The Role of Co-curricular Activities on Senior High School Students’ Self-Developments

Chapter 1

The Problem and Its background

Curriculum refers to the course of study which is followed in a particular school or by a

board. Any activity beyond the limit of the curriculum may be referred to as Co-curricular

activities and Extra-curricular activities.

Co-curricular activities and Extra-curricular activities are quite similar in nature. Co-

curricular activities refer to those activities which complement learning experience of the

students in the schools while extra-curricular activities refer to those activities which is done

outside the school or the school doesn’t have to do with that particular activity (Hellen, 2015).

These activities are connected with academic and are organized or designed to help the students

have a better understanding of his course.

Co-curricular activities shown to positively influence study strategy, academic

performance, adjustment and well-being in students in domains of education (Vansteenkiste et al.

2011). It also plays an important role in socialization of students offering powerful source of

personal development and acquiring social competencies which are not just taught and learned

by holding a pen and reading books (Deci & Ryan, 2009; Reeve et al., 2011). This activity

essentially takes place outside a typical pen and notebook classroom experience (Miller &

Brickman, 2014). It gives the student an opportunity to develop particular skills and exhibit their

non-academic abilities (Maehr & Midgley, 2011).

1
 Nowadays vast variety of co-curricular activities are being offered in schools, colleges,

and universities. These activities may include sports, debates, essay writing, drama, joining to

different clubs, involvement to student councils, and others generally involve their selves into

voluntary projects such as outside the room activities (Bolt & Cai et al, 2011). Through this

activities, the students were groomed in the art of “living and working together,” which are the

practical experiences gained by students by their own learnings (Kember & Jenkins 2012). In a

chinese proverb, it states that “Teach me and I will forget. Show me and I might remember.

Involve me and I will never forget,” into a great extent, the theoretical knowledge is enhanced

when it is involved in a non-typical classroom set-up (Ng 2012). Intellectual development of

personality is achieved in the classroom itself but the aesthetic development like character

building, spiritual, moral values, physical growth, creativity, and many more are backed up by

co-curricular activities only (Akey 2011).

Co-curricular activities in students’ lives give benefits by affecting their overall

personality by helping them to enhance the all-round personality in strongly facing the

challenges of their future; strengthening their self-confidence is also one of the benefit that it

provides by instilling the sense of sportsmanship, competitive spirit, leadership,cooperation, and

learning to trust the team. Competitions can create competitive environment which helps the

students to work towards the objective of achieving better workplace (Kember 2012). Also

through this activity, it helps them in honing the specialized skills they are hiding within

themselves (Jenkins 2012). Furthermore, efficiency to handle responsibilities or tasks given

makes them much better person. By fostering the sense of responsibility and accountability.

Interacting with this kind of activities, students develop sense of belongingness to school and

have higher self esteem (Kember 2012).

2
 Statement of the Problem

This study aims to identify the roles of co-curricular activities on students’ self-

development. It explains the description of co-curricular activities and how did they have roles

on students’ self-development. The respondents of this study are the Senior Highschool students

and the researchers will be going to get 10 students in each section of Senior Highschool in Sto.

Niño Academy via random sampling.

1.) How may the students be described in term of their

1.1 Age; and

1.2 Gender

2.) What are the roles of co-curricular activities on students’ self-development?

3.) How do co-curricular activities affect the students’ self-development?

4.) What are the advantages and disadvantages of co-curricular activities on the students?

5.) What are the perspectives of the students about the role of co-curricular activities on

their self-development?

Significance of the Study

The following people will benefits from this study

 For the Students. This study is beneficial to the students because co-curricular activities can

improve an adolescent’s quality of life in several ways. They provide opportunities for

community involvement, as well as a platform for developing strong behavioral health

skills. When students participates in co-curricular activities, they’ll engage with other children in

3
 situations that don’t involve coursework, which helps build their cooperation, social

development, and leadership skills. Often, the relationships developed on sports teams or other

activities prove to be lifelong friendships.

 For the Teachers. Taking part in co-curricular activities helps to develop connections that

translate well to the classroom experience. Being a adviser enables you to show a side of

yourself to your students that they wouldn’t see inside the classroom setting.

 For the Parents. The study will serve as an information to the second parents of the students,

the teachers. Teachers Involvement in schooling gives parents an awareness of extra- and co-

curricular programmes and motivates them to keep communications open on a variety of topics,

values, and support in their child makes them responsible and accountable to their words. Also,

having an co-curricular of the students may brought pleasure for the parents especially if their

child’s participation is great and successful.

 For the Researcher. This study will be beneficial for the other researchers that might conduct

this research. It will serve as their guide and an overview that is related regarding on this matter.

Scope and Delimitations

The focus of this study is to know the Role of Co-curricular Activities on the

development of Senior High School students. This study will mainly identify the role of co-

curricular activities on the development of randomly selected Senior High School students of

Sto. Nino Academy 2019-2020. The respondents of the study were composed of 70 desultory

senior high school students through random sampling. This research should not be used as a

measurement of the intelligence of the students who do not belong to the population of this

4
study. The researchers considered working on this study to find out what are the different roles

of co-curricular activities that help the students to develop their selves.

5
 BIBLIOGRAPHY

 (Akey 2011). Clarifying The Meaning Of co-curricular Activity: A Literature Review Of

Definitions. Retrieved from

https://www.researchgate.net/publication/288518179_Clarifying_The_Meaning_Of_ co-

curricular _Activity_A_Literature_Review_Of_Definitions.

 (Bolt & Cai et al, 2011). The Effects of Co-curricular Activities on the Academic

Performance of Junior High Students. Retrieved from https://www.kon.org/urc/v5/fujita.html.

 (Deci & Ryan, 2009; Reeve et al., 2011). Impact of Co-curricular Activities on Students.

Retrieved from https://www2.uwstout.edu/content/lib/thesis/2009/2009wilsonn.pdf.

 (Jenkins 2012). Co-curricular Activities: The Path to Academic Success. Retrieved from

http://www.ascd.org/publications/educational-leadership/dec99/vol57/num04/- co-curricular

-Activities@-The-Path-to-Academic-Success%C2%A2.aspx.

 (Kember 2012 Co-curricular Activities: The Path to Academic Success. Retrieved from

http://www.ascd.org/publications/educational-leadership/dec99/vol57/num04/- Co-curricular

-Activities@-The-Path-to-Academic-Success%C2%A2.aspx.

 (Kember & Jenkins 2012). Co-curricular Activities: The Path to Academic Success.

Retrieved from http://www.ascd.org/publications/educational-

leadership/dec99/vol57/num04/-Co-curricular-Activities@-The-Path-to-Academic-

Success%C2%A2.aspx.

 (Maehr & Midgley, 2011). Effects of Co-curricular Activities on Students. Retrieved from

https://www.researchgate.net/publication/327052180_Effects_of_ Co-curricular

_Activities_on_Students.

6
 (Merriam-Webster Dictionary). Co-curricular: Definition of Co-curricular. Retrieved from

https://www.merriam-webster.com/dictionary/co-curricular.

 (Miller & Brickman, 2014). Co-curricular Participation and Student Engagement. Retrieved

from https://nces.ed.gov/pubs95/web/95741.asp.

 (Ng 2012). Studying The Impact Of Co-curricular Activities On Friends And Academics.

Retrieved from http://transform.tamu.edu/news/studying-impact- Co-curricular -activities-

friends-and-academics.

 (Vansteenkiste et al. 2011). The Impact of Co-curricular Activities on Student

 Achievement at the High School Level. Retrieved from

https://aquila.usm.edu/cgi/viewcontent.cgi?article=1567&context=dissertations.

7
 The Role of Co-curricular Activities on Senior High School Students’ Self-Development

CHAPTER 2

Review of Related Literatures

The review of the related literature comes from the journals, magazines and articles that

are related to the topic chosen by the researcher, while the review of the related studies comes

from the other researches and studies of other researchers, and those research are also in a

connection with the topic you are being discussed and focused on.

On Extracurricular Activities and Co-curricular Activities

According to Reeves (2012), there is a strong association between student involvement in

co-curricular activities and improved attendance, behavior, and academic performance. Reeves

(2012) explained that all students who participate in some type of co-curricular activity perform

better than students who are not involved.

Due to the fact that adolescents involved in co-curricular activities share the same norms and

values that accepted in the society, they are less likely to manifest deviant behavior and better

protected from the influence of delinquent environment (Barber at al., 2010). In another study it

was shown that the levels of delinquency, drug usage, and truancy were higher in adolescents

involved in certain kind of sports than in adolescents involved other kinds of co-curricular

activities (academic clubs, performing arts, etc.), or in those not involved at all (Metzger et al.,

2014). Principals recognize the importance of providing many opportunities for their students to

find success. These activities allow students to develop leadership, create lasting friendships,

give back to their community, belong to the school family, and find success outside of the

8
classroom. Co-curricular activities can enhance a student’s life, and they can give the students

additional skills that they will use for the remainder of their lives (Reynolds, 2016). According to

(Essai, 2011), Co-curricular activities are found in all levels of our schools in many different

forms. They can be sports, clubs, debate, drama, school publications, student council, and other

social events. A student’s future can be determined in the things that they do in the hours after

school and before their parents get home. This paper describes the role of co-curricular activities

and the positive effects that they can have on students of all kinds ranging from the above

average student to the student that is on the brink of dropping out of school. Co-curricular

activities, such as student government, positively predict political involvement in early

adulthood, net of self-efficacy, sociability, political interest, political awareness, and community

leadership attitudes. (Glanville, 2012). Personality traits and political attitudes only partially

account for the association between co-curricular activities and some forms of political

participation in adulthood, indicating that co-curricular participation does play a role in

developing political engagement. (Glanville, 2012). 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. Such education comprises of curricular and co-curricular activities..

They pertain to activities contributing to the academic learning experience especially activities

that provide students with opportunities to learn and develop skills through active participation.

CCA and programs may be led by faculty or staff, or by students themselves, but they must have

stated goals and measured outcomes. CCA foster the development of co-operation and establish

important social negotiation skills within the peer group (Eccles & Templeton, 2009). Most of

the classical and almost all modern educationists admit that education is not just the

memorization of certain facts, figures and skills but it is all-round development of the students.

9
So it is logical to think that co-curricular activities are the integral part of educational system.

Kumar et. al (2012). Co-curricular activities are the activities performed by students that do not

fall in the realm of the ordinary curriculum of educational institution (Bashir, 2012). According

to Broh (2010) researchers have found positive associations between co-curricular participation

and academic achievement. Darling et al. (2010) compared the students who participated in co-

curricular and who did not participate in these activities and commented as, “students who

participated in school-based co-curricular activities had higher grades, higher academic

aspirations, and better academic attitudes than those who were not involved in co-curricular

activities at all”

Generally speaking, co-curricular activities are an extension of the formal learning experiences

in a course or academic program, while extracurricular activities may be offered or coordinated

by a school, but may not be explicitly connected to academic learning. This distinction is

extremely fuzzy in practice, however, and the terms are often used interchangeably. Athletics,

for example, are typically considered to be extracurricular activities, while a science fair would

more likely be considered a co-curricular activity, given that students are learning science,

participation may be required by the school, students may be graded on their entries, or a science

teacher may coordinate the fair. Still, in some schools certain athletics activities might be

considered “co-curricular,” while in other schools a science fair may be labeled

“extracurricular.” (The Glossary of Education Reform, 2013). Co-curricular activities are those

course of works and activities which supports and puts an add-on effect on our education integral

part to raise our skills towards our core field we are mainly involved in. Co-curricular activities

is related with education or studies of school or institution. But Extra-curricular activities are

those activities which we are involved in outside of our syllabus parts of main education, we are

10
having degree of. These are not related to our syllabus curriculum. These activities are Extra in

its nature which include our interest in other fields of life. (Vanse, 2018)

According to Gyanunlimite. For all-round development of the child, there is a need of emotional,

physical, spiritual and moral development that is complemented and supplemented by Co-

curricular Activities. 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. These activities are organized after the school hours, so

known as extra-curricular activities. Co-curricular Activities have wide horizon to cater to the

cultural, social, aesthetic development of the child.

Co-curricular activities are activities that take place outside the classroom but reinforce or

supplement classroom curriculum in some way. They are ungraded and do not offer any form of

academic credit, but they do provide complementary learning of some form. Examples of co-

curricular activities might include National Honor Society, student council, school sports teams,

math clubs, chess clubs, talent shows, spelling bees, writing competitions, debates, mock trials,

school newspapers, and drama productions. All of these activities take place outside the

traditional classroom and offer no grade or academic credit, but they provide supplementary and

complementary instruction and education for students. (Goode, 2017).

Activities sponsored or recognized by a school or college which are not part of the academic

curriculum but are acknowledged to be an essential part of the life of an educational institution.

Co-curricular activities include sports, school bands, student newspaper etc. They may also be

classed as ‘Extracurricular’ i.e. activities carried on outside the regular course of study; activities

11
outside the usual duties of a job, as extra class activities. (The International Dictionary of

Education, 2011).

Co curricular activities were mainly organized after school hours and so were the extra curricular

but they are not an integral part of the activities of the school as its curricular work. (Aggarwal,

2010). Co-curricular activities may be defined as the activities undertaken to strengthen the

classroom learning as well as other activities both inside and outside the classroom to develop

the personality of the child. (Bhatia, 2010)

Co-curricular activities refer to those activities which complement learning experience of the

students in the schools. These activities are connected with academic and are organised or

designed to help the students have a better understanding of his course. Extra curricular activities

are the activities which are ro maintain their physical balance. Extra-curricular activities are ones

that happen outside of school, however necessary they may be. Co-curricular activities are ones

that go hand in hand with the curriculum, the classes you are taking. (Mishra, 2018).

It should be noted that there is a definite, though sometimes fuzzy difference between co-

curricular and extracurricular activities. Where co-curricular activities are connected in some

way to the school and to academic learning, while extracurricular activities defines as the step

outside of this realm. Extracurricular activities are those activities that occur outside of the

educational setting and do not provide instruction or experience to supplement the academic

curriculum. Involvement in a sport that happens outside of the school, for example, would be

considered an extracurricular activity. Other examples of extracurricular activities might include

church related activities, music classes that are not associated with the school, dance recitals,

Girl Scouts or Boy Scouts, or martial arts competitions. (Goode, 2017).

12
On Disadvantages

1.1. Time management and commitments

Time management is one of the most important factors, which the students have to consider

before making any commitments. Not all students share the same ability to get work done in a

given period. Thus, if you are a slow person, opting for an activity, which requires a lot of energy

and hours, it may create troubles for you. This may also affect your grade at school. As a result,

schooling experience will start deteriorating day by day and this cramming could also affect to

student’s quality time with their friends and families (Hass, 2014). However, you can tackle this

problem by opting for an activity that allows you to manage time (Hans, 2014). For example,

you can work on your co-curricular activity once or twice a week.

1.2. Conscious or unconscious denial of priorities

You might end up choosing something that requires attention once or twice a week. However,

you can hardly ever deny the urge to do something that you love compared to other priorities.

Similarly, you prefer a tempting escape against the usual schoolwork. Consciously or

unconsciously, you deny the academic priorities to live the passion (Georgia Department of

Education, 2010). For example, your co-curricular activity is skating. It is natural for you to keep

on procrastination your school homework. This on a long run can affect the academic

performance, which may lead to a fall in grades. Thus, the biggest drawback of these activities is

the priority crisis for some students (Georgia Department of Education, 2010).

1.3. Too many schedules in short time

13
Play time is an important period for the early schooling kids. As a fact, playtime in itself helps in

learning many things without being taught. For the children of the pre-primary section, play time

works as a learning ground for teamwork and sharing. However, it is not limited to learning

values but also terms like shape, size, depth, etc (Fujita 2015). But, when this playtime is

replaced by a strict schedule, it kills the free time. This may help your children adapt to the

activity of your choice but it will also diminish their self-discovering attitude, carefree

imagination, etc. Unknowingly this structured and planned life will make your child burdened at

a young age with frustration and workload. Over-schedule or back to back activities can increase

the stress level at a very young age. Thus, you should not force young children into a tight

schedule with no escape (Georgia Department of Education, 2010).

1.4. Extra expenses in the schedule

Co-curricular activities come along with their own expenses too. Regardless of the activity you

chose, an expense is required. It may be the cost of an instrument for the music lesson or the

uniform or clothing for the dance (Fujita 2015). Similarly, skating activity requires good quality

skates. Previously schools provided equipment and charged some fees. However, nowadays

parents have to go an extra mile to provide for the co-curricular activity of their wards.

Moreover, these expenses do not stop at buying the necessary equipment. You also require

paying the learning fees, registration fees, etc. Thus, these activities come along with various

expenses (in disguise sometimes) (Georgia Department of Education, 2010).

1.5. Tiredness and frustration

You feel like your day went on and on without any break. That is the feeling you get when you

experience a tight, never-ending schedule.Similarly, when your children go through a tough and

14
tight schedule, which leaves no free time, it may lead to frustration, tiredness, and exhaustion.

This does not only affect the academic performance but also the physical health of the student

because these activity could strain the muscle of an individual due to extreme activities.

Thus, co-curricular activities are extra in nature and should be limited. (Klesse, 2014)

1.6. Early Pressure

Putting children in co-curricular activities too early can cause burn out. Scholastic states parents

should not think that an early start in anything will lead to a career because most children do not

grow up to be professional musicians or athletes. Co-curricular activities can teach children

discipline, teamwork and other life skills but early involvement might be overwhelming for

young students. This disadvantage can grow into resentment as well. Pushing your child into tons

of activities in order to give her or him a "head start" will most likely lead to her resenting both

you and the activity. Later, older children might feel they gave up part of their childhoods aside

from that. The children think that they are lacking time to be with their parents. Children could

want to quit the sport or activity but fear disappointing their parents. Parents and children should

communicate so that young children do not face unneeded early pressures (Klesse, 2014)

On Advantages

2.1 Time management is the key to success

Time management has always been the #1 problem in the lives of many people. However, there

are a few people who manage time like a pro. As a fact, they take time management as a key to

success (Roeser, 2011). Various successful people have opted for co-curricular activities, which

15
benefited them in learning time management (Eccles et al., 2013). With co-curricular activities in

the schedule of the high schoolers, they not only enhance the inborn talent but also learn the

“how’s” and “when’s” which refers to prioritizing things (Bonhert et al., 2010). Time

management requires the capability of opting to work important things first with efficiency.

Thus, co-curricular activities are the best practices that enable students to manage time

effectively (Mahoney et al., 2015).

2.2 Enhances the ability to fulfill commitments

The ability to hold on to a commitment is as important as making a commitment in the first

place. Today’s corporate sectors require candidates who are committed to their career and

promise an outstanding development for the company within the company. Thus, it is important

for today’s generation to develop the ability to fulfill the commitments (Feldman, 2012). Co-

curricular activity is the best method to develop this ability in high school students. The students

dedicate their time and manage to complete both the school work as well as the activity work.

This helps them on a longer run (Matjasko, 2015).

2.3 Personal growth and development

Have you ever noticed those children who adorably take care of their friends? How do you think

they started thinking about someone else? They developed that attitude gradually with time.

However, you can accelerate the learning of this attitude by enrolling your child in co-curricular

activities. In co-curricular activities, they get a chance to be involved in the group with the peers.

Moreover, they learn sharing and caring, all at once (Lareau&Weininger, 2018).

2.4 Improves the confidence and esteem of the students

16
Recent studies show that teenagers face a lack of confidence when they feel that they are good at

nothing. Not all students can equally score great in the academic work. Similarly, it is important

to make them feel like they are capable of doing something. Academic grades are not the end of

the world. They need to realize that they are talented. This is only possible when you enroll them

in an co-curricular activity of their choice. This will not only boost the self-confidence but also

build their esteem (Metzger et al., 2013). Moreover, working on something of their choice gives

them the opportunity to master their talent. So, the purpose of co-curricular activities is to bring

out the hidden unique talent of the child.

2.5 Social comfort and relationships

Bullying has always been one of the major problems in high school years. Regardless of various

initiatives, authorities have barely been able to eradicate it from the system. However, the

question is that how will you prepare your child against these? Well, Co-curricular activities

have a solution for this. Enrollment in co-curricular activities means that the children will have a

certain group that shares similar talent as them. As a result, children will find someone to confide

in and talk (Barber at al., 2010). Moreover, the group together can be each other support against

the bullying. Co-curricular activities also play an important role in improving the social behavior

of the children (Barber at al., 2010). They learn the appropriate and inappropriate behaviors,

which helps them to act according to the social norm. Co-curricular activities builds the

personality of the children in communicating and gaining relationship. (Barber at al., 2010).

2.6 Best way to keep them under supervision

This is the best way to keep the children under supervision while the working parents are not at

home. At several houses, children get back home to an empty place or spend a weekend alone.

17
This practice is not healthy, as it gradually affects the emotional and physical state of the child.

Co-curricular activities keep the children busy while the parents are busy in their offices. Hence,

you kill two birds with one stone i.e. your children stay under supervision while you are not

around; secondly, they do something productive in their free time. This not only helps them learn

to organize but also teaches them team spirit, leadership skills, etc. (Howie et al., 2010; Holt et

al. 2011).

2.7 Prevents dropping out

A study found that participation in certain Co-curricular activities, such as athletics and fine arts,

significantly reduces a student's likelihood of dropping out, whereas participation in academic or

vocational clubs has no effect. (McNeal, 2010).

On Self-development

3.1 Social

Five areas are described: personal-social characteristics, academic achievement, educational

aspirations and attainments, participants’ roles in activities, and environmental social context. A

methodological critique and directions for future research are provided. Participating in co-

curricular activities could contribute to student’s development by attaining higher levels of self-

esteem, improved race relations, involvement in political/social activity in young adulthood,

academic ability and grades, educational aspirations and attainments, feelings of control over

one’s life, and lower delinquency rates. However, causal relationships between participation and

desirable characteristics have not been demonstrated. Students in smaller schools participate in a

greater number and variety of co-curricular activities than students in larger schools. Low-ability

and lower SES students are more involved in school life in smaller schools. The existing findings

18
justify additional research into the processes by which participation may influence students’

lives. (Holland, 2012). According the the National Association for the Education of Young

Children (NAEYC), all co-curricular activities promote social development by encouraging

participants to work together and share ideas. Sports teams foster social skills such as teamwork

and camaraderie, while other groups, such as spirit club and band, promote collaboration,

interaction and communication. Community-based activities promote social development by

teaching and exposing kids to real issues, and by giving kids an active role in making a

difference in the community. Co-curricular activities also give children additional opportunities

for forming friendships with other children who share their interests. Social development is

essential to a child’s language development, self-esteem, academic performance and conflict

resolution (Holland, 2012).

3.2 Cognitive

Personality traits and political attitudes only partially account for the association between co-

curricular activities and some forms of political participation in adulthood, indicating that co-

curricular participation does play a role in developing political engagement. (Glanville, 2012).

Students who participate in co-curricular activities are less likely to drop out and more likely to

have higher academic achievement. Those students that are at risk of failure appear to benefit

even more from participation in co-curricular activities than those who are normal achievers.

This is especially important for students who belong to ethnic minorities, students with

disabilities, and at risk of dropping out because students in some of these groups have almost a

40% drop out rate (Casinger, 2011). Participation in an after school program that is designed to

build self esteem, had positive effects on standards test scores in math and reading, while

receiving extended time to complete homework did not have the same positive effects on self

19
esteem or achievements”. (Cosden et al., 2010). Three major issues were addressed: the potential

confounding of selective CGA participation by better adjusted students and measures of

adjustment, variability in the strength of the association between CCA participation and

adjustment as a function of adolescent demographic characteristics and activity type, and the role

of peers as mediators of the association between CCA participation and adjustment. Adolescents

who participated in CCAs reported higher grades, more positive attitudes toward schools, and

higher academic aspirations once demographic characteristics and prior adjustment were

controlled. Alcohol and marijuana use were not independently associated with CCA

participation. The CCA-adjustment association did not vary by demographic characteristics and

did not appear to be mediated by peer characteristics. Those who participated in non-sport CCAs

reported consistently better adjustment than those who did not participate in CCAs and those

who participate in sports. (Darling, 2015). According the the National Association for the

Education of Young Children (NAEYC), cognitive development relates to a child’s ability to

think and reason. Academic clubs obviously promote thinking skills, but so do interest clubs

such as astronomy and book club. Community-based activities can teach children to problem-

solve, while art classes encourage children to think creatively. Even sports competitions

contribute to cognitive development, as children must use logic, strategy and prediction skills to

defeat the opposing team and secure a victory.

3.3 Physical

Co-curricular activities began in the United States in the 19th century. At first they were just an

additional part to the normal academic schedule for the year. Co-curricular activities usually had

some practical or vocational interest that was included into the activities. The first co -curricular

activities that were well known in schools started at Harvard and Yale University. They were

20
literacy clubs that consisted of different debate clubs and Greek systems such as fraternities and

sororities. Students in American schools were the first to initiate athletic clubs. These soon

became popular and literacy clubs began to decline. Around the time of World War I, schools

started adding clubs such as journalism, and newspaper. (Casinger, J. 2011). According the the

National Association for the Education of Young Children (NAEYC), co-curricular activities

enhance a child’s learning experience as well as her overall development. Child development

advances when kids are challenged and given opportunities to acquire and practice new skills.

Co-curricular activities range from sports and the arts to interest clubs and community work, so

there are plenty of options that suit an array of interests. Encourage your child to explore and try

different co-curricular activities to promote important developmental skills through enriching

and enjoyable experiences. Not all activities promote physical development in the obvious ways

that athletics do. Physical development, which encourages fitness, agility, strength and even

academic performance, can take place in a multitude of co-curricular activities (NAEYC). Art

and music classes promote fine motor skills and hand-eye coordination, while dance and

gymnastics promote gross motor development .

3.4 Emotional

Students learn to make their own decisions and control their behavior (Howie et al. 2010). This is

a crucial time for students to be in co-curricular activities because they are under supervision,

guidance, and they are in engaged and enriched learning experiences. They are then better able to

resist unsafe behaviors such as drug and alcohol use, gang involvement, and criminal activities

(Howie et al. 2010). The first effect that co-curricular activities have on education is behavior.

Students that participate in co-curricular activities have reduced behavior problems. In sports,

they show discipline in drills, practices, and routines. They have a responsibility to perform those

21
tasks correctly, whether it is basketball of football plays, dance routines, or signals in baseball.

When students perform these things correctly they are rewarded for their good behavior and they

take pride in their accomplishments. Because of the pride they achieve, they gain better self-

respect, self-esteem, and self-confidence. Education world states that “Participation in school

activities, especially athletics, leads to higher self- esteem and enhanced status among peers,

which some argue is deterrent to antisocial behavior.” (Brown, M.D., 2000). According the the

National Association for the Education of Young Children (NAEYC), Emotional development is

important to a child’s ability to develop relationships, be self-confident, be trusting and

empathetic toward others and manage adversity and stress in a healthy way. The camaraderie

that develops among teams and clubs promotes bonding and meaningful relationships with

others, while activities that encourage hard work and collaboration with peers foster a sense of

pride and accomplishment for children to share with each other.

22
Definition of Terms

 Adolescent – a transitional stage of physical and psychological development that

generally occurs during the period from puberty to legal adulthood.

 Adorably – in a way that inspires great affection; delightfully or charmingly.

 Boon – a thing that is helpful or beneficial. Or a favor or request.

 Carefree – free from anxiety or responsibility.

 Delinquency – minor crime, especially that committed by young people.

 Delinquent – showing or characterized by a tendency to commit crime, particularly minor

crime.

 Deteriorating – becoming progressively worse.

 Deviant – departing from usual or accepted standards, especially in social or sexual

behavior.

 Diversity – the state of being diverse; variety or a range of different things.

 Drawback – a feature that renders something less acceptable; a disadvantage or problem

and an amount of excise or import duty remitted on imported goods that the importer re-

exports rather than sells domestically.

 Efficiency – state or quality of being efficient.

 Extra-curricular – extra academic activity is an activity, performed by students, that falls

outside the realm of the normal curriculum of school, college or university education.

23
 Procrastination – the avoidance of doing a task that needs to be accomplished by a certain

deadline. It could be further stated as a habitual or intentional delay of starting or

finishing a task despite knowing it might have negative consequences.

 Resenting – to feel or show displeasure or indignation at (a person, act, remark, etc.) from

a sense of injury or insult.

 Supervision – or also known as foreman, overseer, facilitator, monitor, area coordinator,

or sometimes gaffer, is the job title of a low-level management position that is primarily

based on authority over a worker or charge of a workplace.

 Truancy – the action of staying away from school without good reason; absenteeism.

 Manifest – clear or obvious to the eye or mind.

 Norms – something that is usual, typical, or standard.

24
Bibliography

 Barber et al.(2010). Do co-curricular activities in schools improve educational outcomes?

A critical review and meta-analysis of the literature. Retrieved from:

https://www.jstor.org/stable/41057380?seq=1#page_scan_tab_contents

 Bonhert et al.(2010). Involvement in Co-curricular Activities: Identifying Differences in

Perceptions of School Climate. Retrieved from:

https://www.researchgate.net/publication/304370509_Involvement_in_Co-

curricular_Activities_Identifying_Differences_in_Perceptions_of_School_Climate

 Eccles et al.(2013) The impact of co-curricular activities on student achievement at the

high school level. Retrieved from: https://www.semanticscholar.org/paper/The-impact-

of-co-curricular-activities-on-student-

Craft/579bf6b56c3b9bc52a9765c1a6e31a5d88fba19b

 Feldman(2012) The impact of co-curricular activities on student achievement at the high

school level. Retrieved from: https://www.semanticscholar.org/paper/The-impact-of-co-

curricular-activities-on-student-Craft/579bf6b56c3b9bc52a9765c1a6e31a5d88fba19b

 Fujita(2015) The Effects of Co-curricular Activities on the Academic

Performance of Junior High Students. Retrieved from:

https://www.kon.org/urc/v5/fujita.html

 Georgia Department of Education(2010) – https://association-of-professional-

educators.site123.me/

25
 Hass(2014) The Impact of Co-curricular Activities on Student Achievement at the High

School Level. Retrieved from: chrome-

extension://oemmndcbldboiebfnladdacbdfmadadm/https:/pdfs.semanticscholar.org/579b/f

6b56c3b9bc52a9765c1a6e31a5d88fba19b.pdfBraveHTML/Shell/Open/Command

 Howie et al.(2010); Holt et al.(2011) The Impact of Co-curricular Activities on

StudentAchievement at the High School Level. Retrieved from: chrome-

extension://oemmndcbldboiebfnladdacbdfmadadm/https://pdfs.semanticscholar.org/579b/

f6b56c3b9bc52a9765c1a6e31a5d88fba19b.pdf

 Ivaniushina & Alexandrov(2014) Effects of Co-curricular Activities on the Senior High

school students. Retrieved from: https://www.academia.edu/31148374/Effects_of_Co-

curricular_Activities_on_the_Senior_High_school_students_of

 Klesse(2014) Student Voice: The Impact of Co-curricular Activities. Retrieved from:

https://blog.kudoswall.com/student-voice-the-impact-of-co-curricular-activities-

a72bd28766f7

 Lareau & Weininger(2018) Involvement in Co-curricular Activities: Identifying

Differences in Perceptions of School. Retrieved from:

Climatehttps://www.researchgate.net/publication/304370509_Involvement_in_Co-

curricular_Activities_Identifying_Differences_in_Perceptions_of_School_Climate

 Matiasko(2015) Student Voice: The Impact of Co-curricular Activities. Retrieved from:

https://blog.kudoswall.com/student-voice-the-impact-of-co-curricular-activities-

a72bd28766f7

26
 Metzger et al.(2014) Student Voice: The Impact of Co-curricular Activities. Retrieved

from: https://blog.kudoswall.com/student-voice-the-impact-of-co-curricular-activities-

a72bd28766f7

 Reeves(2010) The Impact of Co-curricular Activities on Student Achievement at the

High School Level. Retrieved from: chrome-

extension://oemmndcbldboiebfnladdacbdfmadadm/https://pdfs.semanticscholar.org/579b/

f6b56c3b9bc52a9765c1a6e31a5d88fba19b.pdf

 Reynold(2016) Student Voice: The Impact of Co-curricular Activities. Retrieved from:

https://blog.kudoswall.com/student-voice-the-impact-of-co-curricular-activities-

a72bd28766f7

 Roeser(2011) Students' Perception of Co-curricular Activities: a Case Study. Retrieved

from:

https://www.researchgate.net/publication/325550656_Students'_Perception_of_Co-

curricular_Activities_a_Case_Study

27
 The Role of Co-curricular Activities on Senior High School Students’ Self-Development

Chapter 3

Research Methodology

Methods of Research

For this study, the researchers will use quantitative approach. According to the SIS

International Research, quantitative research involves the use of computational, statistical, and

mathematical tools to derive results. It uses statistics and other forms of computation for getting

the results required for this research. Quantitative research focuses on gathering numerical data

and generalizing it across groups of people or to explain a particular phenomenon (Babbie,

2010). This type of approach focuses more on how a researcher may use the data in how it can

help elucidate a certain occurrence.

28
 For this specific research, the scholars used a correlational research to determine the

relationship of the roles of co-curricular activities to Senior Highschool students’ holistic

development. According to McCombes (2019), a correlational research design measures a

relationship between two variables without the researcher controlling either of them.

Research Setting

Sto.Nino Kiddie School was established as a pre-school in 1982 in Binang 2nd, Bocaue,

Bulacan by Mrs. Gloria Yulo Lazaro and her family. The school started with two classrooms

with 70 pupils. After 2 years the name changed to Sto.Nino School. The first elementary

commencement exercise was held in March 1991. In 1995, the school held the first

commencement exercise for secondary level due to persistent request of the parents to expand

the school. The high school department was organized in 1991 as the school took the name of

Sto.Nino Academy under a new Board of Trusties and school officers.

Research Respondents

The researchers choose 60 respondents from senior high school students because they’re

matured enough to evaluate and answer the effectiveness of co-curricular activities to students’

self-development. The researcher use random sampling because all of senior high school

students have an experience in some of the co-curricular activities and the senior high school

students are matured enough to know the effectiveness of co-curricular activity to their self-

development.

Research Instruments

29
 The instrument used in the study is a survey a questionnaire. The researchers will utilize

the standard survey questionnaire for the quantitative part of the study. In a standard survey

questionnaire, questions will present the same wording in the same order to all subjects (

Mangaran and Garcia, 2011 ), by the use of this method, the researchers can easily modify the

role of co-curricular activities on student’s self-development in Senior High School. This will be

conducted in Sto. Nino Academy. For the study, the respondents have to answer the

questionnaire containing the checklist type of questions to measure and know the effectivity and

agreement on the subject being studied.

The questionnaire has this kind of questions:

1. Which type of activities do you prefer to take part in?

2. What is your main purpose for taking part on these activities?

3. What motivated you join the co-curricular activities?

4. What positive effects did you get in participating in co-curricular activities?

In term of their:

4.1. Social development

4.2. Emotional development

4.3. Physical development

4.4. Cognitive development

5. What negative effects did you get in participating in co-curricular activities?

30
In term of their:

5.1. Social development

5.2. Emotional development

5.3. Physical development

5.4. Cognitive development

Data Collection

The researcher identified the Role of Co-curricular Activities on Senior High School

Students’ Self-Development in senior high department as the participants by conducting a

survey. Here’s how the researchers conducted and gathered the needed information for the

research:

1. Through the statement of the problem the researchers formulated questions for the survey

questionnaires through brain storming by the researcher.

2. Later then submitted the survey questionnaire to our respective subject teacher (Ms. Rea

Rose Roxas) to check the questions if there are mistakes committed by the researcher.

3. After the submission to the subject teacher, the survey questionnaire then passed to the

assistant principal (Ms. Maria Gwen Lazaro) for final checking.

4. The researchers provide plenty of copies of the questionnaires.

31
5. The approved questionnaires were distributed to Senior high school students at Sto. Niño

Academy. Then, the researchers collected the data gathered from the respondents.

6. After the researchers have gathered enough data, the researchers then proceeded to

analyzation of the congregated data based from the research method that the researchers

have chosen.

32
 The Role of Co-curricular Activities on Senior High School Students’ Self-Developments

Chapter 4

Presentation, Interpretation, and Analysis of Data

This chapter presents all the data obtained from the research which corresponds to all the

questions discussed in the Statement of the Problem. The responses and data gathered have been

transcribed efficiently and neatly. They are coded to their general themes and the findings are as

follows:

1. Type/s of activities that Senior High School students prefer to take part in.

Choices Frequency Percentage

Sports/athletics (basketball,

volleyball, board games, etc.)

Marianettes

Catechism

Dance troupe

Drum and lyre

33
 Choir

Rondalla

Others

Figure Description:

Based on the gathered data, the most

2. Purpose of the students on participating in these activities?

Choices Frequency Percentage

To improve social development

To improve emotional

development

To improve physical

development

To improve cognitive

34
 development

Just for entertainment

Earn some rewards

others

Figure Description:

3. The motivation of the students in joining the co-curricular activities.

Choices Frequency Percentage

Peers or Friends 19 32%

Family 15 25%

The feeling of belongingness 7 12%

Personal Choice 14 23%

Hobby 5 8%

Others 0 0%

Total 60 100%

Figure Description:

35
 4. Positive effects the students get in participating in co-curricular activities.

4.1. Social Development

Choices Frequency Percentage

It can improve my communication 37 62%

skills

You can have more friends. 45 75%

You will know how to cooperate with 32 53%

other people

There is no positive effects in 3 5%

participating in co-curricular

activities in terms of social

development

Others 0 0%

Figure Description:

Based on the gathered data, most usual positive effects that the respondents had

experience is that they can have more friends which has 75 percent of the respondents, the next is

they can improve communication skills which has 62 percent of the respondents, the next is that

the respondents will know how to cooperate with other people which has 53 percent and the last

one is that the respondents answered that there is no positive effects in participating in co-

curricular activities in terms of social development.

36
 Co-curricular activities also give children additional opportunities for forming friendships

with other children who share their interests. Social development is essential to a child’s

language development, self-esteem, academic performance and conflict resolution (Holland,

2012).

4.2. Emotional Development

Choices Frequency Percentage

I can be able to have positive 43 72%

attitude towards school.

I was able to manage my stress. 49 82%

I was able to control my emotions. 39 65%

There is no positive effects in 1 2%

participating in co-curricular

activities in terms of emotional

development.

Others 0 0%

Figure Description:

Based on the gathered data, most usual positive effects that the respondents had

experience is that they were able to manage their stress which has 82 percent of the respondents,

the next is they were able to have positive attitude which has 72 percent of the respondents, the

next is that the respondents will control their emotions which has 65 percent and the last one is

37
that the respondents answered that there is no positive effects in participating in co-curricular

activities in terms of social development.

Students learn to make their own decisions and control their behavior (Howie et al. 2010).

4.3. Physical Development

Choices Frequency Percentage

It makes me physically fit 60 100%

It prevents different illnesses and 44 73%

diseases

Improve practical ability 28 47%

Higher self-confidence 19 32%

There is no positive effects in 1 2%

participating in co-curricular

activities in terms of physical

development.

others 0 0%

Figure Description:

Based on the gathered data, most usual positive effects that the respondents had

experience is that they were able to make their body physically fit which has 100 percent of the

38
respondents, the next is they were able to prevent different illnesses and diseases which has 73

percent of the respondents, the next is that the respondents improve their practical ability which

has 47 percent, the next is that the respondents improve their self-confidence and the last one is

that the respondents answered that there is no positive effects in participating in co-curricular

activities in terms of social development.

Students learn to make their own decisions and control their behavior (Howie et al. 2010).

Physical development, which encourages fitness, agility, strength and even academic

performance, can take place in a multitude of co-curricular activities (NAEYC)

4.4. Cognitive Development

Choices Frequency Percentage

It broaden my knowledge 38 63%

It improves my critical thinking skills 49 82%

It helps me develop my time 51 85%

management skills

There is no positive effects in 1 2%

participating in co-curricular activities

in terms of cognitive development

Others 0 0%

Figure Description:

39
 Based on the gathered data, most usual positive effects that the respondents had

experience is that they were able to develop their time in management skills which has 85

percent of the respondents, the next is they were able to improve their critical thinking skills

which has 82 percent of the respondents, the next is that the respondents will improve to broaden

their knowledge which has 63 percent and the last one is that the respondents answered that there

is no positive effects in participating in co-curricular activities in terms of social development.

Participating in co-curricular activities could contribute to student’s development by attaining

higher academic ability and grades, educational aspirations and attainments, feelings of control

over one’s life, and lower delinquency rates.

5. Negative effects the students get in participating co-curricular activities.

5.1. Social Development

Choices Frequency Percentage

There will be no time to bond with 28 47%

friends and families

Lower self esteem 33 55%

Comparing own capabilities to others 23 38%

There is no negative effects in 20 33%

participating in co-curricular activities

in terms of social development.

Others 0 0%

Figure Description:

40
 Based on the gathered data, most usual negative effects that the respondents had

experience that co-curricular lowers their self-esteem which has 55 percent of the respondents,

the next is that the respondents lack time to bond with their friends and families which has 47

percent of the respondents, the next is that the respondents compare their own abilities to others

which has 65 percent and the last one is that the respondents answered that there is no negative

effects in participating in co-curricular activities in terms of social development.

Not all students share the same ability to get work done in a given period. Thus, if you are a slow

person, opting for an activity, which requires a lot of energy and hours, it may create troubles for

you. This may also affect your grade at school. As a result, schooling experience will start

deteriorating day by day and this cramming could also affect to student’s quality time with their

friends and families (Hass, 2014)

5.2. Emotional Development

Choices Frequency Percentage

It can add to stress 34 57%

It can cause negative emotional 27 45%

distress

It can lower self confidence 24 40%

There is no negative effects in 22 37%

participating in co-curricular

activities in terms of emotional

41
 development

Others 0 0%

Figure Description:

Based on the gathered data, most usual negative effects that the respondents had

experience that co-curricular activities add to their stress which has 57 percent of the

respondents, the next is they experience negative emotional distress which has 45 percent of the

respondents, the next is that co-curricular activities lowers their self-confidence which has 40

percent, the next is that the respondents answered that there is no negative effects in participating

in co-curricular activities in terms of emotional development which has 37 percents

When your children go through a tough and tight schedule, which leaves no free time, it may

lead to frustration, tiredness, and exhaustion. (Klesse, 2014)

5.3. Physical Development

Choices Frequency Percentage

It causes fatigue 24 40%

It could strain your muscles 30 50%

It could lead to serious illnesses 26 43%

due to stress

There is no negative effects in 24 40%

participating in co-curricular

activities in terms of physical

42
 development

Others 0 0%

Figure Description:

Based on the gathered data, most usual negative effects that the respondents had

experience is that it can stress your muscles which has 50 percent of the respondents, the next is

co-curricular activities leads them to serious illnesses due to stress which has 43 percent of the

respondents, the next is co-curricular activities causes them fatigue which has 40 percent, the

next is that the respondents answered that there is no negative effects in participating in co-

curricular activities in terms of physical development which has 40 percent.

when your children go through a tough and tight schedule, which leaves no free time, it may lead

to frustration, tiredness, and exhaustion. This does not only affect the academic performance but

also the physical health of the student because these activities could strain the muscle of an

individual due to extreme activities.

Thus, co-curricular activities are extra in nature and should be limited. (Klesse, 2014)

5.4. Cognitive Development

Choices Frequency Percentage

Having a hard time on what to 27 45%

prioritize

43
 It can cause too much pressure 31 52%

It doesn’t help in my critical 23 38%

thinking skills at all

There is no negative effects in 22 37%

participating co-curricular

Activities in terms of cognitive

development

Others 0 0%

Figure Description:

Based on the gathered data, most usual positive effects that the respondents had

experience is that they were able to manage their stress which has 52 percent of the respondents,

the next is they were able to have positive attitude which has 45 percent of the respondents, the

next is that the respondents will control their emotions which has 38 percent, the next is that the

respondents answered that there is no negative effects in participating in co-curricular activities

in terms of cognitive development which has 37 percent.

Putting children in co-curricular activities too early can cause burn out. Pushing your child into

tons of activities in order to give her or him a "head start" will most likely lead to her resenting

both you and the activity

44
 CHAPTER V
Summary of Findings, Conclusions and Recommendations

Summary of Findings

1. Based on the data that was gathered, the majority of the respondents’ gender is male with 54

out of 100 respondents or 54% of the total percentage. Also, the age range of the respondents

are fourteen years old (14) with 29 participants or 29% of the total population.

2. The data have shown calamities that are usually experience by the Junior High School

students of SNA. The results are as follow: 46% answered typhoon, 45% answered flood and

9% earthquake.

3. Based from the respondents who answered yes, 24 out of 68 respondents said that they know

the safest place for evacuation.

4. The 16 out of 32 respondents who answered no said that they are not paying attention to

news about disaster preparedness.

5. Based on the gathered data, 48% of the respondents answered they only follow the drills

given by the authority sometimes and not all the time.

Conclusion

Based from the findings, the researchers fulfill the objectives of this study and they were

able to know the level of awareness of the Junior High School students regarding to the disaster

preparedness. The researchers found out that most of the students are well prepared and aware to

the disaster that might happen anytime. The second part of the questionnaire, which is the

disaster awareness quiz proved that many of the students are already know the precautions

needed before, during and after the disaster. Most of the Junior High School students have the

45
intelligence of how they will prepare before the disaster strikes but some of the students did not

have enough knowledge to cope up with the disasters.

Recommendations

With the accomplishment of this research we the researchers would like to deliver

recommendations that could help and assist in improving the mentioned issue tackled.

1. Since the students consume more hours in social media, the parents should encourage

them to do some co-curricular activities to lessen their use of social media and make

more hours to developing themselves.

2. Since students want to relieve their stresses in studies, the teachers should offer co-

curricular activities to the students to have some relief in classroom and books.

3. Since some students are not with co-curricular activities, the researchers recommend that

they should participate in these kind of activities to improve their holistic self.

46
 APPENDICES

1. Which type of activities do you take part in?

Choices Tally Frequency Percentage

Sports/athletics

(basketball, volleyball,

board games, etc.)

Marianettes

Catechism

Dance troupe

Drum and lyre

Choir

Rondalla

Others

2. What is your main purpose for taking part on this/these activities?

47
 Choices Tally Frequency Percentage

To improve social

development

To improve emotional

development

To improve physical

development

To improve cognitive

development

Just for entertainment

Earn some rewards

Others

3. Who/What motivated you to join this/these activities?

Choices Tally Frequency Percentage

48
 Peers or Friends IIIII-IIIII-IIIII- 19 32%

IIII

Family IIIII-IIIII-IIIII 15 25%

The feeling of IIIII-II 12%

belongingness 7

Personal Choice IIIII-IIIII-IIII 14 23%

Hobby IIIII 5 8%

Others 0 0%

Total 60 100%

4. What positive effects do you might get in participating in this/these activities?

4.1. Social Development

Choices Tally Frequency Percentage

49
 It can improve my IIIII-IIIII-IIIII- 37 32%

communication skills IIIII-IIIII-IIIII-

IIIII-II

You can have more IIIII-IIIII-IIIII- 45 38%

friends. IIIII-IIIII-IIIII-

IIIII-IIIII-IIIII

You will know how to IIIII-IIIII-IIIII- 32 27%

cooperate with other IIIII-IIIII-IIIII-

people II

There is no positive III 3 3%

effects in participating in

co-curricular activities in

terms of social

development

Others 0 0%

Total 117 100%

4.2. Emotional Development

Choices Tally Frequency Percentage

I can be able to have IIIII-IIIII-IIIII- 43 32%

50
 positive attitude towards IIIII-IIIII-IIIII-

school. IIIII-IIIII-III

I was able to manage my IIIII-IIIII-IIIII- 49 37%

stress. IIIII-IIIII-IIIII-

IIIII-IIIII-IIIII-

IIII

I was able to control my IIIII-IIIII-IIIII- 39 30%

emotions. IIIII-IIIII-IIIII-

IIIII-IIIII-IIIII

There is no positive effects I 1 1%

in participating in co-

curricular activities in terms

of emotional development.

Others 0 0%

Total 132 100%

4.3. Physical Development

Choices Tally Frequency Percentage

It makes me physically fit IIIII-IIIII-IIIII- 60 39%

IIIII-IIIII-IIIII-

IIIII-IIIII-IIIII-

51
 IIIII-IIIII-IIIII

It prevents different IIIII-IIIII-IIIII- 44 29%

illnesses and diseases IIIII-IIIII-IIIII-

IIIII-IIIII-IIII

Improve practical ability IIIII-IIIII-IIIII- 28 18%

IIIII-IIIII-III

Higher self-confidence IIIII-IIIII-IIIII- 19 13%

IIII

There is no positive effects I 1 1%

in participating in co-

curricular activities in

terms of physical

development

others 0 0%

Total 152 100%

4.4. Cognitive Development

Choices Tally Frequency Percentage

It broaden my knowledge IIIII-IIIII-IIIII- 38 27%

IIIII-IIIII-IIIII-

IIIII-III

52
 It improves my critical IIIII-IIIII-IIIII- 49 35%

thinking skills IIIII-IIIII-IIIII-

IIIII-IIIII-IIIII-

IIII

It helps me develop my IIIII-IIIII-IIIII- 51 37%

time management skills IIIII-IIIII-IIIII-

IIIII-IIIII-IIIII-

IIIII-I

There is no positive effects I 1 1%

in participating in co-

curricular activities in

terms of cognitive

development

Others 0 0%

Total 139 100%

5. What negative effects do you might get in participating in co-curricular activities?

5.1. Social Development

Choices Tally Frequency Percentage

There will be no time to IIIII-IIIII-IIIII- 28 27%

bond with friends and IIIII-IIIII-III

53
 families

Lower self esteem IIIII-IIIII-IIIII- 33 32%

IIIII-IIIII-IIIII-

III

Comparing own IIIII-IIIII-IIIII- 23 22%

capabilities to others IIIII-III

There is no negative effects IIIII-IIIII-IIIII- 20 19%

in participating in co- IIIII

curricular activities in

terms of social

development

Others 0 0%

Total 104 100%

5.2. Emotional Development

Choices Tally Frequency Percentage

It can add to stress 34 32%

It can cause negative 27 25%

emotional distress

54
It can lower self confidence 24 22%

There is no negative effects 22 21%

in participating in co-

curricular activities in

terms of emotional

development

Others 0 0%

Total 107 100%

5.3. Physical Development

Choices Tally Frequency Percentage

It causes fatigue IIIII-IIIII-IIIII- 24 23%

IIIII-IIII

It could strain your muscles IIIII-IIIII-IIIII- 30 29%

IIIII-IIIII-IIIII

It could lead to serious IIIII-IIIII-IIIII- 26 25%

illnesses due to stress IIIII-IIIII-I

There is no negative effects IIIII-IIIII-IIIII- 24 23%

in participating in co- IIIII-IIII

curricular activities in

55
 terms of physical

development

Others 0 0%

Total 104 100%

5.4. Cognitive Development

Choices Tally Frequency Percentage

Having a hard time on what IIIII-IIIII-IIIII- 31 30%

to prioritize IIIII-IIIII-IIIII-I

It can cause too much IIIII-IIIII-IIIII- 27 26%

pressure IIIII-IIIII-II

It doesn’t help in my IIIII-IIIII-IIIII- 23 22%

critical thinking skills at all IIIII-III

There is no negative effects IIIII-IIIII-IIIII- 22 21%

in participating co- IIIII-II

curricular Activities in

terms of cognitive

development

56
Others 0 0%

Total 103 100%

57