CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related studies and literatures that have a relationship to

the current study. These all gathered to provides an overview of previous research that

comprises the focus of the present study.

RELATED STUDIES

SPORTS

According to the study of Journal of Human Psychology entitled The Relations .1

between Sports Participation and Academic Achievement: The Mediating Role of

Parental Support and Self-Esteem written by Haroona Qurban, Hassan Siddique,

Jin Wang and Tony Morris. Sports participation reported in a positive

relationship with health and academic achievement. Sports participation may

improve cognitive health leading to improved academic achievement. Some other

factors may also be involved in this regard including parental support and self-

esteem. In every society, one of the main aim of parents and teachers for the

students is to succeed better academically. Both parental support and self-esteem

are mediators between sports participation and academic achievement, where

parental support was having stronger relationship with predictor (sports

.participation) and outcome (academic achievement) than self-esteem

This somehow related to our study because sports is one of the extracurricular

activities that students engage their selves. It indicate that sports have its positive

effect to the students in terms of their cognitive health that improves the academic

.performance. This also included how the parents support helped the student
According also to the sports participation and academic performance published in

Febuary2020 entitled the effect of sports participation on the academic performance

of senior high school students in mathematics by Christopher Yarkwah and Emmanuel

Agyei.

This study revealed that, there is no statistically significant difference between the

performance of student-athletes and non-student athletes in mathematics. The study,

however, concluded that, sports participation has no negative effects on students-

athletes' academic performance in mathematics. What this finding implies is that,

parents and mathematics teachers should not seize students from participating in

sporting activities with the fear that participating in sports worsens academic

performance.

The conclusions drawn from the research findings indicate that sports participation

have no negative effect on the academic performance of student-athletes in

mathematics. Also, participation in sports does not affect the learning time of

students. Although students may spend substantial amount of time in partaking in

sporting activities, they still get time to learn. These findings have the implication

that student-athletes should not be discouraged from participating in sports with

the misconception that participation in sports worsen students’ general

performance and specifically performance in mathematics. Students who possess the

talent and ability to partake in sports should be motivated by their parents, teachers

and school authorities to engage in sports since participation in sports has been shown

to make students more active even in the classroom.

This also shows that sport has no negative effect on the student. It does not affect their

learning time and parents, teachers and school authorities should encourage the

student to participate in sports.

CLUB ACTIVITIES

As stated in study of University of Wisconsin-Stout entitled Impact of Extracurricular

Activities on Students released in May 2009 by Nikki Wilson

Students who participate in extracurricular activities generally benefit from the many

opportunities afforded them. Benefits of participating in extracurricular activities

included having better grades, having higher standardized test scores and higher

educational attainment, attending school more regularly, and having higher a higher

self-concept.

Eccles (2003) found that both the extracurricular programs and individual

characteristics and leadership influenced the nature of the impact of participation on

individuals' development. Knowing what activities adolescents are 26 involved in

may indicate who the adolescent is hanging out with, and who the adult coaches and

mentors are that they can turn to when in need. Often when an adolescent is involved

in an activity this may directly effects who is in their peer group because of the

amounts of time spent with one another. It is likely that participation in these kinds of

activities influences the kinds of relationships adolescents form with adults as well as

improving the perspective and connection of the school. Overall, the development that

occurs can contribute to an adolescents' identity and show the importance of

contributing as a member of the school community.

This study is somehow connected to our study because it tells the effect of the

extracurricular activities student. This shows the benefits of the student and how they

can develop their selves by participating in the said activities.

As also stated in Journal of Student Affairs Research and Practice

|Volume 43: Issue 1 released online on 10th of febuary2006 by John D. Foubert

Ph.D. and Lauren A. Urbanski.

More involved students reported greater development in moving through autonomy

toward interdependence and establishing and clarifying purpose. Uninvolved students

had consistently lower developmental scores. Students who joined or led

organizations reported more development than those who just attended a meeting.

This study is also somehow connected in our study because it indicate the things

student can develop by participating in the activities. Also the things that the student

who does not participate can get.

OFF CAMPUS ACTIVITIES

As reported by International Journal of Environmental & Science Education (2014)

entitled A Review of Research on School Field Trips and Their Value in Education by

Marc Behrendt and Teresa Franklin.

Experiential learning at formal and informal field trip venues increases student

interest, knowledge, and motivation. The teacher's role in pre-planning,

implementation, and reflection often dictates the impact that the field trip will have on
students. Once teachers are empowered and learn how to develop and orchestrate a

successful field trip, they will enable students to develop interest in science, which

may lead to improved learning or improved science literacy. Because some school

systems are limiting science field trips, this paper concludes by examining

inexpensive or cost free field trip ideas. Students who directly participate during a

field experience generate a more positive attitude about the subject.

Field trips offer an opportunity to motivate and connect students to appreciate and

understand classroom concepts, which increase a student’s knowledge foundation,

promoting further learning and higher level thinking strategies. With understanding

comes confidence and intrinsic motivation.Each school systems’ focus on

standardized testing. Non-traditional field trips are still quite possible. Campus field

trips provide a cost-free alternative, while retaining the benefits of traditional field

trips. Outside, students might explore around the school grounds, focused on a

specific topic or concept. In the classroom, students might create their own classroom

museum exhibits, or a local university or science museum might share mobile exhibits

with the school.

This study somehow linked to our study because field trips or tours is an off campus

activity that is one of the extracurricular in a school. The said activity able the student

explore outside the campus and aquire knowledge without the typical classroom

education.

Another study reported by American Journal of Science published in January 2014

entitled The Impact of Field Trips on Students' Creative Thinking And. Practices in

Arts Education by Yassir M. Mahgoub.

This study explore the relationship between the field trips and the potential benefits of

these visits to students’ creativity and practices in art tasks. Research from the area of

environmental psychology suggests that humans will benefit both psychologically and

physiologically from spending time in the natural world and outside environment.

Additionally, designers also commend natural world as a source of inspiration for

their conceptual designs and art ideas. The results showed there was a significant

difference between the performance of students on an art task within the experimental

and control groups. It was concluded that field trips to natural and industrial locations

were a beneficial learning aid and a means of fostering students’ creativity and

practices in art education

This study also linked to our study because it shows that by participating in off

campus activity, students able to be more creative and they tend to find more

inspiration doing their work excellent. Because this study indicate that student can

easily learn on the outside environment.

LOST OF FOCUS

As said by the study of Johnson Bible College entitled A CORRELATIONAL

STUDY OF EXTRACURRICULAR INVOLVEMENT AND HOMEWORK

PERFORMANCE OF THIRD GRADE STUDENTS published on May 2011 by

Rachel Johnson and Ryan Moulden.

No significant correlation was found between the number of hours spent in

extracurricular activities and math homework performance. Yet, results revealed a

significant negative relationship between the number of hours spent in extracurricular

activities and language arts homework performance.

Student who excessively participate in extracurricular activities may struggle in one

or more academic areas, yet further research is necessary to determine the extent to

which excessive extracurricular participation may negatively influence academic

performance.

In a three year study published by Metsäpelto and Pulkkinen in 2012, academic and

working skills such as persistence, concentration, and carefulness were measured

using teacher ratings and it was found that students who participated in performing

arts or academic clubs scored significantly higher in these categories than students

who’s did not participate. Students involved in performance art and academic

activities also showed a strong trend with higher levels of adaptive behavior,

academic working skills, and academic attainments.

These studies are somehow affiliated with our study because it emphasize that

participating in extracurricular activities might negatively affect one or more

academic area. Does this mean that we are more focus on our studies this time of new

normal than participating in the said activities?

FATIGUE

As stated by Camila de Moraes Amaducci, DáleteDelaliberaFaria de Correa Mota,

and CibeleAndrucioli de Mattos Pimenta nurses at Hospital Sírio-Libanês in São

Paulo, in the book/thesis/research/article entitled Fatigue among undergraduate

nursing students published on December 2010. Fatigue is a universal phenomenon

experienced by both healthy and sick people. Despite differences in definitions of

fatigue, a consensus exists that it is a subjective, multi factorial and multidimensional

phenomenon. It is considered an unpleasant physical sensation with cognitive and

emotional components, described as tiredness that is not relieved with common

strategies to restore energy. Its duration and intensity vary and it reduces, to different

extents, the ability to perform usual activities.

Thinking like that, the older you are, the more mature the individual and the more

empowered to deal with new events. In this case, it can be said that mature adults

would report less fatigue due to more effective coping with the symptom. Contrary to

expectations, there was no correlation between fatigue and extracurricular activity and

fatigue and with whom the student resides. The fact that 80% of students live with

their parents may have prevented the expression of differences and, although about

half of the students have extracurricular activity, it was not perceived as stressful,

perhaps due to the positive return that such activities bring or the fact that those

looking for extra activities are those who, in a way, feel prepared to deal with them.

As stated also by Tien-Yu Chen from Department of Psychiatry, Tri-Service

General Hospital, Taipei, Taiwan, Republic of China, he said that “the best of our

knowledge, no study has systematically evaluated the relationship between academic

pressure and the different dimensional aspects of fatigue in Chinese senior high

school adolescents.” Previous studies have revealed that academic pressure is one of

the most influential factors in Asian high school students’ daily life, but were unsure

about the level of the impact. Some of the students had succeeded in their college

applications, while others were still struggling with their preparations for the coming

exam. The hypothesis was that the stress from the request for academic achievement

would play a role in these students’ fatigue, sleep, mood, and daytime sleepiness. The
research was conducted within group comparisons in order to gain a view of the

whole picture of the interaction between academic pressure and students’ mental and

physical condition.

These studies somehow related to our study. The first study tells that feeling of

being fatigue is based on how student prepare for the activity and how they deal with

them. The second study tells that academic activities causes the student the feeling of

fatigue and lack of sleep. This left us students a question that does extracurricular

really causes us fatigue? Or academic do especially now that we’re on pandemic and

we are not able to do extracurricular activities and the only thing that we do is to face

our academic activity?

STRESS

According to the thesis entitled Academic Stress and Its Sources among University

Students by Reddy Jayansara. Stress has become part of student academic life due to

the various internal and external expectations place upon their shoulders, Adolescents

are particularly Vulnerable to the problems associated with academic stress as

transitions occur at an individual and Social Level. The Study employed a quantitative

research design where participants were screened using academic stress scale. Stress

is now understood as a lifestyle affecting any individual regardless of their

development stage.

According to Joshua J. Broman Fulks entitled Stage Management, Although “Stress”

is a commonly used term in today’s vernacular, and most people appear to have an

intuitive sense of what it means, Stress is difficult to precisely define as it is often

used Interchangeably with a variety of physiological, emotional, behavioral, and

cognitive reactions that occur in response to environmental threats, challenges and

demands and attempt to cope with any issues that arise. A “Stressor” is any event or

stimulus that that causes stress. However, what serves as a stressor for one person

may not be the same for another. For example, being asked to attend a social event

may create stress for someone who perceives that they lack the necessary social skills

to fit in, whereas another person who feels comfortable in social situations may not

experience any stress.

The study “Stressed students are dropping extra-curricular activities to make time for

study, poll finds” by Aftab Ali released on May 2016 also said Students are struggling

to strike a healthy work-life balance as the pressures of meeting coursework deadlines

– along with exam preparations – become more difficult, says recent research. In this

research the first asked what impact their workload had on participation in extra-

curricular activities, the second looked at students’ coping mechanisms when stressed

while studying, and the final poll had asked if study requirements prevented them

from trying new sports or being more active.

Results showed two thirds of students have already quit a hobby to make extra time

for studying and coursework commitments, while 72 per cent reported feeling

pressure from teachers and parents to drop their extra-curricular hobbies in order to

meet academic expectations.

All these studies are somehow relevant to the study we are conducting. These

emphasize the stress that students experience because of academic and not by

extracurricular activities. But the second study says that some student do experience

stress by participating in extracurricular activities when they do not have the social

skills that the said activities requires. Does this mean that students are more stress on

the presence of extracurricular activities or the student are now more stress because of

it absence and dominion of academic activities?

TEAMWORK

As claimed by the study entitled Improving Teamwork Skills of the Students by Extra

Curricular Activities by Lacramioara Diana ROBESCU and Elena Elisabeta MANEA

published in November 2015.

A lot of papers have been devoted to investigate the necessity and importance of using

group work in students programs. It is very important that students in engineering

learn to work in a team, but this skill is not explicitly taught in the Romanian

educational system. After the students graduated they have difficulties in their job

because the employers expect they have this skill.

The students can improve teamwork skill by participation in different extracurricular

activities, like team projects and team competitions. This paper presents two

experiences of Romanian students from Environmental Engineering undergraduate

and master programs of Faculty of Power Engineering, University POLITEHNICA of

Bucharest and foreign students from different countries that improve teamwork skill
of the students and at the same time enhance their presentation and communication

skills.

The competitions described above had an extremely positive impact on personal

development, professional career and teamwork skills of the participants as almost all

of them desired to repeat the experience and recommend the programs to other

students and young professionals. Furthermore, they improved their presenting and

communication skills. The participants challenged to work in unusual working

environment and under pressure. The competition between teams was high and

making a difference between the teams was almost impossible, so that the mission of

the jury was very difficult. Each case solution, respectively essay, had its importance

and up points.

As also claimed by the study of Gardner-Webb University published in 2014 entitled

Skill Builders: Perceived Skills Enhanced by Students through Participation in High

School Extracurricular Activities by Jonathan H. Hayes

These findings support current research that through participation in school based

extracurricular activities students learn and are able to apply skills that lead to higher

academic success and future educational endeavors (Eccles et al., 2003; Fredricks &

Eccles, 2006) as well as future job opportunities that require soft skills (Chia, 2005;

Robles, 2012) found to be enhanced in this study, such as teamwork, communication,

and interpersonal.

This research determined that high school students enhanced 12 specific soft/ non

cognitive skills (communication, leadership, teamwork, interpersonal, compliance

with rules, goal setting, lose of control, problem solving, time management, self-

confidence, self-esteem, and self-concept) through participation in extracurricular

activities. Not only were these skills enhanced, participants also agreed that these

skills were transferable to other areas of their lives such as school, work, or home.

The benefits of having students involved in extracurricular activities extend to the

school as well by advancing a positive school culture to everyone, including

nonparticipants. A positive school climate may encourage nonparticipants to become

engaged in school activities when they otherwise would not due to the conclusive

outcomes witnessed school-wide.

The statements mention above is somehow relevant to our study because these study

indicate the positive effect of extracurricular to the students. These study says that

students will be able to apply their skills in order of academic success .They will also

be able to enhanced their different non cognitive skills. And now world is on

pandemic and we are not able to do extracurricular activities, are the student will

enhanced their skills in terms of team-work? Does doing academic things alone at

home will able them to practice it?

SOCIALIZATION

Study entitled Sociology Education in Canada by Dr. Karen L. Robson said that

children have to learn how to be students and that the teacher is largely in charge of

not only subject-specific education, but also the teaching of morals and values.

Dividing students into ability groupings, was described as creating internalized roles

for students which may force them into social categories that are difficult to move out

of. The socialization of students through the use of school rules, including dress codes
and uniforms, was also addressed. The conflicts that students have with such rules

were also highlighted. Students also learn their gender at school. If activities and

behaviors are “gendered” by teachers, this can have an impact on how children see

appropriate female and male roles. Relationships with teachers are also central in the

process of socialization. Warm and supportive teachers and a positive school climate

are crucial for the positive social development of children, and the absence of such

can have long-term detrimental effects on students, particularly if they have family

problems.

Young people tend to build their social identities around specific peer groups,

particularly in adolescence. Failure to be accepted by peers can be devastating for

children, especially when it is manifested in acts of peer victimization and peer

rejection. Finally, the question of how home schooling affects the socialization of

children was addressed. Social competence is achieved when students embrace and

achieve socially sanctioned goals. These goals (e.g., learning to share, participating in

lessons, working in groups), when embraced, also serve to integrate the child into

social groups at school. Social approval is obtained when children accept the

sanctioned goals of the school setting and they are rewarded and reinforced on a

consistent basis through social acceptance by teachers and other students (Wentzel

and Looney 2006).

As the study entitled THE RELATION BETWEEN EXTRACURRICULAR

ACTIVITIES WITH ACADEMIC AND SOCIAL COMPETENCIES IN SCHOOL

AGE CHILDREN: A META-ANALYSIS by CHARLA PATRICE LEWIS said that

the presence of extracurricular involvement as promoting both academic and social

development has not been thoroughly explored. The current metal analysis suggest

student outcomes were significantly related to general extracurricular activity and pro-

social activity participation. General activities and pro-social activities had the most

impact on academic achievement, while performing arts and pro-social activities

participants reported the largest effect on identity and self-esteem related outcomes.

The best outcomes for children and adolescents are brought about through well-built,

developmentally appropriate structured activities. Children who are considered

successful in schools and have mastered integration of academic and social skills sets

often list involvement in extracurricular activities as an important part of their school

lives. Children who do not see themselves as competent in academic, social, or other

activities (such as athletics, music, drama, or scouting) during their elementary years

sometimes report depression and social isolation more often their peers, as well as

higher levels of anger and aggression (Eccles, 1999).

Empirical evidence shows that these activities effects range from small to negligible

levels of practical significance. Pro-social activities exacted larger impacts on most

outcomes areas than sports, work/vocational organizations, performing arts, and

community based activity participation. On the contrary, out of school extracurricular

involvement had bigger impacts on engagement behaviors than pro-social

involvement. On the other hand, the fact that the pro-social activities Engagement

cluster was based on more studies than that for community acts, pro-social

involvement may have a more sturdy bearing and reliable effect estimate for school

attendance, educational aspirations, and other related factors.

Both of these study is somehow relevant to our study because it talks about the social

relationship develop by participating in extracurricular activities of the students. It

also talks about the bad effect the student might experience if they do not participate

on the said activity. Are the student now will experience those indicated bad effect of

the absence of extracurricular activity especially now the time of pandemic and

students are not able to go to school but instead do online class?