EFFECTS OF CO- CURRICULAR ACTIVITIES TO THE ACADEMIC

PERFORMANCE OF GRADE 12 ACCOUNTANCY, BUSINESS

AND MANAGEMENT (ABM) STUDENTS IN

SENIOR HIGH SCHOOL IN CALACA

S.Y. 2018 – 2019

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Education is a broad concept which transcends the four walls of a

classroom. Total education is the type that focuses on the overall

development of the child. According to The Glossary of Education

Reform, co- curricular refers to the activities, programs and learning

experience that complement, in some way, what students are connected

to our mirror the academic curriculum.

 Some students are fond of joining activities in school. Their reason

in joining is either to explore their talents or to improve their socializing

skills. But some of them join just to gain fame and attention. By joining

co-curricular activities, most of the students gain knowledge and it

helps them to improve their different skills.

According to Gyanunlimited, co-curricular Activities are defined

as the activities that enable to supplement and complement the

curricular or main syllabi activities. These are the very important part

and parcel of educational institutions to develop the students’

personality as well as to strengthen the classroom learning. Most of the

time, students have misconceptions about co-curricular activities and

extra-curricular activities. Generally speaking, co-curricular activities

are an extension of the formal learning experiences in a cause or

academic program, while extra-curricular activities may be offered or

coordinated by school, but may not be explicitly connected to academic

learning. This distruction is extremely fuzzyin practice, however, and

the terms are often used inter changeably. Athletis, for example, are

typically considered to be extra-curricular activities. While a science fair

would more likely be considered a co-curricular activity, given that

students are learning science, partiipation may be required by the

school, students may be graded on their entries or a science teacher

may coordiate the fair. Still, in some schools, certain athletics activities

may be coonsidered co-curricular, while in other schools, a science fair

may be labeled extra-curricular.

The ivolvement of the parents and co-curricular activitis are the

factors which have an important influence on students on how well they

perform in their academis. There are different ways which can be

chosen by the students to spend their free time and this will affect their

studies positively or negatively depending upon the activity they

choose.

Today, these activities have become more profound than ever

before. Most of the institutes highlight them as a crusial advertising

factor in their prospectus, advertisements in order to attract parent-

students attention. Though not all of these activities may pursued with

great enthusiasm. These are however popular and leave a lifelong

lasting experience for most. These activities are not examined in the

some way that the academic curriculum is, and because most of them

take place outside lessons, such activities have less status in education
 than the main curriculum. However, they are often held to be very

important to the wider education of young men ad women. Co-

1. Effects of how 1. Extent oh how Proposed plan of
co-curricular learners
curricular activities form the core manage
of students' lives. action to enhance
activities affect co-curricular the academic
Grade 12 ABM activities in terms performance in
students in terms of: terms of co-
of 1.1 Learning curricular activities
1.1 Leadership Management
1.2 Physical 1.2 Time
Development Management
1.3 Emotional
Developmet
1.4 Social
Development
1.5 Intellectual
Development
2. CONCEPTUAL
Relationship of PARADIGM OF THE STUDY
co-curricular
activities to
INPUT
academic PROCESS
performance of
students in terms
of
OUTPUT
2.1 Cognitive
Development
2.2 Motor
Development
2.3 Behavioral
Development
 The first box show the effects of extend of how co-curricular

activities affect Grade 12 ABM students in terms of leadership, physical

development, emotional development, social develoOUTPUT

and intellectual development; and the relationship of co-curricular

activities to academic performances of students.

Beside, is another box representing the extent of how learners

manage co-curricular activities in terms of learning management and

time management.

The third box shows the proposed plan of action to enhance the

academic performance in terms of co-curricular activities.

STATEMENT OF THE PROBLEM

1. What is the profile of the respondents in terms of:

1.1. gender;

1.2. age; and

1.3. grades?

2. To what extend does co-curricular activities affect Grade 12 ABM

students in terms of:

2.1. leadership;

2.2. physical develoment;

2.3. emotional development;

2.4. social development; and

2.5. intellectual deelopment?

3. To what extent does co-curricular activities be related to academic

performance in terms of:

3.1. cognitive development;

3.2. motor development; and

3.3. behavioraldevelopment?

4. Is there a significant relationship between the co-curricular activities

and academic performance of Grade 12 ABM students?

5. To what exent do learners manage co-curricular activities in terms

of:

5.1. learning management; and

5.2. time management?

6. What plan of action to enhance the academic performance in terms of

co-curricular activities?

HYPOTHESES

The null hypotheses were used in this study:

1. Co-curricular activities does not affect Grade 12 ABM students in

terms of physical, emotional, social and intellectual development.

2. There is no significant relationship between co-curricular activities

and academic performance of the students in terms of cognitive, motor

and behavioral development.

3. Co-curricular activities does not affect learners in terms of time and

learning management.

SIGNIFICANCE OF THE STUDY

This study helps to identify the effects of co-curricular activities to

the academic performance of Grade 12 ABM students and find it

signifacnt to the following:

Students - they will know if there are effects of co-curricular activities in

their academic performance.

Parents - they will know how to guide their children in participating co-

curricular activities.

Teachers - they will be able to know the effects of co-curricular

activities to students and they can give considerations to those students

who join co-curricular activities.

Co-curricular coaches/advisers - they will know how to handle their

students in doing co-curricular activities.

Principal - it will give clear information to the principal on how to

manage/divide equally the grading methods.

CFuture researchers - they can gather ideas o how to deal with co-

curricular activities.

SCOPE AND DELIMITATION

 This study focus on how co-curricular activities affect Grade 12

ABM students, the relationship of co-curricular activities to academic

performance of the students, and on how learners manage co-curricular

activities, and the flow of action to enhance the academic performance

of students in terms ofco-curricular activities.

The respondents will be from 60 Grade 12 ABM students of Senior

High School in Calaca. This will limit only to these students, therefore,

Grade 11 ABM students and other strands, both Academic and Techical-

Vocational, will not be included.