Impacts of Extracurricular Activities to the Students of

Mariano Ponce National High school

A Research Presented to

Ms. Nikka Lyn Olegario

ACLC College of Baliuag Bulacan

Baliuag, Bulacan

In partial fulfilment of the requirements for

Practical Research I

By:

Adrian Cruz

Aleczandrea Baye Gajita

Jhoe Vincent Ignacio

Michael Angelo Omaga

Edbert Ramos

March 2018
 APPROVAL SHEET

This research entitled:

“Impacts of Extracurricular Activities to the Students of

Mariano Ponce National High School” was

Prepared and submitted by Adrian Cruz, Aleczandrea Baye Gajita, Jhoe Vincent
Ignacio, Michael Angelo Omaga, Edbert Ramos in partial fulfilment of the requirements
for Practical Research I has been examined and is recommended for acceptance and
approval.

Ms. Nikka Lyn Olegario

Thesis Adviser
 ABSTRACT

This research entitled IMPACTS OF EXTRACURRICULAR ACTIVITIES TO

THE STUDENTS OF MARIANO PONCE NATIONAL HIGH SCHOOL aims to gain
more knowledge regarding the effects of extracurricular activities of the academic
performance of Mariano Ponce National High School.

The main objective of this research is to know more about the impacts of
extracurricular activities to students and to help educators and participants to be aware to
the effects of these organized activities, especially to the students.
 ACKNOWLEDGEMENT

We researchers would like to express gratitude to the following people who

helped and served as an encouragement and inspiration to aim to pursue in accomplishing
this project.

First to God Almighty for providing us the necessary knowledge, wisdom and
guidance while we are working on our research. For giving us patience while we are
dealing with different problems along the way. Nothing impossible without His will.

We researchers’ deepest and sincerest appreciation to those people who helped

the most: Ms. Nikka Lyn Olegario, their thesis mentor, for guiding and sharing her
knowledge since the beginning; for her words of encouragement and pushing them to
work hard. To Mariano Ponce National High School students and teachers who served as
respondents of this research.

Special thanks to the following people who had shown their kindness and
adherence to us. To our families who gave us financial support when we have a
contribution to the research, the one who always understand when we go home late and
leave the house early, and always giving us unconditional love.
 Dedication

This research is dedicated to all the students, especially to all the high school students of
Mariano Ponce National High School who continues to study well and fulfil their roles as
students. To the students who are involved in extracurricular activities that are
determined and passionate to pursue their goals.

To the teachers who gives guidance to the students and maximizing their attention to
support the students.

And to the parents whose love is unconditional and pushing students to their best and
provides financial and moral support to the students.

Overall, this research is for all the students and for everyone who helps developing the
performance of the students they are the inspiration of this research and why we are
willing to seek information about the topic.
Table of Contents

Title page

Approval Sheet

Abstract

Acknowledgement

Dedication

Table of Contents

I.BACKGROUND OF THE STUDY

1.1 The Problem and its Background

1.2 Statement of the Problem

1.3 Significance of the Study

Research Benefits and Beneficiaries

Scope and Delimitations of the Study

Definition of Terms

II. REVIEW OF RELATED LITERATURES AND STUDIES

2.1 Related Literature and Studies

2.2 Operational Definition

2.3 Conceptual Framework and IPO Diagram

2.4 Operational Framework

2.5 Timeframe

III. RESEARCH METHODOLOGY

3.1 Research Design

3.2 Sampling Plan/ Work Plan

3.3 Method of Data Collection

IV. DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Data Presentation

4.2 Analysis and Interpretation

4.3 Results

V. SUMMARY, CONLUSIONS AND RECOMMENDATIONS

5.1 Summary

5.2 Conclusion and Recommendations

CHAPTER I

This chapter presents the background of the study wherein an introduction of the
study was provided to give an overview about this research. The statement of the
problems that states the problems in this study, the significance of the study that provides
the study's overall purpose and what the study will contribute, the scope and delimitations
that describes what the study will cover and what the study will not cover. And the
definition of terms that provides a description about the important terms and concepts
that is used in this study.

1.1 Background of the Study

Students spend almost half of their free time in activities outside of school. We
all know that school is the place where every individual learn about new things around
them. This is also the place where students discover hidden talent, develop special skills,
and socialize to make friends, usually because of the school's organized activities, such as
extracurricular activities. These activities are also one of the ways many students spend
their free time, by joining in school organizations.

Mariano Ponce National High School, just like other schools, offers a free
training for a specific interest of a student. These extracurricular activities include the
organized activities that affect the academic performance of the students involved, by
having incentives, gaining new knowledge, and developing their skills. These organized
activities may include student council, academic clubs, athletic and journalism
opportunities, and special interest activities.

By engaging in extracurricular activities, students may be required to maintain

good grades in order to meet eligibility to participate in these organized activities.
Eligibility may motivate students to do their best academically in order to participate in
the activity.

There has been a substantial amount of studies devoted to studying the

relationship between student involvement in extracurricular activities and in student's
academic performance. Despite the fact that there are benefits shown in many of these
studies, there is still a battle among educators concerning the academic achievement of
the students.

School organizations can have a positive effects and negative effects to the
academic performance of the students. The negative effects may be because of the
organizations becoming more demanding, requiring students to focus more of their time
in attending practices, meetings, and other activities. On the contrary, the positive effects
may be students develop their talents, increase their intelligence, and have higher grades.

There are two positions appear to be accepted in today's academic

community, these are referred as the academic and developmental perspective. The
academic perspective considers extracurricular activities as leisure and isn't part of the
school's purpose, and student's academic achievements. The developmental perspective
considers extracurricular activities necessary to the total development of the student in
today's schools.

The educators who believe in the academic perspective argue that the time
spent away from the classroom decreases the student's chances for success. They believe
that those organized activities may draw attention away from academic studies and
promote delinquent-behaviours, like going home late.

The educators who's in developmental perspective, believe that

extracurricular activities can develop student's skills such as leadership, sportsmanship,
self-discipline, self-confidence, and the ability to handle and manage time in every
competitive situations. They also believe that many of these mentioned skills would be
very difficult or impossible to develop in a classroom.

According to different theoretical perspectives, extracurricular activities

participation may divert attention from academic studies, as evidence by its negative
effects on defined academic goals. It has little or no effect on academic development, but
can contribute to the non-academic outcomes. It can also have positive effects on non-
academic outcomes and facilitate academic growth. In summary, some researchers’
findings support the conclusion that extracurricular activities benefits both student's
academic and non-academic development.

However, some researchers believe that the impacts of extracurricular

activities are not how the activities affect students. But, it is based on how value is placed
on each activities.

The researchers intend to acquire more knowledge on the impacts of

participating extracurricular activities on the academic performance of the selected high
school students of Mariano Ponce National High School. To know more about how these
activities affects them, how do they manage their time doing activities inside and outside
the classroom, and what are the main effects of participating in extracurricular activities.

1.2 Statement of the Problem

This study deals with the impacts of participating in school organizations to

the academic performance of the high school students of Mariano Ponce National High
School.

The study seeks to answer the following problems:

1.) How do extracurricular activities affect the academic performance of the students?

2.) What are the main effects of joining extracurricular activities on the students?

3.) How do students manage activities inside and outside the classroom?

4.) What are the advantages and disadvantages of joining extracurricular activities?

1.3 Significance of the Study

The results of this study add to the body of information regarding the value
and impact of extracurricular activities. It provides parents and educators with
information to guide and assist their students in making more informed choice in the
school programs, such as extracurricular activities. They would find out if joining a
school organization could positively or negatively affect the respondent's academic
performance.
 Research Benefits and Beneficiaries

To the Students, this study seeks to help the students to be aware of the
advantages and disadvantages of extracurricular activities on them and to their school
responsibilities.

To the Parents, the study will help them to clearly understand what school
organized activities is, to either give their support to their children in benefit that they
would develop and improve their talents and skills, or to stop their children from their
non-academic activities for it can affect their child's academic performance negatively.

For the Educators and School Administrators, this study would help them
to think of more ways to provide quality education academically, or provide better
programs in developing a student's abilities.

For the Future Researchers, this research study will serve as a reference
for their own research. The future researchers will be more knowledgeable to conduct
their own study by having this research study as their guide.

1.4 Scope and Delimitations of the Study

This study focused on the students involved in extracurricular activities. The study
will focus more on the impact of extracurricular activities academically and will not
cover some aspects such as the subject’s social and emotional well-being.

The respondents of the study are chosen from Mariano Ponce National High
School, and hope to get some insights from few of their faculty members.

1.5 Definition of Terms

There are terms that are used throughout the literature review that need to be
defined for clarity of understanding. These terms are:

Academic Clubs- are clubs that are related to academic subjects such as
Computer, English, and Social Studies.

Academic Performance- refers to the grades of the respondents.

 Athletic opportunities- are organized activities of sports, such as, volleyball,
table tennis, and badminton.

Extracurricular Activities - organized student activities connected with school

and usually carrying no academic credit.

Incentives – additional points for the student’s grade who is involved in every
school’s organized activities.

Journalism opportunities- are organized activities of writing, editing news

stories for newspapers, magazines, television, or radio.

Non- academic activities - not related to, involved in, or trained in any academic
studies.

School organizations – refers to how schools arrange the resources of time, space,
and personnel for maximum effect on student learning.

School organized activities - is any organized program that students can

participate inside and outside the school.
Chapter 2

II. Related Literature and Studies

This chapter presents the related literature and studies, including the local and
foreign literature, and the history of the extracurricular activities worldwide. This chapter
also presents the numerous studies about the benefits and disbenefits of extracurricular
activities in students and to their academic performance, and also some studies about the
main effects of extracurricular activities to the students.

2.1 Review of Related Literature and Studies

There is a growing interest in the effects of extracurricular activities on

academic performance and social behaviours. The available research spans both sides of
the issues; some researchers promote the benefits of participation and others emphasize
the drawbacks. Each side claims that the effects of extracurricular participation are the
results of the participation, itself, but the exact reasons for these effects are confusing
(Holland & Andre, 1987).

Local Literature

In the Philippines, extracurricular activities exists at all the levels of

education from elementary, high school, college, and universities. Public schools in the
Philippines are usually the schools who mostly participate in extracurricular activities.
These activities are not mandatory tasks, it is mostly voluntary. Students often organize
and direct these activities under faculty sponsorship.

These extracurricular activities includes sports, academic clubs, music and

theater clubs, student council, and journalism. Although, these activities are not graded,
participating in these activities gains participants some incentives mostly in all their
subjects that can make their grades higher.
History of Extracurricular Activities in the Philippines

Successful people will always tell you that the first step to success is to
know yourself. And knowing yourself also includes knowing how far you can go and
stretch. This is why joining extra-curricular activities is important, it allows you to learn
the sides of yourself that you would never ever know unless you start pushing yourself
out of your comfort zone (Nikko Calledo, Straw Wars PH founder; Candymag.com).
Most of the students in the Philippines found non-academic activities really interesting,
because of the benefits they can have, such as discovering and developing theirselves
more. Despite the fact that there are benefits or advantages, there are still students who
believes that their academic achievement is more important than developing theirselves.

Foreign Literature

Many researchers have discussed the different factors that affect the
student's academic performance, these two types of factors are internal and external
classroom factors. Internal classroom factors includes students competence in academic
performance, such as class test results, learning facilities, homework, environment of the
class, and many more activities that includes student's academic performance. External
classroom factors include extracurricular activities, family, social and many more events
outside the classroom. Research studies shows that students' performance depends on
many factors such as learning facilities, gender and age differences, etc. (Hansen, Joe B.,
2000).

History of Extracurricular Activities Worldwide

Worldwide, students participate in extracurricular activities in a daily basis (Holland &

Andre, 1987). Participation on school-based extracurricular activities has long been a
fundamental part of adolescence (Lanson & Verma, 1999, as cited in Eccles, Barber, &
Hunt, 2003). Most of the students who participates in extracurricular activities enjoy
being involved in these kind of activities, some are not. Students who really enjoys these
non-academic activities are usually have their parents support, while the other students
who doesn't really enjoy being involved are the ones who haven't their parents support.
Some of the parents encourage participation in such activities so that their children will
be more competitive applicants to quality colleges and universities. However, there is still
a debate among members of the research community as to the academic benefits of
extracurricular activity participation. Regarding the effects of being involved,
participation in extracurricular activities facilitates both academic and non-academic
goals in that "participation may lead adolescents to acquire new skills (organisational,
planning, time-management, etc.), to develop or strengthen particular attitudes
(discipline, motivational), or to receive social rewards that influence personality
characteristics" (Holland & Andre, 1987). Even though there are some dis-benefits of
extracurricular involvement have been identified, the social and academic benefits of
such involvement cannot be denied.

Benefits and Disbenefits of Extracurricular Activities in Students and to their

Academic Performance

Most of the researchers established the benefits of extracurricular activity

participation on academic performance and the decrease of delinquent behaviours during
adolescence. Extracurricular activities have been touted by their proponents as enabling
youth to socialize with peers and adults, set and achieve goals, compete fairly, recover
from defeat, and resolve disputes peaceably (Darling et al.). Participation in
extracurricular activity facilitated “the acquisition of interpersonal skills and positive
social norms, membership in pro-social peer groups, and stronger emotional and social
connections to one’s school" (Mahoney, 2000). These extracurricular activities provide
opportunities for students: (a) to acquire and practice social, physical, and intellectual
skills; (b) to contribute to one’s community and develop a sense of agency; (c) to belong
to a recognized social group that is valued within the community; (d) to establish social
networks of peers and adults that can help in crisis situations; and (e) to experience and
deal with the challenges of normal students life (Eccles et al.; McNeal, 1999).

Extracurricular activities are seen as a way of offering academically gifted

students a way of excelling within the school environment, a way for academically
challenged students to achieve within the school setting, and as a way of creating a sense
of shared community within schools (Darling et. al.).

In addition, students who engage in extracurricular activities do better

academically and are less likely to have behavioural problems or depression than students
who are not involved in extracurricular activities. Students can also learn time
management, can explore themselves with the diversity of talents, can also enhance their
ability to fulfil commitments, improve their confidence and esteem, and can make their
college application perfect (WiseStep.com).

On the contrary, educators who pursue academic achievement, parents, and

students who are not involved consider these potential drawbacks to ensure the healthy
schooling experience. They believe that these are distraction from their academic studies,
can promote delinquent behaviours such as going home late, can have too many
schedules in a short time, and can lead to tiredness, stress and frustration to students.

Academic Performance

Academic achievement or academic performance is the extent to which a

student, teacher or institution has achieved their short or long-term educational goals.
Academic achievement is commonly measured through examinations on continuous
assessments (Wikipedia.org). To put it simply, academic performance or academic
achievement is how the students performed in their academic activities inside the
classroom.

Regarding the studies between the relationship of extracurricular activities and

academic performance, participation in extracurricular activities improved grade point
average, higher educational aspirations, increased student's attendance, and reduced
absenteeism (Broh, 2002). Many extracurricular activities have proven to be beneficial in
building and strengthening academic achievement, even if the activities are not obviously
related to academic subjects. A number of studies also revealed that students participating
in extracurricular activities did better academically than students who did not participate
(Marsh & Kleitman, 2002).
 There have been numerous studies that indicate extracurricular activities do,
in fact, have benefits in student's academic performance. However, are the extracurricular
activities themselves, regardless of outside or social influences, responsible for this
impact on academic performance? Relating to the research on what influence various
social factors had on the relationship between extracurricular activities and academic
performance, researchers found that most of the studies previously conducted between
these two factors had not taken into account the meaning that participation in
extracurricular activities held for individual participants within distinct social context
(Guest and Schneider, 2003).

There are three factors which influence this relationship. These factors are the
“what,” the “where,” and the “when." The “what” suggests that “the type of participation
or activity undertaken influences developmental outcomes." The “where” suggests “that
the school and community context in which extracurricular activity takes place matters."
Finally, the “when” suggests “that the developmental and historical context in which
extracurricular participation takes place influences both how it is valued and its effects on
subsequent development (Guest and Schneider, 2003). All three of these factors work
together to influence the relationship between participation in extracurricular activities
and academic performance, because each one places a different value both on activities
and academics

Related Studies (Local)

In the study of Pamela Gueco (2009) entitled "Effects of Co-curricular

Activities on the Academic Performance of Selected High School Students in Jesus Good
Shepherd School S.Y. 2008-2009" she found out that there is a significant effects
between academic performance and co-curricular activities, and these effects are mostly
positive. She also stated that these co-curricular activities such as extracurricular
activities, provide the kind of education to students on developing their potentials, being
dedicated to service, sense of cooperation, and giving importance to communications and
other related traits for being a member if these activities.
 In the thesis entitled “Perceptions of Students Regarding School Organizations
of De La Salle Emillio Aguinaldo College School Year 1991-1992” by Ma Therese P.
Pestano et al. said that school organizations provides avenues for the co-curricular
activities to produce graduates who are somehow molded in the concept of total human
development. It is said that these graduates are expected to obtain good social traits.

They also stated that the school organizations are to provide education related
to cooperation, dedication to service, self-reliance development of potentials, importance
of communications and other related traits needed for being an organization member.

In the study of Astudillo et al. (2006) entitled “The Level of Involvement of

Radiologic Technology Students In Extra-curricular Activities”. It was found that the
students are involved into a limited extent in theses extra-curricular activities: (a)
academic related activities, (b) performing arts group activities, (c) service oriented
activities and, (d) sports related activities.

Males are more involved in performing arts activities, service oriented activities and
sports related activities than the female.

The study of Bondoc et al. (2007), states that the involvement in extra-curricular
activities does not affect the academic performance of the students. Students who
participate in these activities have satisfactory grades than those who are inactive and
being an active member does not hamper academic performance.

Related Studies (Foreign)

Wilhelm (2006) studied the alternative high school programs for youth considered
at risk of dropping out. The program emphasizes basic skills development and offers
limited extra-curricular activities in the school operate in economically disadvantage
area.

The American College Testing Service (2000) compared the value of four factors
in predicting success after high school. Success was defined as self-satisfaction and
involvement in community activities encouraged by parents.
 Susan (2010) examined the relationship between participation in extra-curricular
activities and academic achievement using data from the National Educational
Longitudinal Study (NELS). The NELS project began in 1988, collecting data on 24,599
8th graders. For this study, African-American and White students (N - 10,944) attending
public schools were selected. Possible racial differences between the students were also
addressed. Results showed that the amount of participation in extra-curricular activities
was positively related to academic achievement. Students participating in a number of
activities not only achieve better academically but also express greater satisfaction with
the total high school experience than students who do not participate, according to a I985
survey conducted by Indiana University. The grade-point average for "high activity”
students was 3.05 on a 4.0 scale, compared to a GPA of 2.54 for "low activity” students.
Researchers defined high activity as involvement in four or more activities, while low
activity students were involved in one activity or none. Participation in activity programs
yields positive results after high school as well.

James Brooke (1984) concluded from an investigation in San Antonio, Texas,

that educational outcomes related to scholastic performance are enhanced for those
secondary students who participate in activity programs. A study of a high school
population of 3,536 students found that secondary pupils who participated in more than
one activity during a semester tended to experience higher academic performance levels
than other participants and non-participants.
 CHAPTER III

METHODOLOGY

This chapter describes the features of this study precisely. It takes the rationale
behind the chosen research method, and provides a description on how the research was
carried out. The respondents in this study are mentioned and their demographics are
described. The final part of this chapter shows the data gathering procedure of the study,
what method and statistical treatment the researchers are going to used.

3.1 Research Design

A quantitative approach was taken for the research design. A quantitative

approach is the systematic empirical investigation of observable phenomenon via
statistical, mathematical or computational techniques. This approach was used to be able
to generate a large number of responses and to generate and collect a wider view of
perception.

3.2 The Respondents

The participants of extracurricular activities in the high school students of

Mariano Ponce National High School are chosen to be the respondents of this study. The
target sample size of the study is 40 high school students who participate in
extracurricular activities.

The participants of Mariano Ponce National High School was chosen to become
the respondents because, the researchers want to know more on how the extracurricular
activities affect the academic performance of the students especially to the students who's
studying in a public schools, like Mariano Ponce National High School.

Based upon the research, it is important that students are aware of the benefits and
dis-benefits of participating extracurricular activities. Students need to be informed so
that, they will actively look for a activities that appeal to them.
 .

Figure 1: Grade 7 students answering the questionnaire.

Figure 2: Grade 8 students taking the survey..

Figure 4: Grade 10 respondents answering the questionnaire.

Figure 3: Grade 9 students who are involved in extracurricular activities

Figure 4: Grade 10 respondents answering the questionnaire

3.3 Data Gathering Procedures

A letter of introduction was obtained from the researchers of senior high school
students of ACLC College of Baliuag. The letter was presented to the Head Principal of
Mariano Ponce National High School in order for the researcher to be permitted to carry
out the research with the participants doing extracurricular activities. The data were
collected in the last three weeks of the fourth quarter. The selected students were given
questionnaires to complete. The questionnaires were self-administered since all the
respondents in the sample were literate. The close-ended questions collected quantitative
data, while open-ended questions collected qualitative information. A total number of 39
questionnaires were distributed to the students.

Statistical Treatment

The researcher used the following for their statistical treatment:

1. Frequency- Percentage Distribution were used to determine the percentage of the

gender of the participants of Mariano Ponce National High School that has an
active membership on the different school organizations and percentage
distribution of the participants' responses regarding the effects of joining
extracurricular activities.

𝐹
𝑃= 𝑥 100%
𝑛

Where:
P= Percentage
F= frequency
n= number of respondents
 Chapter IV

Data Presentation, Analysis, and Interpretation

This chapter presents the findings of the study on the impacts of extracurricular
activities to the students of Mariano Ponce National High School. The format for
reporting the results first restates the research question and then presents a graphical
representation regarding the collected and computed information.

The data gathered were from the grades 7, 8, 9 and 10 junior high school students
of Mariano Ponce National High School. The students are questionnaires with 10
questions to answer. Most of the questions are answerable by yes or no, and the other
questions are then answered by their own.

4.1 Data Presentation

Table 1

Frequency and Percentage Distribution of the Gender of the High School

Participants that has Active Membership on the Different School Organizations.

Frequency of Active Percentage of

Gender Members Active Members

Female 19 48.72%

Male 20 51.28%

Total 39 100%
Table 1 shows the frequency and percentage distribution of the gender of the high school
participants that has active membership on the different school organizations.

Data shows that 51.28% of the participants of extracurricular activities in Mariano

Ponce National High School are male, while 48.72% are female. It shows that male
participants of Mariano Ponce National High School are more active in participating in
extracurricular activities than the female participants.
Table 2

Results of Research Question #1

1. Why did you join extracurricular activities?

No. of participants
Calculated Answers/ who answered the Percentage of
Information same answer collected information

For more knowledge 4 10.26%

For higher grades 10 25.64%

For fun 3 7.69%

To become stronger 4 10.26%

To show his/her talent 2 5.13%

To improve skills 11 28.21%

To be more advanced 1 2.56%

To help the school 1 2.56%

Leisure 1 2.56%

For experience 2 5.13%

Total 39 100%
Table 2 shows the results of the collected data in the results of the research question
“Why did you join extracurricular activities?”

This findings shows that 28.21% of the students chooses to join extracurricular
activities to improve their skills/ 25.64% of the students join extracurricular because they
believe that this kind of activities will make their grades higher. While 10.26% of the
answers are believed that they join extracurricular activities because this gives them more
knowledge, and also makes them stronger. 7.69% of the students answered that it was
only for fun, 5.13% answered that to showcase their talent and it was also for experience,
and 2.56% of the students answered to be more advanced in other students, to help the
school participate in different activities and for leisure. It shows that most of the students
joined extracurricular activities to enhance and improve their skills.
Table 3

Results of Research Question # 2

2. How do your teachers and coaches help you in your non-academic activities?

No. of participants Percentage of the

Collected who answered the collected data
answers/information same answer information

Gives advices 2 5.88%

Let’s us explore more

activities 1 2.94%

Helps us to excel more 5 14.71%

Helps us to manage
both activities 1 2.94%

They guide me 10 29.41%

They give me
confidence 1 2.94%

They inspire me 3 8.82%

They force me 1 2.94%

Offers incentives 2 5.88%

They provide special

activities 2 5.88%

They teach the lesson

again 5 14.71%

By supporting us 1 2.94%

Total 34 100%
Table 3 shows the results of the collected data in the results of the research question
“How do you teachers and coaches help you in your non-academic activities?”

The results of the analysis revealed that 29.41% of teachers and coaches of
Mariano Ponce National High School help participants in their non-academic activities
by guiding them in their activities. 14.71% of the students answered that their teachers
and coaches helps them by excelling more in their non-academic activities and by
teaching them again the lesson. 8.82% answered that they inspire them so that they can
do both activities without failing. 5.88% answered that they help them by giving advices
to them to make them manage both activities by giving incentives, and by providing
special activities. And 2.94% of them believes that their teachers and coaches helps them
by letting them explore more activities , helping them to manage both activities , giving
confidence and support to them and by forcing them to do the non-academic activities.
The results shows that most of the teachers and coaches help the students by guiding their
both activities, they also help the students manage them both so that the participants are
still be able to perform well in their academics.
Table 4

Results of Research Question # 3

3. Do extracurricular activities motivate you to excel more in both academic

and non-academic activities?

Percentage of the Collected

Responses No. of Responses Responses

Yes 29 74.36%

No 10 25.64%

Total 39 100%
Table 4 Shows the results of the collected data in the results of the research question “Do
extracurricular activities motivate you to excel more in both academia and non-academia
activities?

These findings reveal that 74.36% motivate students in to excel more. This results
shows that most of students agrees that extracurricular activities makes them excel more
in both academia and non-academia activities.
Table 5

Results of Research Questions #4

4. Do extracurricular activities help you to develop and enhance your talent

and skills?

Percentage of the Collected

Responses No. of Responses Responses

Yes 32 82.05%

No 7 17.95%

Total 39 100%
Table 5 shows the results of the collected data of the results of the research question “Do
extracurricular activities help you to develop and enhance your talent and skills?”

The results of the analysis revealed that 82.05% answered yes because
extracurricular activities help students to develop and enhance their talents and skills
while 17.95% answered no because they believe that extracurricular activities doesn’t
help them enhancing their talents and skills. The 82.05% of the participants that believes
extracurricular activities helps them because it gives them more knowledge about their
skills and ability that they can help students improving their talents and skills
Table 6

Results of Research Question #5

5. Can you manage your academic activities while participating in

extracurricular activities?

Percentage of the Collected

Responses No. of Responses Responses

Yes 24 61.54%%

No 15 38.46%%

Total 39 100%
Table 6 shows the results of collected data in the results of the research question “Can
you manage your academic activities while participating in extracurricular activities”

These findings revealed that 61.54% of the students can manage doing both
activities while 38.46% cannot. It shows that most of the participants still manage their
academic activities while participating in extracurricular activities, but there are still
students who believe that they cannot manage both activities. 57.89% students that
cannot manage both activities by time management, 15.79% students answered that
they’re doing their academic activities after their extracurricular activities. 10.53% of the
students manage their both activities by doing their academic activities during their
vacant time and at their homes. And 5.26% says that they can manage both activities by
the help of their classmates.
Table 7

Results of Research Question #6

6. Do you think participating in extracurricular activities makes your grades

higher?

Percentage of the Collected

Responses No. of Responses Responses

Yes 31 83.78%

No 6 16.22%

Total 37 100%
Table 7 shows the result of the collected data in the results of the research question “Do
you think participating in extracurricular activities makes your grades higher?”

The results of this analysis revealed that 83.78% of the students who participate in
extracurricular activities have a higher grades when they started joining extracurricular
activities, while 16.22% of the students says that extracurricular activities doesn’t make
their grades higher. It shows that the incentives or additional points that the teacher gives
to the participants of extracurricular activities make their grades higher.
Table 8

Results of Research Question #7

7. Is it important to participate in extracurricular activities?

Percentage of the Collected

Responses No. of Responses Responses

Yes 31 83.78%

No 6 16.22%

Total 37 100%
Table 8 shows the result of the collected data in the results of the research question “Is it
important to participate in extracurricular activities?”

These findings revealed that 83.78% of the participants believe that joining
extracurricular activities is important, while 16.22% of the participants believe that
joining extracurricular activities isn’t necessary. The findings shows that most of the
students values extracurricular activities and thinks that it is important, but there are still
students who believe that joining non-academic activities is not that important.
Table 9

Results of Research Question #8

8. What do you think are the disadvantages of the students who don’t
participate in extracurricular activities?

Percentage of
No. of collected
Responses responses responses

A. They cannot enhance and

discover their skills 24 43.64%

B. They cannot make new friends 5 9.09%

C. They cannot explore new things

outside the classroom 8 14.55%

D. They cannot gain new knowledge

about their skills 5 9.09%

E. All of the choices 13 23.64%

TOTAL 55 100%
Table 9 shows the results of the collected data in the results of the research question
“What do you think are the disadvantages of the students who don’t participate in
extracurricular activities?”

The results of the analysis revealed that 43.64% of the students believed that
students who doesn’t join in extracurricular activities cannot enhance nor discover their
skills, 14.55% believe non-participants cannot explore the new things outside the
classroom, 9.09% believe that non-participants cannot socialize more to make new
friends and they cannot gain new friends about their skills to enhance it. But 23.64% of
the students believe that all of the given choices are the disadvantages of the non-
participants. It shows that most of the students believe that non-participants cannot
enhance and discover their skills because of not joining extracurricular activities.
Table 10

Results of the Research Question #9

9. What do you think are the disadvantages of the students who participate in
extracurricular activities?

Percentage
of
No. of Collected
Responses responses Responses

A. Stress and lack of sleep 11 23.40%

B. Can cause frustration 4 8.51%

C. Time consuming 11 23.40%

D. Late and distracted with academic

activities 11 23.40%

E. All of the choices 10 21.28%

TOTAL 47 100%
Table 10 shows the results of the collected data in the results of the research question
“What do you think are the disadvantages of the students who participate in
extracurricular activities?”

These findings revealed that 23.40% of the students believe that A, C, and D, are
the disadvantages of the participants of extracurricular activities. 21.28% believe that all
of the given choices are all the disadvantages of the participants, and 8.51% believe that
extracurricular activities can cause frustration to the participants. It shows that despite the
advantages of the participants there still disadvantages in joining extracurricular
activities, it can cause stress and lack of sleep, it is time consuming and can be late and
distracted in academic activities.

Table 11

Results of the Research Question # 10

10. Would you suggest participating in extracurricular activities?

Percentage of the Collected

Responses No. of Responses Responses

Yes 22 59.46%

No 15 40.54%

Total 37 100%
Table 11 shows the results of the collected data in the results of the research question
“Would you suggest participating in extracurricular activities?”

The results of this analysis revealed that 59.46% of students suggest joining
extracurricular activities while 40.54% of the students disagreed in suggesting
participation in extracurricular activities. 29. 17% of the students suggest participation in
extracurricular activities because they believe that it can help them develop their skills,
20.83% believe that it can gain them more knowledge about new things, 12.5% says that
it can make their grades higher and can also gain new friends, 8.33% states that they can
learn outside the classroom about their skills and they will be able to do other things that
they haven’t done before, and 4.17% states that joining extracurricular activities can help
students physically, mentally, even emotionally.
4.2 Analysis and Interpretation

Data Analysis

All statistical analysis were conducted and computed using the frequency-
percentage distribution to determine the percentage of the high school students’ responses
regarding the effects of joining extracurricular activities. After tallying the collected
responses, the number of responses are also collected in every question to get the number
of respondents and the frequency, and then computed to get the percentage of the
responses.

Interpretation

All of the results revealed that extracurricular activities benefit academically. It

helps students to showcase their talents, gain new knowledge, improve their skills and
learn time management. Extracurricular activities are also the reason why students learn
to socialize with others and experience things that they haven’t done before. Despite the
benefits that the students earned, some students are still struggling doing both activities.
They’re having a hard time doing both activities that leads them to frustration and late to
their academic activities. In order to students manage both activities without being
frustrated and late to their academics, their teachers and coaches are helping the
participants by guiding them in their both activities, telling and teaching them to do the
time management, and by giving special activities to the participants so that they won’t
be late in their academics. They also give incentives or additional points to every
participant’s exerted effort in extracurricular activities. That is also the reason why
students join extracurricular activities. According to the results, students participate in
extracurricular activities because they want their talent and skills to develop. They
believe that developing their abilities and help them in their future works. They also
participate in school organizations because of the given additional points of the teachers
to every non-academic activity that makes their grades higher. Although, some
disadvantage mentioned, the participants of the extracurricular activities still suggest
participation in these non-academic activities with the help of their teachers, coaches,
friends and classmates.
4.3 Results

No. of
Research Questions Responses Responses Percentage
1. Why did you join
extracurricular
activities? To improve skills 11 28.21%
2. How do your teachers
and coaches help you
in your non-academic
activities? By guiding me 10 29.41%
3. Do extracurricular
activities motivate you
to excel more in both Yes 29 74.36%
academic and non-
academic activities?
4. Do extracurricular
activities help you to
develop and enhance Yes 32 82.05%
your talent and skills
5. Can you manage your
academic activities
while participating in Yes 24 61.54%
extracurricular
activities?
6. Do you think
participating in
extracurricular Yes 31 83.78%
activities makes your
grades higher?
 7. Is it important to
participate in
extracurricular Yes 31 83.78%
activities?
8. What do you think are
the disadvantages of
the students who don’t They cannot enhance and
participate in discover their skills 24 43.64%
extracurricular
activities?
9. What do you think are  Stress and lack of
the disadvantages of sleep
the students who  Time consuming
participate in  Late and 33 70.2%
extracurricular distracted with
activities? academic
activities
10. Would you suggest
participating in
extracurricular Yes 22 59.46%
activities?

Of the 39 respondents in research question number 1, 11 or 28.21% states that

they join extracurricular activities because they want to improve their skills, 10 or
25.64% of the participants states that because for the higher grades, 4 or 10.26% to gain
more knowledge, 4 or 10.26% to become stronger, 3 or 7.69% it was for fun, 2 or 5.13%
to showcase their talent 2 or 5.13% it was for experience, 1 or 2.56% it was their leisure.
 In research question number 2, 10 out of 34 or 29.41% of the respondents
answered their teachers and coaches help them in their non-academics by guiding them in
their activities, 5 or 14.71% they help them by letting them excel in non-academics, 5 or
14.71% by giving them special exam, 3 or 8.82% by inspiring them to do both activities,
2 or 5.88% by giving them knowledge about their non-academic activities, 2 or 5.88% by
offering incentives or additional points, 1 or 2.94% by letting them explore more
activities, 1 or 2.94% by helping them manage both activities, 1 or 2.94% by giving them
confidence, 1 or 2.94% is by forcing them to do the activities and the other 1 or 2.94% by
supporting them. In research question number 3, 29 or 74.36% out of 39 respondents
answered yes, that extracurricular activities motivate them to excel more in both
academic and non-academics. While 10 or 25.64% answered no, that extracurricular
activities doesn’t motivate them. In research question number 4, 32 out of 39 or 82.05%
students answered that extracurricular activities helps them to develop and enhance their
talent and skills, while 7 or 17.95% answered no.

In research question number 5, 24 or 61.54% out of 39 responses states that they

can manage their academics even they are participating in extracurricular activities, while
15 or 38.46% says no, they cannot manage both activities.

In research question number 6, 31 out of 39 students or 83.78% believes that

participation in extracurricular activities makes their grades higher, and 6 or 16.22%
believes that extracurricular participation doesn't make their grades higher.

In research question number 7, 31 out of 39 students or 83.78% believes that

participating in extracurricular is necessary, and 6 or 16.22% believes that participating in
these activities isn't necessary.

In research question number 8, 24 or 43.64% out of 55 responses says that the

disadvantage of the non-participants is that they cannot enhance and discover their skills,
8 or 14.55% they cannot explore the new things outside the classroom, 5 or 9.09% they
cannot make new friends, the other 5 or 9.09% is they cannot gain new knowledge about
their skills, and 13 or 23.64% believes that all of the given choices that are mentioned are
correct.
 In research question number 9, 33 or 70.2% out of 47 responses believes that the
disadvantages of the students who participate in extracurricular activities is that it causes
stress and lack of sleep, it is consumes too much of their time, and can be late and
distracted with academics, 4 or 8.51% believes it causes frustration, and the 10 or 21.28%
believes that all of the given choices that are mentioned are all correct.

In research question number 10, 22 or 59.46% out of 37 responses suggests

participation in extracurricular activities, while 15 or 40.54% answered no.

The results in this study revealed that there are many benefits that the students can
earn by joining extracurricular activities. Even there are dis-benefits or disadvantages,
participants still suggest joining in school organizations because their teachers and
coaches are helping them to manage both activities to avoid stress, frustration, and being
late with their academics.
Chapter 5

Summary, Conclusions and Recommendations

The purpose of this study was to determine the impacts of extracurricular

activities to the high school students of Mariano Ponce National High School whether
positive or negative effects.

This chapter presents the summary, conclusions and recommendations from the
findings and discussions of the study.

5.1 Summary

The purpose of this study was to survey junior high school students of Mariano
Ponce National High School in an effort to obtain their opinions concerning the impacts
of extracurricular participation on students. Participants of extracurricular activities were
asked to express beliefs concerning the benefits and disbenefits derived from
participation.

The researcher hoped to collect data that would be helpful in determining the
impacts of extracurricular activities on tge students of Mariano Ponce National High
School. The researchers hoped to validate the information to guide the participants in
making more informed choice in the school programs.

Many of the respondents provided detailed answers of how extracurricular

activities affect them and their academic performance. Of the 39 participants of
extracurricular activities, 22 or 76.36% stated that the extracurricular activities helps
them to excel more in both activities, 32 or 82.05% stated that these non-academic
activities helps them enhance their talent and skills, 24 or 61.54% of the participants
believed that they can manage both activities. This statistics was considerably higher than
that of the participants who did not feel that extracurricular participation had helped.

These results lead the researchers to believe that the statistical information and
beliefs of the students coincide to the previous studies. Their experiences in
extracurricular activities do seem to at least be linked to academic success and
developing students.

5.2 Conclusion and Recommendations

Conclusion

The researchers concluded that after conducting the study the researchers found
that joining extracurricular activities have significant effects on the academic
performance of the selected high school students 2017-2018. These significant effects are
serving as a motivation, maintaining good grades, getting incentives, improving skills and
managing their time.

It is therefore concluded that students join extracurricular activities to improve

and enhance their skills, even though it can make them late with academics and
frustrated. To avoid this to happen, teachers and coaches help the students by guiding
them and giving special activities.

Recommendations

For the future participants of the school organization, the students should learn
time management to be able to manage both activities without being frustrated and late
with their academics. They should also join only activities that suits their skills so that
they wouldn't struggle improving their skills that can consume too much of their time.
Once the students have chosen the activity that suits them, they can give more attention
on their studies than giving their time in practicing the skills which they are already good
at.

For the future researchers, that would like to continue this study,

a) Get the difference between the first and second quarter grades, in order to get this the
researchers recommend to use T-Test as their statistical treatment.

b) Add more respondents.

c) Add questions to the questionnaire like how frequent they attend club meetings and
activities.
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