The Effects of SSAR Membership On Academic Performances of SSAR Members in MCHS

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Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
MADDELA COMPREHENSIVE HIGH SCHOOL
The Effects of SSAR Membership on Academic Performances of SSAR Members

in MCHS
A Research Paper
Presented to
Mrs. Florilyn P. Garcia
Inquiries, Investigation and Immersion Subject Teacher
Rexcy-Ann N. Nombian
Adrian Delfin S. Pasion
Maika M. Pajarillo
Julie Ann M. Palisoc
Mariella R. Perez
Jayver Z. Salvador
Researchers
Address: Martin St. Poblacion Norte, Maddela, Quirino 3404 Philippines

Email Address: 300660@deped.gov.ph
Website: mchs_mysmartschools.ph
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TABLE OF CONTENTS
Chapter I: The Problem And It’s Background 3
A. Overview or Background of the Study 3
B. Conceptual Framework 4
C. Statement of the Problem 5
D. Research Hypothesis 5
E. Scope and Delimitations 5
F. Significance of the Study 6
G. Definition of Terms 6
CHAPTER II: Review of Related Literature and Studies 7
Chapter III: Research Methodology 10
A. Research Design 10
B. Sampling Procedure and Sample 10
C. Data Gathering Methods 10
D. Data Analysis 11
E. Ethical Considerations 11
References 12

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Chapter1
The Problem And It’s Background Study
A. Background of the Study
School Search and Rescue (SSAR) teams are responsible for searching and rescuing
trapped victims inside the classrooms. As well as for for maintaining peace between the
students in their respective classrooms whenever the teachers are having a meeting or other
activities in school. SSAR members’ duty is almost similar to that the Red Cross and C. A. T.
members.
Being a member of the SSAR (Search and Rescue) team requires a significant
commitment. Prospective members must undergo a thorough interview process with their
assigned advisor and complete training before being accepted as full members. Additionally,
there are several rules and regulations that must be adhered to. These include being punctual,
particularly when it is one’s duty, consistently wearing the complete SSAR uniform,
refraining from using the uniform when not on duty, abstaining from the use of vapes and
cellphones, and demonstrating respect towards fellow SSAR members.
Various studies have shown the different effects of joining extracurricular activities.
Skills such as teamwork and leadership from college club activities while decreasing the
likelihood of different problem behaviors (Edubirdie, 2021).
Moreover, involvement in extracurricular activities is generally considered

advantageous to their overall educational experience (Astin, 2001).
However, according to Banglos (2021) at Sisters of Mary School has proven that
joining extracurricular activities also has negative effects. It is stated in the study that most of
the students who joined the C.A.T. experienced difficulties in dealing with their academic
performances. This shows that there are different impacts of joining extracurricular activities
on their academic performance. Despite of those impacts to the C.A.T. members academic
performance, they still find a way to cope up and be better in shool
At Maddela Comprehensive High School (MCHS), there are 5 teams of SSAR.

Despite being students, they are devoted to doing their assigned duties for the betterment of
the school.

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The purpose of this study is to determine the different effects of joining SSAR on the
academic performances of SSAR members at Maddela Comprehensive High School. The
researcher chose this topic to provide insights into the benefits and hardships that an SSAR
member is experiencing and to propose solutions regarding the effects.
B. Conceptual Framework
Independent Variables Dependent Variables
a. Personal Information a. The level of school

 Age performance of the participants
 Sex with respect to the general
 Grade Level average.
 Strand
 Team Unit b. The extent of procrastination
among the SSAR members:
 Recitation or participation in
b. Other Information class discussions
 Time Management  Submission of project or
 Study Habit requirements.
 Scores in quizzes or
examination.
• Attendance
Abruzzo et al., (2021) gathered the GPA of their respondents and analyze it using path
analysis to show the strong correlation between participating school-based organizations and
academic performance. The goal of this study is to determine how the SSAR membership
affects their academic performances.
The independent variable of the study was composed of the personal information of
the participants which includes their age, sex, grade level, stand, team unit, and the day of
their duty. Other information like time management and study habits of the participants are
also considered. This study aimed to determine the level of school performance of the
participants with respect to the general average and the extent of procrastination among the

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SSAR members in terms of procrastination recitation or participation in class discussions,

submission of projects or requirements, scores in quizzes or examinations, and attendance.
C. Statement of the Problem
This study aimed to determine the effects of SSAR membership on academic

performances of SSAR members in MCHS. Specifically, the study sought to answer the
following questions:
1. What is the demographic profile of the respondents in terms of:
1.1. Sex
1.2.Age
1.3. Ethnicity
1.4. Grade Level
2. Is there a significant relationship between SSAR membership and academic performance

of the respondents?
3. Is there a significant relationship between the effect of SSAR membership on academic

performance when grouped according to the demographic profile of the students.
D. Research Hypothesis
 There is no significant relationship between SSAR membership and
academic performance of the respondents.
 There is a significant relationship between SSAR membership and
academic performance of the respondents
 There is no significant relationship between the effects of SSAR
membership on academic performance when grouped according to the
demographic profile of the students.
 There is a significant relationship between the effect of SSAR membership
on academic performance when grouped according to the demographic
profile of the students.
E. Scope and Delimitation
Out of 63 members of SSAR at Maddela Comprehensive High School, 50 were used

as participants in conducting the survey.

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This study limits its coverage to the SSAR members only, excluding the members of
C.A.T., Raiders, and other extracurricular activities. Its main purpose is to identify the
common effects of joining SSAR and to propose possible solutions regarding these effects.
This study considers every aspect of the participants personal information that has an
impact on their academic performance, such as their age, sex, grade level, strand, team unit,
and the day of their duty. Other factors, like time management and study habits, were also
considered. Each of the respondents is given the same questionnaire to answer, and this study
focuses on the current members of SSAR at Maddela Comprehensive High School for the
present school year 2023-2024.
F. Significance of the Study

This study will provide research-based information regarding to the effects of the
SSAR membership on academic performances. More specifically, this study will benefit the
following individuals and organizations:
Parents and guardians

Parents and guardians could encourage their children to do better in school while
being good SSAR members; likewise, this would give them the opportunity to get
information about what their children are experiencing in the SSAR and how it affects their
academic performance.
Students
This study will give the students’ knowledge of the things they should know and be
prepared for if they want to join the SSAR team.
Teachers
With this study, the teachers can gain insight into the things that they should consider
for every SSAR member.
Future Researchers
This study will further open doors for future researchers to refine and expand studies
in relation to academic performance. This may serve as a source of Information about the
different effects of being a SSAR member on their academic performance.
G. Definition of Terms

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Extracurricular activities – are activities participated by the students inside and

outside the school.
Academic performance – is measured based on the level of participation of the

students in a class.
Chapter 2
Review of Related Literature and Studies
The main topic of this study is about the effects of School Search and Rescue (SSAR)
membership to students’ academic performance, but there is still no significant literature and
studies about the topic. Despite of that, in this chapter, the researchers will present the
different literatures and studies from both foreign and local researchers that are connected to
the variables included in this study. The literature and studies cited will help the researchers
in the interpretation of findings.
Local and Foreign Literature
Enhanced Academic Performance
Joining school-based organizations and participating in extracurricular activities have

been shown to have a significant impact on students’ academic performance.
Students who join in extracurricular activities shows higher level of academic

motivation, achievement, and graduation rates (Cao & Kwok, 2016). Moreover, it has been
found that. Participation in this kind of activities has been associated with increased academic
performance, lower drug use and dropout rates, and higher self-esteem and educational
aspirations (Dymond et al., 2019). Additionally, extracurricular activities contribute to the
development of a student’s behavior, such as discipline and patriotism, that can positively
affect their academic performance (Sosiden & Viraek, 2021).
School-based organizations like C.A.T (Citizenship Advancement Training) let

students to develop leadership skills, engage in community service, and foster a sense of
responsibility and discipline (Banua et al., 2022).
Social Pressure

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It has been argued that students who participate in extracurricular activities may
consume academic time and affect students’ performance negatively (Abizada &
Mirzaliyeva, 2020). Students feels pressured to get high grades but busyness in
extracurricular activities hinders them to study, so they commit to academic fraud go achieve
high grades. Seeing their classmates’ cheats during exams also helps to encourage them
commit cheating. (Farliana et al., 2022).
Academic Strain
Due to busyness with extracurricular activities, activities in school that teachers are
giving will be piled up for students who are joining extracurricular activities and it will lead
them to stress, which can affect their academic performance. Therefore, academic overload
and stress from joining extracurricular activities exerted a negative impact to students’
academic performance (Alipio, 2020).
Local and Foreign Studies
Several studies have shown various effects of joining school-based organizations and
participating in extracurricular activities.
Positive Effects of Extracurricular Activities on Students’ Academic Performance
Participating in extracurricular activities has been identified as mechanism to promote

a positive school environment, which can have a direct impact to students ‘academic
performance (Martinez et al., 2016). Similarly, Bradley & Conway (2016) found that
participating in different extracurricular activities was beneficial to students’ academic
performance and school attachment.
In the study conducted by Alnaeem (2021), it was found out that extracurricular
activities are more helpful than classroom activities in improving students’ communication
skills. The findings showed that 100% of the students who participated in their study agreed
that participating in extracurricular activities improved their communication skills and
reduced their communication apprehension.
In addition, Ginosyan et al. (2019) mentioned that students tend to participate in

extracurricular activities to improve their language skills, and to gain a boost in self-esteem

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and self-confidence. Students who obtain a more confident opinion of their own capabilities
can perform better inside their classroom.
Nguyen (2019) suggested that extracurricular activities should aim to develop

students and it needs to go beyond the corridors of the classrooms, and it should provide
students more opportunities in their school journey.
Additionally, extracurricular activities have been proved to decrease academic stress

and tension that can lead students to be productive in learning and to improve their academic
achievement (Utomo et al., 2019). Rao (2022) also claimed that extracurricular activities
increase students’ grades.
Afalla (2020) found that extracurricular activities are reasonably responsible for
triggering their academic performance. Similar to the findings that the other researchers
found out, Afalla (2020) also claimed that students who are engaged in extracurricular
activities can perform very satisfactory in their academic endeavors.
Male and single students tend to consider participate in different extracurricular

activities to boost their leadership skills and expand their connection with nee people.
Extracurricular activities enhance students experience, aids students’ academic performance,
helps to develop individual skills, improve students’ self-confidence, and contribute to
students’ engagement. (Afalla, 2020)
Time Management and Academic Sacrifices
The students’ academic performance is not linked to their participation in any

extracurricular activities (Afalla, 2020). Older students with family responsibilities who joins
any particular extracurricular activities can critically experience poor academic performance.
They tend to fail in beating their targets and to balance their time that their academic
performance was sacrificed.
Excessive Participation and Academic Consequences
Excessive participation in extracurricular activities may affect the students learning

process and academic performance. The excessive amount of time used for extracurricular
activities force students to skip over discussion that can lead to long-term consequences
towards their academic performance (Carmona, 2019). The said researcher recommended that
extracurricular activities should be reviewed and organized in order to balance the academic
needs of students. Additionally, Jones et al. (2014) also suggested that students should

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balance their involvement with any extracurricular activities based on their motivations
because moderate involvement with extracurricular activities can contribute to academic
success.
Chapter 3
Research Methodology
A. Research Design
The researcher utilized the bivariate-correlational method of research, which analyzes

the strength of the relationship between SSAR membership and academic performances.
B. Sampling Procedure and Samples
This study will use a simple random sampling, random table method. Survey
questionnaires will be distributed to selected respondents in Maddela Comprehensive High
School, academic year 2023-2024. The respondents were the chosen SSAR members from
the 5 teams and a total population of 50.
C. Data Gathering Methods
Survey questionnaires will be given to selected participants to gather data. Question

types will be ordinal questions (e.g. 1 to 5). The questions are divided to two parts: student
related factors, and teacher related factors. The survey questionnaire that the researcher will
use is adopted from the research conducted by Jessamae Macasojot. Researchers will also ask
the respondents about their personal information: age, sex, grade level, strand, team unit, and
the day of their duty. Other information will be gathered from the respondents like their how

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they manage their time and study habits. Dependent Variable like their GWA will also be
gathered by the researchers.
D. Data Analysis
• The researchers used different statistical tools to analyze the data gathered. To
answer question number one or the demographic profile of the participants,
frequency and percentage was used.
• To answer the question number two, is there a significant relationship between

SSAR membership and academic performance of the respondents, correlation
inferential statistics was used.
• To analyze the significant correlation of how being an SSAR member would

affect their academic performance when grouped according to the demographic
profile of the students, linear correlation coefficient will be utilized.
The main findings were summarized and presented through graphs, tables, and texts.
E. Ethical Consideration
The researchers will ask the permission of the respondents to participate in the study.
They were rest assured of the confidentiality of the data collected from them. They were
given enough time to answer the questionnaire. The results were presented with utmost
honesty and integrity.

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References
Abizada, A., & Mirzaliyeva, F. (2020, November 23). Success of Honors Program in
Azerbaijan: Do Honor Students Perform Better Than Nonhonors Students? Journal of
Advanced Academics. Retrieved from https://doi.org/10.1177/1932202x20973999
Afalla, B. (2020). Blending extracurricular activities with academic performance: pain or

gain?. Humanities & Social Sciences Reviews, 8(4), 222-229.
https://doi.org/10.18510/hssr.2020.8423
Alipio, M. (2020, April 15). Predicting Academic Performance of College Freshmen in the
Philippines using Psychological Variables and Expectancy-Value Beliefs to
Outcomes-Based Education: A Path Analysis. https://doi.org/10.35542/osf.io/pra6z
Alnaeem, L. (2021). Involvement in Extracurricular Activities and Overcoming High Levels

of CommunicationApprehension among Saudi EFL Majors. Arab World English
Journal, 12 (2) 185208, from https://dx.doi.org/10.24093/awej/vol12no2.13
Banua, E. I., Iglesia, N. S., & Muarip, V. C. (2022, August 15). School Administrators’
Instructional Leadership: Basis for Pedagogical Enhancement. International Journal of
Health Sciences (IJHS). Retrieved from https://doi.org/10.53730/ijhs.v6ns7.11770
Astin, A. (2001). What matters in college? San Francisco: Jossey-Bass.
Banglos, R. M. (2021, January 29). COPING STRATEGY OF THE CITIZENSHIP

ADVANCEMENT TRAINING OFFICERS (CAT) TOWARDS THEIR
ACADEMIC PERFORMANCE IN THE SISTERS OF MARY SCHOOL-
GIRLSTOWN,INC. www.academia.edu. Retrieved from

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https://www.academia.edu/45008836/COPING_STRATEGY_OF_THE_CITIZENSH
IP_ADVANCEMENT_TRAINING_OFFICERS_CAT_TOWARDS_THEIR_ACAD
EMIC_PERFORMANCE_IN_THE_SISTERS_OF_MARY_SCHOOL_GIRLSTOW
N_INC
Bradley, J. and Conway, P. (2016). A dual step transfer model: sport and non‐sport
extracurricular activities and the enhancement of academic achievement. British
Educational Research Journal, 42(4), 703-728. https://doi.org/10.1002/berj.3232
Collings, L. K. (2020). The Impact of Extracurricular Activities and High School Students
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of Secondary Age Students With Intellectual Disability Who Participate in School-
Sponsored Extracurricular Activities. Journal of Special Education. Retrieved from
https://doi.org/10.1177/0022466919851194
Farliana, N., Saptono, A., Rahmaningtyas, W., & Nurdiana, A. (2022, December 12).
Moderation of Extracurricular Activities in Influencing Diamond Fraud on Academic
Fraud Behaviour. Jurnal Pendidikan dan Pengajaran. From
https://doi.org/10.23887/jpp.v55i3.46099
Ginosyan, H., Tuzlukova, V., & Hendrix, T. (2019, December 8). T Eachers’ Perspectives on
Extra-curricular Activities to Enhance Foundation Program Language Learners’
Academic and Social Performances. Journal of Applied Studies in Language.
Retrieved from https://doi.org/10.31940/jasl.v3i2.1387
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https://doi.org/10.3138/jvme.1213-163r

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Martinez, A. (2016) Involvement in Extracurricular Activities: Identifying Differences in

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extracurricular programs for vietnamese students. Education and Linguistics
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Dear Respondents,
We are currently conducting a research study entitled “The Effects of SSAR

Membership on Academic Performance of SSAR Members in Maddela Comprehensive High
School.” The purpose of this study is to determine and understand the impact of SSAR
membership on the academic performance of SSAR members in our school.
We kindly request your cooperation in answering the following questionnaire with

honesty and completeness. Your responses will greatly contribute to the success of this study.
We assure you that all information provided will be handled with the utmost level of
confidentiality. Your participation is crucial in helping us gather valuable insights.
Thank you for your cooperation!
-The Researchers

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The Effects of SSAR Membership on Academic Performances of SSAR Members

in MCHS
Dear Respondents,
We kindly ask you to truthfully and sincerely answer the following questions. Please be assured that your responses will be
kept confidential and used exclusively for research purposes.
Name :______________________________________Grade:_____ Strand:_______ Team:___________ Sex:________

Age:______ GWA (1st semester): ____
Study habits: ☐ Procrastinating ☐Avoiding Procrastinating ☐Arrange Time ☐Sleeping ☐Study with friends
Others:____
Time management: ☐ Set Reminders. ☐ Do the most important things first. ☐Lack of Sleep:__________.
Others:_______
Direction: Please use the following rating scale in making your judgement. Check the box that corresponds to your answer.
(5) Always, (4) Often, (3) Sometimes, (2) Rarely, and (1) Never.
A. Student Related Factors 1 2 3 4 5

1. How well do you listen to your teacher?
2. How well do you actively participate in the discussion, answering and clarifying things you did not
understand?
3. . How well do you want to get good grades on test, quizzes, assignments, and projects?
4. How well do you make yourself prepared for the subject?
5. How well do you get frustrated when discussion is interrupted or the teacher is absent?
6. How well do you exert more effort when you difficult assignment?
7. How well do you study the lessons you missed if you were absent from the class?
8. How well do you study and prepare for quiz and test?
9. How well do you see to it that extracurricular activities do not hamper?
10. How well do you have a specific place to study at home which you keep clean and orderly?
11. How well do you do your assignment regularly?
12. How well do you spend your vacant time doing assignment or studying your lesson?
13. How well do you study harder to improve your performance when you get low grades?
14. How well do you spend less time with your friends during school days to concentrate more on your
studies?
15. How well do you prefer finishing your studying and your assignment first before watching any
television program?
B. Teacher Related Factors 1 2 3 4 5

1. Do your teachers have a good relationship with the student and co-teacher?
2. Do your teachers impose proper discipline and are not lenient in following the prescribed rules?
3. Do your teachers open to suggestion and opinion and is worthy of praise?
4. Do your teachers show smartness, confidence, and firmness in making decision?
5. Do your teachers have an appealing personality with good sense of humor?
6. Do your teachers explain the objectives of the lesson clearly at the start of each period?
7. Do your teachers have mastery of subject matter?
8. Are your teachers organized in presenting subject matter by systematically following course
routine?

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9. Do your teachers updates themselves with present trends relevant to the subject matter?
10. Do your teachers show various strategies, teaching aids/devices, and techniques in presenting the
lesson?


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