THE EFFECTS OF EXTRACURRICULAR ACTIVITIES ON

STUDENTS PERCEIVED ACADEMIC SELF-EFFICACY OT THE

SHS STUDENTS OF SMCB

A Research Paper Presented to the Faculty of the Senior High School of

St. Mary’s College of Baliuag

Baliuag, Bulacan

In Partial fulfilment of the Requirement in

Practical Research 1

By:

Jaaziel S. Ampit

ABM

October 2016
 1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The researcher’s topic focuses one of the branches of psychology which is educational

psychology, focuses with study of scientific study of human learning. This study is

centred in educational purposes on how people learned and is responsible of learning and

teaching methods, cognitive development relating it to cognition which is focused with

the act or process of perception, reasoning, and memory and as contrast with emotional

process. As the researcher’s topic this is precisely the best field that can be describe in

this research. It will be a big impact, especially in academic purposes. And on how a

person act within a specific activities, on how they socialize with others. Emotional

thinking is also one of the focuses of this research that’s why psychology is the precise

field here.

The respondents of this research are for the persons who encounter this situation.

Basically, it is the students. Where, they encounter it every day of their lives. Those

students who are engaging in some extracurricular activities such as: organizations, club,

sports, etc. Students, who also experience emotional issues, are also part of this research.

On the other hand, the teachers are also one of the components of this research. The

researcher chose those respondents because they are the one who is involved in this

research. The researchers can further explain and prove this research if the respondents

will be the one who are also experiencing this topic.

 2

This research aims to discover how other things can affect in another thing. That student

who participated in extracurricular activities would score higher, on an academic self-

efficacy scale, than students who did not participate in extra-curricular activities. That

some teachers or coordinators of a school can identify and understand what is the insights

of a student in their activities and academic performance. To know that extracurricular

activities is a big impact to students who have many priorities. It just a matter of time on

how will a person manage a specific situation.

“Self-efficacy is the belief in one’s capabilities to organize and execute the courses of

action required to manage prospective situations.” (Albert Bandura) Perceived self-

efficacy is a belief about their capabilities to do assigned tasks that can enhance influence

over events that affect their lives. This belief determine how people think, feel, motivate

themselves and how they behave. Having a strong understanding of self-efficacy can lead

person’s fulfilment in many ways, can persuade a person’s desire or ambition in life;

increase their level of motivation and their patience in difficulties of life. When a person

believes he can achieve what he or she wants there is much possibility to attain it. A good

sense of socializing with others can be a big impact to the self-efficacy of a person,

because they are being supported and encourage. Being an intrapersonal and

interpersonal person is a big influence in academic achievement of a student. One way a

student want to engage in some extracurricular activities or organization is there is the

place where they can be with their peers and engage in some activities that focuses on

cooperative team building and reinforced with consistent adult support. When they began

to see themselves as valued individuals, their perception is enabling their belief in their

self to become stronger. Definitely, this is being concluded that those students who
 3

engage their self in extracurricular activities will manifest higher academic self-efficacy

in contrast to students who do not much participate in any extracurricular activities.

Statement of the Problems

The general problem of this study is: “How do extracurricular activities affect the

academic self-efficacy of Senior High School Students of St. Mary’s College of

Baliuag?”

Specifically, this study sought answers to the following questions:

1. What is self-efficacy?

2. What are the reasons students engaging in extra-curricular activities?

3. Can extra-curricular activities affect the self-efficacy of SHS students of SMCB?

4. Is it important for SHS students to engage in extra-curricular activities?

 4

Significance of the Study

To give a complete control over student discipline, this study will help the St.

Mary’s College of Baliuag community. This study aims to be significant to the

following:

1. To the Senior High School students

As one of the new experimental babies of K-12 Curriculum, this research is

significant not just the researcher but also all of the Senior High School students

who are also experiencing this kind of problem. Senior High School students

represent a vital component to this research because they are the respondents.

2. To the Teachers

This research is significant to teachers; it’s not just the students who are involved

here. But also those teachers who are one of us teaching and helping us in our

academic achievements. The students won’t achieve something without the help

of our beloved teachers. They are involved in this study for them to also

understand our side and feelings of students. That sometimes students really

encounter some problems that even our academic performance is being affected.
 5

3. To the Members of Student Council

This research is significant to those who engage in some organizations. This study

will help them to set priorities. To always priority academics then set aside some

extra-curricular activities. It depends on time management that a student will do.

4. Researcher

This research is significant to researcher for the accomplishment of this research

and also to let the students enlighten their minds that always set priorities. And

don’t forget their self-worth. Also the questions of this study will be answered and

it can give me the knowledge because the researcher also experience and already

encounter this problem.

5. Future Researcher

This research is significant to future researcher since this research can be a

reference if there will be a future study that is also related in this topic. This will

be a basis to those future researchers that will also study this topic.
 6

Scope and Delimitations

The study will be focus on Senior High School students who are experiencing

academic self-efficacy. And the major effects of extracurricular activities perceived

academic self-efficacy. To knowledgably understand the relationship of academic

achievement with self-efficacy. To identify why Senior High School students are

engaging in some of extracurricular activities so the researcher will know the side of

students. And also to give information to those students who encounter this situation.

For the students, to be responsible enough to set priorities between their studies and

extracurricular activities. To fully understand the essence of self-efficacy to a student.

This research will be a vital role to the students who perceive that their self-efficacy or

self-worth is being lost. The researcher needs to encourage students who are being

stressed with their school responsibilities and student who always encounter

procrastination. This research also focus on student who are engaging and not engaging

in extracurricular activities on how they will manage time in studying and engaging

themselves in extracurricular activities. This also focuses on determining if engaging in

extracurricular activities is affecting their time or they are being pressured becoming or

engaging themselves to some extracurricular activities. This research also focuses on

determining if extracurricular activities will affect a student emotional, social, spiritual

and mental health. And this also focuses if extracurricular activities will be advisable

or not to a typical student who are studying. This research will focus on students who

studies in St. Mary’s College of Baliuag especially Senior High School Student. This

also focuses how capable this research could be to the respondents.

 7

This study does not focus to those students who are not engaging in any extracurricular

activities. In engaging extracurricular activities, students are affected because they

don’t know how to prioritize their academics in extracurricular activities. But

sometimes some students really prefer to not engage themselves to extracurricular

activities because they always think it would be a waste of time but its essence is to

know their self-efficacy or self-worth.

 8

CHAPTER 2

THEORETICAL FRAMEWORK

This chapter will define how this research has been conduct by the previous researchers

who also study this research. This chapter also wants to highlight that previously this

topic is being experience also by other researchers. That this research is not a current

issue we all face on. This chapter also wants to identify related concepts, studies and

ideas that can be set as a guide to this research and that there is a big factor between

extracurricular activities and their academic performance to students. Nowadays, that

technology is prevailing. It is useful to gather data found from books, articles and

internet that is related to the study.

RELATED STUDIES

In this research, elaborating “The Effects of Extra-Curricular Activities on Students

Perceived Academic Self-Efficacy” there are many related studies that the researcher

can identidy the similarities and differences with this research and to previous research.

Studies that involve on line information systems are the following:

1. Lacey Hubbs Johnston

The Effects of Extracurricular Activities on Academic Performance and Retention

in the Middle Tennessee State University Horse Science Program

Pages # 7

Middle Tennessee State University

 9

2013

According to Lacey Hubbs Johnston, self-efficacy, self-concept and self-esteem

are used to explain a student’s perceptions of their psychosocial environment.

Self-efficacy is the belief in an individual’s ability to succeed at tasks with skill

sets and abilities they possess (Bandura, 1977; Bong & Skaalvik, 2003). It also

represents what the individuals believe they are capable of in certain situations.

Academic selfefficacy is student perception of their capabilities relating directly

to academic achievement, including persistence, motivation, academic

performance (Caprara et al., 2008).

2. Nikki Wilson

Impact of Extracurricular Activities on Students

Page ii

University of Wisconsin-Stout

According to Nikki Wilson, students who participate in extracurricular activities

generally benefit from the ii many opportunities afforded them. Benefits of

participating in extracurricular activities included having better grades, having

higher standardized test scores and higher educational attainment, attending

school more regularly, and having higher a higher self concept. Participants in

out-of-school activities often learned skills such as teamwork and leadership

while decreasing the likelihood of alcohol use and illicit drug use and related

problem behaviors. Those who participate in out-of-school activities often have

higher grade point averages, a decrease in absenteeism, and an increased

connectedness to the school.

 10

3. Everett N. Kelepolo

The Relationship between Participation in Extracurricular Activities and Utah’s

Proficiency Assessments of Students in a Suburban School District

Page # 1

University of Nevada Las Vegas

May 2011

According to Everett N. Kelepolo, over the past century, extracurricular

participation has progressively played a greater role in schools and in individual

students‘lives (Knox, 2007). Research supports that extracurricular activities

create positive benefits in educational outcomes such as better school attendance,

low rates of discipline issues, higher academic achievement, and greater sense of

school loyalty or spirit. Research also supports that students participating in

extracurricular activities were more likely to be in college preparatory programs,

achieve higher grades, and desire to enroll in and graduate from college (Videon,

2002).

RELATED LITERATURE

Studies that involve on line information systems are the following:

1. Parul Attarwala

The Effects of Extracurricular Activities on Student’s Academic Self Efficacy

Page # 1

S.V. College of Education, Kadi Gujarat (India)

 11

2015

According to Parul Attarwala, self-efficacy is defined as a person’s belief about

their capabilities to achieve a certain level of performance. This belief can

influence events that affect a person’s life. Perceived self-efficacy determines

how people feel, think, motivate them, and behave. It influences the choices they

make, the effort they put forth, how persistent they are when confronted by

obstacles, and how they feel. A strong sense of self-efficacy can enhance a

person’s accomplishments in many ways. A strong sense of self-efficacy can

influence a person’s aspirations; increase their level of motivation and their

perseverance in the face of difficulties and setbacks.

2. Kimiko Fujita

The Effects of Extracurricular Activities on the Academic Performance of Junior

High Students

The Master’s College

2004-2005

According to Kimiko Fujita, music, parental involvement, sports—all of these

have an influence on how children perform academically. The way children

choose to spend their free time can affect their school performance; it is not

simply traditional in-class instruction that impacts academic achievement. “A

study by the U. S. Department of Education revealed that students who participate

in co-curricular activities are three times more likely to have a grade point

average of 3.0 or better” than students who do not participate in co-curricular

activities (Stephens & Schaben, 2002, para. 4).

 12

3. Karla Rodriguez

Extracurricular Activities: A Review of the Literature

The University of Texas at El Paso

According to Karla Rodriguez, in the dictionary there is no definition of

extracurricular but if the word is break down there will be a good definition.

According to the Webster’s dictionary the word extra- means (1). More than or

beyond what is usual, normal, expected, or necessary. The word –

curricular means (1) of or relating to a curriculum and curriculum means (1) the

courses offered by an educational institution. (2) A set of courses constituting an

area of specialization. Extracurricular put together means more than the courses

offered by an educational institution. Activity means (1) quality or state of being

active (2) vigorous or energetic action. The word extracurricular activity means an

activity that you do outside a class course.

 13

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Define your topic.

GATHERING OF
DATA THROUGH
INTERVIEW AND Write your problem
OBSERVATION statement.
“The Effects of

STUDYING AND Make an outline. Extra-Curricular

REVIEWING THE
FOLLOWING: Activities on
Develop a research
 Name
 Age
strategy. Students Perceived
 Gender
Academic Self-
Evaluate you
sources. Efficacy to the SHS

STUDYING Students of SMCB”

RELATED AND Write and revise
SIMILAR your paper.
STUDIES

Document your
sources.
 14

Figure 2.1 Conceptual Model of the Proposed Study

This framework is to show the process of the development of this study. The step by step

process of how this research must follow. The output is pertaining to the title of this

research which is “The effects of extracurricular activities on students perceived

academic self-efficacy to the SHS students of SMCB.” This study must identify the

suggested method or process and identify the posible problems that this study may

encounter for the development of this research. By doing survey, interview and

observation the researcher can determine the objectives of the study.

Definition of Terms

Self-efficacy- It is a belief in one’s capability to overcome some situation or to complete

a task

Intrapersonal- referring to an individual model who likes to be alone

Interpersonal- referring to several people or the ability to get along with other people

Perceive- it is being aware of something, to understand

Academic self-efficacy- someone who believes that they can attain an assign task in

academic field.

Extracurricular activities- it’s not required anymore in the normal curriculum but it will

help you to enhance your capabilities as a student

Aspiration- it is admiring or having an ambition to attain something.

 15

CHAPTER 3

METHODS OF RESEARCH

Methods and Techniques of the Study

This study used a qualitative research design, but specifically speaking the

researcher use a grounded theory to furthermore explain and understand this study. This

kind of research design shows the result of interviews the researcher has gathered. The

interview questions are answerable of why and how questions to explain and express

more what the respondents want to inform about the study.

Population and Sample of the Study

The respondents of this study are the fifty (50) Grade 11 students during the

school year 2016-2017 of RVM Schools, St. Mary’s College of Baliuag in Baliwag,

Bulacan.

The researcher conducted the survey in five (5) sections in the senior high level

that were asked to answer the questionnaires, namely: St. Ignatius of Loyola, St.

Dominic, St. Benedict, St. Francis of Assissi and Venerable Mother Ignacia.

Research Instrument

The main instrument the researcher used in gathering data and information about this

study are the questionnaires composed of two parts. The first one is the survey that has

the students profile and it also contains the name, age and gender of the students. The
 16

second part contains the interview questions those are the statement which contains

deeper question to appropriately understand the effect of extracurricular activities in

students academic self-efficacy as well as their academic performance.

Data Gathering Procedure

The researcher addressed the teacher to for the approval and checking of the survey

questionnaires. The researcher approach personally the survey questionnaires to the

students and assist them to fully understand the questions and answer it efficiently and

orderly and for ensuring that the feedback of the answers of the respondents for the

development of this study. The researcher communicates respectfully and guides them for

the fulfillment of gathering data.

 17

CHAPTER 4

Presentation, Analysis and Interpretation of Data

Tables and graphs are the focus of this chapter, to present, analyze and interpret the data

that has been gathered by the researcher. For further explanation and understanding of the

study, the data has three (3) parts which consist of part one which represent the table of

frequency and percentage distribution of students in terms of age. Part two which shows

the table of frequency and percentage distribution of students in terms of gender.

Table 1: Frequency and Percentage Distribution of Students in Terms of Age

AGE FREQUENCY PERCENTAGE

15 3 6%

16 36 72%

17 10 20%

18 1 2%

TOTAL 50 100%

Table 2: Frequency and Percentage Distribution of Students in Terms of Gender

GENDER FREQUENCY PERCENTAGE

MALE 23 46%

FEMALE 27 54%

TOTAL 50 100%
 18

Figure #1

Do you play any sports?

40
30
20 Do you play any
10 sports?

0
YES NO

This figure signifies that among the fifty (50) respondents, thirty-three (33) students

usually engage in sports. And seventeen (17) students do not play any sports at all.

Figure #2

What particular sports do you play?

12
10
8
6
4
2 What particular sports do
0 you play?

This figure shows that out of fifty (50) respondents, thirty-seven (37) students answered

yes. And there are some respondents who answered other and please specify. The highest

or the largest number of sports which usually played by the students are the three (10)

students who are playing basketball and volleyball, for typical students those sports is

really used to play. Those students who answered basketball are all boys. Those students

who answered volleyball are mix boys and girls. 9 students usually play badminton; those
 19

students who answered badminton are usually mix boys and girls. Badminton is a game

for all so anyone can play it. 2 students play table tennis; this sport is easy to learn but

hard in doing. 2 students answered tennis; tennis is one of the difficult sports to learn

because it needs agility and full-strength in playing it. 1 student plays bowling; it is a

leisure activity and it uses balance and strength that’s why it’s not enough to know how

to do it but to use your strategy skills. 2 students play football also, this sports varies

different factories that’s why few students answered it. 1 student answered swimming; it

can be individual or group activity. It has many kinds that can enhance a student’s

professions. A student play E-sports which is also called Electronic Sports; nowadays

students are getting used of playing computer games after class or even in weekends.

Figure #3

Are you involved in any club or

organizations at your school?
45
40
35
30
25 Are you involved in any
20 club or organizations at
15 your school?
10
5
0
YES NO

This figure represents that out of fifty (50) respondents, forty-two (42) said yes and eight

(8) said no. There are many students who engage their selves more in club and

organizations at their school because they know it can help them enhance their

capabilities as a student.
 20

Figure #4

What particular club or organizations

did you joined?
7
6
5
4
3
2
What particular club or
1
organizations did you
0
joined?
Spanish
Dance
Nihonggo

Filipiknows
Marynette

SciGeeks

Liturgical

Mulat Kamalayan
Salindayog

French
Voices Mariae

Magis Math
Campus Ministry

This figure signifies that grade 11 students usually join clubs and organizations which fit

in on their skills or a skill they want to learn. The Spanish Club and Magis Math Club is

the highest based on the graph; those clubs are just given to grade 11 students. It focuses

more in academic field. Mulat Kamalayan which is a club about politics is the second of

one of the highest; this club will help the grade 11 students because they have a subject

about politics which they can use their knowledge in that club. Marynette, Campus

Ministry and Filipiknows are the next one in the list. Marynette is the paper of the school;

all of the students are given a chance to express their emotions and knowledge in that

newspaper using their skills in writing. Campus Ministry is an organization where some

students are gathered to serve in the Church. Filipiknows is a club about us being a

Filipino itself also the histories about that. Voices Mariae, Nihonggo, SciGeeks and

Liturgical are the next one. Voices Mariae is a club for those who have a skill and passion

in the field of singing; they serve as the choir of the school. Nihonggo is a club exclusive
 21

for grade 11 students; it is a language club about learning the language in Japan.

SciGeeks is a club which they do some experiments in laboratory. Liturgical is a club

who serves also in church. Dance and French are the least one. Dance which enhances the

dancing skills of a student, our school has an organization for the students who have a

passion in dancing such as Salindayog. French is a foreign language club about learning

the language in France.

Figure #5

Do you participate in any other

activities outside the school?
35
30
25
20 Do you participate in any
15 other activities outside
the school?
10
5
0
YES NO

This figure shows that out of fifty (50) students, thirty (30) said no and twenty (20) said

yes. Majority of the students who answered this question is not participating in any other

activities outside the school; the researcher thought that the students don’t want their

selves to engage in any activities outside the school because it has many disadvantages

that can affect their academic performance such as time consuming and it can be also

another source of stress.

 22

Figure #6

What particular activities you usually

engage?
12
10
8
6
What particular activities
4 you usually engage?
2
0
Music Art Church Sports Film Novel
Class Making making

This figure presents that the students usually engage in Church organizations. Not to

enhance their knowledge everything about God but to strengthen their faith to Him.

Nowadays, students didn’t even have enough time to go to church because of school

works and extracurricular activities also. But even though because of that, there are still

many who really believes in God and doesn’t even mind his or her priorities in life

because he or she knows that God is more important than anyone. Then, some of students

also engage in music activities. Music lesson is the second one that can enhance their

skills in music instruments and also in singing. Sport is the third one because nowadays

teenagers are really engaging their selves into sports that will enhance their skills in the

field of sports. Some of the students answered art class, film making and novel making.
 23

Figure #7

What do you usually do after class?

25

20

15

10

What do you usually do

0 after class?
go home

chatting
video games
use gadget

listening to music
read books
Play your favorite sports

relax and enjoy life

studying and read bible
Practice dancing or playing instrument
Hanging out with friends
Review and organize school works

sleep, eat and repeat

doing something weird about art

watchi movies or tv series

This figure shows the majority of the students answered that they usually hang out with

their friends after class and review and organize school works. There are students who

love to be with their friends and there are students who prioritize school before anyone

else. The second are play your favorite sports and practice dancing or playing instrument.

There are student who really have a passion in sports and there are students who love to

dance and play an instrument.

 24

Figure #8

How many hours in a week, do you

spend in studying?
30
20
How many hours in a
10 week, do you spend in
0 studying?
Less than 1 1 to 3 4 to 9 More than
hour 10 hours

This figure shows that students spend their time in studying usually in 1 to 3 hours. For a

typical student it is the appropriate time to study if it will exceed, the student will feel

tiredness. Those students who answered that they usually spend their time in studying in

4-9 and greater than 10 hours can feel too much drain of their brains that they can’t even

function well in the class. And those students who answered that they usually spend less

than an hour in studying are sometimes the students who are just easy with their life.

Figure #9

How many hours in a week, do you

spend in extracurricular activities?
20
10 How many hours in a
week, do you spend in
0
extracurricular activities?
Less tahan 1 to 3 4 to 9 More than
1 hour 10 hours

This figure signifies that students usually spend less than an hour in extracurricular

activities because they set their priorities. They think of their academics than doing some
 25

other activities. Those students who answered 1 to 3 hours and 4 to 9 hours are those

students who really have passion in what they really like.

Figure #10

How does extracurricular activities

affects your academic performance?
35
30
25
20
15
10
5 How does extracurricular
0 activities affects your
It enhances my skills

Additional grade

Time consuming

it makes me more
Gives me more knowledge

to have faith in God

sometime I'm to exhausted

academic performance?
to focus on my academics

responsible

This figure represents that the majority of the students answered that the effect of

extracurricular activities in their academic performance is that it can enhance their skills.

Extracurricular activities plays as the best tool in strengthening someone’s self esteem

within their selves and it also sets as the development of their skills. Then, it can give

them more knowledge because some of the learning that they can get within engaging in

those activities is that they can still use it in their academics. Next are time consuming

and additional grade. Then others answered that sometimes they are too exhausted to

focus on their academics, to have faith in God and it makes them more responsible.
 26

INTERVIEW

1. Question # 1

As a student, why do you think it’s important to have self-efficacy?

Mark Kate Garcia, 16

Attitudes and behavior of a student’s is what really matters in dealing with

academic life. Having self-efficacy also means dreaming, ground-work, sees your

personalities of who you really are, and faith in self.

Catherine Canlas, 16

Having self-efficacy means building up confidence and participation in class

because a lot of students are having difficulties when speaking in front or in class.

Judith Guetta, 17

It is important to have a self-efficacy so we are able to do what fear us the most

and to grab every opportunity we can get.

Princess Dayao, 16

Yes, because we need to have the capability to balance our time.

Jaimee Calderon, 16

It is important to have self-efficacy for us because for us to succeed our goals or

task and to determine whether will I take a task or not.

Chesca Bunda, 16

It is important because it is where the first step towards revealing your

capabilities.
 27

Deonas Codog, 18

As a student, it is important to have a self-efficacy simply because how other

believe in you if you don’t believe in your own capability. We should believe in

our self first before anything else. Believing in one self is one of our weapon to do

our task well, it brings us in the brightest side to make our responsibility well.

Jelyn Abadilla, 16

Because if you don’t have self-efficacy, how will you have or make your own

progress?

Raven Ramos, 15

As a student, self-efficacy is important because you need to believe that you can

do things because if you don’t believe to yourself you won’t able to do things and

you will decline task because you tend to think of negative things.

Shayne Guinto, 16

Because being a student means studying with other but excelling individually.

Self-efficacy is like the key to open the door to the talents a student has inside him

or her. If you have self-efficacy you will be able to unleash your potentials.

2. Question #2

Why do you need to engage yourself in extracurricular activities? Is it really

needed?

Mary Kate Garcia, 16

Yes it is. I have experienced being crowded. Personally it’s important because it

defines student different exposure. It also serves as an opportunity for them to

 28

show that they have. Studying is not just about academics, it can also boost our

self confidence once they are chosen to represent analysis etc.

Catherine Canlas, 16

Yes, cope up with different people with their different attitudes and by these we

will learn how to socialize with other people.

Judith Guetta, 17

It’s really needed because it’s our chance to do some extracurricular activities and

we need self-efficacy to do that.

Princess Dayao, 16

Extracurricular activities is needed because this helps us to learn through

experience and as the saying goes, experience is the best teacher and learning will

not stop inside our classmates.

Jaimee Calderon, 16

We need to engage ourselves in extracurricular activities for us to challenge

ourselves for the contest. No it depends upon on you, on what skills you have. It

is your choice.

Chesca Bunda, 16

It is needed because it helps us know where we would excel specially if it is

outside the academic aspect.

Deonas Codog, 18

For me yes, because extracurricular enhance are skill helps us to be more

productive at the same time engaging in extracurricular activities makes a person

more knowledgeable.
 29

Jelyn Abadilla, 16

For me, yes. It is important for you to have exposure, not only for grades but also

for enhancing and developing your skills

Raven Ramos, 15

Yes, I think extracurricular activities can enhance my skills and gives me more

knowledge on a certain activity.

Shayne Guinto, 16

Because through extracurricular activities, a student is able to show what he or

she has and with that he or she will know what else he or she could improve.

Through this activities he or she can be inspired by other and inspire others.

3. Question #3

How can a student balance their time in managing both extracurricular activities

and their academic performance?

Mary Kate Garcia, 16

They should always be aware of their priorities. When there is absence of time

management, there would be a domino effect. A student should have organized

plans and knows their study habits. It should be on your passion and interest.

Student should have strong commitment and he or she should know the

consequences. Everything you do, you do it with sacrifice.

Catherine Canlas, 16

The students can balance their time by having time management. Don’t focus in

only one. You should balance it to be equal.

 30

Judith Guetta, 17

Student can manage both of these if they will have some reminder and if they will

focus on important things.

Princess Dayao, 16

A student should have great time management.

Jaimee Calderon, 16

I think they manage or balance it by the day they are in extracurricular training

and at night they are studying by themselves in their academic.

Chesca Bunda, 16

Do your academic task ahead of time so the time left can be used for

extracurricular activities.

Deonas Codog, 18

A student can manage his or her time by listing the things that need to be done.

Avoid procrastination such as being lazy, doing things that are not important and

the most important is self management.

Jelyn Abadilla, 16

They can manage both of them through having time management.

Raven Ramos, 15

By relating and connecting the extracurricular activities into the academics, so

that they can deepen their knowledge and enhance their skills. And through

extracurricular activities it can help them to improve their academics.

Shayne Guinto, 16
 31

The only thing that will help a student manage his or her time is by knowing his

or her priorities. He or she should know how much works he or she is capable and

by accepting challenges he or she should know the responsibilities and

consequences he or she would face.

4. Question #4

Do you experience stress with or without engaging in extracurricular activities?

How?

Mary Kate Garcia, 16

Apparently yes. Stress, time management breaks. When not being able to hold on

the things you entered yourself, when that person is affected by his or her

environment there would be a heavy burden and failure in responsibilities that

will result to stress.

Catherine Canlas, 16

Yes, because even doing academic activities make your brain work and you will

think that you are doing a lot and it makes you tired easily which results to

procrastinating.

Judith Guetta, 17

Yes, because even though we’re not doing anything we still manage to think a lot

of things about different activities in school.

Princess Dayao, 16

Yes I have difficulties in balancing time.

Jaimee Calderon, 16
 32

Yes, because sometime if you doesn’t have an extracurricular activities it can pull

your grade downward. So it is better to engage in that activity so that your grade

will also be better.

Chesca Bunda, 16

Yes, duue to the pile of paper works that is needed to be done in the field of

academics.

Deonas Codog, 18

Yes, because of us experience stress. There’s a lot of factors that makes a person

stressful such as family problem, financial problem, school works and even love

life I, myself experienced stress because of having conflict with my friends, issues

that are not true and so on.

Jelyn Abadilla, 16

Yes. I experience stress in just simple from my homework, projects, school works

that are all related to academics.

Raven Ramos, 15

I think I’m more stressed with extracurricular activities because instead of

focusing on my academics I’m diverting my attention with the activities. But even

extracurricular activities can cause stress to me, it can help me to manage my

time.

Shayne Guinto, 16

Yes, because there is stress in every part of our life and sometimes stress is what

pushes us to our limits. Stress is like the point where we have two choices: to give

up or give more.
 33

5. Question #5

Sometimes do you feel lacking of self-efficacy because of managing both

studying and engaging in some activities in school? How?

Mary Kate Garcia, 16

Yes it also happens. It could be a beautiful irony. As a student, we have a strong

emotional impact. When there is absence of balance it could fail to manage stress.

Expectation, realization, saying “NO” and social attitudes are also one of the

factors.

Catherine Canlas, 16

Yes, because I get pressured.

Judith Guetta, 17

Yes, because I think I can’t do that particular activity that I can’t manage to finish

all of the activities.

Princess Dayao, 16

Yes because it stresses me out once I don’t get what I was planning to do.

Jaimee Calderon, 16

Yes because there are lots of activities, projects, assignment here in our school.

Chesca Bunda, 16

Yes. Sometimes academics and extracurricular activities are too much to handle

when combined. Specifically it includes managing time just to meet certain

deadline.
 34

Deonas Codog, 18

Yes because ever since I never manage my time, one time I pass my project late,

then my teacher scolded me by this scenario is has huge impact for me because, I

always think that I can to my best again.

Jelyn Abadilla, 16

Yes because sometimes I lack of stress and failed in some of it and with that, I

over thinking when doing or presenting that’s why my confident in doing

something decreases.

Raven ramos, 15

Sometimes because of the load of tasks I’m thinking that I wouldn’t able to finish

things before or on the deadline given.

Shayne Guinti, 16

Yes because there are time that I feel like I can’t handle all the challenges that are

throwed in my way. Sometimes I feel like my abilities are not enough to achieve

my goals because of too much works.

 35

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The general problem of this study is: “How do Extra-Curricular Activities

affect the Academic Self-Efficacy of Senior High School Students of St.

Mary’s College of Baliuag?”

Specifically, this study sought answers to the following questions:

1. What is self-efficacy?

2. What are the reasons students engaging in extra-curricular activities?

3. Can extra-curricular activities affect the self-efficacy of SHS students of

SMCB?

4. Is it important for SHS students to engage in extra-curricular activities?

The researcher used the 50 grade 11 students of St. Mary’s College of Baliuag during the

school year 2016-2017 as respondent of the study. The data valid to the study were

gathered through questionnaires consisted of two parts. Part I is on the students profile

specifically age and gender. Part II contained statements that elicited the interview and

observations. To analyze the data, the following statistical tools were used; frequency and

percentage.
 36

SUMMARY OF FINDINGS

I. Student’s Profile

Among the fifty (50) respondents, 6% were 15 years old, 72% were 16 years old,

20% were 17 years old and 2% were 18 years old. Majority of students

(respondents) age is the 16 years old, which means that their grade level is exact

to their age.

On the other hand, the gender, among 50 respondents, male is 46% while the

female is 54%. The female represents as the majority of the respondents.

II. The Effects of Extracurricular Activities on Students Perceived Academic Self-

efficacy to the SHS of SMCB

The result uncovers that there is an effect of extracurricular activities on students’

perceived academic self-efficacy.

 37

CONCLUSION

Based on the findings of the study, the following conclusions were drawn:

1. Generally speaking, I thereby conclude that everything you do there is a domino

effect not just within you but as well as the people around you or your

environment. Extracurricular activities and academics have a big difference to us

students. Academics are about our studying at our school itself. Extracurricular

activities which will help us to enhance our capabilities, allows us to think deeper

and of course more knowledge will come. Having self-efficacy is very important;

it serves as a big factor to help us to accomplish a specific situation because we do

our best to do that situation.

2. In this study majority of the students are female with an age of 16 years old. They

are more conscious of the activities they do as well as on their physical

appearance. In a stage of being a teenager, they experience so many feelings that

also lead to them to think deeper in a wider perspective.

3. Extracurricular activities do help to us students to make the most out within us

and make the most of our knowledge. It has a big impact to us students. To raise

again our self-esteem we should be able to join with other people. We should

learn how to manage our time in handling school works between extracurricular

activities.
 38

RECOMMENDATIONS
 39

REFERENCES

1. http://jewlscholar.mtsu.edu/bitstream/handle/mtsu/3561/Johnston_mtsu_0170N_1

0128.pdf?sequence=1

2. http://www2.uwstout.edu/content/lib/thesis/2009/2009wilsonn.pdf

3. http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=2319&context=thesesdiss

ertatio

4. http://raijmr.com/wp-content/uploads/2016/03/7_24-25-Parul-Attarwala.pdf

5. http://www.kon.org/urc/v5/fujita.html

6. http://karlarodriguez6.weebly.com/literature-review.html