Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

Extracurricular activities are part and parcel of modern day’s academic curriculum. It

provides students a positive character building opportunity and teaches ways to develop

discipline, commitment, tenacity, self control and a healthy respect . Mushtaq Ahmad,et.al,2015)

It is said that educators who believe in the developmental perspective see Extra curricular

activities as an extension of the educational program,it allow students to develop skills such as

leadership, sportsmanship, self-discipline, self-confidence, and the ability to handle competitive

situations.

In addition, by participating in extracurricular activities students learn lessons in

leadership, teamwork, organization, analytical thinking, problem solving, time management,

learning to juggle many tasks at once and it allows them to discover their talents. When a student

decides they want to join an extracurricular activity, they look for one that interests them and one

that they like or enjoy. When students are in high school or college, this could be the thing that

helps them find a career. By participating in extracurricular activities, they will find something

they enjoy and see how they can use that as a career. Participating in certain extracurricular

activities having to do with the field that the student is interested in could help them find a job

Moreover, Shahzad.et al(2018)posited that students who actively participate in

extracurricular activities get a lot of benefits including higher grades, and test scores, higher

educational achievements, more regularity in class attendance and higher self-confidence. While

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out-of-school activities increase leadership and teamwork abilities in students. These activities

also decrease the use of drugs, alcohol and behavioral and disciplinary problems related to their

use

Several researches have the notion that co-curricular activities are just as important as

academics. They both complement each other to develop a well-rounded student with more social

skills than one who only concentrates on their books. Education should go beyond the four

classroom walls; it should be more than just books.There are so many activities that a student can

choose from, including sports such as athletics, football, and rugby, scouts, debate, chess or even

music. Some students who are interested in more than one activity end up participating in them, as

long as they have enough time left for their studies.Ramby (2017)

Secondary schools and colleges alike emphasize the importance of extracurricular

activities, but sometimes it can be difficult for students to see just how the extra time and

dedication will benefit them. From strengthening the mind to promoting better time management

skills, extracurricular activities can help students succeed in much more than just their academic

endeavors. Ramby (2017).

However, It has been argued that extracurricular activities are not very important in a

schoolchild’s life; there is so much pressure on students, especially in secondary schools on how

they perform well in their exams and attain high grades. Students themselves do not understand the

importance of extracurricular activities Some students also feel that they do not need the

activities, all they need is to concentrate on their books, in many school even parents, guardians

do not understand the vitality of extra curricular activities and the teachers have to convince

parents to permit their children to participate in activities. Parents feel that extra activities will

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distract their children from studies, Jackson(2019)

Many believe that participating in an extra curricular activities can just impede the

students’ interest in his/her academic subject as his/her attention is deviated in playing games

which other particularly parents considered it as a futile, this traditional point of view is in

contradict to what several researches has revealed that extra curricular activities could bring

benefits to the students,may be this notion could be linked with what the researcher has

scrutinized that there are many students nowadays especially high school students don’t know how

to allocate their time wisely, they devoted their time more on extra-curricular activities and tends to

neglect their academic subject, which is in contradictory to the notion that extra-curricular

activities can uplift their learning.

Thus, the researcher has a profound interest in pursuing the study to know the impact of

extra-curricular activities to the academic performance of the selected students in Marawi City

Division.

Theoretical Framework

This study is guided by theoretical foundations that have important bearing to the study

such as Multiple intelligence theory, theory on constructism and institutional Theory

The theory of multiple intelligences suggests that there are a number of distinct forms of

intelligence that each individual possesses in varying degrees. Gardner proposes seven primary

forms: one of it is body-kinaesthetic (examples are extra- curricular activities),

According to Gardner, the implication of the theory is that learning/teaching should focus

on the particular intelligence of each person. For example, if an individual is good in bodily

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kinaesthetic intelligence which means other extracurricular activity that involve physical

strength), they should be encouraged to develop these abilities. Gardner points out that the

different intelligences represent not only different content domains but also learning modalities.

A further implication of the theory is that assessment of abilities should measure all forms of

intelligence, not just linguistic and logical-mathematical.

Gardner also emphasizes the cultural context of multiple intelligences. Each culture

tends to emphasize particular intelligences (businessballs.com, 2009)

The theory of multiple intelligence proposes a major transformation in the way schools

are run. It suggests that teachers be trained to present their lessons in a wide variety of ways

using music, cooperative learning, art activities, role play, multimedia, field trips, inner

reflection, extra –curricular activities ( Thomas,2018)

apafter 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 that meet after

the normal school day. These activities require a commitment from the students to participate

and spend time after the normal school hours (Cadwallader, et al.,2002). In this study it refers to

the favourite activity of the respondents which they prefer to join.

Grade Point Average. The average resulting from the conversion of letter grades to a numerical

value from all courses taken in grades nine through twelve.In this study, it refers to the current

grade average of the respondents

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Out-of-School (OTS Programs)-activities and programs that meet before or after school or over

summer vacations such as camps. The same definition is used in this study

Structured Extracurricular Activities - highly structured activities that emphasize skill building,

in which the skill attained increases in complexity under the guidance of competent adult leaders.

The same definition is used in this study.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies that have important

bearing on the present study.

Related Literature

The term ‘extracurricular activities’ refers to any activities that take place outside of

the regular (compulsory) curriculum. “The activities are voluntary and students do not receive

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grades for academic credit for them”. These activities are offered outside of class hours but

within the institutional setting(Al-azad,2015)

Extracurricular activities are part and parcel of modern day’s academic curriculum.

Students keep themselves involved in games, sports and cultural activities to nourish their

knowledge, attitude and skill. Although it is difficult for students to spend some time for

extracurricular activities out of their busy academic schedule and ward placement. But those who

are regularly participating in different items get the opportunity to face challenges, alternative

resources and lifelong learning experiences.

Extra-curricular activity is a non-academic activity. It is as part of developmental

modules which can make the students think from a rather plain point of view of themselves and

the world around them. This can be obtained by their learning process and experiences from the

activities that they had joined. Nesan D., has mentioned in the article of Co-curricular activities

in school (2009) stated that, more specifically, from joining these extra-curricular activities,

students can perform better in the internal and external skills such are self-acceptance ,self-

esteem, sexual orientation, career goals and others.

Gilman discussed the concept of structured extracurricular activities as a strategy for colleges

to build resiliency, offer opportunities for engagement with educational institute activities and

provide constructive academic performance. Different terms like extracurricular activities, co-

curricular activities and non-classroom activities have all been used interchangeably to mean

experiences and activities such as games and sports, debate, music, drama, college publications,

student clubs, contests and various social events (Al-Azad et.al,2015)

Massoni(2011) One effect that extracurricular activities have on students is the social

aspect. Students that are involved in extracurricular activities meet many new people. Each club

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or sport is different, so students meet different people in all different groups. By joining different

ones they meet people with the same backgrounds they have and people they share interests with.

Most times the people that students meet are students that they would never talk to or become

friends with on a normal basis. In different extracurricular activities students learn about group

work, and sometimes they end up having less conformity to gender stereotypes.

Some students like to join many extra-curricular activities, but other students do not.

Therefore, their level of involvement in the extra-curricular activities is limited to the desired and

willingness of themselves. 

Importance of Extracurricular Activities

Extracurricular activities are a key component of many schools. Reynolds(1996)

explained that schools stress many different pillars in trying to create a well-rounded education.

Many of these pillars include academics, service and leadership, fine arts, and athletics.

Principals recognize the importance of providing many opportunities for their students to find

success. These activities allow students to develop leadership, create lasting friendships, give

back to their community, belong to the school family, and find success outside of the classroom.

Extracurricular activities can enhance a student’s life, and they can give the students additional

skills that they will use for the remainder of their lives (Reynolds, 1996). Klesse (1994) found

that there was a positive relationship between participation in extracurricular activities and

success in high school, college, career, and the community. He shared further that many students

need these extracurricular activities to motivate them to be successful in the classroom. Some

students earn college scholarships based on their extracurricular activities (sports, fine arts, etc.).

Many of these students would not have the opportunity to attend college unless they had enjoyed

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remarkable success in these activities (Wesley Craft,2012)

Bartkus et al. (2012) also stated that “extracurricular activities do not involve a grade or

academic credit and participation is optional on the part of the student”. The extracurricular

activities experience has become an important component of many students’ school lives today

(Feldman & Matjasko,2012). Many schools have invested significant resources into

extracurricular activities and are expected to offer a wide range of extracurricular activities to

provide a balanced education. Studies such as Lewis’ (2004) meta-analysis of extracurricular

participation conclude that the best academic and social outcomes for students are gained

through well-designed, developmentally appropriate activities

Freeman(2017) cited that extracurricular activity programs have continued to grow and

have been accepted as educational elements of the total school program. Student participation in

extracurricular activity programs has increased as parents and educational leaders have urged

students to remain in school. Extracurricular activity programs became a mechanism to keep

schools interesting for students. Long, Buser, and Jackson (1977) as cited by

Freeman(2017)suggested several reasons for the growth and acceptance of extracurricular

activities such as: Parents enjoyed seeing their children perform., Teachers enjoyed student

activities more than classroom activities, Teachers received more reward for success in the

extracurricular activities field than in academic work., Young people enjoyed the activities more

than the academic work.

Furthermore, extracurricular activities have also fulfilled a variety of functions, Moyer,

and Patrick (1956) offered a comprehensive summary of the various contributions and objectives

of extracurricular activities’ contributions to students such as: To provide opportunities for the

pursuit of established interests and the development of new interests, To educate for citizenship

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through experiences and insights that stress leadership, fellowship, cooperation, and independent

action, To develop school spirit and morale, To provide opportunities for satisfying the

gregarious urge of children and youth, To encourage moral and spiritual development, To

strengthen the mental and physical health of students, To provide for well-rounded social

development of students, To widen student contacts, To provide opportunities for students to

exercise their creative capacities more fully, Freeman(2017)

Extracurricular activities have been linked to the gaining of various skills. The Mountain

Heights Academy expresses this finding: “These activities can also work to build professional

skills that a classroom alone cannot always foster. A leadership-oriented club, for example, will

help students to learn essential skills in management and delegation, while a debate or speech

club will provide additional public speaking practice for students. In short, extracurricular

activities can arm students with many of the skills future employers will be looking for”

(Mountainheightsacademy.org, 2018). 

Commitment is difficult to inculcate in the youth, but extracurricular activities seem to

foster it. According to The Educator, “Students who participate in co-curricular activities have a

sense of commitment to whatever they are involved in. This is because as they take part in

whatever sports or club activity 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” (Jackson and Jackson,

2018). Students can be taught about commitment, but learning it first hand through

extracurricular activities is the best method of teaching commitment.

Extracurricular activities are not only for enjoyment. They contribute significantly to the

improvement of grades, to learning various skills, to garnering a sense of commitment, and to

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increasing one’s social circle. All of this makes one’s academic experience fulfilling and

enriching.

Another benefits of extracurricular activities are:

· a.) Improved Academic Performance

Studies have shown that students who participate in co-curricular activities have a

marked improvement in the grades. This can be attributed to skills they learn such as better time

management to accommodate their hobbies and class activities, better organizational skills and a

boost in their self-esteem. Skills learnt in clubs such as debate can be applied in the classroom

too, as the students learn how to express themselves better.

· b.) Better Time Management Skills

A student has to learn how to balance their academic life with their hobbies. They need to

know how to incorporate their club and sports 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. Such a student is

also less likely to procrastinate.

· c.) Learn New and Useful Skills

Students learn new skills that are useful in their school life and day-to-day activities.

Students learn skills such as teamwork, better social skills, and critical thinking. According to

studies, students who participate in co-curricular activities were found to have better leadership

skills and learnt how to relate better with their peers than those who didn’t.

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· d.)Sense of Commitment

Students who participate in co-curricular activities have a sense of commitment to

whatever they are involved in. This is because as they take part in whatever sports or club

activity 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.

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 Moreover, Naik(2018)enumerated other benefits of extracurricular activities, he posited

that Academic performance is improved. Students who participate in extra activities get better

grades. This is because of the skills they learn from participating in different activities. Students

learn to manage time, organizational skills and improved self-confidence. Students also learn to

express, another one is time management skills are improved. Students who participate in extra

activities need to learn time management. As they have to manage time between academics and

extra activities. They learn to manage time and also learn how to keep them engaged in free time

also. Everything they do will be productive. Another one is they learn new and useful skills,

Students also learn new skills which are useful in school life. Skills like teamwork, time

management, management of any activity, how to lead a group and many more extra skills. He

further stressed that students who participate in sports and other activities have better leadership

skills and learn how to grow and build relations with one another. Last is sense of commitment,

Students who participate in extra-curricular activities learn how to commit themselves to a

particular thing they get involved in.

Hence, Extracurricular activities are utmost important in a student’s life. Students who

get involved in extra activities meet new people and because of that their social skills are

improved. Students can expand their network which is also beneficial in finding better career

opportunities.Shahzad et. Al (2018)Participation in out-of-school activities help develop students

brain contributing to better mental health. It also helps them fortify their academic performance

for a long period of time.

Moreover, Extracurricular activities also reduce behavioral and disciplinary problems. A

study was conducted by Daley and Leahy in 2003 which discussed the improvement in self-

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concept caused by involvement in physical exercises. Participation in physical extracurricular

activities reduce the stress caused by excessive studies. Students remain physical and mentally

fit. Also, their body is in good shape which gives them self-confidence and a better view of their

appearance. Apart from these those who are not involved in any physical activities at all lack

these qualities (Daley and Leahy, 2003)

Joining to extra curricular activities is a kind of investment also gives children a sort of

certainty about their social and physical selves. Socialization and fellowship are also a crucial

part of a student’s life thus it makes social skill a necessary part of student’s character.

Participation in extracurricular activities provide students with greater opportunities to interact

with people outside their current social circle thus contributing to increased friendship and social

confidence development. Participation in these activities promote maturity and self-discipline in

youngsters

Involvement in after school clubs and extracurricular activities is beneficial in a variety of

ways for the K-12 population. For example, school clubs can offer a place to form relationships

and foster learning, and this was demonstrated with multiple groups. Research including students

with disabilities involved in extracurricular activities show that they were more likely to have

friends than those who were not involved. Similar findings with racial and ethnic minorities and

immigrant adolescents showed that minority, first, and second generation adolescents were less

likely than their counterparts to have friends and be engaged in relationships, however,

extracurricular activities facilitated socialization.Thus, being involved in activities outside of

school increases student’s chances of creating friendships. Furthermore, extracurricular activities

increase positive self-development, regardless of where the activities take place (at school or away

from school) . Likewise, female adolescents involved in school based extracurricular activities had

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higher self-esteem than those not involved. The overall findings demonstrate that involvement in

activities, whether it be sports, clubs, or school-based programs, have a positive impact on the

participant’s life Broh (2002) “participation in interscholastic sports promotes students’

development and social ties among students, parents, and schools, and these benefits explain the

positive effect of participation on achievement”

Some researchers have divided extracurricular activities into informal and formal

activities. The formal activities include activities which are relatively structured, such as

participating in athletics or learning to play a musical instrument. Informal activities, on the other

hand, also known as leisure activities, include less structured activities, such as watching

television. Some literature on leisure studies has “suggested that formal and informal activity

settings have different influences on motivation and feelings of competence,” two factors which

influence academic performance (Guest & Schneider, 2003, para).

Impact of Extracurricular activities to academic performance

A study conducted by surveying school-age students in the National Longitudinal Study of

Adolescent Health revealed that 70% of adolescents are involved in some form of extracurricular

activities. Other studies have shown being involved in extracurricular activities reduces the

likelihood of dropping out of school, likelihood of committing a criminal offense, and leads to

higher educational retainment and success and achievements in school work, not to mention that

the greatest advantage of participating in at least one of these activities is the decrease in anti-social

behaviors and students growing up to be more successful in communication and relationships.

Moreover, numerous studies have been conducted concerning the relationship between

extracurricular activities and academic performance. Total extracurricular activity participation

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(TEAP), or participation in extracurricular activities in general, is associated with an improved

grade point average, higher educational aspirations, increased college attendance, and reduced

absenteeism” (Broh, 2002). Guest and Schneider (2003), in looking at the previous research on this

subject said, “Researchers have found positive associations between extracurricular participation

and academic achievement”

One study, conducted by the National Educational Longitudinal Study, found that

“participation in some activities improves achievement, while participation in others diminishes

achievement” (Broh, 2002, para. 1).

Many extracurricular activities have proven to be beneficial in building and strengthening

academic achievement, even if the activities are not obviously related to academic subjects (Marsh

& Kleitman, 2002. “A number of studies revealed that students participating in extracurricular

activities did better academically than students who did not participate” .

Researchers have particularly studied the relationship between extracurricular activities and

academic performance in adolescents. One study found that “adolescents who participated in

extracurricular activities reported higher grades, more positive attitudes toward school, and higher

academic aspirations” (Darling, Caldwell, & Smith, 2005).

Moreover, involvement in extracurricular activities strengthens the ties of students

to the school they are enrolled in. Therefore, it is important that academic institutions

enhance such activities for retention purposes, when students are engaged and feel some

type of connection with the school

The Relationship Between Athletics and Academic Performance

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 “Longitudinal studies on school sports have suggested that such participation raises

students’ grades and test scores” (Broh, 2002). Stephens and Schaben performed a study looking

at the number of sports each student played and its affect on academic performance. They

noticed that students who participate in at least one sport each year outperformed those who

participated in one or less, in class rank, overall GPA, and math GPA (Stephens & Schaben,

2002). They also noticed that the students who participated in more sports for many seasons had

a “higher level of scholarship than the [students] who had competed in only a few seasons or for

only one year” (Stephens & Schaben, 2002). Some research indicates that physical activity not

only improves academic performance, but has an actual physical benefit for the mind. “Regular

physical activity might influence cognitive development by increasing cerebral blood flow,

altering arousal and associate neruohormonal balance, changing nutritional status, or promoting

the growth of interneuronal connections” .

Compared to other extracurricular activities, however, athletics does not appear to

produce as strong a positive correlation. Darling et al. (2005) found that students who did not

participate in any extracurricular activities showed the poorest adjustment as far as grades,

attitude toward school, and academic aspirations, while non-sport extracurricular activities

showed the most positive adjustment, with sports related extracurricular activities in the

middle .Guest and Schneider (2003) reported similar results, saying, “In all schools, participation

in non-sports extracurricular activities has a stronger association with being seen as a good

student than does participation in sports” .

According to Reeves (2008), students who took part in three or four extracurricular

activities during the academic year had dramatically better grades than those who participated in

no extracurricular activities at all. Darling, Caldwell, and Smith (2005) suggested that

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participation in athletics is related to the following positive academic related outcomes including

higher grade point average, fewer disciplinary referrals, lower absentee rates, decrease in dropout

rates, stronger commitment to the school, liking school better, being in the academic tract in

coursework, taking more demanding coursework, more likely to attend college full time and

graduate, holding higher aspirations for attending college, applying to more universities and

colleges, and had better occupational status 1S-years after high school. These positive effects are

not just from participating in athletics but also from joining other activities as well. Olson (2008)

found that students enrolled in fine arts activities had significantly lower absentee rates than

those students who did not participate at all. Also, it was determined that dropouts were involved

in fewer extracurricular activities than were those who stayed in school (cited in Olson at el.,

Bowman & Matthews, 2008). Involvement in extracurricular activities is consistently and

positively correlated with good school attendance, and good attendance is often correlated with a

higher grade point average (Olson, 2008)

Fujita(2005)The impact that athletics has on academic performance has been debated over

the years—some say the impact is positive, while others say it is negative. “Early analysis of the

effect of participation in sports on academic achievement produced inconsistent evidence” (Broh,

2002). Even today, there is inconsistent evidence, but most research tends to lean toward the idea

that participation in athletics does, in fact, improve academic performance. The result of one

particular study indicated that “with the exception of a few subgroups and outcomes, participation

in sports is generally unrelated to educational achievement.” Additional information from this

study has “found that playing sports in high school has no significant effect on grades or

standardized test scores in the general student population” (Broh, 2002)

Potential Negative Impact of Participation

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 Wilson(2009) posited that When considering how extracurricular activities impact

students, mention should be made regarding potential negative impact of participation in out-of-

school activities.Reeves (2008) determined that parents and teachers might fear students may

lose their focus on academics when they become too busy with out-of-school activities.

Attending too many rehearsals, practices, and meetings may cut into homework time. When

students get overscheduled, they might be spreading themselves too thin, which may lead to

spending less time studying and preparing for class. Another down side to participation might

occur when the parents push their children to be involved in nearly every activity available.

Using activities to provide daycare is not recommended, yet some parents schedule their child in

piano lessons, soccer, youth group, scouts and dance class so there is an activity each night of the

week. This may not only impact the child's academic success, but may even effect the dedication

shown to each activity as the child may not be there by choice. Thompson (2008) further

discussed this concept when stating "The level of commitment is much more important than the

specific activity" . Not only canover-scheduling impact academics and level of commitment, it

can also impact the student emotionally and physically which could lead to stress, fatigue and

bum-out.Wilson(2009)

Parents can be part of the problem if they push their children to be involved in too many

activities or by forcing children to participate when they do not want to be involved. This can

lead students to be afraid to quit for fear of disappointing the parent, or the other extreme of

students quitting everything in defiance of the controlling parent. Balance in activities of the

adolescent's choice is recommended.Gilman (2004) found that those who participated in athletics

were almost twice as likely to remain in school as students who did not participate; ).

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 Another potentially negative aspect of extracurricular activities for consideration is the

unfair advantage for those of a higher economic status. Student athletes are disproportionately of

a higher socioeconomic status (Smith, 2008). Participants in athletic programs need to have

transportation to and from practice sessions, equipment, and pay18 to-play athletic fees.

Performing arts activities such as band may cost a lot of money to purchase musical instruments

or have private lessons. This could be a problem for many\of the students and families with

limited income for extracurricular activities.Wilson(2009)

Moreover, several research studies have linked engagement in extracurricular

activities to low academic performance (Mehus, 1932, Dunkelberger, 1935), One study found

“that more time in leisure activities was related to poorer academic grades, poorer work habits,

and poorer emotional adjustments,” while more time in “structured groups and less time

watching TV were associated with higher test scores and school grades” (Marsh & Kleitman,

2002)

Related Study

Another study conducted at Susquehanna University and data showed that twelve

percent of the students enrolled were not involved in any extracurricular activities, which

could be explained by the fact that they lived off-campus. The study compared the grade

point average (GPA) of students who were involved in some type of educationally purposeful

activity to those who were not involved in any. The comparison of freshman students with no

activity to those who reported three extracurricular activities showed that the latter had higher

GPAs; the comparison of sophomores, juniors, and seniors yielded the same results.

However, students who were not working had higher GPAs then those who had to work;

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likewise students who were not involved in sports performed better than athletes (Dunkelberger,

1935). Mehus (1934) states that female students who work and study have lower grades,

but male students who have to work perform better academically. Like Mehus (1932),

Dunkelberger (1935) supports that extracurricular activities are not the cause of low

academic performance except in the case of athletes who experience frequent absences

from class due to trips to participate in games

Broh (2002) conducted a secondary analysis of data from the National Educational

Longitudinal Study of 1988 to find the effect of extracurricular activities on high-school

achievement; the findings suggested that sports are good extracurricular activities for

student development and socialization between students, parents and schools. Sports increase

self-esteem (Broh, 2002), especially for black students (Baker, 2008), but self-esteem is

not significant in influencing student grades (Broh, 2002). Mehus (1934) suggests that

students who engage in oratory and debate activities, publication and departmental clubs

tend to perform better academically than those involved in athletics, music and drama.

The difference in academic achievement between male students who were actively

involved in fraternities and those who were not was not significant. But, women in

sororities performed better than those who were not, the same applies to male and female

students who were involved in religious activities(Fernandes,2015)

The relationship between extracurricular activities in school and GWA is significant. This

result agrees with the findings of Wang and Shiveley (2009) that students achieved much higher

rates of graduation, maintained better GWAs, and had higher good standing rates when they

engaged in extracurricular activities. Participation in extracurricular activities did not lower the

academic performance of participants, but instead helped them to persist in college and bolstered

20
their progress toward gradu In addition, Darling, Caldwell, and Smith (2005) conducted a

longitudinal study concerning extracurricular activities and their effect on various aspects of

development, including academic performance. This survey was containing a list of twenty

different extracurricular activities was distributed to students; they were asked to check which

extracurricular activities they participated in that year. Demographic questions, such as their

favorite activity, gender, and ethnicity were asked in order to take the social factors and influences

into account when calculating the results. The students were also asked what their academic goals

were and their grade point average. The results showed that the students who participated in

school-based extracurricular activities had higher grades, higher academic aspirations, and better

academic attitudes than those who were not involved in extracurricular activities at all

Moreover, research indicates that participation in extracurricular activities affects students’

academic performance. More specifically, studies have been conducted assessing the effects of

specific extracurricular activities on academic performance. The study’s survey instrument which

was distributed to students enrolled in grades 6 through 8 at Walnut Creek Christian Academy

during the 2004-2005 school year requested demographic information in addition to the five

Likert-type scale questions. The data revealed that, according to the students surveyed, playing

sports, watching television, and participating in community service improves academic

performance, while playing a musical instrument does not improve academic performance.

Therefore, it was concluded that extracurricular activities affect academic performance and that the

effect depends on the specific activities in which the student is involved..

Cico, B. D,. Viscomi, J, (n.d) in the article exploring the Association between Campus

Co-Curricular Involment and Academic Success: Student Life Studies, reported about exploring

the association between extra-curricular involvement and academic success. This research was

21
conducted base on the GPAs of students who involved in extra-curricular activities and the GPAs

of non-participatory students. Form this research; they concluded that, students who are always

involved in the extra-curricular activities have higher GPAs than the students who not

participating the extra-curricular activities or less participated

From the research conducted by Juan Antonio Moriana, Fransisco Alos, Rocio Alcala,

Maria Jose Pino, Javier Herruzo and Rosario Ruiz on extra-curricular activities and academic

performance in secondary students, the results show that the performances of students involved

in both academic-type and extra-curricular activity have better performances. It stated that the

after school activities give benefits to the students.

Al-Azad et.al (2015) cited that “There is a positive correlation between student

involvement in extracurricular activities and success in nonacademic pursuits following high

school and college”. It is evident that students who participate well in these activities have

greater success in academic institutions, as well as, later in life. Another study by Joekel RG

showed that achievement in extracurricular activities is a factor that can predict success in life

beyond college. Stephens and Schaben suggested that “educators should encourage students to

be involved in interscholastic sports and cultural activities”. Another study by Gardner et al.

(2008) in his research on positive youth development suggested that cultivating positive,

supportive relationships with people and social institutions encourages healthy development of

learners. Students who participate in structured activities are more likely to respect diversity,

play by the rules and contribute as a member of a team whether it is sports, scouting or clubs

Wesley Craft (2012) cited that In 2005, a study was conducted to examine the

22
relationship between participants in athletics and the student’s grade point averages (White,

2005). The researcher divided the participants into two categories: low participants and high

participants. The high and low participant rating was determined by the number of years the

student spent participating in athletics during their high school years. A high participant was a

student that participated in athletics an equal number of years that they attended high school

(White, 2005). A low participant was a student that might have only participated in basketball for

two years. They were classified as a low participant because they played two seasons but

attended high school for four years. The results showed that

there was a positive impact on student achievement by participating in athletics. The students

that were classified in the high participant category had higher grade point averages than the

students that were classified in the low participant category (White, 2005).

Holson stated as cited by Al-Azad MAS (2015) “There is a positive correlation between

student involvement in extracurricular activities and success in nonacademic pursuits following

high school and college” 1 . It is evident that students who participate well in these activities

have greater success in academic institutions, as well as, later in life. Another study by Joekel

RG showed that achievement in extracurricular activities is a factor that can predict success in

life beyond college . Stephens and Schaben suggested that “educators should encourage students

to be involved in interscholastic sports and cultural activities” . Gardner et al. in his research on

positive youth development suggested that cultivating positive, supportive relationships with

people and social institutions encourages healthy development of learners. Students who

participate in structured activities are more likely to respect diversity, play by the rules and

contribute as a member of a team whether it is sports, scouting or clubs

In addition, many studies found that not all activities out of classroom settings are

23
beneficial to student success; some enhance performance, whereas others are distractions

from academic work (Broh, 2002; Mehus, 1934, & Baker 2008).

According to Mehus as cited by Fernandes,2015, low academic performance influenced

by factors other than participation in extracurricular activities. The author analyzed the

scholarship quotients and intelligence scores of students from the University of Minnesota and

Wittenberg College; the scholarship quotient was obtained through a division of the number of

quality points by the number of credit hours and the intelligence scores are results from

different standardized tests. The findings of Mehus (1932) suggested that the more active

students are the better they performed academically; both genders considered as well as

freshman and sophomore male students and freshman women. However, junior men and

senior women have a lower scholarship quotient than those students who were involved

in two or three extracurricular activities, which could be explained according to Mehus by

their low standardized test scores. Further investigation is needed in that area but

involvement in extracurricular activities does not always justify low academic

performance; it all depends on the student.

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 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter includes the research design, locale of the study, data gathering procedure

and instrument, respondents of the study and statistical tools to be used in this study.

Research Design

This study will make use of descriptive-correlation research design in order to achieve

the goals and objectives set for the present investigation. This is a descriptive correlational

design, since it will describe the characteristics of the population or phenomenon being studied

and will show its important relationship with the other variables. In this study the independent

variables will be tested to find out the relationship that existed between the independent variables

and the respondents’ perception on the impact of extra-curricular activities to their academic

performance.

Research Locale

This study will be conducted in Marawi City. This is considered as the tourist spot of Mindanao

because of its cool and invigorating climate. The city is also considered as the education center

of Mindanao (Tamano 1996)

Marawi City known as the Islamic city of Marawi is the capital of LDS. It is now a

25
component of local government unit (LGU) of the Autonomous Region in Muslim Mindanao. It

is populated mainly by Maranaos, The so called” people of the lake” the city is basically rural in

character but is potentially a tourist destination considering its scenic beauty and its invigorating

climate. The famous destination include the Mindanao state University, the signal hill, and some

maranao torogan.

Specifically, this study will be conducted in the nine districts of the division of Marawi

City, namely: The Central, North, East, Northeast, Northeast II, West, Northwest, Angoyao, and

the Angoyao East Districts.

26
Figure-1 Research map of the study

27
Respondents of the study

The respondents of the study will be the selected high school students from Marawi City

Division. The total numbers of the respondents are 150.

Research Instrument and its validity

The main instrument to be used in this study will be a self-made questionnaire, these

questionnaires consist of two parts. Part 1 will elicit information on the personal profile of the

respondents; part 11 deals with the questions on the respondents’ perception on the impact of

extra-curricular activities to their academic performance

Data Gathering Procedure

Before the questionnaire will be distributed to the respondents of the participating school,

a letter asking for permission will be sent to the school principal, when permission is granted,

collection of data will be started immediately. A Letter of request for the respondents to patiently

answer the questions will be distributed together with the questionnaires. The researcher will

personally deliver the questionnaires to the respondents in their respective school.

Statistical Tools Used

The data gather will be treated using the following statistical tools: Frequency will be

used to establish the central tendencies of the respondent’s personal profile; percentage will be

used to convert the frequency counts to percentage; mean will be used to determine the impact of

extra-curricular activities to the respondents’ academic performance; and Cramer’s V coefficient

to determine the significant relationship between the independent and dependent variables

employed. The computation of the contingency coefficient that will derive from the result will be

28
done through SPSS software:

1. Frequency and Percentage

To determine the result of the study, the data will be treated and analyzed through the use of

statistical tools of frequency tables and percentages to test the relationship between the

variables.

Given the formula as:

Percentage (%) = f/N X 100

Where:

f=frequency of the respondents answering an item

N=total number of respondents

100=Constant

2. Mean and Standard Deviation

Weighted mean will be used to determine the rank of the reasons for the choice to be

made by the respondents.

The weighted mean obtained through the use of the formula:

Weighted Mean (Xw)=∑(FxI)/N

Where:

∑= summation

F= frequency

I= Score point

N= Total number of respondents

Standard Deviation s is the square root of the mean of the standard deviations from the mean of a

29
distribution.

3. Cramer’s V Coefficient

The Cramer’s V coefficient is a nominal symmetric measure that indicates both the

strength and significance of the relationship between the row and column variables of a cross

tabulation. A low significance value (typically less than 0.05) indicates that there is a relationship

between the two variables. The nominal symmetric measures are appropriate when both

variables are nominal, categorical variables.

Part 1. PERSONAL INFORMATION SHEET

30
Direction: please fill out the blank or check the space provided which appropriate describes your answer

A. Age

( ) Below 12 years old

( ) 13-16 years old

( ) 17-19 years old

( ) 20- years old above

B. Gender

( ) Male

( ) Female

C. Parents’ Educational attainment

( ) Doctorate

( ) Masteral

( ) College Graduate

( ) Secondary Graduate

( ) Elementary Graduate

C. Family monthly income

( ) 10,000 below

( ) 10,999-20,000

31
 ( ) 20,999-30,000

( )30,999 and above ( ) Others (Please specify)__________

D. Final Average

( ) 95-100 ( ) 85-88 ( ) 80 below

( ) 89-94 ( ) 84-80

11-Impact of Extra-curricular activities to the Students’ Academic Performance

Check the extra-curricular activities that you are a member

 Topic-specific clubs such as math club, English club__________

 Student government_______

 Debate_____

 Drama_____

 Sports_____

 English society____

 Reading____

 Entrepreneurship____

 Orchestra____

 Band____

 Choir____

 Art____

 Volleyball Baseball Gymnastics___

32
  Music Programs School Clubs___

 Football Basketball Lacrosse___

 Music Programs School Clubs___

Hours spend in playing sports or any extracurricular a day

(0-5)_________

(6-10)________

(11-15)_______

(16-20)_______

Mark the average number of days that you miss during the school year:

Less than 3 days a year ( )

3-7 days a year ( )

More than 7 days a year ( )

33
A- Please check the most accurate response to each statement.

B- Legend: 4-always, 3-Often ,2 Sometimes, 1-Never

1-POSITIVE IMPACT OF EXTRA-CURRICULAR ACTIVITIES TOWARD

ACADEMIC PERFORMANCE

1. My grades improve when I am involved in extracurricular activities. 4 3 2 1

2.I can still concentrate in schooling despite of joining extra-curricular

activities.
3.I can still study my lesson despite of being fatigue from our activity in

school.
4.I enjoy socializing with my friends as we have the same interest.
5. I have learned to budget my time wisely to allocate time for my class

activities and hobbies

6. I can apply the Skills that I have learnt in clubs such as debate in the

classroom.
7. I have boost my self-esteem as I socialize with my team mates

8. I have learned to do my task faithfully for me to balance my time in

study and my extra-curricular activity

9. Extracurricular activities provide me a venue for more social

interaction that help boost my self-confidence

10. I have learnt leadership skills and how to relate better with my peers

11.My grades improve as I meet new friends whom I can consult with.

12.My grades improve as I have an achiever team mates, thus inspire me

to be like them
13.I can apply what I have learned in our extra curricular activities in my

academic subject
14.My proficiency in English has sharpen as I joined in English clubs

34
15.1have learned how to budget my time wisely to balance my academic

subject and extra curricular activity.

2-NEGATIVE IMPACT OF EXTRA-CURRICULAR ACTIVITIES TOWARDS

ACADEMIC PERFORMANCE

1. I enjoy engaging myself in an extra-curricular activities that I have no 4 3 2 1

time to study my lesson

2. I forget to study my lesson as I divert my time playing with my school

mates.
1.I spend most of my time playing my favorite sports.
2.When I participate in extra-curricular activities my grades decrease
3.I enjoy playing sports than studying my lesson
4.I’m more interested in joining extra-curricular activities than studying

my lesson.
5.I lose my interest in my academic subject as I devoted my time playing

my favorite sports.
6.I forget to do my assignment out of fatigue from playing.
7.I am always late in my class as I have to meet my co-players for

practice
8.I got a flank score in my academic subject
9.I’m always absent in my class for practice with my team

10.I don’t care if I have low grades as long as I have enjoyed performing

my favorite play or hobby.

11.I prefer to be with my team mates for rehearsal than to be in the

library.
12.I am so tired for constant rehearsal thus, I have no time to study my

lesson because of body pain

14.My grades has decreased when I started joining with extra-curricular

35
activities
14.I have short attention span listening to my teacher’s discussion as I am

eager to go out and have fun with my team.

15.I prefer to attend in our rehearsal period than to finish my requirement

in other subject.

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JAFMC Bangladesh.

Al-Azad MAS,et.al(2015)Effect of Extra Curricular Activity on Student’s Academic

PerformanceAFMC, Dhaka.

Bartkus, K. R., Nemelka, B., Nemelka, M., & Gardner, P. (2012). Clarifying the meaning of

extracurricular activity: A literature review of definitions. American Journal of Business

Education

Feldman, Amy(2016) "The Role of School-Based Extracurricular Activities in Adolescent

Development: A Comprehensive Review and Future Directions". Available@www.edu.com

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Gardner M, Roth J, Brooks G.(2008) Adolescents' participation in organized activities,

Developmental Psychology

Gilman, R. (2004). Structured extracurricular activities among adolescent findings and

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Howard Gardner. (2010). Multiple intelligences.http://www.howardgardner.com/MI/mi.html

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education services

Kimiko Fujita(2005) The Effects of Extracurricular Activities on the Academic Performance of

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Nicol, D. (2007). Principles of good assessment and feedback: Theory and practice. From the

REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-

31st May, 2007. Available at http://ewds.strath.ac.uk/REAP07

Nicole Jackson,(2017) The Role Of Extracurricular Activities In A Student’s

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Mahoney, Joseph (2000). "School Extracurricular Activity Participation as a Moderator in the

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Massoni, Erin (2011) "Positive Effects of Extra Curricular Activities on Students," ESSAI: Vol.

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Najum Ul Saqib, Musab Abdul Raheem, Mobeen Iqbal(2018) Effects of Extracurricular

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Nikki Wilson(2009)Impact of Extracurricular Activities on Students, University of Wisconsin-

Stout

NirbhayNaik(2018)Importance of extracurricular activities in school life,India

Read more at: https://yourstory.com/mystory/d48a322b39-importance-of-extracur

Reeves, D. B. (2008). The extracurricular advantage. Education Leadership,

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