Grade 10 Research Template

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SANTA ROSA CITY
PULONG STA. CRUZ NATIONAL HIGH SCHOOL
PUROK DOS, BARANGAY PULONG SANTA CRUZ, CITY OF SANTA ROSA, LAGUNA
TITLE OF RESEARCH
(research title should be written
in inverted
triangle format like the way this
instruction is written)
TITLE OF RESEARCH
in inverted
TITLE OF RESEARCH
in inverted

A Research Paper Proposal
Presented to
(English Teacher)
TITLE OF RESEARCH
(Extracurricular activities: Impact to the Behavior and Academic

Performance on Grade 10 Students in PSCNHS )
A Research Paper Presented to the English Department of

City of Santa Rosa, Laguna
In Partial Fulfillment for the Requirements

In English 10
By:
Grade 10 – (Revelation)
Name of researchers
2023
NOTE: Please delete all the words in red font once you are done filling up the
template
I. INTRODUCTION
Introduction Extracurricular activities are defined as those. activities which are not the
components of the academic curriculum. but an important part of the educational
environment. Extracurricular activities Comprise sports, singing, music debate, dance, drama.
social (med services, etc. School can play a significant role by transmitting the energy of both
normal as well as physically challenged students Into a positive direction of personality
development through extracurricular activities. Extracurricular activities play an important
role for develop the skills of the students. It makes a student think critically. managing time
well, and competently in terms of intelligence. It also helps the student to achieve social goals
and maturity Having social maturity helps. The student to interact and make better
relationships with the people in the community.
The roles and efforts of ECA on the students life in school days are very strong from this study.
ECA is beneficial to play the positive role of a student in school it improves the behavior and
the academic performance of the students in school life Extracurricular framework, students
can choose activities, which can be classified as physical activities, educational activities. and
social activities. Physical activities include team activities. Joining a sports team like a
basketball team or volleyball or individual activities (self defense-club- like taekwondo or
joining charity deeds) Furthermore, physical programs can be compulsory where every
students has to join and engage in one physical activity. Extracurricular activities (ECA) have
an important role in today's high school programs. When one considers a large number of
activities available one realizes the variety of the programs Included in ECA are athletics
publication, students. groups, fine arts, academic clubs, and many more.
There is a huge amount of research focused on studying the relationship between student
environment in activities and student academic achievement. Although a positive relation has
been shown in many of these studies there is still a competitive battle among educators
concerning the need for ECA Research findings suggest that professional school
counselor,school officials, and community agency personnel can collaborate and use
extracurricular activities to help target the academic achievement of other uninvolved or

offtrack students. Activities were introduced to enable students to explore and build their
learning on extracurricular activities can effects students learning and academic performance
because of time management skills. Students who engage in extracurricular activities have
difficulty managing their time. For instance, activities such as basketball and volleyball require
a lot of energy and dedication.
But it is very useful for developing the mental health and personality of the students. Activities
may take more than several hours which leaves student with insufficient time to complete their
homework or to study for exams. But the active mind teaches the students how to manage
their time for both studies and extracurricular activities.
II. THEORETICAL FRAMEWORK
There is a long tradition of extra-curricular activities in higher level institutions

(Sequeira and Daly, 2012). Extra-curricular activities are ‘non-academic activities that are
conducted under the auspices of the school but occur outside of normal classroom time and
are not part of the curriculum’ (Bartkus et al., 2012: 698). Student societies, ranging from
cultural and social organizations (including fraternities and sororities) to student publications
and athletic groups, provide an enormous range of extra-curricular activities (Bartkus et al.,
2012). However, as extra-curricular activities generally do not involve a grade or academic
credit, and participation is optional and voluntary for the student, their wider contribution to
the academy and society is difficult to quantify (Seow and Pan, 2014). Most of the research
exploring extra-curricular activities has done so from a utilitarian perspective, relating extra-
curricular activities to educational outcomes for the students involved. Within this, two
coherent research agendas can be identified. The first investigates the direct effect of
participation in extra-curricular activities on academic performance. The second looks beyond
outcomes directly tied to college curricula and investigates how extra-curricular activities
support the acquisition and development of so-called ‘soft’ skills such as interpersonal skills,
project and time-management and motivation management skills. However, because
involvement in extracurricular activities typically do. In higher education institutions,
extracurricular activities have a long history (Sequeira and Daly, 2012). The definition of
extracurricular activities is "nonacademic activities that are carried out under the under the
school's auspices, but take place outside of regular class hours and are not covered by the
curriculum" (Bartkus et al., 2012: 698). Student organizations, including both cultural and
social ones
An enormous variety of extracurricular activities are offered through organizations (including

fraternities and sororities), student publications, and athletic teams Bartes not result in a
grade or academic credit and is purely voluntary, For the student, it is challenging to measure
their whole contribution to the academy and society (Seow 2014; & Pan). The majority of
studies looking into extracurricular activities have been conducted so from a utilitarian
perspective, relating extra-curricular activities to educational outcomes for the students
involved. Within this, two coherent research agendas can be identified. The first investigates
the direct effect of participation in extra-curricular activities on academic performance. The
second looks beyond outcomes directly tied to college curricula and investigates how extra-
curricular activities support the acquisition and development of so-called ‘soft’ skills such as
interpersonal skills, project and time-management and motivation management skills.
III. CONCEPTUAL FRAMEWORK

Some of these studies might even take place beyond the walls of the institution. Regular
meetings, an emphasis on skill development, orientation, positive peer interaction, as well as
the direction, supervision, and leadership of one or more competent adults, are all common
components of extracurricular activities. Mahoney, Eccles, and Larson (2004) provided a list of
supportive elements that are essential to ECA, including physical and psychological safety for
appropriate peer interaction, clear rules for an activity, and supportive relationships among
participants. "Extraneous" gests programs features beyond what a public school is legitimately
and legally obligated to do" (p. Replace them with phrases like "beyond the curriculum"
(Hallberg) and "beyond the academic" (Neito & Bode, 2008).
By demonstrating the genuine worth, typical ECA concepts that view it as "extra" can be
overcome.
and the role that extracurricular programs play in educating students. ECA, in the opinion of
these academics, are more significant than their name
They support pupils' full participation in the school's social and try to modify the
life of the mind (Selznick, 1957). The restrictions those groups place on other organizations are
also looked at. The athletic departments in the schools must be transformed into separate
entities that are under the control of the individual schools and school districts in order to
apply this approach to involvement in extracurricular activities in the educational environment.
The authorities who oversee extracurricular activities must communicate with the students
who take part in them. based on (Meyer and Kirk, 1971). According to Rowan (1977), the
Institutional Theory was developed to account for both the cultural and cognitive aspects of
how organizations interact with one another. Following the development of the theory, theorists
included a new change that included the validity of the organization rather than its mere
existence (DiMaggio & Powell, 1983). The Theory of Institutionalism established a connection
between an institution's behavior and the institution itself. According to this theory, there is a
connection between extracurricular activities and student achievement. It is based on the idea
that these activities must be managed by individual schools and school districts and that they
may have either positive or negative effects on student achievement (Reeves, 2008).
IV. STATEMENT OF THE PROBLEM
The purpose of this study is to document how being involved in extra-curricular

activities can influence development in academics,social skills, and high school completion.
Over half of a student’s time is spent being involved in some sort of structured activity. It is
important for teachers, counselors, and parents to know the overall impact of participating and
being involved in out-of-school activities. Determining the effects of extra-curricular activities
may help parents and students understand how participation can impact students’ to the
Behavior and Academic Performance on Grade-10 students in PSCNHS. Armed with this
information, families can make wiser choices for creating balance in behavior and academics in
an adolescent’s life.
In addition to understanding the effects of involved in these activities, it is important to

know how these activities influencing the behavior and academic career pathways beyond high
school. Having this knowledge may allow teachers, parents and other educators to promote and
encourage student involvement. Review of literature student participation in extra-curricular
activities will take place in spring 2009.
Research Questions
these are four research questions this study will attempt to answer. They are:
1. What are the main impact in the behavior and academic performance for participating extra-
curricular activities?
2. How many students are participating in activities?
3. In what activities are the students choosing?
4. How PSCNHS minimize the barriers to participation in activities to be more inclusive of all
Grade-10 students?
Definitions of Terms
There are terms that are used throughout the literature that need to be defined for
clarity of understanding. These terms are:
Extra-Curricular Activities (ECA) - organized student activities connected school an
usually carrying no academic credit.
Extraneous - irrelevant or unrelated to the subject being dealt with.
Institutionalism - is an approach to economics, anthropology, and other fields that
focuses on the role of the organizations and institutions in shaping the world various ways.
V. BIBLIOGRAPHY
Sequeira and Daly, 2012 - There is a long tradition of extra-curricular activities in higher
level institutions.
Bartkus et al., 2012: 698- Extra-curricular activities are ‘non-academic activities that are
conducted under the auspices of the school but occur outside of normal classroom time and are
not part of the curriculum.
Bartkus et al., 2012 - Student societies, ranging from cultural and social organizations
(including fraternities and sororities) to student publications and athletic groups, provide an
enormous range of extra-curricular activities.
Seow and Pan, 2014 - . However, as extra-curricular activities generally do not involve a
grade or academic credit, and participation is optional and voluntary for the student, their wider
contribution to the academy and society is difficult to quantify.
Sequeira and Daly, 2012 - In higher education institutions, extracurricular activities have a
long history.
Mahoney, Eccles, and Larson (2004) - Regular meetings, an emphasis on skill
development, orientation, positive peer interaction, as well as the direction, supervision, and
leadership of one or more competent adults, are all common components of extracurricular
activities.
Neito & Bode, 2008 - Replace them with phrases like "beyond the curriculum" (Hallberg) and
"beyond the academic.
Selznick, 1957 - They support pupils' full participation in the school's social and try to modify
thelife of the mind.
(Meyer and Kirk, 1971) - The authorities who oversee extracurricular activities must
communicate with the students who take part in them.
Rowan (1977) - the Institutional Theory was developed to account for both the cultural and
cognitive aspects of how organizations interact with one another.
(Reeves, 2008) - According to this theory, there is a connection between extracurricular

activities and student achievement. It is based on the idea that these activities must be managed
by individual schools and school districts and that they may have either positive or negative
effects on student achievement
(DiMaggio & Powell, 1983) - Following the development of the theory, theorists included a
new change that included the validity of the organization rather than its mere existence

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Republic of the Philippines

triangle format like the way this

(Extracurricular activities: Impact to the Behavior and Academic

A Research Paper Presented to the English Department of

In Partial Fulfillment for the Requirements

extracurricular activities to help target the academic achievement of other uninvolved or

II. THEORETICAL FRAMEWORK

There is a long tradition of extra-curricular activities in higher level institutions

An enormous variety of extracurricular activities are offered through organizations (including

III. CONCEPTUAL FRAMEWORK

IV. STATEMENT OF THE PROBLEM

The purpose of this study is to document how being involved in extra-curricular

In addition to understanding the effects of involved in these activities, it is important to

(Reeves, 2008) - According to this theory, there is a connection between extracurricular

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