Confidence and Extracurricular Participation Level of HUMSS 11 Students: Basis

for CHAMP Program

In Partial Fulfillment

of the Requirements for Senior High School

in Practical Research 2

By:

CHRISTIE MAE P. OTANES

HAZY ANN T. DELA CRUZ

MELROSE ABBYGAIL C. LLENA

NEIL JAMES V. ALOOT

LHANDER R. ESCOBAR

JONRYL M. REVILLO

March 2024
 CHAPTER I

Introduction

The extracurricular activities aim to accomplish a variety of goals, such as

meeting the moral, psychological, and social needs of the students, fostering self-

management, identifying the students' various talents, skills, and preparations, honing

them, developing them, pointing them in the right direction, connecting them to the

demands of the labor market, gives self-confidence, increasing their knowledge of them,

and fostering the students' collective spirit by involving them in group activities.

(Ogbeiwi, 2021; Al-Qarni, 2018).

According to Nguyen (2022), extracurricular activities are the only way to improve

and develop young people's personal abilities at the university level and create a

generation of self-reliant individuals. As students who participate can develop different

types of skills depending on the type of activity they are participating in, extracurricular

activity time has positive effects on academic achievement, school experience,

motivation, and one's confidence (Berkley, 2021).

Every parent and teacher wants to see their students succeed academically,

physically, socially, morally, and in other areas. The criteria for determining academic

achievement depend on the child's personality traits and other qualities required for

effective learning, in addition to the basic precepts of hard work and perseverance.

Confidence in one's ability to complete a task is one of the most crucial characteristics

of a successful learner. Unfortunately, the variation in students' self-confidence shows a

downward prediction of their academic success. Although students have goals, they
lack confidence in their ability to achieve them and find it difficult to deal with adverse

circumstances. Because they lack self-confidence, students find it challenging to

participate in advanced extracurricular activities. Over time, researchers who are also

educators and classroom teachers have seen a concerning tendency among a

significant percentage of secondary school pupils in Cross River State, Nigeria, to lack

self-confidence. Recent research has revealed that students don't think they can handle

their academic duties. They lack the necessary tools and don't believe they can handle

the difficulties of daily school life.

Academic self-esteem is a particular psychological and social construct for some

outputs like academic, cognitive, and cultural achievements as well as the way one

interacts with various issues. It is reflected in the majority of an individual's behavior in

work relationships, according to Harris et al. (2018). It also incorporates the person's

academic self-perceptions and cognitive talents, whether or not they are connected to

the degree of academic success (Abdi, 2020).

Academic self-esteem guides a person's social cognitive behavior toward

particular objectives in order to achieve the highest levels of self-satisfaction, academic

success, and knowledge and skill development (Sawalhah & Al Zoubi, 2020). Since

young people love arranging themselves and their behavior, it regulates their emotional

awareness of how their cognitive self-formation develops, which helps to develop their

personalities in the long run. From this point on, he constantly reevaluates the quantity

of knowledge and abilities he requires, and via his local social context, improvements

are created (Gouda, 2018).

 Therefore, the researcher came up with this study to investigate the correlation

between Extracurricular Participation and the Confidence levels of HUMSS 11 students.

The ultimate aim is to provide valuable insights that can inform the development of a

targeted self-esteem enhancement program, with the goal of empowering these

students to reach their full potential both academically and personally.

STATEMENT OF THE PROBLEM

This study generally aims to examine the relationship between Extracurricular

Participation and the Confidence level of HUMSS 11 students. Specifically, it aims to

answer the following questions:

1. What is the level of confidence of HUMSS 11 students?

2. What is the level of extracurricular participation among HUMSS 11 students?

3. Is there a significant difference between confidence level and extracurricular

participation of HUMSS 11 students?

HYPOTHESIS

There is no significant difference between confidence level and extracurricular

participation of HUMSS 11 students.

SIGNIFICANCE OF THE STUDY

This study would valuable and significant to the students, parents, future

researchers, school and community.

Students. For students, this study is significant as it can potentially offer insights

into how participating in extracurricular activities can boost their confidence and self-

esteem. It may encourage them to engage more actively in such activities, leading to

personal growth and increased self-assurance.

Parents. Parents will find this research significant because it could help them

understand the positive impact of extracurricular involvement on their children's self-

confidence. It may prompt them to support and encourage their children to participate in

a wider range of activities beyond academics.

Future Researchers. Future researchers in the field of education and student

development can benefit from this study as it may serve as a reference point for similar

investigations. It can provide a foundation for further research on the effects of

extracurricular participation on students' psychological well-being and personal growth.

School. Educational institutions will find this study significant as it can inform

their policies and practices regarding extracurricular programs. Schools may allocate

more resources, develop tailored self-esteem enhancement programs, and emphasize

the importance of a balanced education that includes both academics and

extracurricular activities.

Community. The community at large can benefit from this research by fostering

a supportive environment for extracurricular engagement among students. This support

can lead to well-rounded individuals who are not only academically successful but also

confident and active contributors to the community.

SCOPE AND DELIMITATIONS

This study will focus exclusively on grade 11 HUMSS students enrolled at CNHS,

during a specified academic year. The research will involve gathering quantitative data

through a survey to assess students' self-reported confidence levels and their

involvement in various extracurricular activities offered within the school. The study

findings will serve as the foundation for the development of CHAMP program tailored to

the unique needs of CNHS grade 11 students.

DEFINITION OF TERMS

The following terminologies used in the study is conceptually and/or operationally

defined.

Extracurricular. Extracurricular activities are defined as any voluntary activities that

HUMSS 11 students engage in outside of their regular academic coursework. These

activities include, but are not limited to, participation in school clubs, sports teams, arts

and cultural organizations, community service initiatives, or any organized non-

academic pursuits that students choose to be part of. Extracurricular participation helps

develop talents, interests, and passions. They can also teach practical skills like time

management (Barge, M.A., 2019)

Confidence. Defined as the self-assurance and belief in one's abilities and potential,

specifically related to academic performance, social interactions, and personal

development. According to Perkins (2018), self-confidence is related to success,

achievements in education, conciliation, and a person's well-being, among other things,

and self-efficacy, self-esteem, and self-compassion are the three factors that can affect

the level of self-confidence of any individual.

Student. Refers to a HUMSS 11 student currently enrolled in the 11th grade of their

education, specifically following a curriculum that focuses on humanities and social

sciences subjects.

CHAMP. The term "Champ" is an acronym for comprehensive growth, harnessing

talents, academic excellence, mindful leadership, and personal empowerment. Each

term represents a key aspects or goal of the program.

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter represents the literature review and studies relevant to
presentation investigation.

Confidence Level

In order to achieve the pinnacle of one's success in life, self-confidence is

extremely important. If we examine it closely, we can see that every success comes

from self-confidence. Because one must begin working before success can materialize,

and one cannot begin a task unless they are inspired and driven by confidence

(Ozdemir & Papi, 2021).

Fischer & Sliwka (2018) found that confidence in one's capacity to learn

stimulates one to learn. They found a relationship between learning and self-confidence,

demonstrating that high self-confidence affected learning positively and low self-

confidence affected learning negatively. This was achieved through experimental

research on the causal effects of external factors-based changes on the motivation for

learning.

. According to Perkins (2018), self-confidence is associated with success,

educational achievements, conciliation, and a person's well-being, among other things,

and self-efficacy, self-esteem, and self-compassion are three elements that might alter

an individual's level of self-confidence. Participation in extracurricular activities has been

found to improve a student's self-esteem and confidence. The sense of accomplishment

that comes from mastering a new ability or being part of a team creates a stronger
sense of self. Self-confidence is described as a student's belief in his or her ability to do

a task successfully

Self-confidence is essential for a student to take chances and participate in

learning activities, and individuals who have self-confidence are confident in their

abilities and set goals for themselves, working hard to achieve those goals without

worrying about the consequences. Students' lack of self-confidence can lead to a lack of

motivation, which can lead to education becoming necessary and students developing a

negative attitude toward learning (Palavan, 2018).

Tridinanti (2018) conducted a similar study on the relationship between speaking

anxiety, self-confidence, and speaking achievement among undergraduate EFL

students. This study's findings show that self-confidence, rather than anxiety, is a

significant predictor of student performance. The study found that students with higher

self-confidence achieved more, and it was suggested that students improve their self-

confidence for better performance.

High self-experiences are typically experienced by adolescents who have high

self-confidence. Higher levels of interpersonal quality and improved physical and mental

health (Peng et al., 2019). According to Lim and Lee (2018), confidence functions as a

fundamental psychological construct that can stimulate academic engagement.

Academic outcomes, including academic engagement, may be predicted by an

individual's favorable self-evaluation, according to expectation-value theory (Fang,

2018). The fields associated with academic engagement were shown to be impacted by

confidence, and a strong positive correlation was found between the two variables,
according to a study by Sirin and Rogers-Sirin (2018) Confidence is a measure of one's

degree of academic involvement, according to research by Filippello et al. (2019).

Extracurricular Participation of Students

Extracurricular activities are essential for student development beyond

academics. Participation in these activities has been shown to enhance academic self-

esteem, cognitive ability, and overall well-being. This paper explores the positive effects

of extracurricular activities on students, highlighting their role in fostering self-

awareness, goal setting, positive thinking, and resilience.

Extracurricular activities are typically school-based activities that occur outside of

the normal curriculum. Students with strong academic self-esteem value themselves,

are self-aware, know what they want, and are mentally healthy. They regularly establish

new goals for themselves, think positively in any scenario, and are less prone to anxiety.

They act with expertise and flexibility, love difficulties, are less sensitive to criticism, and

are accountable and believe in their ideas. In general, they are positive members of

their community (Al Samadi & Al Saud, 2018; Al Safiri, 2021).

Extracurricular activities help students acquire greater levels of educational and

cognitive accomplishment, as well as a sense of belonging (Filippello et al., 2021). They

become more conscious of their academic, cognitive, and social abilities, as well as

their own. Furthermore, they raise their knowledge of the importance of self-evaluation,

the realism of life goals, and optimism for the future (Zarrin et al., 2020).

Extracurricular activities have an equally essential role as academics with the

student. Students and extracurricular activities enable their practice and development
and make appropriate use of their favorable effects on student development and

maturity (Saleh, 2020).

Extracurricular activities have positive effects on students' academic

achievement, school experience, motivation, and self-esteem because students who

participate can develop different types of skills depending on the activity (Berkley, 2021).

Accordingly, it also refers to programs, activities, and educational experiences

that in some way enhance what students are learning in the classroom; they are

experiences that are linked to or duplicate the academic curriculum. These

extracurricular activities could be student councils, sports, debates, essay writing,

theater or drama, and various groups. Robert Freeman (2018) claims that co-curricular

activities, the third curriculum, and student activities are some terms that have come to

be used equally when referring to extracurricular activity programs.

Through extracurricular activities, students can discover new interests, make new

friends, and pick up new skills. Additionally, they can teach students time- and resource-

management skills and confidence-building techniques. These advantages can all lead

to success in the classroom and in life. Sports and other extracurricular activities can

impart collaboration and teamwork skills to students. Others that can assist students in

gaining leadership experience are clubs and groups. Other opportunities allow students

to contribute back to their community, such as volunteering. Whatever the activity, taking

part in extracurricular activities can teach students new things about the world and

themselves (Llego, M.A. 2022).

 Extracurricular activities offer a valuable complement to academic learning,

providing students with opportunities to grow in confidence, develop new skills, and

connect with their community. By engaging in these activities, students can discover

new interests, build lasting friendships, and prepare themselves for success both in the

classroom and beyond. As Llego (2022) states, "Whatever the activity, taking part in

extracurricular activities can teach students new things about the world and

themselves."
CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

 Survey  Data survey  CHAMP

 Data analysis program

Figure 1: The Conceptual Framework of the study

The conceptual framework involves using a survey as input, followed by a

process that includes both a data survey and analysis. The output of this process is the

CHAMP program, which stands for Comprehensive Growth, Harnessing Talents,

Academic Excellence, Mindful Leadership, and Personal Empowerment.

 Chapter III

RESEARCH METHODOLOGY

This chapter introduces the details of the research design, respondents of the

study, sampling technique, locale of the study, data gathering procedure, and statistical

treatment.

Research Design

A correlation research will employ in this study. This type of design is appropriate

for investigating the relationship between the two variables, confidence level and

extracurricular participation, without manipulating either them.

Data Statistical
Variables Gathering Treatment

Confidence level Research Design: Statistical

treatment:
Corrorelational
Likert Scale
Extracurricular
participation of
HUMSS 11 Instrument:
students
Questionnaire

Respondents:
HUMSS 11
students
Locale of the study

The campus was located in the Barangay Concepcion City of Koronadal. The

school was approximately 6 kilometers away from City Proper. It was currently headed

by Mr. Randy Pendilla along with its 52 teachers including faculty and staff. It has a total

of 25 fully functional classrooms, a Computer laboratory, a Science laboratory, an H.E.

Laboratory, Guidance and Faculty Rooms, and administration offices.

Below is the map of Koronadal City indicating the location of Concepcion

National High School.

Figure 2. The map of Concepcion National High School shows the Locale of the
study. (Source: Google map, 2023)
Figure 3. The front of Concepcion National High School shows the locale of the
study. (Source: Google Camera, 2023)
Respondents of the study

The respondents of this study are the 11 HUMSS Aristotle of Concepcion

National High School. The researchers expect full participation and formalities from the

respondents.

Sampling Technique

The researchers will use a purposive sampling technique to choose their

respondents for the study. 11 HUMSS Aristotle of Concepcion National High School will

take the questionnaires.

Research Instrument

In this study, the researchers will use questionnaires. The students’ will answer

the questionnaires using the Likert scale method in the survey questionnaires to specify

the level of agreement of the respondents to the statement.

Table 1. Rating Scale for the Level of Confidence of Students

Rating Range Interpretation

5 4.50 – 5.00 Very Confident

4 3.50 – 4.49 Confident

3 2.50 – 3.49 Somewhat Confident

2 1.50 – 2.49 Slightly Confident

1 0.01 – 1.49 Not Confident

Table 2. Rating Scale for the Level of Extracurricular Participation of Students

Rating Range Interpretation

5 4.50 – 5.00 Very Active

4 3.50 – 4.49 Active

3 2.50 – 3.49 Neutral

2 1.50 – 2.49 Slightly Active

1 0.01 – 1.49 Not Active

Data Gathering Procedure

The researchers will send a letter to the school administration and to the school

principal asking for permission to conduct a study at Concepcion National High School.

After sending the permission letter, the researchers will wait for the principal's and

administration's approval before conducting the survey with the chosen respondents.

The researchers will give the permits to the subject teachers, and the

researchers will give the questionnaires to the respondents. Afterwards, the researchers

will collect all the questionnaires with the students' answers, and before leaving the

classroom, they will give thanks to the students and also to the subject teachers or

advisers.
 Seek permission from the Principal’s office

Validation of Questionnaire

Conduct a survey

Examining the survey results

Data Consolidation and Statistical

Treatment

Statistical Treatment

The researchers will use a Likert scale. A Likert scale will help the researchers

determine the level of confidence of the HUMSS 11 students in conducting this

research.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the research findings of the data collected. The

various results are presented in the succeeding tables, with corresponding discussions

and explanations.

1. What is the level of confidence of HUMSS 11 students?

Table 3. Level of confidence of HUMSS 11 students

1. Level of Very Confident Somewha Slightly Not Total

Confidence Confident t Confident Confident
Confident

1.1 How confident 9 20 12 6 0 47

do you feel about
succeeding in your
academic studies?
1.2 How confident 3 17 16 5 6 47
are you in your
ability to forge new
friends?
1.3 How confident 1 10 18 14 4 47
do you feel about
speaking up in
class?
1.4 How confident 0 8 22 11 6 47
are you in your
capacity to take on
leadership roles?
1.5 How confident 5 17 13 12 0 47
do you feel about
managing stress
and anxiety?
 Table 3 presented the level of confidence of HUMSS 11 students during the

school year 2023-2024. In level of confidence 1.1, twenty or 42.55% of the population,

answered confidently. Followed by twelve or 25.53%, answered somewhat confidently.

Then, nine or 19.15%, answered very confidently. 6 or 12.77% answered slightly

confident, and none answered the not confident categorization.

In level of confidence 1.2, seventeen or 36.17% of the population, answered

confidently. Followed by sixteen, or 34.04%, answered somewhat confidently. Then, six,

or 12.77%, answered not confidently. Five, or 10.64%, of the population answered

slightly confident, and three, or 6.38%, answered very confident.

In level of confidence of 1.3, eighteen or 38.30% of the population, answered

somewhat confidently. Followed by fourteen or 29.79%, answered slightly confidently.

Then ten, or 21.28%, answered confidently. Four, or 8.51%, answered slightly confident,

and one, or 2.13%, answered very confidently.

In level of confidence: 1.4, twenty-two or 46.81% of the population, answered

somewhat confident. Followed by 11, or 23.40%, answered slightly confidently. Then

eight or 17.82%, answered confidently. Six, or 12.77%, answered not confident, and

none answered the not confident categorization.

In level of confidence: 1.5, seventeen or 36.17% of the population, of the

students answered confidently. Followed by thirteen or 27.66%, answered somewhat

confidently. Twelve or 25.53%, answered slightly confident. Five or 10.64%, of the

students answered very confidently, and none answered the not confident

categorization.
 2. What is the level of extracurricular participation among HUMSS 11 students?

Table 4. Level of extracurricular participation among HUMSS 11 students

2. Level of Extracurricular Very Active Neutral Slightly Not Total

Participation
Active Active Active

2.1. I actively participate in extracurricular 8 12 20 6 1 47

activities offered at my school.

2.2. I believe that my involvement in 7 17 16 6 1 47

extracurricular activities has a positive
influence on my personal development.

2.3. I am convinced that extracurricular 6 21 14 5 1 47

activities have helped me enhance my
communication skills.

2.4. Engaging in extracurricular activities 5 15 13 14 0 47

has enhanced my time management skills.

2.5. In extracurricular activities 4 19 21 1 2 47

involvement has strengthened my sense
of belonging within the school community.

Table 4 presented the level of extracurricular participation of HUMSS 11

students. In level of extracurricular participation 2.1, twenty students or 42.55% of the

population, answered neutrally. Followed by twelve students or 25.53%, that are actively

participating. Then, eight students or 17.02%, that were very actively participating. Six

students or 12.77%, are slightly participating, and one student or 2.13%, is not actively

participating.
 In level of extracurricular participation 2.2, seventeen students or 36.17% of

the population, answered active. Followed by sixteen students or 34.04%, who

answered neutral. Then, seven students or 14.89%, answered very actively. Six

students or 12.77%, answered slightly active, and one student or 2.13%, answered not

active.

In level of extracurricular participation 2.3, twenty-one students or 44.68% of

the population, answered active. Followed by fourteen students or 29.79%, answered

neutral. Then, six students or 12.77%, answered very actively. Five students or 10.64%,

answered slightly active, and one student or 2.13%, answered not active.

In level of extracurricular participation 2.4, fifteen students or 31.92% of the

population, answered active. Followed by fourteen students or 29.79%, answered

slightly active. Then, thirteen students or 27.66%, answered neutral. Five students or

10.64%, answered very actively and none answered the not-active categorization.

In level of extracurricular participation 2.5, twenty-one students or 44.68% of

the population, answered neutrally. Followed by nineteen students or 40.43%, who

answered active. Then, four students or 8.51%, answered very actively. two students or

4.26%, answered not active, and one student or 2.13%, answered slightly active.
Table 5.

Items Rated Mean Standard Interpretation

Deviation

1.1 How confident do you feel about 3.68 0.52 Confident

succeeding in your academic studies?

1.2 How confident are you in your ability 3.13 0.47 Somewhat

to forge new friends? Confident

1.3 How confident do you feel about 2.79 0.47 Somewhat

speaking up in class? Confident

1.4 How confident are you in your 2.68 0.48 Somewhat

capacity to take on leadership roles? Confident

1.5 How confident do you feel about 3.32 0.48 Somewhat

managing stress and anxiety? Confident

Overall 3.12 0.48 Somewhat

Confident

Table 5 shows that item 1 has the highest confidence in succeeding in academic

studies, with a mean of 3.68, interpreted as confident. While item 4, regarding the

capacity to take on leadership roles, got the lowest mean of 2.68, interpreted as

somewhat confident. The overall mean was 3.12, with a standard deviation of 0.48, also

interpreted as somewhat confident.

Table 6.

Items Rated Mean Standard Interpretatio

Deviation n

2.1. I actively participate in extracurricular 3.43 0.48 Neutral

activities offered at my school.

2.2. I believe that my involvement in 3.49 0.49 Neutral

extracurricular activities has a positive influence

on my personal development.

2.3. I am convinced that extracurricular 3.55 0.5 Active

activities have helped me enhance my

communication skills.

2.4. Engaging in extracurricular activities has 3.23 0.47 Neutral

enhanced my time management skills.

2.5. In extracurricular activities involvement has 3.47 0.49 Neutral

strengthened my sense of belonging within the

school community.

Overall 3.43 0.49 Neutral

Table 6 shows that item 3, indicating that extracurricular activities have helped students

enhance their communication skills, got the highest mean of 3.55, interpreted as active.

While item 4, which suggests that engaging in extracurricular activities has enhanced
the students time management skills, got the lowest mean of 3.23, interpreted as

neutral. The overall mean was 3.43, and the standard deviation was 0.49, interpreted as

neutral.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

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

suggestions.

SUMMARY OF FINDINGS
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 Appendix A

Letter of Permission
 Appendix B

Letter of Validation
 Appendix B

Validation’s Summary

Indicators Rater Rater Rater Mean Interpretatio

1 2 3 n

The indicators in the questionnaire 5 4 5 4.67 Highly Valid

consistently and accurate measure each
variables of the investigation.

The questionnaire fits with the variables 5 4 5 4.67 Highly Valid

under investigation, thus measuring what
it intends to measure.

The questionnaire has the capability to 5 4 5 4.67 Highly Valid

measure items of variables within a given
frame.

The questionnaire has the ability to 5 4 5 4.67 Highly Valid

distinguish the characteristics of
properties of differing attributes of the
subjects under study.

The questionnaire has the ability to gather 5 4 5 4.67 Highly Valid

factual data, eliminating biases and
subjectivity.

Quick and complete data can be generated 5 5 5 5 Very Highly

by the questionnaire within the time frame
allowed to obtain the data. Valid

The questionnaire has no influence on the 5 4 5 4.67 Highly Valid

variables being measured.

The questionnaire is framed in a clear, 5 4 5 4.67 Highly Valid

simple and in order to avoid risk of errors.
The questionnaire is capable of generating 5 4 5 4.67 Highly Valid
data that will be of value and practical use
to sectors concerned in the investigation.

Overall Mean 4.71 Highly Valid