“Effects of Extra-curricular Activities on the Academic Performance of Enrile Vocational

High School Athletes”

CHAPTER 1

INTRODUCTION

Background of the study

Students are involve in many activities in school, they join in and outdoor activities like

sports, club or organization membership, competitions, and other goal satisfaction outside

regular school curriculum, these are often called as extra –curricular activities.

Students involve in these extra-curricular activities develop chance to cultivate

relationship within others, learns to socialize and encourage other students to achieve great

goals in life in their participation, they may become leaders or be in charge of committees, and

develop more responsible attitudes. However, students who engage in these extra-curricular

activities must be able to know fully the importance of proper time management. Students must

be able to perform well in and out of the classroom. According to the Department of Education

(DepEd) memorandum or the Republic Act No. 10533 or Enhanced Basic Education Act of 2013

(K-12 Law), grades between academic and extracurricular activities are not be added to the

overall grades of students anymore. Successful student athletes appeared to be able to respond to

increased demands and transfer the qualities of hard work, discipline, perseverance traits

necessary for successful athletic performance to their academic lives. Student-athletes are not

just athletes but a unique population of young adults who lead stressful lives influenced by the

unique demands of their lifestyle.

 Enrile Vocational High School is a home to great athletes in the field. It is the

researchers aim to find out how these champion athletes balance their academics and

extracurricular activities. The researchers wants to find out the effects of extracurricular

activities on the respondents academic performance.

Statement of the Problem

This study aims to determine the effects of extra-curricular activities on the academic

performance of Enrile Vocational High School Athletes.

Specifically, it seeks to answer the following questions:

1. Does participation in extra-curricular activities have a positive effect on the academic well-

being of the respondents?

2. How do respondents manage their time between academic performance and extra-curricular

activities?

3. What are the specific problems encountered by the participants to their academic

performance?

4. How do extra-curricular activities affect the academic performance of the respondents?

Significance of the Study

The result of the study will be deemed beneficial to the following sectors/groups.

1. Students: This study will help respondents to develop time management skills.

2. Parents: This study may serve an eye-opener for them to understand the needs of their child.
3. Teachers: The results of this study may serve as an eye-opener for them to understand the

needs of students who are involved in extra-curricular activities.

4. Curriculum planners: The result of this study will help curriculum planners or academic

policy-makers evaluate the existing programs to address student needs and abilities and create

necessary programs to meet the needs and abilities of students that are engaged in extra-

curricular activities.

5. Future researchers: The outputs of this study will provide future researchers helpful inputs so

that further contributions can be made in determining the effects of extra-curricular activities on

the academic performance of Enrile Vocational High School athletes

Scope and Delimitation:

This study focuses on the effects of Extra-curricular Activities on the Academic

Performance of Enrile Vocational High School Athletes. Furthermore, respondents will only be

the Enrile Vocational High School Athletes.

Definition of Terms

Athlete – a person who competes in one or more sports that involve physical strength, speed or

endurance.

Extracurricular activity – outdoor activities like sports, club or organization membership,

competition and other goal satisfaction outside regular school curriculum. In does not fall within

a scope of a regular curriculum; specifically or relating to officially approved and organized

student activities connected with school and usually carrying no academic credit.
 Review of Related Literature

The purpose of this literature review is to summarize the existing literature concerning

the effect of extra-curricular activities on the academic performance of Enrile Vocational High

School Athletes.

Extra-Curricular Activities are important to students

According to Trevor Pilgrim 2013 many parents and students do not understand the

importance of extra-curricular activities. Over the years I have had to persuade a number of

parents to allow their children to continue participating in extra-curricular activities, because

they felt that these activities distracted their offspring from their academic work. This scenario

tended to unfold either when a student was struggling academically or when the student wanted

to focus totally on academics, to the exclusion of everything else. They felt that extra-curricular

involvement was a waste of precious time and that it caused their children to get home too late in

the evening.

Nothing could be further from the truth than this notion of wasting time. Academic

subjects and extra-curricular activities complement each other and develop a well-rounded,

socially skilled, and healthier student. There are so many possible extra-curricular activities that

each student can choose one that appeals to him or her personally. Activities range from

athletics, various sports, scouts, girl guides, debating, music and chess to paramilitary groups like

the cadets. This list is not even exhaustive. Some students choose more than one pursuit.

Students who are involved in extra-curricular pursuits tend to improve their academic

grades as well. This may be due to increased self-esteem, motivation and better time

management. They become better organized in the classroom. They demonstrate a reduction of
at-risk behaviour and a heightened sense of belonging, resulting in better behaviour.They learn

useful new skills from their chosen activity, and in integrating these activities into their everyday

school lives, they learn time management, critical thinking, teamwork and social skills. They

develop life-long relationships with their peers and learn how to lead others. These skills will be

beneficial in later life and in the workplace.

Extra-curricular activities also foster a sense of commitment to a cause or purpose and

they reduce selfish behaviour. Students become more marketable in the workplace.

Through the avenue of extra-curricular activities students find it much easier to gain

admission into universities. Modern universities are more interested in recruiting students who

have something to offer besides academic qualifications. They seek out students who can make

a contribution in other areas to the university and the society at large. Many universities and

some schools make money and gain prestige through their extra-curricular engagement in

various arenas.

Hopefully, more parents and students will see the importance of extra-curricular activities

and diversify and deepen their interests and hobbies.

Emotional Intelligence and Adjustment of Sports persons

According to Dharmendra Pratap Singh, BK Bhardwaj2016, the demand for adjustment

is universal to all human beings and characterized by uniqueness, dynamicity, pervasiveness and

indispensability. The processes and mechanisms of adjustment entail factors associated with the

personal attributes of the individuals, socio-cultural milieu and genetic endowment which

determine its exact nature, extent and quality. The sports relationship is unique and places a

different type of demand on the part of sportspersons. Out of many stake holders of adjustment
in the field of sports and games, the emotions play a pivotal role. The present research attempted

to spell out the impact of emotional intelligence and gender in shaping the adjustment of the

sportspersons. The study employed four hundred sportspersons with equal number of males and

females as participants whose emotional intelligence and adjustment were measured through

standardized psychometric tools. The results evinced that male and female differed in their four

components and overall mean scores of emotional intelligence. The female participants evinced

higher mean emotional intelligence score as compared to their male counterparts as well as on

intrapersonal awareness and intrapersonal management dimensions of emotional intelligence.

Contrarily, there were no gender differences on interpersonal awareness and interpersonal

management dimensions emotional intelligence. In addition, the scores of emotional intelligence

showed statistically significant positive correlations with all the four areas of adjustment such as

home adjustment, health adjustment, social adjustment and emotional. The results have been

discussed in the light of current theories of emotional intelligence and adjustment. The

conclusions of the study have important theoretical and practical implications for the

academicians, administrators, sportspersons, researchers of other professional associated with

sports field and policy maker.

The Impact of Participation in Extracurricular Activities on School Achievement of French

Middle School Students: Human Capital and Cultural Capital

According to Philippe Coulangeon2018, the impact of participation in extracurricular

activities on academic success has long been studied in the social sciences. This article aims at

improving the measurement and understanding of this impact. Based on panel data regression

models applied to a panel of French middle school students, it first provides a robust estimation

of the impact of extracurricular activities on school outcomes (marks in French and

Mathematics) and on a set of cognitive and non-cognitive skills. It finds a positive and

significant impact on marks in French and Mathematics and scores on non-cognitive skills tests.

No impact is found on cognitive skills. The article then investigates the underlying mechanisms

of this impact. Its findings do not reinforce the transfer paradigm, according to which

extracurricular activities provide students who participate in them with skills that they can

reinvest in school life. Neither does it support the notion that such an impact may primarily be

the result of students’ greater connivance with the cultural standards of teachers. Instead, it

seems likely that what is mainly at stake in participation in extracurricular activities is families’

unequal capacity for extending the time of school supervision in their children’s free time.

Therefore, insofar as the varying participation in these activities is strongly correlated to

differences in students’ social and cultural background, participation in extracurricular activities

would in itself contribute to reinforcing social inequalities in school achievement.

Physical Activity and Academic Achievement

While there are numerous types of extracurricular activities students can participate in,

many of the activities offered to students are sports. For this reason, it is appropriate to briefly

examine the effects that physical activity has on academic success. Several recent studies have

analysed the relationship between these two variables, and both negative and positive

correlations were reported.

Positive Outcomes

Several studies reported positive associations between physical activity and academic

achievement. Three studies indicated that the more physical activity the students participated in,

as well as the more fit they were, the more likely they were to get good grades (Ayan, Carral, &
Montero, 2014; Morita et al., 2016; Pellicer-Chenoll et al., 2015). A fourth study found a

positive correlation, so long as the physical activity was at a moderate or high intensity (Ardoy et

al., 2013). Additionally, Koivusilta, Nupponen, and Rimpela (2011) asserted that students who

are physically active during their adolescent years tend to achieve higher levels of education and

better socio-economic status as adults.

Negative Outcomes

Meanwhile, two studies found negative correlations between physical activity and

academic success. Dijk et al. (2014), reported a negative correlation between physical activity

and academic success only among middle school students. The authors speculated that middle

school students might be more prone to prioritizing physical activity over school-related work. In

the second study, researchers used accelerometers to objectively measure physical activity in a

sample of 1,778 students aged 6-18 and found a weak but negative correlation between the

physical activity and academic success (Esteban-Cornejo, Tejero-González, Martinez-Gomez,

Cabanas-Sánchez, et al., 2014). The use of objective measures gives this study credibility;

however, the authors did not categorize participants in different age groups, which raises the

question of whether one group (for example, middle school students) may have skewed the

results.

However, regardless of the outcomes of the studies, most of the studies failed to analyze

the many layers and facets of their material deeply enough to form any definite conclusions

concerning physical activity and academics. Given the contradiction between negative and

positive results, it seems there must be more that factors into this debate. Taking all of these

studies and ideas into account, research seems to indicate that the relationship between physical
activity and academic achievement is more complex than simply stating that physical activity

yields a better (or worse) academic performance.

The role of athletic identity in the relationship between difficulty thinking or concentrating

and academic service use in NCAA student-athletes.

According to Kevin M Antshel Laura E, VanderDrifft,Jeffrey S Pauline2016, the NCAA

Growth, Opportunities, Aspirations and learning of students in college data reuse to explore the

relationship between self-reported high levels of difficulties thinking or concentrating and grade

point average (GPA) in college student-athletes. We specifically investigated the mediators of

the relationship between self-reported high levels of difficulties thinking or concentrating and

GPA. Results revealed that there was a significant indirect effect between self-reporting the

highest level of difficulties thinking or concentrating and service use through GPA, moderated

by identity, full model: F(4, 14738=184.28) p<.001;R2=.22. The athletic / academic identity

variable acted as a moderator of the mediating effect of GPA on the relationship between self-

reported high levels difficulties of thinking or concentrating and the use of academic resources

on campus. If a student-athlete who is self-reporting high levels of difficulties thinking or

concentrating identities more as a student, GPA is likely to prompt academic service use.

The Academic and Behavioral Impact of Multiple Sport Participation on High School

Athletes

According to Christopher James Kohl 2016 for many high school student athletes, there

is increased pressure to specialize in one sport, to participate at a high level and to play year–

round(Brenner,2016).This increased emphasis on sport specialization has led to a proliferation of

overuse injuries, over training, and burnout (Brenner, 2016). Sport specialization significantly
contributes to overuse injuries, which account for almost half of all sports injuries (Andrews &

Yaeger, 2013). This research was designed to clarify if there are significant differences in the

behavioural and academic performance of student athletes who compete in one sports and

student athletes who compete in multiple sports. Six high schools in southwest Missouri

provided GPas, hours absent, and days suspended for approximately 1500 student athletes for the

2015-2016 school year. An ANOVA test was conducted to determine if there are significant

differences existed among one-two-and three-or-more sport athletes for each individual area of

study. When single-sport athlete were compared to multiple-sport athlete, significant differences

were discovered in each area of study including GPAs, hours absent and days suspended. In all

instances of significant difference, multiple sport athletes demonstrated improved academic and

behavioural performance over single-sport athletes. These findings should assist students,

coaches, parents, teachers, and administration in decision making about student athletics

participation.

Emotional Intelligence and Adjustment of Sport persons

According to Dharmendra Pratap Singh,BK Bhardwaj2016, the demand for adjustment is

universal to all human beings and characterized by uniqueness, dynamicity, pervasiveness and

indispensability.The processes and mechanism of adjustment entail factors associated with the

personal attributes of the individuals,socio-cultural milieu and genetic endowment which

determine its exact nature, extent and quality. The sports relationship and unique and places a

different type of demand on the on the part of sportspersons. Out of many stake holders of

adjustment in the field of sports and games, the emotions play a pivotal role. The present

research attempted to spell out the impact of emotional intelligence and gender in shaping the

adjustment of the sportspersons.The study employed four hundred sportspersons with equal
number of males and females as participants whose emotional intelligence and adjustment were

measured through standardized psychometric tools. The results evinced that male and female

differed in their four components and overall mean scores of emotional intelligence. The female

participants evinced higher mean emotional intelligence score as compared to their male

counterparts as well as on intrapersonal awareness and intrapersonal management dimensions of

emotional intelligence.Contrarily,there were no gender differences on interpersonal awareness

and interpersonal management dimensions emotional intelligence. In addition, the scores of

emotional intelligence showed statistically significant positive correlations with all the four areas

of adjustment such as home adjustment, health adjustment, social adjustment and emotional. The

conclusions of the study have important theoretical and practical implications for the

academicians and administrators, sportspersons, researchers of other professional associated with

sports field and policy maker.

“Effects of Extra-curricular Activities on
the Academic Performance of Enrile
Vocational High School Athletes”

Researchers:
Jenelyn Dulin
Noemi Gaffud
Dianne Gaffud
Marjorie Lappay
Jericko Tumbali
J-r Gaffud
Marivic Romero
Rachelle Lappay
Manilyn Romero
Jinky Monasterial
Ma. Cristin Apalin
Gloria Urbano

Teacher :
Mrs. Liezel B. Cauilan