Effect of Extra-Curricular Activities to Social Engagement

and Behavior of Senior High School Students in

Burgos National High School

Members:

CHAPTER I

THE PROBLEM

This chapter contains the background of the study, conceptual framework,

statement of the problem and hypothesis, scope and delimitation, significance of the
study and definition of terms.

Background of the Study

Learning is a process of educational interaction between teachers or lecturers and

students. The result of the learning process is academic achievement.

Academic achievement is one of the main variables of education, but it can be

mentioned as a significant index to evaluate the quality of education. Usually, academic
achievement is evaluated by test results and the scores of students in different subjects
are considered as their achievement level (Gatab et al., 2012).

So as to achieve the academic success of students, it has become necessary to

examine all components of the educational process in order to maximize the effectiveness
of the instruction within the classroom, the component might be extracurricular
activities. According to Cole et al (2007), student participation in extracurricular
activities (ECA) has been identified as an important aspect of the education.

According to the International Institute for Educational Planning (UNESCO),

extracurricular activities constitute: “A range of activities organized outside of the regular
school day, curriculum or course intended to meet learners’ interests. These activities
can help learners become more involved in their school or community and can help them
to develop social and soft skills and to promote wellbeing. These activities can include
athletics, sport, voluntary work, photography, drama, music, etc. In some countries, this
is also referred to as ‘extra-curricular activities’.”

Extracurricular activities (ECAs) are defined as activities that students undertake

apart from those required to earn a degree. They may include hobbies and social, sports,
cultural, or religious activities. They have some benefits and possess some structure or
organization. ECAs are expected to enrich students’ experiences, develop soft skills, help
them to cope with stress, and provide them will added advantages to increase their
employability (Veronesi and Gunderman, 2012; Thompson et al., 2013).

According to Allison Xu, high school students are often involved in a variety of
extra-curricular activities such as debate club, photography, or a school newspaper.
Those activity allows you to pursue your passion and broaden your network. You can
make full use of these opportunities to sharpen your communication skills such as
writing, public speaking, active listening and nonverbal communication. This research,
entitled,” Effect of Extra-Curricular Activities to Social Engagement and Behavior of the
Senior High School Students in Burgos National High School” will focus on the
participant’s social engagement and behavior in relationship with their participation to
extra-curricular activities. To descriptively access the student’s to communicate
virtually, the researchers plan to interview the students at BNHS (Burgos National High
School) specifically – the senior high school students.

If it ever happens that the banning of extra-curricular activities is implemented

permanently, then it is crucial to know if it has an effect to the social engagement and
behavior of high school students, especially the senior highs to determine the effectivity
of extra-curricular activities in their social engagements. However it may be, having a
good social skill is one of the necessary skills to be successful - both in learning and in
life.

Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Social Engagement and Effect of Extra-Curricular

Behavior of Senior High Activities
School Students

Figure 1.

Figure 1. A paradigm shows the relationship between the effect of extra-curricular

activities to social engagement and behavior of senior high school students in Burgos
National High School.

Statement of the Problem

This qualitative study aims to identify the effect of Extra-Curricular Activities to

Social Engagement and Behavior of the Senior High School Students in Burgos National
High School.

More specifically, it seeks to answer the following questions:

1. What is the profile of the students, for identification purposes only, in terms of?
a. Sex
b. Grade Level
c. Strand

2. What are the Extra-Curricular Activities to consider in terms of:

a. Sports
b. Student government
C. Hobbies, and;
d. Academic Clubs

3. How would the students rate themselves about the factors to consider when joining
Extra-Curricular Activities?
4. How often do the students participate in Extra-Curricular Activities?

5. Hypothesis Statement
The following hypothesis were generated by the researchers and were tested in the study:

H0. Extra-Curricular Activities has no significant effect on the Social Engagement and
Behavior of the Senior High School Students in Burgos National

Significance of the Study

This study could be of great value and benefit to the following:

a. Senior High Students – This study is beneficial to them as a reference to further

understand the effect of Extra-Curricular on their Social Engagement and Behavior.

b. Teachers – This study also aims to inform the teachers about the insight of their
students when joining Extra-Curricular Activities and can be used to make adaptations
or improvements to boost their learning experience.

c. Community - This study may help our community to further understand the effect of
Extra-Curricular Activities to the Social Engagement and Behavior of the Senior High
School Students.

d. Future Researchers – This study will become a guide for them to use for gathering the
necessary information if they ever needed it in their future studies.

Scope and Delimitation

This study is all about knowing the effect of how Extra-Curricular Activities affect
the Social Engagement and Behavior of Senior High School Students in the Burgos
National High School.

This study will last until the end of the second semester since we will base our
study on their experience throughout the whole year.

The survey will be conducted inside the school grounds of Burgos National High
School. The researchers will start the research on August 2022, and is projected to finish
on February 2023.

The independent variable to be involved in the study are the respondents

themselves, the senior high school students of Burgos National High School and the
dependent variables are the effect of Extra-Curricular Activities to the respondents.

The respondents will be composed of 240 coming from the different senior high
school strands namely the 11-HUMSS A, 11-HUMSS B, 11-STEM, 11-ABM, 11-TVL EIM,
11-TVL SMAW, 11-TVL HE, 12-HUMSS A, 12-HUMSS B, 12-STEM, 12-ABM 12-TVL HE,
12-TVL EIM and 12-TVL SMAW.

Definition of Terms

1. Academic Clubs - are just clubs formed with the approval of an educational
institution, whether that's a high school or university.

2. BNHS - It also means Burgos National High School, the school to where the
research's respondents belong to.
3. Co-Curricular Activities

4. ECA - Extra-Curricular activities are defined as those school-based activities that are
not tied to the curriculum.

5. Student Government - is a group of students that are charged with managing a wide
range of events, activities, programs, policies and initiatives around school.

6. Social Engagement - refers to one's degree of participation in a community or society.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related concepts, theories, and studies that had
helped the researchers gain a better understanding in making this study.

In summary, the related literature talked about the ideas of:

Related Literature

Foreign Literatures

According to Burke et al. (2005), participation in extra-curricular activities can

help students internalize their acquisition of these skills. The process of joining
structured organizations as well as participating in specific activities such as budgeting,
event and project management that are tagged as such, makes students explicitly aware
of the skills they are acquiring.

In a conducted meta-analysis of Maher and Graves (2008), specific skills identified

include communication skills, which are seen as the ability to present information
clearly and persuasively as well as the ability to influence others. The ability to work in
and manage teams as well as network with others and build relationships is highly
valued. They also value problem-solving skills, which are described as the ability to
identify key issues and develop practical solutions to contextually sited problems. Self-
confidence is noted as a key enabler of efficiency and productivity and thus is highly
valued by employers. These skills are difficult to develop in the lectures and tutorials
that are associated with traditional academic instruction (Fink, 2013) and students
themselves recognize this and see extra-curricular activities as an important way of
acquiring these skills (Thompson et al.,2008).

Behavior

Marsh (1992) and Valentine et al. (2002) found that ECA participation enhances
students’ self-concept, which in turn mediates positive effects on other academic
outcomes. ECA participation also promotes personal initiatives such as setting personal
goals, evaluating what is needed to attain goals, and then actively acquiring the abilities
and resources to achieve goals (Larson, 2006).
 Mahoney et al., 2003 conducted a longitudinal study and found that consistent
ECA participation was associated with high interpersonal competence, educational
status, and educational aspirations.

Lewis (2004) proposed the application of resilience theory to examine the positive
impacts of ECA participation. Resilience is one’s ability to respond positively to stress,
adversity, and obstacles, learned as a result of exposure to challenging situations
(Rutter, 1987). Lewis (2004) argued that ECA participation acts as an agent of resilience
by providing students with new environments for self-discovery, opening up
opportunities for achievement, and allowing them to assume meaningful roles in their
school communities.

Social Engagement

ECA participation may be a key factor in increasing students’ sense of school

belonging (Finn, 1989; Fredricks and Eccles, 2005). Students who have a greater sense
of school belonging was more likely to be more interested in school, more motivated,
experienced less anxiety and had improved academic performance (Osterman, 2000).
The achievement-oriented nature of ECA, especially sports activities, is an ideal context
for building students’ character (Fejgin, 1994).

Fejgin (1994) found that students who participated in competitive sport activities
developed a greater internal locus of control. Marsh (1992) argued that through ECA
involvement, students experience a sense of meaning and purpose connected to the
educational process, which increases their sense of commitment to the school.

This results in shaping students’ values and attitudes to become more consistent
with the academic-oriented school values and to the academic process in general as
reflected through lower school dropout rates and school attendance (Mahoney and
Cairns, 1997; Marsh, 1992).

Local Literatures

(Boy, Bondoc, Bonifacio et. al, 2022), the longer duration and greater intensity of
ECA involvement increased compassion, and these findings may be attributed to the
time it takes to imbibe the abovementioned trait, shared understanding and human
connection develop through constant human interaction over prolonged periods.

Related Studies

(INTRODUCTION)

Foreign Studies

Ahmad, Rahman, Ali M, Rahman, and Al-Azad conducted a study paper to

ascertain the students' involvement in co-curricular activities and academic performance
at a specific medical institution. Males excelled in outdoor sports and photography
groups, while girls excelled at indoor sports, debate, and other cultural activities (Ahmad
et al., 2019). According to their study, 205 female students engage in indoor activities,
compared to 105 male students. It was discovered that pupils who engaged in
extracurricular activities outperformed those who did not. Additionally, they developed
abilities such as collaboration and leadership. Moon et al. 2021
 According to Grogan et al. (2014), extracurricular activities with academic
components can modestly improve grades, test scores, and academic proficiency along
with social benefits. Creative extracurricular activities such as music, dance, drama, and
visual arts can increase participants’ self-confidence, self-esteem, and positive behaviors
(Bungay, 2013). After-school activities appear to improve school belonging, motivation,
and academic achievement among immigrant high school students (Camacho, 2015).

Students’ attendance at extracurricular activities may be enhanced by supportive

environments, age-appropriate structures, positive relationships between participants
and staff, and diverse activities that foster child development and engage participants.
These characteristics can also improve student outcomes (Leos-Urbel et al., 2015).

Local Studies

According to (Paulino, 2022), studies have found that involving in extracurricular

activities are associated with greater academic achievement among students. The
students who actively participated 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 activities in the
community increase leadership and teamwork abilities in students.

Anxiety, as one of the student characteristics, played significantly in moderating

the course outcomes and the engagements. Students perceive the programs to have
more impact on their academic engagement than their social engagement, (Visconde,
2022).

The longer duration and greater intensity of ECA involvement increased

compassion, and these findings may be attributed to the time it takes to imbibe the
abovementioned trait. According to Feldman and Rafaeli (2002), shared understanding
and human connection develop through constant human interaction over prolonged
periods.

CHAPTER III

METHODOLOGY

The chapter includes the detailed explanation of the methodology utilized to do

and complete the research smoothly and accordingly. This chapter explains the research
design used in conducting the data analysis, the locale of the study, the sampling of the
respondents of the study, the data gathering instrument used as well as its procedures,
and the presentation of the statistical treatment of the data.

Research Design

This study descriptive-qualitative specifically, case study to further understand the

effects of Extra-Curricular Activities to Social Engagement and Behavior of Senior High
School Students. For this study, the research design that is going to be used is Case
Study research design, which is a qualitative research approach.

One of the primary goals of this study was to explore students' experiences and
the
relationship between Extra-Curricular activities and their social engagement and
behavior.

According to (Yin, 2003), case studies are the preferred strategy when "how" or
"why" questions are being posed, when the investigator has little control over events, and
when the focus is on a contemporary phenomenon within some real-life context.

Researchers use Case Study research designs to gain a concrete

and contextual in-depth knowledge while further understanding a specific real-world
subject. It allows you to explore the key characteristics, meanings, and implications of
the case.

It is used to further understand how people experience the world. This makes the
Case Study-Qualitative research design applicable for this research entitled "Effects of
Extra-Curricular Activities to Social Engagement and Behavior of Senior High School
Students in Burgos National High School."

Locale of the Study

The study was held through conducting a face-to-face survey in the Burgos
National High School deemed by the researchers to be the most flexible, systematic, and
in collecting data –thus, was used to implement the survey.

Respondents of the Study

The respondents of the study were comprised of senior high school students
coming from the different strands of Grade-11 and Grade-12, both academic and
technical-vocational strands. The researchers themselves, although they are also part of
the population stated earlier as the members of the Research HUMSS-A Group-3, were
not included among the respondents.

A non-random sampling was done to pick the respondents out of the whole
population size. Thus, out of the remaining 382 senior high school students, the
researchers applied the Slovin's formula to determine the sample size of the research
that implies n= 1 + N/2 to represent the majority of the population sample, wherein:
n = sample size
N = total population = 343 students
Calculating the sample size, the formula went as follows;

n= sample size

N= total population = 161 grade 11 students

e = 0.05

Calculating the sample size, the formula went as follows:

n= 161/1 +161 (0.05)^2

n-161/1 +161 (0.0025)

n= 161/1 +0.46
n-161 1.46

n- 115 Grade-11 students

n= sample size

N= total population = 182 grade 12 students

e = 0.05

n= 182/1 +182 (0.05)^2

n-182/1 +182 (0.0025)

n= 182/1 +0.46

n-182/1.46

n- 124.6 or 125 Grade-12 students

Therefore, the calculated sample size that was used in the research totals 240
students coming from the different senior high school strands of Grade-11 and Grade-
12.

Data Gathering Instrument

The researchers used a survey questionnaire for the data gathering. A

questionnaire survey is a technique for gathering statistical information about the
attributes, attitudes, or actions of a population by a structured set of questions. The
researchers used this method of data gathering for it is known to be less bias and least
expensive way of collecting data.

Data Gathering Procedures

Before the conduct of the study, the researchers formulated the title with the
assistance of their adviser, Ms. Catherine Perez.

For the researchers to collect important data needed for the completion of the
research, the researchers used questionnaires as the data gathering instrument. After
formulating the necessary profile asked, Likert scale and open-ended questions in the
questionnaire, the researchers wrote a letter addressed to the respondents requesting
permission as well as an approval letter for the principal and the adviser of the
respondents, which was reviewed by our research adviser; Ms. Catherine Perez. Upon
permission, the researchers conducted the survey and distributed it to the respondents
through face-to-face and retrieved the questionnaires at once for analysis.

CHAPTER IV

PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF FINDINGS

This chapter presents the relevant and substantial data, which are presented,
analyzed, and interpreted to satisfy the problems asked in the research’s statement of
the problem and to produce results to be later used for the completion of summary,
conclusion and recommendations for the next chapter.

Part 1. Profile of the Respondent

This section presents the profile of the 240 respondents in terms of (1) sex, (2)
grade level, and (3) strand. For the statistical treatment of data gathered and collected,
the frequency count and percentage distribution were used.

Table 1

Frequency and Percentage Distribution of the Profile of the Respondents in terms

of Sex

Sex f %
Female 121 50.42%
Male 119 49.58%
Total 240 100%

Sex. The Table 1 shows the frequency distribution of the male and female
respondents of the research. A total of 50.42% of the respondents are female, while
49.58% of the respondents are male. In this research, this data was used for further
identification purpose only.

Table 2

Frequency and Percentage Distribution of the Profile of the Respondents in terms

of Grade Level & Strand

Grade Level f %
11 115 47.92%
12 125 52.08%
Total 240 100%

Grade Level. The Table 2 shows the frequency distribution of the Grade 11 and
Grade 12 student respondents of research. A total of 47.92% the respondents are Grade
11, while 52.08% of the respondents are Grade 12.

Table 3

Frequency and Percentage Distribution of the Profile of the Respondents in terms

of Grade Level & Strand

Strand f %
11-HUMSS A 23 9.58%
11-HUMSS B 23 9.58%
11-ABM/STEM 23 9.58%
11-SMAW/HE 23 9.58%
11-EIM 23 9.58%
12-HUMSS A 33 13.75%
12-HUMSS B 30 12.5%
 12-ABM/STEM 25 10.42%
12-SMAW/HE 14 5.83%
12-EIM 23 9.58%
Total 240 100%

Strand. The Table 2 shows the frequency distribution of the strands of the Grade
11 and Grade 12 student respondents of research. A total of 9.58% of the respondents
are Grade in 11-HUMSS A, 9.58% are in Grade 11-HUMSS B, 9.58% are in
11-ABM/STEM, 9.58% are in 11-SMAW/HE, and 9.58% in Grade 11-EIM, while 13.75%
of the respondents are Grade 12-HUMSS A, 12.5% are in Grade 12-HUMSS B, 10.42%
are in 12-ABM/STEM, 5.58% are in 12-SMAW/HE, and 9.58% in Grade 12-EIM.

Part 2. Evaluating the Extra-Curricular Activities the Senior High School Students
Partake in.

This section presents the statistical data about the respondents’ evaluation about
the extra-curricular activities the senior high school students partake in. The data
analysis also used a method of finding the frequency and percentage distribution.

Table 4

Frequency and Percentage Distribution of the Evaluating the Extra-Curricular

Activities the Senior High School Students Partake in.

Extra-Curricular Activities f %

1. I am an officer/player in Sports Club 23 9.58%

2. I am a Campus Journalist 21 8.75%
3. I am an officer/member of the Supreme 17 7.08%
Student Government (SSG)
4. I am an officer/member of the Barkada 11 4.58%
Kontra-Droga (BKD)
5. I am an officer/member of the Youth 13 5.41%
Environment in School Organisation (YES-0)
6. I am an officer/member of the Teatro 13 5.41%
Sangbayan
7. I am an officer/member of the Drum & Lyre 14 5.83%
Club
8. I play a sport in the Intramurals 68 28.33%
9. I partake in Poster and/or Slogan 37 15.42%
Competitions
10. I partake in Poem making and/or spoken 26 10.83%
poetry competitions
11. I partake in quiz bee competitions 27 11.25%
12. I am a Home Room Officer 83 34.58%
13. Others 0 0
Total 100%

Extra-Curricular Activities. The table shows the frequency distribution of the

extra-curricular activities the respondents partake in. A total of 9.58% of the
respondents were an officer/member of the Sports Club, 8.75% were a Campus
Journalist, 7.08% were an officer/member of the SSG, 4.58% were an officer/member of
BKD, 5.41% were an officer/member of YES-O, 5.41% were an officer/member of Teatro
Sangbayan, 5.83% were an officer/member of Drum & Lyre Club, 28.33% play a sport in
the Intramurals, 15.42% partake in Poem making and/or spoken poetry competitions , and
34.58% were a Homeroom Officer, while 0% indicated other answers.

Part 3. Students’ Rating about the Factors to Consider when Joining an Extra-
Curricular Activity

This section presents the statistical data about the students’ rating about the
factors
to consider when joining an extra-curricular activity. The data analysis also used a
method of finding the frequency and percentage distribution.

Table 5

Students’ Rating about the Factors to Consider when Joining an Extra-Curricular

Activity

Extra-Curricular Activities f %
1. I have the extra time to partake in Extra- 52 21.67%
Curricular activities.
2. I think that it will benefit my academic 77 27.92%
performance in school.
3. I can exercise my given talents/hobbies in 60 25%
these activities.
4. I don't have the confidence to participate in 46 19.17%
these activities.
5. It costs me too much to participate in these 31 12.92%
activities.
6. I think that it is just a waste of time. 17 7.08%
7. The schedules of the activities don’t match 43 17.92%
mine.
8. I think that it will be a distraction for my 22 9.17%
academic performance.
9. I enjoy collaborating with other students in 66 27.5%
school.
Total 240 100%

Table 5. The table shows the frequency distribution of the students’ rating about
the factors to consider when joining an extra-curricular activity. A total of 21.67% of the
respondents have the extra time to partake in Extra-Curricular activities, 27.92% think
that it will benefit their academic performance in school, 25% can exercise their given
talents/hobbies in these activities, 19.17% don't have the confidence to participate in
these activities, 12.92% costs them too much to participate in these activities, 7.08%
think that it is just a waste of time, 17.92% schedules of the activities don’t match
theirs, 9.17% think that it will be a distraction for their academic performance, while
27.5% enjoy collaborating with other students in school.

Part 4. Students’ participation in Extra-Curricular Activities

This section presents the statistical data about the students’ participation
Evaluation in extra-curricular activities. The data analysis also used a method of finding
the frequency and percentage distribution.
 Table 6

Students’ participation in Extra-Curricular Activities

Students’ participation in Extra-Curricular f %

Activities
a. I don’t participate in any 31 12.92%

b. Once 71 29.58%

c. 5 times or less 47 19.58%

d. 5 times or more 23 9.58%

e. No answer 69 28.75

Total 240 100%

Table 6. The table shows the frequency distribution of the students’

participation in Extra-Curricular Activities. A total of 12.92% don’t participate in any,
29.58% participate once a school year, 19.5% participate 5 times or less, 19.58%
participate 5 times or more and 28.75% didn’t give an answer.

Part 4. Effect of Extra-Curricular Activities on the Social Engagement and

Behavior of Students

This section presents the statistical data about the effect of extra-curricular
activities on the social engagement and behavior of students. The data analysis also
used a method of finding the frequency and percentage distribution.

Table 7

Effect of Extra-Curricular Activities on the Social Engagement and Behavior of

Students

Effect of Extra-Curricular Activities f %

a. My communication and other social skills got better. 67 27.92%

b. It did not affect my social engagement and behavior 37 15.42%

c. It made it hard for me to perform my other academic 48 20%

responsibilities and activities.
d. Managing my time to learn at school became more 55 22.92%
challenging.

e. I do not find it as a hindrance to do good at school. 33 13.75

Total 240 100%

 Table 7. The table shows the frequency distribution of the effect of extra-
curricular activities on the social engagement and behavior of students. A total of
27.92% of the respondents’ communication and other social skills got better, 15.42% did
not affect their social engagement and, 20% said that it made hard for them to perform
their other academic responsibilities and activities, 22.92% said managing their time to
learn at school became more challenging, and 13.75% did not find it as hindrance to do
good at school.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, the formulated conclusions
based on the data analysis in the chapter four, and the recommendations derived from
the conclusions.

SUMMARY

This study’s main problem was to discover an in-depth understanding

between the relationship of extra-curricular activities to social engagement and behavior
of senior high school students in Burgos National High School.

The sample population used in the conduction of data gathering coming from the
different senior high school strands namely the 11-HUMSS A, 11-HUMSS B, 11-STEM,
11-ABM, 11-TVL EIM, 11-TVL SMAW, 11-TVL HE, 12-HUMSS A, 12-HUMSS B, 12-
STEM, 12-ABM 12-TVL HE, 12-TVL EIM and 12-TVL SMAW. The statistical treatment
used in the data analysis are respondent profiling, evaluation and rating of specified
several factors, and effects using content analysis. The researchers utilized the statistical
treatment of the data gathered and collected. The study was performed August 2022-
February 2023.

Summary of the Findings

The summary below is the organized summary of the findings related to the
statement of the problem of the research.

Part 1. Profile of the Respondents

A. Sex. From the 240 respondents who responded in the survey, 111 of them were
female while were 119 of them were male.
B. Grade Level and Strand. From the 240 respondents who responded in the
survey, 23 of them were from 11-HUMSS A, 11-HUMSS B, 11-STEM/ABM, 11-
TVL SMAW/HE and 11-TVL EIM, 33 of them were from 12-HUMSS A, 30 of
them were from 12-HUMSS B, 25 of them were from 12-STEM/ABM, 14 of
them were from 12-TVL SMAW/HE and 23 of them were from 12-TVL EIM.
C. Strand. From the 240 respondents who responded in the survey, 23 of them
were from 11-HUMSS A, 11-HUMSS B, 11-STEM/ABM, 11-TVL SMAW/HE and
11-TVL EIM, 33 of them were from 12-HUMSS A, 30 of them were from 12-
HUMSS B, 25 of them were from 12-STEM/ABM, 14 of them were from 12-TVL
SMAW/HE and 23 of them were from 12-TVL EIM.

Part 2. Evaluating the Extra-Curricular Activities the Senior High School

Students Partake in.
 A. AHAHAAAHAAHAHA

Part 3. Students’ Rating about the Factors to Consider when Joining an

Extra-Curricular Activity

A.

Part 4. Students’ participation in Extra-Curricular Activities

A. HAHAHAAH

Part 5. Effect of Extra-Curricular Activities on the Social Engagement and

Behavior of Students.

A. HAHAHA

CONCLUSION

1. Regarding the profile of the respondents, the categories of, name, sex,
grade level and strand did not affect their over-all response to the survey questions.
2. The respondents

RECOMMENDATION

With these drawn conclusions compiled, the following recommendations were

suggested. The faculty and staff of Burgos National High School should observe the
welfare of the students who wants to showcase and enhance their talents and social
communication skills by not permanently and immediately passing the order about
banning the extra-curricular activities.

It was recommended to not use this study in making general conclusion about the
state of a larger and wider group of students as the data gathered were only from a
smaller representative which are the senior high students who belong to Burgos National
High School. The researchers recommend using the most appropriate data gathering
instrument to gather data from the respondents whose privacy should be treated as
confidential.