Impact of Extracurricular Activities in Academic Performance of Paharang

Integrated School Student

A Qualitative Research Presented In Partial Fulfillment of the requirements in

Practical Research 1

Dagli, Loria A.
Dinglasan, Rhinalyn E.
Espeleta Jr. Dante R.
Gutierrez, Sunshie S.
Matanguihan, Juven L.
AuthorS

Julerita A. Babao
Research Adviser
 TABLE OF CONTENTS

ACKNOWLEDGEMENT ………………………………………………………i

DEDICATION …………………………………………………………………..ii

ABSTRACT……………………………………………………………………..1

CHAPTER I

Introduction ………………………………………………………………..2

Statement of the Problem ……………………………………………….7

Significance of the Study ………………………………………………..8

Scope and Delimitations …………………………………………………9

Definition of Terms ……………………………………………………….10

Conceptual Framework …………………………………………………..11

CHAPTER II

Review of Related Literature …………………………………………….12

CHAPTER III

Methodology ………………………………………………………………..17

CHAPTER IV

Presentation of Results …………………………………………………..19

CHAPTER V

Summary of findings …………………………………………………….27

Conclusions ……………………………………………………………….29

Recommendations ……………………………………………………….30

CURRICULUM VITAE ………………………………………………………….31

APPENDIX ……………………………………………………………………….36

REFERENCES …………………………………………………………………..42
 ACKNOWLEDGEMENT

The researchers would like to convey their deepest and sincerest

appreciation to the people who have shared their brilliant mind and patience for
the completion of this work.

First and foremost, to Mrs. Julerita Babao, our teacher in Practical Research
1 for supporting and guiding us to do our best to finish this research work.

To the participants, for their time and effort in answering the set of questions.

Above all the LORD ALMIGHTY for giving us patience, wisdom and enough
strength to complete this study.

The Researchers

i
 DEDICATION

This humble piece of work is wholeheartedly dedicated to God Almighty, our

inspiration, who gave us the knowledge, wisdom and strength.

To our loving parents, who gave us their full support, to our understanding
teachers, supportive friends and to all who have been part of our journey in
shaping study.We are thankful to have you.

As we make our way towards our desire to accomplish this unforgettable

work.

May God be with all of us.

The Researchers

ii
Impact of Extracurricular Activities in Academic Performance of Paharang
Integrated School Students
*Rhinalyn E. Dinglasan *Loria A. Dagli *Sunshie S. Gutierrez * Juven L.
Matanguihan *Dante R. Espeleta Jr.
Adviser: Julierita A. Babao
ABSTRACT

Purpose. This study aims to determine the impacts of extracurricular activities in

the academic performance of Paharang Integrated School students as well as the
challenges and strategies that they experience.
Design / Methodology. This study used the phenomenological research design.
The participants of this study were obtained through a purposive sampling method
in which the researchers looked for six (6) students who are engaged in
extracurricular activities. The data were obtained through an individual interview.
Findings. After the data analysis, findings of the study revealed that
extracurricular activities have positive impact in academic performance of the
students. It is also found out that though participants encountered some
challenges, they are aware on how to overcome those challenges.
Research Limitations/Implications. This study is limited to six selected
students of Paharang Integrated School who are enrolled this school year
2019-2020 and engaged in extracurricular activities. The study focuses on the
impact of extracurricular activities in academic performance.
Originality/Value. This study intends to contribute on the improvement of
academic performance of the students engaged in extracurricular activities. This
study may guide students on how to balance their academic performance and
extracurricular activities.

1
 CHAPTER I

INTRODUCTION

Links to development, extracurricular activities upholds the potentially

nourishment for the mind, body and soul of a student. Music, parental

involvement, sports and scouting-all of these have an influence on how children

perform academically.

Students, in terms of extracurricular activities, are very active especially when

different schools are being involved, knowingly students find it difficult to manage

their time between extracurricular activities and academic performances. They

tend to focus more in these co-curricular and extracurricular activities due to

incentives and honor they can get not only for themselves but also for the sake of

the school.

Extracurricular activities such as scouting, sports, and other competition plays

a vital role in every students life, for participants of each activities are expected

and trusted to bring the name of their schools. It is a fundamental and

indispensable event that helps the student develop their social capability to

interact towards the other student and enhance their skills and ability to the

activities they are engage in. Students on the other hand, learn to become an

independent individual. Based on the experiences of the scout, they are thought

to cook and provide food on their own, to live even for a short period of time

without depending on their parents, because of scouting, they have grown to

stand on their own feet.

2
 Meanwhile sports have been become part of some student’s life, wherein it is

known that students can avail scholarship through sports it also opens up on

opportunity for scholars to become pride and representative of our country to

compete internationally. Studies show that students who participated in more

sports for many reasons had a higher level of scholarship than those who had

competed in only a few seasons. Also longitudinal studies on school sports have

suggested that such participation raises students grades and test scores.

Physical activity improves not only academic performance but also actual

physical benefit for the mind, participation in interscholastic sports promote

students development and social ties among students, parents and school and

these benefits explain the passive effect of participation in achievement.

Extracurricular activities supplement and extend those contacts and

experiences found in the more formal part of the program of the school day.

Having two face of every event in our life, there is always an advantages and

disadvantages. One study found that more time in extracurricular activities was

related to poorer academic grades, poorer work habits and poorer emotional

adjustments while more time in structured groups and less time for extracurricular

activities where associated with higher test scores and school grades.

Being engage in extracurricular activities consumes a lot of time. Participants

are always being excused in their classes to attend their practice or training which

causes the students to miss some of their lectures, quizzes or exams or activities

though these conflicts are already resolved by the subject teacher through

excusing the students from the quizzes, activities etc. or giving them enough time

3
to complete / compile those given activities so that they can still catch up to the

lessons but because of the pressure of the competition, student, conquers they

tend to focus more on their extracurricular activities by giving their whole attention

into it tired and exhausted from the training, student lose their concentration

towards the lesson, needing the rest of their mind, body, and soul, thus these

concludes that participating in extracurricular activities may lead to failure of

academic performance.

According to Kae Mark Yee, a senior researcher from university of the

Philippines. Thursday October 4. In other countries, tried and tested methods are

that there are holistic supports. It can’t just be teaching. Extracurricular activities

help students stay in school as this would give them more reasons to keep

attending beyond classes and tests. “Without those (extracurricular), we don’t

create an environment that really keeps them in school because things become

test based” he said. The option of extracurricular, he added would also give

students a support system and avenues of interest beyond classroom.

The old concept of being engage in extracurricular activities is having an

equivalent grade involve in it. Students in need to have a higher grade join

extracurricular activities. Example of it is field trip. Before if students will join this

activity they will gain an additional point to their grading card but due to some

issues, fieldtrip are facing such as financial and security issues. Department of

Education lifted the moratorium in educational field trips with the issuance of new

implementing guidelines on the conduct of off-campuses activities for all public

and private and secondary schools.

4
 Education Secretary Leonor Briones, in DepEd order no.66 Series of 2017

issued December 27, announced that the DepEd memorandum no.47 series of

2017 or the “Moratorium on Educational field trips and other similar activities” has

been lifted upon the effectively of guidelines on the conduct of co-curricular and

extracurricular off campus activities for both public and private schools. DepEd

reminded that participation especially by learners in co and extracurricular

activities will be voluntary “No learners shall be required to participate in any

of-campus activity”. The guidelines also directed that all co-curricular and

extracurricular shall have no grade requirements. Likewise, “all non-participating

learners shall not be required with any special projects and/ or examination or any

form at school requirements”. It was noted that the school head “shall ensure that

off-campus activities will, in no way, disrupt classes” (Manila Bulletin update

January 2, 2018 4:21 pm by Merlina Hernando-Malipot) thus this implement that

engaging in extracurricular activities are nothing but voluntarily, no pressure of

equivalent grades are involve.

With regards to this, the researchers conduct this study because students are

observed to be struggling in terms of managing their time between academic

performances and extracurricular activities.

As the result of giving more attention and focusing a lot to extracurricular

activities students failed to maintain a higher grade in academic performances in

school. Students lose their concentration that may lead to a loss of their main

objective in life. Because of this, the researchers are motivated to find a resolution

due to imbalance time of students between academic performances and

5
extracurricular activities. This study mainly focuses on the impact and conflicts of

the participants who are actively engaged in extracurricular activities.

6
STATEMENT OF THE PROBLEM

In this study, the researchers aim to know what are the impact of

extra-curricular activities though the students with regards to their academic

performance in Paharang Integrated School.

Specifically, this study seeks to answer the following questions:

1.What are the impact of extra-curricular activities to the student academic

performance?

2.What are the challenges faced by the students who are engaged in

extra-curricular activities?

3.What are the strategies done by the students to effectively manage their

task?

7
SIGNIFICANCE OF THE STUDY

This research entitled “Impact of extracurricular activities in Paharang

Integrated School students would be beneficial to the following:

The Students. The students will be benefited by this study as they will know the

impact of engaging/joining in extra activities in their academic performance. They

will know some recommendations that can be applied in managing their

responsibilities in school.

The Teachers. The teachers will benefit from this study as they will be provided

an information about students perception towards the impact of extra activities to

their academic performance and the teachers will guide their students and give

considerations for them to catch up the missed lessons.

The Parents. The parents will also benefit from this study as they will know how

well their children perform academically eventhough their children are engaged in

extra-curricular activities and will understand their children if they are miss that

lead to failing grades.

The Future Researchers. The study will help the future researchers because

they can use this as a reference specially in having the same or related study.

8
SCOPE AND DELIMITATION

The research focused on the impact of extra-curricular activities to

academic performance of Paharang Integrated School students, the researchers

utilized 6 students of Paharang Integrated School.

The study delimits those students that are not engaged in

extra-curricular activities and also the personal background information of the

participants outside the school are not part of this study.

9
DEFINITION OF TERMS

The following words are defined conceptually and operationally for

better and deeper understanding of the study.

Extracurricular Activities. It is used to describe extra activities (such as

sports) that can be done by the students in a school but that are not part of the

regular schedule of classes. (Merriam - Webster Inc., 2019). In this study, it deals

with the extra - curricular activities where the students are engaged in.

Academic Performance. It is related to performance in courses of study.

(Merriam - Webster Inc. 2019) In this study it deals with the affected variable of

extracurricular activities.

Incentives. It is something that encourages a person to do something or to work

harder. (Merriam - Webster Inc. 2019). in this study, it deals with the additional

grades gathered by the students engaged in extracurricular activities related to

their subject

Sports. It is play in a happy and lively way. (Merriam - Webster Inc. 2019). In this

study, it deals with the extracurricular activities wherein students are engaged.

Scholarship. It is an amount of money that is given by a school or organization to

a student to help pay for the students’ education (Merriam - Webster Inc., 2019).

In this study, it deals with the award or price that a student can receive by

engaging in extracurricular activities such as sports.

10
CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

 Perceptions of  In-depth  Actions that

the students interview can be done to

about the manage

impact of extra- extra-curricular

curricular activities.
Figure 1. The conceptual framework including the action to
activities be done
in and the output.

their academic

performances.

11
 CHAPTER II

REVIEW OF RELATED LITERATURE

The review of related literature of this study focused primarily on the

impact of extracurricular activities in the academic performance of Paharang

Integrated School students. Different factors were considered with how the

students handle daily tasks in their co-curricular, academic and personal lives.

Furthermore, this chapter will include both national and international studies. We,

the researchers, believed that the literature presented in this chapter are directly

related to the topic on time and resource management, strategies and techniques

as well as the challenges encountered by the students. Thus, providing a more

reliable and concrete data of how the students maintain the balance with the

different factors at hand.

Participation in extracurricular activities need the involvement of a

student. Involvement in the activity can be a way in showing one’s dedication to

one’s community and self. Studies state that the students can earn a lot of benefit

when one is involve d in extracurricular activities. Benefits like learning how to

manage their time, prioritizing and gaining self-confidence. Student’s involvement

in extracurricular activities usually gives a positive effect to the student.

Fredricks and Eccles (2010) stated that extracurricular activities (ECA)

participation has nonlinear effect on grades, educational expectations, and

educational status. They argued that high levels ECA participation weakened

student’s connectedness from others and take time away from academic pursuits.

Fredricks (2010) found that the student’s academic performance declined at

12
higher breadth and intensity of ECA participation and argued that the stress of

balancing multiple ECA participation can affects academic performance

negatively. Without a doubt ECA help the students in determining and choosing

one’s peers to help the students in his or her growth and development especially

in the stage of adolescent. Kinfsend and Graham (2012) found curvilinear

relationships between ECA participation and academic performance. They

argued that moderate ECA participation provided students an optimal number of

contexts to foster relationships between peers and promote a greater sense of

school belonging.

Schools can help poor students finish elementary and high school by

focusing on efforts that develop ECA (Yee, 2014). He stated that this will help

students stay in school as this would give the more reasons to keep attending,

beyond class and in tests. Extracurricular activities range from sports to a variety

of clubs or even remedial classes.

Kimiko Fujita (2005) indicates that participation in extracurricular

activities affects student’s academic performance. More specifically studies have

been conducted assessing the effects of specific extracurricular activities on

academic performance. The study revealed that according to the student’s

surveyed playing sports, watching television, and participating in community

service improves academic performance while plying a musical instrument does

not improve academic performance. Therefore, it was concluded that the effect

depends on the specific activities in which the student is involved.

13
 Extracurricular activities (ECA) are part of student’s everyday life; they

play important roles in student’s lives. Few students have addressed the question

of how student’s engagements to ECA affect student’s grade point average

(GPA). This research was conducted to know whether the student’s grade point

average in King Abduiaziz University, Faisaliah campus is affected by their

participation in the ECA. This study also studied the student’s satisfaction on

ECA. The study sample includes 239 students chosen via simple random

sampling method. The study used inferential statistics to analyze this study

design. To achieve the purpose of this study, a questionnaire (composing 19

questions) was designed. The results showed that participation in ECA affect

student’s GPA in a positive way.

Filipinos have been regarding education as the leading avenue of

success. Having the system patterned from the American Education structure,

education in the country provides basic learning needs and a foundation on which

successive learning can be based on. Aside from the traditional learning inside

the classroom, extracurricular activities (ECAs) are also provided for students,

which basically have the same goal as that of courses in a curriculum. These

activities however, let the students have experiences not included in formal

education. Moreover, ECAs are being promoted in some college institutions

considering that it benefits students in ways that would prepare them for their

future. Certain companies focus on investing on leadership development of their

employees to make them globally competitive. This paper focused on determining

the degree or extent of influence of ECAs to the employability of the University of

14
Santo Tomas (UST) Industrial Engineering graduates of batches 201, 2014, and

2015. A survey was administered to 43 sampled graduates. Logistic regression

was used in determining the influence of participation in ECAs to the employability

of the graduates. Correlational analysis showed that three exists a significant

relationship between and among independent variables of number of jobs,

number of initial interview, level of participation and soft skills developed through

ECAs. Meanwhile, Paired Sample Mean Text exhibited that 95% level of

significance, there exists no relationship between the soft skills possessed by the

graduates and as expected by the company with which they are employed.

Recommendations were provided to enhance the activities offered in UST

towards increasing employability rate of graduate students (C.E.Chua,

I.G.Chuatoco, A.C.Dela Pena, D.F.Jimenez & D.A.Co, 2027)

Extracurricular activities (ECA) have become an important component

of student’s school life and many school invested significant resources on ECA.

Our study suggests three major theoretical frameworks (Zero-Sum,

Developmental and Threshold) to explain the impact of ECA participation on

student’s academic performance. We argued researchers to conduct future

researchers on the impact of ECA participation so as extend the stream of

research in the accounting education literature on determinants of student’s

academic performance (Poh Son Seow & Gary Pan, 2014).

To sum it up, the main reason why the researchers consider this impact

of extracurricular activities because of its evidence that there are positive and

negative effect of this activities in academic performance, especially to the

15
students. Searching for and proving this is very significant as it may help our

fellow students to manage their task which may lead to serious impacts to

different aspects, once attended.

16
 CHAPTER III

METHODOLOGY

RESEARCH PARTICIPANTS

The study focuses on junior and senior high school students of the

Paharang Integrated School specifically those who actively participate in different

extracurricular activities. Six (6) students will be selected through a purposive

sampling procedure in which the researchers will look for six (6) students who are

engaged in extracurricular activities.

DATA COLLECTION METHOD

There is only be one data collection method to be used in this particular

study. The method is a direct interaction with the selected participants through

individual interviews. The whole interview had a one-on-one process in which one

interviewer will interacted with a single participant. The interviewer asked the

participant while handling the audio recorder, which recorded the answers

delivered by the participant. The researchers chose this method because it

allowed them to know if extracurricular activities affects their academic

performance through an in-depth conversation with them. A set of ten (10)

questions asked to each participant with probing questions if the need arises.

17
RESEARCH DESIGN

This study employed the qualitative research design in which the researchers

utilized the perceptions, behaviors and own experiences of the participants.

Qualitative research design is a research method used extensively by

scientists and researchers studying a human behaviour, opinions, themes and

motivations. While qualitative methods are sometimes assumed to be “easier” or

less rigorous than quantitative ones, the fact is that information of this kind can

provide a depth of understanding about phenomena that cannot be achieved in

other ways. (Shuttleworth & Wilson, 2008)

Qualitative research is a type of social science research that collects and

works with non-numerical data and that seeks to interpret meaning from these

data that help us understand social life through the study of targeted populations

or places. People often frame it in opposition to quantitative research, which uses

numerical data to identify large-scale trends and employs statistical operations to

determine causal and correlative relationships between variables. (Crossman,

2019).

18
 CHAPTER IV

PRESENTATION OF RESULTS

In this chapter, the lived experiences of student who are engaged in

extracurricular activities will be presented per research question. From the results,

several themes and ideas will be interpreted and discussed. In addition, related

literature and the responses gathered from the participants will be used to back up

the drawn themes.

Impacts of extracurricular activities to the student’s academic performance.

The first research question of this study pertains to the impact of

extracurricular activities to the student’s academic performance. The table exhibit

the major themes and core ideas attained from actual experiences of the

participants, their thoughts about the grades they gained, and observable

manifestation of the student’s experiences. This table is followed by the verbal

presentation of the major themes of the first research question.

Table 1.

MAJOR THEMES CORE IDEAS/ RESPONSES

 Knowledge were enhanced

Outgrowth in participating  Strengthen health condition

extracurricular activities
 Higher grades are attained

19
  Exerting more efforts

Experience  Satisfaction because of

accomplishments

 Allotting more time to finish sort of

activities

Outgrowth in participating extracurricular activities. The first major theme

implies that there are variety of outcomes in various experiences of the students

engaged in some extracurricular activities. This is manifested in the following

statesments of our participant which states that:

“ I missed a lot of topics that my classmates are taking with.”(Partipants 2)

“Don po ay nababawasan ang oras sa pagaaral, paggawa ng assignments at

paggawa ng projects.”

“My time for studying, making assignments and projects are

lessen.”(Participant 3)

“Nakakaapekto po ito sa pag-eenhance ng skills sa iba pang mga gawain,

nae-enhance ang aking confidence to join some activities.”

“It affects me in terms of enhancing my skills and confidence to join other

activities.”

“Nakakakuha po ako ng mataas na grades dahil kaya ko naman ipagsabay

ang pagsali sa mga activities sa school at pag-aaral.”

20
 “I get higher grades because I can do both such as joining activities and

studying.”(Participant 4)

“Napapalawak po ang aking kaalaman at napapalakas ko po ang aking

katawan.”

“My knowledge were enhanced and my body was strengthened .”(Participant 5)

The result was also discussed in some study which states that the impacts of

investment in extracurricular activities on academic achievements of students. As

per Brown (n.d.), students who were actively participating in out-of-school

activities secured higher grades and standardized test marks, they had higher

educational achievements, they were more punctual and regular in their class

attendance and had a greater self-perception. Participants in extracurricular

activities are also found to be less involved with the usage of illegal drugs and

liquor, less drop-out rate and less suicide cases (Brown, n.d.).

Experience.The second major theme implies the experience of the participants in

engaging in extracurricular activities, their impressions about their grades and the

emotions they felt towards it. This can be proved by the following statements:

“Even though I am not present in the class I still, ahmm, do my missed

activities and quizzes.”(Participant 2)

“Nakakakuha naman po ako ng mataas na grades dahil kaya ko naman

ipagsabay ang pagsali sa mga activities sa school at pag-aaral.”

21
 “I got higher grades because I can join some activities while studying at

the same time.”(Participant 4)

“Dahil para po sakin yun naman po ay wala po sa, kunwari po hindi naman po

dapat isipin natin na yung pong mga yun ay makakaabala po sa ating klase

dapat po sa tingin ko po ay mas gawin po nating inspirasyon dahil po ang

sarap po kase sa feeling na alam na pong madami kang ginagawa at lahat ng yon

ay natatapos mo lahat.”

“Because for me we shouldn’t think that its a disturbance in our class we

should look unto it as an inspiration because it feels good to accomplish all the

given activities no matter how many it is.”(Participant 6)

Challenges by the students

This second research question pertains to the challenges that the students

are facing especially when they are involved in extracurricular activities. For this

questions, respondents will share what are the challenges they had experienced.

Table 2.

MAJOR THEMES CORE IDEAS/RESPONSES

Struggles  Time conflicts

 Completing pile of outputs

 Lessons are getting hard

 Activities were missed

22
Struggles. The first major theme for the second set of research question

indicates that the students joining in extracurricular activities are struggling in .

The statement below will support this theme:

“ Ang pinaka number one issue po ay ang mga teachers po ay di sila

pumapayag na ma-excuse.”

“ The number one isssue is that the teachers. They didn’t let us to be excused.

“ Dahil kagaya po ng mathematics, napakahirap po nun kapag connected yung

unang lesson sa mga susunod pang lesson.”

“Just like Mathematics, it is hard especially when the first lesson that I missed

is connected in next lessons.”( Participant 6 )

“Because as a player my body and mind are so tired of everything and then I will

still do my missed activities so it is hard to balance my time.”( Participant 2 )

“Minsan ay nagkakasunod-sunod ang pasahan ng projects at sumasabay rin ito

sa training”.

“Sometimes, there is continuous passing of projects and along with the training.

( Participant 1 )

“Yun nga po yung kakulangan lamang po sa oras pero madali naman pong

masolusyunan”

“It is that I have less time but it is easy for me to solve it.”( Participant 3 )

“Yung mga tambak na ano, tambak na projects sa school napagiiwanan ko.”

“The pile of, pile of projects in school that I have missed.”( Participant 5 )

23
Strategies done by the students

The third research question of this study implies the strategies of the students

to surpassed the challenges that they are facing. The table below represents

the major themes as well as the core ideas/responses attained in the answers of

our participants. The table is followed by the verbal representation of the major

themes of the third research question.

Table 3.

MAJOR THEMES CORE IDEAS/RESPONSES

Time Management  Making schedule

 Prioritizing activities that should be

done first

 Doing unfinished activities on

vacant

Exerting efforts  Asking for consideration to the

teachers

 Asking for enough time to compile

all missed activities

 Doing all his/her best

24
Time management. The first major theme for the third research question

indicates that the students establish a certain strategies such as attaining good

time management to fully cope up on their struggles facing. This is evident on

the following statements:

“ Ini-schedule ko po kung ano ang dapat kong gawin, kunwari po, sa isang oras

kailangan po tapos ko na ang bagay na iyon.”

“ I schedule what should I do, like for an instance , I should finish that thing in an

hour.”( Participant 6 )

This can also be manifested in the response of Participant 3.

“Madali lang po, kase po magaling po ako mag time management at nagbibigay

po ako ng priority sa lahat ng dapat ipriority.”

“It is easy because I am good in managing my time and I also give priority to all

that I should prioritize.”

Additionally, this can also be found on the answer of Participants 2 and 1.

“ Uhmm, after the training , I am doing my missed activities so that tomorrow I

can passed it already.”

“ Pag may vacant time dun ako nakakahanap ng oras sa paggawa ng wala kong

mga activities”.

“ When there’s vacant time, it is where I can find time to do activities that I’ve

missed”.

25
In the study of Fredricks and Eccles (2010) it is stated that students who are

involved in extracurricular activities help the students to determine or how to use

their time, choose their preferred friends or peers and guide in building their

character.

Exerting efforts. This major theme implies the efforts that they are doing just to

cope on what they need to catch up in the classes that they skipped when they

are attending the activities that are not related to their academic performance.

This can be proved by the following statements:

“ Sinasabi namin yung dahilan namin kung bakit pwede kaming bigyan ng special

quiz or special projects.”

“ We explain our reasons on why should they give us special quiz and projects.”

This can also be found on the respond of Participant 3.

“Nagbibigay po ng reason at nagsasabi po kung pwede gumawa ng special

activities at projects”

“We are telling our reasons and asking if we can do special activities and projects”

“Nahingi po ako ng time para makahabol sa mga gawain na napag-iwanan po

ako.”

“I am asking for enough time to catch up on my missed activities.”

26
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter will provide a summary of the purpose and result of this

study.Then conclusions will be discussed based on researchers insights gained

regarding study findings and limitations.In addition, recommendation is presented

directed toward the participants that can help them in making their performance

well balanced.

SUMMARY OF FINDINGS

The purpose of this study was to investigate the impact of extracurricular

activities in the students academic performance. This manuscript began with the

brief introduction of influence of the said topic towards the participant. Several

studies posit that extracurricular activities has advantages and disadvantages .

IMPACT OF EXTRACURRICULAR ACTIVITIES IN THE ACADEMIC

PERFORMANCE OF THE STUDENTS

The findings stated the major themes and the responses along within:

Outgrowth in participating extracurricular activities. During the interview the

researchers found out that the participants of extracurricular activities tend to got

higher grades, their knowledge is enhanced and their health condition

strengthened. They can compile their missed lessons with the given time to them.

27
Experience. In the interview the researchers discovered that the participants

experienced to exert more effort, feel satisfied because of the accomplishments

and allot more time to finish sort of activities.

CHALLENGES FACED BY THE STUDENTS

Struggles. In the interview the researchers found out the struggles faced by the

participants who are involved in extracurricular activities such as; time

conflicts,completing pile of outputs ,lessons for them are getting hard and

activities were missed.

STRATEGIES DONE BY THE STUDENTS

Time Management. In the interview the researchers found out the strategies

done by the students in order to catch up in their missed activities and lessons

some of these are making schedule ,prioritizing activities that should be done first

and doing unfinished activities on vacant .

Exerting efforts. In the interview the researchers discovered that the participants

of extracurricular activities get to exert more efforts in order to entangle the

struggles that they are facing such us ;asking for consideration to the teachers

,asking for enough time to compile all the missed activities and doing all his/her

best .

28
CONCLUSIONS

In this study, the researchers had proven that engaging in extracurricular

activities has a positive impacts. In terms of positive impacts, the participants got

higher grades even they are joining the said activity. They get incentives most

specially when they are winning. Also, their knowledge were enhanced and their

body were strengthened. They can get satisfaction on the achievement that they

are achieving.

The researchers had also proven that the challenges that the participants

are facing when engaging in extracurricular activities are time conflicts, lessons

are getting harder, the activities were missed and conflict in completing a pile of

activities and projects.

Finally, the researchers concluded that the strategies of the participants in

managing their conflicts/challenges is making time schedule. They tend to do their

missed activities in their vacant time and when they have no training. They asked

for consideration from their teachers.

29
 RECOMMENDATIONS

In this part of the study, the researchers intends to give a recommendations

that can help the students, teachers, schools and parents in terms of coping the

impacts of extracurricular activities.

1. Schools should give support to the students competing in different activities

because they give honor not only for themselves but also for the school.

2. Teachers should give enough time and consideration to the students who are

excused. Also it is suggested that they must be given incentives.

3. Parents should guide and give their children their full support to accomplish all

the activities academically and non- academically.

4. Students must have an effective time management when they are joining

extracurricular activities for them to avoid pile of works to do. It is also suggested

to complete their activities with the time frame allotted to them.

30
CURRICULUM VITAE

Personal Data

Name: Rhinalyn E. Dinglasan

Date of Birth: October 28, 2002

Place of Birth: Batangas City

Home Address: Tulo 1 Pinagpala, Batangas City

Age: 16

Sex: Female

Religion: Roman Catholic

Citizenship: Filipino

Parents:

Mother: Evangeline E. Dinglasan Father: Rodolfo L. Dinglasan

Occupation: Housewife Occupation: Automotive

Educational Background

Elementary: Tulo I Elementary School, Tulo Batangas City

Junior HS: Paharang Integrated School, Paharang Batangas City

Senior HS: Paharang Integrated School, Paharang Batangas City

31
CURRICULUM VITAE

Personal Data

Name: Sunshie S.Gutierrez

Date of Birth: July 11,2003

Place of Birth: Batangas Regional Hospital

Home Address: San Jose Sico ,Batangas City

Age: 16

Sex: Female

Religion: Roman Catholic

Citizenship: Filipino

Parents:

Mother: Leonisa S. Gutierrez Father: Ernesto A.Gutierrez

Occupation: Housewife Occupation: Vendor

Educational Background

Elementary: Bagong Silang Elementary School, Bagong Silang Batangas City

Junior HS: Paharang Integrated School, Paharang Batangas City

Senior HS: Paharang Integrated School, Paharang Batangas City

32
CURRICULUM VITAE

Personal Data

Name: Loria A. Dagli

Date of Birth: November 2, 2002

Place of Birth: Maternity Place Batangas

Home Address: Bilogo, Batangas City

Age: 16

Sex: Female

Religion: Roman Catholic

Citizenship:Filipino

Parents:

Mother: Ruby Dagli Father: Leonardo Dagli

Occupation: Housewife Occupation: Deceased

Educational Background

Elementary: Bilogo Elementary School, Bilogo Batangas City

Junior HS: Paharang Integrated School, Paharang Batangas City

Senior HS: Paharang Integrated School, Paharang Batangas City

33
CURRICULUM VITAE

Personal Data

Name: Dante R. Espeleta Jr.

Date of Birth: December 1, 2002

Place of Birth: Batangas Medical Center

Home Address: Sampaga, Batangas City

Age: 16

Sex: Male

Religion: Roman Catholic

Citizenship: Filipino

Parents:

Mother: Emerenciana R. Espeleta Father: Dante R. Espeleta Sr.

Occupation: Housewife Occupation: Driver

Educational Background

Elementary: Sampaga Elementary School, Sampaga, Batangas City

Junior HS: Paharang Integrated School, Paharang, Batangas City

Senior HS: Paharang Integrated School, Paharang, Batangas City

34
CURRICULUM VITAE

Personal Data

Name: Juven L. Matanguihan

Date of Birth: June 5, 2002

Place of Birth: Mulanay, Quezon

Home Address: Balagtas, Batangas City

Age: 17

Sex: Male

Religion: Roman Catholic

Citizenship: Filipino

Parents:

Mother: Alma Matanguihan Father: Alberto Matanguihan

Occupation: Housewife Occupation: Tricycle Driver

Educational Background

Elementary: Mulanay Central School, Mulanay, Quezon

Junior HS: Bondoc Peninsula Agriculutural High School, Quezon Province

Senior HS: Paharang Integrated School, Paharang, Batangas City

35
 APPENDIX

Answers of Participants

I. Impacts of extracurricular activities to the student’s academic

performance.

1. What extra curricular activities are you engaged in?

Participant 1: “When it comes to extra curricular activities, I engaged in sports like

archery.”

Participant 2: “Ahh, I am a volleyball varsity player in our school and also a

journalist in our school.”

Participant 3: “Hindi po ako sumasali sa mga academic na contest, pero sumasali

po ako sa sports tulad ng archery.”

Participant 4: “ Ang mga sinasalihan ko pong extra curricular activities ay

scouting”

Participant 5: “Running.”

Participant 6: “Ang sinasalihan ko po ay journalism.”

2. How does joining extra curricular activities affects your academic performance?

Participant 1: “Actually it does not affect my academic because the training is after

the class.”

Participant 2: “Uhmm.. I missed a lot of topics that my classmates are taking with.”

Participant 3: “Dun po ay nababawasan ang oras sa pag aaral, paggawa ng

assignments at paggawa ng projects at saka po dahil po don ay nagbibigay po ng

consideration ang amin pong mga teacher at minsan po ay nagbibigay ng

exempted sa amin.”

36
Participant 4: “Nakakaapekto po ito sa pag eenhance ng aking skills sa iba pang

mga gawain.Na eenhance ang aking confidence to join some activities.”

Participant 5: “ Napapalawak ko po ang aking kaalaman at napapalakas ko po

ang aking katawan.”

Participant 6: “ Hindi po sya gaanong nakakaapekto dahil kadalasang tuwing

Friday lang kami nag tetraining pero para sa akin po ang pinaka maganda pong

naidudulot sa akin kagaya ng kapag po may writing activities mas alam ko na po

ang gagawin gaya po ng sunod sunod na kailangang gawin.”

3. Do you get higher grades in exams and activities in different subjects even you

are joining extra activities? How?

Participant 1: “ Yes, kapag nananalo.”

Participant 2: “ Yes, even though I am not present in the class, I still uhmm…. do

my missed activities.”

Participant 3: “ Opo, dahil po kapag kami po ay nawawala sa klase ay tinatapos

po agad namin ang mga gawain matapos namin itanong sa aming mga kaklase.”

Participant 4: “ Opo, nakakakuha naman po ako ng mataas na grades dahil kaya

ko naman ipagsabay ang pagsali ng mga activities sa school at pag aaral.”

Participant 5: “Opo, dahil kahit naman po tayo’y naglalaro madami pa din naman

po tayong nalalaman sa mga sports.”

Participant 6: “ Opo, dahil para po sa akin yun naman po ay wala po sa, kunwari

po hindi naman po dapat isipin natin na yung pong mga yon ay makakaabala sa

ating klase, dapat po sa tingin ko po ay mas gawin po natin inspirasyon dahil po

37
ang sarap po kasi sa feeling na alam mo pong madami kang ginagawa at lahat ng

yon ay matatapos mong lahat.”

II. Challenges faced by the students.

1. Do find it easy to balance your time in academic performance and extra

curricular activities? Why or why not?

Participant 1: “ Hindi kase mas priority ko pa rin ang academic at saka sa extra

curricular ay gusto ko lang magkaroon ng experience at dahil gusto ko rin ito.”

Participant 2: “ No, because as a player my body and mind are so tired of

everything and then I will still do my missed activities so it is hard to balance my

time.”

Participant 3: “ Opo, madali lang po kase magaling naman po ako mag time

management at nagbibigay po ako ng priority sa lahat ng dapat ipriority.”

Participant 4: “ Pra saken hindi kase may pagkakataon na ang schedule ay para

sa school at ibang schedule naman ay para sa activity na yon.”

Participant 5: “ Opo dahil po ano..”

Participant 6: “ Hindi po, ang pinaka number one issue po ay mga teachers ay

hindi sila pumapayag na ma excuse or kaya ahhmm.. mag iyon.”

2. What challenges or conflicts you are facing because of being involved in extra-

curricular activities?

Participant 1: “Ahh, minsan ay nagkakasunod-sunod ang pasahan ng projects at

sumasabay rin ito sa training”.

Participant 2: “The time management because as what I’ve said, ahhm, the…”

38
Participant 3: “Ah, yun nga po yung kakulangan lamang po sa oras pero madali

naman pong masolusyunan”

Participant 4: “Ang mga challenges na kinahaharap ko ay ang mga troubles na

pwedeng mangyari saken kung nagfail ako sa isang activity na sinalihan ko.”

Participant 5: “Yung mga tambak na ano, tambak na projects sa school

napagiiwanan ko.”

Participant 6: “ Ano po, unang una ay time management.”

3. Do you find it hard to catch up missed lesson in your class? Why or why not?

Participant 1: “Hindi, dahil nagtatanong naman kami dun sa mga kaklase”

Participant 2: “Yes, I’m now senior highschool student and the lessons are

become … are getting harder and harder.”

Participant 3: “Ah… hindi namn po kasi po madali po kaming makacatch up at

magdali pong magprocess sa aming utak ang mga lessons.”

Participant 4: “ Para sakin hindi, hindi mahirap dahil meron naman akong mga

friends na pwedeng pagtanungan na para mapabilis ang aking paggagawa.”

Participant 5: “Hindi naman po masyado, dahil ang iba naman ay madali, hindi

naman po masyado.”

Participant 6: “Opo. Dahil kagaya po ng mathematics, napakahirap po nun kapag

connected yung unang lesson sa mga susunod pang lesson.”

III. Strategies done by students.

39
1. How do you ask your teachers to give you consideration to catch up in your

missed lessons?

Participant 1: “Sinasabi namin yung dahilan namin kung bakit pwede kaming

bigyan ng special quiz or special projects.”

Participant 2: “I ask my teachers to wait for my missed activities and to give me

the missed quizzes that I have missed.”

Participant 3: “Ah… nagbibigay po ng reason at nagsasabi po kung pwede pog

gumawa ng special activities at projects.”

Participant 4: “Nakakahingi ako ng consideration sa pageexplain sa kanila kung

anong sinalihan ko at kung bakit ako hindi nakapagpasa ng ganitong

requirements.”

Participant 5: “Nahingi po ako ng time para makahabol sa mga gawain na

napagiiwanan po ako.”

Participant 6: “Kahit po minsan po kagaya nga po ng sinabi ko kanina, may mga

teachers po na walang consideration ay di lang ginagawa ko na lamang po ay

ahm, dun po sa mga susunod aayusin ko na lamang po dahil hindi nga po sila

minsan nagbibigay.”

2. How do you effectively manage your time between the two aspects?

Participant 1: “Nagkakaroon ako ng time management.”

Participant 2: “Ahhm, after training ay… I’m doing my missed activities so that

tomorrow I can pass it already.”

Participant 3: “Ah… nagawa po ng schedule.”

40
Participant 4; “Namamanage ko ang time na yon sa pagdidivide ng times na kung

may sasalihan ako sa isa at kung may sasalihan ako sa kabila .”

Participant 5: “Meron po akong schedule na ginagawa, minsan po sa umaga po

ay paglalaro po tapos po minsan po sa hapon po ako nagawa ng mga gawain,

ganun po.”

Participant 6: “Inischedule ko po kung ano po ang dapat kong gawin kuwari po sa

isang oras kailangan po tapos kona ang bagay na yun.”

3. What do you usually do to complete all the requirements missed?

Participant 1: “Pag may vacant time dun ako nakakahanap ng oras sa paggawa

ng mga wala kong activities.”

Participant 2: “I ask my classmates whatever they did and of course those

activities that my classmates did, I will also do it.”

Participant 3: “Ah…yun po pag nakagawa ;po ako ng schedule ay hindi ko dapat

ma miss yon at dapat po sundin ko para matapos po ang lahat ng gawain.”

Participant 4: “Ang ginagawa ko ay nagpupuyat ako para magawa ko yung hindi

ko nagawa na gawain.”

Participant 5: “Ginagawa ko po ang lahat para po magawa ko ang lahat ng ito.”

Participant 6: “Yang inuumpisahan ko po muna sa pinakamahirap tapos hinuhuli

ko pong gawin ang pinakamadali.”

41
 REFERENCES

A. Bakoban and S. A. Aljarallah (2015). Extracurricular activities and their effect on the students
grade point average.

Ashley Green (2016). Studying the Impacts Of Extracurricular Activities on Friends and
Academics.

Craft, Steven Wesley, "The Impact of Extracurricular Activities on Student Achievement at the
High School Level" (2012).

Eccles, J., & Barber, B. (1999). Student council, volunteering, basketball, or marching band:
What kind of extracurricular involvement matters? Journal of Adolescent Research.

http://transform.tamu.edu/news/studying-impact-extracurricular-activities-friends-and-academics

https://aquila.usm.edu/dissertations/543

https://www.thoughtco.com/qualitative-research-methods-3026555

Kimiko Fujita (2005). The Effects of Extracurricular Activities on the Academic Performance of
Junior High Students
Martyn Shuttleworth, Lyndsay T Wilson (2008). Qualitative Research Design. Retrieved Sep 22,
2019 from Explorable.com: https://explorable.com/qualitative- research-design

Nikki Wilson (2009). Impacts of Extracurricular Activities on Students. University of

Wisconsin-Stout.

42
43