Extra-Curricular Activities and Academic Performance of Grade 12

Students at Bantayan Southern Institute

Chapter 1

INTRODUCTION

Rationale of the study

One of the driving forces that keeps the students doing their task and improving

their performance in class, is their motivation. Students’ motivation is also an

important factors that affects the student's development in terms of their Social,

Psychological, Emotional, and Cognitive aspect. Some of the students are motivated

to go to school because of their school environment, offering a diverse range of

activities that can catch their interest. One example of this, is the extracurricular

activities.

According to Bartkus (2012), Extra-curricular activities are ‘non-academic

activities that are conducted under the auspices of the school but occur outside of

normal classroom time and are not part of the curriculum’ . This means that Extra-

curricular activities, also known as ECAs are activities that are not part of the

academic curriculum and are not included in the required coursework of the students.

It offers a variety of opportunities to students, allowing them to explore their interests,

develop new skills, connect and collaborate with others. Examples of extracurricular

activities are clubs for arts, clubs for sports, music club, dance club and many more.

There are studies that extracurricular activities can improve the students’

motivation that which may lead to higher possibility of succeeding in academic areas,

have a better self-esteem and show a greater interest in being involved in community

activities. According to the study by Kappa Omicron Nu (2016), students who

participated in school-based ECAs had better academic attitudes, higher grades, and

higher academic aspirations than non-participating students. This means that engaging

in ECAs may help develop students’ abilities and behaviors like time management,

discipline, and collaboration that are important to academic achievement in the

classroom.

In addition, ECAs can offer a variety of educational opportunities that enhance

the traditional classroom environment. For example, engaging to sports can improve

strategic thinking and teamwork, while engaging in the theater or music can help with

communication and problem-solving. Students possessing these skills may approach

their studies with greater effectiveness and focus, which can lead to increased

academic performance.

Furthermore, ECAs can strengthen a student's perception of community and

belonging in school. Research done by Furda and Shuleski (2019) indicates that

students who participate in ECAs show greater attachment with their school . Because

it promotes more motivation and involvement in the learning process, this sense of

belonging can have a positive impact on academic performance. ECAs can also give

students an opportunity to explore their interests and talents, which may boost their

self-esteem and intrinsic motivation. Students' academic performance can be

improved by a sense of self-efficacy which motivates them to take initiative and

persist with their studies.

Moreover, In Bantayan Southern Institute they offer variety of extra-curricular

activities such as “LAYAG” a performing and theatre arts group where students

showcase and improve their talent and skill in music, dancing, literary skills such as

poetry, acting, monologue and etc. They also have sports club, art club and a

marching band club. Examining the particular activities that are most popular with
BSI students and any connections they may have with other subjects may provide

important information for modifying ECA recommendations to optimize learning

outcomes.

Lastly, the goal of this research can provide valuable information for Bantayan

Southern Institiute administration and educators. Understanding the correlation

between ECAs and academic performance could help policy decisions regarding the

support and promotion of extracurricular activities within the school, potentially

leading to improved learning outcomes and student well-being.

Theoretical and Conceptual Framework

This study examines the Relationship Between Extracurricular Activities and

Students’ Academic Performance and it can be anchored in the theory of Self-

Determination Theory (SDT) by Ryan & Deci ( 2000). This theory indicates that

individuals are motivated by three basic psychological needs: autonomy (feeling in

control), competence (feeling capable), and relatedness (feeling connected to others).

Engaging in activities that relates to the students' interests and preferences can

promote autonomy and competence. Meeting these needs can lead to potential

increased students’ motivation and engagement, which will eventually result in better

academic performance.

Additionally, Albert Banduran's Social Learning Theory (SLT) ( 1977) ,

highlights the importance of observation, modeling, and reinforcement in learning.

Students’ academic learning improved by giving them access to positive role models

and opportunities to practice and improve skills like communication, teamwork, and

leadership. Positive feedback from extracurricular activities can be brought to

academic environments, where students' efforts will be boosted and they will develop

perseverance in their school work.

Furthermore, Beck's 1976 Cognitive-Behavioral Theory highlights the

interaction between thoughts, emotions, and behaviors. Engaging in activities that

students enjoy can help them develop positive feelings about themselves and self-

efficacy towards their learning. Students can manage stress, worry, and negative self-

talk in academic settings by using the emotional control and coping skills they have

learned through extracurricular activities. This could result in better academic

achievement.
 Moreover, Positive Psychology by Seligman & Csikszentmihalyi (2000)

focuses on the role of positive emotions, strengths, and character of the students,

play’s in an individual's ability to thrive. Engaging in enjoyable activities for students,

can foster good emotions, optimism, and resilience—all of which are beneficial to

their motivation and well-being. Good feelings and a sense of well-being in students

can lead to better performance because they are more likely to be involved in their

studies and and more likely to persist in facing academic challenges.

This framework, therefore, presents a holistic understanding of how

Extracurricular activities can impact students’ academic performance. By considering

the combined influence of Self-Determination Theory, Social Learning Theory,

Cognitive-Behavioral Theory, and Positive Psychology, this research can offer a

comprehensive and nuanced explanation of the Relationship Between Extracurricular

Activities and Students’ Academic Performance.

Self-
Determination
Theory
Student’s
Motivation

Social Learning
Theory

Extracurricular Improved
Self-
Activity Academic
Efficacy
Cognitive Performance
Behavioral
Theory

Positive
Emotion
Positive
Psychology

Figure 1: Conceptual Framework

Self-Determination Theory
(SDT)
Self-Determination Theory
(SDT)
Self-Determination Theory
(SDT)
Self-Determination Theory
(SDT)
Self-Determination Theory
Statement of the Problem

This study aims to examine the relationship between Extracurricular activities

and academic performance of Senior High School Students of Bantayan Southern
Institute, for the school year 2023-2024.
Specifically, it aims to answer the following questions:
1. Demographic Profile
1.1 Name
1.2 Age
1.3 Gender
1.4 Strand
2. What types of extracurricular activities the Grade 12 students of Bantayan

Southern Institute mostly participated in ?

2.1 Arts

2.2 Sports

2.3 Music

2.4 Dance

2.5 Marching band

2.6 Theatre

3.What is the level of development among respondents when engaging in

extracurricular activities in terms of:

3.1 Self-efficacy

3.2 Learning Motivation

3.4 Positive Emotion

4. What factors mostly develop in the students when engaging in

extracurricular activities?

4.1 Self-efficacy and Academic Performance

4.2 Learning Motivation Academic Performance

4.3 Positive Emotion Academic Performance

 5. Based on the result of the study, what intervention program can be best

proposed?

Statement of Hypotheses

The following hypotheses is tested with the significance regarding the problem

presented.

Ha: There is a significant relationship among Self- efficacy, Learning Motivation,

Positive Emotion, and Academic Performance.

Ho: There is no significant relationship among Self- efficacy, Learning Motivation,

Positive Emotion, and Academic Performance.

Scope and Limitation

The focus of the study is to investigate the relationship between

extracurricular activities and academic performance among senior high school

students at Bantayan Southern Institute.

The researcher randomly selected 50 Grade 12 students to be the respondents

in this research. To gather information, the researchers will employ a structured

questionnaire to be distributed and to be answered by the respondents.

Additionally, the findings might not be generalized to other contexts. Ethical

consideration, data collection methods, and time frame will be clearly defined for

responsible and focused research endeavors.

Significance of the Study

The following will be benefited from this study:

School Staff and Admins. Helps with program decision-making by offering

information on the effects extracurricular activities have on academic achievement.

makes it possible to create programs that are tailored to each student's interests and

strengths, which may enhance involvement in extracurricular activities as well as

academic performance. helps to allocate resources in an efficient manner for a well-

rounded educational experience.

Adviser. Makes it easier for advisers to assist students in choosing

extracurricular pursuits that align with their academic objectives. Makes it possible to

develop ways to help students who participate in extracurricular activities so they may

continue to succeed academically.

Family. Gives parents information so they can help their kids choose activities

that will help them succeed academically. Encourages parents to establish a well-

balanced home where the importance of extracurricular activities and academics is

equal.

School Authorities (SCC and SSG officers). Aids in creating extracurricular

activities that complement academic goals. encourages kids to become leaders by

getting them involved in extracurricular activities, which has a good effect on the

classroom and school climate.

Students. The motivation, involvement, and general attitude of students toward

school can all be improved by extracurricular activities. Finding a positive association

would highlight how important these activities are for creating a happy learning

atmosphere.

Definition of terms

Extracurricular activities. This refers to activities that happen outside of

scheduled class times are known as extracurricular, and they are usually planned by a

school or local group. Sports teams, clubs, volunteer work, theater or music

ensembles, and academic competitions are a few examples of these activities.

Students who participate in extracurricular activities might learn valuable skills

including cooperation. social skills, time management, and leadership. In addition,

they can offer chances for students to pursue their passions and interests outside of the

classroom.

Students motivation. This refers to the inner drive, ambition, and zeal that

students possess to participate in the learning process, achieve academic success, and

pursue their educational objectives is referred to as student motivation. Students that

are motivated are more likely to be proactive, focused, and persistent learners, which

improves their success both academically and personally.

Clubs. This refers to student organizations or groups that concentrate on a

specific interest, pastime, or cause within a school or community. With the assistance

of a faculty advisor, students frequently form and oversee these clubs. Clubs can be

formed around a variety of hobbies; examples include academic clubs (such as those

focused on math or science), cultural clubs, music and art clubs, sports clubs, and

more. Students who join clubs can interact with other like-minded individuals, learn

skills relevant to the club's emphasis, and participate in extracurricular activities that
they find interesting. Clubs can enhance a well- rounded educational experience by

encouraging social contact, leadership, and teamwork for pupils.

Academic performance. This refers to a student's success in their coursework

and other school-related activities. It usually takes into account a number of variables,

such as grades, test results, involvement in class discussions, assignment completion,

and general learning engagement. Excellent academic achievement is frequently

interpreted as a sign of a student's comprehension of the subject matter and their

capacity for successful application of that understanding. Each student's academic

performance is unique, and it can be impacted by a unique, and it can be impacted by

a variety of elements including study habits, motivation, the classroom setting, and

the support of peers, instructors, and families.

Curriculum. This refers to a collection of instructional resources and methods

created to direct the process of teaching and learning in educational settings, such as

classrooms. It describes the materials, instructional strategies, assessment instruments,

content, and specific learning objectives that are utilized to support learning in a

certain subject or field of study.

Self-efficacy. This refers to the conviction that one can succeed in particular

circumstances or complete a task. Although it is closely tied to self- confidence, it is

more concerned with the conviction that one can accomplish particular, goal-oriented

results.

Intrinsic motivation. This refer to when someone engages in an activity

because they are motivated by the intrinsic fulfillment or delight it brings, as opposed

to external rewards or penalties, they are said to be motivated by intrinsic motivation.

An individual who is intrinsically motivated is driven by internal elements like

fulfillment, delight, self- interest, or a sense of achievement. Increased involvement,

tenacity, inventiveness, and general activity satisfaction can result from intrinsic

motivation. It is frequently linked to pursuits that are intrinsically fulfilling or

significant to the person, including taking up a hobby, learning something new out of

curiosity, or working on a project that is consistent with one's values.