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 and extracurricular

participation level of HUMSS 11 students?

4. What program can be implemented?

HYPOTHESIS

There is no significant difference between confidence and extracurricular

participation level of HUMSS 11 students.

SIGNIFICANCE OF THE STUDY

This study would be 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 correlational study is employed in this study. This type of design is

appropriate for investigating the differences between the two variables, confidence

level and extracurricular participation, without manipulating either of them.

Data Statistical
Variables Gathering Treatment

Confidence level Research Design: Statistical

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

Respondents:
HUMSS 11
students
Locale of the study

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

school was approximately 6 kilometers away from the city proper. It is 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, and an H.E. Laboratory, guidance and faculty rooms, and administration

offices.

Below is a 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 used 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 used questionnaires. The students’ answered

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 sent 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 waited for the principal's

and administration's approval before conducting the survey with the chosen

respondents.

The researchers gave the permits to the subject teachers, and the

researchers gave the questionnaires to the respondents. Afterwards, the researchers

collected all the questionnaires with the students' answers, and before leaving the

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

advisers.

Seek permission from the office of School

 Principal

Validation of Questionnaire

Conduct a survey

Examining the survey results

Data Consolidation and Statistical

Treatment

Statistical Treatment

The researchers used a Z-test. A Z-test helped the researchers determine the

difference of confidence and extracurricular participation level of HUMSS 11

students.
 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. Shows the mean, standard deviation (SD), and interpretation of the

students in confidence.

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 3.13 0.47 Somewhat

ability 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. Shows the mean, standard deviation (SD), and interpretation of the

students in extracurricular.

Items Rated Mean Standard Interpretation

Deviation

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 3.47 0.49 Neutral

has 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.

Table 7. Z-test analysis of the confidence and extracurricular participation level.

Comparing the Remarks

Variables means
Mean Standard
Deviation
(x̄ )
(SD) Z-value Z-critical

Confidence level 3.12 0.48 2.15 1.95 Significant

Extracurricular 3.43 0.49

participation level
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

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

suggestions.

SUMMARY OF FINDINGS

 This study aimed to determine how the CHAMP program helped tha HUMSS

11 students boost their Confident and Extracurricular participation.

Conclusions
Recommendations

1. Researchers suggest further study on the relationship between extracurricular

activities and the confidence level of students.

2. Students are encouraged to actively participate in extracurricular activities, as

it may positively influence their confidence levels.

3. Parents should support and encourage their children's involvement in

extracurricular activities to enhance their confidence.

4. The researchers also recommend that future researchers look into alternative

programs that have the potential to significantly boost students' confidence.

5. Adaptation and modification of the study and program are recommended to

improve students’ confidence levels and their participation in extracurricular

activities.

6.
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 Appendix A

Letter of Permission

Appendix B

Letter of Validation
 Validation’s Summary

Criteria Rater Rater Rater Mean Interpretation

1 2 3

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 5 4.11 5 4.71 Highly Valid

The table above shows the validity of the questionnaire/ checklist used by the

researcher. The three validations are tabulated and interpreted. From the scale of 1-
5, the checklist was mostly rated with 5; there were some criteria rated with 4; and

few were given a rate of 3 and so, the overall mean is 4.71 which means to say that

it is “Highly Valid” and the questionnaire can provide unbiased data for the

investigation allowing 6-10% error.

 Appendix C

SURVEY QUESTIONNAIRE A
Directions: For each statement below, please check (✔) the appropriate column that best
describes your answer.

1. Level of Confidence Very Confident Somewhat Slightly Not

Confident Confident Confident Confident

1.1 How confident do you feel about

succeeding in your academic studies?

1.2 How confident are you in your ability to

forge new friends?

1.3 How confident do you feel about

speaking up in class?

1.4 How confident are you in your capacity

to take on leadership roles?

1.5 How confident do you feel about

managing stress and anxiety?

SURVEY QUESTIONNAIRE B

Directions: Please rate your level of participation in extracurricular activities using the
following Likert scale:

2. Level of Extracurricular Participation Very Active Neutra Slightly Not

Active l Active Active

2.1. I actively participate in extracurricular activities offered

at my school.

2.2. I believe that my involvement in extracurricular

activities has a positive influence on my personal
development.

2.3. I am convinced that extracurricular activities have

helped me enhance my communication skills.

2.4. Engaging in extracurricular activities has enhanced

my time management skills.

2.5. In extracurricular activities involvement has

strengthened my sense of belonging within the school
community.
 Appendix D

1. What is the 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?
 2. What is the 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 5. Shows the mean, standard deviation (SD), and interpretation of the

students in confidence.

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 3.13 0.47 Somewhat

ability 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 6. Shows the mean, standard deviation (SD), and interpretation of the

students in extracurricular.

Items Rated Mean Standard Interpretation

Deviation

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 3.47 0.49 Neutral

has strengthened my sense of belonging

within the school community.

Overall 3.43 0.49 Neutral

Table 7. Z-test analysis of the confidence and extracurricular participation level.

 Comparing the Remarks
Variables means
Mean Standard
Deviation
(x̄ )
(SD) Z-value Z-critical

Confidence level 3.12 0.48 2.15 1.95 Significant

Extracurricular 3.43 0.49

participation

Appendix E
 Documentation

Explain procedures to Grade 11 HUMSS

Aristotle

Conducting the survey questionnaire

Conducting the CHAMP Program
PERSONAL DATA

Name : Christie Mae P. Otanes

Date of Birth : December 13, 2005

Place of Birth : Koronadal City

Church Affiliation: : Journey Church

Father’s Name: : Manolito E. Otanes

Mother’s Name: : Christine P. Otanes

Email Address : otaneschristiemae@gmail.com

Home Address : Prk. Osmena, Brgy. Concepcion, Koronadal City

Mobile Number: : 09635430816

EDUCATIONAL ATTAINMENT

Elementary : Marbel 6 Elementary School

Year Graduated: : 2018

Secondary : Concepcion National High School

Year Graduated : 2022

PERSONAL DATA

Name : Hazyl Ann T. Dela Cruz

Date of Birth : November 28, 2005

Place of Birth : Koronadal City

Church Affiliation : Baptist

Father’s Name: : Roy Dela Cruz

Mother’s Name: : Meryly Dela Cruz

Email Address : delacruzhazylann@gmail.com

Home Address : Prk. Roxas, Brgy. Concepcion, Koronadal City

Mobile Number: : 09078366709

EDUCATIONAL ATTAINMENT

Elementary : Marbel 6 Elementary School

Year Graduated: : 2018

Secondary : Concepcion National High School

Year Graduated : 2022

PERSONAL DATA

Name : Melrose Abbygail C. Llena

Date of Birth : August 23, 2006

Place of Birth : Koronadal City

Church Affiliation : Church Of God

Father’s Name: : Jone Llena

Mother’s Name: : Phebe Caminoy

Email Address : llenamelroseabbygail@gmail.com

Home Address : Prk. New Francisco, Brgy. Pangasinan, Koronadal City

Mobile Number: : 09639712134

EDUCATIONAL ATTAINMENT

Elementary : Dujali Central Elementary School

Year Graduated: : 2018

Secondary : Dujali Central Elementary School

Year Graduated : 2022

PERSONAL DATA

Name : Neil James V. Aloot

Date of Birth : August 29, 2005

Place of Birth : Nabua St. Western Bicutan

Taguig City, Metro Manila

Church Affiliation : Roman Catholic

Father’s Name: : Benjamin R. Aloot

Mother’s Name: : Novelyn U. Vallangca

Email Address : alootneiljames@gmail.com

Home Address : Prk. Marcos, Brgy. Concepcion, Koronadal City

Mobile Number: : 0900090757

EDUCATIONAL ATTAINMENT

Elementary : Marbel 6 Elementary School

Year Graduated: : 2018

Secondary : Concepcion National High School

Year Graduated : 2022

PERSONAL DATA
Name : Jonryl M. Revillo

Date of Birth : November 12, 2004

Place of Birth : Negros Occidental

Church Affiliation : Church of God

Father’s Name: : Leonardo G. Revillo

Mother’s Name: : Joana C. Metion

Email Address : jonrylrevillo@gmail.com

Home Address : Prk. New Francisco, Brgy. Pangasinan, Koronadal

City

Mobile Number: : 09101186902

EDUCATIONAL ATTAINMENT

Elementary : Negros Occidental Elementary School

Year Graduated: : 2018

Secondary : Concepcion National High School

Year Graduated : 2022

PERSONAL DATA
Name : Lhander R. Escober

Date of Birth : October 31, 2006

Place of Birth : Koronadal City

Church Affiliation : SDA

Father’s Name: : Jun R. Escobar

Mother’s Name: : Junevy R. Escobar

Email Address : escobarlhander@gmail,com

Home Address : Prk. Waling Waling, Brgy. Pangasinan, Koronadal City

Mobile Number: : 09631239177

EDUCATIONAL ATTAINMENT

Elementary : Marbel 4 Elementary School

Year Graduated: : 2018

Secondary : Esperanza National High School

Year Graduated : 2022