The Impact of Extra Curricular Activites On The Academic Performance of The Grade 10 Students of Icths

1
THE IMPACT OF EXTRA-CURRICULAR ACTIVITES ON THE ACADEMIC

PERFORMANCE OF THE GRADE 10 STUDENTS OF ICTHS
________________________________
A Research Proposal
Presented to the
Faculty of Information and Communication Technology High School
______________________________
By
Almario, Riclye Mark A.

Flores, Frankie Izzy T.
Palo, Erielle Jasmine O.

Urbano, Marc Lawrence M.
March 2019
THE IMPACT OF EXTRA-CURRICULAR ACTIVITES ON THE ACADEMIC PERFORMANCE OF THE GRADE 10 STUDENTS OF ICTHS 2
ACKNOWLEDGEMENTS
First and foremost, praises and thanks to God, the Almighty, for giving us the chance to
live and the way we recover from all of the struggles we experienced. The researchers also
appreciate God's guidance and support throughout this whole research.
The researchers would like to express sincerity and the deepest gratitude to the research
supervisors, Sir Rico Razon, Sir Vittorio Ulep, and Ma’am Fay Sebastian for doing their
roles and giving the researchers invaluable guidance throughout this research. Their
ineffable skills and honest advice give motivation and inspiration in the research. They
taught the researchers on how to be more focused and how to present our research works as
clearly as possible.
Furthermore, the researchers are extremely grateful to the loving parents for the love,
prayers, caring, sacrifices and endless support that they give. The researchers also
appreciate the friends that had a full understanding of the situation when there are times
when it is unlikely to bond with each other.
Lastly, the researchers would like to thank the respondents and classmates for their
thorough participation in the research. The research will surely not be completed without
them. And for all the people who have supported me to complete the research work directly
or indirectly.
Thank you for this opportunity to have this pace without this, we might say that life is dull
because hardships are always part of every person. This made us strong and made us
believe in our capabilities to do some things all by ourselves. Learnings are worth spending
time for and, that's the best thing that people surround us make us feel like.
INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

LETTER OF PERMISSION
To whom it may concern:
Greetings! We are currently conducting a study titled “The Impact of Extra-
Curricular Activities On the Academic Performance of the Grade 10 Students of ICTHS”
as our research project.
We are in the process of gathering data through the means of a survey which will be used
in the data analysis of our study. Concerning this issue, we would like to ask for your
permission upon distributing our survey questionnaires to the Grade 10 students of ICTHS.
It will be very relevant in obtaining information that we would be needing concerning our
study.
We hope for your consent and kind consideration upon our request. Thank you very much!
Respectfully Yours,
__________________ _________________ _______________

Erielle Jasmine Palo Marc Lawrence Urbano Frankie Izzy Flores
__________________
Ricyle Mark Almario
Noted by:
_______________________
Mr. Vittorio Nikko M. Ulep

Math Teacher & Research Adviser

ABSTRACT
Extra-curricular has been part of a student's life. The study aims to help the students of
Information and Communication Technology High School to determine whether extra-
curricular activities have an impact or it plays a significant role in improving the academic
performance of a student. The participants of the study were purposively selected from the
Grade 10 Students of ICTHS S.Y. 2019-2020 from the section of Escuro, Flores, and Zara.
Researchers had a total of 55 respondents or 51% percent of the total population of the
students who engaged in extra-curricular activities, wherein 10 students selected to answer
the interview and 45 students for the survey questionnaire. Since the researchers used a
mixed-method, the researcher instruments used in data gathering were structured
interviews for qualitative research and survey questionnaire for quantitative research.
Based on the Likert scale standard (sum of level 4 and 5) 68% percent said that extra-
curricular activities are very essential and beneficial to a student which means more than
half of the sample size agreed and strongly agreed on that argument. Based on the results of
the gathered data by interview, it is concluded that extra-curricular activities are vital to a
student because extra-curricular activities improve an individual holistically, it helps in
gaining a companion, and more than half of the sample size answered that they are also
improving in terms of academic performance after joining extra-curricular activities.

CHAPTER I: THE PROBLEM AND ITS BACKGROUND
This chapter contains the introduction, the relevant theories, and the statement of
the problem, the significance of the study, and the scope and delimitation.
Extracurricular activities (ECA) have become an important component of students’ school
life and many schools have invested significant resources in extracurricular activities. The
authors suggest three major theoretical frameworks (zero-sum, developmental, and
threshold) to explain the impact of ECA participation on students’ academic performance.
The authors urge researchers to conduct future research on the impact of ECA participation
to extend the stream of research in the accounting education literature on the determinants
of students’ academic performance (Seow& Pan, 2014).
According to The Department of Treasury Internal Revenue Service (2013) active
participation is characterized by (1) decision making involving the operation or
management of the activity, and (2) performing services for the activity. Cuseo (2010)
states that active participation: (1) is the foundation of college success where other college-
success strategies are established; (2) enables success to maximized as students need to be
active participants in the learning process; and (3) has two (2) key components basic to it,
(a) the time devoted to the process of learning; and (b) degree of personal mental and
physical effort exerted in the process of learning.
Briones (2015) states that “An active participant is someone who finds time, devotes, and
commits to extra-curricular activities.” He further adds that involvement with extra-

curricular activities has taught him to be committed, involved, accountable, responsible,
and have a vision to both inspire and empower people. Aside from that, he had also
discovered skills such as speaking in public, event organization and management, and
team-building facilitation.
However, Namuco (2015) contradicts that active participation exists not only in being
physically present but also by living the ideals and advocacy of an extra-curricular
organization. Moreover, she points out that inactive participation is unhealthy because a
person is hindering their selves from doing something they are passionate about. Also, in
this current generation, there is a need for more doers rather than those dawdle waiting for
something to take place (Namuco, 2015).
Merriam-Webster (2014) defines extra-curricular as: “extra activities that can be done by
students in a school but are not part of the regular class curriculum.” and activities as:
“something that is done for pleasure or a particular purpose and that usually involves a
group of people.” Therefore, extra-curricular activities are extra activities done by a group
of students in school either for pleasure or a particular purpose outside the regular class
curriculum.
The types of extra-curricular activities include (1) sports, (2) jobs—working before and
after class hours, and (3) anything that a student does not to get a grade or graduate
(Wierschem, n.d). Sports that involve training before and after class hours are considered
extra-curricular activities because it is done by a student not for a grade or graduation

requirement, but for a particular purpose such as becoming better or just to have fun—the
same concept applies to the latter that of jobs but have different purposes as well
(Wierschem, n.d).
Brown (n.d) explains that extra-curricular activities fulfill two (2) basic conditions: (1) they
are not part of regular school curricular program; and (2) there is a structure towards a pro-
social mission or goal. Furthermore, an extra-curricular activity becomes effective when:
(1) students have the opportunity to cultivate relationships with adults and pro-social peers;
(2) the activity has goals that encourage the students to achieve great things; (3) students
are given the opportunities to be leaders by having a committee to organize an activity; (4)
the extra-curricular activity is age-appropriate— activities which are not too arduous; and
most importantly (5) the activity is enjoyable for the students (Brown, n.d).
Sharp (2012) states that students do extra-curricular activities that are relevant to their
specialization. Besides, students are also trained to handle multiple commitments—
balancing both academic units and extra-curricular activities. This is because job recruiters
look for graduates who have experienced work that involves their specialization. Sharp
(2012) also quotes from Yeates (n.d) that: “job recruiters are more interested in graduates
who can balance multiple commitments, build successful relationships, lead and manage
projects, and solve problems.”
Extracurricular activity is an outside activity that is not related to academics. Merriam-
Webster defines extra-curricular as an "outside one's regular work, responsibilities, and
routine." If applied to a students’ context, this will be the non-academic activity that they,

the students, engage in based on their interests. Eccles and Barber's found that participation
in such activities tend to reduce students’ engagement in risky behavior (drinking,
smoking, etc). Students who are part of extra-curricular activities can get exemption and
incentive which may encourage and motivate the students to do more (Lunenburg, 2010).
Being a student is difficult because a student is in school for an average of 8-9 hour’s day,
maintaining good grades is a challenging task as it leaves little time for other activities to
be pursued. Extracurricular activities only become effective when: (1) they are
differentiated—a difference between commitments in academic and extra-curricular
activities is made; (2) what is more urgent and important is prioritized; (3) activities are
properly scheduled so as not to impede regular academic tasks; and (4) things are
questioned—whether or not the student can handle it or accomplish the activity together
with regular academic tasks. extracurricular activities are defined as the activities in which
students participate after the regular school day has ended.
Extracurricular activities (ECAs) are defined as activities that students undertake apart
from those required to earn a degree. They may include hobbies and social, sports, cultural,
or religious activities. They have some benefits and possess some structure/organization.
ECAs are expected to enrich students’ experience, develop students’ soft skills, help them
cope with stress, and provide them with added advantages to increase their employability
(Veronesi and Gunderman, 2012, Thompson et al., 2013).

In some studies, ECA participation has been associated positively with academic
achievement. However, students may refrain from participating in ECAs for fear that it will
affect their grades (Thompson et al., 2013), and may drop ECAs when their attention is
needed elsewhere (Roulin and Bangerter, 2013). Some qualities of graduates may be
inferred from ECA participation; for example, those who belong to organizations/clubs are
assumed to have more interpersonal skills, whereas those who volunteer for community
activities are judged as being more extroverts than others (Roulin and Bangerter, 2013).
ECAs are also important for higher education institutions and form a part of their public
image, adding to their prestige and reputation.
Statement of the Problem:
The study focused on the impact of extracurricular activities in academic performances of
grade ten students of Information and Communication Technology High School on how
being involved in extra-curricular activities can influence development in academics, social
skills, and high school completion. Teachers, counselors, and parents need to know the
overall impact of participating and being involved in out-of-school activities. With this
information, families can make wiser choices for creating balance in academics and
activities in an adolescent's life. Specifically, it aimed to answer the following questions:
1. How may the effect the academic performance of Grade 10 students of Information
and Communication Technology High School due to:
1. degree of socialization (i.e. intrapersonal and interpersonal intelligence)
2. level of motivation (i.e. grades, skills)

3. How do Grade 10 ICTHS students balance their time for academics while engaging
in different extra-curricular activities?
4. What benefits of extracurricular activities may Grade 10 students acquire in
improving their academic performance?
Significance of the Study:
The findings of the study may provide deeper insights into determining the effects of extra-
curricular activities on the Grade Ten Students of ICTHS’s academic performance.
Moreover, the result of the study is deemed beneficial to the following persons:
Grade 10 students of Information and Communication Technology High School. The
study will help them to determine and understand whether extracurricular activities are
more beneficial in improving the academic performance of a student.
Teachers. The significance of the study is to inform the teachers whether extra-curricular
activities are beneficial to the academic performance of grade 10 students of Information
and Communication Technology High School.
Future Researchers. The significance of the study is to help and give information for
future researchers. To serve as a basis, guide or reference for them to acquire more
knowledge.
The School. The school will determine how they can best spend their resources while still
increasing student achievement. be aware of the student. Therefore, it will give them ideas

on what to do to the academic performance of the students engaging in extracurricular
activities.
Scope and Limitation of the Study:
The study was concerned with the impact of extra-curricular activities on the academic
performance of Grade Ten Students of Information and Communication Technology High
School batch 2019-2020.
The respondents of the study were composed of 55 selected students is limited from grade
10 batch 2019-2020 of Information and Communication Technology High School. The
study is limited in grade 10 students who had at least two years of experience in competing
and engaging in different extracurricular activities. Those grade 10 students didn’t join
extra-curricular activities. Our teachers nor different grade levels and other school
personnel were not included because they were no longer connected with the study. Open-
ended questionnaires, interviews, and observation were used as gathering instruments.
Relevant Theories
This theory examines the impact that participation in extracurricular activities has on
student achievement can be found in the Institutional Theory and Institutional Logics
theory. It examines the rules and regulations those organizations impose on other
organizations. To apply this theory to participation in extracurricular activities in the
school setting, the athletic departments in the schools must become individual entities that
fall under the direction of the individual schools and school districts. The extracurricular

activities and the students that participate in these activities must interact with the
authorities that govern them.
The Institutional Theory was expanded to explain not only the interaction between
organizations but also the cultural and cognition aspect of the interactions of organizations.
(Meyer and Rowan 1977). After the theory was created, theorists provided a new shift that
included the legitimacy of the organization instead of the existence of the organization
(DiMaggio & Powell, 1983). The Theory of Institutionalism created a link between the
actions of the institution and the institution itself. According to Reeves (2008), the
relationship of this theory to extracurricular activities and student achievement is based on
the premise the extracurricular activities must operate under the control of the individual
schools and school districts, and the activities may have positive or negative impacts on
student achievement.
The Institutional Logics Theory was created from the Institutional Theory (Friedland&
Alford, 1991). It incorporated most of the ideas and concepts of the Institutional theory,
but it also investigates the links between individuals, organizations, and society. Whitley
(1998) reported that participation in extracurricular activities can have positive impacts on
the students that participate in them, but the extracurricular activities can also have impacts
on the school culture, the students that do not participate in them, and the school
community. According to Friedland and Alford (1991), the central concept of the
Institutional Logics theory is that each organization has a central purpose, vocabulary,

principles, values, motivation, and identity. The theory can be applied to the students that
participate in extracurricular activities.
The students can gain an identity and an immediate connection to the school by relating to
other students and people in the community. Lewis (2004) proposed the application of
resilience theory to examine the positive impacts of ECA participation. Resilience is one’s
ability to respond positively to stress, adversity, and obstacles learned as a result of
exposure to challenging situations (Rutter, 1987). Lewis (2004) argued that ECA
participation acts as an agent of resilience by providing students with new environments for
self-discovery, 8 opening up opportunities for achievement, and allowing them to assume
meaningful roles in their school communities.
Lewis (2004) also argued that ECA participation enhances students’ self-esteem and self-
efficacy and motivates them to work towards academic goals and social relations. This
results in a stronger sense of school belonging, which can motivate students to work
towards academic goals. According to Fejgin (1994), the achievement-oriented nature of
ECA, especially sports activities, is an ideal context for building students’ character; It also
found that students who participated in competitive sports activities developed a greater
internal locus of control. By making experiences of both success and failure highly visible
to participants and their peers, students realize that achievements depend upon individual
effort. This link between performance and achievement in competitive sports might help
students to establish a greater internal locus of control and achieve better academic
performance (Fejgin, 1994).

Definition of terms
For the better understanding of the study, the following terms used in the study are defined
conceptually and operationally as follows:
Extracurricular Activities (ECA) –These are the school-sponsored activities that students
participate in after the normal school day. These activities include all GHSA sports
(football, cheerleading, cross country, fast-pitch, and slow-pitch softball, volleyball,
wrestling, swim and dive, basketball, tennis, golf, baseball, track, gymnastics, lacrosse, and
soccer), band, chorus, or any other school clubs (math club, foreign language club, drama
club, debate club, and Fellowship of Christian Athlete) that meet after the normal school
day. These activities require a commitment from the students to participate and spend time
after normal school hours. In this study, it is defined to the students who are engaging in
many kinds of activities like DSPC, singing, dancing, sports (basketball volleyball,
swimming, and badminton), SSG and other clubs.
Multiple intelligences- A theory first posited by Harvard developmental psychologist
Howard Gardner in 1983 that suggests human intelligence can be differentiated into eight
modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical,
interpersonal, intrapersonal, naturalistic and bodily-kinesthetic. Eschewing previously
narrow, preconceived notions of learning capabilities (for example, the concept of a single
IQ), the idea behind the theory of multiple intelligences is that people learn in a variety of
different ways. In this study, it is defined as the additional intelligence of the students other
than academics.

Time management - the process of organizing and planning how to divide your time
between specific activities. In this study, it is defined that many students use his to balance
their time while doing kinds of activities to reduce stress and enable you to work smarter –
not harder – so that you get more done in less time, even when time is tight and pressures
are high.
Social skills -skills we use to communicate and interact with each other, both verbally and
non-verbally, through gestures, body language, and our appearance. In this study, it is
defined as the effect while doing their activities, to gain more friends, families while doing
their activities
CHAPTER II: METHODS AND PROCEDURES

This chapter contains the related literature and studies and conceptual framework.
This chapter contains the ideas supporting the study itself.
Research Methodology
This study used a mixed-method type of research. According to Creswell and Plano Clark
(2011), mixed methods research originated in the social sciences and has recently expanded
into the health and medical sciences including fields such as nursing, family medicine,
social work, mental health, pharmacy, allied health, and others. In the last decade, its
procedures have been developed and refined to suit a wide variety of research questions.

Research design
As mixed-method research, it employs descriptive research and phenomenology as its
research design. A phenomenological study “describes the meaning for several individuals
of their lived experiences of a concept or a phenomenon” (p. 57). In other words, it focuses
on describing a phenomenon that all the participants have experienced, such as learning a
second language in a school system. The purpose of the phenomenological method is to
“reduce individual experiences with a phenomenon to a description of the universal
essence” (Creswell, 2007, p. 58). According to Dowling (2007), phenomenology is a term
that appears in two contexts: philosophy and methodology. Phenomenology emerges as a
philosophical movement concerning how to look at the world. When taken as a
methodology, phenomenology provides aspects of how to conduct qualitative research.
On the other hand, as cited by Alberto et al (2011), the descriptive method is also known as
statistical research, it describes data and characteristics about the population or
phenomenon being studied. (Calderon, 2008). This research method is used for
frequencies, averages and other statistical calculations. Often the best approach before
writing descriptive research is conducting a survey investigation. The characteristics of this
method were used as a tool to determine if clothing affects the self-esteem of teenagers.
This method is used to gather information to test the hypothesis or to answer questions
concerning the currents status of the subject of the study.
Research Participants
The research participants in this study are 55 selected grade 10 students of ICTHS school
year 2020-2021 who engaged in different kinds of extracurricular activities.

Research instrument
The researchers used Purposive Sampling. Purposeful sampling is a technique widely used
in qualitative research for the identification and selection of information-rich cases for the
most effective use of limited resources (Patton, 2002). This involves identifying and
selecting individuals or groups of individuals that are especially knowledgeable about or
experienced with a phenomenon of interest (Creswell & Plano Clark, 2011). It is used
to attain data amongst the samples. 55 out of 108 individuals, which is 50.93 % of the
population of Grade 10 students from ICTHS, were selected for the researchers to obtain
the results that they need. The 55 respondents were selected from the 3 sections of Grade
10 consisting of Escuro, Flores, and Zara. The 55 students chosen to represent the students
who are engaged in extra-curricular activities in the Grade 10 level.
The researchers conducted a structured face-to-face interview with 10 individuals. The
interviewer asked the 10 individuals and recorded their corresponding answers. The
interviewer asks each respondent the same questions in the same way. This is the most
basic and most common face-to-face survey type. A structured interview may include
open-ended and closed-ended questions. The researchers decided to survey 45 individuals;
a survey was conducted for us to know the insights of Grade 10 students in participating in
extra-curricular activities. The researchers handed out printed surveys for the 45
individuals to answer. Each individual was asked to answer the survey is a yes or no type
of questioning.

The focus of the study is to attain the information needed for us to know what their insights
are in participating in extracurricular activities. This research was conducted for the
researchers to understand the impact of extra-curricular activities in Grade 10 student’s
academic performance.
Data gathering procedure
The researchers conducted this research at Information and Communication Technology
High School. Ten individuals were selected during this interview, we asked them if they
could be used as interviewees and we asked permission if they could be recorded for us to
gather the information easily. We set the date to interview them one by one for them to be
prepared to that set date so that they could answer the questions properly for maximum
chances of getting their authentic answer.
They were interviewed in a face to face manner for a better understanding of their
answers to each question. The researchers used the Filipino English dialect for better
communication with the interviewees and to make them comfortable. The researchers made
sure the interviewees were comfortable enough to answer the questions to proceed. We
used voice recording that is present in our phones for us to gather the information coming
from the interviewees and just to make sure we asked one of our group mates to type
whatever the interviewee has to say. We asked them the questions prepared by two of our
group mates.

Data analysis
After the respondents answered the survey and the structured interview, the researchers
proceeded to analyze the data they gathered and represented the gathered data as pie graphs
and bar graphs for a better understanding of the results. The researchers used the answered
survey and conducted interviews. After the analysis of the gathered data, we obtained the
results from the 45 survey questions that were answered by 45 students from Grade 10
students who engaged in extracurricular activities and from the 10 purposefully selected
individuals whom we interviewed. Two of the researcher’s group mates counted the
answers for each question and two of the researchers' groupmates calculated the
percentages and find the mean of the answers per question to represent it on a pie graph
and bar graph for better understanding of the results.
CONTENT ANALYSIS (Qualitative) defined as a research tool used to determine the
presence of certain words, themes, or concepts within some given qualitative data (i.e.
text). Using content analysis, researchers can quantify and analyze the presence, meanings,
and relationships of such certain words, themes, or concepts. Since content analysis applies
to the qualitative type of research. They used this to present the content objectively and
quantitatively. Qualitative content analysis needs to pursue a research objective that can be
answered from the content of communications (Altheide, 1996; Mayring, 2000). It is, in
this sense, communications-centric. The research problem needs to be defined sufficiently
to allow the researcher to locate suitable sources of communication. The researchers need
to familiarize themselves with the determinate universe, including both context and process
for the creation of the communications (Altheide, 1996). While LIKERT SCALE

ANALYSIS defined as, a psychometric scale commonly involved in research that employs
questionnaires. It is one of the more popular formats used in surveys (Smith & Roodt,
2003). It is the most widely used approach to scaling responses in survey research, such
that the term is often used interchangeably with a rating scale. Researchers proceeded in
getting the MEAN OF CENTRAL TENDENCY, for them to find and identify the average
part in every illustration/diagram.
CHAPTER III: DISCUSSION OF FINDINGS
This chapter contains the findings and/or results of the conducted interviews, and
surveys based on the responses of the respondents.
OBJECTIVE #1: THE LIVED EXPERIENCES OF GRADE 10 STUDENTS
RELATIVE TO EXTRACURRICULAR ACTIVITIES
To know the lived experiences of Grade 10 students relative to the impact of

extracurricular activities.
THEME #1: ENHANCEMENT OF SKILLS AND KNOWLEDGE

Extracurricular activities have an impact on the skills and knowledge while engaging in
these extracurricular activities.
a. Respondent 1
 Transcribed Data:
“Ah siguro as a science writer kapag nagtratraining ah naeenhance
din un knowledge ko about science and syempre kapag science

writing meron mga social issues nanatatackle so yun like yung sa
dengue, sa ncov. Kapag science writer ka mas napagaaralan nila yun
kaya ayun nakakaffect din sya dun sa-sa s-science ah science ah
science related skills ko sa academic.”
 Translated Data:
Maybe as a science writer when having training, my knowledge
will improve about science and as a science writer during our
training, I encounter new things and it gives new knowledge and
also it involves social issues like dengue and NCOV. When you
are a science writer they study more proof so that it is also
affecting my science-related skills and academic study more
proofs and it can relate to my skills in academics.
THEME #2: INABILITY TO CATCH UP WITH ACADEMICS

Extracurricular have some difficulties catching up with academics because it takes time to
do it.
a. Respondent 1
“Sometimes i can’t catch up myyy ah activities and quiz.”
Sometimes I can't catch up on my activities and quiz.
b. Respondent 2

“Hindi naman po masyado naapektuhan grades ko pero
nahihirapan po slight sa paghahabol ng requirements pero
kakayanin.”
My grades aren’t affected that much but I'm having a hard
time catching up with the requirements but I can handle it.
c. Respondent 3
“Well am to be honest ah since we are always in the training
thingy so ah w-we often miss a lot of lessons and activities so
it’s kind of hard to catch up when the contest has ended.”
Well to be honest since we are always in the training, so we
often miss a lot of lessons and activities so it's kind of hard to
catch up when the contest has ended.
d. Respondent 4
“So uhm when I participate in these activities of course they
get tool on my academic performance such that ah I don’t get
to answer or uhm keep up with other school activities.”

So when I participate in these activities, of course, they get a
tool on my academic performance such that I don’t get to
answer or keep up with other school activities.
e. Respondent 5
“It doesn't really it would my radio broadcasting it it
kind of affected my grades a little bit no not really my
grades uhm it kind of affected the way I II learn about
our lessons I learn I learn about our discussions
because im not present when the teacher is discussing
the lessons I am training and we only have three days
to one week of preparation for the periodical test of
catching up all activities of catching up tests catching
up of uhm activities uhm and thats the hard part of
being in a member thats competing in a division and
region competitions.”
It wouldn't affect my grades a little bit, but it kind of affected
the way I learn about our lessons I learn about our
discussions because I'm not present when the teacher is
discussing the lessons I have training and we only have three
days to one week of preparation for the periodical test of
catching up all activities, of catching up tests, catching up of

activities and that's the hard part of being in a member, and
that is competing in a division and region competitions.
THEME #2: EXTRINSIC AND INTRINSIC MOTIVATION

Extracurricular activities have an impact on extrinsic and intrinsic motivations because
students who are engaged in these kinds of activities have a goal and motivates the students
to be active in other skills they have than academics.
a. Respondent 1
“It’s actually really help because the teachers give
considerations especially if you win.”
It helps because the teachers give considerations, especially
if you win.
b. Respondent 2
“When you're training for the ah dspc of course you'd have
your you'd be exempted from some classes by that ah you
lose ah ah you’re the subjects your ah it could be time
consuming
When you're in training for the DSPC. Of course, you'd be
exempted from some classes by that you lose to catch up
with the subjects and, it could be time-consuming

c. Respondent 3
“Uhm minsan may mga namimiss kaming ah projects,
PETA, quizzes kapag may training kame during ah dspc or
rspc pero uhm pero sabi samin ng mga teacher na ayun nga
after ng rspc dun na lang nmin or dspc dun na lng nmin
problemahin ung mga activities na dapat makumpleto namin
pero ung ibang teachers nagbibigay naman sila ng
consideration kaya malaking tulong yon.”
Sometimes we have projects, PETA, quizzes being missed
when we have training during DSPC or RSPC, but teachers
say that after DSPC, we must do activities that we need to
complete and some other teachers also provide
considerations in the activities we missed and for me it was a
great help.
d. Respondent 4
“Sa una mahirap pero am after naman ng contest bi-am
parang magbibigay ng oras un mga teacher at tska am
cinoconsider situations naming.”

At first, it's hard after the contest teachers gave us time to
accomplish tasks and, Also, they consider our situations.
INTERPRETATION: The interviewees responded that there is an effect in joining
extracurricular activities, in terms of academic performance. According to them, that some
of them has the passion and motivation in doing these kinds of activities and others have
some difficulties to catch up, as a conclusion on the interview we’ve conducted, all of the
10 respondents concluded that above all the hard work they’ve been through there is still
some effects in academic performance while engaging extracurricular activities.
OBJECTIVE #2: BALANCING STRATEGIES OF THE GRADE 10 STUDENTS

RELATIVELY TO EXTRACURRICULAR ACTIVITIES
to know how students, balance their time while engaging extracurricular activities.
THEME #1: CONCEPT OF TIME MANAGEMENT

Extracurricular activities should practice time management to balance their time well while
engaging these activities.
a. Respondent 1
“So siguro every September to October nagtratraining kami
sa dspc and yun nga halos whole day yung training so sobra
nahihirapan talaga akong magcatch up sa lessons so
binabalance ko yung time ko na each day nililista ko lahat ng
activities at quizzes na namiss ko so that after ng dspc amm

maapproach ko yun subject teacher para makapagcatch up or
para namiss kong activities matry kong itake.”
 Translated:
So we are having our training for the DSPC from September to
October and the training was every day so it was hard to catch up
on lessons so I’m balancing my time to list the activities and
quizzes that I missed.
b. Respondent 2
“Wala po ako sinasayang na oras am may specific time po
kada task na gagawin dapat po lagi nakasunod dun.”
 Translated:
I don't waste time because I have a time frame wherein there
is a specific period for the task to be accomplished and, we
should follow a particular schedule.
c. Respondent 3
“I tried to find time to train and study am”.
 Translated:
I tried to find time to train and study.
d. Respondent 4

“Uhmm... i manage my time for academics by uhm making a
time table I guess? For me it's very effective, because uhm I
can see the tasks that I should finish first and focus on it
without worrying about the other tasks.”
 Translated:
I will manage my time for academics by making a time table,
for me it's very effective, because I can see the tasks that I
should finish first and focus on it without worrying about the
other tasks.
e. Respondent 5
“Well ah honestly i do not I am the procrastinator so ah I do
things ah on the due that on the due date that they are and ah
somehow that works.”
 Translated:
Well honestly, I am the procrastinator so I do things on the
due date so that they are and somehow that works.
f. Respondent 5
“Uhm of course you should have proper time management
and just learn to assert and categorize your time properly for
you to have time not only academically but also for
extracurricular activity.”

 Translated:
Of course, you should have proper time management and just
learn to assert and categorize your time properly for you to
have time not only academically but also for extracurricular
activity.
THEME #2: SELF-DISCIPLINED

Extracurricular activities should be disciplined in their time to not be stressed and to follow
the time schedules.
a. Respondent 1
“Its hard pero ahm before ay after nung contest usually i go
to, i approach my teachers tas tatanungin ko dapat kong
gawin.”
 Translated:
It’s hard, but after the contest usually, I address my teachers
and, asked whatever I missed and should I do.
b. Respondent 2
“How do i balance un ano, am after contest nagcracram lang
kami ganun tapos super pressure tapos nagaaral aral lang
kami.”
 Translated:

How do I balance? After the contest, we are cramming and
very pressured, and then we study harder.
c. Respondent 3
“Amm even though iam... excuse for the competitions ah is
still comply with the activities and lessons that.. my
classmate have to complete.”
 Translated:
Even though I am excused for the competitions, I am still
compliant with the activities and lessons that my classmate
has to complete.
g. Respondent 4
“I identifyy my prioritiess.”
 Translated:
I will identify my priorities.
INTERPRETATION: The interviewees responded that you have to balance your time
properly in joining extracurricular activities. Some of them have some difficulties with
time management and self-discipline while doing these kinds of activities, as a result of the
interview we’ve gathered, all of the 10 respondents concluded that you have to follow time
management to achieve all the academic task while engaging in joining extracurricular
activities.

OBJECTIVE #3: BENEFITS

To know the benefits of extracurricular activities to the academic performance of the
students.
THEME #1: ENHANCEMENT OF SKILLS AND KNOWLEDGE

Extracurricular activities have a benefit on the skills and knowledge while engaging in
these extracurricular activities.
a. Respondent 1
 Original:
“Siguro for me ah ito ah nagiging daan sya para mas
maimprove pa yun skills ko ah especially in science writing
pangalawa na rin ah as ah participant ah parang it’s an ho ah
its ah honor to represent your school ah in writing in ict atska
am bukod dito syempre pag training nagkakaroon din ako ng
ah new friends,new am new people around me so un mas ah
naeenhance un achievements ko atska nagseserve yung dspc
for me as a training ground na pwede kong magamit sa mga
susunod school rules.”
 Translated:
For me, it became a way for me to improve my skills,
especially in science writing. second, as a participant, it is an
honor to represent your school and meet new friends and new
achievements. DSPC became a training ground that I can use
for the next school rules.

b. Respondent 2
 Original:
“Uhm kase dito sa radio broad mas nadedevelop ung way of
communication ko kase uhm nagbabalita kame ng ah ng mga
ng katotohan ng walang halong dapat accurate ung ah
shinashare naming mga balita and dahil don mas
nadedevelop ung paggawa ko ng mga article at ung
pananalita or way of communication kase at nakakadala ng
parang honor sa school ung pagengage sa mga ah extra
curicular activities tulad non kase ung dspc is school based
sya so yun pero para sa kin ung pinakamahalagang nakukuha
ko sa ah pagsali ko sa mga ganitong activity is mas
naiimprove kung san ako ah kung san ung forte ko parang
ganun.”
 Translated:
Radio broadcasting helps me to develop more ways of
communication because we deliver or report real and
legitimate facts news that should be reported accurately and,
because of it, my skills will improve in making an article,
way of communication and, brings honor to the school while
engaging extracurricular activities, just like the DSPC. The
most important thing is that I get involved in these activities
and to enhance my specialties.

THEME #2: ACHIEVEMENTS FROM THE STUDENT AND FOR THE SCHOOL.
Extracurricular activities give students and school more achievements for their hard work
and unity.
a. Respondent 1
 Original:
“Recognition and awards ganun.”
 Translated:
Recognition and Awards.
b. Respondent 2
 Original:
“I get certificates and medals.”
 Translated:
I get certificates and medals.
c. Respondent 3
 Original:
“Ah so you know there’s some certain uhm contest provided
by uhm which are division contest or also regional contest
uhm we also have a I also participated in a contest called
dspc and rspc in which I received uhm medals and uhm other
ah prizes and trophies provided by the school I think that the
school benefits uhm in these ah activities such it provides
recognition for the school not only academically but also of
course in other activities.”

 Translated:
There are some specific contests given by division contests
also regional contests. I also competed in a contest called
DSPC and RSPC in which I earned medals and, trophies
were given by the school. I think that the school benefits in
these activities such, it provides recognition for the school
not only academically, but also of course in other activities.
THEME #3: BRING VAST EXPERIENCE

Extracurricular activities give students more experience in their field.
a. Respondent 1
 Original:
“Am nagkakaroon ng achievements sa school tapos am un
nga bigla akong nagkakaroon ng experience and more
knowledge. “
 Translated:
I receive achievements in school, explore new experiences
and, more knowledge.
b. Respondent 2
 Original:
“Amm of course ah we get to experience these types of
contest and then ah we also give honor to our school
whenever web.”

 Translated:
Of course, we get to experience these types of the contest
then we also give honor to our school whenever we web.
c. Respondent 3
 Original:
“I get to learn new things from it, and by joining in
extracurricular activities the school can get or see the point of
view of students.”
 Translated:
I get to learn new things from it, and by joining
extracurricular activities, the school can get or see the point
of view of students.
THEME #4: HEALTHY LIFESTYLE

Extracurricular activities give students a healthy lifestyle, especially in sports(training).
a. Respondent 1
 Original:
“Para saakin nakakatulong para physically fit and healthy tas
para po sa school nahohonor po un pangalan ng ict.”
 Translated:
For me, sports help us to be physically fit and healthy, and
for school, it honors the name of ICT.

THEME #4: BOLSTERING OF SCHOOL PRIDE

Extracurricular activities give the school more reputation, etc.
a. Respondent 1
 Original:
“They could they can ah they're recognize by their talents or be
applauded and ah admire the students and the school has gains
more reputation as to be a to be a prominent one something like
that.”
 Translated:
They can be recognized by their talents or be applauded and
admire the students, and the school has gained more
reputation as to be a prominent one.
INTERPRETATION: The interviewees responded that there are benefits that they can
gain in engaging extracurricular activities, whether it is through experience, through school
or in the lifestyle of the student, or skills and knowledge. According to them, they can gain
experience, improvement in skills and knowledge and healthy lifestyle while doing these
kinds of activities, as a conclusion on the interview we’ve conducted, all of the 10
respondents concluded that above all the hard work they’ve been through there is still an
advantage and lesson we earn in joining extracurricular activities.
There are 127 total of grade 10 students in Information and Communication Technology High
School. 85% of the percent of the grade 10 students or a total of 108 students engaged in

extracurricular activities. Researchers surveyed 45 students from the 108 students or equivalent to
41.67% and interviewed 10 students which is equivalent to 8.33% from the total population of the
grade 10 students who engaged in extra-curricular activities, and to determine if it has an impact to
the academic performance of the students.
How beneficial is it to join extracurricular activities?
20
15
10
0
1 2 3 4 5
Average: 3.93
Figure 1: The diagram shows the scale on how beneficial joining extra-curricular is to a student on
a scale of 1-5, 1 implying not beneficial and 5 implying beneficial. From the figure, it is indicated
that 1 (2.22%), 13 (28.29%), 19(42.22%), 12(26.67%) of the 45 respondents see the benefit of
extracurricular activities on levels of 2, 3, 4, 5 respectively. Most of the respondents or 19 of them
(42.22%) see the benefit of joining extracurricular activities on a level of 4. This figure also shows
that none of the respondents see these seminars as not being beneficial at all to rate it 1/5 and being
beneficial to rate it 5/5. The average rating for the benefits of joining extracurricular activities was
computed to be 3.93 or 393%.

Did you gain any companion after joining extracurricular activities?
4%
YES
NO
96%
Figure 2: This pie chart shows the percentage of the students gained a companion after joining
extra-curricular activities. As seen from the figure, 96% of the respondents or 43 of them gain
any companion after joining extracurricular activities, while 4% of them or 2 did not gain any
companion after joining these activities.
Based on your own experience, do you think you improved holistically?

20
15
10
0
1 2 3 4 5
Average = 3.82%
Figure 3: The diagram shows the scale of students improving holistically after joining
extra-curricular activities on a scale of 1-5, 1 had not improved and 5 had improved. From
INFORMATION
the figure, AND
it is inferred that COMMUNICATION
3 (6.67%), TECHNOLOGY
16(35.56%), 12(26.67%), HIGH
14(31.11%) of SCHOOL
the 45
respondents had improved holistically on levels of 2, 3, 4, 5 respectively. Most of the

Are you improving in terms of academic performance after

joining extra-curricular?
YES
NO
31%
69%
Figure 4: The chart shows the percentageAverage = 8.27%

of students in improving in terms of academic
performance after joining extra-curricularAverage = 8.27%

activities. As seen from the figure, 69% of the
Average
respondents or 31 of them improves in terms = 8.27%performance after joining
of academic
Average
extracurricular activities, while 31% of them or 14=of8.27%
them did not improve in terms of
Average =activities.
academic performance after joining extracurricular 8.27%

What happened to your grade after joining extracurricuar activities?
30
25
20
15
10
Did you have any difficulties in balancing your time while engaging in different
0
INCREASED RETAINED DECREASED
extracurricular activities?
30
25
Figure 5:20The diagram shows the scale of the grades of Grade 10 students after joining
15
extracurricular activities if it had increased, retained or decreased. As seen from the figure, 60% of
10
the respondents or 27 of them, their grades increased after joining extracurricular activities, while
5
40% of them or 18, their grades retained after joining these activities. The remaining 2.22% or 1
0
1 2 3 4 5
their grades decreased after joining extracurricular activities.
Average:2.96 %
Figure 6: The diagram shows the scale of students engaging in extracurricular activities in having a
level of difficulties in balancing their time, on a scale of 1-5, 1 had some difficulties in balancing
time and 5 find it easier to balance. From the figure, it is inferred that 3 (6.67%), 7(15.56%),
25(55.56%), 9(20%), 1(2.22%) of the 45 respondents had improved holistically on levels of 1,2, 3,
4, 5 respectively. Most of the respondents or 25 of them (55.56%) had some difficulties in
balancing time while engaging extracurricular activities on a level of 3. This figure also shows that
none of the respondents see these seminars as some find it harder to balance their time well at all to
rate it 1/5 and only one finds it easier to balance to rate it 5/5. The average rating for the benefits of
joining extracurricular activities was computed to be 2.96 or 296%.

CHAPTER IV: CONCLUSIONS AND RECOMMENDATIONS
This chapter contains the conclusions, recommendations, appendices, and
bibliography of the research.
CONCLUSION
Since the Grade 10 students are the JHS accomplishers, it is essential to determine
if extra-curricular activities are beneficial for the students that may help them to improve
their academic performance or only just focused on academics.

In this study, Grade 10 students who are engaged in extracurricular activities

scrutinized these activities as a source of improvement, in terms of physically, socially,
mentally, other aspects. It also presented that extracurricular activities are deemed
beneficial and essential for Grade 10 students Wherein extracurricular activities don't have
any impact in terms of academic performance, so the student doesn't have to be concerned
with it. In fact, according to the findings, extracurricular activities help the students in
increasing their grades, self-esteem, new and fresh knowledge, widens the experience of an
individual and, learn more from those activities that can help them apply in enhancing their
academic performance.
Additionally, the researchers had their structured interview concerning the impact
of extracurricular activities on the academic performance of a student between those who
engaged in extracurricular activities. The findings showed that respondents considered
extracurricular activities as essential for them even though it’s not part of the academic
curriculum. They concluded that proper time management and self-disciplined are the keys
for you to be able to balance your time in academics while engaging in extracurricular
activities.
RECOMMENDATIONS
Since it is revealed that extracurricular activities don’t have an impact to the Grade
10 students who are engaging extracurricular activities, it would be worthy of consideration
to look at diversity issues pertaining to participation in extracurricular activities. Can the
same generalizations regarding the pros and cons of extracurricular activities be true for all
ethnicities? Are there gender issues pertaining to outcomes for those who participated in
sports or school related activities? Are students with disabilities encouraged to participate,
and are options available for them in the schools and communities too? This may be an
interesting follow-up to all of the studies that have taken place.

As school counselors are becoming advocates for all students, it is important to

make sure that all students are provided with equal access and opportunities for leadership
and team spirit. Schools could consider a longitudinal process of monitoring student
participation to determine how it impacted the student's future careers and opportunities for
further education and scholarships. By following students after high school to determine if
they had job success and had used their leadership skills developed through extracurricular
activities, researchers may find that these activities provided social-networking
opportunities for finding jobs.
Further research could also focus on character development, leadership and respect
to determine if schools are safer with a higher participation level and commitment to
involvement. Finally, more research is needed to determine what motivates students to find
a reason to get up and come to school. Offering a variety of options at minimal cost and a
variety of levels could engage the student in a positive experience which may result in a
win-win for all involved.
APPENDICES
Research Questions:
1. How may the effect the academic performance of Grade 10 students of
Information and Communication Technology High School due to:
a. degree of socialization (i.e. intrapersonal and interpersonal
intelligence)
b. level of motivation (i.e. grades, skills)
2. How do Grade 10 ICTHS students balance their time for academics while
engaging in different extra-curricular activities?

3. What benefits of extracurricular activities may Grade 10 students acquire in
improving their academic performance?
Interview Questions:
1. What benefits do you and the school get when you engaged in different
2. How do extracurricular affects your academic performance?
3. How do you balance you time for academics while engaging in different
4. How was your grade before you join and after you join?
Survey Questions
The following are the questions which were provided for the 30 individuals to answer the
survey with:
1. Do you think joining these activities is beneficial to you?
YES NO
2. Did you gain any companion after joining extra-curricular activities?
YES NO
3. Based on your own experience, do you think you have improved holistically?
YES NO
4. Are you improving, in terms of academic performance after joining or engaging in
extra-curricular activities?
YES NO
5. What happened to your grades after joining extra-curricular activities?

INCREASED RETAINED DECREASED
6. Did you have a hard time in balancing you time while engaging in different
YES NO
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tion_Among_Extracurricular_Involvement_Satisfaction_and_Academic_Achievement

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1

THE IMPACT OF EXTRA-CURRICULAR ACTIVITES ON THE ACADEMIC

Faculty of Information and Communication Technology High School

Almario, Riclye Mark A.

Palo, Erielle Jasmine O.

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

To whom it may concern:

Greetings! We are currently conducting a study titled “The Impact of Extra-

Curricular Activities On the Academic Performance of the Grade 10 Students of ICTHS”

as our research project.

__________________ _________________ _______________

Mr. Vittorio Nikko M. Ulep

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

Information and Communication Technology High School to determine whether extra-

students who engaged in extra-curricular activities, wherein 10 students selected to answer

mixed-method, the researcher instruments used in data gathering were structured

student because extra-curricular activities improve an individual holistically, it helps in

improving in terms of academic performance after joining extra-curricular activities.

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Extracurricular activities (ECA) have become an important component of students’ school

authors suggest three major theoretical frameworks (zero-sum, developmental, and

threshold) to explain the impact of ECA participation on students’ academic performance.

of students’ academic performance (Seow& Pan, 2014).

According to The Department of Treasury Internal Revenue Service (2013) active

participation is characterized by (1) decision making involving the operation or

physical effort exerted in the process of learning.

commits to extra-curricular activities.” He further adds that involvement with extra-

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

curricular activities has taught him to be committed, involved, accountable, responsible,

something to take place (Namuco, 2015).

extra-curricular activities because it is done by a student not for a grade or graduation

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

social mission or goal. Furthermore, an extra-curricular activity becomes effective when:

specialization. Besides, students are also trained to handle multiple commitments—

projects, and solve problems.”

Extracurricular activity is an outside activity that is not related to academics. Merriam-

Webster defines extra-curricular as an "outside one's regular work, responsibilities, and

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

in such activities tend to reduce students’ engagement in risky behavior (drinking,

differentiated—a difference between commitments in academic and extra-curricular

students participate after the regular school day has ended.

(Veronesi and Gunderman, 2012, Thompson et al., 2013).

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

image, adding to their prestige and reputation.

Statement of the Problem:

The study focused on the impact of extracurricular activities in academic performances of

being involved in extra-curricular activities can influence development in academics, social

activities in an adolescent's life. Specifically, it aimed to answer the following questions:

and Communication Technology High School due to:

1. degree of socialization (i.e. intrapersonal and interpersonal intelligence)

2. level of motivation (i.e. grades, skills)

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

in different extra-curricular activities?

4. What benefits of extracurricular activities may Grade 10 students acquire in

improving their academic performance?

Significance of the Study:

curricular activities on the Grade Ten Students of ICTHS’s academic performance.

Grade 10 students of Information and Communication Technology High School. The

more beneficial in improving the academic performance of a student.

activities are beneficial to the academic performance of grade 10 students of Information

and Communication Technology High School.

INFORMATION AND COMMUNICATION TECHNOLOGY HIGH SCHOOL

__________ _ _______