Title

Specific Objectives

Thesis Statement Problem Null Hypothesis

Significance of the study

The study will be able to determine the effects of extra curricular activities to the lifelong learning skills gained by two categories of learning team.

Data Gathering Tools

(Surveys) Questionnaires -Personal Info (explained the protocol) Documentary Analysis

Scope & Delimitations

High school students in ( ) - 100% population The delimitations of the participants were Students have been involved in ECA for more than 6months would fall under students with ECA involvement.

Variables
Independent - Students profile Age, Gender, Year level -Extra curricular activities, - Time spent in engaging to ECE. Dependent -Lifelong (level) learning skills gained.

Life-long Learning Skills Gained in Two Learning Team

(or 2 schools Public and Private Schools in Las Pinas)

- To identify the level of lifelong learning skills gained by two categories of learning team. identify To know the relationship of lifelong learning skills gained by solely academic students to students who participates in ECA. compare To identify the learning skills level through the time being spent by the students in ECA.

Extracurricular Activities may or may not protect the learners from effects detrimental to their life-long learning skills.

Extracurricular has no effect on the lifelong learning skills gained by the high school students.

Statement of the Problem

Extracurricular Activities may or may not protect the learners from effects detrimental to their life-long learning skills.

Definition of terms

Conceptual Framework
Life-long Learning Skills Gained in Two Categories of Learning Team

Students who does not participate in Extra-Curricular Activities

Students who participate in Extra-Curricular Activities

Solely Academic

Academics

Extra Curricular Activities

School Curriculum (Academic Subjects)

School Curriculum (Academic Subjects)

Sports / Athletics

Performance Arts (Music, Band, Choir Theater,Dance)

Academic Clubs (Chess,Scrabble,Speeh Journal)

School Government
(Student Council,Class Officers,CAT Officers)

Services
(Envt.Awareness, Volunteer)

Group Fellowship (Bible Study)

Time Spent 1-3 hrs 1 day/week

Time Spent 1-3 hrs 2-3 days/wk

Time Spent 1-3 hrs 4-7 days/wk

Life-long learning Skills Gained

Life-long learning Skills Gained

Life-long learning Skills Gained

Life-long learning Skills Gained

CONFIDENCE

COMPETENCE E

CONFIDENCE

COMPETENCE E

CONFIDENCE

COMPETENCE

CONFIDENCE

COMPETENCE

CHARACTER

CARING

CHARACTER

CARING

CHARACTER

CARING

CHARACTER

CARING

CONNECTION

CONTRIBUTION

CONNECTION

CONTRIBUTION

CONNECTION

CONTRIBUTION

CONNECTION

CONTRIBUTION

Life- long learning skills evaluation

Statistical Analysis

Results, Conclusions, Recommendations

Related Theory

Positive Youth Development Theory (Lerner et.al,2005) stated that extracurricular activities result in positive outcomes because it provides a fertile ground of learning environments that encompass socially learned skills not necessarily emphasized in the classroom. In addition, the amount of time spent with supervised settings could determine the benefits the students could gain in achieving a positive academic performance outcomes.

Questions: ? 2 schools ; their lifelong learning skills gained. ? would it be level of learning skills gained.???/ ? Adapted Physical Education Motor Skills Gained Among Special Education Students through Adapted Physical Education and Its Effect to their Social Learning Skills ? hot measure the level of 6 cs? come up with questions to measure

Specific Problems
6. How have these learning skills gained affects students academic performances? 1 To what extent does the school implemented extracurricular activities as part of the school program? 2.Is the lifelong learning skills of the students influenced by their choice of ECA? 3. What effects do specific activities have on life-long learning skills? 4. What are the effects of ECA in life-long learning skills on different time spent? a. 1-3 hrs once a week? b. 1-3 hrs / 2-3 /week? c. 1-3 hrs/ 4-7/week? 5. Which life-long learning skills learned are most influenced by ECA?

Specific Obejectives: To determine the students whos involved in ECA and not involved To Identify the level of skills To Compare