1

CHAPTER I

The Problem

Introduction

Extracurricular activities first made appearance in the colleges during the

19th century and complemented the study curriculum. Later it was transmitted to

high school, junior high school, the K-12 curriculum. Nevertheless, students

found the activities really interesting. And they used it for both practical as well as

vocational interests. The first extracurricular activity was in form of a student

literacy society.

Extracurricular activities are a range of activities organized sometimes

outside of the regular school day, curriculum or course intended to meet learner’s

interests. Extracurricular activities can play a significant role in a student's

development. They provide opportunities for students to learn new skills, make

friends, and have fun.

Some of the extracurricular activities includes sports or athletes,

leadership/student government, community service, arts, and hobbies, and

educational or academic clubs. Not all students participate in those activities, but

many students do. student success is defined as academic achievement,

engagement in educationally purposeful activities, satisfaction, acquisition of

 2

desired knowledge, skills and. competencies, persistence, attainment of

educational. Students’ achievement includes student's grade, honor, and award.

Students who are engaged actively in extracurricular activities like sports, club

activities, and even academic competitions are also active academically. Students

often learned skills such as teamwork and leadership from college club activities

while decreasing the likelihood of different problem behaviors. Some students

think that participating to extracurricular activities can help you with studies and

get good grades or in other word Students can have their academic achievement

because of extracurricular activities.

Therefore, the researchers conducted this study to determine if

extracurricular activities really affect students in their academic achievement.

Furthermore, this study will also determine the percentage of students who engage

in extracurricular activities that also have academic achievements, and percentage

of students who engage in extracurricular activities but does not have academic

achievement.
 3

Statement of the Problem

This study will answer the following questions:

1. What is the academic performance of Grade 11 GAS (SHS) students?

2. What are the extracurricular activities which Grade 11 GAS(SHS) students

involve?

3. What are the effect of involvement of student in extracurricular activities?

4. What are the possible recommendation based on the result of the study?

Scope and Delimitation

This study aims to find/identify the effect of students’ involvement in

extracurricular activities on their academic performance. The best way to find all

the GAS Grade 11 students that have a relevance to our study is to conduct a

survey.

This study automatically excludes the students that are not relevant to our

study. In the process of finding the respondents of the research, we are going to

conduct a survey to all GAS Grade 11 students of Gubat National High School

that have relation to the extracurricular activities and at the same time have an

academic award/achievement.
 4

Significance of the Study

This study tackled the effects of students’ involvement in extracurricular

activities on their academic performance. Furthermore, this study would be

beneficial to the following:

Students - for them to understand the purpose of extracurricular activities and

how can extracurricular activities help them academically.

Teacher – understanding the relationship of extracurricular activities and

academic achievement of students allows teacher to be more empathetic and

supportive. The study can help teachers better understand and support students.

Future Researcher – the study can have a significant effect on the future

researcher. It can help them enhance their understanding of the phenomenon under

investigation and can provide opportunities to develop research skills and

methodologies.

Administrator - for them to know what to improve or what else to be improved

in terms of curricular and how can they help the students to be more engaged on

this kind of activities.

Community - this study can help the community to become more productive and

more connected to people/students in the coming year.

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Definition of Terms

The following terms are conceptually defined for greater understanding

and clarification in relation to those used in this study.

Academic Achievement is the academic outcomes that indicate the extent to

which a student has achieved their learning goals; student’s awards.

Extracurricular Activities is a range of activities organized outside of the regular

school days, curriculum or course intended to meet learners’ interests; other

activities students joins/perform to.

Percentage is a manner or ratio expressed as a fraction of 100; any proportion, a

rate, and the percent of results.

Relationship is the way in which two or more concepts, objects, or people are

connected, or the state of being connected; the connection of two or more

variables.

Students Development it is the ways that a student grows, progresses, or

increases his or her development capabilities; improvements of students.

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CHAPTER II

Review of Related Literatures and Studies

This section includes a variety of literature that has been compiled from

various studies and sources. This also comprises a synthesis of the current state of

the art, the research hypothesis, theoretical and conceptual paradigm, and the gap

between the study and theoretical and conceptual frameworks.

Related Literature

According to Herb Marsh (2003), participation in high school sports had

positive effects on many Grade 12 and postsecondary outcomes(e.g., school

grades, coursework selection, homework, educational and occupational

aspirations, self-esteem, university applications, subsequent college enrolment,

and eventual educational attainment) after controlling background variables and

parallel outcomes from Grade 8 and 10 in a large, nationally representative, 6-year

longitudinal study. In contrast to Zero-Sum and Threshold Models, these positive

effects generalized across academic and non-academic outcomes, across entire

range of athletic participation levels, and across different subgroups of

students(e.g., SES, gender, ethnicity, ability levels, educational aspiration). Sport

participation is hypothesized to increase identification/commitment to school and

school values which mediate the participation effects, particularly for narrowly

defined academic outcomes not directly related to sport participation. Consistent

 7

with this identification/commitment model, extramural sport, and to a lesser

extent team sport, had more positive effects than intramural and individual sports.

According to Joseph L. Mahoney (2003), extracurricular activity

participation provides opportunities for advancing adolescent interpersonal

competences, inspiring challenging life goals, and promoting educational success.

One such opportunity is the chance to form positive relationship with peers and

adults outside of the classroom. This longitudinal study investigated consistent

participation in extracurricular activities as a contributor to long-term educational

success. Consistent extracurricular activity participation was associated with high

educational status at young adulthood, including college attendance. Educational

status was, in turn, linked to reciprocal positive changes between extracurricular

activity participation and interpersonal competence, and to educational aspirations

across adolescence. In this investigation we examined the role of adolescent

extracurricular activity participation in the process of long-term educational

attainment. Our thesis was that consistent participation in extracurricular activities

would promote interpersonal competence and personal initiative, which lay the

groundwork for achieving educational success beyond high school.

Poh-Sun Seow, Gary Pan (2014) stated, extracurricular activities (ECA)

have become an important component of student’s school life and many school

have invested significant resources on extracurricular activities. The authors

suggest three major theoretical frameworks (zero-sum, developmental, and

threshold) to explain the impact of ECA participation on student’s academic

performance. The authors urge researchers to conduct future research on the

impact of ECA participation so as to extend the stream of research in the

 8

accounting education literature on determinants of student’s academic

performances.

According to Steven Wesley Craft (2012) the pressure applied on public

schools to increase test scores and student’s achievement are reaching the highest

levels ever seen in the United States. School systems are trying to find ways to

increase student achievement while dealing with severe budget cuts. Many school

systems are exploring the possibility for decreasing or suspending funding for

extracurricular activities. This study explored the relationship between student

achievement and participation in extracurricular activities. The study focused on

the impact that participation in extracurricular activities had grade point average ,

absentee rate, SAT scores, and success on the Georgia high school graduation test.

In order to test each research question, extracurricular activities were divided into

three areas: `participation in sports, school music programs and school clubs. The

study found that students that participate in extracurricular activities have slightly

higher-grade point averages, SAT scores, success on the Georgia High School

Graduation Writing Test, and miss fewer days of school.

According to Jing Wang, Jonathan Shiveley (2009) it has been generally

assumed that participation in the extracurricular activities has a positive impact on

the retention of students beyond the first year. However, many also believe that

these activities may actually affect student’s performance in a negative manner

due to conflicting time requirements and competing schedules, even if they do in

fact enhance students’ persistence. Interestingly, relatively few studies have been

performed in either of these areas due to a lack of applicable data. This paper

addresses these issues by presenting a study which revealed that students achieved

much higher rates of retention and graduation, maintained better GPAs, and had
 9

higher good standing rates when they engaged in any of the activities within the

scope of this study, which included serving as a Board Member of ASI, becoming

an Orientation Leader, taking a job as Residence Hall Associate, or holding a

leadership position in an on-campus club.

Related Study

The researcher looked at a lot of studies that both compared and contrasted

with the one under consideration.

According to Karmelita Pjanic, Elvira Niksic and Sanela Nesimovic

(2021) if middle school students are involved in extracurricular or club activities,

their general academic success will be higher. This is especially noticeable among

male students who participate in extracurricular sports activities and among

elementary school students in higher grades who participate in extracurricular

magic events. Additionally, students who participate in extracurricular sports,

particularly male students, perform better in math than students who do not

participate in any extracurricular activities. On the other hand, participation in

extracurricular mathematics activities results in balanced academic performance.

In this case, students who are more active in extracurricular activities like

Mathematics, Science and sports are more active academically. Though students

who participate/involved in extracurricular we can see that they can manage, and

it can help them more in school to achieve academic success.

Bandala Vani Rao (2022) she stated that students who are involved in

extracurricular activities tend to perform better academically, attend class

regularly, accomplish more, and have more self-confidence while extracurricular

 10

develop kids' potential as leaders and members of cohesive groups. Additionally, it

can help high school students make wiser decisions regarding their high school

programs. If there is a relationship between involvement in extracurricular

activities and academic success at my high school, then similar relationships

might also exist at other high schools across the country. The purpose of this

research was to gain a deeper understanding of the correlation between

participation in extracurricular activities and subsequent academic performance.

GRIN Verlag, 2020. Stated that students who join in any extracurricular

activities gain experience and no only for grades but also for their skills. In our

generation, we can experience a lot of things by joining any activities and also it

enhances our knowledge about something. Enjoying at the same time learning in

activities may help us academically. In this study of GRIN Verlag, 2020 also

advice students to organize and to have a time management because

extracurricular may or may not distract the academics of students.

Vargas, M. ., Calesterio, R. ., Gutierrez, R. ., Morales, D. ., Zapanta, J.

A. ., & Amar, J. . (2020) According to their study, no matter where the activities

take place, this type of exercise promotes positive self-development to students.

However, being involved in extracurricular activities might distract the students in

their studies. Though extracurricular has a lot of advantages in students’ academic

success but it may also be the disadvantage. Some students were concerned that

taking part in extracurricular activities may cause them to neglect their academic

work, which would be bad for their GPA. However, extracurricular activities

might enhance their performance in class and overall attitude toward learning.
 11

Synthesis of the State of the Art

The related literature and studies collected and reviewed by the researchers

provided them with basis information and insights, contributed of the

conceptualization to the present study.

The literature presented gives the readers idea of Extracurricular activities

of students especially on High schools and Impacts to Academic performances.

Extracurricular activities play a significant role in shaping an individual's

academic performance. Over the years, many studies have focused on

understanding the relationship between extracurricular activities and academic

achievements.

One aspect that emerges from the research is the positive impact of

participation in extracurricular activities on academic performance. Students

engaged in extracurricular activities tend to exhibit better grades, higher test

scores, and improved overall academic standing compared to their non-

participating counterparts. These activities are an addition to classroom learning

and contribute to the development of essential skills like time management,

teamwork, discipline, and leadership, all of which positively influence academic

performance.

The synthesis of current research highlights the positive relationship

between extracurricular activities and academic performance. Engagement in

extracurricular activities promotes skills development, enhances motivation,

fosters a sense of belonging, and ultimately contributes to academic success.

However, it is important to maintain a balanced approach and consider individual

 12

factors when assessing the impact of extracurricular involvement on academic

achievements.

Gap Bridged by the Study

The researcher was considerably aided by studies from many authors. It

provides a reference, source of knowledge, and background for the researcher on

the requirements of the study data with which the researcher is now interacting.

The current study focused on the effect of students’ involvement in

extracurricular activities in their academic performances of grade 11 students of

Gubat national high school. This is now the current gap bridged by the current

study.

Theoretical Framework

According to the Social Learning Theory, people pick up knowledge by

imitating and copying the actions, perceptions, and results of others. This

hypothesis indicates that by engaging in extracurricular activities that promote

cooperation, time management, leadership, and social skills, students may witness

and adopt behaviors and attitudes that favorably influence their academic

accomplishment. This idea explains how both environmental and cognitive factors

interact to influence human learning and behavior. Also, it allows them to

establish social connections or provides a platform for students to interact with

different individuals and groups outside of their usual academic setting.

 13

Based on motivation theory, participating in extracurricular activities gives

students a sense of direction, more drive, and a deeper dedication to their studies.

Students are more likely to put the same amount of devotion and effort into their

academic work when they are passionate about their extracurricular activities.

According to the social support theory, participating in extracurricular

activities exposes children to new social circles and helps them build connections

with other students who have similar passions and interests. This social support

can foster a sense of community, lessen feelings of loneliness, and enhance

general wellbeing. Students who have supportive networks are more likely to feel

inspired, self-assured, and emotionally secure, which improves academic success.

 14

SOCIAL SUPPORT SOCIAL LEARNING MOTIVATION

THEORY
THEORY THEORY
This idea explains how
A supportive community Participating in
both environmental and
will help or inspire extracurricular activities
cognitive factors interact
students to improve their gives students dedication to
to influence human
academics. their studies.
learning and behavior.

Figure 1. Theoretical Paradigm

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Conceptual Framework

The major concept of this study is to know the effect of students’

involvement in extracurricular activities to the academic performance of Grade 11

students at Gubat National High School Grade 11 students. Figure 2 shows the

Input which are the demographic profile of the Grade 11 students of Gubat NHS,

extracurricular that they are engage, their grades from 1 st Quarter, and the effect of

extracurricular activities they are engage to the academic performance of the

students. While in the process the survey and test. Output variables

contain/includes an analysis of the effect of student’s involvement in

extracurricular activities on the academic performance of the Grade 11 students.

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INPUT PROCESS OUTPUT

 What is the  Survey  Proposal
academic perfor- Checklist/ Infomercial
mance of Grade 11 Questionnaire
(SHS) students?
 What are the
extracurricular
activities which
Grade 11 (SHS)
students involve?
 What are the
effect of involve-
ment of student
in extracurricular
activities?
 What are the
possible
recommendation
based on the
result of the
study?

Feedback

Figure 2. A conceptual paradigm showing the effects of student involvement in

extracurricular activities in their academic performance of students.

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Hypothesis of the Study

The following are the null hypothesis of this research:

1. There is low chances that extracurricular activities have an effect on academic

performance of student.

2. There is no effect in student’s involvement in extracurricular activities on their

academic performance.
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CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

The methods and design of this study are presented in this chapter. This

study also includes the respondents, research tools, data collection methodology,

and data analysis methods.

Research Design

This study is about the effect of student’s involvement in extracurricular

activities on their academic performance. The researchers will use a quantitative

research-correlational study to the examine effect of student’s involvement in

extracurricular activities in their academic performance. It seeks to determine the

strength and direction of the effects.

This study will be made with the means of quantitative methods of the

researchers. The researchers will attempt to get the answer to the problem to

justify the objective of the study.

Respondents

The respondent of this study will be Grade 11 students of Gubat National

High School-SHS. One of the vital processes to keep this study successful. All of

the participants will be selected by the researchers. This sampling method will be
 19

conducted where each member of a population will be capable to be part of the

sample.

To find the population of Grade 11 GAS students and to interpret the data, the

researchers will employ the following statistical procedure:

1. To find the total number of sample population, the researchers used Slovin

Formula.

n = N/(1+Ne2)

where: n = sample population (210)

N = total population (215)

e = margin of error (0.05)

Research Instrument

A survey checklist questionnaire will be used as the main data gathering

instrument. The instrument to be prepared focuses on answering the statement of

the problem. They will be answering the explanation and rating of the statement.

The data gathering instrument will also be structured as (A) Rating of the

extracurricular activities that students most involve in (B) Checklist of different

effects of extracurricular activities to the academic performance of students.

Data Gathering Procedure

The title that proposed by the researcher will be check, revise, and recheck

made the researchers advisory to maintain conformity about the research. The

questionnaire that aims to draw out proper responses to the objectives of this study
 20

will be construct. The survey will be made by the researchers and will be

presented, checked, and analyze the researcher's adviser the ensure the validity of

the responses it will be elicit. Permission to conduct the study or research and the

study will be secure by sending a letter requesting permission to the principal of

gubat national high school. The respondents will ask for their permission to

abstain from unethical activity during this study before it will be conducted. The

data that will be gathering will be processed and will be evaluated using statistical

methods.

Data Analysis Procedure

After collecting the survey checklist questionnaire and the results, the data

gathered were analyzed and interpreted. The researchers make use of the

following statistical tools:

Frequency Count. It pertains to the measure of the number of times that an

event occurs. This is used to tally the answers of the respondents in determining

percentage of students’ scores from the survey checklist questionnaire. This is also

used in presenting through a table.

Rank. It was used in transforming the data, in which numerical or ordinal

values are replaced by their rank when the data are sorted. In this study, rank was

also used to determine the following numerical objectives.

After analysis, the data gathered are interpreted and presented through

tables.
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CHAPTER IV

THE EFFECT OF STUDENTS’ INVOLVEMENT IN EXTRACURRICUAR

ACTIVITIES ON THEIR ACADEMIC PERMORMANCE

This chapter discusses the data gathered from the respondents. It includes

the results of students’ academic performance, the extracurricular activities that

most of students involve in and the effects of student’s involvement to

extracurricular to their academic performance. Also, the recommendations to

improve their academic performance and managing the effects of extracurricular

activities.

The order that follows serves as the basis for the data presentation. (1) The

academic performance of Grade 11 GAS students (2) The extracurricular activities

that students involve in (3) The effects of extracurricular activities to the academic

performance of Grade 11 GAS students of Gubat National High School (4) ) The

proposed project is based on the results of the study.

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I. The Academic Performance of Grade 11 GAS students

THE A CA DEMIC PER FOR MA NCE OF

GR A DE 11 GA S STUDENTS
60

50

40
PERCENTAGE

30

20

10

0
Below 75 75-79 80-84 85-89 90-100 W/OUT
GRADES
GRADING SCALE

Given the data from the table, most of Grade 11 GAS students have

academic performance ranging from 85-89 is 54.32%,while the other academic

performance ranging from 80-84 is 11.38%, 90-100 is 10.89%, 75-79 is 0.95%,

below 75 is 0, and the last column is the students who is unaware of their 1 st

Quarter General Average.

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II. The Extracurricular Activities that Grade 11 GAS students involve in.

EXTR A CUR R ICULA R ACTIVITIES THA T

GR A DE 11 GA S STUDENTS INVOLVE IN

22.5

17.5

12.5

7.5

2.5

COMPETITION LEADERSHIP OFF-CAMPUS CAMPUS OR- RELIGIOUS SPORTS/ATH- INTERNSHIP

PART-TIME GANIZATION ORGANIZA- LETICS
JOB TION
Series 1 19.52 20.47 9.04 12.85 9.52 22.38 2.85

EXTRACURRICULAR ACTIVITIES

The three most common Extracurricular Activities they participate in are

Sports/Athletics, Leadership, and Competitions. Based on the survey checklist,

22.38% of the students are more engaged in these Sports/Athletics, 20.47% are

engaged in Leadership, and 19.52% are engaged in Competitions. Also 34.26% of

the students engage in Campus Organization, Religious Organization, Off-Campus

 24

Part-time Jobs, and Internships. The least engaged extracurricular activities are

Internship which have 2.85% in the ranking.

III. The Effects of student’s involvement to Extracurricular to their

Academic Performance.

EFFECTS OF EXTRACIRRICULAR ACTIVITIES

85

75

65

55

45

35

25

15

LACK OF STRESS/ PERCEP- TESTS IMPROVED INCREASE ENHANCE GOOD

TIME ANXIETY TION OF SCORE GRADES EDUCA- COMMU- LEADER-
MANAGE- ABILITY TIONAL NICATION SHIP
MENT ASPIRA- SKILLS
TIONS
Series 80 63.81 50 53.33 57.14 54.29 78.57 59.04
1

According to the survey checklist that is given to Grade 11 GAS students,

80% of students believe that poor time management is one of the effects of

participating in Extracurricular Activities. Furthermore, 78.57% of the students

 25

thought that Extracurricular Activities helps them enhance their communication

skills. And also, 50% of the students thinks that the least effect of students'

involvement in ECA is perception of students' abilities.

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CHAPTER V

Summary, Findings, Conclusion and Recommendations

This chapter presents the summary, findings, conclusions and recommendations of the

study. These were based on the careful analysis and interpretation of the data gathered.

Summary

Being involved in an extracurricular studies may affect the academic achievement of the

students.

The study focused on what are the extracurricular activities that Grade 11 students at

Gubat National High School (GNHS) are engaged on during the school year 2023-2024 and how

it affected their academic performance. The aforementioned study also included potential

interventions to address the Effects of Students Involvement in Extracurricular Activities on their

Academic Performance.

The following questions were addressed in this study:

1. What is the academic performance of Grade 11 GAS (SHS) students?

2. What are the extracurricular activities which Grade 11 GAS (SHS) students

involve?

3. What are the effect of involvement of student in extracurricular activities?

4. What are the possible recommendation based on the result of the study?
 27

To acquire the required information on how extracurricular activities affects the academic

performance of the students, the researcher used a survey method of research with

questionnaires.

Through the use of random sampling, 220 grade 11 students from Gubat National High

School were the respondents in the study of the school year 2023-2024. Surveys were used to

collect data. The primary research tool used to identify the most engaged extracurricular

activities was a checklist created by the researcher. In order to determine the effects of

extracurricular activities, the researcher also used a survey checklist. The statistical tools applied

to independent variables were percentage, rank, and weighted mean.

Findings

The results of the study are the following:

1, Only 54.32% of the Grade 11 students have a academic performance ranging from 85-

89, and 11.38% have an academic performance ranging from 80-84, and 10.98% of the students

have an academic performance ranging from 90-100, and 75-79 is 0.95%, and below 75 is 0, and

lastly, the students who don’t know their grades are 30%.

2. The grade 11 students' most common engaged extracurricular activity were Sports,

Leadership, Competition, and Campus Organization. In terms of extracurricular activities

they are engaged, Sports is the most commonly activity they are engaged with a

percentage of 22.38%, Leadership is second with a percentage of 20.27%, Competition is

third with a percentage of 19.52%, and Campus Organization has a 12.85%. The
 28

activities are next, with a 9.52% for Religious Organization, and 9.04% for Off-Campus

Part Time Job. Internship, which has a 2.85%, is the least activity engaged by grade 11

students for leisure activities.

3. Based on the survey checklist for the effects of Extracurricular Activities, 80%

of students believe that poor time management is one of the effects of

participating in Extracurricular Activities. Furthermore, 78.57% of the students

thought that Extracurricular Activities helps them enhance their communication

skills. And also, 50% of the students thinks that the least effect of students'

involvement in ECA is perception of students' abilities.

4. An infomercial was proposed in order to serve as an intervention based on the effects

of the students’ involvement on extracurricular activities on the academic

performance of grade 11 students.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. This academic performance concludes that there is 54.32% of the Grade 11 students have a

academic performance ranging from 85-89 . The other range of academic performance of the

students are lower than the average one. Only 10.98% of them has a high grade or range from

90-100, and there are 30% who don't know their academic performance.

2. This study proves the commonly engaged activities are Sports much more often for leisure.

Sports, as a entertainment and as a physical activity can help them more in terms of physical but
 29

sports can actually destruct them also in academics because of lack of time management or

balancing the activities outdoors and their academic performance.

3. Based on the survey checklist for the effects of Extracurricular Activities, a lot of the students

believe that poor time management is one of the biggest effect of being involve in a

extracurricular activities.. Furthermore, there are some students that perception of the ability is

also an effect.

4. To conclude this, an infomercial was proposed in order to serve as an intervention based on the

effects of the students’ involvement on extracurricular activities on the academic performance of

grade 11 students.

Recommendation

Based on the findings and conclusions drawn, the following recommendations are given:

1. Students should be more engage in any Extracurricular Activities such as clubs, any

sports, or even leadership.

2. The researchers recommended to make an infomercial to encourage the students to be

more engage.