Exploring the Effects of Joining Extracurricular Activities on the

Psychological Well-being of NDMU Student

 ______________________________
A Research Proposal Presented to the

College of Arts and Sciences Department of

Notre Dame of Marbel University

__________________________________

In Partial Fulfillment

of the Requirement for the Subject

Field Methods

Barluado, Reesha Jozelle

Dalipe, Rieanna Jane

Escleto, Angela Shaney

Ng, Ellyn Jell

April 2024

CHAPTER I

INTRODUCTION

Rationale

Extracurricular activities, such as sports, clubs, and volunteer work, have long
been recognized for their potential to enhance the overall development of students
beyond the confines of traditional academics. In recent years, there has been a growing
interest in understanding the effects of participating in extracurricular activities on
students' psychological well-being. While the benefits of such activities on physical
health and academic performance are well-documented, their impact on psychological
well-being warrants further investigation.

Participating in extracurricular activities plays a crucial role in fostering mental

resilience and boosting self-assurance. Engaging with peers, achieving set goals, and
confronting new challenges all contribute to enhancing an individual's sense of self-
value, regardless of age. This significance is particularly pronounced in the current
context, where children often experience prolonged periods without physical interaction
with friends and rely heavily on online connections to maintain social ties beyond their
immediate family circle members. Students can employ these acquired skills throughout
their efforts and successes. Vladimir (2019)

This research study aims to explore the relationship between students'

involvement in extracurricular activities and their psychological well-being.
Psychological well-being encompasses various aspects of mental health, including
emotional resilience, self-esteem, stress management, and overall satisfaction with life.
By examining this relationship, we seek to uncover potential mechanisms through which
extracurricular activities contribute to the psychological well-being of students, as well
as any factors that may moderate or mediate this relationship.

Understanding the influence of extracurricular activities on psychological well-

being is crucial for educators, parents, and policymakers alike. Identifying the specific
activities or contexts within extracurricular involvement that promote positive
psychological outcomes can inform the development of interventions and programs
aimed at enhancing students' overall well-being. Additionally, insights gained from this
study may contribute to creating more holistic approaches to education that prioritize not
only academic achievement but also the mental health and happiness of students.

Review of Related Literature

Extracurricular Activities
 Students who participate in extracurricular activities benefit from the chance to
interact, gain knowledge, and develop soft skills. Community service initiatives outside
of the classroom have quickly integrated themselves into student life. Students can join
volunteer clubs, professional clubs, interest clubs, and talent clubs. University.
Additionally, a lot of young people take part in both big and little projects with clear
objectives that directly help the neighborhood. (Le PhuongThao 2022).

Students can greatly benefit from extracurricular activities on a personal, moral,

and social level. Any planned activity directed by adults that takes place outside of the
typical classroom environment during the school day is referred toas an extracurricular
activity. (El-Batri and Alami 2019) Extracurricular activities are used to develop kids'
talents and sharpen their thinking skills. (Inriyani 2017) Students' intellectual and social
abilities can be enhanced by the casual use of extracurricular activities outside of
the classroom to develop learning opportunities and a sense of self-confidence.
(Saputra 2020) Although there is a ton of study about extracurricular activities in
schools, most of the literature is written from a Western cultural perspective, and there
is still little research on extracurricular activities in the Asian region. (Jailani 2017)

The effects of extracurricular activities on participants and schools are

extensive. Extracurricular activities promote favorable academic, psychological, and
socio-emotional results. (Donelly 2019) There is a significant relationship between
extracurricular activities and the application of character education, as
extracurricular activities produce values and the formation of high morals in
participants' social lives through the embodiment of academic knowledge learned in
class, attitudes, and skills. (Dahliyana 2017). Many people are unaware that
extracurricular activities actually create more opportunity for learning and motivation
than the majority of academic classes. Today's high school students who participate in
extracurricular activities improve their attendance, social skills, leadership potential,
and academic success. The availability and maintenance of extracurricular
activities in high schools is therefore crucial.

(Shaffer 2019) Extracurricular activities may have had a big impact on the
students’ self-efficacy is presumably low because, as they leave the house to participate
in any given sport activity, parents typically advise their kids to behave well and
steer clear of actions that can morally compromise the exercise's purpose.
Another possibility is that the administration and professors of the school, who are
frequently present when students participate in sporting events, will make noises to
warn them to behave well when participating in extracurricular activities so as to
avoid harming the school's reputation.

Bekomson (2020) Today's schools, colleges, and universities provide a wide

range of extracurricular activities. Extracurricular activities can include athletics,
debates, essay writing, theater or theatre, various groups, and student governments.
There are two schools of thought: one that supports participation and one that opposes
participation in extracurricular activities. So it is really interesting to see how
participating in various types of activities affects kids, both academically and in their
future professional lives.

According to Ahuja (2023), Students can engage in extracurricular activities as

part of their education system as an alternative to reading textbooks. They support
one's general personal growth and enhancement of self-confidence. It's not required for
it to consist solely of your interests. Activities like singing along to music or occasionally
playing video games are not considered non-academic learning. However,
extracurricular activities are defined as anything that helps you develop your mental
faculties and abilities.

As stated by Sharma (2023), an extracurricular activity is an activity in which

students participate outside of the regular academic curriculum or class. These activities
are usually voluntary and students participate in them because they have a personal
interest in the activity or a desire to develop certain skills or abilities. Participating in
extracurricular activities can help students develop their social skills, improve academic
performance, develop leadership skills, and provide valuable experiences and
opportunities that can help them in their future careers. In addition to studying and
attending classes, participating in extracurricular activities is an important part of the
college experience. Extracurricular activities include sports, various clubs, volunteering,
and more. Participating in these activities can offer many benefits to college students,
both academically and personally.

According to Cohan (2023), Extracurricular activities provide a framework for

participation and interaction with other students that enhances learning and better
development. Above all, a student's peer group is the most important influence in a
student's academic and personal development. Identifying with a peer group, that group
can influence a student's affective and cognitive development and behavior.

As stated by Ribeiro et al. (2023), the majority of extracurricular activities have a

positive impact on student's academic performance and employability. Export credit
institutions that show a negative impact will remain. In light of these results, colleges
should promote learning activities strictly outside the curriculum objectives and outside
the classroom, encouraging a more holistic development of students that combines
academic success and a better ability/readiness to enter the labor market.

According to Buckley and Lee (2018), a final benefit attributed to extracurricular

activities was the provision of new challenges and opportunities. Many sports and
activities require a critical mass of participants before becoming viable, which can often
be a significant limiting factor in other contexts. The nature of the university is such that
even sports and activities that are not of interest to the general population still meet the
threshold necessary to become viable. It allows the organization of various clubs and
various events. Respondents enjoy the motivation to "do new and challenging things,
meet new people." Extracurricular activities were also arranged to enable international
travel.

As stated by Eastment (2023), participating in extracurricular activities can boost

self-esteem by providing a fun environment to learn new skills and succeed. These
activities also teach mental resilience, as students may experience failure and learn
how to recover quickly. Additionally, students can gain new skills, expand their
worldview, and develop important qualities like practice, discipline, organization, and
teamwork. Socially, extracurricular activities help students make friends with similar
interests, improving their overall school experience and academic performance.
STATEMENT OF THE PROBLEM

1. What are the positive effects of joining extracurricular activities in the

psychological well-being of students?

2 What are the negative effects of joining extracurricular activities in the

psychological well-being of students?

3. What are extracurricular activities that promotes healthy psychological well-

being among students?

DEFINITION OF TERMS

1. Extracurricular activities: Activities that students participate in outside of regular

academic classes, such as sports, clubs, and volunteer work.

2. Psychological well-being: The overall state of mental health and happiness of the
students, including aspects such as emotional resilience, self-esteem, stress
management, and life satisfaction.

3. Self-assurance: Confidence in one's abilities and self-worth, leading to a sense of

security and belief in oneself.
4. Peer interaction: Communication and engagement with classmates or peers,
fostering social connections and relationships.

5. Goal achievement: Successfully reaching objectives or targets set by oneself or

others, leading to a sense of accomplishment and fulfillment.

6. Emotional regulation: The ability to manage and control one's emotions effectively,
including understanding, expressing, and coping with feelings.

THEORETICAL FRAMEWORK

This study will use the will use the Flow Theory of Mihaly Csikszentmihaly on our
independent variable which is the joining extracurricular activities .Flow Theory
describes a state of optimal experience where individuals are fully immersed and
engaged in an activity, experiencing a sense of timelessness and enjoyment. Engaging
in extracurricular activities may facilitate flow experiences, which can enhance
psychological well-being. This theory suggests that participating in extracurricular
activities can promote psychological well-being among NDMU students by providing
opportunities for flow experiences. On the other hand, we will use the Positive
Psychology Theory of Martin Seligman on our dependent variable which is is the
psychological well being of NDMU students . Positive Psychology Theory focuses on
enhancing well-being by emphasizing strengths, positive emotions, and life satisfaction.
It suggests that engaging in activities that promote positive emotions, such as joy and
fulfillment, can lead to improved psychological well-being.

Exploring the Effects of Joining Extra

Curricular Activities on the
Psychological well-being of NDMU
Students

JOINING EXTRACURRICULAR
ACTIVITIES
(INDEPENDENT VARIABLE)
 THE PSYCHOLOGICAL WELL-
BEING OF NDMU STUDENTS
(DEPENDENT VARIABLE)

Figure.1

METHODOLOGY

Research Design

The researchers will use a qualitative research design. Qualitative research

design involves exploring phenomena in depth, focusing on understanding the
experiences, perspectives, and meanings associated with a particular phenomenon. It is
used for this research to gain insights into the subjective experiences of NDMU students
regarding the effects of joining extracurricular activities on their psychological well-
being. Purposive sampling is chosen to select participants deliberately based on
specific criteria, such as level of involvement in extracurricular activities, to ensure that
the sample represents diverse perspectives and experiences relevant to the research
topic. This method allows for a more targeted and comprehensive exploration of the
research questions.
Research Locale

This study will be implemented within the premises of Notre Dame of Marbel
University. Notre Dame of Marbel University is a private Catholic institution run by The
Marist Brothers that is located at Alunan Avenue, Koronadal City, South Cotabato,
Philippines. Notre Dame of Marbel University offers pre-school, elementary, high school,
college, and postgraduate courses. Notre Dame of Marbel University is a good location
for conducting interviews and surveys due to its accessibility to the researchers.

Figure 2.
Map of Research Locale
 source: google maps

Research Respondent

The study focuses on Notre Dame of Marbel University (NDMU) students from
the academic year 2023-2024 who actively participate in extracurricular activities like
Academic Week, University Week, and various clubs or organizations. The goal is to
capture a diverse sample representing different academic majors, ages, genders, and
levels of involvement in extracurriculars to gain comprehensive insights. Participants
must be current NDMU students actively engaged in extracurricular activities during
specified semesters. Their firsthand experiences will help understand how such
involvement impacts their psychological well-being, with findings intended to be relevant
to the university's community. Purposive sampling will select 35 participants, ensuring a
varied and meaningful representation for the study's objectives

Research Instrument

The research instrument will be an in-depth interview guide consisting of open-

ended questions about students' experiences in extracurricular activities and their
psychological well-being. The interviews will explore their motivations for joining
extracurriculars, their experiences, perceived benefits or challenges, and the impact on
their psychological well-being. This approach allows for detailed responses that can
provide rich insights into how extracurricular activities affect students' psychological
well-being.

Methods of Data Collection

The data collection method involves conducting in-depth interviews with

participants selected through purposive sampling based on their level of involvement in
extracurricular activities at Notre Dame of Marbel University. Participants will be invited
to participate after obtaining informed consent, with interviews scheduled at suitable
times and locations. A semi-structured interview guide will be used to explore
participants' experiences and perceptions regarding the impact of extracurricular
activities on their psychological well-being. Interviews will be audio-recorded with
permission and transcribed for analysis until data saturation is achieved. Thematic
analysis will be used to identify common patterns and themes. Throughout the study,
participants will be encouraged to provide feedback to ensure their perspectives are
accurately represented, fostering a collaborative and respectful research environment.
Any participant feedback will be carefully considered and addressed to uphold ethical
conduct and participant well-being.
Data Analysis

This study will use a modified Braun and Clarke model of thematic analysis in
which significant themes, formulated meanings, codes, and themes are identified in the
data analysis process.

There are six steps developed by Braun and Clarke in 2008, the first step is the
familiarization wherein the researchers get to know the data collected, it involves
transcribing audio to get familiar with it. Step two was to code the data by highlighting
sections of the text and coming up with shorthand labels or “codes” to describe the
content. The third step is to generate the themes by combining several codes into a
single theme, as well as deciding to disregard codes that are too vague or not relevant
enough and to later come up with potential themes that tells something helpful about the
data of the purpose of the study. Step four, reviewing themes by making sure that the
themes are useful and accurate representations of the data. Next, step five is to define
and name themes by defining themes, it involves formulating exactly what the
researchers mean by each theme and figuring out how it helps to understand the data.
Naming themes involves coming up with a succinct and easily understandable name for
each theme. Lastly, step six to write up the analysis of data, thematic analysis requires
an introduction to establish research questions, aims, and approaches (Caulfield, 2022).

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