.64% expressed that they
agree,nineteen (19) or 16.96% of the students express neutrality, while five (5) or 4.46%
disagree and no one response strongly disagree.

The data indicates a strong consensus among respondents regarding the positive
impact of extracurricular activities on skills and behavior, highlighting their beneficial role.
However, uncertainty exists among some, reflecting diverse experiences. A minority
disagrees, indicating varied perspectives. Overall, while extracurricular involvement can
enhance skills and behavior, opinions differ among respondents.
Table No.6:Frequency and Percentage of students said that it develop thier time
management skills.

Statement No.6:It develop thier time management skills.

Response Frequency Percentage
Strongly Agree 29 25.89%
Agree 45 40.17%
Neither Agree Nor Disagree 31 27.67%
Disagree 6 5.35%
Strongly Disagree 2 1.78%
Total 112 100%

The table above shows that twenty-nine (29) or 25.89% of the students strongly agree
that it develop thier time management skills.Forty-five (45) or 40.17% expressed that they
agree, thirty-one (31) or 27.67% of the students express neutrality, while six (6) or 5.35%
disagree and two (2) or 1.78% strongly disagree.

The data shows that the respondents largely agree on the positive impact of
extracurricular activities on time management skill development, emphasizing their value in
learning effective time management strategies. However, uncertainty exists among some,
reflecting varied experiences. A minority disagrees, suggesting differing perspectives.
Overall, while extracurricular involvement can enhance time management skills, opinions
vary among respondents.
Table No.7:Frequency and Percentage of students said that they see thier self lossing
focus on the studies because of extracurricular activities.

Statement No.7: I see myself lossing focus on my studies because of extracurricular

activities.
Response Frequency Percentage
Strongly Agree 15 13.39%
Agree 23 20.54%
Neither Agree Nor Disagree 34 30.36%
Disagree 30 26.78%
Strongly Disagree 10 8.93%
Total 112 100%

The table above shows that fifteen (15) or 13.39% of the students strongly agree that
they see thier self lossing focus on the studies because of extracurricular activities.Twenty-
three (23) or 20.54% expressed that they agree, thirty-four (34) or 30.36% of the students
express neutrality, while thirty (30) or 26.78% disagree and ten (10) or 8.93% strongly
disagree.

The data shows a significant number of respondents agree that extracurricular

activities can be distractions affecting their focus on studies. This implies that while
extracurricular involvement has benefits, it may also challenge balancing academic
commitments. Uncertainty exists among some respondents, reflecting varied experiences. A
minority disagrees, suggesting different perspectives. Overall, the data emphasizes the
importance of students managing their time and commitments to balance extracurricular
engagement and academic pursuits.
Table No.8:Frequency and Percentage of students said that they failed thier exams
because of extracurricular activities.

Statement No.8:I failed my exams because of extracurricular activities.

Response Frequency Percentage
Strongly Agree 7 6.25%
Agree 21 18.75%
Neither Agree Nor Disagree 27 24.11%
Disagree 33 29.46%
Strongly Disagree 24 21.43%
Total 112 100%

The table above shows that seven (7) or 6.25% of the students strongly agree that
they failed thier exams because of extracurricular activities.Twenty-one (21) or 18.75%
expressed that they agree, twenty-seven (27) or 24.11% of the students express neutrality,
while thirty-three (33) or 29.46% disagree and twenty-four (24) or 21.43% strongly disagree.

The data illustrates the small number of respondents agreeing suggests that not many
students see extracurricular activities as causing exam performance issues. While challenges
like time management exist, most students don't fail exams due to extracurricular
involvement. Uncertainty exists among some, reflecting varied experiences. More disagree,
indicating differing perspectives. Overall, the data stresses the need for effective time
management and balance between extracurricular activities and academics to minimize
negative impacts on exam performance.
Table No.9:Frequency and Percentage of students said that they frequently missed the
lessons everytime they engage thier self in extracurricular activities.

Statement No.9:I frequently missed the lessons everytime I engage myself in

extracurricular activities.
Response Frequency Percentage
Strongly Agree 9 8.03%
Agree 27 24.11%
Neither Agree Nor Disagree 39 34.82%
Disagree 24 21.43%
Strongly Disagree 13 11.61%
Total 112 100%

The table above shows that nine (9) or 8.03% of the students strongly agree that they
frequently missed the lessons everytime they engage thier self in extracurricular
activities.Twenty-seven (27) or 24.11% expressed that they agree, thirty-nine (39) or 34.82%
of the students express neutrality, while twenty-four (24) or 21.43% disagree and thirteen (13)
or 11.61% strongly disagree.

The data interprets that a large number of respondents agreeing suggests that many
students frequently miss lessons due to extracurricular activities, indicating a potential trade-
off between these activities and academic attendance. Uncertainty exists among some,
reflecting varied experiences. More disagree, indicating differing perspectives. Overall, the
data emphasizes the importance of students managing their time and commitments to balance
extracurricular engagement and academic responsibilities, reducing the impact of missed
lessons.
Table No.10:Frequency and Percentage of students said that they do not attend
regularly in class attendance because of extracurricular activities.

Statement No.10:I do not attend regularly in class attendance because of extracurricular

activities.
Response Frequency Percentage
Strongly Agree 9 8.03%
Agree 13 11.61%
Neither Agree Nor Disagree 31 27.68%
Disagree 35 31.25%
Strongly Disagree 24 21.43%
Total 112 100%

The table above shows that nine (9) or 8.03% of the students strongly agree that they
do not attend regularly in class attendance because of extracurricular activities.Thirteen (13)
or 11.61% expressed that they agree, thirty-one (31) or 27.68% of the students express
neutrality, while thirty-five (35) or 31.25% disagree and twenty-four (24) or 21.43% strongly
disagree.

The result shows a significant number of respondents agreeing suggests that many
students experience irregular class attendance due to extracurricular activities, indicating a
potential conflict between these commitments and academic attendance. Uncertainty exists
among some, reflecting varied experiences. More disagree, indicating differing perspectives.
Overall, the data emphasizes the importance of effectively managing extracurricular
engagements to balance academic responsibilities, minimizing disruptions to class attendance.