Chapter 1

THE PROBLEM AND ITS BACKGROUND

In this chapter of the study, the problem and its setting will be discussed.

This chapter includes the introduction of the study, the conceptual framework,

statement of the problem, the significance of the study, the scope and

delimitation, and the definition of terms that will be used in the study.

Introduction

Extracurricular activities are activities that students participate in outside of

their regular academic coursework. These activities can include sports, clubs,

community service, music, arts, or any other activity that is not directly related to

their academic studies. The function of extracurricular activities is to provide

students with a well-rounded education and to develop important life skills that

cannot be learned inside the classroom. Participation in extracurricular activities

can help students develop leadership skills, teamwork, time management, and

communication skills. It can also provide opportunities for students to explore

their interests and passions, build social connections, and develop a sense of

community and belonging. In addition, participation in extracurricular activities

can help students stand out in college applications and job interviews. It shows

that they are motivated, dedicated, and have a variety of experiences and skills

beyond their academic achievements. Overall, extracurricular activities are an

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important part of a student’s education and can provide numerous benefits that

go beyond the classroom.

The multiple role theory by James Coleman propound that participating in

extracurricular activities allows students to get different roles that benefits the

students who actively participate in any form of extracurricular activities,

academically. It is because different roles, like team leader or a member of an

athlete, expand one's self-confidence and enlarge one's interest in school that

can lead to higher chance of boosting the students' grades. Hence, students

participate in extracurricular endeavors not only for their own enjoyment, but also

to improve their abilities and involvement in learning.

The Malinta National High School - Senior High offers four different

academic strands for both Grade 11 and Grade 12 students. One of these is the

HUMSS strand, which stands for Humanities and Social Sciences. According to

AECC, HUMSS strand is an academic strand covering various fields that deals

with the exploration of the state of humanity through analytical, critical, and

empirical methods. Humanities, as a discipline, focuses on how humans interact

and work with each other by analyzing human behavior. Many students enroll in

HUMSS strand to mainly enhance their skills that will be needed in their future

respective workplace, this includes communication skills and social skills that can

help in developing a healthy community around their colleagues. Analytical and

critical thinking skills that is essential for decision making.

For a numerous reasons, students rarely participate in extracurricular

endeavors. As per my point of view, some parents or guardians overlook the

2
concept of extracurricular activities. They perceive it as something that hinders

the academic performance of students who frequently participate in

extracurricular activities. However, some students share this viewpoint as they

are concerned that engaging in extracurricular activities will negatively impact

their academic performance. On the other hand, there are students who rarely

participate in extracurricular activities for a reason of having low self-confidence,

difficulties in managing their time, lack of resources, and there are students that

may have a combination of these factors influencing their decision not to

participate in extracurricular activities.

It is important to note that these reasons may vary from each students,

that is why the purpose of this study is to obtain and understand the positive and

negative impact of extracurricular activities in Grade 11 HUMSS students of

Malinta NHS - Senior High by analyzing their own point of view and experiences.

After obtaining these outcomes from the own perspective of Grade 11 HUMSS

students, we aim to identify whether is it the positive or negative outcome that is

dominant from their own experiences. By that being said, we will have the ability

to prove and stand a point and will also be able to break the misconception in the

idea of extracurricular activities.

Conceptual Framework

The figure below shows the conceptual framework of this study. The

researchers used the IPO method to give emphasis about the study. The

answers that the researchers will get from the respondents will show the positive

3
 and negative outcomes that they experienced that will also determine the

dominant outcome by their own experiences and perspective.

Figure 1 : Paradigm of the Study

INPUT PROCESS OUTPUT

• Grade 11 HUMSS • Interview Method • Obtain the

students of Malinta positive and
• Administering negative outcomes
NHS – Senior High
Questionnaires of ECAs base on
the respondents’
experiences.

Statement of the Problem

The purpose of this study is to discover both positive and negative effects

of Grade 11 HUMSS students participating in extracurricular activities at Malinta

National High School-Senior High, and to establish which influence is more

prevalent. In the middle of this research we aim to address the following research

questions:

1. What are the positive and negative effects of extracurricular activities in

Grade 11 HUMSS students?

2. What are the factors why Grade 11 HUMSS students participate in

extracurricular activities?

3. What is the dominant outcome for Grade 11 HUMSS students’

participation in extracurricular activities?

 Positive Outcome

 Negative Outcome

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Significance of the Study

This study will be significant in several ways, including its potential to

provide valuable insights that can make better policies and decision-making

inside the school or in education, generally. This study can shed light on the

potential risks and benefits of participation in extracurricular endeavors, and

assist learners to compose well-informed choices regarding how they manage

their extracurricular commitments with academic and personal responsibilities.

Students. The results of this study may motivate more students to participate in

extracurricular activities inside their respective schools especially in Malinta

National High School. As students who participate in extracurricular activities can

have higher self-esteem, better mental health, and stronger social connections,

which can improve their overall well-being. Extracurricular activities can help

students make informed decisions, improve their well-being, and develop

valuable skills that will benefit them in the long run.

Teachers. The teachers who understand both the positive and negative

outcomes can help students navigate these potential challenges and ensure that

participation in extracurricular activities enhances, rather than detracts from, their

overall academic and personal growth. This study can help teachers to better

understand their students, anticipate and address potential issues, and advocate

for the importance of extracurricular activities in a well-rounded education.

Parents. By the results of this study, parents can make informed decisions

about which activities their child should participate in and how much time and

resources to devote to them. This can help ensure their child’s well-being and

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success both in and outside of school, allowing them to support their child’s

interests while prioritizing their overall well-being.

Principal. The results of this study may allow them to make informed decisions

about the types of activities that they can offer to their students. It can also

enables them to make adjustments when necessary and ensure that students

are receiving a balanced education. They can use this knowledge to make

informed decisions and create programs that maximize student engagement and

success.

Scope and Delimitation of the Study

This study aim to identify the positive and negative outcomes of Grade 11

HUMSS students’ participation in extracurricular activities in Malinta National

Senior High School. The study falls under the school year 2022 to 2023. The

researchers will conduct the research through the use of questionnaires and

interviews. The researchers will be giving out questionnaires in Grade 11

HUMSS students that will identify whether they have the background of actively

participating in extracurricular activities. The researchers will only hand out the

questionnaires to those students who will agree. The researchers will only

choose 10 willing students from all sections of Grade 11 HUMSS strand to be

interviewed. The questions that the researchers prepared will be only limited to

the Grade 11 students of Malinta whose currently taking the HUMSS strand. The

Grade 11 and 12 whose currently taking the STEM, ABM and GAS strand will not

be involve in this study. All of the information will be strictly gathered and will be

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protected by the terms and privacy that will be given to the respondents in

accordance with the Privacy Act.

Definition of Terms

In this part, the concrete terms related to the Positive and Negative Effects

of Grade 11 HUMSS Students’ Participation in Extracurricular Activities, with it’s

corresponding definition. The definition that corresponds with every terms will be

based how the researchers uses the terms.

Dominant. The general meaning of dominant is to be in control. Other meanings

include commanding behavior, powerful and prevailing over all others. It also

means to have authority or influence on another thing. The researchers will use

this term to refer whether what outcome of participating in extracurricular

activities will have a greater amount by our participants’ experience.

Extracurricular Activities. This refers to a type of activity where the students

increased their chance to socialize. This activities have a positive outcomes as

well as some consequences for the students who often engaged in these

activities.

Privacy Act. This refers to the law which is Republic Act No. 10173 is a law that

seeks to protect all forms of information, be it private, personal, or sensitive. It is

meant to cover both natural and juridical persons involved in the processing of

personal information. This will ensure that our participants’ data will never be

enclosed to anyone.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Numerous studies about extracurricular activities have been conducted, these

studies show various positive and negative outcomes of extracurricular activities

from different aspects and point of view. In this section of the research, the

researchers will discuss different related literatures from different sources that

will show different positive and negative outcomes of students' participation in

extracurricular activities as well as synthesize the topic, so that the readers will

fully understand the study. The reviewed literatures has been divided into three

sections, which are as follows: (a) Understanding Extracurricular Activities, (b)

Positive Outcomes of Extracurricular Activities, and (c) Negative Outcomes of

Extracurricular Activities.

Understanding Extracurricular Activities

Extracurricular activities play a significant part in establishing the way for

all schoolchildren, particularly those in high school, to have the most secure and

joyful future possible. Extracurricular activities allow students to actively use their

free time to increase their authenticity and acquire valuable skills that will help

them significantly when applying to college and jobs.

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 There are wide range of definitions for extracurricular activities, however,

the researchers will only state two significant definition from two studies, to

provide a precise insight for what the term really is. According to the International

Institute for Educational Planning (UNESCO), extracurricular is a range of

activities that is being organized outside the regular school day, curriculum or

course that aims to meet the learners’ interests. A study of Frame (2007) also

define extracurricular as activities that impact the students positively. These

activities include sports, band, or any other activities that take place during the

normal school day. These activities do not require the student to put in extra time

after the normal school day.

Extracurricular activities first appeared in the United States in the

nineteenth century as an addition to the regular curriculum. Extracurricular

athletic activities were also introduced in the United States and are still popular

today. Casinger (2011) states that students from American schools were the

ones who initiate clubs for athletes. Clubs concentrated on the creation of

newspapers and yearbooks ended up being popular extracurricular endeavors

during the WWI era, and these days students have a numerous of other

extracurricular options that offers positive opportunities for growth in one’s own

life and progress. Since clubs has been popular and many public high schools

and grade schools have clubs for all interests, about 1 in 4 students participate in

academic clubs these days, Miller & Zittleman (2010).

Positive Outcomes of Extracurricular Activities

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 Various studies have stated different positive outcomes on students who

often participates in extracurricular activities. According to Fredricks (2011) at

this age, more than 80% of youth are confirmed to participate in extracurricular

endeavors. Shulruf, Tumen, & Tolley (2007) states that students who participate

in extracurricular activities experiences higher levels of academic achievement,

these findings has been appeared in various researches since early 1930s. As

this findings has been common and proved in many ways, various researchers

aim to find different findings from different perspective.

Students’ Academic Performance

Azar, Ulkar, Ainura & Narmin (2020) conducted a study that focused on

three main things: the sports, fine arts and student clubs. The sports provides

improved skills and game play. Fine Arts can discover creativity of the students in

different ways, and lastly, the students clubs. Student Clubs is refer to a groups

with different advocacies where you can manage to communicate well. The three

groups revealed that it has a positive effect, specially to student academic

achievements. They also conclude that these improvements and knowledge they

have can lead to student success.

Researchers Najum et al. (2018) conducted a study and discovered that

some students understand the value of taking part in ECA and are concerned

about potential causes. Students who take part in ECA on a regular basis can

improve their leadership and teamwork skills, that will eventually lead to the

students better performance inside the classroom, thus this factors will led them

to better academic grades and achievements. Those students that are at risk of

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failure, academically, appear to benefit even more from participation in

extracurricular activities than those who are normal achievers, as participating in

extracurricular activities leads to higher average points. This is especially

important for students who belong to ethnic minorities, students with disabilities,

and at risk of dropping out because students in some of these groups have

almost a 40% drop out rate, Casinger (2011).

Students’ Personal Growth

Engaging in extracurricular activities not only enhances a student’s

academic performance but also nurtures various valuable skills and qualities that

contribute to their personal growth. There have been various studies that proves

this statement.

Bradley & Keane (2013) study states that schools that support these kinds

of activities, extracurricular activities, are usually the ones that stimulate and

develop an individual, whether male or female. This type of activity brings great

benefits not only to ourselves but to all of us who experience something like it.

Additionally, according to Massoni (2011), one of the benefits of ECA is that

students who participate in ECAs tend to behave better because they exhibit

discipline during practices, drills, and routines, then students are less likely to

leave school as a result of ECA.

Winstone et al. (2022) states that participating in extracurricular activities

can significantly contribute to students’ formation of a student identity and

increase their sense of belonging and wellbeing. De Prada Creo et al. (2021)

study focus on college students, their investigation focused on determining

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whether college understudies effectively acquire or advance in collaborative

abilities through a variety of extracurricular activities. They discovered that

students who participates in ECAs had highly developed interpersonal and

communication abilities, followed by adaptability and decision-making abilities.

On the other hand, a substantial connection was discovered between

extracurricular activities and the development of fundamental collaboration skills.

This consideration allows us to confirm a critical link between extracurricular

activities and the development of group ababilities

Tanner (2017) reviews studies that look at the impact of engaging in

activities other than academic activities. He finds that it has positive advantages

such as enhancing a healthy lifestyle, boosting self-confidence, and fostering a

sense of community. A study in The University of Wisconsin-Madison (2019)

ratify this findings, as this study states that participating in extracurricular

activities allows students to make friends, learn teamwork and communication

skills, and build social networks. These skills are important for success later in

life.

Except from academic performance and personal growth of a student,

there are more studies that states different positive effects of extracurricular

activities on students from different aspects. One of these studies is the study of

Oberle et al. (2020). Their research states that students who often participate in

ECA are those who engage to screen-based activities less, as a result, it

increased optimism, life satisfaction, and decreased symptoms of worry and

depression.

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 On the other hand, Stuart et al. (2011) points out that the effect of

students’ participation in Extracurricular Activities through their experience can

help them get a job in the future. Extracurricular Activities’ positive outcomes can

help students improve their skills before they graduate and that’s one of the

factors that will lead the students towards more opportunities after graduating.

Additionally, a study of Morita et al., (2016) also indicated that the more physical

activity the students participated in, they are more likely to be fit, as well as the

more fit they were, the more likely they were to get good grades as being healthy

physically can make the students active for schoolwork.

When the pandemic hits, students were isolated for 2 years, meaning,

many students have lose their social life, which is what most of the youths

problem at this time. However study confirmed that ECA could be a solution for

this problem. Chad Lang (2021) states on his recent study that participating in

Extracurricular Activities is one of the solution in Covid-19 Pandemic because

many of the students lose their interest on their own skill. Moreover, providing an

out-class activity will support students personal skills towards something and can

maximize their academic achievement.

Negative Effects of Extracurricular Activities

Marian Wright Edelman quote, “In every seed of good there is always a

piece of bad”. There are numerous studies that show multiple beneficial impacts

of extracurricular activities, however there are also numerous studies that show

the adverse consequences of extracurricular activities.

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 Tanner (2017) studies’ finds positive effects of extracurricular activities,

although he also finds that the possibility that extracurricular activities overloaded

the students’ schedules and made them forget that they were still in school while

they primarily focused on physical activity. Correspondingly, Najum et al. (2018)

also has a contradictory findings on the study they have conducted. Even though

their study concluded that ECA improves the students leadership and overall

skills, their further findings states that overscheduling, can cut into the gain, some

pupils might have grown apathetic and lost interest in their some subjects or

worst on their overall study, as they focus too much on extracurricular activities.

As the researchers read more literatures, us researchers, finds various

studies that finds a firm negative effect of extracurricular activities on their

subjects. Dijk et al. (2014), reported a negative correlation between physical

activity and academic success, although, only among middle school students.

The study speculated that middle school students might be more prone to

prioritizing physical activity over school-related work. It is identical to the study of

Winstone et al. (2020), they states in their study that not all students who engage

in Extracurricular Activities can benefit equally from it such as students who find it

hard to balance their studies together with the ECA that they have in their plate.

Seow & Pan (2014) discovered that students who juggle extracurricular

activities together with their studies may affect their academic performance.

Joining extracurricular activities has become an important component in their life

as a student, although their chance of risking academic failure is high especially

14
if they weekly engage in ECA. These studies have a corresponding reasons as to

why extracurricular activities can affect students negatively.

A studies states that certain learners, on the other hand, choose to

characterize themselves by their extracurricular activities and give not much

significance to their responsibilities, as students, which may also threaten

academic success. Piquero & Beron (2016) discovered that the only time when

the correlation between identity and GPA was constantly negative existed when

the student was identified solely as an athlete rather than a student.

Correspondingly, Bimper, Harrison, & Clark (2012) observed productive African-

American college athletes and discovered that the athletes were urged to

recognize themselves as athletes rather than any other “relevant role.”

In conclusion, there will always be a diverse consequences for all of the

activities a students engaged to. Studies concluded various findings with a

various subjects, thus, with a different experiences and point of view.

Extracurricular activities offers both positive and negative effects on students. It

will always depends on students whether they are aware with their capabilities

and limits, to ensure that the learners will be able to handle their extracurricular

activities, academic performance and their well being.

Synthesis

All literatures that the researchers reviewed are mainly focused on

understanding extracurricular activities, positive effects of extracurricular

activities, as well as it’s negative effects. In this synthesis of the review of related

15
literature on extracurricular activities, we explored the existing body of knowledge

surrounding this aspect. The researchers aims to illuminate the multiple benefits

and acknowledges the potential challenges and limitations associated with

extracurricular engagement. By critically analyzing these, we aim to provide a

balanced perspective on the implications and considerations involving

extracurricular involvement.

Studies proved that extracurricular activities has the most benefits on

students’ academic performance, and has been concluded by various studies

since early 1930s Shulruf, Tumen, & Tolley (2007), however, these studies

concluded the same findings by the different ways or aspects. Najum et al.

(2018) concluded that extracurricular activities can improve the students

leadership and teamwork skills, while Azar, Ulkar, Ainura & Narmin (2020) states

that sports, art and clubs improve the academic achievements of students as

these activities enhance the three different skills of a student.

As these researches finds a benefit of extracurricular activities in students

academic performance, some researchers finds a numerous valuable qualities

that can help the personal growth of the students. Massoni (2011) finds that

students who participates in extracurricular activities are more likely have a

discipline as this value can learn on the activities included in extracurricular.

Winstone et al. (2022), De Prada Creo et al. (2021), Tanner (2017), A study in

The University of Wisconsin-Madison with unknown author (2019), has

concluded that extracurricular activities makes a students gain a sense of

16
belonging and communication skills inside the community they were building

while engaging to various activities.

Oberle et al. (2020), research states that students who actively participate

in off screen activities tend to have stronger mentality rather than those whom

always on their screen. Stuart et al. (2011) concluded that students who

participate in extracurricular activities have the higher chance to get a job quickly

as students gained skills that they will need for future works. A timely study from

Chad Lang (2021) concluded that extracurricular activities can be a solution for

students problem caused by Covid-19 pandemic, as students has been isolated

for years that numerous students lose their social skills, by participating in out

door activities like ECA, students may be able to slowly gain their social skills.

These researches from different researchers does not have a correlation findings

between each other as they focus on divergent fields. Nevertheless, their studies

have one common, it’s that they all proved a positive results of participating in

extracurricular activities.

Although various studies proved numerous positive results of students’

participation in extracurricular activities, various studies also finds negative

consequences of extracurricular activities. Tanner (2017), Najum et al. (2018),

Dijk et al. (2014) studies finds a corresponding results. Their studies concluded

that students who often participate in extracurricular activities could affect the

students academic performance negatively as these students may prioritize the

ECA to the point that the students where not be able to give much attention to

their school works.

17
 Winstone et al. (2020) and a study by the National Center for Student

Affairs Research (2005) both corresponds each other’s findings. Their study

states that students who participate in extracurricular activities tend to be always

overloaded and could experience burnout, physical, mentally and emotional

exhaustion. In accordance with Piquero & Beron (2016), and Bimper, Harrison,

& Clark (2012) study, they has a correlated results from their respective studies.

The observed that there could be conflict with the students identity as there were

students who was more identify to be an “athlete” rather than students that could

negatively impact their academic performance.

As the researchers reviewed various literatures, we discovered a research

gap where we could provide an answer. In spite with the fact that there are

numerous studies that shows various positive and negative outcomes of

extracurricular activities, there are no concrete study that shows whether it is

positive or negative that has a greater impact on the students. The purpose of

this study is to fill that research gap, the researchers aim to identify the positive

and negative outcomes of participating in extracurricular activities of Grade 11

HUMSS students in Malinta National Senior High School by the own perspective

of the subjects. In this way, we will be able to identify whether it is positive or

negative that impacts the Grade 11 HUMSS students more. This study will be

significant in several ways, including its potential to provide valuable insights that

can make better policies and decisions inside the school or in education,

generally speaking.

18
 Chapter 3

RESEARCH METHODOLOGY

This chapter concentrates on the methods and procedures that the researchers

will use to answer the research questions in a systematic and specific manner

and to better understand a certain phenomenon. In this chapter, research design,

research locale, sampling technique, research instruments and technique, data

gathering procedure, and the data analysis were defined and explained.

Research Design

This study is a qualitative research, using a phenomenology research

design. Qualitative method was used to collect and understand the experiences

of Grade 11 HUMSS students of Malinta NHS in participating on extracurricular

19
activities, and to identify how it affects their academic performance and on their

overall well-being.

A qualitative research investigates phenomena in the contexts of

individuals or groups in their natural environments. Moser & Korstjens (2017).

According to University of Utah College, qualitative research is used to identify

the experiences, perceptions, and behaviors of participants. A phenomenological

study identify the different experiences of an individuals with a certain

phenomena and seeks to remove biases and stereotypes concerning human

experiences, sensations, and responses to a particular circumstance.

Phenomenology approach provides an opportunity for researchers to help people

gain a new understanding of the meaning of these phenomena – these aspects

of lived experiences. Bliss, L (2016)

The researchers will be using a instruments and procedure that

corresponds to phenomenological approach. This approach will be the

researchers guide to collect the data needed that will come from the own

perspective and experiences of the respondents, by that, the researchers will be

able to answer the problem of the study as well as the research questions.

Population and Sampling Technique

The Grade 11-HUMSS students of Malinta National High School play an

important role in this study as they will be the population. This research

20
employed non- probability sampling which is the purposive sampling. Purposive

sampling is used to select respondents that are most likely to yield appropriate

and useful information, Kelly (2010). This is the exact type of sampling use in this

study as the researchers have the chance to select the respondents who has the

characteristics that is needed to the study. The researchers chose a total of 10

students across all of the HUMSS strand sections, taking into consideration their

time and willingness to participate.

Table no. 1

Research Locale

The target respondents in the study is the Grade 11 HUMSS students from

Malinta National High School – Senior High. Thus, the research will take its place

inside the school located at St. Jude Street, Brgy. Malinta at Valenzuela City,

Metro Manila.

Research Instruments and Technique

In order for the researchers to come up with the data needed, researchers

will use a questionnaires, that will be giving out online, for selecting the

respondents and an interview for getting the respondents experiences and

insights in participating to extracurricular activities. It will be used to determine

the outcomes by their own life experience regarding with extracurricular, the

researchers then analyze the respondents experiences and determine whether it

is positive or negative effect that impacts the Grade 11 HUMSS students more.

21
The researchers provide their own research instrument based on the data the

researchers need to collect.

The questionnaire consist of questions that will answer the basics

information of the respondents, such as; the name, age, their gender, their

section where they belong to, if they have engaged in extracurricular activities as

well as their insights on extracurricular activities. The further questions will be

validate then by the advisers of the researchers incharge in the reading and

writing subject for grammatical errors and the practical research to check if there

is misleading or irrelevant questions, to determine its validity.

Researchers choose this instruments as t is convenient and effective.

Considering that the mode of learning this S.Y 2022 – 2023, is face-to-face

learning, it is convenient for both respondents and researchers.

INSTRUMENTATION VALIDATION

Figure no. 2

Data Gathering Procedure

The procedure of data gathering will start of by formulating the instruments

that will be use. Before giving out the questionnaires, the researchers will

consult their reading and writing adviser for grammatical corrections and their

research advisor regarding the content of their questions, whether it contains any

inappropriate or misleading questions. After the formulation of instruments,

researchers will then inform the school that the research and data gathering will

22
take its place inside the school, to ask for the consent. If the school principal or

the in-charge personnel approved, the researchers will implement the

instruments. They will select the willing and suitable respondents of their study

through purposive sampling, the researchers will be using semi-constructed

interview questions to the selected respondents regarding to their experience in

participating to extracurricular activities, as well as their insights on the outcomes

of ECA that affected them. The researchers then will retrieve the obtained data.

Then the researchers will meticulously analyze the respondents answers by the

guide of a certain process. By that, the researchers will constructed the analyzed

data and will come up into conclusions that will answer the problem of the study

and fill the research gap from the previous related studies. Lastly, the

researchers will document the data gathering process, including any obstacles or

constraints encountered, for future reference.

PRE-IMPLEMENTATION

IMPLEMENTATION

RETRIEVAL OF DATA

DATA ANALYSIS

CONCLUSION

Figure no. 3

Data Analysis

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 In order for the data collected to be analyzed, that researchers will come

up in a process. The process will start of by transcribing the data, the

researchers will analyzed the positive and negative outcomes of ECA to the

subjects by conducting a interview to know their experiences in ECA, while the

interview is conducting, the interviewer will document the essential and important

data that is needed. Decoding the transcribed data, the researchers will

understand the compiled answers from the respondents. The researchers will

pinpoint what answers from the respondents have the same experience and

classify the data whether they experience a positive or negative effect of

extracurricular activities. The researchers will interpret the data by analyzing the

data that will provide an answer to the problem of the study.

TRANSCRIBING DECODING INTERPRETING

Figure no. 4

24
 BIBLIOGRAPHY

Internet

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of-extracurricular-activities-in-high-school/
[2] Extracurricular Activities – the history and benefits of involvement for youth.
Cheryl Unterschutz (2016). LinkedIn. Available at:
https://www.linkedin.com/pulse/extracurricular-activities-history-benefits-youth-
unterschutz
[3] Extracurricular Activities. (n.d). Allison Academy. Available at:
https://www.allisonacademy.com/students/education/extracurricular-activities/
#:~:text=Extracurricular%20activities%20provide%20a%20way,to%20college
%20and%20job%20applications.
[4] Dominant. (n.d). Biology Online. Retrieved from:
https://www.biologyonline.com/dictionary/dominant#:~:text=The%20general
%20meaning%20of%20dominant,or%20influence%20on%20another%20thing.

Journals
[1] Martinez, A., Coker, C., McMahon, S.D., Cohen, J., Thapa, A. (2016).
Involvement in extracurricular activities: identifying differences in perceptions of
school climate. The Educational and Developmental Psychologist, 33(1), 70-84

25
[2] H. David Hunt (2005) The effect of extracurricular activities in the
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