SAN FRANC I SC O H I GH S CH OO L

EXPLORING THE INFLUENCE OF EXTRA CURRICULAR

ACTIVITIES ON THE ACADEMIC PERFORMANCE
OF ABM STUDENTS

A Research Paper
Presented to the Faculty of
Senior High School Department
San Francisco High School

In Partial Fulfillment
of the Requirements for the subject
Research in Daily Life 1

By

Bayog, John Lester F.

Cardano, Ashnea Shanon G.
Climaco, Allyana Shaine
Delos Reyes, Charles Jeffrey D.
Dicatanongan, Aloy M.
Perez, Ariane Jan G.
Rañesesz, Rogelio Jr.
Tacogue, Angela Q.

April 12, 2024

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CHAPTER II

INTRODUCTION

This chapter reviews existing literature and studies on the influence of

extracurricular activities on academic performance of ABM students. It starts with a

review of the relevant theoretical framework under study and empirical studies. The

empirical review focuses on studies done on extracurricular activities and the

academic performance of ABM students internationally and locally.

Review of Related Literature and Studies

Building upon existing research, the study conducted by Fakhretdinova et al.

(2021) and Alexander et al. (2021) studied the effects of academic progress, taking into

account both their intellectual and personal growth. Extracurricular activities have an

impact that extends beyond the classroom because they give students opportunities to

engage in their passions, develop critical interpersonal skills, and improve their academic

performance. Clubs that prioritize intellectual pursuits have a substantial impact on

fostering critical thinking and problem-solving skills. The need to provide strong support

and foster the expansion of these extracurricular activities is growing as educational

institutions come to understand the importance of educational clubs. This is critical for

promoting students' overall growth and improving their academic performance.

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In line with the study by Tan and Aquino (2022) builds upon this existing

body of local research by examining the impact of extracurricular participation on the

academic performance of senior high school students in Cebu City, including those in the

ABM track. The researchers' findings provide valuable insights into the mechanisms

through which extracurricular involvement can influence academic achievement in the local

context. Tan and Aquino (2020) cautioned that excessive involvement in extracurricular

activities may have negative consequences, such as increased stress and reduced time for

academic pursuits.

Regarding the sampling method, the study used purposive sampling

method. The student engagement questionnaire was adapted from Delfino's (2019)

study, while the learning achievement scale was modeled from the SF9 K-12 DepEd

curriculum. Data were analyzed using means and Pearson's product moment

correlation coefficients. The results showed that student engagement among ABM

students is high, suggesting that it is commonly observed. The level of academic

success is very satisfactory. Moreover, there is no significant relationship between

student engagement and academic achievement among ABM students at TNHS. By

understanding the factors that lead to student engagement in the educational process,

institutions, teachers and principals can develop and implement strategies to improve

student engagement and academic achievement, leading to better learning outcomes

and positive learning

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Similarly, the study by Perez et al. (2019) looked into how extracurricular

activities impact the academic performance of Grade 12 students studying ABM at Bestlink

College of the Philippines during the 2018-2019 school year. Extracurricular activities are

defined as activities that are not part of the regular curriculum, such as sports, clubs, and

social events. The study discovered that participating in these activities had a positive

influence on students' academic performance, particularly in written assignments,

attendance, and practical tasks. Despite being involved in extracurricular activities,

students were able to manage their time effectively and excel academically. The study

recommends that teachers and school administrators recognize and encourage students'

involvement in extracurricular activities.

However, in the report conducted by Mamun, S. & Saha, R. (2024) with

200 business students as participants, findings revealed that despite the positive

outcomes, 51.5% of the participants admitted that they occasionally had trouble

balancing their extracurricular activities with academic obligations. Also, their findings

investigated how much time students devote to these extracurricular activities. Findings

show a range of time commitments: 14.5% spend less than an hour, 35.5% spend one

to three hours, 29% spend four to six hours, and 21% spend seven or more hours a

week on these activities. This shows how students engage in a variety of activities in

order to help them maintain a healthy balance between their academic studies and

extracurricular interests.

In addition to this, the study by Limayo, Elibado, and Santamena (2024)

explores the experiences of ABM students in extracurricular activities, specifically sports,

journalism, and quiz bees. The study recognizes the challenge students face balancing
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extracurricular activities and academics, affecting their time management and academic

performance. Researchers suggest giving recognition to students involved in

extracurricular activities for promoting the school's image and urge teachers to see these

activities as valuable to students' learning.

According to Fredricks and Eccles (2019), one suggested explanation

for the correlation between extracurricular participation and academic motivation is that

being involved in extracurricular activities can enhance students' motivation and

engagement in their academic pursuits. This is supported by Deci and Ryan (2000),

who propose that participating in extracurricular activities provides students with

opportunities to develop a sense of belonging, autonomy, and competence, which in

turn can foster intrinsic motivation and engagement in their academic endeavors.

Furthermore, Marsh and Kleitman (2002) and Eccles et al. (2003) argue that

extracurricular involvement can expose students to new learning experiences, social

networks, and leadership opportunities. These additional experiences and connections

can contribute to students' overall academic and personal development.

In both the Cebu region and selected private schools in Metro Manila,

researchers have investigated the impact of extracurricular activities on academic

achievement. Aquino and Reyes (2019) found a positive association between

involvement in sports and academic clubs and higher grades among senior high school

students in Cebu City. Their emphasis on the importance of balancing extracurricular

participation with academic responsibilities echoes the sentiments of Tan & Aquino

(2020). Similarly, Bautista and Tan (2020) focused on the relationship between

extracurricular activities and academic achievement among students in the ABM track
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in Metro Manila. Their findings indicated that engagement in various extracurricular

activities contributed to better academic outcomes, aligning with the positive

associations observed by Aquino and Reyes (2019). These studies collectively

highlight the significant role of extracurricular engagement in promoting academic

success across different regions in the Philippines.

The study conducted by Pinto, L.H., and Ramalheira, D.C. (2017)

underscores the importance of a diverse background for business graduates in

enhancing their job opportunities. They emphasize that academic achievements and

involvement in extracurricular activities play crucial roles in this regard. By actively

participating in extracurricular activities, business graduates can significantly influence

their success and perceived employability, making them more attractive candidates for

potential employers. The research suggests that the link between academic

performance, extracurricular engagement, and job prospects is intertwined, indicating

that participation in activities not only enhances academic performance but also plays a

vital role in preparing ABM students for the competitive job market.

In an Medium article authored by Ali, S. (2024) highlights the

significance of engaging in activities is emphasized for its impact, on academic

progress, personal growth and social aptitude. It is mentioned that involvement, in

activities can result in improved grades, enhanced attendance and heightened school

involvement. The article closes by underlining the value of encouraging engagement to

boost achievement and foster student accomplishment.

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The research on the influence of extracurricular activities on the

academic performance of ABM students presents a comprehensive narrative spanning

both international and local contexts. Globally, studies by Fakhretdinova et al. (2021)

and Alexander et al. (2021) underscore the multifaceted benefits of extracurricular

engagement, emphasizing its role in fostering critical skills, intellectual growth, and

overall academic success. Locally, investigations by Tan and Aquino (2022), Bautista

and Tan (2020), and Aquino and Reyes (2019) provide nuanced insights into the

mechanisms through which extracurricular involvement impacts academic

achievement, highlighting positive correlations between participation in activities and

improved grades and school attendance. However, challenges such as balancing

extracurricular commitments with academic responsibilities, as evidenced by studies

like those of Mamun and Saha (2024) and Limayo, Elibado, and Santamena (2024),

underscore the importance of effective time management strategies. Additionally,

research by Pinto, L.H., and Ramalheira, D.C. (2017) and Perez et al. (2019)

highlights the long-term benefits of extracurricular engagement, including enhanced

job prospects and employability skills. The theoretical underpinnings provided by

scholars such as Fredricks and Eccles (2019) and Deci and Ryan (2000) further

elucidate the motivational and developmental aspects of extracurricular involvement,

underscoring its role in holistic student development. In essence, the grand synthesis

emphasizes the multifaceted impact of extracurricular activities on ABM students,

advocating for a balanced approach to maximize their educational benefits.

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Definition of Terms

1. Aspiration - any future goal in which an individual is willing to

invest time, effort or money is proposed .

2. Assessing - refers to the process of evaluating and analyzing

various aspects of operational command, decision-making, mechanical treatment

modes, or workload.

3. Co-curricular - an activity or program that takes place outside

of the traditional classroom but in some manner complements academic learning from

classroom curriculum.

4. Correlation - refers to the statistical association between

involvement in extracurricular activities and one’s performance in school.

5. Encompasses- in this context it could be "includes" or "covers."

This definition implies that the research seeks to address all pertinent aspects related to

extracurricular activities and their impact on the academic performance of ABM students.

6. Enhance - heighten, increase. especially : to increase or improve

in value, quality, desirability, or attractiveness

7. Extracurricular - an activity, performed by students, that

falls outside the realm of the normal curriculum of school, college or university

education.

8. Fostering - to foster is to provide a family when it is needed.

9. Intentional - In this research, it is defined as "deliberate" or

"purposeful." It refers to extracurricular activities that students actively choose to

participate in with specific goals or objectives in mind, rather than engaging in them

randomly or passively.
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10. National - research, services and programs administered

centrally by the National Office

11. Self-awareness - perception of operational elements and

events with respect to time or area, the comprehension of their meaning, and the

projection of their status after some variable has changed, such as time, or some

other variable, such as a predetermined event.

12. Self-Discovery- it is defined as the process of gaining insight

into one's own interests, strengths, values, and identity through participation in

extracurricular activities.

13. Reinforcing - strengthening an action by associating it with a

consequence, causing that action to become a conditioned reinforce.

CONCEPTUAL FRAMEWORKS

Extracurricular Activities Academic Performance

Figure 1: the conceptual framework of this study is the consists two

variable, extracurricular activities as an independent variable, and academic

performance as the dependent variable.

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In the Figure 1: extracurricular activities as independent variable pertain to an

Students participating in extracurricular activities generally benefit from having better

examination results, higher self concept, higher standardized test scores and

educational attainment. Students often learned skills such as teamwork and leadership

from college club activities while decreasing the likelihood of different problem

behaviors.

Another variable, academic performance as a dependent variable refers to the extent

or measure of a student's achievements in all of their participating academic subjects,

such as extracurricular activities. Academic performance can include a good level of

talent, mental ability, and academic excellence, but it can also include a good level of

thinking, hard work, and persistence or striving of students.

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CONCEPTUAL FRAMEWORK (INPUT, PROCESS, AND OUTPUT)

INPUT PROCESS OUTPUT

 Type of  This study will  To determine if

Extracurricular use a the ABM

Activity quantitative Students can

method of manage their

 Academic
research with time in
Performance
the approach of Performing
of Students
case study Academics while

 Study Habits  Data Collection having

Extracurricular
 Participation
 Factor Activities in
Level
Consideration school.

 Social and
 Feedback
Emotional  Insights

 Interventions

Impement

 Improvement

Strategies.
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es
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