CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Education does not only mean sitting in a classroom; it is broader than

books and teachers. It includes everything that happens to a person throughout
his life. Extracurricular activities, defined as activities pursued outside the
regular academic curriculum, have garnered significant attention in
educational research for their potential impact on students' academic
performance, social skills, and overall well-being (Mahoney et al., 2005).
Sibutad National High School, like many educational institutions, offers a
diverse range of extracurricular activities, from sports to arts and academic
clubs. The impact of these activities on the students' academic performance,
social skills, and overall well-being remains a topic of interest and inquiry

In recent years, there has been a growing study on the importance of

extracurricular activities in education. Studies indicated that participation in
these activities has numerous benefits. For example, participating in sports can
improve your physical health and fitness, cooperation, and discipline, while
being involved in academic clubs can improve your leadership skills,
creativity, and responsibility. Students who participate in extracurricular
activities generally benefit from the many opportunities afforded them (Nikki
Wilson, 2009). These activities not only foster the acquisition of specific skills
and knowledge but also contribute to the cultivation of essential life skills such
as teamwork, leadership, time management, and decision-making. Moreover,
participation in extracurricular activities has been linked to positive outcomes
in terms of academic achievement, social integration, emotional well-being,
and overall satisfaction with the school experience. Furthermore,
extracurricular activities serve as platforms for students to showcase their
talents, build confidence, and expand their horizons beyond the confines of the
classroom. For many students, involvement in extracurricular pursuits
represents a vital aspect of their high school experience, shaping their
identities, aspirations, and future trajectories. Whether pursuing their passion
for the arts, honing their athletic abilities, or delving into academic interests
outside of the standard curriculum, students derive immense value from their
participation in extracurricular activities.

However, while the benefits of extracurricular activities are widely

acknowledged, there is also recognition of potential negative effects that may
accompany participation in such activities. One significant challenge is the
limited access to extracurricular activities due to funding constraints in
schools. In today's educational climate, where schools face pressure to
improve standardized test scores, there is a risk that some schools may
consider reducing the number of extracurricular activities offered or limiting
students' participation by cutting transportation or other financial support
(Gutierrez, 2004; Starr, 2000). This rule unfairly targets poor pupils who
might depend on school facilities in order to participate in activities outside
the classroom. School size and poverty levels significantly influence the
number and types of activities available, with larger schools and those schools
with more affluent student bodies offering more activities (E Stearns, EJ
Glennie, 2010). While existing research has examined important individual-
level influences on participation, such as socioeconomic status, it has largely
neglected the possible existence of structural inequalities in opportunities to
participate and whether any structural inequalities might pertain to all types of
activities (e.g., Eitle and Eitle, 2002, McNeal, 1998).

Understanding the influence of these activities on students is crucial for

educators, policymakers, and parents alike. While extracurricular activities
offer numerous benefits, including the cultivation of essential life skills and
positive outcomes in academic achievement and emotional well-being, there
are also challenges such as limited access due to funding constraints. The
purpose of this research is to study the impact of extracurricular activities on
students, encompassing their academic performance, social skills, and overall
well-being.
Statement of the Problem

This study aims to determine the impact of extracurricular activities on

students. This study seeks answers to the following questions:

1. What are the benefits of participating in extracurricular activities for

students?

2. What types of extracurricular activities are available at Sibutad

National High School?

3. What impact do extracurricular activities have on students' academic

performance?

4. What challenges do students face in accessing extracurricular

activities at their school?

5. What support do students need to fully engage and benefit from

extracurricular activities?

6. What opportunities do extracurricular activities provide for students

to explore their interests and passions outside of the classroom?

Significance of the Study

The purpose of this research is to study the impact of extracurricular

activities on students, encompassing their academic performance, social skills,
and overall well-being. While extracurricular activities offer numerous
benefits, including the cultivation of essential life skills and positive outcomes
in academic achievement and emotional well-being, there are also challenges
such as limited access due to funding constraints.

Understanding the influence of these activities is crucial for educators,

policymakers, and parents alike to ensure that all students have equitable
opportunities for holistic development. By addressing both the benefits and
challenges, this research aims to contribute to the ongoing conversation
surrounding the role of extracurricular activities in education and student
success.

Scope and Limitation

To put simply, this study will be about the impact of extracurricular

activities on students, specifically focusing on their academic performance,
social skills, and overall well-being within the context of Sibutad National
High School. The scope of this research encompasses analyzing the effects of
various extracurricular activities offered by the school, including sports, arts,
and academic clubs. It aims to investigate how participation in these activities
influences students' development and outcomes. However, the study's scope is
limited to students within Sibutad National High School, thereby excluding
broader generalizations about extracurricular activities in other educational
settings. Additionally, while the research acknowledges the potential negative
effects associated with limited access to extracurricular activities due to
funding constraints, it primarily focuses on examining the positive impacts of
participation.

Definition of Terms

These terms are defined to help readers understand the research.

Extracurricular activities, defined as activities pursued outside the regular

academic curriculum.

Academic performance students' achievements in their educational pursuits,

typically measured by grades and test scores.

Social skills are abilities enabling effective interaction with others, including
communication, teamwork, and empathy.

Well-being is the overall state of happiness, health, and contentment.

Conceptual Framework

The conceptual framework for this study on the impact of extracurricular

activities on students' academic performance and social skills within Sibutad
National High School employs a quantitative methodology to systematically
analyze and measure the relationships between various variables.

At the core of the framework lies the notion that extracurricular activities
serve as independent variables, influencing students' academic performance
and social skills as dependent variables. Extracurricular activities encompass a
wide range of pursuits, including sports, arts, and academic clubs, each
potentially contributing differently to student outcomes.

Usually, we assess academic performance by using quantitative measures

which include GPA, standardized test scores and the achievement of students
in various subjects. The research intends to differentiate between significant
differences or correlations if any through comparing academic performances
of students who do extracurricular activities with those who don’t. Further it
can look into how duration and intensity of participating in such activities are
related to academic performance.

Another important part of student growth is social skills that involve

interpersonal communication, teamwork, leadership among others.
Quantitative metrics such as self-reported surveys or observational
assessments can be utilized to measure social skill development among
students participating in extracurricular activities compared to those who do
not. The study may also examine how the diversity of extracurricular
experiences influences the acquisition of specific social skills.

To control for potential confounding variables, the conceptual framework

incorporates demographic factors such as gender, socioeconomic status, and
academic ability. These variables can help elucidate whether the observed
effects of extracurricular activities on academic performance and social skills
remain consistent across different student populations.

Moreover, the study considers the institutional context of Sibutad

National High School, including the availability and accessibility of
extracurricular activities, funding constraints, and school policies. These
contextual factors may moderate the relationship between extracurricular
participation and student outcomes, thereby shaping the overall findings of the
study.

By employing a quantitative methodology within this conceptual

framework, the study seeks to provide empirical evidence on the impact of
extracurricular activities on students' academic performance and social skills,
contributing to a deeper understanding of the role of extracurricular
involvement in holistic student development.
 Schematic Diagram

Extracurricular Activities

Academic Performance Social Skills

Demographic Factors

Figure 1
Theoretical Framework

The theoretical framework for this study draws upon several key theories
to illuminate the complex dynamics underlying the impact of extracurricular
activities on students' academic performance and social skills within Sibutad
National High School.

Firstly, the Theory of Positive Youth Development (PYD) provides a

foundational perspective, emphasizing the significance of fostering the
strengths and potentials of young individuals to facilitate their holistic
development. According to PYD, extracurricular activities serve as platforms
for students to explore their interests, develop skills, and cultivate positive
relationships with peers and mentors. Participation in such activities is
expected to enhance various facets of students' development, including their
sense of competence, connection, character, confidence, and caring.

Building upon this, Social Learning Theory posits that individuals learn
through observation, imitation, and modeling of behaviors exhibited by others
in their social environment. Through participation in extracurricular activities,
students have the opportunity to observe and emulate positive behaviors
demonstrated by coaches, mentors, and peers. These behaviors, such as
teamwork, leadership, and cooperation, are not only integral to success within
the activity itself but are also expected to transfer to other domains of students'
lives, including academic performance and social interactions.

Moreover, Self-Determination Theory (SDT) offers insights into the

motivational factors driving students' engagement in extracurricular activities.
SDT posits that individuals are intrinsically motivated to fulfill three basic
psychological needs: autonomy, competence, and relatedness. Extracurricular
activities provide opportunities for students to exercise autonomy in choosing
their pursuits, develop competence in their chosen activities, and foster a sense
of belongingness and connection with others. Fulfillment of these
psychological needs through extracurricular participation is expected to
positively influence students' academic engagement, performance, and social
interactions.

However, it is essential to consider the potential constraints and

challenges within the school environment that may impact students' access to
and participation in extracurricular activities. Structural Strain Theory
highlights how structural inequalities, such as limited resources or
opportunities, may exacerbate disparities in students' engagement and
outcomes. Schools with fewer extracurricular options or limited financial
support may perpetuate structural strain, leading to unequal access and
participation among students.

Lastly, Ecological Systems Theory offers a comprehensive lens through

which to understand the multifaceted influences on student development.
Extracurricular activities operate within the microsystem of the school
environment, interacting with other systems such as family, peers, and
community. The availability and accessibility of extracurricular activities
within Sibutad National High School, as well as broader societal factors such
as socioeconomic status, shape students' participation and outcomes within
this ecological framework.

By integrating these theoretical perspectives, this study seeks to unravel

the intricate mechanisms through which extracurricular activities impact
students' academic performance and social skills within the unique context of
Sibutad National High School.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher
considered in strengthening the importance of the present study. It also
presents the synthesis of the art to fully understand the research for better
comprehension of the study.

Extracurricular Activities (ECAs)

Extracurricular activities relate to activities that are “external to the core

curriculum” (Shulruf, 2010, pg. 594). Bartkus et al. (2012, pg. 698) defined
extracurricular activities as “academic or non-academic activities that are
conducted under the auspices of the school but occur outside of normal
classroom time and are not part of the curriculum.” Bartkus et al. (2012, pg.
698) also stated that “extracurricular activities do not involve a grade or
academic credit and participation is optional on the part of the student.” The
ECA experience has become an important component of students’ school life
as many students today participate in ECA (Feldman and Matjasko, 2005;
2012).

Academic Performance

Several studies have highlighted the positive correlation between participation

in extracurricular activities and academic performance. Abizada et al. (2020)
found that while certain extracurricular activities positively influence
academic performance in public schools, others demonstrate no significant
effect, with additional analysis indicating the predictive value of the number of
activities participated in for student success. Their findings confirm the widely
observed positive correlation between extracurricular participation and
academic success. However, the study also reveals nuances within this
relationship, showing that while certain extracurricular activities positively
influence academic performance, others do not exhibit a significant effect.
Furthermore, the analysis underscores the importance of considering the
quantity of extracurricular activities engaged in, as it emerges as a predictor of
student success. This nuanced understanding suggests that the impact of
extracurricular involvement on academic outcomes varies depending on the
type of activity and the extent of participation. Therefore, educators and
policymakers should take into account these nuances when designing and
implementing extracurricular programs to maximize their effectiveness in
enhancing student achievement and overall educational outcomes.

Social and Emotional Development

Stoll and Pollastri (2023) sheds light on the association between

extracurricular activities and students' social and emotional development.
Through an analysis of various extracurricular engagements in both school and
community settings, the research indicates a positive correlation between
involvement in these activities and favorable outcomes such as enhanced
interpersonal skills, a stronger sense of belonging, and improved emotional
resilience. These findings underscore the importance of incorporating diverse
extracurricular opportunities within educational settings to support
comprehensive student growth. By recognizing the broader benefits of
extracurricular engagement, educators and policymakers can create
environments that empower students to excel not only academically but also
socially and emotionally, thus enriching their overall educational journey and
preparing them for future success.

Time Management and Stress Management

According to Venkatesh et al. (2022), participation in extracurricular activities

positively impacts academic performance and well-being by enhancing coping
strategies, indicating effective time and stress management benefits for
students. The study indicates the effectiveness of ECA participation in dealing
with academic stress and the development of constructive coping strategies.
This suggests that engagement in such activities not only enhances academic
outcomes but also promotes students' overall well-being. These findings
underscore the importance of incorporating extracurricular opportunities
within educational settings to support students in effectively managing stress
and achieving academic success.

Problems Encountered in Participation of Extracurricular Activities

Participation in extracurricular activities can be hindered by various

challenges. Research suggests that barriers to participation include lack of
financial resources, health issues, time management, and concerns about
academic performance.

According to Simon and Hjalmarsson (2022), they found that changes in

household income were only slightly linked to adolescents from low-income
families stopping their participation in extracurricular activities. This suggests
that economic constraints at home might not be the main reason for the
income gap in participation. Instead, cultural differences in parenting styles
and preferences, as well as non-economic resource constraints, could play a
more significant role. These results challenge previous assumptions about the
impact of household economic constraints on extracurricular activity
participation and underscore the importance of considering broader social and
cultural factors.

Matjasko et al. (2019) found that low-income adolescents are more prone to
engaging in fighting, but intensive extracurricular involvement may mitigate
this risk, especially for disadvantaged youth. This suggests that
extracurricular involvement may serve as a protective factor against
behavioral problems like fighting, especially for youth from disadvantaged
backgrounds.

The study by Berkowska, Kowalewska, and Mazur (2019) revealed that

students with health issues frequently reported facing challenges in accessing
both school and extracurricular activities. This suggests that health problems
can act as barriers to participation in educational and enrichment opportunities
outside of the classroom.

The study by Thompson, Ansoglenang, and Antwi (2019) highlighted several

challenges affecting the smooth operation of clubs and societies in public
schools. These challenges include a lack of financial resources,
mismanagement of limited resources by club executives, and an unfavorable
academic calendar. Such obstacles hinder the effectiveness and impact of
extracurricular activities on students' experiences in public schools.

The landscape of extracurricular activity participation is influenced by various

factors, as evidenced by the aforementioned literature and studies.
Extracurricular participation is not solely about activities but about
overcoming various barriers to access and engagement. It underscores the
interconnectedness of socioeconomic, cultural, health-related, and institutional
factors in shaping students' experiences. This highlights the importance of
adopting a holistic approach to address these challenges and create
opportunities for all students to benefit from extracurricular activities. It
prompts reflection on how to create an inclusive and supportive environment
that fosters equal access and maximizes the positive impact of extracurricular
activities on students' lives.