The Relationship Between Extracurricular Activities and the Academic Performance of

Senior High School Organization Leaders in ACLC

CHAPTER I

INTRODUCTION

This study is about determining the relationship of extracurricular activities and academic

performance of student leaders. This will contain the following: Background of the Study,

Statement of the Problem, Scope and Limitation, Significance of the Study, Paradigm, Definition of

Terms, and References used.

Background of the Study

The word "extracurricular" can be broken down into its roots for a literal explanation: "extra"

means "outside" and "curricular" refers to all the work you do in the classroom. So extracurricular

activities are just activities that you do outside of class (Barge, 2016). It enables students who

participate in these activities to improve their talents in various fields, including leadership, self-

discipline, self-confidence, and social skills (Christison, 2013). Ahmed M. et al. (2015) define

extracurricular activities as any activity that takes place outside of the regular (mandatory)

curriculum. The activities are optional, and students do not receive academic credit for their

participation. These activities occur outside of academic hours but within an academic setting. He

found that students who participated in extracurricular activities had higher class attendance rates.

Students who consistently participate in school activities are more likely to use their information in

any way possible. Additionally, when students continue to participate in these types of activities,

their academic performance improves, which leads to positive outcomes. Apart from being a

valuable tool for developing oneself and the development of skills that are not often gained in the

classroom, extracurricular activities can be essential for socializing.

1
 According to our findings, majority of universities encourage and support student

organizations and activities that benefit the community while also providing chances for skill

development. These activities also teach skills like teamwork and leadership while decreasing the

possibility of related problem behaviors. Participating in extracurricular activities can lead to

improved academic performance, fewer absences, and a stronger connection to the school.

Extracurricular events, especially those that are not directly related to academic

achievement, clearly contribute to increased dedication to the school and its goals, which leads to

greater academic success. However, some educators believe extracurricular activities are a waste

of time because students use them as an excuse to leave the classroom and skip classes, so they

do not encourage them. Some educators, on the other hand, believe that academic and

extracurricular activities are equal to a student's overall development.

Statement of the Problem

The study aims to answer the main objective of the relationship between extracurricular

activities and the academic performance of the senior high organization leaders in ACLC.

Fortunately, the researchers sought answers to the following questions:

1. Profile

• GWA (General Weighted Average)

• Extracurricular activities participated

2. Is there an effect on the academic performance of the student leaders?

3. Is there a significant relationship between extracurricular activities and the academic

performance of senior high school organization leaders?

2
Scope and Limitation

The purpose of this research is to examine the correlation of the two variables, which are

the independent variable, extracurricular activities, and the dependent variable, academic

performance, among all senior high school organization leader in ACLC. The population will cover

only one population of the senior high school, which is are the organization leaders. The

respondents chosen for this study participate in extracurricular activities, which will tell us if there is

a relationship between the two variables. This research is focused only on senior high school

students who currently participate in any extracurricular activities at ACLC. Each participant in the

study will have the same set of questions to answer, made by the researchers. The main method

of data collection for this study is a survey questionnaire.

This study, conducted at ACLC Tacloban in 2023-2024, may not apply to students are not

part or an officer of an organization, attending ACLC Tacloban, or not does not participate in

extracurricular activities. This correlational and descriptive research used quantitative methods to

analyze the responses provided by the participants. A questionnaire is provided to the respondents

to conduct the research and is gathered after all the results. This study only focuses on senior high

school students at ACLC Tacloban, which means the findings might not apply to other groups of

learners. In addition, the data gathered is based on statements from the participants, which could

lead to bias and mistakes in the findings. The scope of the study is limited to examining the effects

of extracurricular activities on academic performance without including other aspects that might

affect academic performance. Additionally, because the study is done within a particular academic

year, it may not reflect long-term effects or changes in academic performance and extracurricular

activities over a period of time.

3
Research Hypothesis

Participating in academic performance results in higher academic performance. Most of the

students participate in extracurricular activities to enhance their skills and for enjoyment. The

hypothesis will only be raised with the provision of the type and number of extracurricular activities

that have a direct impact on academic performance. The leading crowd hypothesis maintains that

participation in ECA increases student status among peers and promotes peer identification.

Positive relationships have been determined between ECA and students’ academic performance.

Hò: There is no significant relationship between participation in extracurricular activities and the

academic performance of senior high school organization leaders in ACLC.

Explanation: ECA has a positive relationship with the academic performance of senior high school

organization leaders through enhanced thinking, discipline, and acquired values from the activities

in which they participated.

Significance of the Study

This study has the potential to provide valuable insights into the correlation of

extracurricular activities on the academic performance of senior high school organization leaders,

benefiting various stakeholders in the educational landscape. Specifically, to the senior high school

organization leaders. The result of the study will benefit the following:

Students. This study will help students' well-being by understanding the relationship between

extracurricular activities and academic performance and can provide insight into how students

overall well-being and personal development are influenced by their participation in these

activities.

4
Teachers. This study can guide educators in offering tailored advice to students regarding

extracurricular choices and their impact on academics.

Sports Teams. School sports teams, such as the chess club, basketball team, or volleyball team,

often represent the school in athletic competitions.

Parents and guardians. Parents and guardians can gain insights into the potential impact of

extracurricular activities on their children’s academic performance. This study can guide them in

supporting their children’s participation in such activities.

Future Researchers. The study can serve as a foundation for further research, potentially leading

to a deeper understanding of the relationship between extracurricular activities and academic

performance.

Theoretical Framework

It was originally created by Jean Piaget (1936) and explains how extracurricular activities

can enhance your studies. The dominant theoretical framework in the general education literature

theorized that ECA participation has a positive effect on academic performance indirectly because

of the non-academic and social benefits associated with ECA participation (Anderman, 2002; Broh,

2002; Fejgin, 1994; Finn, 1989; Fredricks and Eccles, 2005; Hansen et al., 2003; Holland and

Andre, 1987; Larson, 2006; Lewis, 2004; Mahoney and Cairns, 1997; Mahoney et al., 2003;

Marsh, 1992; Osterman, 2. Broh claimed that there are three ways in which ECA participation

enhances students’ academic performance. First, ECA participation helps students learn life skills

and qualities such as a strong work ethic, self-esteem, perseverance, and locus of control, all of

which connect with good academic achievements. Second, participation in ECA improves

students' social status and puts them in the leading academically oriented peer group,

encouraging improved academic achievement. Third, ECA engagement allows students to interact

5
more with fellow students and the school, resulting in stronger social relationships and improved

social capital. This social capital thereby serves as a type of social control, encouraging students

to follow school rules in order to achieve academic achievement.

Conceptual Framework

ACLC's senior high school 1. Data Collection of How extracurricular

PROCESS

OUTPUT
INPUT

organization leaders Students Profile activities affect the

participation in 2. Administering academic performance of
extracurricular activities Questionnaire the senior high school
along with managing their organization leaders in
academic performance 3. Organizing of Student's ACLC
Responses
4. Statistical Analysis of
Data

This study examines the relationship between extracurricular activities and the academic

performance of the senior high school organization leaders at ACLC. It aims to determine the

result of both extracurricular and academic performance in the student’s studies. The figure that

has been displayed presents the conceptual framework of the study. The input-process-output

model (IPO) is visible, which encompasses the input or independent variable, the process of the

framework, and the output of the dependent variable. The independent variable is the senior high

school organization leader’s participation in extracurricular activities along with managing their

academic performance. To check if this variable affects the academic performance of the senior

high school organization leaders in ACLC, the researchers administered questionnaires, which

served as the framework.

Definition of Terms

The terminology used to aid the readers in understanding the context behind the words used in

this research:

6
General Weighted Average (GWA). the average of grades in all subjects taken, whether passed

or failed

Extracurricular Activities (ECA). a program or curriculum applied to respective schools

7
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This study's chapter provides an overview of relevant foreign and local literature and study

sources that the researchers used to organize.

Review of Related Studies

This chapter will provide a discussion of the correlation between participating in

extracurricular activities and academic performance, containing relevant studies and literature that

will help examine our paper.

ECA includes sports, performing arts, service clubs, and faith-based youth groups (Vandell

et al., 2015). Plenty of students share the same experiences with participating in ECA. It positively

affects them by enhancing not only their grades but also their skills (School, 2018). Students'

participation in extracurricular clubs and groups has plenty of benefits for teenagers (Guilmette et

al., 2019; Shaffer, 2019). Participation in extracurricular activities is linked to higher levels of social

skills such as teamwork, decision-making, handling disputes, and communication (Kholiavko et al.,

2020; King, 2020), which are all essential for effective leadership. According to a study by Brown

(n.d.), students who participate actively in extracurricular activities achieve higher scores on

standardized tests and have greater academic success. They also exhibit reduced drug use, fewer

suicide cases, and a stronger sense of self-perception. Many students participate in extracurricular

activities that interest them or that they choose to participate in personally. According to a study,

teenagers' decisions to participate in ECA are linked to academic success (Badura et al., 2016;

Bartko and Eccles, Eisman et al., 2016). However, not all the time, it is their choice to not join or

participate in these activities for various reasons: they lack self-confidence, have an inability to

afford them, and also lack achievement motivation (Chapman et al., 2023). Because of these
8
reasons, they are not able to join, but despite that, some students enhance their skills without

participating in ECA.

Review of Related Literatures

Teachers are eager to know what contributes to students' achievement. Studies show that

participating in extracurricular activities has a good correlation with students' growth on the

academic and personal fronts. Students who take part in extracurricular activities experience

increased academic achievement, character development, especially in the areas of leadership

and time management, more positive social growth, and a greater passion for getting involved in

the community. The system of education can make use of such knowledge to motivate students to

engage in activities that will improve their accomplishments in both the classroom and personally.

Participating in extracurricular activities positively impacts their academic performance.

Extracurricular activities are engaged in by 80% of students (Fredricks, 2011, p. 379). Important

chances for students development are provided by extracurricular activities (Blomfield & Barber,

2009), like peer relationships, proper social behavior, and basic academic skills. Students

achievements are the basis for almost all of the curriculum outcomes that teachers use to evaluate

their students' progress. However, it is becoming increasingly important that students have the

chance to learn far more than just academic performance. Students participating in extracurricular

activities show improved academic performance, greater personality development, and more.

Students have the capacity to pay attention to directions that allow them to achieve their

goals. Furthermore, through structured exercises, students gain an understanding of the value of

commitment and determination. According to Fredericks (2011), they know that achieving

objectives frequently calls for concentration and hard work. labor. Third, they acquire problem-

solving and goal-setting skills (Wormington, Henderlong Corpus, & Anderson 2012). Observation,

9
determination, drive, goal-setting, and solving issues are all abilities that are acquired through

involvement in extracurricular activities and that carry over to students' academic achievement.

Various extracurricular activities have different impacts on kids' academic performance.

Students who join sports clubs, such as through participation in extracurricular activities,

contribute to their development. Students who participate in extracurricular activities report higher

levels of self-concept and self-esteem (Blomfield & Barber, 2009). They also have opportunities to

develop personal interests and discover their own strengths and weaknesses (Fredricks & Eccles,

2008). This is especially important during the adolescent stage of self-exploration (Knifesend &

Graham, 2012). Self-understanding and character development in students promote self-

confidence, which inspires her students to feel comfortable and become unique individuals.

Many of the character development skills common in extracurricular activities are required

in the workplace but are not routinely assessed and practiced in the classroom (Lipscomb, 2007).

First, students develop time-management skills (Burgess, 2013). Learn how to set priorities and

use your time effectively. Second, students develop leadership skills that support success in

postsecondary institutions and lifelong careers (Barnett, 2008). Students with leadership skills are

more likely to become managers and earn higher salaries than students without leadership skills

(Lipscomb, 2007). Third, students learn to accept constructive criticism (Mckeyane, 2013). This is

a necessary skill for intellectual and personal growth. Finally, students have higher levels of self-

confidence (Strapp & Farr, 2010) and resilience. Participation in extracurricular activities

strengthens students' time management skills, leadership skills, self-confidence, resilience, and

ability to accept constructive criticism.

Each of these components is crucial for the development of personality. Different aspects of

personality development are influenced by the kind of extracurricular activity. According to

10
Fredericks and Eccles (2008), students who are involved in academic clubs acquire leadership

qualities, while those who are in sports groups enhance their problem-solving abilities. Pupils that

devote time to artistic endeavors report higher levels of positive self-development and increased

school environment engagement (Metsapelo & Pulkkinen, 2012; Knefesend & Graham, 2012).

Engaging in educational and physical pursuits might enhance one's self-worth (Blomfield & Barber,

2009). Students who feel more confident about themselves are more connected to their learning

environment and are more driven to advance both intellectually and personally. Students can

become more self-aware by learning which character development skills are reinforced by

involvement in particular extracurricular activities.

Participating in beneficial extracurricular activities helps students strengthen their skills.

helps them achieve academic success. At first. When students engage in structured activities, they

develop their ability to obey directions. They pick up the skill of applying instructions to get the

desired result. Additionally, second. Students gain an understanding of the value of perseverance

and motivation through planned exercises (Fredriks, 2011). They understand that reaching

objectives usually calls for focus and effort. labor. Third, children pick up problem-solving and goal-

setting skills (Wormington, Henderlong Corpus). & Anderson (2012). Participating in extracurricular

activities teaches students skills that transfer to their academic achievement, including

persistence, patience, motivation, setting goals, and problem-solving.

Engaging in extracurricular activities helps students' social growth. Participating in group

activities fosters the collaboration and communication skills that are necessary for future projects

and the success of the workers themselves. Pupils constantly want to comprehend belonging

better (Knifesend & Graham, 2012). "Providing access to the people and networks that impact

positive results for students" is made possible through extracurricular group participation (Shulruf,

2010, p.595). Through group activities, students can interact with people who share their interests

11
and goals, which can boost their satisfaction and drive to stick with a long-term project.

Additionally, extracurricular activities help students form beneficial social networks that have an

influence. Students ought to refrain from making poor decisions in life (Veltz & Shakib, 2013).

Participation in extracurricular activities demonstrates the importance of community

involvement. Students need more exposure to the larger society than the local. According to Gatto

(2005), participating in extracurricular activities develops relationships between individuals and

their community, especially the elderly and the working class. 2005). Students can understand the

value of contributing to the community and assisting those in need. Students are also more likely

to help in their communities after high school participation in extracurricular activities during youth

(Barber, Mueller, & Ogata, 2013). These activities create a sense of connection to society at large

(Barber et al.). Some extracurricular activities promote more involvement in the community than

others. Participation in clubs that promote community involvement, such as volunteering groups,

allows students to experience what it's like to contribute back to the community. Clubs that provide

entertainment motivate community members to attend and support an event, such as a school play

or a sports game. These events strengthen relationships among schools, students, and community

members, including students' parents and friends. Students with parents who are involved in the

community are more likely to volunteer themselves (Barber et al., 2013). Students will be

encouraged to participate in community-based extracurricular activities. Create opportunities for

students to see the benefits of community involvement.

Participating in extracurricular activities helps students achieve personal and academic

success. First, students who participate in extracurricular activities have higher levels of academic

performance. Second, extracurricular activities improve the student's character development by

providing them with qualities needed for personal achievement, such as leadership and time

management abilities, and the capacity to accept positive criticism. Thirdly, participating in

12
extracurricular activities increases students' confidence and adaptability. Furthermore, participating

in extracurricular activities builds social development. Lastly, participating in extracurricular

activities gives students the chance to experience the advantages of community involvement.

13
 CHAPTER III

METHODOLOGY

This chapter discusses the methods used to conduct the research design, locale,

respondents, ethical consideration, instrument, data gathering procedure & data analysis.

Research Design

Our chosen research design is correlational, which aims to determine whether

extracurricular activities and academic performance has a relationship. This will facilitate the two

variables deepen understanding. The main goal is to determine the relationship between students'

academic performance and ECA in ACLC Tacloban.

Research Locale

14
 The research will be conducted at the AMA Computer Learning Center (ACLC), which is

located in Tacloban City Real Street, a school that was first established in 1986 and is known for

being a dominant provider of globally recognized I.T. and hospitality-based education in the region.

It is a wide-spread learning facility with four campuses in the downtown area for students to learn

and grow. The researchers will conduct their research at the real campus, as it is one of the few

facilities where senior high school organization leaders go for their daily classes and because it is

the main campus. The image provided above shows the location of the locale.

Research Respondents

The chosen respondents of this study will be senior high school organization leaders who

have enrolled in ACLC and have participated in extracurricular activities. The population will be

those students who have joined a sports team, house team, organization, etc. The sampling

method that will be used is the “stratified sampling method” along with “Slovin’s formula” to

properly manage and group each individual person according to what extracurricular activity they

have joined.

Ethical Consideration

Before the research is to be conducted, the researchers will ensure the ethnicity of this study

by formally asking permission online first from the respective students for their consent to

participate in this questionnaire. They will do the following:

 Ask permission from the respondent to participate

 Send them a consent form to ensure of their decision in agreeing

15
  Give the respondent a location to meet up to fill the questionnaire while recording the

interview

 Ensure the safety, ethnicity and confidentiality of the data gathered from the respondents

and organized by the researchers

 Thank the respondents for participating

A consent letter for this study to be conducted will be attached to the last page of

the paper.

Research Instrument

The researchers will utilize a descriptive correlational 10-item questionnaire. The

questionnaires will then be disseminated to gather data about the relationship between students’

engagement in extracurricular activities and their academic performance. The survey will be given

to them in person. The content of the questionnaires is "What kind of ECA's have you joined at

school? "and "Has participating in extracurricular activities at school affected your studies?" The

researchers will then analyze the data and use a statistical approach in interpreting the responses

accurately.

Data Gathering Procedure

The researchers will first identify senior high school organization leaders that have

participated in ECA and question what type they have joined, whether it be the school sports team,

a prominent house member or part of the school organizations, after which they will separate them

corresponding to what type of ECA they have joined then message them online via messenger to

16
ask permission to answer the questionnaire in person and send a consent form to ensure their

agreement.

After which, each respective student will meet with the researchers to answer the

questionnaire, all while being recorded for the data to have legitimacy and evidence. Once all the

data has been collected and gathered, the researchers will thank the respondents for participating

and explain to them the purpose of why they have answered the questionnaire to give them a

sense of clarity and fulfillment.

Finally, once all the data has been organized and gathered, the researchers will use the

stratified random sampling method and Slovin’s formula to arrange each respondent's answer and

compare it with the grades of an average student in ACLC to see if ECA has a relationship with the

grades of senior high school organization leaders.

Data Analysis

Finally, all the data will be collected from the participants and will be divided using a

descriptive analysis. The data varies in information based on what the students will be answering,

ranging from their ECA and GWA. Using stratified simple random sampling as a sampling method,

data from different students will be gathered. Only those who participate in ECA will receive the

questionnaire from the researchers. In computing how many students will be the participants, we

will use Slovin's formula. The researchers will segregate each student by what kind of

extracurricular activities they participate in and gather their data separately.

17
References

Bakoban, & Aljarallah. (2015, October 23). Extracurricular Activities and Their Effect on the

Student’s Grade Point Average: Statistical Study. Extracurricular Activities and

Their Effect on the Student’s Grade Point Average: Statistical Study, 1–2.

https://doi.org/10.5897/ERR2015.2436

Ramirez, P. D. (2019, January 18). Effects of Extra-Curricular Activities on Students’ Academic

Performance.

https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/9262

The Effect of Extracurricular Activities on Academic Performance. (2016, May 10). PPT.

https://www.slideshare.net/ShelbyUllrich/the-effect-of-extracurricular-activities-

on-academic-performance

A. F. L. O. P. (n.d.). THE EFFECTS OF EXTRA CURRICULAR ACTIVITIES IN ACADEMIC

PERFO. prezi.com. https://prezi.com/o_ruqrcd-mx-/the-effects-of-extra-

curricular-activities-in-academic perfo/?

fbclid=IwAR0SE6iMa7ZfG3B0SsQtXkkbduqL9VMHMqbVYf5Pa2-

gxazCebWKSm1hmJo

School, P. E. (2018, September 26). COMMON EXPERIENCES IN PARTICIPATING EXTRA-

CURRICULAR ACTIVITIES OF THE SELECTED STUDENTS IN

MAKAPUYAT NATIONAL HIGH SCHOOL DEPARTMENT OF EDUCATION.

www.academia.edu.

https://www.academia.edu/37482543/COMMON_EXPERIENCES_IN_PARTI

CIPATING_EXTRA_CURRICULAR_ACTIVITIES_OF_THE_SELECTED_STU
18
 DENTS_IN_MAKAPUYAT_NATIONAL_HIGH_SCHOOL_DEPARTMENT_OF

_EDUCATION?

fbclid=IwAR1n3fgQO0UoC3_rFpbE2oPsb0nn5erZdnXS8gRW0k1rnr98PpjWd

1hFafQ

Farooqi. (n.d.). The Need of Extracurricular Activities. The Need of Extracurricular Activities.

Extracurricular Participation and Student Engagement. (n.d.).

https://nces.ed.gov/pubs95/web/95741.asp

Bakoban, & Aljarallah. (2015, October 23). Extracurricular Activities and Their Effect on the

Student’s Grade Point Average: Statistical Study. Extracurricular Activities and

Their Effect on the Student’s Grade Point Average: Statistical Study, 1–2.

https://doi.org/10.5897/ERR2015.2436

Seow, P. S. (2018, January 1). A Literature Review of the Impact of Extracurricular Activities

Participation on Students’ Academic Performance.

http://books.google.ie/books?

id=2Mr7zgEACAAJ&dq=A+Literature+Review+oo+the+Impact+of+ExExtracur

ricul+Activities+Participation+on+Students

%27+AAcademi+Performance&hl=&cd=1&sourcs=gbs_api

What career is right for me? | ASVAB Career Exploration Program. (n.d.).

https://www.asvabprogram.com/media-center-article/56

19