THE IMPACT OF MENTAL

HEALTH ISSUES TO THE

EXTRACURRICULAR

ACTIVITIES OF STUDENTS
MEMBERS:
Michael Kane Asis
June Jae Lumag
Jane Rose Tumarlas
 TABLE OF CONTENTS:

INTRODUCTION
BACKGROUND OF THE STUDY
STATEMENT OF THE PROBLEM
REVIEW OF RELATED LITERATURE
SIGNIFICANCE OF THE STUDY
THEORETICAL FRAMEWORK
CONCEPTUAL FRAMEWORK
SCOPE AND DELIMITATION
DEFINITION OF TERMS
 INTRODUCTION

Participating in extracurricular activities is important for developing

mental toughness and self-assurance.

Numerous students are beginning another quarter this semester, and it is

essential for them to grasp that, regardless of what they may at first appear
as, extracurricular exercises are a significant piece of scholastics and
instructive foundations.

This article will help with understanding the worth of understudies feeling
like they have a place, are acknowledged, and are connected to other people,
and how extracurricular exercises help to encourage each of the three of
these characteristics beyond the bounds of the conventional scholarly study
hall.

It is obvious that finding extracurricular activities for your child is a

real boost for your mental well-being.

This chapter will address and present instances of some of the positive
effects of extracurricular activities on youth development.
 STATEMENT OF THE PROBLEM

This study is focusing to determine "The Impact Of Mental Health To

The Extracurricular Activities Of Students". The following questions
in our research paper;

1. What are the profile of respondent data in terms of;

1.1 Age
1.2 Gender
1.3 Grade Level
 STATEMENT OF THE PROBLEM

2. What are the factors of mental health issues of the

students in terms of;

2.1 Mental
2.2 Emotional
2.3 Physical

3. Is there a significant effect of mental health issues

to the Extracurricular activities of the student?
 REVIEW OF RELATED LITERATURE

During this time, youth participate in a variety of

extracurricular activities, which have varying effects.

Kleitman, 2002), the momentum study shows that youth benefit

in a variety of ways, including improved academic
performance.

This study investigates the relationship between

extracurricular activity participation and mental health by
calculating a composite depression score based on students'
self-reported statements.

The sort of activity students are involved in and their

gender may influence the outcome and are considered as well.

A comprehensive examination of mental health and

extracurricular activities.
 SIGNIFICANCE OF THE STUDY

The purpose of this research is to determine what participating in

extracurricular activities signifies for a secondary school
understudy's mental wellness and whether different workouts
produce different consequences.

The ultimate goal is to determine the extent to which various

school-sponsored activities, sports, and workouts are related to
an understudy's psychological well-being in order to inform
administrators and legislators in terms of assisting and funding
these exercises.

Reed (2014) recommended that the interest for understudies' time

has diminished in the present culture because of the possibility
that "more is better" and that understudies can become over-
involved, which can bring on additional pressure.
 SIGNIFICANCE OF THE STUDY

The purpose of this study is to examine whether extracurricular

exercises can affect scholastic performance.

significant impact on understudies in a non-scholarly setting, and

identify potential links between commitment and psychological
wellness More specifically, this study divides exercises into groups
to investigate whether any kind of action or difference in sexual
orientation affects the logical outcomes.
 THEORETICAL FRAMEWORK
The theoretical framework identifies the factor from the
investigation of general education that might affect students’
showcase. It means academic or extra-curricular activities that
are completed to serve the institution but take place outside of
regular class hours and are not required by instructional
arrangement in order to understand how students’ mental health
affects their extra-curricular activities (1) conviction and (2)
scholastic, social, and language-related expertise. In this
fictitious framework, it is shown how participation in extra
curricular activities can improve students’ academic
performance, optional school social skills, and connections to
their local academic community active living reduces risky
behavior.
 CONCEPTUAL FRAMEWORK

Promoting Extracurricular Activities in Schools

A complete, comprehensive, and formative school directing
methodology might help with the evacuation of obstacles to
understudy achievement. This system advances understudy
capacity in wide regions like deep rooted learning,
individual viability, and life obligations (Silliker, 1997).
The assessed writing upholds commitment in extracurricular
exercises for of advancing sound formative prospects.

Extracurricular Too-tedious exercises may be viewed as an

obstruction to scholarly achievement, and due to assumptions
from guardians and understudies, this can be utilized against
them.as a defense for keeping away from extracurricular
exercises Instructors might look to advocate for scholastic
and extracurricular equilibrium.
SCOPE AND DELIMITATION
The goal of this study is to understand how

Calamba National High School students perceive the

impact of mental health issues on extra-curricular

activities. Given these sampling techniques, the data

is not typical of the overall population and cannot

be generalized. The data was collected at Calamba

National High School through survey questions.

RECOMMENDATION
Future studies should focus on Calamba

National High School students, Including those

who live in both urban and rural school

districts. The limited time available for this

study and lack of access to other high school

prevented a more thorough investigation. For

the results to be generalizable, further study

with a larger sample size is required

 DEFINITION OF TERMS
Extra-Curricular Activities- Organized student
activities connected with school usually
carrying no Academic Break.

Adolescent: Any individual between ages of 10 and 19

(Csikszentmihalyi, 2019)

Emotional Well-being: Also equated with mental health.

This is the emotional positivity toward life and the
ability to handle the challenges that go with it
(Stewart-Brown, 1998)

Engagement: The extent to which a student engaged or

participated in each activity (Bohnert et al. , 2010)
 DEFINITION OF TERMS
Mental Health: A combination of psychological, emotional,
and social well-being that represents how a person acts,
thinks, and feels (US Department of health and human
services, (2020b)

Structured Activities: A school or organizations based (and

sponsored) activity that includes sports clubs, music
programs, and other after school activities (Marsh &
Kleitman, (2002)

Well- Being: An Individual’s perception of how their lives

are going, which includes a holistic view of health,
combining a mental and physical health (CDC, 2018)

Subjective well-being: Also known as happiness. This is a

combination of positive and negative effect (feelings),
which includes life satisfaction (Diener et al. , 2009)