Final Thesis Group 4 Co Curricular Activities

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WESLEYAN UNIVERSITY-PHILIPPINES
Maris Aurora Extension
Maria Aurora, Aurora
Philippines 3200
EFFECT OF CO-CURRICULAR ACTIVITIES IN THE ACADEMIC

PERFORMANCE OF THE STUDENTS
An Undergraduate Thesis
Presented to the
Faculty of the College of Education
Wesleyan University- Philippines
Maria Aurora Extension Campus
In Partial Fulfillment
Of The Requirements for the Degree
Bachelor of Elementary Education
Major in General Education
Carpio, Katrina Camille A.
Galang, Mharian C.
Nisperos, Nina Kerstin M.
Palafox, Reyzalina C.
Perez, Reah L.
Quematon, B.G. Blessed Gift S.
Soriano, Rebecca
Tablang, Laurence Marie F.
Yucaddi, Julie Fe P.
December 2022
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APPROVAL SHEET
This research entitled EFFECT OF CO-CURRICULAR ACTIVITIES IN
THE ACADEMIC PERFORMANCE OF THE STUDENTS prepared and submitted
KATRINA CAMILLE A. CARPIO, MHARIAN C. GALANG, NINA KERSTIN M.
NISPEROS, REYZALINA C. PALAFOX, REAH L. PEREZ, B.G. BLESSED GIFT
S. QUEMATON, REBECCA C. SORIANO, LAURENCE MARIE F. TABLANG,
JULIE FE P. YUCADDI in partial fulfillment for the Bachelor of Elementary
Education has been examined and recommended for acceptance and approval.
ALICIA P. ABALOS, EdD

Adviser
PANEL OF EXAMINERS
Approved by the Committee on oral Examination on December 17, 2022 with the
grade of ______________.
FERDINAND E. ROMANO, EdD HELEN O. OLANDE, EdD

Chairman Member
Accepted and approved as partial fulfillment of the requirements for the degree of
Bachelor of Elementary Education Major in General Education.
PROF. RODOLFO REYES II

OIC DEAN
ACKNOWLEDGEMENT AND DEDICATION
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The researchers would like to thank Jesus Christ, their Lord and Savior,
for giving them wisdom, strength, support and knowledge in exploring things, for the
guidance in helping them surpass all the trials that they encountered, and for giving them
determination to pursue and to make this study possible.
They would like to extend their heartfelt gratitude to all the people who helped
them in any way, and had shared their effort and knowledge to make this research a reality.
They want to express their sincere gratitude to their thesis adviser, Dr. Alicia P.
Abalos for the continuous support, patience, motivation, enthusiasm, and immense
knowledge. Her guidance helped them all throughout their journey in writing this thesis.
They could not imagine having a better adviser and mentor than her.
Appreciation is also extended to their panelists, Dr. Ferdinand E. Romano, the
chairman and Dr. Helen D. Olande, the member, who were the key persons in the
realization of this study. The researchers truly salute their expertise that surmounted what
seem to be an uphill task. Thank you for your time, suggestions, encouragement, and
allowing them to get the necessary suggestions to make this research possible.
Also, they want to thank their loving parents, for their moral support,
encouragement, financial assistance as well as their spiritual support in every path they had
taken.
Lastly, the researchers want to dedicate this work to their family and many friends.
They dedicate this achievement to their loving father and mother, who with love and
effort had accompanied them in this process, without hesitating at any moment of seeing
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our dreams come true, which are also their dreams. They offer this project to God
Almighty, their creator, who served as a strong pillar, our source of inspiration, wisdom,
knowledge and understanding. He has been the source of their strength throughout this
program and on His wings only have they soared.
Whatever had been accomplished and whatever had been the product of every
endeavor, there is a great source of all effort, striving, guiding and gracious blessings
without whom this task would have been impossible.
The Researchers
ABSTRACT AND KEYWORDS
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This study aimed and focused to explore on the effects of co-curricular
activities in the academic performances of the students and its possible effects on their
profile,
The researchers collected data on seventy-three (73) respondents who were from
three public elementary schools, on the school year 2022-2023. The study showed that the
profile of the respondents could affect the academic performances of the students, but in
terms of their specific co-curricular where they were engaged, there was no significant
relationship between the co- curricular and the academic performances of the respondents.
Additionally, the researchers discovered that while the profile has an impact on
academic success, co-curricular activities and time spent had no impact. Even when kids
participate in a variety of extracurricular activities outside of school and devote a
significant amount of time to them, their academic performance remains unaffected.
Keywords: Academic Performance, Co-Curricular Activities, Inernet, Mobile
Gaming, Social Media.
TABLE OF CONTENTS
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TITLE PAGE . . . . . . . . .
APPROVAL SHEET . . . . . . . . ii
ACKNOWLEDGEMENTS AND DEDICATIONS . . . iii
ABSTRACT AND KEYWORDS . . . . . . v
TABLE OF CONTENTS . . . . . . . . vi
LIST OF FIGURES . . . . . . . . vii
LIST OF TABLES . . . . . . . . viii
CHAPTER 1. INTRODUCTION . . . . . . .
Rationale. . . . . . . . . 1
Literature Review . . . . . . . . 3
Theoretical Framework . . . . . . . 14
Conceptual Framework . . . . . . . 16
Statement of the Problem . . . . . . . 17
Definition of terms . . . . . . . . 18
CHAPTER 2. METHODOLOGY . . . . . .
Research Design . . . . . . . 19
Research Locale and Sampling Procedures . . . . 20
Scope and Delimitations . . . . . . 20
Research Instrument . . . . . . . 21
Data Gathering Procedures . . . . . . . 22
Data Management and Analysis . . . . . 22
CHAPTER 3. RESULT AND DISCUSSIONS . . .

Respondents Profile . . . . . . . 24
Presentation, Analysis and Interpretation Data . . . 30
Conclusions . . . . . . . . 37
Recommendation . . . . . . . 39
APPENDICES . . . . . . . . 43
Appendix A. Letter . . . . . . . 43
Appendix B. Questionnaires . . . . . . 44
Appendix c. Transcribed Result . . . . . 50
Appendix D. Documentation . . . . . . 56
REFERENCE LIST . . . . . . . . 57
AUTHORS CV’S . . . . . . . .
LIST OF FIGURES
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Table TITLE Page
1 Conceptual Framework 16
LIST OF TABLES
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Table TITLE Page
1 Table 1.2 The respondents profile in terms of their 25
sex.
age.
family income.
Parent Civil Status.
Father Highest Educational Attainment.
Mother Highest Educational Attainment.
7 Table 2 Co Curricular activities of the 31
Respondents.
8 Table 3 No. Of Hour the respondents spent daily 32
in Co curricular activities.
9 Table 4 Students Academic Performances in 1st 33
Quarter
10 Table 5 Significant relationship between the 35
Profile co curricular activities and the no. Spent in
a specific co curricular activities in the academic
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Performances.
11 Table 6 Specific co curricular activities influenced 36
the student Academic Performances.
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Chapter 1: Introduction
Rationale
There are many different types of co-curricular activities that students can
do inside the school, as well as outside of it that can help or change the students'
academic performances. It had been two years since the pandemic was experienced
which changed students' learning. The face- to-face class is back, but has not been fully
implemented because there are almost no co-curricular activities that can be anchored in
the school's academic curriculum. Co-curricular activity is any hobby, sport, musical
lesson or cultural activity that a child is interested in undertaking outside of traditional
academic study. So in this research Study, we are focusing on the activities at home that
can be done by the students that can have an effect in their academic performances and
those activities are the following: Sports, browsing the internet, using phone in playing
online games, watching television, reading traditional books or printed reading materials
and using social media like Facebook.
The process of learning involves the interaction of students and lecturers in an
educational setting. The three objectives of the educational interaction are cognitive,
emotional, and psycho-motor. Academic success is the end consequence of the learning
process. The researchers want to inform that the co-curricular activities do not only take
place inside the school but also take place outside the school, just like in our homes. They
may include hobbies and social, sports, cultural, or religious activities. They have some
benefits and possess some structure or organization.

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The co-curricular activity or activities meant to bring skills to every student in
terms of social skills, intellectual skills, moral values, personality progress, and also the
character appeal of the students. This study focused on the types of co-curricular
activities students can do that affect their academic performances. The researchers
wanted to show the effect of different types of co-curricular activities on academic
performances of students. The students want to know whether or not the co-curricular
activities of the students are doing well or not in today's time to show the progress of the
academic performances of the students. In today's generation when students are mostly at
home, researchers want to unite or discuss the possible co-curricular activities of students
that they do at home or when there are no classes that impact their academic
performances. The researchers also want to discuss or study how much time students
spend in their co-curricular activities and how they connect it to their academic
performances.
In this study, the researchers aimed to determine some of the different co-
curricular activities that can be done at home that affect the academic performances of
students. One (1) advisory class of Grade 6 students in three (3) elementary schools in
Maria Aurora was the respondent of this study. This study focused on the effect of co-
curricular activities on students' academic performances, and if there is a specific effect
on students engaged in the co-curricular activities. The study aimed to identify whether
the co-curricular activities had a possible effect on the academic performances of students
and if there was a significant relationship between the two.

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Review of Related Literature
Co-curricular activity is any hobby, sport, musical lesson or cultural activity that a
child is interested in undertaking outside of traditional academic study. So in this
research Study, we are focusing on the activities at home that can be done by the students
that can have an effect in their academic performances and those activities are the
following: Sports, browsing the internet, using phone in playing online games, watching
television, reading traditional books or printed reading materials and using social media
like facebook.
In today's time when co-curricular activities that are anchored in the school's
academic curriculum are not regularly carried out, this research only wants to show that
there are other co-curricular activities that can be done outside of school that even if it is
not anchored in the school's academic curriculum, it can help the student's academic
performances in school.
Meanwhile, according to Simoncini and Caltabiono (2012), Co-acurricular
activities are unique from unorganized and unsupervised public activities such as
interacting or enjoying activities with friends. Co-acurricular activities could focus on
group, interaction, management, and other public skill-building and beneficial growth for
the members.
Other research reports the benefits co-curricular activities provide to students
directly and indirectly (Kronholz, 2012). One particular report makes reference to
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numerous studies showing research that clearly illustrates the importance of these
activities to student academic and social development while in school and beyond.
Additionally, according to Holt, Sehn, Spence, Newton & Ball (2012), with
supervised co-curricular activities, students are guided towards appropriate behaviors and
activities while being challenged to help develop competencies and confidence. Human
beings learn many things by doing or experiencing. Students who excel in co-curricular
activities may improve themselves for real situations. The study sought to investigate
students’ co-curricular participation perception and academic performance. The research
objectives of the study were: to investigate the relationship between students’ co-
curricular participation perception and their academic performance and to investigate the
relationship between gender, co-curricular participation perception and academic
performance. The study was guided by the perception theory of Kurt Lewin as espoused
by smith. (2014)
Sports in the Students’ Academic Learning
We all know that one of the co-curricular that can student engaged is the sports. We all
know that participating in sports has been known to improve the cognitive and memory
functions of the brain, helping kids perform better in tests and academics.
Sports and its associated competitions across the globe have made participation in
sports appealing to several others in various parts of the world. It is asserted that, inside a
healthy body is a sound mind. Choi, Johnson and Kim (2014) emphasized that sporting
activity is a key factor in promoting healthy lifestyles among students who engage in
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sporting activities. Through sports, students learn social and cognitive skills. A student
who partakes in sporting activities is believed to have a sound mind and thus, the
likelihood for him or her to excel in his or her academics is very high. Generally, Bailey,
Hillman, Arent, and Petitpas (2013) also identified that students’ participation in
sports is associated with a cluster of benefits including: social, mental and cognitive
wellbeing, and academic performance. When participating in multiple sports, the student
is exposed to more coaches or role models (Quora, 2016). However, there are also studies
that have determined sports participation negatively affects academic achievement
(Bulten et al., 2018; Chen & Harklau, 2017; Schultz, 2017). There are multiple potential
reasons why sports participation could be detrimental to academic performance. One
reason is that schools have a certain amount of resources and dedicating these resources
to athletics can detract from educational quality (Bowen & Greene, 2012). Similar
detrimental effects on academic outcomes can also play out at the individual level as
students have only a finite amount of time. For example, Schwartz et al. (2015) found
that 13 students who dedicated large amounts of time to their athletic endeavors lacked
time for studying or homework, causing their grades to decline. In addition, attempting to
balance one or more demanding sports with a rigorous educational regimen may have
negative effects on a person’s development both as a student and as an athlete (Bulten et
al., 2018). Bulten et al. (2018).
Thus, there is a conflict in the literature. Some researchers have argued that sports
participation benefits academics, perhaps through a sense of belonging (Bang et al.,
2020). Other researchers have suggested that time spent on athletics may take away from
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the time spent on academics (Chen & Harklau, 2017; Schultz, 2017). These contrasting
results are indicative of a research gap as it relates to the effect of athletic participation on
academic outcomes for student athletes.
The Effect of Internet in Academic Performances
The internet is the key information and communication technology that led to a
worldwide revolutionary change in the information scenario. The interaction between
students offers them to gain different perspectives on a problem discussion by sharing
one's own learning activities with other learners into problem solving strategies. Siraj
(2015). The internet is developed to serve as a platform for various activities for all age
groups in society (Akin Adaeamola, 2014). The internet is a technology that has become
an enormous part of people's daily lives. Through its ability to act as a support medium in
different functions for which people use it, the internet was introduced to academic
institutions as a tool to enhance student's academic experience in the mid-1990s
(Ngoumandjoka, 2012).
Over the last decades, internet connectivity has improved tremendously and is
available everywhere such as homes, offices, travels and schools (Ellore, 2014) Today,
empirical studies (Akende, 2015) report that access to information can influence the
academic performance of students. The availability of internet is almost everywhere;
most students have had access to internet on their cellphones (Ellore, 2014). This helps
students to broaden their academic information, research and assignments by accessing
information worldwide and also enhances easy communication to the academic
community (Siraj, 2015).Therefore, the investigation on the impact of internet use on

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students learning outcomes 1S necessary for the implementation of internet use in
learning. The relationship of internet use and learning will provide an avenue to enhance
learning environment and technology for problem solving in economics, society and
politics. Therefore, we ensure that this is the area of informatics.
According to Hussain (2012), the internet's use in higher education has aided
educational advancement and research, as well as promoted virtual relationships for
sharing research findings.
The explanation behind internet use for academic and research purposes
originates from the advantage that individuals have, for example, free access to online
journals, books, and other assets. Furthermore, the use of blended media is a similarly
helpful use of the internet for study. Visual data is thought to have a higher influence on
learning and memorizing than plain text. Images, graphics, animation, photos, slides,
documentaries, and other graphical media have a superior graphical presentation than
plain text. The use of multimedia and the internet give opportunities for all students to get
knowledge about any particular subject in depth. Sometimes, a reference book is not
generally accessible to students and they may experience issues getting to the books in
the library but if the reference books for numerous subjects are available on the internet,
students can easily access it.
We can see that the use of the internet is becoming more prevalent in our daily
life particularly in the area of education. So, it is justified to investigate students'
perceptions and comprehension of the availability and use of electronic hot-spots for
academic research and learning. The present study aims to explore the impact of the
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internet on the education system and students’ academic performance. As a result,
looking into how these students deal with using the internet to enhance their educational
research and learning is relevant to the research. This also necessitates investigating the
issues confronting students in this area as they relate to the use of the internet for in depth
research and learning. The findings of this back-and-forth movement study are expected
to contribute to the redesigning of exploratory inquiry results that will illuminate training
and learning practice in cutting-edge instruction. This will also provide pupils living in
this underserved area with a better knowledge of the application and importance of
internet resources.
The Mobile Gaming effect in the Academic
Learning on mobile devices leads to the use of mobile phones as a learning media.
Learning based on mobile devices (mobile game based learning) is an alternative learning
service which can be implemented anywhere and anytime (Darmawan, 2012). Mobile
game based learning is a game that contains a summary of the lesson topic, is constructed
by different levels of education, is adjusted to the prevailing curriculum and is able to run
on mobile devices. Because electronic games play such a prominent role in young
people’s lives, researchers and educators, hope to combine the intrinsic motivation that
students show towards electronic games that contain a summary of the topic of the lesson
and objectives, to make learning more fun and enjoyable.
Mobile games based learning, in the form of a quiz which contains a summary of
the material and practice questions for chemistry material, is operated with the help of a
mobile phone that has an Android operating system. Chemistry material presented as a
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mobile game will make students more interested and facilitate their understanding of the
description of a chemical reaction. Gaming activities are a good source of engagement
and bring fun into learning by providing an instant appraisal for players when tasks are
completed successful, thereby motivating them to reach higher stages in the gameplay
(Mathrani, Christian & Ponder-Sutton, 2016).
Yet, despite the apps' growth and popularity among young children, limited
studies have examined their effects on learning, raising an urgent need for further
research in the field (eg, Kabali et al., 2015). These studies explored the effects of mobile
apps mainly on literacy development (eg, Ihmeideh, 2014), peer communication and
engagement (eg, Miller, Robertson, Hudson, & Shimi, 2012), with mixed findings as to
which applications and how should be used by young children. Understanding the impact
of apps on learning and development is essential in multiple respects. First, it contributes
to knowledge development and existing theorizations about the role of technologies on
learning and social and emotional growth. Second, it provides insights to educational
stakeholders, as to whether and how mobile apps should be integrated and used in early
years' curricula and parents, as to which apps to select and use with their children. At the
moment, there are no specific recommendations about the use of mobile devices for
learning (eg, Neumann & Neumann, 2014) and the use of rote-learning applications is
becoming the current state of the art (Herold, 2015).
The Television Effect in the Academic Performances
Report published by the Henry J. Kaiser Family foundation indicates that nearly
half of all heavy media users report that they get fair or poor grades. This is thought to be
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the result of “displacement,” or replacing time students should be doing homework or
studying with TV viewing. The more television students watch on school nights, the
more their grades suffer. TV viewing can also replace hours of sleep a child needs,
making him less likely to perform well in school.
As cited in Khan (2012) there is only a minor relationship between television
viewing and educational achievement. Although the study acknowledges a slight
relationship between television viewing and academic achievement it is not a major
factor in students overall academic performance. However, he maintains that females
involved in the study showed higher academic achievements as a result of access to
television in contrast to their male counterparts. They further indicate that those
individuals with higher incomes spend less time watching television as compared to those
individuals with lower incomes.
Kureishi and Yoshida (2012), view that “the more television children view, the
more likely it is that mothers report that a negative performance of their children in
school. Finally, most of the studies focused on different groups, sex, cultures and other
different areas, the present study feels that the relationship between watching television
and academic achievement should be academically considered.
The Effect of Reading Books in Academic performance of the students
When it comes to reading comprehension, Moore and Hall (2012) state that when
used intentionally, HoM help students interact with texts in active and purposeful ways.
Burgess (2012) and Jones (2014) suggest that out of the 16 Habits of Mind
explained by Costa and Kallick (2008), the following specific habits apply directly to
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developing the reading comprehension skills: Persisting, Managing impulsivity, Applying
past knowledge to new situations, Listening with understanding and empathy, Thinking
flexibly, Communicating with clarity and precision, Striving for accuracy, and Taking
responsible risks. Moreover, practitioners, with an emphasis on collaborative reading
practices, have increasingly favored approaches to reading centered on discussion, such
as literature circles (Daniels, 2002), book clubs (McComb, 2009), reading apprenticeship
(Creech & Hale, 2006), and Questioning the Author (Beck &McKeown, 2006). Shared
inquiry as a discussion-based model of reading, developed by the Junior Great Books
Foundations (2014), promotes an intellectually stimulating interpretative discussion of
difficult questions in complex text (Whitfield, 2013). In a longitudinal study, Klauda and
Guthrie (2015) examined the development of reading motivation, engagement, and
achievement in early adolescence by comparing interrelations of these variables in
struggling and advanced readers. Findings showed that advanced readers showed stronger
relations of motivation and engagement with achievement than struggling readers.
However, motivation predicted concurrent engagement and growth in engagement
similarly for struggling and advanced readers. These results supported the hypothesis that
cognitive challenges limit the relations of motivation and engagement to achievement for
struggling readers. As demonstrated from this review of literature, numerous studies
Provide evidence for the importance of reading comprehension instruction and reading
engagement, however, the field lacks insight garnered from in-depth investigation into
strategy that integrates cognitive and collaborative aspects in the context of teaching
reading comprehension and how teachers can apply those strategies. Therefore, the
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present study tries to link reading comprehension to research results, in this case the
effectiveness of a proposed strategy based on Habits of Mind and shared inquiry in
developing students’ reading comprehension skills and reading engagement. As such,
this article provides a developmental perspective on reading comprehension and attempts
to answer the question of whether the reading comprehension skills and reading
engagement of learners can be enhanced over a short period of time by adopting a
strategy based on habits of mind and shared inquiry.
The Effect of Social Media in the Academic performance of the Students
Though social media can increase student learning through student interactions,
challenges arise when social media are incorporated into an academic course. The
assumption that students are familiar with and agreeable to using certain types of social
media can cause educators to inadvertently fail to provide the resources or
encouragement necessary to support student usage and learning (Cole, ; Väljataga &
Fiedler,). Arnold and Paulus (2012) found that even when social media is used for an
educational purpose, students incorporate the technology into their lives in a way that
may differ from the intentions of the course instructor. For example, off-topic or non-
academic discussions occur on social media because of its primary design as a social
networking tool (Lin et al., 2013). Further, as a student’s age increases, the frequency of
off-topic discussions also increases (Lin et al., 2013). This indicates that while social
media may encourage broader discussions of course content, older students may spend
more time than younger students engaging in unrelated discussions. Social media can
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also negatively affect student GPA as well as the amount of time students spend
preparing for class ; Junco, 2012b). One explanation for this impact
is that social media provides too much stimulation and therefore can distract students
from completing their coursework (Hurt et al., 2012;). Another reason for this may be
that students who spend more time on social media may have difficulty balancing their
online activities and their academic preparation.
Social media can also be a challenging instructional strategy to incorporate
because it attempts to balance the authority of the educator with the active participation
of the students. Collaboration through social media supports more of a constructivist
approach to learning, where students and educators can work together to co-create
understanding of a particular topic, rather than an approach that emphasizes individual
contributions). As a result, students and educators become equal participants in the
knowledge sharing process. Though this seems beneficial for creating and disseminating
knowledge, social media can also become a privacy concern (i.e. cyber-plagiarism) as
well as an outlet for abuse and cyber-bullying (Chen & Bryer, 2012). This suggests that
establishing standards for social media use should include behavior and attitude
guidelines similar to those enforced in the classroom.

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Theoretical Framework
In John Dewey's experiential learning theory, everything occurs within a social
environment. Knowledge is socially constructed and based on experiences. This knowledge
should be organized in real-life experiences that provide a context for the information.
"Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when
discussing experiential learning. To facilitate a better understanding, a conceptual model was
developed.
The teacher's role is to organize this content and to facilitate the actual experiences. The
experiences are based on the capabilities and readiness of the learners. The quality of the
experience is the primary component of the theory. Upon completion of the experience, learners
have the knowledge and ability to apply it to differing situations. Thus, they have created new
knowledge and are at a different level of readiness for continued acquisition and construction of
new knowledge.
From a theoretical point of view extracurricular activities are viewed as boosting
academic performance (Hunt 2005). James Coleman's multiple role theory posits that
extracurricular activities provide additional, complimentary roles for a student that benefits the
student academically because the added role of athlete, for example, increases self-esteem and
overall participation/interest in school, which can boost grades (Hunt 2005).
Co-curricular learning is an approach to teaching experiential learning using activities or
programs for students outside of their coursework that include intentional learning and
development. Co-curricular learning benefits from having clear learning outcomes as well as
helping develop competencies that connect to students’ academic or career goals. It can be a way
to engage students.
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Learning Beyond the Classroom explores activities that can help develop students’ IL
knowledge, stimulate them academically and creatively, and help them develop new skills. In
four sections—Campus Connections, Employment Experiences, Innovative Initiatives, and
Assessment Approaches—chapters illustrate different approaches to incorporating Framework
concepts and how best to measure a student’s success to demonstrate the value of the co-
curricular activities.
Therefore, the Theory of Multiple Role by James Coleman and the article The effect of
extracurricular activities in the educational process: Influence on academic outcomes is the
framework that serves as the basis for the study on how the co-curricular activities can have an
effect on the academic performances of students.

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CONCEPTUAL FRAMEWORK
INDEPENDENT DEPENDENT VARIABLE

VARIABLE
A. Profile
1.1 Name
1.2 Sex
1.3 Age
1.4 Family Monthly
Income
1.5 Parents Civil Status
1.6 Father Highest
Educational Attainment
1.7 Mother Highest
Educational Attainment
ACADEMIC
PERFORMANCE
B. Co-Curricular
Activities
C. Hours spent in Co-

Curricular Activities
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Statement of the Problem
This research has a chief concern regarding the co-curricular activities and its effect
in the academic progress of the students in Maria Aurora. To obtain essential knowledge,
data and information, the research sought to answer the following:
How may the profile of the respondents be described in terms of:
1.1 Sex;
1.2 Age;
1.3 Family Monthly Income;
1.4 Parents Civil Status;
1.5 Father Highest Educational Attainment; and
1.6 Mother Highest Educational Attainment?
2. What are the co-curricular activities engaged in by the respondents at home?
3. How may the number of hours be spent daily by the respondents in co- curricular
activities at home?
4. What was the academic performance of the students in the first quarter?
5. Is there any significant relationship between the Profile, co- curricular activities, and
number of hours spent in a specific co-curricular activity in the academic performance?
6. How is the academic performance influenced by specific co-curricular activities?
Hypothesis
1. There is no significant relationship of profile and co-curricular activities.
2. There is no significant relationship of hours and co-curricular activities.
3. There is no significant difference between co-curricular activities and the academic
performance.
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Definition of Terms
Academic Performance- this refers to the presentation of academic knowledge that can
provide knowledge regarding the impact of c- curricular activities in this research.
Co-Curricular Activities- that students can do, inside the school as well as outside of it
that can help or change the students' academic performances. They may include hobbies
and social, sports, cultural, or religious activities. They have some benefits and possess
some structure or organization. Co- Curricular activity or activities are meant to bring skills in
every student in terms of social skills, intellectual skills, moral values, personality progress and
also the character appeal of the students.
Internet- a global computer network providing a variety of information and
communication facilities, consisting of interconnected networks using standardized
communication protocols.
Mobile Gaming-refers to playing video games on mobile devices like smartphones and
tablets.
Social Media- a collective term for websites and applications that focus on
communication, community-based input, interaction, content-sharing and collaboration.

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CHAPTER 11: METHODOLOGY
Research Design
The design used in the research was descriptive correlational methodology of
research because it uses a survey questionnaire to gather data. The researchers found
descriptive methodology effective to determine the information gathered. This is the
appropriate design for the study because it made it easier to survey and collect data from
many respondents. It was also designed to distinguish the significant relationship between
the two variables, the independent and the dependent as presented in the study.
Moreover, the researchers also used a check-list questionnaire technique to gather
the necessary data from the respondents and give clearer understanding on this research.
Since this study was concerned about the effect of co-curricular activities in the
academic performances of students, descriptive method was suited to use to have a
meaningful result.
Research Locale
The study was conducted in three (3) elementary schools in Maria Aurora. Only
one (1) advisory class of grade 6 students in every school namely: Dikildit Elementary
School, San Jose Elementary School and Quirino Elementary School were the respondents
of the study with a total of 40 respondents.
Sampling Procedure
The three (3) schools: Dikildit Elementary School, San Jose Elementary School
and Quirino Elementary School in Maria Aurora East District were chosen by the
researchers as their respondents of the study because of its accessibility. They were nearby
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schools and transportation was not a problem, so it was convenient for the researchers to
conduct the study with the seventy-three (73) Grade 6 students.
Scope and Delimitation of the Study
This study focused on the presentation and gathering of data on the effect of co-
curricular activities to the academic performances of the students.
This research covered the purpose of identifying and analyzing the students’
academic performances specially in Maria Aurora East District during the 1 st quarter of
School year 2022-2023. Besides, it wanted to find the relationship between the co-
curricular activities and the academic performances. The research was narrowed to 3
Elementary Schools namely: Dikildit Elementary School, San Jose Elementary School and
Quirino Elementary School.
However, the respondents were only limited to seventy-three (73) students which
may not really be enough to get the desired outcome of the study.
Research Instrument
The researchers used a questionnaire as the main instrument in gathering data to be
used on the study. The questionnaire contained the profile of the respondents and
questions about the subject matter. The survey yielded different perceptions and opinions
of students about the effect of the co-curricular activities in their academic performances.
This was also the basis of the researchers to determine the overall result of the study.
The first part inquired about the respondents’ profile. The researchers adapted a
tool that would determine the name, sex and the age of the respondents. Second part was
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intended to determine the different co-curricular activities that the respondents do and to
determine how many hours they spent in a particular co-curricular activity outside the
school. Lastly, it was intended to determine whether it had a significant relationship in the
academic progress and the hour they spent in a particular co-curricular activity. In this part
also, it was to identify if co-curricular activities influence the academic performances of
students.
Data Gathering Procedure
The researchers first asked the approval to conduct the study from their adviser,
then to the Program Coordinator of the College of Education before carrying out the
questionnaire. After being approved and ready to conduct the study, the researchers
presented the signed Letter of Permission to the School Principals of the three (3) schools.
After receiving the consent from the principals, the researchers then administered
the questionnaire to the respondents personally. Through the checklist, the researchers
collected the data relevant to the study. The results were checked, tabulated, interpreted,
and evaluated.
To protect the rights of the respondents, the collected data was treated with
confidentiality.
Data Analysis
To answer the statements of the problem in this study, all accomplished
questionnaire were compiled and the data collected were subjected to statistical analysis.
The data gathered were tabulated and analyzed in terms of their statistical meanings and
significance. The following statistical tools were employed;

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In treating the data of SOP 1 or the profile of the respondents, frequency count and
percentage distribution were used. The profile of the respondents was tallied based on the
variables such as age, sex, monthly family income, parenting status and parents’ highest
educational attainment.
In treating the data on SOP 2, the researchers used weighted mean, verbal
description and Likert scale; 4= Always, 3= Sometimes, 2= Often, 1= Never.
For SOP 3 and 4 the researchers used frequently count and percentage distribution.
In SOP 5, to find out the significant relationship between profile, co-curricular
activities, time and academic performance, the Pearson product correlation was used to
evaluate.
In SOP 6, to find out the influence of specific co-curricular activities in the
academic performance, the researchers used ANOVA.
In this study, the quantitative analysis was carried out such as frequencies and
percentage in computing the data. Average weighted mean was employed to arrive at a
verbal description. Descriptive analysis was also used in the study to describe and interpret
the data from the respondents based on the questionnaire.
The following scale was used for the verbal interpretation of procedures;
Weight Range Interval Verbal Interpretation
4 3.26-4.00 Always
3 2.51-3.25 Sometimes
2 1.76-2.50 Often
1 1.00-1.75 Never
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CHAPTER 3: RESULTS AND DISCUSSION
Profile of the Respondents
The profile of the profile of respondents were: sex, age, monthly family income,
father and mother highest education
1.2 Sex
In Table 1.2 it shows that there were more male respondents with a number of 38
and a percentage of 52.1%, and females with a number of 35 with an equivalent of 47.9%.
There were more male students when faced with a choice over whom to educate in
a family, many parents choose their sons. In addition, many girls leave school because they
are needed to help at home, often with younger siblings.
Table 1.2: The Respondents’ Profile in terms of their Sex.
PROFILE FREQUENCY PERCENTAGE

SEX
Male 38 52.1
Female 35 47.9
Total 73 100 %
1.3 Age
In Table 1.3, it can be seen that there were more respondents aged 11 with 45 or
61.6%. The least number of respondents was 2 aged 14 having a percentage of 2.7%.
Students are typically 11–12 years old, depending on when their birthday occurs.
Different terms and numbers are used in other parts of the world. The actual age of grade
6 students is 11 years old especially in the K-12 curriculum.
Table 1.3: The Respondents Profile in terms of their Age.

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AGE
11 45 61.6
12 21 28.8
13 5 6.8
14 2 2.8
Total 73 100 %
1.4 Family Income
Table 1.4 shows that majority of the respondents had a family income of 10
thousand below with a number of 50 or 54.9% , followed by the respondents with the
family income of ten thousand to nineteen thousand with a number of 15 respondents and
with an equivalent of 24.7% , followed by the respondents with the family income of
twenty thousand to twenty nine thousand pesos with the total with a number of 5
respondents with the percentage of 13.7% followed also by the respondents with a family
income of forty thousand to forty nine thousand pesos with a total number of 1 respondent
only and a percentage of 2.7,
Whereas, there were only 4.1 percent or 2 respondents with a family income
amounting to sixty thousand to sixty-nine thousand pesos.
Due to the difficulty of life, parents prefer to enroll their children in public
elementary school so that they are not burdened to pay for their children's education
because it is free. Besides, there are minimal fees to pay if ever there needs to be paid.
1.4: The Respondents Profile in terms of their Monthly Family Income

Income
Below 10K 50 54.9
10k – 19,999K 15 24.7
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20K – 29,999K 5 13.7

30K – 39,999K
40K – 49,999K 1 2.7
50K – 59,999K
60K – 69,999K 2 4.0
Total 73 100 %
1.5 Parents Civil Status
As shown in Table 1.5, there were fifty-eight (58) respondents whose parents were
married, eleven 11 respondents with a single parent. There were two (2) respondents
whose parents were separated and only two (2) respondents with widowed parents.
Parent involvement in school was significantly associated with lower rates of
school dropout, increased on-time school completion, and highest grade completed. This
study suggested that parent involvement in school was an important component in early
childhood education to help promote long-term effects.
Table 1.5: The Respondents Profile in terms of their Parent Civil Status.
FREQUENCY NO. OF
STUDENTS
PARENT CIVIL STATUS
Married 1 58
Single 2 11
Separated 3 2
Widow 4 2
Total 73
1.6 Father Highest Educational Attainment

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In table 1.6, it shows that twenty-five or 34.2% students has fathers whose highest
educational attainment was High school graduate and the least has a total number of three
(3) with a percentage of 4.1 students had Elementary Graduate parents.
In the past, most male students after graduating from high school were already
searching for a job because it was easier to get a job then. Getting a higher education was
not given much attention due to lack of money or poverty maybe.
But findings revealed that the education of father and mother positively contributed
to their children's academic achievement. Large co-relation was found between parents'
education and students' academic achievement.
1.7 Mother Highest Educational Attainment
In table 1.7 the highest educational attainment of mothers was college graduate
with a total number of 23 and a percentage of 31.5 while there was one (1), who had units
in Master’s degree and one (1) also who was a Doctoral graduate.
This inferred that there were more mothers who had attained higher education than
the fathers.
Parent educational attainment, parent occupation, and family income—is a
powerful predictor of children’s developmental outcomes. Variations in these resources
predict large academic disparities among children from different socioeconomic
backgrounds that persist across the years of schooling, perpetuating educational
inequalities over generations.
Table 1.6 The Respondents Profile in terms of their Father Highest Educational
Attainment.
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PROFILE NO. OF
PERCENTAGE
STUDENTS
FATHER EDUCATION
Elementary Level 7 9.6
Elementary Graduate 3 4.1
High School level 8 11
High School Graduate 25 34.2
College Unit 11 15.1
College Graduate 19 26
Total 73 100
Table 1.7 The Respondents Profile in terms of their Mother Highest Educational
Attainment.
NO. OF
PROFILE PERCENTAGE
STUDENT
Mother Education
Elementary Level 7 9.6
Elementary Graduate 5 6.8
High School level 8 11
High School Graduate 18 24.7
College Unit 10 13.7
College Graduate 23 31.5
Master’s Units 1 1.4
Doctorate Graduate 1 1.4
TOTAL 73 100
Table 2. Co-Curricular Activities
The Co-curricular activity or activities are meant to bring skills in every students in
terms of social skills, intellectual skills, moral values, personality progress and also the
character appeal of the students. This study focused on the types of co-curricular activities
that students can do that have an effect on their academic performances. The researchers
wanted to show the effect of different types of co-curricular activities on the academic
performances of students.
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Table 2 shows that Social Media has a highest weighted mean of 4 with a verbal
description of “always.” The following co-curricular activities like Sports, Browsing
Internet and watching television had the same weighted mean 0f 3.11 and a verbal
description of “sometimes.” The lowest was reading of books with a weighted mean only
2.88 and a verbal description of “sometimes.”
This implied that all students have social media platforms and they use it daily.
These platforms had positively or negatively influence students’ academic progress in
school. Information is retrieved through the use of technology that is why students are no
longer interested in reading printed materials like books.
Though social media can increase student learning through student interactions,
challenges arise when social media are incorporated into an academic course. The
assumption that students are familiar with and agreeable to using certain types of social
media can cause educators to inadvertently fail to provide the resources or encouragement
necessary to support student usage and learning (Cole, ; Väljataga & Fiedler,). Arnold and
Paulus (2012) found that even when social media is used for an educational purpose,
students incorporate the technology into their lives in a way that may differ from the
intentions of the course instructor.
Table 2. Co-curricular activities the respondents engaged in at home
co-curricular activities WEIGHTED VERBAL

MEAN DESCRIPTION
Sports 3.11 S
Browsing internet 3.11 S
Mobile Gaming 3 S
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Watching Television 3.11 S

Reading Books 2.88 S
Social Media 4 A
OVERALL WEIGHTED MEAN 3.2 S

4 3.26-4.00 Always
2 1.76-2.50 Often
1 1.00-1.75 Never
Table 3. Hours Spent Daily in Co- Curricular Activities
As shown in Table 3, Scoial media has a highest weighted mean of 2.33 with a
verbal description of “often,” followed by mobile gaming, watching television, sports,
browsing internet. The least, reading of books with a weighted mean of only 1.59 and a
verbal description of “never.”
This signified that Social Media is commonly used by everyone, however reading
of books got the lowest because of lack of interest in reading printed materials. The
researchers can say that even though students who take part and spend a lot of hours in co-
curricular activities per week, still they have managed to get a high Grade in the First
quarter.
The use of social networks remains above all useful for keeping in touch with
family and friends. Billions of people around the world use social media to share
information and make connections. On a personal level, social media allows you to
communicate with friends and family, learn new things, develop your interests, and be
entertained.
Table 3: Number of Hours Spent daily by the Respondents in their Co-Curricular

activities.
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number of hours WEIGHTED VERBAL

MEAN DESCRIPTION
Sports 2 O
Browsing internet 1.96 O
Mobile Gaming 2.21 O
Watching Television 2.01 O
Reading Books 1.59 N
Social Media 2.33 O
OVERALL WEIGHTED MEAN 2.02 O

4 3.26-4.00 Always
2 1.76-2.50 Often
1 1.00-1.75 Never
Student’s Academic Performances in 1st Quarter
In Table 4, it shows that student’s academic performances in the first quarter,
where there were thirteen (13) students who got a grade of 85 which is Outstanding and a
grade of 84, Satisfactory had 10 students. While there was only one (1) with a highest
grade of 93 or Outstanding and one (1) with a lowest grade 81, Satisfactory. This meant
that students were not affected much in their academic performance even with the presence
of co-curricular activities.
Other research reports the benefits co-curricular activities provide to students
directly and indirectly (Kronholz, 2012). One particular report makes reference to
numerous studies showing research that clearly illustrates the importance of these activities
to student academic and social development while in school and beyond. Additionally,
according to Holt, Sehn, Spence, Newton & Ball (2012), with supervised co-curricular
activities, students are guided towards appropriate behaviors and activities while being
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challenged to help develop competencies and confidence. Human beings learn many things
by doing or experiencing. Students who excel in co-curricular activities may improve
themselves for real situations.
Table 4: Students’ Academic Performance in the 1st Quarter
ACADEMIC PERFORMANCE FREQUENCY DESCRIPTION

93 1 outstanding
92 4 outstanding
91 3 outstanding
90 3 outstanding
Very
89 8
Satisfactory
Very
88 5
Satisfactory
Very
87 6
Satisfactory
Very
86 6
Satisfactory
Very
85 13
Satisfactory
84 10 Satisfactory
83 8 Satisfactory
82 5 Satisfactory
81 1 Satisfactory
Mean = 86.22
SD = 2.98
TOTAL
Legend: Descriptors
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Bleow 75 Did Not Meet Expectation
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Table 5. Significant relationship between the profile, co- curricular activities, and
number of hours spent in a specific co-curricular activity in the academic
performance
It shows in Table 5 the academic performances of the students in its relationship
between the profile of the respondents, the co-curricular activities and the number of hours
they spent daily in their co- curricular activities in terms of correlation and asymptotic
significance. The three profile areas that has significance are the following: sex with a
correlation of .318* with a .006 asymptotic significance followed by the income with a
correlation of .322 with a asymptotic significance of .005. Lastly, is the parenting status
with a correlation of .393 with a asymptotic of .001.
When deciding which member of the family should attend school, many parents
choose their sons, that is why there were more male pupils. In addition, a lot of girls drop
out of school because their aid at home is needed, frequently for their younger siblings.
First, females tend to have a higher educational attainment and achievement than
males – “the boy problem” – and this is particularly the case for children from less
advantaged backgrounds. Second, there are large differences in the fields of specialization
chosen by males and females in college.
The next one is family income, it has a significance because in acquiring education,
it is expensive, so the income is considered. A remarkable number of studies found
that students from low-income families perform poorly than those from relatively richer
families.
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The socioeconomic status of a child-parent impacts the educational development
and achievement of the child. This study evaluated the effects of socioeconomic status,
specifically parents’ income and parents-child relationship on student’s academic
performance.
Table 5: significant relationship between the Profile, co- curricular activities, and
number of hours spent in specific co-curricular activities in the academic
performance.
ACADEMIC PERFORMANCE CORRELATION ASYMPTOTIC
SIGNIFICANCE
PROFILE
Sex .318* .006
Age .200 .092
Income .322* .005
Parenting Status .393* .001
Father Education .055 .645
Mother Education .032 .987
CO-CURRICULAR ACTIVITIES
Sports .134 .258
Browsing internet .109 .359
Mobile Gaming .017 .883
Watching Television .146 .213
Reading Books .084 .591
Social Media - -
HOURS SPENT
Sports .036 .761
Browsing internet .041 .730
Mobile Gaming .046 .702
Watching Television .015 .901
Reading Books .104 .383
Social Media .163 .168
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Table 6. Specific Co- Curricular Activities influenced the Students’ Academic

Performance
In Table 6, the ANOVA or the Analysis of variance is indicated. The regression
has a sum square of 58.58 and the degree of freedom or DF is 11 while the mean square is
5.36 and the f value is .056 with significance of .855. While the residual has a sum of
square with 581.92 with DF of 61 and a mean of 9.54 and has a total of 640.49 in sum
square and 72 in DF. This meant that the co-curricular and the time spent has no influence
in the academic performances specifically.
Table 6. Academic Performances influenced by Specific co-curricular activities.
ANALYSIS OF VARIANCE (ANOVA)

Sum of df Mean F Sig.
Square Square
Regression 58.58 11 5.36 .056 .855
Residual 581.92 61 9.54
Total 640.49 72
Conclusion
The researchers found out that most of the respondents were male. There were
more male students when faced with a choice over whom to educate in a family, where
many parents choose their sons. In addition, many girls leave school because they are
needed to help at home, often for their younger siblings. In terms of their income, there
were also significance when it comes to academic performances because The
socioeconomic status of a child-parent impacts on the educational development and
achievement of the child. This study evaluated the effect of socioeconomic status,
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specifically parents income and parents-child relationship on student’s academic
performance.
The researchers found out that social media had a high number of weighted mean
because students nowadays has social media platforms that they use daily. On the other
hand, reading books had the lowest weighted mean so the researcher concluded that
students had more interest in using social media platforms than reading printed materials.
The results revealed that social media was the highest co-curricular activities that
students do in their everyday life. It meant that the respondents had a lot of time to use the
social media platforms and had not devoted time with reading of books. The researchers
concluded that students had more time using their phone chatting with others than reading.
The profile had a significance to the academic performances, but the co-curricular
activities, and the hour spent had no significant relationship.
Even the students had a lot of co-curricular activities outside the school, and using
a lot of time to do it, the researchers found that it had no influence on the academic
performances.
Recommendations
Derived on the findings of this study, the researchers came up with the following
recommendations:
For the Students:
They should always read a book to sharpen their minds better, even if there are
other co-curricular activities.

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They should reduce the time of using social media because it may affect not only
their academic performance, but also their health and communication with others.
For the Parents:
They should be more supportive to their children in co-curricular activities such as
sports, and reading books than using internet and social media.
They should always focus on the academic performance of their children who are
studying so that their grades will be better in the succeeding quarters.
They should constantly remind their children to have continuous and long hours of
reading instead of playing mobile games and using the internet, and to read and expand the
knowledge that can be used for academic performances.
Parents need to collaborate more with teachers and stay connected with each other
for the progress of students’ academic performances.
For the Teachers:
They should be familiar with the profile of their students to know more how this
affect the students’ academic performances.
They should include in their schedule a specific time for students to read in school
and tell the parents about their academic performances, especially on reading.
A consultation period should also be included in the teachers’ schedule for a
dialogue with parents regarding their child’s academic performances.

Final Thesis Group 4 Co Curricular Activities

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I

EFFECT OF CO-CURRICULAR ACTIVITIES IN THE ACADEMIC

Carpio, Katrina Camille A.

Nisperos, Nina Kerstin M.

Quematon, B.G. Blessed Gift S.

Tablang, Laurence Marie F.

This research entitled EFFECT OF CO-CURRICULAR ACTIVITIES IN

THE ACADEMIC PERFORMANCE OF THE STUDENTS prepared and submitted

KATRINA CAMILLE A. CARPIO, MHARIAN C. GALANG, NINA KERSTIN M.

NISPEROS, REYZALINA C. PALAFOX, REAH L. PEREZ, B.G. BLESSED GIFT

S. QUEMATON, REBECCA C. SORIANO, LAURENCE MARIE F. TABLANG,

JULIE FE P. YUCADDI in partial fulfillment for the Bachelor of Elementary

ALICIA P. ABALOS, EdD

FERDINAND E. ROMANO, EdD HELEN O. OLANDE, EdD

Bachelor of Elementary Education Major in General Education.

PROF. RODOLFO REYES II

determination to pursue and to make this study possible.

Appreciation is also extended to their panelists, Dr. Ferdinand E. Romano, the

program and on His wings only have they soared.

without whom this task would have been impossible.

ABSTRACT AND KEYWORDS

This study aimed and focused to explore on the effects of co-curricular

participate in a variety of extracurricular activities outside of school and devote a

significant amount of time to them, their academic performance remains unaffected.

Keywords: Academic Performance, Co-Curricular Activities, Inernet, Mobile

Gaming, Social Media.

CHAPTER 3. RESULT AND DISCUSSIONS . . .

Table TITLE Page

Table TITLE Page

1 Table 1.2 The respondents profile in terms of their 25

2 Table 1.3 The respondents profile in terms of their 26

3 Table 1.4 The respondents profile in terms of their 27

4 Table 1.5 The respondents profile in terms of their 28

Parent Civil Status.

5 Table 1.6 The respondents profile in terms of their 29

Father Highest Educational Attainment.

6 Table 1.7 The respondents profile in terms of their 30

Mother Highest Educational Attainment.

7 Table 2 Co Curricular activities of the 31

8 Table 3 No. Of Hour the respondents spent daily 32

9 Table 4 Students Academic Performances in 1st 33

10 Table 5 Significant relationship between the 35

Profile co curricular activities and the no. Spent in

a specific co curricular activities in the academic

11 Table 6 Specific co curricular activities influenced 36

the student Academic Performances.

lesson or cultural activity that a child is interested in undertaking outside of traditional

and using social media like Facebook.

The process of learning involves the interaction of students and lecturers in an

benefits and possess some structure or organization.

The co-curricular activity or activities meant to bring skills to every student in

wanted to show the effect of different types of co-curricular activities on academic

curricular activities on students' academic performances, and if there is a specific effect

and if there was a significant relationship between the two.

Review of Related Literature

child is interested in undertaking outside of traditional academic study. So in this

Meanwhile, according to Simoncini and Caltabiono (2012), Co-acurricular

interacting or enjoying activities with friends. Co-acurricular activities could focus on

Other research reports the benefits co-curricular activities provide to students

students’ co-curricular participation perception and academic performance. The research

relationship between gender, co-curricular participation perception and academic

Sports in the Students’ Academic Learning

that have determined sports participation negatively affects academic achievement