MANAHAN Finals Term Paper

THE ROLE OF EXTRA AND CO-CURRICULAR ACTIVITIES IN
HONING ONE’S STUDENTHOOD
A Term Paper
presented to the College of Hospitality, Tourism, Business, Accountancy and
Management
BESTLINK COLLEGE OF THE PHILIPPINES
in partial fulfillment of the requirements in

1st Year Program of Business Administration major in Human Resource
Development and Management
Manahan, Juana Farrah C.

BSBA 12021 HRM
June 2, 2023
Date of Completion
ACKNOWLEDGMENT
I would like to take this opportunity to acknowledge our families in supporting
me on this process of researching. I would also like to thank for the Novaliches
Dance Community for giving me inspiration to conduct this study.
Lastly, I would like to thank my teachers, fellow students, and all the
participants that laid time and effort to make this research verified. Especially thanks
to our fellow researchers for helping and encouraging me to finish this paper in the
midst of trial.
DEDICATION
I dedicate this paper to future researchers who will want to know more about
the real cause and effect of extra-curricular activities, to the authority who initiated
this term paper, and to students who is currently, conversely, will join dancing or any
extra-curricular activity in the future.

ABSTRACT
Students who participate in extracurricular activities gain benefits of
enhancing their skills, thus, many opportunities are opening for them. It includes
having better skills, better grades, better standardized views, and friends. But there
are students who do not have capabilities to work two things at once. Others who
cannot handle both academic and extracurricular activities are recommended to
focus on one aspect and work on another after the first one.
This research shows the statistics and results from the data collected by
survey as an instrument. The study explores how student involve with activities
outside academic, especially in dancing. Data was gathered through online
surveying of respective respondents. The data revealed that status of students in
joining dance group have brought positive and negative outcomes.
Unlike other studies inclined in extracurricular activities, this research interpret
how dancing affects the academic performance of students, why respondents do
activities outside the school, and how it could greatly affect the career of students.
TABLE OF CONTENTS
ACKNOWLEDGEMENT ..............................................................................................i
DEDICATION ..............................................................................................................ii
ABSTRACT.................................................................................................................iii
CHAPTER I: The Problem and Its Background..........................................................6
Introduction..............................................................................................6
Background of the Study ........................................................................7
Statement of the Problem ......................................................................7
Hypothesis..............................................................................................8
Scope and Delimitation..........................................................................8
Significance of the Study.......................................................................8
CHAPTER 2: Review of Literature and Studies.........................................................9
Related Literature..................................................................................9
Conceptual Framework.........................................................................9
Definition of Terms ...............................................................................10
CHAPTER 3: Methodology ......................................................................................11
Research Design ..................................................................................11
Population and Sample of the Study.....................................................11
Research Instrument(s).........................................................................11
Intervention ...........................................................................................11
Data Collection Procedure ....................................................................11
CHAPTER 4: Presentation and Analysis of Data…….……..….………………..……12
List of Figure 1......................................................................................12
List of Figure 2......................................................................................13
List of Figure 3...............................................................................14
List of Figure 4...............................................................................15

List of Figure 5...............................................................................16
List of Figure 6...............................................................................17
List of Figure 7...............................................................................18
List of Figure 8...............................................................................19
List of Figure 9...............................................................................20
List of Figure 10..............................................................................21
List of Figure 11..............................................................................22
List of Figure 12..............................................................................23
List of Figure 13..............................................................................24
List of Figure 14..............................................................................25
List of Figure 15..............................................................................26
List of Figure 16..............................................................................27
List of Figure 17..............................................................................28
List of Figure 18..............................................................................29
List of Figure 19..............................................................................30
CHAPTER 5: Conclusions and Recommendations……………….……………….…31
Conclusions………………………………………….…………31
Recommendations……………....……………….……………32
Reference………………………………………….…………...33
Appendices…………………………………..………...………37
Chapter I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
It has been observed that being in activities which are irrelevant to academics
have left big impacts on students’ performance in school. Researchers explain that
extracurricular activities can be very beneficial to the academic, social, physical, and
emotional growth of students (Bloomfield & Barber, 2009; Fredricks & Eccles, 2006;
Mahoney, Cairns & Farmer, 2003). Youth usually spend their time after school on
things that give enlightenment or even relaxation from school works (Saqib et al.,
2018). Evidence has emerged suggesting that activities outside academics have an
important role in developing student engagement (Mahoney et al., 2003; Shulruf,
Tumen & Tolley, 2008; Fullarton, 2002).
There are different descriptions of what is considered an extracurricular
activity.
A few examples of activities outside the school day may include pro-social activities
such as dances, team sports, and performing arts, while in-school activities may
include intramurals, and academic clubs. Different levels of activity involvement and
participation may positively or negatively impact future success for those who
participate.
This study will focus more on dancing. Dancing is a talent, and is also a
passion. It is a way of expressing one’s feelings or emotions through movement of
the body rhythm of music. It has been a long argument between people who agree
on joining after-school activities, blurting that it is according on how an individual
handle this work and a group who is against of entertaining the focus because of
many personal reasons.

Background of the Study
Being passionate in dancing has a great meaning which will make a person
boundlessly enthusiastic towards its desire. Talent is a gift that can be used in the
future, but only a small possibility to get victorious could be one effect. Reeves
(2008) states that there is a strong connection between student involved in
extracurricular activities and improved attendance, behavior, and academic
performance.
But what are the benefits and consequences of getting involved in
extracurricular participation? This topic continues to be an interesting focus, partly
because of reasons such as boredom and spending leisure time of students
(Fredricks & Eccles, 2006). Parents are considered as a factor since financial needs
are being fulfilled by them. Teachers and school activities are counted in, for a
student has a duty to go to school and study.
The aim of proposing this study is to access information on how is dancing
related to the academic performance of students, as it is relevant to Dr. Jose Rizal’s
“The youth is the hope of our future.” The researcher also wants to provide reliable
particulars to students who want to join on nonchalant activities, as it will more focus
on the participation of moves rather than general athletic participation.
Statement of the Problem
The purpose of this study is to file how participation in extracurricular activities
can affect one’s performance in academics, lifestyle, social skills, and discipline. The
researcher will hereby propose a study, to be carried out by members of selected
groups, particularly learners.
It is important to know how joining dance group influence educational and
career pathways of respondents. By this, counselors and other authorities may have
knowledge and be allowed to encourage students whether to join extracurricular
activities, particularly dance group, or focus on their academic performances.
Research Questions:
1. What are the main effects of joining in a dance group?
2. How many students are in included in a dance group while studying?
3. Why do students decide to join dance group?
4. How does engaging in this extracurricular activity affects students?
Research Hypothesis
Is there a significant effect between students joining dance group and their
academic performances in school?
There is no significant effect between joining a dance group and academic
performance of students.
Significance of the Study
Students. They are the ones who do both studying and dancing.
Teachers. The authorities that have students who study and dance will get benefit
by letting them know if there is an effect of joining dance group to the academic
performance of students.
Parents. They who have children that are active on academic and extracurricular
activities will be aware on the result of their grades.
Scope and Delimitation
The research will focus on students who participate both academic and
extracurricular activities around Novaliches Proper. Responses and the instrument
will serve as strengths of this paper while pandemic as a hindrance for surveying, the
weakness.
Chapter 2
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK
This chapter includes the ideas, related studies, generalization or conclusions,
conceptual framework, and definition of terms. Those that were involved in this
chapter helps in familiarizing information that are relevant and similar to the present
study.
Related Literature
Chan (2016) conducted case study into investigating the relationship among
extracurricular activities, learning approach, and academic outcomes. The results
indicate a positive relationship between said approach and academic outcomes.
The research proved that there is a relation between students and extracurricular
activities (Wilson, 2009).
Conceptual Framework
Figure 1 below illustrates the conceptual framework of the research. The paradigm
INPUT PROCESS OUTPUT
• Age • Survey  To determine in what way
• Sex does joining a dance
• Grade level group affect an academic
performance of student.
shows the variables needed in the research.

Definition of Terms
Effect - a change which is a result or consequence of an action.
Dance Group – a circle where people associate with each other in movements.
Academic Performance - the outcome of education; the extent which a teacher or
student has achieved their educational goals.
Students – people who participate in academics and dance group.

Chapter 3
METHODOLOGY
This chapter includes the research design, the sample, the instruments, the
data collection procedure, and the plan for data analysis.
Research Design
The researcher will use a quantitative approach and survey is used to collect
the data. The quantitative approach focuses on determining the phenomenon across
a number of participants providing possibility of summarizing characteristics across
groups.
The Sample
The researcher will need 60 participants from Novaliches Proper who study
and dance in a group. Respondents from Junior High Level, Senior High Level, and
College Level will be the coverage.
The Instrument(s)
The instrument will be questionnaire idealized from Wilson (2008) and
researchers research questions made from Google form to gather needed data for
the expected responses.
Intervention
The researcher will ask the respondents about their grade status in school. It
will be collected by survey made in Google forms. If the expectation is not met
researchers will do further reviews either from the relatives of participants or own
group.
Data Collection Procedure
The researcher will seek permission from the adviser to conduct a survey
using Convenience Sampling Technique.

Chapter 4
PRESENTATION AND ANALYSIS OF DATA
This chapter of the paper presents the data gathered from the 45 from
Novaliches Proper who served as respondents of this research . It also provides the
analysis and interpretation of data that has been organized according to the research
questions enumerated in the second chapter of this paper.
This section is composed of figures and tables relative to the demographic
information given by the respondents in the questionnaire. This included data on sex,
senior high school academic strand, and (other variables on this study).
The respondents were asked to identify their sex. Figure 1 shows the distribution
of the respondents in terms of this variable.
60
50
40
30 Male (65%)
20 Female (35%)
10
0
Male Female
Figure 1. Distribution of Respondents by Sex

These respondents have been selected through convenience sampling. This
implies that in the case of these respondents, there are more male students who
have openly expressed their interest in joining dance group while studying.
The respondents were asked to identify their grade level. Figure 2 shows the
distribution of the respondents in terms of this variable.
60
50
40
30 Junior High Level (8.3%)

Senior High Level (68.3%)
20 College Level (23.3%)
10
0
Junior High Senior High College Level
Level (5) Level (41) (14)
Figure 2. Distribution of Respondents by Grade Level

This implies that in the case of these respondents, there are more senior high
students who have openly expressed their interest in joining dance group while
studying.
Figure 3 shows the distribution of the respondents in terms of treating dancing as
much as academic performance as the variable.
60
50
40
SA (23.3%)
30 A (36.7%)
D (33.3%)
20 SD (6.7%)
10
0
Strongly Agree Agree (22) Disagree (20) Strongly Disagree
(14) (4)
Figure 3. Distribution of Respondents by Treating Dancing as much as Academic

Performance
This implies that 36.7% of the respondents only agree by treating dancing the
same with their academic performance.
Figure 4 shows the distribution of the respondents in terms of joining dance
group to gain knowledge as the variable.
60
50
40
SA (66.7%)
30 A (16.7%)
D (13.3%)
20 SD (3.3)
10
0
(40) (2)
Figure 4. Distribution of Respondents by Joining Dance Group to gain more

Knowledge
This implies that 66.7% of the respondents strongly agree of gaining knowledge
as the reason to join a dance group.
Figure 5. Distribution of Respondents by treating dancing as an inspiration to study
hard as the variable.
60
50
40
SA (56.7%)
30 A (28.3%)
D (11.7)
20 SD (3.3%)
10
0
(34) (2)
Figure 5. Distribution of Respondents by treating Dancing as an Inspiration to

study hard.
This implies that 56.7% of the respondents strongly agree by treating dancing as
an inspiration to study hard.
Figure 6. Distribution of Respondents by balancing focus in both studying and
dancing.
60
50
40
SA 60%)
30 A (23.3%)
D (11.7%)
20 SD (5%)
10
0
(36) (3)
Figure 6. Distribution of Respondents by treating Dancing as an Inspiration to

study hard.
This implies that 60% of the respondents strongly agree that they can both fous
on studying and dancing.
Figure 7. Distribution of Respondents by asking Parents consent when they joined
dance group.
60
50
40
SA (56.7%)
30 A (25%)
D (16.7%)
20 SD (1.7%)
10
0
Strongly Agree Agree (15) Disagree (10 Strongly Disagree
(64) (1)
Figure 7. Distribution of Respondents by Asking their Parents Consent when

they Joined Dance Group
This implies that 56.7% of the respondents strongly agree that they have
consents from their parents on joining dance group.
Figure 8. Distribution of Respondents by asking if they are more focused on
academics when the respondents do not have dance group.
60
50
40
SA (18.3%)
30 A (28.3%)
D (46.7%)
20 SD (6.7%)
10
0
(11) (4)
Figure 8. Distribution of Respondents by asking if they are more Focused on

Academics when Respondents do not have Dance Group.
This implies that 46.7% of the respondents disagree that they can focus more on
academics when they do not have dance group.
Figure 9. Distribution of Respondents by asking if they can handle the pressure
from school works.
60
50
40
SA (63.3%)
30 A (30%)
D (6.7%)
20 SD (0%)
10
0
(38) (0)
Figure 9. Distribution of Respondents by asking if they can Handle the Pressure

from School Works
This implies that 63.3% of the respondents strongly agree of being able to
handle the pressure from school works.
Figure 10. Distribution of Respondents by Experiencing Conflict between
Dancing and Studying.
60
50
40
SA (8.3%)
30 A (28.3%)
D (53.3%)
20 SD (10%)
10
0
Strongly Agree (5) Agree (17) Disagree (32) Strongly Disagree
(6)

Studying and Dancing.
This implies that 53.3% of the respondents disagree of having conflict in both
studying and dancing.
Figure 11. Distribution of Respondents by taking the Class Time in a Day as the
variable.
60
50
40
30 Up to 4 hours (8.3%)
Up to 6 hours (30%)
20 Up to 8 hours (61.7%)
10
0
Up to 4 hours Up to 6 hours Up to 8 hours
(5) (18) (37)
Figure 11. Distribution of Respondents by taking the Class Time in a Day

This implies that 61.7% of the respondents take classes up to 8 hours in a day.
Figure 12. Distribution of Respondents by taking Practice Time in a Day
60
50
40
Up to 4 hours (70.2%)
30 Up to 6 hours (14%)
Up to 8 hours (5.3%)
20 More than 8 hours (10.5%)
10
0
Up to 4 hours Up to 6 hours Up to 8 hours More than 8
(40) (8) (3) hours (6)
Figure 12. Distribution of Respondents taking Practice Time in a Day

This implies that 70.2% of the respondents spend time on practicing up to 4
hours in a day.
Figure 13. Distribution of Respondents by Experiencing Conflict in Handling
Time and Priorities
60
50
40
SA (8.3%)
30 A (40%)
D (40%)
20 SD (11.7%)
10
0
Strongly Agree (5) Agree (24) Disagree (24) Strongly Disagree
(7)
Figure 13. Distribution of Respondents by Experiencing Conflict in Handling Time

and Priorities
There are 2 equal responses in this variable. This implies that there are 24%
of students who meet conflict in handling time and priorities while there are also 24%
of the respondents who do not meet conflict in time and priorities.
Figure 14. Distribution of Respondents by Having Enough Time to Do School
Activities
60
50
40
SA (63.3%)
30 A (25%)
D (10%)
20 SD (1.7%)
10
0
(38) (1)
Figure 14. Distribution of Respondents by Having Enough Time to Do School

Activities
This implies that 63.3% of the respondents strongly agree of having enough time
doing school activities.
Figure 15. Distribution of Respondents by taking Sleep Hours while not yet in
Dance Group
60
50
40
Less than 3 hours (1.7%)

30 3 to 5 hours (10%)
6 to 8 hours (18.3%)
20 More than 8 hours (70%)
10
0
Less than 3 3 to 5 hours 6 to 8 hours More than 8
hours (1) (6) (11) hours (42)
Dance Group
This implies that 70% of the respondents take sleep for more than 8 hours when
they were not in dance group.
Figure 16. Distribution of Respondents by Taking Sleep Hours when they joined
Dance Group
60
50
40
Less than 3 hours (3.3%)

30 3 to 5 hours (13.3%)
6 to 8 hours (66.7%)
20 More than 8 hours (16.7%)
10
0
Less than 3 3 to 5 hours 6 to 8 hours More than 8
hours (2) (8) (40) hours (10)
Dance Group
This implies that 66.7% of the respondents sleep up to 8 hours when they joined
a dance group.
Figure 17. Distribution of Respondents by getting their Average Grades before
joining Dance Group
60
50
40
85 below (18.3)
30 85 to 90 43.3%)
90 to 95 (33.3%)
20 95 to 100 (5%)
10
0
85 below (11) 85 to 90 (26) 90 to 95 (20) 95 to 100 (3)
Figure 17. Distribution of Respondents by getting their Average Grades before

joining Dance Group
This implies that 43.3% of the respondents get average grades within 85 to
90 before joining a dance group.
Figure 18. Distribution of Respondents by getting their Average Grades after
joining Dance Group
60
50
40
85 below (26.7%)
30 85 to 90 (48.3%)
90 to 95 (23.3%)
20 95 to 100 (1.7%)
10
0
85 below (16) 85 to 90 (29) 90 to 95 (14) 95 to 100 (1)
Figure 18. Distribution of Respondents by getting their Average Grades after

joining Dance Group
This implies that 48.3% of the respondents get grades within 85 to 90 after
joining dance group.
Figure 19. Distribution of Respondents by the Reason for Joining Dance Group
60
50
40
Scholarship (10.5%)
30 Passion (73.7%)
Eliminating Boredom (14%)
20 Stress in School (1.8%)
10
0
Scholarship Passion (42) Eliminating Stress in
(6) Boredom (8) School (1)

Studying and Dancing.
This implies that 73.7% of the respondents joined dance group because of
passion.
Chapter 5
CONCLUSIONS AND RECOMMENDATIONS
This chapter contains the conclusions drawn from the analysis and
interpretation of the data discussed in the preceding chapter and the
recommendations of the researcher based on the conclusions.
Summary
The researcher comes up with the study of finding the effects of joining dance
group to the academic performance of students. The researcher used Convenience
Sampling Technique in order to distribute the survey which is the instrument in
collecting data. The data was gathered and answered by 60 participants.
Researchers used Histogram to plot and analyze the data; total numbers and
percentages.
Conclusions
Research has demonstrated the possible outcomes using questionnaire to
gather collected data. Participating in extracurricular activities and joining dance
group can greatly affect a life of a student in the future. Socialization, discipline,
strategic thinking, and many more characteristics are included. Evidences from this
research support previous researches in this regard.
Based on the findings of the study, the following conclusions were drawn:
1. Majority of students come from Senior High level attending in Novaliches Proper.
On the average, SHS students have more access in participating extracurricular
activities.
2. There are changes in terms of sleep hours of students. Most of the respondents
take rest for more than 8 hours before joining in a dance group. All the way down to
6 to 8 hours of sleep when students joined.
3. Academic grades are somehow maintained yet there are students who still get
lower than 85 before and after they join.
4. Majority of the respondents show passion towards dancing, pushing them from
coming out of comfort zone and explore things especially in dancing.
Recommendations
For future researches or studies, the researcher suggests the beneficiaries to
expand knowledge by looking at bigger picture and diverse issues referring to
extracurricular activities; any research into studying advantages and disadvantages
of joining activities outside academics. As counselors and other educators take big
part in the career paths of students, it is important to assure that all students are
provided with equal and fair access towards reality.
Based on the conclusions, the following recommendations are proposed:
1. Future researches can dig deeper and look wider at the topic to gain and
distribute fairer and stronger access for students who will pursue both career and
passion.
2. Other authorities who may be involved and future dancers may conduct a
study of knowing ways around and meet the right regulations when dancing inside
and outside schools.

References
Nikki Wilson (2009)
(http://www2.uwstout.edu/content/lib/thesis/2009/2009wilsonn.pdf)
Fraydoon Bayat (2015)
(https://tspace.library.utoronto.ca/bitstream/1807/70846/1/Bayat_Fraydoon_201511_
EdD_thesis.pdf)
Morrissey, K. (2005). The relationship between out-of-school activities and positive
youth development: An investigation of the influences of communities and family.
Adolescence, 40,67-85
Reeves, D. B. (2008). The extracurricular advantage. Education Leadership, 86-87
Eccles, J. (2003). Extracurricular activities and adolescent development. Journal of
Social Issues, 59(4),865-889.
Fredricks, 1., & Eccles, 1. (2006). Is extracurricular participation associated with
beneficial outcomes? Concurrent and longitudinal relations. Developmental
Psychology, 42(4),698-713.
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular Activities
and Adolescent Development.
https://spssi.onlinelibrary.wiley.com/doi/abs/10.1046/j.0022-4537.2003.00095.x
Saquib et al. (2018). Effects on Extracurricular Activities on Students.
https://www.researchgate.net/publication/327052180_Effects_of_Extracurricular_Acti
vities_on_Students
Appendix A
I. Description of the respondents

Sex:
Grade level:
II. I treat dancing as much as I treat my academic performance

2.1 Strongly Agree
2.2 Agree
2.3 Disagree
2.4 Strongly Disagree
III. I joined a dance group to have more knowledge about dancing

3.1 Strongly Agree
3.2 Agree
3.3 Disagree
IV. Dancing inspire me to study hard

4.1 Strongly Agree
4.2 Agree
4.3 Disagree
V. I can focus on my study while dancing

5.1 Strongly Agree
5.2 Agree
5.3 Disagree
VI. I have parent consent when I joined a dance group
6.1 Strongly Agree
6.2 Agree
6.3 Disagree
VII. I can focus on my academic performance more when I don’t have a dance
group
7.1 Strongly Agree
7.2 Agree
7.3 Disagree
VIII. I can handle the pressure from my school works

8.1 Strongly Agree
8.2 Agree
8.3 Disagree
IX. I experience conflict between studying and dancing
9.1 Strongly Agree
9.2 Agree
9.3 Disagree
X. How long is your class time in a day?

10.1 up to 4 hours
10.2 up to 6 hours
10.3 up to 8 hours
XI. How long does your practice take in a day?

11.1 up to 4 hours
11.2 up to 6 hours
11.3 up to 8 hours
11.4 more than 8 hours
XII. Do you experience conflict in handling time and priorities

12.1 Strongly Agree
12.2 Agree
12.3 Disagree
XIII. Do you have enough time to do school activities

13.1 Strongly Agree
13.2 Agree
13.3 Disagree
XIV. How long do you sleep when you were not in dance group
14.1 less than 3 hours
14.2 3-5 hours
14.3 6-8 hours
14.4 more than 8 hours
XV. What is your grade when you are not yet in a dance group
15.1 less than 85
15.2 85-90
15.3 90-95
15.4 95 – 100
XVI. What is your grade when you joined a dance group

16.1 less than 85
16.2 85-90
16.3 90-95
16.4 95-100
XVII. You joined dance group because of:

17.1 Scholarship
17.2 Passion
17.3 Eliminating Boredom
17.4 Stress in school
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THE ROLE OF EXTRA AND CO-CURRICULAR ACTIVITIES IN

HONING ONE’S STUDENTHOOD

in partial fulfillment of the requirements in

Manahan, Juana Farrah C.

I would like to take this opportunity to acknowledge our families in supporting

Dance Community for giving me inspiration to conduct this study.

extra-curricular activity in the future.

Students who participate in extracurricular activities gain benefits of

cannot handle both academic and extracurricular activities are recommended to

outside academic, especially in dancing. Data was gathered through online

surveying of respective respondents. The data revealed that status of students in

joining dance group have brought positive and negative outcomes.

Unlike other studies inclined in extracurricular activities, this research interpret

how dancing affects the academic performance of students, why respondents do

CHAPTER I: The Problem and Its Background..........................................................6

Background of the Study ........................................................................7

Statement of the Problem ......................................................................7

Scope and Delimitation..........................................................................8

Significance of the Study.......................................................................8

CHAPTER 2: Review of Literature and Studies.........................................................9

Definition of Terms ...............................................................................10

CHAPTER 3: Methodology ......................................................................................11

Research Design ..................................................................................11

Population and Sample of the Study.....................................................11

Data Collection Procedure ....................................................................11

CHAPTER 4: Presentation and Analysis of Data…….……..….………………..……12

List of Figure 1......................................................................................12

List of Figure 2......................................................................................13

List of Figure 3...............................................................................14

List of Figure 4...............................................................................15

List of Figure 6...............................................................................17

List of Figure 7...............................................................................18

List of Figure 8...............................................................................19

List of Figure 9...............................................................................20

List of Figure 10..............................................................................21

List of Figure 11..............................................................................22

List of Figure 12..............................................................................23

List of Figure 13..............................................................................24

List of Figure 14..............................................................................25

List of Figure 15..............................................................................26

List of Figure 16..............................................................................27

List of Figure 17..............................................................................28

List of Figure 18..............................................................................29

List of Figure 19..............................................................................30

CHAPTER 5: Conclusions and Recommendations……………….……………….…31

THE PROBLEM AND ITS BACKGROUND

important role in developing student engagement (Mahoney et al., 2003; Shulruf,

Tumen & Tolley, 2008; Fullarton, 2002).

There are different descriptions of what is considered an extracurricular

passion. It is a way of expressing one’s feelings or emotions through movement of

on joining after-school activities, blurting that it is according on how an individual

many personal reasons.

(2008) states that there is a strong connection between student involved in

extracurricular activities and improved attendance, behavior, and academic

But what are the benefits and consequences of getting involved in

extracurricular participation? This topic continues to be an interesting focus, partly

because of reasons such as boredom and spending leisure time of students

student has a duty to go to school and study.

The aim of proposing this study is to access information on how is dancing

related to the academic performance of students, as it is relevant to Dr. Jose Rizal’s

on the participation of moves rather than general athletic participation.

Statement of the Problem

The purpose of this study is to file how participation in extracurricular activities

researcher will hereby propose a study, to be carried out by members of selected