LA VERDAD CHRISTIAN SCHOOL

The Effect of Extra-Curricular Activities to the Behavior and Academic

Performance of Grade 11 Senior High School Student in La Verdad

Christian School

(A.Y. 2019-2020)

A Research Proposal

Presented to:

Ms. Ma. Eleonor Colinares

In Partial Fulfillment of the Requirements in Practical Research 2

Presented by:

Arcolas, Cindy Q.

Celestial, Clarence G.

Estibar, Krisha Leine H.

Fuertes, Christel Ver T.

Gaddi, Rian Shane S.

Llesis, Bea Q.

Silvestre, Mark Gedeon G.

Tuazon, Kriza S.

Urbano, Francis Nicole D

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Chapter I

Introduction

Nowadays, a vast variety of extra-curricular activities are being offered in school. So

it is of great interest to determine that how participating in different kinds of activities effects

students both behavior and academics.

There are numerous influence that affect the behavior and the academic performance

of a student and part of that are the after school activities. This study will focus on the effect

of extra-curricular activities on the behavior and academic performances. In many cases

participation in extra-curricular activities positively influences attendance are connection to

school. It is dominant after school activity that requires a daily commitment. Therefore, this

study will involve students who are participating in extra-curricular activities. Another reason

why students have extra-curricular activities will be a large part of this study is that there are

may be correlation between the extra-curricular to the behavior and academic performance.

Extra-curricular activities have been conducted to have an effect on a student’s

behavior and academic performance which can either help or hinder one’s performance. The

topic participation in various extra-curricular activities is of interest to both the students and

society as well. There are various activities, such as, athletics, student government,

publications, academic clubs, and other special activities. Among these studies a lot have

showed a positive and negative correlation between the two factors claiming that

participating in extra-curricular activities can have a positive and negative effects on

student’s behavior and academic performance.

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Statement of the Problem

The purpose of this study is to determine whether or not the activities that grade 11

senior high school student choose have an effect on their behavior and academic performance

of grade 11 senior high school students. Specifically the research would like seek and answer

the following:

1. What is the Demographic Profile in terms of the:

 Age

 Sex

 Track and Strand

 1st Semester General Average

 No. of hours spend

2. What type of extra-curricular activities does the respondents have?

3. What is the perception of the student in terms of the:

 Coaches who handle the extra-curricular activities

 Venue

 Techniques/ Methods

 Materials

4. What is the effect of extra-curricular activities to the behavior and academic

performance of the students?

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Scope and Delimitation

Several limitations to this study existed. The sample population considered only of

grade 11 senior high school students enrolled at La Verdad Christian School during the 2019-

2020 school year. This will serve them as the respondents of the study and each of them will

answer the questions that will be given by the researchers. Moreover, this study will be

helpful to the students who participate in extra-curricular activities. It will also serve as a

future reference for the researcher.

Significance of the study

The result of the study was deemed significant to the following

Students. The researchers hope that the result of the study will help on their behavior and

academic ability to gain higher score to their academic performance and high level of

behavior.

Teachers. The teachers will be given insights on the of extra-curricular activities in behavior

and academic performance of each students to persuade joining in extra-curricular activities

Parents. To help them monitor their child’s school performance. The result of this study will

give idea to how they support their children.

Researcher. The result of this study will be added to the pool empirical data on ways to

improve their behavior and academic performance.

Future Researchers. The proposal study will serve them as the guide and reference of the

future researchers. This study can also open in development of this study.

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Definition of terms

Extracurricular Activities

Extra-curricular activities are those usually held at school but that are not part of the

academic curricular. They often involve some time commitment outside of regular school

day.

Performance

The action or the process of carrying out or accomplishing action, tasks, or function

of the students.

Participation

The action of taking part of a student

Academic

Relating of education and scholarship of a student

Developmental extra-curricular activities

This type of extra-curricular activities develop the students’ skills and knowledge.

Social extra-curricular activities

This type of extra-curricular activities increase the students’ self-esteem and self-

confident.

Behavior

It is how the person acts or conducts oneself, especially towards others.

Self-esteem

Is an individual evaluation of their own worth. It is beliefs about oneself as well as

emotional states.

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Self- confidence

Having a trust in one’s self. It is a prediction or chosen course of action is the best or

most effective.

Theoretical Framework

This study anchored on the theory of Alexander Astin (1990). The Involvement

Theory of Astin (1990) is refers to the academic experience in a broad sense that encompass

both classroom learning and out-of-class experience. According to his theory, there are (5)

predicted basic postulates. These are involvement refers to the investment of physical and

psychological energy in various objects; involvement occurs along a continuum; involvement

has both quantitative and qualitative features; the amount of student learning and personal

development associated with any educational program is directly proportional to the quantity

of students involvement in the program; and the effectiveness of any educational policy or

practices is directly related to the capacity or practice to increase student involvement. In this

theory defines involvement as “the amount of physical and psychological energy that the

student devotes to the academic experience”.

Therefore, participation in extra-curricular activities has a positive and negative

impact on behavior and academic outcomes or participation. As noted earlier, a great deal of

attention has been paid in recent years to the whole area of assessment in higher education,

but the majority of assessment activity has focused on student academic outcomes. Although

major contemporary theories about student learning and development indicate that student

involvement is a crucial mediating variable in a variety of areas including student retention,

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academic achievement, and personal growth, little work has been done in the area of

assessing student development or the impact of nonacademic experiences on students.

James Coleman’s multiple role theory posits that extra-curricular activities provide

additional, complimentary roles for a students that benefits the student academically because

the added roles of athlete, for example, increases self-esteem and overall participation/

interest in school, which can boost grades.

Conceptual Framework

Hypothesis and Assumption

Null Hypothesis

There is no significant relationship between extra-curricular activities and academic

performance.

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Hypothesis 1

There is significant relationship between extra-curricular activities and academic

performance.

Hypothesis 2

Students with extra-curricular activities have high academic performance.

Hypothesis 3

Students with extra-curricular activities have high level of behavior.

Assumption

We, the researchers, come up to an assumption that extra-curricular activities have

significance with behavior and academic performance. Extra-curricular activities help to

build the behavior and academic performance of the students. Extra-curricular activities also

help in maintaining good high grade average and social relationship.

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Chapter II

Review of Related Literature

According to Reeves (2008) the students joining in Extra-curricular they participate

in extra-curricular generally benefit from the many opportunities afforded them. Benefits of

participating in extra-curricular activities includes having better grades having higher

standardized test scores and higher educational attainment, attending school more regularly,

and having higher self-concept. Participants in out-of-school activities often learned skills

such as team work leadership while decreasing the likelihood of alcohol use an dillicit drug

use and related problem behaviors.

In their study, Eccles and Mahoney (2003) stated that participation in voluntary,

school-based, extra-curricular activities increase school participation and achievement.

According to them, this happen because it facilitates, the acquisition of interpersonal skills

and positive social norms as they became member in pro-social per and strong emotional and

social connections to the school. Their study stands to reason that participation in extra-

curricular activities may also contribute to an increase of wellness in mental health, improved

students’ engagement in school and achievement, strengthen their long-term educational

outcomes and find that participation may decrease problem behaviors.

Fredrick and Eccles (2005) found that students who are involved in extra-curricular

activities help the students to determine or to know how they use their time, choose their

character. Without a doubt, extra-curricular helps a student’s (who is part or involved in it) in

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determining and choosing one’s peers to help the students in his or her growth and

development especially in the stage of adolescence.

A study was conducted by Daley and Leahy in (2003) which discussed the

improvement in self-concept caused by involvement in physical exercises. Participation in

physical extracurricular activities reduce the stress caused by excessive studies. Students

remain physical and mentally fit. Also, their body is in good shape which gives them self-

confidence and a better view of their appearance. Apart from these those who are not

involved in any physical activities at all lack these qualities.

Likewise, the study conducted by Daley & Leahy (2003) showed that the

participation in extra-curricular activities may influence the mental being of young people by

reducing stress, keeping fit and feeling overall better about their appearance. According to

those who were involved in these activities reported significantly higher self-efficacy

compared to those who did not participate.

According to Reeves (2008) the student joining in extra-curricular activities generally

benefit from the many opportunities afforded them. He also stated the benefits of

participating in extra-curricular activities include having better grades, having higher

standardized test scores and higher educational attainment, attending school more regularly,

and having higher self-concept. Also, participating in out-of-school activities often learned

skill such as team work and leadership while decreasing the likelihood of alcohol and drug

use and related problems behaviors. Moreover, those who participate in out-of-school

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activities often have higher grade-point average decrease in absenteeism and an increased

connectedness to the school.

In article by Brown (2002) discussed the benefits of youth participation in extra-

curricular activities and the impact on academic success. According to Brown, student

participants in extra-curricular activities had better grades, a higher standardized test scores,

higher educational attainment, and attended school more regularly. In additional, young

people who participate also have been found to be less likely to use substances such as drugs

and alcohol, less likely to drop out of school, misbehave at school, and commit delinquent

acts. Another study stated by Brown & Evans (2002) that participating in extra-curricular

activities gives a student a greater sense of one’s school connection.

Another study discussed the impacts of investment in extracurricular activities on

academic achievements of students. As per Brown (2002), 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, 2002).

Darling, Caldwell and Smith (2005) concluded that student athletes had following

studies related benefits over those students who were not athletes: they secure higher GPA,

they are more strongly committed to their school, they have less behavioral and disciplinary

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problems, they have lower drop-out and absentees rate, they are more inclined to go to school

full time and graduate in time, they have higher desires to attend colleges, universities and

they have better professional status 15 years after completing secondary school.

In the study of Reeves (2008), students who took part in three or four extra-curricular

activities during the academic year had dramatically better grades than those who

participated in no extra-curricular activities at all. Also, Reeves determine that participation

in extra-curricular activities has positive and negative effects. Parents and teachers might fear

students may lose their focus on academics when they become too busy with-of-school

activities. When students get overscheduled, they might be spreading themselves too thin,

which may lead to spending less time studying and preparing for class.

According to Gilman (2004), structured extra-curricular activity participation

provides a venue to express personal talents while mastering challenging skills that are

consistent with the large school value system.

Another idea of Gilman (2004) that resilience and identity can be enhanced through

interactions with competent non-parent adult figures that can instill knowledge and skills,

provide opportunities to challenge youth, and serves as role models.

Gilman (2004) further stated that getting an adolescent involved in any activity may

not garner success if these factors are not considered: a) the perceived social status of the

activity, b) intrinsic interest in the activity, c) the quality of the adolescent’s social network,

and d) the non-parent adult who is part of the activity. It is important to consider that as

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school personnel, counselors should encourage the students to explore their options for

activities to find the best fit.

In Eccles (2003) study, found that participation in activities is related to indicator of

healthy development. Eccles (2003) described five different types of extra-curricular

activities that students took part in which are: pro-social activities, team sports, performing

arts, school involvement activities, and activities, and academic clubs.

First Eccles (2003) looked at pro-social activities, which are considered church

attendance, youth groups, and volunteer and community service-type activities. He found that

those who were involved in pro-social activities reported less involvement in risky behaviors.

Youth involved in these activities reported lower rates of drinking alcohol, getting drunk,

using drugs, and of skipping school than non-participants.

According to Eccles (2003), involvement in pro-social activities predicted greater

enjoyment of school, a higher grade-point average, and a greater livelihood of attending

college full-time, graduating from college, and experiencing more total years of tertiary

education.

Secondly, the Eccles (2003) study researched participation in team sports. Unlike pro-

social activities, team sports predicted greater involvement of risky behaviors. Bothe genders

indicated drinking and getting drunk more than non-athletes. Involvement in team sports was

a promotive factor for academic outcomes. These participants also liked school better than

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non-participants. It was more likely that they attended college and graduated, had a higher

than expected grade-point average, and more total years of tertiary education.

Thirdly, Eccles (2003) discussed for those who were involved in performing arts

including school band, drama, and dance teams. Being involved in these activities resulted in

grater enjoyment of school, higher grade point average, greater likelihood of attending

college full time, and greater likelihood of graduating from college.

The fourth study by Eccles (2003) that extra-curricular activity explored was school-

involvement activities. These included student government, and pep club. This was positively

linked to enjoying school, solid grade-point average, the likelihood of attending college, and

total years of tertiary education.

Lastly, this of Eccles (2003) study looked at the academic clubs that included clubs

that were represented by debate teams, foreign languages clubs, math, or chess club, science

fair, or tutoring in academic subjects. What the researchers found was participating in these

clubs was related to higher educational success and potential for successful occupational

outcomes.

In conclusion, Eccles (2003) found that both the extra-curricular programs and

individual characteristics and leadership influenced the nature of the effect of participation on

individuals’ development. Knowing that activities adolescents are involved in may indicate

who adolescent is hanging out with, and who the adult coaches and mentors are that they can

turn to when in need. Often when an adolescent is involved in an activity this may directly

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effects who is in their peer group because of these kinds of activities influences the kinds of

relationships adolescents from with adolescent’s form with adults as well as improving the

perspective and connection of the school. Eccles (2003) overall study, the development that

occurs can contribute to am adolescents’ identity and show the importance of contributing as

a member of the school community.

Olson, Bowman & Matthew, (2008) cited that the involvement in extra-curricular

activities is consistently and positively correlated with good school attendance, and good

attendance is often correlated with a higher grade point average. The positive effects are not

just in athletics but also from joining other activities as well. Another positive effect is the

possibility of a student acquiring some type of supportive relationship, mentor or role model

with an adult.

Another study by Burrows and McCormack (2011) that extra-curricular activities

contributed to academic success by providing balance, promoting self-confidence, increasing

a sense of contribution of duty, and cultivating feelings of belonging. He also suggested that

the extra-curricular activities could be an important contributor to a student’s life balance by

taking a break from academic endeavors, students have opportunity to be social, release

energy, and have fun.

According to Gilman (2004) besides positive effect there will be a disadvantage.

Extra-curricular activities can bring some of how finances may limit opportunities to

participate in out - of school activities is for those students who need to work to help support

families.

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Ayan, Carral, & Montero, (2014) found a positive correlation, so long as the physical

activity was at a moderate or high intensity. Additionally, Koivusilta, Nupponen, and

Rimpela (2011) asserted that students who are physically active during their adolescent years

tend to achieve higher levels of education and better socio-economics status as adults.

Martin & Dowson (2009), some factors that influence a child’s academic

achievement are prosocialness and positive interpersonal relationships have a direct influence

on a child’s life. The benefits of high quality interpersonal relationships are important in a

child’s capacity to function effectively including their academic lives. Equally as important is

the child’s prosocial behavior. States that through social interactions person develops beliefs

and values. It is within this relatedness that teaches students how to function effectively in

academic environments. Caprara (2000) also found that prosocial and intellectual

relationships. It also reduces vulnerability to depression and other problem behaviors, which

undermine the pursuit of academic academic activities. Martin and Dowson (2009) further

state that relatedness affects a child’s motivation by creating positive feelings of self-worth

and self-esteem, which are related to continued achievement motivation.

On the other hand, the study of Knifsend & Graham (2012) found the negative

correlation between extracurricular activity and academic performance. There are two factors

sometimes caused by participation in these activities that may produce negative effects: an

overloaded schedule and a narrow sense of identity. They also stated that those who oppose

participation in extracurricular activities might interfere with time that could be spent doing

schoolwork. They found that a high number of extracurricular activities was detrimental to

academic performance.

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Similarly, Bimper, Harrison, & Clark ( 2012) observed successful African- American

collegiate athletes and found that the athletes were encourage to identify as athletes more

than they were encouraged to emphasize any other “pertinent role”.

The study conduct by Dijk, Groot, Savelberg (2014) is that there are numerous types

of extracurricular activities students can participate in many of the activities offered to

students are sports. This study analyzed the relationship between these two variables, and

both negative and positive correlations were reported. Nonetheless, these relationships

deserve attention, because in a sense, these relationships are about more than activities and

grades.

Camp (1990) found a significant effect on academic achievement when students

participated in extra-curricular activities.

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Chapter III

Research Methodology

Research Design

This research study is quantitative in nature as it attempts to described, explain, and

interpret the common reason why students of La Verdad Christian School join different

extra-curricular activities and its effect on their behavior and academic performance using

numerical data as means to measure the variables.

The research study has a correlational research design, for it tries to determine the

relationship between the effect of extra-curricular to the behavior and academic performance.

The study tries to determine if they are connected to why students join extra-curricular

activities.

Respondents of the study

The respondents was selected to represent a wide perspective performance of the

student. 34 participants/students were chosen among Grade 11 students in La Verdad

Christian School.

Sampling Techniques

The researcher chose Grade 11 students of La Verdad Christian School as the

respondent of this study. The researcher used stratified sampling techniques. 34 Grade 11

students answered the questionnaires given by the researchers.

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Description of the Respondents

Table 1: Description of Participants by Strand and Gender

STRAND MALE FEMALE TOTAL
11 STEM A 3 4 7
11 STEM B 2 2 4
11 STEM C 2 3 5
11 HUMSS A 1 5 6
11 HUMSS B 2 4 6
11 ABM A 0 1 1
11 ABM B 1 1 2
11 GAS 0 0 0
11 TECHVOC 2 1 3
Total Sample 13 21 34

The research will be conducted in La Verdad Christian School which is located in

Sampaloc, Apalit, Pampanga in the Philippines. The respondents of the study will be the grade

11 senior high school students of the said school. Each respondent will be handed an instrument

in the form of a survey questionnaire to gather the data needed for the success of the research.

Table 1 described the participants according to their senior high school strands, grade

level and gender. A total of 34 students out of __ of the total population will serve as the

respondents for this study. The total amount of respondents is composed of 13 male students

and 21 female students. They will all come from the different senior high school strands being

offered in La Verdad Christian School coming from 11 grade level.

Instrumentation

A Likert scale was constructed for the study. According to Williams (2018), “a Likert

scale is a psychological measurement device that is used to gauge attitudes, values, and

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opinions. It functions by having a person complete a questionnaire that requires them to

indicate the extent to which they agree or disagree with a series of statements.” Likert scale

will be used to show how much does the student agree or disagree with the situations being

presented in the questionnaires.

It is composed of questions that is designed to discover how extra-curricular activities

affects to the behavior and academic performance of the grade 11 senior highs school students

of La Verdad Christian School. It also contains questions that seeks to identify the

demographic profile of the respondents that will be significant for a better representation of

data.

Data Gathering Procedures

The researchers browsed through the available materials found in the internet to first

understand different concepts regarding the significant effect of extra-curricular to the behavior

and academic performance of grade 11 students. Through the process, numerous amount of

information, theories and prior research regarding the subject was found that helped formulate

the foundation of the study and the next data gathering procedure

A letter will be written which seeks to ask for permission from the principal of the

school to conduct a survey around the school campus. A questionnaire containing different

rating. Scale questions was made based on the data gathered from the document analysis as

well as prior understanding and perception of the researchers regarding the subject will be used

for the survey. Upon the approval of the principal, the researcher will distribute the

questionnaire among the chosen respondents to gather the necessary data that will further

explain the subject for a proper conclusion on the subject to be formed.

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Statistical Treatment

To interpret the date effectively, the researcher will employ the following statistical

treatment. The percentage and weighted mean are the tools use to interpret data.

1. Percentage

A percentage frequency distribution is a display of data that specifies the percentage of

observations that exist for each data point or grouping of data points. It is a particularly

useful method of expressing the relative frequency of survey responses and other data. Many

times, percentage frequency distributions are displayed as tables or as bar graphs or pie

charts.

Where:

P = Percentage

F = Frequency

N = Total number of Respondents

2. Mean

Mean as a basic statistical measure is defined as an average value attained. With less

time and resources available for calculation of complex or complicated measures, mean is

considered desirable to get a quick, first hand estimate of future returns based on the data

available of the returns from the asset in the past (Bennett, Coleman & Co. Ltd., 2018).

fx  ( f )( x)

Where:

fx = Mean

f = Frequency

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x = Scale

3. Weighted Mean

A weighted average (weighted mean or scaled average) is used when we consider

some data values to be more important than other values and so we want them to contribute

more to the final "average"(Means, Frequency Tables, and Weighted Average, n. d.).

∑ 𝒇𝒙
𝒙̅ = ∑𝒇

Where:

𝑥̅ = Weighted Mean

∑ 𝑓 = Total number of Respondents

∑ 𝑓𝑥 = Summation of Weighted Mean

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