Chapter 1-3

West Visayas State University
SENIOR HIGH SCHOOL DEPARTMENT

Luna St., La Paz, Iloilo City 5000
Iloilo, Philippines
* Trunkline: (063) (033) 320-0870 loc 1824 * Telefax No.: (033) 320-0879
* Website: * Email Address: shscoordinator@wvsu.edu.ph Acc. No.: M2700903PM
PHI-18939-2-QM
PROBLEMS FACED BY SENIOR HIGH SCHOOL STUDENTS WITH EXTRA
CURRICULAR ACTIVITIES AND THEIR COPING STRATEGIES
A Mixed Method Research
presented to the Faculty of Senior High School Department
Luna St., Lapaz, Iloilo City
In partial fulfillment of the requirements in
PRACTICAL RESEARCH 2
By
Bañares, Erica Clarice
Bandojo, Jiro Emmanuel
Himatay, Paula Mae
Hindiana, Nicole Marray
Legore, Nicole Belle

Iloilo, Philippines
PHI-18939-2-QM
CHAPTER 1
Introduction to the Study
Chapter 1 includes five parts: (1) Background of the Study; (2) Conceptual Framework ;(3)
Research Purpose & Statement of the Problem; (4) Significance of the Study;(5) Definition of Terms; (6)
Scope and Limitations of the Study.
Part One, Background of the Study, discusses about the topic and rationale for choosing the
problem;
Part Two, Conceptual Framework, shows the independent and dependent variable of the study;
Part Three, Research Purpose & Statement of the Problem, listed questions to be answered by the
study;
Part Four, Significance of the Study, cites the benefits that would be derived from the results of
the study;
Part Five, Definition of Terms, presents the conceptual and operational meaning of important
terms used in the study;
Part Six, Scope and Limitations of the Study, specifies the scope and coverage of the study.
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Background of the study
A student’s social life is just as important as its academic life to attain individual growth and
development. Participation in extra-curricular activities influence the mental well-being by reducing
stress, keeping fit and feeling overall better (Daley & Leahy, 2003).
Pressure starts to build up in students when they are in school, the reason why students have to
participate in non-academic engagement to complement with their academics. With extracurricular in
addition to educational activities, this forms a way to develop a well-rounded student that is more than
just the four pillars of his/her classroom. There are many benefits in joining extra-curricular activities
such as developing a sense of responsibility and commitment. Students who participate in extra-curricular
activities have a sense of commitment to whatever they are involved in. This is because as they take part
in the organization they are a member of, they have to commit to it and give their all, and this
commitment extends to all other areas of their lives and carry on a responsibility of doing their task in an
efficient manner. Aside from these, students learn skills such as teamwork, better social skills, and critical
thinking. Education should develop an all rounded student in all aspects. This includes the intellectual,
spiritual, social, physical and moral capabilities (Jackson, N. 2017). Extra-curricular activities have
engraved an impression that joining it could be a distraction and a reason to bring their academic
performance down. Extra-curricular activities are regarded as a distraction (Conway, 2009).
According to studies, students who participate in student engagement activities were found to
have better leadership skills and learnt how to relate better with their peers than those who didn’t. Extra-
curricular in addition to educational activities forms a way to develop a well-rounded student. Reynolds
(1996) explained that schools stress many different pillars in trying to create a well-rounded education.
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In support of the K to 12 Curriculum implementation, the Department of Education (DepEd)
enclosed guidelines on the conduct of co-curricular and extra-curricular in which it needs to ensure
relevance and alignment with the educational competencies of the K to 12 Curriculum and leadership
development of learners and uphold child protection principles and that no learner shall be disadvantaged
in any form etc. Active students have an effect in which they cope in the daily basis and vital coping
skills are required to accomplish the adjustment to catch up with their academic performance. Students
should create diverse adapting and coping methods in order to manage stressful conditions (Rogers and
Yasin, 2003)
But joining extra-curricular activities teaches the student to balance their academic life with their
student engagement organizations and learn how to less likely procrastinate in their free time. They need
to know how to incorporate their club and activities into their school life and allocate enough time for
each. They learn how to plan out their day to include study time and co-curricular activities time, and will
know how to make use of any free time they may have. All students that are involved in extra-curricular
activities must balance their time (Metzl & Shookhoff, 2002)
Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE

 STRAND  PROBLEMS FACED
 SEX  COPING MECHANISMS
 NUMBER OF EXTRA CURRICULAR
ACTIVITIES
 TYPES OF EXTRA CURRICULAR
ACTIVITIES
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Research Purpose & Statement of the Problem
This research mainly aims to give useful information about the effects of joining extra-curricular
activities- if it is an advantage or disadvantage on students. It determines how the long-lasting effects of
extracurricular activities may help parents and students understand how participation can impact students'
development now and in the future. The benefit students can get from this study are insights about effects
of extracurricular activities in their lives- it may be social, emotional, spiritual etc.
It aims to determine the problems encountered by the student involving in extra-curricular activities. As it
also aims to know how they cope up despite being overly loaded; both academically and engaged to
extra-curricular. It focuses on showing the most effective way or strategy to catch up with lessons and
missed quizzes. Through this, teachers may be able to advise students who participate in extracurricular
activities on how they can balance their academics and extracurricular activities, in order to encourage
what activities will be better promoted in class. This research could raise awareness to students that the
effects of joining in student engagement organizations may cause problems, but with the right method and
strategy of coping up and catching up, both can be attained and balanced.
This research attempts to gather information on the problems in the involvement of Senior High School
students in extra-curricular activities and their coping strategies
Specifically, it tries to answer the following questions:
1. What are the problems encountered by SHS Students involvement in extra-curricular activities?
2. What are the coping strategies/action of SHS Students involved in extra-curricular activities in
order to catch up in their academic works?
3. What are their extra-curricular activities?
4. How many extracurricular activities do these SHS Students join?
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Significance of the Study
This research study will be of the great benefit of the following:
The students can get from this study are insights about effects of extracurricular activities in their
individual performance and also determine the impact it may cause them in higher education or in
college. This study could teach them the right strategies to cope up with their academic life while still
being active in their extracurricular activities.
The parents may discover skill of their children and support them in their child's responsibilities between
academic and extracurricular activities.
The teachers and advisers may be able to advise students to participate in extracurricular activities. The
results of the study will also give them ideas to encourage student engagement for better student
development.
The Department of Education can have insights on the effect on extra-curricular activities to student
performance and may develop changes in the curriculum in line with student engagement.
Definition of Terms
Extracurricular Activities-- outside the regular curriculum or program of courses (dictionary.com,
2012)
In this study, “Extracurricular activities” are organized student activities connected with school and
usually carrying no academic credit.
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These are student engagement organizations such as student council, dance, music, math, science, arts,
journalism/literature, debate, sports, film and Red Cross Youth.
Problems-- something that has to be solved or an unpleasant or undesirable condition that needs to be
corrected. (yourdictionary.com, 2019)
In this study, “problems” are the issues brought by extra-curricular activities to students.
Coping mechanisms-- are ways to which external or internal stress is managed, adapted to or acted upon.
(explore.com, 2010)
In this study, “Coping mechanisms” are effective ways to catch up in their academic performance.
Scope and Delimitation
The study will mainly focus on the challenges encountered and coping strategies of the Senior High
School Students of West Visayas State University specifically the Student Council and the Club Officers.
Research will give confidentiality to the data gathered in the study. There will be only a maximum
number of 53 respondents that will answer the questionnaires/survey form.
The respondents of the study are involved in student engagement organizations such as student council,
dance, music, math, science, arts, journalism/literature, debate, sports, film and Red Cross Youth.
CHAPTER 2
Review of Related Literature
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Chapter 2 includes into four parts; Part One (1) Extra-Curricular activities, Part Two (2) Problems
Faced By Students With Extra-Curricular Activities, Part Three (3) Coping Mechanisms Of Students
With Extra-Curricular Activities and Part Four (4) related studies.
Part One, Extra-Curricular Activities, defines Extra-Curricular activities to students.
Part Two, Problems Faced By Students With Extra-Curricular Activities explains the problems
encountered by students and its effect in their individual performance.
Part Three, Coping Mechanisms Of Students With Extra-Curricular Activities explains the strategies of
students in order to cope up with their academic lessons.
Part Four (4) Related studies; The effect of extra-curricular to Academic performance
Extra-Curricular Activities
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Extracurricular activities are activities that students participate in that do not fall into the domain of
normal curriculum of schools. They are found in all levels of our schools. There are many forms of
extracurricular activities such as sports, clubs, governance, student newspaper, music, art, and drama.
Barge (2018) stated that “extra “means “outside” and “curricular” refers to all of the work you do in the
classroom. So extracurricular exercises are simply exercises that you do outside of class. Extra Curricular
exercises have various types, such as;
Sports, which includes playing on a school sport team, an intramural team, or a club team outside of your
school.
Community Service, which includes any sort of volunteer work, either in your community, or school
through student council.
Arts, which includes visual arts, performing arts, comedy, culinary arts, music, literary arts.
Hobbies, such as blogging, a film club, hiking, Rubik’s Cube competitions, Cosplay, and more.
Academic activities, such as math or science clubs or competitions, research, or writing.
Lunnenburg (2010, 2). states in his article that “Extracurricular activities serve the same goals and
functions as the required and elective courses in the educational curriculum. Be that as it may, they give
encounters that are excluded in formal courses of academic study. They enable students to apply the
information that they have learned in different classes and secure ideas of life.
Studies expressed that taking an interest in extracurricular exercises gives a student a more noteworthy
feeling of one's school association (Brown & Evans, 2002). In another fact, Contribution in
extracurricular exercises gives a beneficial outcome on a student, as far as their scholarly and public
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activity. According to the study and findings of Steinberg et al., students who focus on participating in
interscholastic as an extracurricular action are more improved than associated with the student’s
scholastic goals or accomplishments. (Steinberg et al.,)
According to Fredricks and Eccles (2005), extracurricular exercises help the students to decide or to know
how they utilize their time, pick their favored companions guide in building their character. Extra-
curricular exercises help an student (who is part or involved in it) in deciding and picking one's friends to
help the student in their development and improvement particularly in the phase of adolescence.
Problems Encountered by Students with Extra-Curricular Activities
Tanner (2017) stated that those who contradict investment in extracurricular exercises frequently point
out that extracurricular exercises may meddle with time that could be spent doing homework, wherein
students will be Overloaded.
Knifsend & Graham (2012) confirmed this time interference as a factor in determining academic
success. As noted, they found that a high number of extracurricular exercises (at least three) was
unfavorable to academic performance. This decrease can probably be credited to over-burden, as students
dedicate such a great amount of time to extracurricular exercises that they are rendered unfit to keep up
academically.
Dijk et al. (2014), announced a negative connection between physical action and scholarly achievement.
The creators conjectured that students may be progressively inclined to prioritizing physical activity
over school-related work.
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Reeves (2008) conducted a study with the conclusions that guardians and teachers does not allow
students to participate in out-of-school activities considering this idea that students may turn out to be
too involved with these extracurricular exercises and lose their attention on their studies. Students, may
not be left with enough time for home work if they are going to unnecessary instructional course, or
assemblies. Over-scheduling may make students become grumpy and sluggish, they may not be a lot of
mindful in class and invest less energy getting ready for academically related things.
Thompson (2008) also stated this concept as “The level of commitment is much more important than the
specific activity”. Over-scheduling also affects students physically and emotionally. Emotional impacts
incorporate pressure and weariness while physical effects incorporate wounds and wear out. The principle
reason of these issues might be parent on the off chance that they power their kids to be engaged with
exercises which students wouldn't like to partake in by any means. Students are hesitant to stop and quit
with the fear of disappointing their parents. Along these lines students should to be permitted to be
associated with exercises or activities of his/her own decision.
In another study, Gilman (2004) requested his subjects to recognize themselves as on particular character
from the movie “The Breakfast Club”. The subjects could choose from one of the following character: the
Princess, the Brain, the Criminal, the Jock and the Breakfast Case. He reasoned that the individuals who
perceived themselves as "Jocks" had more noteworthy association in sports, they had higher self-idea and
lower social imprisonment, they likewise verified more prominent GPA. But as in the previous studies,
these subjects were more probable to using drugs than others.
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Coping Mechanisms
The word “coping” has two connotations in stress literature. It has been utilized to mean the method for
managing pressure or exertion to ace states of damage, danger, or challenge when an everyday practice or
programmed reaction isn't promptly accessible. [Park and Adler,2003] Coping refers to mastering
conditions that tax or exceed adaptive resources. [Lazarus & Arnold,1997]
Coping is influenced by the character attributes of a person (Bolger, 1990;Friedman et al., 1992).
situational demands (Heim,Ausustiny, Schaffner & Valach, 1993), and the social characteristics of the
environment(Mechanic, 1978). Researchers have identified two major types of coping strategies:
approach style coping which is characterized by sensible examination of the circumstance, positive
reappraisal and critical thinking. The second one is avoidance style coping, characterized by resignation,
emotional release, and psychological evasion and seeking new sources of fulfillment (Moos, 1993)
Embedded in the “Ways of Coping”, according to Carver, Scheier, and Weintraub, (1989), is a distinction
between two main styles of coping namely, problem-focused coping and emotion-focused coping.
Problem-focused coping tries to take care of issues or change the sources of stress. On the other hand,
emotion-focused coping aims to decrease or deal with the emotional distress related with the
circumstance.
Miller (1982) in suggesting ways of coping with stress indicated that relaxation, breathing, refuting
illogical or irrational ideas, assertiveness, time management, maintaining good nutrition, exercise,
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recreational activities and changing usual routines could go a long approach to assist individuals with
overseeing upsetting circumstances they experienced.
Ansah (2006) also pointed out that professional counseling should be introduced to reduce stress and
tension which impacted negatively on productivity.
Donkoh & Yelkpieri (2011) There are ways of coping such as (active coping) Finding a way to attempt
to remove the stressor to improve its effects by starting direct activity, expanding one's endeavors and
attempting to adapt in a deliberate manner; (2) (planning): Pondering how to adapt to a stressor by
drawing activity techniques, considering what steps to take and how best to deal with the issue; (3)
(suppression of competing activities): Suppressing includes contending exercises with the perspective
on focusing more completely on the test or danger close by; (4) (seeking social support for
instrumental reasons): Seeking advice, assistance or information on the problem at hand; (5) (seeking
social support for emotional reasons): Getting moral support, sympathy or understanding on a problem
at hand; (6) (positive reinterpretation and growth): Managing distress emotions, rather than dealing
with the stressor per semester; (7) (acceptance): Accepting the reality of a stressful situation; (8) (mental
disengagement): Using alternative activities, such as games, exercises, watching movies.
Related studies
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a. Effect of extracurricular to Academic performance
According to Hollrah, involvement in extracurricular activities has a large impact on student achievement
(2001). Student success is defined by many factors; among them are academic achievement, involvement
in activities out of the classroom, socio-economic background, precollege academic achievement and
performance after graduation from college (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). The
relationship between extracurricular activities and academic achievement of college students is a topic
open to polemics. Recently, educational researchers have adopted a more positive perspective in regards
to students participating in extracurricular activities. Marsh and Kleitman (2002) noticed positive impacts
in the areas of student achievement for students involved in extracurricular activities. Studies are showing
that students who participate in extracurricular activities have higher grade point averages, lower
absenteeism, higher educational aspirations, and increased college attendance.
A study explored the relationship between participation in extracurricular activities and grade point
averages. This study compared the grade point averages for sophomores and juniors when they were
competing in sports and when they were outof- season (Sitkowski, 2008). The data showed that the male
athletes had higher grade point averages when they were participating in athletics compared to when they
were not participating in athletics. There was a significant increase in the grade point average for the
athletes in-season compared to out-of-season. While the study showed a positive impact for the male
athletes, it did not show an increase for the female athletes. The results did not show a significant
statistical difference in the grade point averages for the females while they were in-season athletes
compared to when they were out-ofseason athletes (Sitkowski, 2008).
CHAPTER 3
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Methodology
Chapter 3 includes six parts: (1) Purpose of the study and Research Design; (2) Contextual
Setting ;(3) Participants/Materials/Equipment; (4) Instruments;(5) Data Gathering Procedure; (6)
Statistical Data Analysis Procedure.
Part One, Purpose of the Study and Research Design, restates the reasons for conducting the
study and the research design used;
Part Two, Contextual Setting, states where the study will be conducted;
Part Three, Participants/ Materials/ Equipment, discusses about who are the participants in the
study and what is the total population of males and females;
Part Four, Instruments, presents the instrument used in the study;
Part Five, Data Gathering Procedure, shows the figure and narrative form of how the data will be
gathered;
Part Six, Statistical Data Analysis Procedure, presents how the data will be analyzed.
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Purpose of the Study and Research Design
This research mainly aims to give useful information about the effects of joining extra-curricular
activities- if it is an advantage or disadvantage on students. It aims to determine the problems encountered
by the student involving in extra-curricular activities. As it also aims to know how they cope up despite
being overly loaded; both academically and engaged to extra-curricular.
According to Ethridge, D.E. (2004) Descriptive research can be explained as a statement of affairs as they
are at present with the researcher having no control over variable. A descriptive method was followed in
this study. We will be using the descriptive research design, since we will only be describing the
problems faced and coping strategies of our respondents without influencing them in any way.
Contextual Setting
We plan to conduct our research in the West Visayas State University Senior High School Building in the
Carlos Romulo hall. We chose this setting because it is where our respondents stay during most of the
day.
Participants/ Materials/ Equipment
The sample in our study is the Grade 12 Senior High School Students of WVSU with Extra-Curricular
Activities. We chose the grade 12 senior high school students especially the senior high school student
council and club officers because they are much more prone to stress rather than a normal student.
Moreover, it is not time consuming because you can avoid a follow up bias since the chosen sample and
the researchers are in one area. We will choose our sample through purposive sampling.
Type of clubs/organization Number of respondents

Student council
Dance
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Music
Math
Science
Arts
Journalism/Literature
Debate
Sports
Film
Red Cross Youth
Instruments
In this study, questionnaire will be used in gathering data. It consists of series of questions that prompts
for gathering information from the respondents. It also allows the researchers to collect the most complete
and accurate data in a logical flow. The questionnaire contains two parts. The first part is the Types And
Number Of Extra-Curricular Activities wherein it is asked about the respondent’s type of
club/organization, the number of extracurricular activities. The second part is where you will see the
Problems encountered and coping mechanisms wherein it is asked about the different types of problems
and rating them. To identify the coping mechanisms, the respondents should pick the top 2 problems
encountered and state what they do in order to cope up with their problems. This was Validated by Dr.
Chive Gabasa.
Data Gathering Procedure
Asking permission
from research adviser
to conduct research. Recording of Data
Analysis of Data
Have a draft letter of
permits and have it
signed to the research
adviser and SHS
coordinator. Collecting of Data
(Questionnaires)
17
Handing out of
respondents

Iloilo, Philippines
* Website: * Email Address: shscoordinator@wvsu.edu.ph Give the letter of Acc. No.: M2700903PM
consent to
PHI-18939-2-QM
respondents.
Gathering of
Signing of permission
information of what to
forms from the
ask the respondents
research adviser and
the researchers’
approval
Making of
questionnaires
Validate
questionnaires. Making of permission
forms for the approval
of the respondents in
participating in this
survey
Reproduce
questionnaires
The first step we will do is to ask permission to the research adviser and SHS coordinator to conduct a
study. Then we will present letters and have it signed by the Research Adviser and SHS coordinator.
After it, we will gather information on what to include in our questionnaire. We will then make the
questionnaire. After it, we will make a letter for validation and have our questionnaire validated. Then,
once it is approved,we will make permission letters to the respondents and have it signed to the research
adviser. Then we will give the letter of consent to the respondents. We will reproduce the questionnaires
and distribute it to the sample. After doing so, we will collect questionnaires and collect data from it. We
will analyze the data by recording its frequency by tabulation. Lastly we will record data, and present the
final result along with the data gathered, and add recommendation for further studies.
Statistical Data Analysis Procedure
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This study, Problems faced by Senior High School Students with Extra Curricular Activities and Their
Coping Strategies questionnaire will be gathered and from it will extract data by tabulating, analyzing and
interpreting. The statistical tool for descriptive statistics will use frequency, mean and percentage.
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West Visayas State University

SENIOR HIGH SCHOOL DEPARTMENT

PROBLEMS FACED BY SENIOR HIGH SCHOOL STUDENTS WITH EXTRA

CURRICULAR ACTIVITIES AND THEIR COPING STRATEGIES

A Mixed Method Research

presented to the Faculty of Senior High School Department

West Visayas State University

Luna St., Lapaz, Iloilo City

In partial fulfillment of the requirements in

Bañares, Erica Clarice

Bandojo, Jiro Emmanuel

Himatay, Paula Mae

Hindiana, Nicole Marray

Legore, Nicole Belle

Scope and Limitations of the Study.

terms used in the study;

Background of the study

development. Participation in extra-curricular activities influence the mental well-being by reducing

participate in non-academic engagement to complement with their academics. With extracurricular in

performance down. Extra-curricular activities are regarded as a distraction (Conway, 2009).

In support of the K to 12 Curriculum implementation, the Department of Education (DepEd)

activities must balance their time (Metzl & Shookhoff, 2002)

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 SEX  COPING MECHANISMS

 NUMBER OF EXTRA CURRICULAR

 TYPES OF EXTRA CURRICULAR

Research Purpose & Statement of the Problem

activities- if it is an advantage or disadvantage on students. It determines how the long-lasting effects of

of extracurricular activities in their lives- it may be social, emotional, spiritual etc.

students in extra-curricular activities and their coping strategies

Specifically, it tries to answer the following questions:

order to catch up in their academic works?

3. What are their extra-curricular activities?

4. How many extracurricular activities do these SHS Students join?

Significance of the Study

This research study will be of the great benefit of the following:

being active in their extracurricular activities.

academic and extracurricular activities.

Extracurricular Activities-- outside the regular curriculum or program of courses (dictionary.com,

usually carrying no academic credit.

journalism/literature, debate, sports, film and Red Cross Youth.

corrected. (yourdictionary.com, 2019)

Scope and Delimitation

number of 53 respondents that will answer the questionnaires/survey form.

Review of Related Literature

With Extra-Curricular Activities and Part Four (4) related studies.

Part One, Extra-Curricular Activities, defines Extra-Curricular activities to students.

encountered by students and its effect in their individual performance.

students in order to cope up with their academic lessons.

exercises have various types, such as;

through student council.

Academic activities, such as math or science clubs or competitions, research, or writing.

scholastic goals or accomplishments. (Steinberg et al.,)

Problems Encountered by Students with Extra-Curricular Activities

students will be Overloaded.

over school-related work.

associated with exercises or activities of his/her own decision.

these subjects were more probable to using drugs than others.

conditions that tax or exceed adaptive resources. [Lazarus & Arnold,1997]

overseeing upsetting circumstances they experienced.

tension which impacted negatively on productivity.

disengagement): Using alternative activities, such as games, exercises, watching movies.

a. Effect of extracurricular to Academic performance