CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will provide information and review of related literature and
studies about different clubs and organizations and its activities specifically its
extracurricular activities (ECAs) and its implication to the students. This will
include the positive and the negative effect of Extra-curricular activities on
students.

Wikipedia defined learning as the process of acquiring new, or modifying

existing, knowledge, behaviors, skills, values, or preferences. Humans learn
before birth and continue until death as a consequence of ongoing interaction
between people and their environment. Extracurricular activities are one of
them, Wikipedia also defined extracurricular activities as an activity,
performed by students, that falls outside the realm of the
normal curriculum of school, college or university education. Such activities
are generally voluntary (as opposed to mandatory), social, philanthropic, and
often involve others of the same age. Students and staff direct these activities
under faculty sponsorship, although student-led initiatives, such as
independent newspapers, are very common.

FOREIGN LITERATURE

Based on the book written by Pan & Seow (2014) Extracurricular

Activities (ECA) is a major part of student’s life and most schools invested
significant resources over it. Also based on Rubin, Bommer, and Baldwin (2002)
categorized them as clubs and organization. Eccles et al. (2003) described
extracurricular activities as (1) pro social activity – church attendance and
volunteer and community service, (2) performance activities - school bands,
drama clubs, and dance clubs, (3) team sports or school team (4) school
involvement – students government, pep club, and cheerleading and, (5)
academic clubs – debate, foreign language, math, or chess clubs, science fair,
or tutoring in academic subjects. Also according Barnett (2007), described
extracurricular activities (ECAs) in terms of its classifications for example:
athletics, vocational clubs, student’s government, and newspaper and special
interest groups. Based on Daley & Leahy (2003) the benefits that can get
when a student is an active participant in an extracurricular activity. One
example on a benefit is a positive association between participating in various
forms of physical activities and positive self-perception. Fredricks and Eccles
(2006) also described extracurricular activities as a way for the students to
use their adolescent’s leisure time effectively. Brown said that (2003) Other
benefits of participating in extracurricular activities included having better
grades, having higher standardized test scores, higher educational attainment,
attending school more regularly, and having higher self-concepts. Participants
in out-of-school activities can learn skills such as teamwork, leadership skills,
and can decrease the likelihood of being involved with problem behaviors.
Most of the literature studied stated that those who participate in out-of-school
activities often have higher grade point averages, a decrease in absenteeism,
and an increased connectedness to the school. But according Daniyal (2012).
Other studies have found the negative influence of extracurricular activities
on student performance. Articles according to Springer and Diffily, (2012).
"After-school programs are increasingly viewed as a means of supporting
children's physical, academic, social and behavioral development,"
Increasingly, federal funding is tied to empirical evidence that proves
programs are beneficial. Within the scientific literature, the psychological and
social benefits of programs are well-documented. Benefits observed include
better social skills, greater motivation, better classroom behavior, higher self-
esteem and lower rates of criminal activity. However, evidence of any
academic benefits is mixed. Some studies show benefits for grades or
achievement test scores, while others don't. Those discrepancies have been
attributed to variations in study methodologies. Rarely have studies
considered intensity and breadth, as in the current study. Academic benefits
may be the result of club influences or to shielding students from negative
influences outside the clubs, or both, said Springer and Diffily. "Children
benefited from the clubs regardless of the extent of participation in any one
program," the authors said, "but the more programs for which they attended
most meetings, the greater the benefits. Fernandes, (2015) mentioned in her
article that, extracurricular activities can negatively impact student
performance. Other studies emphasize the positive effect of student
engagement in activities out of the classroom. However, they point that not
all activities are beneficial to academic growth, and the benefits of student
engagement vary across activities. There are polemics on the effect of Greek
Letter Organizations. Some benefits include leadership development, increase
in self-esteem, and attachment to the institution. Major-related activities
provide good student satisfaction and higher academic performance.
Fazlurrahman and Hadi, (2015). University gives students the opportunity to
engage in academic activities and student organizations inside or outside the
campus. The decision of students to be involved in the organization have many
considerations based on talents and interests. Interaction with the
environment can develop soft skills and hard skills. Both must involve
universities to create a good and reliable generation. Hard skills are developed
in class by lecturer, student organization while expanding soft skills to
students. Student organizations have a diverse organization based on the
activity of the same religion, science, service, sports, art and music. Student
organizations give responsibility to carry out the organization. All student
organizations are essentially responsible for training students to develop and
improve the soft skills.

LOCAL LITERATURE

According to Kariyana’s studies (2012) that the study is sought is to

establish educator’s views on the Influence of learner’s participation in school
curricular activities on their academic performance. Qualitative data were
analyzed using content analysis method. The study found that educators held
positive views about the participation of learners in co-curricular activities as
they felt the participation was beneficial in numerous ways. Educators were
also of the view that values imparted through participation in co-curricular
were important in learners’ academic performance. The study also established
that learners’ involvement in curricular activities did not always guarantee
learners’ success in academic studies. This study gives recommendations
regarding learners’ participation in curricular activities.