CULMINATING PERFORMANCE TASK (1st Grading Period)

READING AND WRITING

Name: GARCIA, KEIRSTEN LOUISE T. Contact No: 09980278627

Section: 11 STEM G Email Address: 13003832@slu.edu.ph

EXTRACURRICULAR FOR MENTAL HEALTH

This article discusses the effects of the prohibited extracurricular activities implemented by
DepEd to students in the midst of remote learning. This article also discusses the consequences for
students, teachers, and parents of not being prepared for remote learning in the midst of a pandemic.
Despite the pupils' remote learning, this essay emphasizes the value of having extracurricular activities.

The author's thesis statement emphasizes the significance of the existence of extracurricular
activities for students' remote learning, particularly in the midst of the stress of their academic
schoolwork and the fulfillment of their requirements. The author also discusses the implications of
remote learning on students, teachers, and parents, particularly those who are unprepared for this type
of learning. The author also provides some ideas, mentioning the comprehensive educational
environment that should be brought back. This article seeks to persuade everyone that extracurricular
activities, whether remote learning or face-to-face classes, should not be banned in student's learning.
Members of The Department of Education are the intended readers (DepEd). They should read this so
that they can figure out how to deal with the problems. The author explicitly states the thesis statement
in such a way that the writer discusses the cause and effect of the prohibited extracurricular activities, as
well as the suggestions for this problem. The theoretical assumption discussed in the paper is all about a
lack of infrastructure to implement a public school system-wide remote learning arrangement. This
logical explanation has no evidence in the text, yet it has a hypothesis and is currently happening now.
The public schools offer free education, and the majority of the students enrolled are low-income
individuals. As a result, the evidence that exists today includes a lack of student devices in public, a lack
of funds to purchase the necessary equipment for remote learning, and student poverty. The issues
discussed include DepEd's prohibition of extracurricular activities in the midst of remote learning; the
effects of not being prepared for remote learning on students, teachers, and parents; and how students'
mental health is affected by academic content and fulfillment requirements. Overall, I am relieved that I
am not the only one who has seen this and wants to remedy the situation. I agree with the writer's
discussion and suggestions in this article.

This article discussed the significance of having extracurricular activities in the middle of fellow
students' remote learning. Extracurricular activities should not be prohibited because they allow
students to engage in physical and recreational activities, as well as explore their varied interests, which
may help them decide on their future professional routes. Excluding them from extracurricular activities
will undoubtedly impede their socioemotional development. This is important for fellow students who
are now experiencing exhaustion in their mental health.