NAGPAYONG SENIOR HIGH SCHOOL

EFFECTS OF EXTRACURRICULAR ORGANIZATIONS ON ACADEMIC

PERFORMANCE OF GRADE 11 HUMSS STUDENTS IN NAGPAYONG SENIOR
HIGH SCHOOL
2019-2020

A Practical Research Proposal

Presented to the Nagpayong Senior High School

In Partial Fulfillment for the subject Practical Research 1

By
Auza, Cristel Joy
Condez, Danila
Juanerio, Janna Mae
Marquises, Erica
Nipa, Leslie
Oray, Jerome
Pajunar, Lycha
Ramos, Ronabel
Rulie, Morella
Salva, Marjel
Tayam, Deborrah

APRIL 2020
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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Dancing and being an Athlete are some of Extracurricular Activities that has
spend their time whether free or not, in this case they affect their studies by having
imbalance time. “A study by the US Department of Education reveal that students
who participate in Extracurricular activities are three times more like to have better
grade than other students who do not participate in Extracurricular activities”
(Stephens and Schaben,2002, para.4).

Student success is defined by many factors; among them are academic

achievement, involvement in activities outof the classroom, socio-economic
background, precollege academic achievement and performance after graduation
from college (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). Many Studies have
examined the factors influencing students academic performance and many
activities were found to have significant influence.

Many studies found that not all activities out of classroom settings are
beneficial to student success; some enhance performance, whereas others are
distractions from academic work (Broh, 2002; Mehus, 1934, & Baker 2008)

According to Reeves(2008) three is a strong association between students

involvement to extracurricular activities and improve attendance, behavior and
academic performance,.Reeves explained that all students who participate in high
school club, and athletics spend countless hours outside of the normal class day.
There is a greater need to truly understand the impact than participation in
extracurricular activities has on students studies. All of these activities appear to
have effects on students academic performance.

However, the issue of whether they benefit or hinder is unknown. Therefore,

the purpose of this study was to determine whether or not the activities that Grade
11 HUMSS students chose have an effect on their academic performance.
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Theoretical Framework

This study is anchored on the Involvement theory (1985) conducted by Astin

which states that students who served as an officer in a club or organization showed
increased outcomes compared to those who did not serve as an officer. Serving as a
club officer was related to increased decision-making skills (Rubin et al., 2002) and
leadership skills (Dugan, 2006; Ewing et al., 2009). Alexander Astin's 1985 theory of
Student Involvement explains how desirable outcome for institutions of higher
education are viewed in relation to how students change and develop in result to
being involved co-curricularly.
According to Astin (1985), academic performance is correlated with the
student involvement. This theory has many applications in the world of higher
education, and is one of the strongest pieces of evidence for co-curricular student
involvement. (Student Development Theory, 2007)

Conceptual Framework

Input Process Output

1. Respondents Profile Data Gathering Data Gathered on:

1.1 Age - Survey

1.2 Gender Questionnaire
1.3 General
Average The Effects of the
Extracurricular
2. What extracurricular organizations on the
organization does the Academic
-Processing
respondents belong? Performance
-Item Analysis
Performance of the
-Interpretation
3. The respondents Grade 11 HUMSS
-Conclusion
perception of the student in Nagpayong
extracurricular group Senior High School
to their academic
performance

FEEDBACK
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Figure 1. Paradigm of Study

Figure 1, represents the conceptual framework of the study. The input box,
include the respondents profile such as age, gender and general average. Second
is the Extracurricular organization in which the respondents belong. Third the
respondents perception of the Extracurricular group to their academic performance.

The process box, include the survey questionnaire on the Effects of

Extracurricular Organization on the Academic Performance of the Grade 11
HUMSS students in Nagpayong Senior High School. Its content gives the study
more information and also makes it easier to identify the Effects of engaging in
Extracurricular Organizations on the Academic Performance of fhe Grade 11
HUMSS students

The output box, contains the Effects of Extracurricular Organizations on the

Academic Performance of the Grade 11 HUMSS students in Nagpayong Senior
High School.

Statement of the Problem

The general objective of this study is to Examine the Effects of Extracurricular

Organizations on Academic Performance of Grade 11 HUMSS students in
Nagpayong Senior High School. The specific objectives are:

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

a. Age
b. Gender
c. General Average

2. What extracurricular organization does the respondents belong?

3. What is the perception of the Extracurricular Organizations to their academic

performance?

Significance of the Study

Learning is the aspect of development that connotes modification of behavior

skills and knowledge that results from practice and experience which sought for
quality education.
The result of the study may greatly benefit the following:
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 To the Students. They will be the primary affected of this study because
they are the one participating in Extracurricular activities. They will be
enlightened on what factors will affect their academic studies due to their
extracurricular activities. They will have the idea and the knowledge on what
might be the effects that they will be receiving because of involving in such
extracurricular organization in school.

 Parents. They will have an idea that involving in extracurricular of their child
has a significant impact on thei academic performance. They will know how
to guide their child in order to balance their performance both extracurricular
and academically.

 Future researcher. This study may benefit the future researchers by serving
this as a guide and may use this study as their references regarding the
Effects of Extracurricular Activies on Academic Performance of student

Scope and Delimitation

The coverage of this study was to find out the Effects of Extracurricular
Organizations on Academic Performance of Grade 11 HUMSS students. The
researcher are limited to the Grade 11 HUMSS students in Nagpayong Senior High
School.

Definition of Terms

Participate- to be involved with others in doing something : to take part in an

activity or event with others

Extracurricular- An extracurricular activitity or extra academic activity is an

activity, performed by students, that falls outside the realm of the normal curriculum
of school, college or university education.

Academic- of, relating to, or associated with an academy or school especially

of higher learning

Involvement- to engage as a participant

Achievement- something that has been done or achieved through effort : a
result of hard work
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Influence- the power to change or affect someone or something : the power

to cause changes without directly forcing them to happen
Beneficial- producing good or helpful results or effects

Distraction- something that makes it difficult to think or pay attention

Organization- a company, business, club, etc., that is formed for a particular

purpose
Perception- the way you think about or understand someone or something

Paradigm- a theory or a group of ideas about how something should be

done, made, or thought about

Sought- to search for (someone or something) : to try to find (someone or

something)
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researchers
considered in support to the claim and importance of the present study.

According to Mehus (1932) low academic performance is influenced by

factors other than participation in extracurricular activities.The extracurricular
activities designed by the universities facilitate students to experience authentic
learning by constructing their own thoughts and applying their ideas.

However, like other development initiatives, outcomes of extracurricular

activities depend on student’s ability to explore and make use of the concepts they
have learned. Therefore, the involvement in a program can be emphasized in two
elements, what the student does, and what the institution does, pointing to activities
on the part of the individual student and the institution which are related to the
desired outcomes of universities (Wolf-Wendel, Ward & Kinzie, 2009).

Studies have reported that extracurricular activities could benefit students

where they can learn something beyond what they have learned in the classroom. In
addition, students with more involvement with the programs have shown a decrease
in behavioral issues, and a significant positive effect on student’s academic
achievement (Hattie, 2008).
Aitken (1982) developed a multi-equation model to determine retention based on
student satisfaction academically and in terms of living conditions, performance and
retention at the University of Massachusetts; the results though showed that
involvement in extracurricular activities was not significant for student retention.

Lewis (2004) proposed the application of resilience theory to examine the

positive impacts of Extracurricular participation. Resilience is one’s ability to respond
positively to stress, adversity, and obstacles, learned as a result of exposure to
challenging situations (Rutter, 1987). Lewis (2004) argued that Extracurricular
participation acts as an agent of resilience by providing students with new
environments for self-discovery, 8 opening up opportunities for achievement, and
allowing them to assume meaningful roles in their school communities. Lewis (2004)
also argued that Ectracurricular activities participation enhances students’ self-
esteem and self-efficacy and motivates them to work towards academic goals and
social relations. This results in a stronger sense of school belonging, which can
motivate students to work towards academic goals (Lewis, 2004).
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Hansen et al. (2003) examined the developmental benefits of Extracurricular

participation and suggested that Ectracurricular participation provides students with
six basic domains of learning experiences which may lead to positive academic
outcomes. Extracurricular activities participation assists the personal development of
students by (a) facilitating identity development through trying out new experiences;
(b) providing a context for developing personal initiative; (c) developing basic
emotional, cognition, and physical skills; (d) building social connections to others
through developing teamwork and social skills; (e) promoting interpersonal
relationships; and (f) extending social networks with both peers and adults which are
a source of social capital (Hansen et al., 2003).

Cooper et al. (1999) reported a curvilinear trend between Extracurricular

activities participation and standardized achievement test scores - the amount of
time spent on Extracurricular activities was positively associated with test scores, but
at the highest participation levels, test scores declined dramatically. Knifsend and
Graham (2012) found curvilinear relationships between breath of Extracurricular
activities participation and academic performance. They argued that moderate
Extracurricular activities participation provided students with an optimal number of
contexts to foster relationships with peers and promote a greater sense of school
belonging. In contrast, students with high levels of Extracurricular activity
participation may experience difficulties determining where they fit in and belong with
their peers (Knifsend and Graham, 2012).

According to Fredricks and Eccles , students who are involved in

extracurricular activities help the students to determine or to know how they use their
time, choose their preferred peers or friends and guide in building their character.
Without a doubt, extra!curricular activities helps a student (who is part or involved in
it)in determining and choosing one’s peers to help the student in his or her growth
and development especially in the stage of adolescence

According to Maccniel (1999), the school’s system is an important element on

a student’s participation in extracurricular activities in which helps a student in
accessing the sources of human, cultural and social capital.

These factors can relate to their study; for example, when the behavioral
issues decrease, the disciplinary issues also decrease and good discipline can lead
to a better academic learning process. Furthermore, another benefit for students that
was noted in a study conducted by Eccles and Templeton (2002) is that participation
in extracurricular activities, such as physical activities, leads to a reduction in the
dropout rates. Student’s involvement in extracurricular activities can increase the
integration of the learning process and eventually lead to academic achievement
(Ahren, 2010). The effects of extracurricular activities by categories are presented
next.
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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methodology of the study involvong the research
method to be used, population and sample size, sampling technique, description of
respondent, instrumentation, data gathering procedure, and statistical treatment of
data.

Methods of Research

Specifically the researchers used a descriptive survey-questionnaire to gather

information from the respondents without them having any difficulties in answering
the survey questions required for the research to have information regarding the
effects of extracurricular organization of Grade 11 HUMSS students in Nagpayong
Senior High School.

Population, Sample Size and Sampling Technique

The Population of the study was the selected Grade 11 HUMSS students in
Nagpayong Senior High School. The sample size was determined using the Slovin’s
Formula which is as follows:

Where

n- sample size

e- marginal error

N- total number of grade 11 senior high school students in Nagpayong

Computation
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The sample size of 116 was obtained with the use Stratified Random
Sampling. This is the process of selecting a sample in such a way that identified
subgroups is represented in the sample in the same proportion that they exist in the
population.

Table 1. Population, Sample Size And Sampling Technique

Sections Population Percentages Sample
HUMSS (1) 41 25% 29
HUMSS (2) 42 25% 29
HUMSS (3) 40 25% 29
HUMSS (4) 40 25% 29
TOTAL 163 100% 116

Description of the respondents

The respondents of this study were the grade 11 HUMSS students of

Nagpayong Senior High School SY 2019-2020.

The total numbers of the respondents was approximately 163 students. This
samples was obtained by the researchers through the use of simple random
sampling where the researchers got sample from each section for HUMSS 1 there
are 40 students, for HUMSS 2 there are 41 students, for HUMSS 3 there are 40
students and for HUMSS 4 there are 42 students.

The respondents are all currently studying in Nagpayong Senior High School
and will respond in our study.

Research Instrument

In order to answer specific-sub problem in our study we conduct a survey and

distributed it to the repondents. the survey questionnaires will consists of a specific
and basic range of questions aimed to know the student what is the effects of
extracurricular clubs/org. on the academic performance of the grade 11 HUMSS
strand in Nagpayong Senior High School. The questionnnaire have 3 parts ,the first
part consist of the respondents profile such as age,gender,general average,
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ambition. The second part is what clubs/org. they belong. The third part is the likert
scale in which the respondents will identify whether they strongly agree, agree,
disagree,strongly disagree. The table 2 is shown below.

Numerical Description Verbal discription

1 strongly agree
2 agree
3 disagree
4 strongly disagree

Table 2. Likert Scale

Data Gathering Procedure

The first stage of the data gathering pertains to the obtaining of the
information to where the sample respondents where drawn. The researcher ask for
the approval of all the advisers to get the information on the total of students
population.

The second stage of the data gathering activity involved the distribution of
questionnaires to the respondents which is the grade 11 HUMSS students in
Nagpayong Senior High School. In this stage the researchers must have the
permission of grade 11 HUMSS advisers to perform the activities.

The last stage of the data gathering activity the respondents were asked to
answer the questions in the survey questionnaire. The choices of the questionnaire
was strongly agree,agree, disagree, strongly disagree

Statistical Treatment of Data

1.Percentage

The simple percentage calculation was used to assign percentage to

grouping to marks and responses, particular ti item requiring on the different
responses. This is also used for assigning the number of sample per strata. this will
be employed to describe the respondents profile.
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where

n- number of classes/ samples

f- frequency

P- percentage

2. Weighted Mean

Weighted mean was used to describe Effects of Extracurricular Organizations

on the Academic Performance of the Grade 11 HUMSS students in Nagpayong
Senior High School

The formula used for this statistical tool is follows:

Where

Mw- computed weighted mean

fw- product of frequency and weight

n- total number of samples

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