1

CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

Extracurricular activity is an activity that takes place in

schools for students to participate in in order to gain

experience, incentives, and other personal reasons. It is

necessary for different schools to provide extracurricular

activities to help students learn from outside of the curriculum

and even discover their talents and flourish their passion.

Through these programs, students learn how to enjoy the

knowledge they have learned in the classroom to real world

scenarios.

Taking the strand STEM can mean stress based on some

students because of its specialized subjects which are the

General Chemistry, Calculus, General Physics, and General

Biology. Academics are very important to students because it is

one of the major factors when applying and looking for a job,

especially in a prestigious company. Engaging of STEM students

in extracurricular activities can affect their academic

performance because of divided attention, overwork, and absences

because of the excuses from classes.

 2

According to Maldonado (2017), extracurricular activities

are not formally included in the curriculum. They are somewhat

related to teaching because they are being provided by different

schools to enrich and enhance the students’ talents, skills, and

knowledge. Some of these extracurricular activities may be free

or being paid depending on the school that is organized by the

school personnel.
 3

BACKGROUND OF THE STUDY

According to Cheryl U. (2016), extracurricular activities

began in the United States in the 19th century. They were first

an additional part to the normal academic schedule and also

included some practical or vocational interests. Extracurricular

activities were first became well-known at Harvard and Yale

University where there are literacy clubs, and then later on

added the formation of debate clubs and sororities and

fraternities.

Extracurricular activities have been concluded to have an

impact on a student’s academic performance which can either help

or hinder one’s performance (Brandon Daniels, 2014). The topic

participation in various extracurricular activities is of

interest to both the students and society as well. The effect of

participating in various activities is contingent upon the kind

of engagement a student is involved in (Kimiko, Fujita, 2005).

“When one considers the large number of activities available,

one realizes the diversity of the programs” (James W. O’ Dea,

1994). There are various activities such as, athletics, student

 4

government, publications, academic clubs, service organizations

and other special activities.

A lot of studies have been conducted to study the

relationship between student involvement in activities and

student academic performance. Among these studies a lot have

showed a positive correlation between the two factors claiming

that participating in extracurricular activities can have a

positive effect on student’s academic performance. However,

these conclusions are being constantly challenged by other

researchers.
 5

STATEMENT OF THE PROBLEM

This study aims to know the outcome of engaging in various

extracurricular activities in school in the academic performance

of STEM students. It seeks to answer the following questions:

1. SDP

2. How does being involved in extracurricular activities help

the students academically?

3. How significant is the effect of extracurricular activities

to their academic performance?

 6

RESEARCH GOALS AND HYPOTHESIS

In an effort to determine if extracurricular activities can

have positive or negative effects on a Senior High School

student’s academic performance in WU-P,a student survey form was

created to collect student’s perception in extracurricular

activities involvement.

Purpose of the study

The goal of this study was to explore the effects of ECA in

WU-P, and identify the variables related to retention and

attrition based on involvement.

HYPOTHESIS

1. Extracurricular activities participation has a positive

effect on Senior High School students in WU-P grades and

will continue to participate through graduation.

2. Students that don’t participate in extracurricular

activities will be likely to have lower grades.

3. ECA has no significant effects on students that are

involved in ECA.
 7

SIGNIFICANCE OF THE STUDY

A study that explores the effects of participating on

extracurricular activities in student's academic performances,

Also it may provide valuable information for the students who

want to participate on extracurricular activities.

The outcome of the findings in this study will contribute to the

following:

 For the academe, this study can be used as a reference

material to help in giving information and ideas to

create other studies.

 To the students, this study will help them to enlighten

and broaden their knowledge about the concept of

extracurricular activities.

 To the teachers, this study will make them to

understand the situation of the students who are

involved in extracurricular activities.

 To the future researcher, this study will served as a

reference material in conducting a study connected in

extracurricular activities and academic performances.

 8

THEORITICAL FRAMEWORK

Getting involved in sports clubs, societies, volunteering

and part time work is a great way to meet new people, enjoy your

time university and ensure you strike a healthy balance between

studying and your social life. But it will make you a better

candidate for graduate roles (Mason, 2017).

“Extracurricular activities serve the same goals and

functions as by the elective courses in the curriculum. However,

they provide experiences that are not included in formal course

of study. They allow students to apply the knowledge that they

have learned in respective classes and acquire concepts of

democratic life.” Extracurricular activities have many positive

effects on education. The positive effects that extracurricular

activities have on students are better behavior, better grades,

school completion, positive aspects to become successful adults,

and a good social aspect (Salwani, 2016).

 9

CONCEPTUAL FRAMEWORK

Effects of
Engaging In
Extracurricular
STEM students Activities of Academic
STEM Students of Performance
WU-P

Fig. 1

Effects of Engaging in Extracurricular Activities of STENM

Students of WU-P in relation to their Academic Performance

Fig. 1 shows that the demographic profile of STEM students

affects both their engagement into extracurricular activities

and their academic performance thus; engaging into

extracurricular activities also affects the academic performance

of the STEM students of WU-P.

 10

SCOPE AND LIMITATION OF THE STUDY

This study focuses on the effects of engaging in

extracurricular activities of stem students of WU-P in relation

to their academic performance. The data collection will be

conducted to 5% of the total population in STEM grade 11 and

grade 12 of Wesleyan University- Philippines, school year 2018-

2019 who will represent the population. This study will not

cover other problems that are not considered as one of the

extracurricular activities in relation to their academic

performance. The other students which do not fall as part of

grade 11 and grade 12 students are not within the scope of this

research. The study would be done through the utilization of

questionnaire to the students as a survey and reference. By

their strategy the researchers will be able to know the effects

of engaging in extracurricular activities of stem students of

WU-P in relation to their academic performance

 11

DEFINITION OF TERMS

Contingent - dependent on or conditioned by something else.

Correlation - a relation existing between phenomena or things or

between mathematical or statistical variables which tend to

vary, be associated, or occur together in a way not expected on

the basis of chance alone.

 12

CHAPTER II: REVIEW OF RELATED LITERATURE

LOCAL LITERATURE

Extracurricular activities teach students a sense of

responsibility and commitment in whatever after-school activity

they are involved in. The students who partake in these

extracurricular activities also learn a sense of accountability

because these responsibilities are something that they have a

personal interest in (Alata, 2018). Extracurricular activities

are established to give students an avenue to discover other

interests besides academic activities, thus giving them the

choice to partake in these activities.

Fausto (2015) wrote, “Not all children are gifted in the

traditional IQ: logistic, mathematical, verbal, and linguistic.”

Extracurricular activities allow students to discover other

strengths and therefore allow them to feel proud of themselves.

Budhrani (2018) shared how internship at various companies

helped her to discover her strengths and weaknesses that, in

turn, encouraged her to choose the career path that she truly

wants.
 13

Moreover, extracurricular activities also could be a

student’s support system in school, more than an avenue to

become well-rounded. According to Tomacruz (2018), these

activities may help keep students stay interested in school once

academic activities become ‘test-based’.

Extracurricular activities give students a variety of

opportunity beyond what the four corners of the classroom could

offer. According to Aprille Roselle Vince R. Juanillo (2017) in

an article, extracurricular activities broaden a student’s

network, because not only does it entail fun times outside the

stressful academic life; it also helps a student meet more

people and establish connections that could potentially be an

aid to his/her future.

These local literatures tell us of the importance of

extracurricular activities; how it shapes the individual, from

being a student up to being an adult. It shows how big of an

impact extracurricular activities have in a student’s academic

life, and all in a positive way.

 14

These literatures suggest that schools continue to take into

consideration the implementation of extracurricular activities

for the overall betterment of the students.

 15

FOREIGN LITERATURE

Extracurricular activities improve behavior and school

performance, which, in turn, help them to become successful

adults (Massoni, 2011). It does not only provide students with

enough credentials to put in resumes, but it also imparts

important life skills that lessons in a classroom setting cannot

provide. According to Wong (2013), ECA’s develop in students

working, interpersonal, time management, and organizational

skills, because of team-oriented organizations and activities.

Foreign literatures also reiterate that students who

participate in ECA’s tend to develop self-confidence, self-

esteem, and feelings of connectedness with their peers (Hallas,

2015). Student-athletes also gain incentives, opportunities, and

scholarships from it, and according to Pilgrim (2013), this

added responsibility to the students does not become a burden

but actually improve their academic performance.

 16

Because of ECA’s, there are lower school drop-outs and

delinquent behaviors (Maldonado, 2017), and this is due to the

“voluntary participation in activities, safe and supervised

environment, development of sense of belonging, and development

of personal skills” that ECA’s provide.

 17

LOCAL STUDIES

Unlike local literature, some local studies show results

that debunk the idea of extracurricular activities only having

positive effects on students; specific kinds of ECA’s show lower

academic performance. Almerol (2008) did a correlation analysis

between extracurricular activities and academic performance. The

author classified the ECA’s as follows: religious, leisure,

employment, socio-political, and sports. One type of leisure

activity, such as involvement in drinking alcoholic drinks

lowers academic performance, and involvement in sports and

intercollegiate athletics likewise yield low academic

performance from the students.

Some studies even show how ECA’s did not matter in

students’ employability after school. In an analysis conducted

by Chua et. al. (2017), it showed that graduates’ participation

in ECA’s have no direct effect on employability. But, most local

studies still present positive effects of ECA’s. Cariaga et. al.

(2016) enumerated the aspects of the students’ personality that

gets developed.
 18

According to the study, the social aspect got the highest

ranking in the development of the students’ personality,

followed by the emotional, mental, physical, and spiritual

aspects. In a study by Montecalbo-Ignacio et. al. (2017) about

sports participations in selected universities in the

Philippines, it shows that participation in sports has a

positive effect on the student-athletes’ perception on academic

excellence, mental processes, in logic and patience, and even

improvement in class attendance.

These local studies show various perspectives about ECA’s;

how it does not automatically improve a students’ life in

general--it has various effects on different aspects of it.

 19

FOREIGN STUDIES

Not unlike other local studies and local and foreign

literature, Craft (2012) enumerated what he calls “valuable

qualities” of ECA’s: teamwork, dedication, time management, and

the ability to build positive relationships with people.

But according to Wilson (2009), participating in ECA’s have

both positive and negative effects on students. In her study,

ECA’s benefit the students through higher grades, better

attendance, and higher self-concept, but the bigger workload

that students receive from ECA’s tend to over fatigue them, and,

in effect, make them become irritable and disinterested in

class.

In Sacramento State, participating students receive better

grade point average and higher number of retention (Wang et.

al., 2009). Likewise in Middle Tennessee State University, ECA’s

encourage retention and persistence in graduation, help students

to be more interested and involved socially and academically,

and also has a positive impact in their grade point average

(Johnston, 2013).
 20

Schools should provide opportunities for students who cannot

afford ECA’s to make these more accessible to improve retention

and increase participation in school (Im et. al., 2016), and to

veer away the automatic advantage of wealthier students to these

kinds of opportunities.

In conclusion, the studies and literature found and reviewed

by the researchers show some negative effects of ECA’s, however,

most of the studies give light to how helpful these activities

are for the mental, physical, and academic well-being of a

student in school, and even after graduating from the school.

Not only do the students presented in the related literature

develop skills through ECA’s, it is a fact that ECA’s help many

students set foot in an academic institution. The researchers

find these information vital to their study and will be using

the information to further and improve their research.

 21

CHAPTER III: METHODOLOGY

In this chapter, the researchers will discuss the research

design, area of the study, respondents, and instrument used for

data collection, data gathering procedure and the statistical

treatment of data.

RESEARCH DESIGN

Quantitative method type of research will be used in this study.

SLOVIN;S FORMULA

𝑁
𝑛=
(1 + 𝑁𝑒 2 )

𝑛 = number of samples

N= total of students

e= margin of error

RESEARCH LOCALE

The researchers will conduct this study at Wesleyan

University of the Philippines.

 22

RESPONDENTS OF THE STUDY

The respondents of this study will consume two hundred and

forty-one (241) of grade 11 and grade 12 STEM students in

Wesleyan University-Philippines.

INSTRUMENTATION

The instrument that the researchers will use is survey

questionnaire. It is one of the fastest and easiest ways to

gather information from the respondents.

DATA GATHERING PROCEDURE

The researchers will make of approval letter to conduct the

study at Wesleyan University-Philippines. The study will be

conducted for one week with 241 Grade 11 and 12 STEM Students.

After collecting all the data, the researchers will

tabulate and tally the result.

STATISTICAL TREATMENT OF DATA

𝑇𝑊𝐹
WM= TWF= total or sum of weight times Frequency
𝑁
 23

APPENDICES

APPENDIX A

Letter of Permission to the Principal

April 27, 2019

TITA C. AGSUNOD, LPT, PhD
High School Principal
Wesleyan University-Philippines
Cabanatuan City

Dear Madam:

Greetings!
In partial fulfilment of the requirements for Practical Research 1,
the undersigned is working on her dissertation entitled “Risk,
Resources, and Achievement of Secondary Private and Public Schools
Private and Public Schools in the Division of Cabanatuan City.”
Pertinently, your good office is humbly requested to allow the
undersigned distribute the study questionnaires to Grade-11 and Grade-
12 STEM students. Rest assured that all data which will be gathered
shall be treated with utmost confidentiality.
Your positive response to this request is highly anticipated as it
would facilitate the gathering of data needed for the completion of
the study.

Thank you very much!

Respectfully yours,

Grace Anne Gutierrez Jhon Dale Estipula

Clarence Cruz Janina Ann Navarro
Eduardo Duyag Mark JB Taguiam
Sandy Elvambuena
Researchers

Noted: Approved:

LYNDON JOHN S. DE LEON, LPT TITA C. AGSUNOD, LPT, Phd

Research Adviser High School Principal

 24

APPENDIX B

SURVEY QUESTIONNAIRE

Name(Optional)

Please list those extracurricular activities in which you have

been involved while in high school.

1. Do you feel involvement in school extracurricular activities

has helped you achieve academically? (Perform better in your

classes) Yes No

A. If yes, list examples of how or why your participation

helped your academic achievement in school.

B. If no, did participation hinder your academic achievement?

Yes No

If yes, explain how.

 25

2. Assuming you participated in extracurricular activities, list

as many benefits as you can of how you think participation may

have helped you in preparation for adult life.

3. Assuming you did not participate in school extracurricular

activities, why did you choose not to participate?

4. If you did not participate in school extracurricular

activities, did you participate in other activities that helped

you prepare for adult life? Yes No

A. If yes, please describe activities and why you chose

those activities instead of school extracurricular

activities.
 26

Please circle the number that best matches your opinion – do not

mark between numbers. The responses are based on a 4-point

scale, with one being agree and four being disagree.

1 = I agree with the statement

2 = I agree somewhat with the statement

3 = I disagree somewhat with the statement

4 = I disagree with the statement

1. My grades improve when I am involved in extracurricular

activities.

1 2 3 4

I agree I disagree

2. When I participate in musical performance (play a musical

instrument) my grades improve.

1 2 3 4

I agree I disagree
 27

3. When I participate in sports my grades improve.

1 2 3 4

I agree I disagree

4. When I watch television my grades improve.

1 2 3 4

I agree I disagree

5. When I participate in community service my grades improve.

1 2 3 4

I agree I disagree

Thank you so much for your time!!

 28

BIBLIOGRAPHY

Alata, Danilo “Benefits of afterschool activities in the

development of learners” Retrieved from
<https://www.pressreader.com> on 2018

ALmerol, R.L. Extracurricular Activities and Academic

Performance of College
Student Leaders of Central Luzon State University and Nueva
Ecija of Science and Technology” Retrieved from
<http://agris.fao.org/agris-
search/search.do?recordID=PH2008C00041> on 2008

Budhrani, Zarina “Why I Join extracurricular activities even

when they're not required” Retrieved from
<https://blog.edukasyon.ph/senior-high/why-i-join-
extracurricular-activities-even-when-theyre-not-required/>
on 2018

Cariaga et al. “The Impact of Extra-curricular Activities in the

Personal Development of the Members of PerformingGroups of
Philippine University-North Luzon” Retrieved from
<http://apjor.com/ijrp/downloads/2103201611.pdf> on 2016

Chua et al. “The Influence of Participation in extracurricular

activities to the Employability of Industrial Engineering
Graduates of one Private University in the Philippines”
Retrieved from <http://www.apjmr.com/wp-
content/uploads/2017/04/APJMR-2017.5.2.19.pdf> on 2017
 29

Craft, Steven Wesley “The Impact of Extracurricular Activities

on Student Achievement at the High School Level” Retrieved
from<https://www.google.com/url?sa=t&source=web&rct=j&url=h
ttps://aquila.usm.edu/cgi/viewcontent.cgi%3Farticle%3D1567%
26context%3Ddissertations&ved=2ahUKEwit2JrZ7ofhAhWKu48KHeUD
BVYQFjAFegQIChAB&usg=ADvVaw2y9RSOF7IOTTFDgrYgcyj_> on 2012

Fausto, Rose Fres “Are extracurricular activities important?”

Retrieved from <https://www.philstar.com/lifestyle/health-
and-family/2015/10/27/1515645/are-extra-curricular-
activities-important> on 2015

Hallas, Jana “Getting Students Involved: The Importance of

Extracurricular Activities” Retrieved from
<https://attendengageinvest.wordpress.com/2015/11/16/gettin
g-students-involved-the-importance-of-extracurricular-
activities> on 2015

Ignacio et al. “Academic Achievement as Influenced by Sports

Participation in Selected Universities in the Philippines”
Retrieved from
<https://www.researchgate.net/publication/319305737_Academi
c_Achievement_as_Influenced_by_Sports_Participation_in_sele
cted_Universities_in_the_Philippines> on 2017
 30

Im et al. “Effects of Extracurricular Participation during

Middle School on Academic Motivation and Achievement at
Grade 9” Retrieved from
<https://www.philippinesbasiceducation.us/2016/10/extracurr
icular-activities-in-basic.html?m=1> on 2016

Johnston, Lacey Hubbs “The Effects of Extracurricular Activities

on Academic Performance and Retention in the Middle
Tennessee
State University Horse Science Program” Retrieved from
<https://jewlscholar.mtsu.edu/bitstream/handle/mtsu/3561/Jo
hnston_mtsu_0170N_10128.pdf?sequence=1&isAllowed=y> on 2013

Juanillo, Aprille Roselle Vince “Here's Why You Should Join

Extracurricular Activities in College” Retrieved from
<https://www.candymag.com/features/here-s-why-you-should-
join-extra-curricular-avictities-in-college-a1572-20170912>
on 2017

Maldonado, Anthony “Importance of Extracurricular Activities in

High School” Retrieved from
<https://goodmenproject.com/sports/importance-
extracurricular-activities-high-school-cmtt> on 2017

Massoni, Erin “Positive Effects of Extracurricular Activities on

Students” Retrieved from
<http://dc.cod.edu/essai/vol9/iss1/27> on 2011

Pilgrim, Trevor “Extra-curricular Activities are Important for

Students” Retrieved from
<https://www.google.com.ph/amp/s/eduflow.wordpress.com/2013
/08/26/extra-curricular-activities-are-important-for-
students/amp> on 2013
 31

Salwani, Manoj "The Positive Effects of Extracurricular

Activities on Students Retrieved from
<http://www.himachalguideforum.com/the-positive-effects-of-
extra-curricular-activities-on-students/> on 2016

Tomacruz, Sofia “Extracurricular Activities Help keep Kids in

school-expert”Retrievefrom
<https://www.rappler.com/nation/213725-develop-
extracurricular-activities-keep-children-in-school> on2018

Wang, Jing “The Impact of Extracurricular Activity on Student

Academic Performance” Retrieved from
<http://www.cair.org/wp-
content/uploads/sites/474/2015/07/Wang-Student-Activity-
Report-2009.pdf> on2009

Wilson, Nikki “Impact of Extracurricular Activities on Students”

Retrieved from <https://www2.uwstout.edu/2009wilson.pdf> on
2009

Wong, Michael “Extracurricular Activities allow Students to

Develop Critical Life-Skills” Retrieved from
<http://www.therecord.com/opinion-story/3242643-
extracurricular-activities-allow-students-to-develop-
critical-life-skills>on 2013
 32

CURRICULUM VITAE

Grace Anne Basco Gutierrez

#12 Brgy. Isla, Sta. Rosa, Nueva Ecija

Personal Data

Birth Place : October 19, 2001

Place of Birth : Nueva Ecija Doctors' Hospital

Age : 17

Civil Status : Single

Citizenship : Filipino

Mother’s Name : Edna Basco Gutierrez

Father’s Name : Vidal Punzal Gutierrez

Religion : Roman Catholic

Educational Attainment

Secondary - Holy Cross College

Primary - Holy Cross College

 33

Clarence Tumalip Cruz

#84 Calara St. Aduas Centro, Cabanatuan City,

Nueva Ecija

Personal Data

Birth Place : Janaury 08, 2003

Place of Birth : Nueva Ecija Doctors' Hospital

Age : 16

Civil Status : Single

Citizenship : Filipino

Mother’s Name : Catherine Tumalip Cruz

Father’s Name : Hilario Eslaya Cruz

Religion : Roman Catholic

Educational Attainment

Secondary - Good Samaritan Colleges

(Burgos Avenue, Cabanatuan City)

Primary - Good Samaritan Colleges

(Burgos Avenue, Cabanatuan City)
- Rizal St, Matadero, Cabanatuan City,
(Burgos Avenue, Cabanatuan City)
 34

Eduardo Duyag Jr.

Brgy. Basang Hamog, Talavera, Nueva Ecija

Personal Data

Birth Place : December 29, 2001

Place of Birth : Talavera, Cabanatuan City

Age : 17
Civil Status : Single

Citizenship : Filipino

Mother’s Name : Babyleth Sumay Duyag

Father’s Name : Eduardo Verdadero Duyag Jr.

Religion : Roman Catholic

Educational Attainment

Secondary - Tabacao National High School

Primary - Basang Hambog Elementary School

 35

Mark Jb S. Taguiam

Canto Bangad, Cabanatuan City

Personal Data

Birth Place : November 21, 2002

Place of Birth : Canto Bangad, Cabanatuan City

Age : 16

Civil Status : Single

Citizenship : Filipino

Mother’s Name : Armelia S Taguiam

Father’s Name : Bonificio F. Taguiam

Religion : Roman Catholic

Educational Attainment

Secondary - Camp Tinio National High School

Primary - Camp Tinio National High School

 36

John Dale U Estipular

Macatbong, Cabanatuan City

Personal Data
Birth Place : April 04,2002

Place of Birth : Macatbong, Cabanatuan City

Age : 17

Civil Status : Single

Citizenship : Filipino

Mother’s Name : Shirly Ubaldo Estipular

Father’s Name : Darwin Ducusin Estipular

Religion : Methodist

Educational Attainment
Secondary - Eastern Cabu High School

Primary - Macatbong Elementary School

 37

Sandy Baniquid Elvambuena

Brgy. Basang Hamog, Talavera, Nueva Ecija

Personal Data

Birth Place : March 17, 2002

Place of Birth : Gapan City, Nueva Ecija

Age : 17

Civil Status : Single

Citizenship : Filipino

Mother’s Name : Rose Baniquid Elvambuena

Father’s Name : Ranilio Salvatierra Elvambuena

Religion : Roman Catholic

Educational Attainment

Secondary - Mallorca National High School

Primary - Mallorca Elementary School

 38

Janina Ann J. Navarro

Maragol, Science City of Muñoz, Nueva Ecija

Personal Data

Birth Place : July 19, 2002

Place of Birth : Science City of Muñoz,N.E.

Age : 16

Civil Status : Single

Citizenship : Filipino

Mother’s Name : Cristina J. Navarro

Father’s Name : Nelson L. Navarro

Religion : Roman Catholic

Educational Attainment

Secondary - San Sebastian School

Primary - San Sebastian School