i

ASSESSING THE IMPACT OF EXTRACURRICULAR ACTIVITIES

ON THE ACADEMIC PERFORMANCE OF STUDENTS ATHLETES
OF CEBU ROOSEVELT MEMORIAL COLLEGES

A Thesis
Presented to the Faculty of the
College of Criminal Justice Education of
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Criminology

By:

Princes Amor T. Dago-oc

Carl Vincent B. Dizon
Krisel Jean Conde
Kenje D. Conde
Lawrence Pepito
Kent Ronald Lanzaderas
Jomar Rosell

December 2023
 ii

APPROVAL SHEET

This thesis entitled " ASSESING THE IMPACT OF EXTRACURRICULAR

ACTIVITIES ON THE ACADEMIC PERFORMANCE OF STUDENTS
ATHLETES OF CEBU ROOSEVELT MEMORIAL COLLEGES" prepared and
submitted by PRINCES AMOR T. DAGO-OC, CARL VINCENT B. DIZON, KRISEL
JEAN CONDE, KENJE D. CONDE, LAWRENCE PEPITO, KENT RONALD
LANZADERAS, AND JOMAR ROSELL in partial fulfillment of the requirement for the
degree BACHELOR OF SCIENCE IN CRIMINOLOGY, has been examined and is
recommended for acceptance and approval for ORAL DEFENSE.

Ms. EDLYN FELICE D. CUYOS, RCrim

Adviser

UNDERGRADUATE THESIS COMMITTEE

ARIEL O. TINAPAY, EdD

Quality Assurance Head, Graduate School of Education
Cebu Roosevelt Memorial Colleges
Chairman

SHYNEE S. ADOLFO, MSCJ DAYAN RHOSE PINO, Rcrim

Faculty, Criminal Justice Education Faculty, Criminal Justice Education
Cebu Roosevelt Memorial Colleges Cebu Roosevelt Memorial Colleges
Member Member

ROSALYN A. GALLO, PhDCJ

Dean, Criminal Justice Education
Cebu Roosevelt Memorial Colleges
 iii

PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with a grade of __________.

THE UNDERGRADUATE THESIS COMMITTEE

ARIEL O. TINAPAY, EdD

Quality Assurance Head, Graduate School of Education
Cebu Roosevelt Memorial Colleges
Chairman

SHYNEE S. ADOLFO, MSCJ DAYAN RHOSE PINO, Rcrim

Faculty, Criminal Justice Education Faculty, Criminal Justice Education
Cebu Roosevelt Memorial Colleges Cebu Roosevelt Memorial Colleges
Member Member

ROSALYN A. GALLO, PhDCJ

Dean, Criminal Justice Education
Cebu Roosevelt Memorial Colleges

Accepted and approved in partial fulfillment of the requirements for the degree
BACHELOR OF SCIENCE IN CRIMINOLOGY.

Comprehensive Examination : Rating : ______

Oral Examination : Rating : ______
Book Submission :

ROSALYN A. GALLO, PhDCJ

Dean, Criminal Justice Eduation
 iv

Cebu Roosevelt Memorial Colleges

DEDICATION

In dedicating this research to our families, friends, and the Almighty God, the

researchers acknowledge and honor the immeasurable significance of their love, support,

and divine guidance throughout this collective academic pursuit.

The researchers extend our heartfelt gratitude to our beloved families, whose

unwavering love, support, and understanding have been the bedrock of our journey

through this research endeavor. Your encouragement, patience, and sacrifices have fueled

our determination, providing strength during challenging times and amplifying the joys of

our achievements. Your unwavering belief in us has been a constant motivation,

reminding us that we are never alone in this pursuit. For your enduring support, we are

eternally grateful.

To our dear friends and classmates, your unwavering encouragement,

camaraderie, and uplifting spirits have been a priceless source of inspiration throughout

our research journey. Your unwavering support, understanding, and companionship have

provided solace during moments of uncertainty and multiplied the joys of success. Your

friendship has been a guiding beacon, underscoring that the journey is as significant as

the destination. Your presence has been a source of immense strength and joy, and we

deeply appreciate your unwavering support.

Above all, we dedicate this to God Almighty, our source of everything, wisdom,

knowledge and understanding and to Him be all the glory!

 v

ACKNOWLEDGEMENT

We extend our heartfelt gratitude to all those who contributed to the completion

of this research endeavor. We express our deepest appreciation to our esteemed research

adviser, DR. ROSALYN A. GALLO, whose unwavering guidance, expertise, and

mentorship were invaluable throughout this journey. Your insights, constructive

feedback, and dedication greatly enriched the quality of this study.

We would like to extend our sincere thanks to the esteemed panel of examiners,

DR. ARIEL O. TINAPAY, MS. SHYNEE S. ADOLFO, and MS. DAYAN RHOSE

PINO, whose expertise and thoughtful evaluation provided valuable perspectives that

enhanced the rigor and depth of our research. Your contributions have been instrumental

in shaping the trajectory of this study.

Our gratitude also extends to the members of our research team whose dedication,

collaboration, and collective efforts significantly contributed to this endeavor. Your

diverse perspectives, commitment, and collaborative spirit have enriched the research

process and outcomes.

Finally, we humbly acknowledge the grace of the Almighty God for guiding us

through this journey, providing strength, wisdom, and perseverance to overcome

challenges and achieve milestones.

 vi

Research Title: ASSESSING THE IMPACT OF EXTRACURRICULAR

ACTIVITIES ON THE ACADEMIC PERFORMANCE OF STUDENT
ATHLETES OF CEBU ROOSEVELT MEMORIAL COLLEGES

Researchers: Princes Amor T. Dago-oc, Carl Vincent B. Dizon, Krisel Jean Conde,
Kenje D. Conde, Lawrence Pepito, Kent Ronald Lanzaderas, and Jomar Rosell

Research Adviser: Ms. Edlyn Felice Cuyos, RCrim

ABSTRACT

Extracurricular engagement is often seen as a balancing act for student

athletes, requiring time and energy alongside their academic commitments.
Understanding how these activities influence academic outcomes can inform
educators, administrators, and policymakers on the factors contributing to student
success. This research sought to assess the Impact of Extracurricular Activities on
the Academic Performance of Student Athletes at Cebu Roosevelt Memorial
Colleges, San Vicente St., Bogo City, Cebu, during the Academic Year 2023-2024.
This study is anchored on Multiple Role Theory, supported by Social Learning
Theory, and Self-Determination Theory. Quantitative research method was
employed with adapted and modified questionnaires used to gather data. The 30
student athlete respondents completed the instrument using stratified random
sampling to determine the sample size. The statistical tools used in the study were
Frequency Count and Percent, providing insights into characteristics. Employing
Weighted Mean and Ranking, the research explored the impact of extracurricular
activities on academic performance, utilizing descriptive, correlation, and regression
analyses while considering confounding variables. Based on the findings, the study
contributes valuable insights by highlighting the positive impact of extracurricular
activities on the academic performance of student athletes at Cebu Roosevelt
Memorial Colleges which underscore the importance of such activities in supporting
holistic student development and academic success, providing a foundation for
further exploration and informed decision-making within the academic institution.
The study recommends that Cebu Roosevelt Memorial Colleges should create an
environment where student athletes can thrive academically and personally,
maximizing the benefits derived from their active engagement in extracurricular
activities.
 vii

Keywords: Extracurricular Activities. Academic Performance, Holistic Student Development

TABLE OF CONTENTS

TITLE PAGE i
THESIS COMMITTEE ii
SIGNATORIES iii
DEDICATION iv
ACKNOWLEDGEMENT v
ABSTRACT vi

Chapter Page
I. THE PROBLEM
Introduction ……………………… 1

Theoretical Framework ……………………… 4

Statement of the Problem ……………………… 11

Significance of the Study ……………………… 12

Definition of Terms ……………………… 14

II. REVIEW OF RELATED LITERATURE

Introduction ……………………… 15

Extracurricular Activities ……………………… 16

Academic Performance ……………………… 18

Synthesis ……………………… 21

III. RESEARCH AND METHODOLOGY

Design ……………………… 23

Environment ……………………… 24
 viii

Respondents ……………………… 24

Instruments ……………………… 24

Data Gathering Procedure ……………………… 26

Data Analysis 27
Ethical Considerations ……………………… 28
A. Protection of Human Rights 29
B. Risk of the Study to Participants……………………… 29
C. Content, Comprehension, and Documentation of Informed 29
Participant Status Consent
Study Goals ……………………… 30
Type of Data ……………………30
Sponsorship ……………………… 30
Participant Selection ……………………31

Potential Risk ……………………… 31

Alternatives ……………………… 31
Compensation ……………………… 31
Confidentiality Pledge ……………………… 32
Voluntary Consent 32
Right to Withdraw and Withhold Information 32
Contact Details ……………………… 33
D. Authorization to Access Private Information 33
E. Confidentiality Procedure ……………………… 33
F. Debriefing, Communication, and Referral 34
G. Conflict of Interest …………………… 34
Inclusion Criteria ……………………… 34
Exclusion Criteria …………………… 35

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of the Respondents ……………………… 37

Types of Extracurricular Activities of the Student’s Athletes 39

Participate
Frequency of the Extracurricular Activities that the Students 40
 ix

Participate
The Level of Impact of Extracurricular Activities on the 42
Academic Performance
Student Athletes’ Academic Performance in Class 44

Proposed Action Plan ……………………… 46

Rationale ……………………… 46
Objectives ……………………… 47
Scheme of Implementation ……………………… 48

V. REVIEW AND METHODOLOGY

Summary and Findings ……………………… 49

Conclusion ……………………… 51
Recommendations ……………………… 52

REFERENCES ……………………… 54

APPENDICES ……………………… 56
Appendix A: Transmittal Letter ……………………… 57
Appendix B: Implied Consent Form ……………………… 58
Appendix C: Research Instrument ……………………… 59
Appendix D: Location Map ……………………… 63
Appendix E: Plagiarism Check ……………………… -
Appendix E-2: Plagiarism Check ……………………… -
Appendix F: Certification: ……………………… -
……………
CURRICULUM VITAE ……………………… 66
 x

LIST OF TABLES

TABLE TITLE PAGE

1 Distribution of Research Respondents 24

2 Profile of Respondents 37

3 Types of Extracurricular Activities of the Student’s Athletes Participate 39

4 Frequency of the Extracurricular Activities that the Students Participate 40

5 The Level of Impact of Extracurricular Activities on the Academic 42

Performance

6 Student Athletes’ Academic Performance in Class 44

 xi

LIST OF FIGURES

FIGURES TITLE PAGE

1 Schematic Diagram 10

2 Scheme of Implementation 48
xii
 1

Chapter 1

THE PROBLEM

Introduction

Exploring the influence of extracurricular activities on student athletes is a pivotal

endeavor in understanding the multifaceted effects beyond the athletic realm. This study

delves into the impact of these activities, encompassing sports and other engagements, on

the overall development, academic performance, and well-being of student athletes. By

examining this relationship, we aim to uncover key insights into how participation in

extracurricular activities contributes to the holistic growth of these individuals. College

student-athletes tend to dedicate more time to their particular sport or sports rather than

their academics (Gutting, 2012). Although student-athletes value their overall college

experience and express a belief that athletic participation contributes in important ways to

their personal and academic development, they may be shortchanged academically

because of their time commitment to sports (Potuto & O’Hanlon, 2007). Students may

develop a negative attitude or perception about student-athletes because student-athletes

tend to spend most of their time with fellow student-athletes (Comeax, 2011). Time and

scheduling demands can contribute to difficulties in student-athletes integrating into

campus academic life (Jolly, 2008).

Participation in extracurricular activities, such as sports, forces student-athletes to

become adept at managing their time effectively. They must balance rigorous training

and competition schedules with their academic commitments. This experience instills

discipline and organizational skills that can benefit them in their academic endeavors and
 2

beyond. The relationship between extracurricular activities, particularly sports, and the

academic performance of student-athletes is influenced by a range of factors. While

sports participation can help develop time management skills, intrinsic motivation, and

discipline, it also requires careful consideration of the potential challenges it poses to

academic responsibilities. The provision of academic support services and the presence of

social support networks are essential in helping student-athletes succeed academically.

Understanding the individual needs and motivations of student-athletes is crucial in

creating an environment where they can excel both academically and athletically.

A less recognized but still influential burden faced by athletes is the negative

perceptions and expectations by faculty and other students. In a 2007 study, Simons,

Bosworth, Fujita, and Jenson concluded that athletes are stigmatized in higher education

based on the “dumb jock” stereotype and media portrayals. A stigmatized individual is

one who possess an attribute that is “deeply discrediting” and is seen by others as

“tainted” and “discounted” (Goffman, 1963). A stigma involves two parts: (1) the

recognition of difference based on some distinguishing characteristic or ‘mark’; and (2) a

consequent devaluation of a person (Dovidio, Major, & Crocker, 2000). Intercollegiate

athletes are usually not thought to be stigmatized because they are seen as privileged and

unlike most other stigmas they choose to be athletes whereas most stigmatized

individuals have little choice of their stigma, however, in spite of this somewhat

voluntary nature and belief that they are privileged, athletes meet the essential definition

of a stigma: a devalued social identity in a specific context, the academic domain

(Simons, Bosworth, Fujita & Jenson, 2007).

 3

The student-athlete population is unique in their college experience. Many non-

athletes express their belief that student-athletes should not be treated as regular students

because of their secondary role as entertainers at their respective college or university

(Hamilton & Stone, 1990). To assist student-athletes with their unique demands, many

institutions have set up special support structures to increase their chances of both

academic and athletic success. Some claim that this is right-minded for the university to

do, but others argue that it is unfair to non-athletes who do not receive the same support

(Potuto & O’Hanlon, 2007). Unfortunately, tensions between athletics and academics

often give rise to negative perceptions about student-athletes among both students and

faculty (Jolly, 2008). Stereotypical views of athletes may exist leading to misconceptions

about their academic ability and motivation (Baucom & Lantz, 2001; Cotton & Wilson,

2006). The perception is that student-athletes are unqualified illegitimate students whose

only interest is in athletics and who expect to receive special treatment from professors

and others around them (Simons, Bosworth, Fujita & Jenson, 2007). Some non-athletes

have negative attitudes toward student-athletes particularly in areas related to academic

performance. Non-athletes are sometimes suspicious and less trusting of student-athletes

who earn an A in a class. The suggestion is that non-athletes simply do not believe

student-athletes have the academic capabilities to earn an A (Engstrom & Sedlacek,

1991). However, when student-athletes were asked if they had ever received a grade

higher than they deserved, 89% reported never having this happen (Simons, Bosworth,

Fujita & Jenson, 2007). Knapp, Rasmussen and Barnhart (2001) found that only 70% of

non-athletes said they agree that faculty give student-athletes special treatment and only

44% agreed that student-athletes are legitimate students.

 4

Thus, the purpose of this study is to investigate and understand the relationship

between participation in extracurricular sports activities and the academic performance of

student-athletes, aiming to identify the potential benefits or challenges they experience in

balancing their dual roles. This research seeks to provide insights into how schools,

colleges, and universities can better support student-athletes in their pursuit of both

athletic and academic excellence, ultimately contributing to their holistic development

and well-being.

Theoretical Background

This study is anchored on Multiple Role Theory proposed by James Coleman's

(1961) and supported by Social Learning Theory by Albert Bandura (1977) and Self-

Determination Theory (SDT) by Edward L. Deci and Richard M. Ryan (2008).

Multiple Role Theory proposed by James Coleman's (1961) focuses on the way

people balance and navigate their multiple roles and commitments within a social system.

It's a sociological theory that aims to understand how individuals manage their diverse

roles and responsibilities in society and how this affects their well-being and social

functioning. James Coleman's multiple role theory posits that extracurricular activities

provide additional, complimentary roles for a student that benefits the student

academically because the added role of athlete, for example, increases self-esteem and

overall participation/interest in school, which can boost grades (Hunt 2005). There is not

yet a consensus as to whether the impact of extracurricular activities on educational

outcome is positive or not. Hunt (2005) however posited that extracurricular activities

have the tendency to boost educational outcome, judging from the theory advanced by
 5

Coleman in which it was stressed that extracurricular activities provide complementary

role for the student, which enhances school participation, leading to improvement in

grades. Miller et al (2005) stressed the role of participation in sports, which has been

linked to higher student performance resulting from higher school attendance, grade point

average and less disciplinary actions. Hunt (2005) also suggested that students who are

more likely to enjoy an increased sense of accomplishment, competence, and self-esteem,

are those who engage in extracurricular activities. Moreover, participating in various

extracurricular activities also helps students/alumni developing self-identity and social

networks (Stuart, Lido, Morgan, Solomon, & May, 2011), and is very important for

education. Marsh and Kleitman (2002) in their study has found out that total

extracurricular student involvement has a positive relationship with course outcomes.

Key Concepts and Components:

Roles and Role Sets: Coleman's theory emphasizes that individuals occupy

various social roles in their lives. These roles can be ascribed (assigned by society, like

being a student) or achieved (acquired through individual efforts, like becoming a parent

or pursuing a career). People are part of multiple role sets, and these roles can come from

different domains, such as family, work, education, and community involvement.

Role Conflict: One of the central ideas of Multiple Role Theory is the concept of

role conflict. This occurs when the demands and expectations of one role are

incompatible with those of another role. For example, a student-athlete may experience

role conflict when they must balance the demands of their sport with their academic

responsibilities.
 6

Role Strain: Role strain is another aspect of this theory and occurs when

individuals find it challenging to fulfill all the expectations within a single role. For

instance, an employee might experience role strain if they feel overwhelmed by the

demands of their job.

Resource and Time Allocation: The theory suggests that individuals allocate their

resources, such as time and energy, among their various roles. They do this based on their

perceptions of the importance and rewards associated with each role.

Implications and Applications: In the context of education, Coleman's Multiple

Role Theory highlights the importance of understanding the roles students occupy

beyond the classroom. It emphasizes the need for educators to consider how a student's

multiple roles, such as being a family member, part-time worker, and student, can affect

their academic performance.

Work-Life Balance: In the workplace, this theory is often used to examine the

challenges individuals face in balancing their professional and personal lives. Employers

can use these insights to create more supportive and flexible work environments.

Policy Implications: Coleman's theory has influenced discussions about social

policy, particularly in areas like education, family support, and work policies. It

underscores the importance of creating policies and structures that recognize and

accommodate the multiple roles individuals play in society.

Health and Well-being: The theory is also relevant in discussions about individual

well-being and mental health. It suggests that an understanding of role conflict and strain
 7

can be useful in addressing stress and promoting healthier ways of managing multiple

roles.

In summary, James Coleman's Multiple Role Theory provides a valuable

framework for understanding how individuals navigate their many roles and

responsibilities in society. It has implications in various fields, from education and work

to social policy and health, and offers insights into the challenges people face when

fulfilling multiple roles and how they allocate their resources to manage them effectively.

Self-Determination Theory focuses on the role of intrinsic motivation in

extracurricular activities. According to SDT, students who participate in extracurricular

activities because they are intrinsically motivated are more likely to have positive

outcomes in terms of academic performance. This theory suggests that when student-

athletes are motivated by personal interest and enjoyment in their sports, they can

maintain a better balance between athletics and academics. Self-Determination Theory

(SDT) is a theory of motivation that has been applied in many life domains such as

health, sport, education and work. Health is an intrinsic goal for us all that is strongly

influenced by our habits and lifestyle choices. Motivation—energy directed at a goal—

plays a big role in our lifestyle choices and in our ability to make sustained changes as

needed to maintain our health. According to SDT, all of us have three key psychological

needs as depicted graphically below. When our social environments, including the places

where we receive health care, are more supportive of these psychological needs, the

quality of our motivation is more autonomous. Alternatively, when our psychological

needs are not well met or even thwarted through our social interactions, the quality of our

motivation is more controlled. Researchers have found through many studies that when
 8

people are more autonomously motivated, they are more likely to achieve their health

goals over time.

Social learning theory is a psychological perspective that emphasizes the role of

observation and imitation in learning behavior. It suggests that people learn by watching

others and copying their behaviors, attitudes, and beliefs. The theory proposes that

individuals acquire new knowledge and skills through a process of modeling, retention,

reproduction, and motivation. According to social learning theory, people are more likely

to engage in behaviors they have observed and perceived as effective or desirable.

People learn from observing others and that this process can be influenced by

factors such as the behavior of the model, the context in which the behavior occurs, and

the individual's own attitudes and beliefs. The theory also highlights the importance of

reinforcement and punishment in shaping behavior, as well as the role of self-efficacy, or

one's belief in their ability to perform a task successfully. Overall, social learning theory

provides a comprehensive framework for understanding how behavior is learned and

maintained over time.

Social learning theory, introduced by psychologist Albert Bandura, proposed that

learning occurs through observation, imitation, and modeling and is influenced by factors

such as attention, motivation, attitudes, and emotions. The theory accounts for the

interaction of environmental and cognitive elements that affect how people learn. The

theory suggests that learning occurs because people observe the consequences of other

people's behaviors. Bandura's theory moves beyond behavioral theories, which suggest

that all behaviors are learned through conditioning, and cognitive theories, which
 9

consider psychological influences such as attention and memory. According to Bandura,

people observe behavior either directly through social interactions with others or

indirectly by observing behaviors through media. Actions that are rewarded are more

likely to be imitated, while those that are punished are avoided.

One of the key principles of social learning theory is that behavior is learned

through a process of modeling and reinforcement. People observe the behaviors of others

and then attempt to replicate those behaviors themselves. If they receive positive

feedback, such as praise or rewards, for their efforts, they are more likely to continue

engaging in that behavior in the behavior. Another important principle of social learning

theory is that people also learn by observing the consequences of others' behavior. If they

see someone else engaging in a behavior that leads to a positive outcome, they may be

more likely to adopt that behavior themselves. On the other hand, if they see someone

else engaging in a behavior.

 10

Figure 1:
Schematic Diagram of the
Multiple Theoretical
Role Framework
Theory proposed of theColeman's
by James study. (1961)

Self-Determination Theory (SDT) by Edward L. Deci and

Richard M. Ryan (2008)

Social Learning Theory by Albert Bandura (1977)

STUDENT ATHLETES

EXTRACURRICULAR
ACADEMIC PERFORMANCE
ACTIVITIES

PROPOSED ACTION PLAN

 11

Statement of the Problem

This study aimed to assess the Impact of Extracurricular Activity of the Academic

Performance of the Student Athletes of Cebu Roosevelt Memorial Colleges, San Vicente

St., Bogo City, Cebu. A.Y 2023-2024. Findings will serve as a bases of a proposed action

plan.

Specifically, this study sought to answer the following questions:

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

1.1 age;

1.2 Gender and;

1.3 Year Level

2. What are the types of extracurricular activities in which students participate?

3. What is the frequency of the extracurricular activities that the student

participate?

4. What is the respondents’ academic performance?

5. Is there a significant relationship between respondents’ profile and the types of

extracurricular activities, frequency of the extracurricular activities and academic

performance of the athletes?

 12

6. Is extracurricular activities significantly impact the academic performance of

the athletes?

7. Based on the findings, what plan of action can be proposed?

Statement of Null Hypothesis:

Hο1. There is a significant relationship between respondents profile and

the types of extracurricular activities, frequency of the extracurricular activities

and academic performance of the athletes.

Ho2: Extracurricular activities do not significantly impact the academic

performance of the athletes.

Significance of the Study

This study aimed to identify the Impact of Extracurricular activities on the

Academic Performance of Student Athletes of Cebu Roosevelt Memorial Colleges

participating in Cebu Schools Athletic Foundation, Inc. (CESAFI). Moreover, it would

provide benefits to the following entities.

Student athletes. Students who are trained in or good at games and exercises that

require physical skill, endurance, and strength. And also who participate in an organized

competitive sport sponsored by that educational institution or school.

Coaches. A process that enables learning and development to occur and thus

performance to improve. To be a successful a coach requires a knowledge and

understanding of process as well as the variety of styles, skills and techniques that are

appropriate.
 13

School administration. Involves the management of all school operations, from

creating a safe learning environment to managing the school budget. Planning of school

programs and activities

Teachers. In systematic inquiry by teachers with the goals of gaining insights into

teaching and learning, becoming more reflective practitioners, effecting changes in the

classroom or school, and improving the lives of children.

Researchers. Researching the impact of extracurricular activities on student

athletes benefits the conducting researchers by establishing expertise, leading to

academic recognition, and enhancing career prospects in academia, sports management,

or education. It fosters skill development in critical thinking, analysis, and

communication while offering personal fulfillment by contributing to meaningful

knowledge. Furthermore, the researchers become experts in this field, gaining in-depth

knowledge and understanding. This expertise enhances their credibility and authority

within academia and related professional domains.

Future Researchers. Studying the impact of extracurricular activities on student

athletes provides a foundational knowledge base for future researchers. It offers

frameworks, methodologies, and insights to build upon, enabling deeper exploration,

critical analysis, and innovation. This existing research guides future investigations,

encourages interdisciplinary collaboration, and informs the development of practical

applications and interventions. Ultimately, it sets the stage for continuous progress and

advancement in understanding how extracurricular activities influence student athletes.

 14

In conclusion, a study on the impact of extracurricular activities, particularly

sports, on the academic performance of student-athletes is significant because it has far-

reaching implications for the educational experience, personal development, and future

success of these students. It guides institutions and decision-makers in creating

supportive, well-rounded environments that benefit student-athletes and the broader

community.

Definition of Terms

In order to enhance the comprehensibility of this research study for readers, the

researchers have incorporated operational definitions for key terms. By providing these

explicit definitions, the researchers intend to facilitate readers` comprehension and ensure

consistent understanding throughout the research paper.

Academic Performance. This is measured based on the level of participation of

the students in class. It is the end result of the efforts executed by the students and

represents outcomes that indicates the extent to which a person has accomplished specific

goals.

Extracurricular Activity. Refers to the activities participated by the students

inside and outside of the school level. The students organized activity connected with the

school and sustain no academics.

Student Athletes. A full time or part time student of a university or college who

also participates in organization and competitive athletic program offered by the school.
 15

Proposed Action Plan. Extracurricular Activity poses a significant challenge to

student athletes, affecting not only their school academic performance but also leads

them into poor performance level. In order to combat this issue, it is essential to develop

comprehensive strategies that address the underlying impacts of academic performance.

This research proposed aims to look into the efficacy of an integrated action plan in

seeking the impact of extracurricular to the student athlete towards on their academic

performance.
 16

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Introduction

Student-athletes are individuals who are simultaneously pursuing an education as

students while actively participating in organized athletic competitions as athletes. They

are typically enrolled in educational institutions, such as schools, colleges, or universities,

where they balance their academic responsibilities with their commitment to a particular

sport or sports. This term is commonly associated with collegiate athletes, but it can also

apply to students in primary and secondary schools who engage in sports alongside their

studies. Student-athletes are expected to excel both academically and athletically, and

they often receive various forms of support and resources from their educational

institutions to help them manage their dual roles. Student-athletes are primarily students,

and they are expected to meet the academic requirements and standards of their

educational institution. They attend classes, complete assignments, and take exams like

any other student. In addition to their academic responsibilities, student-athletes

participate in competitive sports, representing their school or college in various athletic

events. This can range from traditional team sports like football and basketball to

individual sports like track and field. Student-athletes face the challenge of managing
 17

their time effectively. They must allocate time for classes, homework, practice, games,

and travel, often requiring strong time management skills. Many governing bodies, such

as the NCAA (National Collegiate Athletic Association) in the United States, have

specific eligibility rules that student-athletes must meet. These rules often relate to

academic progress, maintaining a certain GPA, and fulfilling a limited period of

eligibility. Student-athletes are often highly competitive individuals who strive for

success both academically and athletically. They have a strong work ethic and a

commitment to self-improvement in both domains. Student-athletes often develop

valuable life skills, including teamwork, leadership, discipline, and resilience, which can

be applied beyond their athletic and academic pursuits.

Extracurricular Activities

Overall, being a student-athlete involves a unique and demanding lifestyle that

requires dedication, discipline, and the ability to juggle the demands of academic and

athletic excellence. It offers an opportunity to excel in both areas and develop important

life skills in the process.

A student-athlete is an individual who embodies the balance of academic pursuits

and athletic commitment. These individuals are enrolled in educational institutions,

ranging from primary and secondary schools to colleges and universities, where they are

not only students but also dedicated athletes.

Student-athletes are known for their exceptional ability to juggle the demands of

their academic coursework with the rigorous training and competition required in their

chosen sport. They are passionate about their athletic endeavors, whether it's competing
 18

in team sports like basketball or soccer, individual sports such as tennis or track and field,

or even nontraditional sports like equestrian or wrestling.

This unique group of students possesses several key qualities:

Time Management: Student-athletes excel in time management. They carefully

plan their schedules to accommodate classes, study sessions, and practice or game times.

This skill is crucial for maintaining their academic performance and athletic

commitments.

Dedication: Student-athletes are incredibly dedicated to their sport. They put in

hours of training and conditioning to excel in their chosen discipline. This dedication

extends to the classroom, where they diligently complete assignments and strive to

perform well academically.

Work Ethic: These individuals have a strong work ethic. They understand that

success requires effort, both on the field and in the library. They are willing to put in the

time and effort to achieve their goals.

Discipline: Student-athletes are disciplined in their daily routines. They must

adhere to training schedules, follow dietary plans, and maintain a commitment to their

academic studies. Discipline is the cornerstone of their success.

Resilience: They are resilient, able to bounce back from setbacks, whether it's a

tough loss in a game or a challenging academic period. This resilience is a vital attribute

for overcoming obstacles in both athletics and academics.

 19

Teamwork: Those who participate in team sports understand the importance of

teamwork and collaboration. They not only work closely with their teammates on the

field but also collaborate with fellow students on group projects and in class.

Leadership: Many student-athletes naturally develop leadership skills through

their experiences as team captains or through their commitment to personal growth and

improvement. These leadership skills can extend beyond their athletic endeavors.

Future Ambitions: While some student-athletes aspire to professional careers in

their chosen sport, others see their education as a foundation for future careers in a

variety of fields, from medicine and law to business and education.

Academic Performance

In essence, a student-athlete represents the ideal of achieving excellence in both

academics and athletics. They are well-rounded individuals who demonstrate the ability

to excel in different aspects of their lives, building character, work ethic, and skills that

will serve them well beyond their time as students.

According to "(Miller et al., 2014) Balancing Act: The Dual Role of Student-

Athletes. Student-athletes often face the challenge of managing their time effectively due

to the demands of both sports and academics. A study published in the "Journal of

College Student Development” explored the time management skills of student-athletes.

It found that involvement in sports helped student-athletes develop valuable time

management skills that positively influenced their academic performance.

A study of Dr. Kathleen E. F. Williams (2013) Academic Support for Student-

Athletes. Educational institutions recognize the unique needs of student-athletes and

 20

often provide academic support services to help them excel in their studies the "Journal

of Intercollegiate Sport" highlights the importance of academic advising, tutoring, and

mentoring in improving the academic success of student-athletes.

Intrinsic Motivation and Academic Success. A study published in the

"International Journal of Sports Science & Coaching" explored the relationship between

intrinsic motivation, sports participation, and academic success among student-athletes. It

found that student-athletes who were intrinsically motivated to excel in their sport also

exhibited higher levels of motivation and commitment to their academics, leading to

improved academic performance. (Moesch, Kenttä, and Kleinert, 2011)

Challenges of Travel and Competition. While many studies highlight the positive

aspects of sports participation on academic performance, some research recognizes the

challenges that student-athletes face. Travel and competition schedules can occasionally

conflict with academic responsibilities. A study by Sung Hwan Jang (2009) in the

"Journal of Issues in Intercollegiate Athletics" explores how these challenges can affect

the academic performance of student-athletes.

Social Support Networks. The social aspect of extracurricular activities, including

sports, can provide student-athletes with a strong support network. A study by Holt,

Hoar, and Brinkman (2011) in the "Journal of College Student Development" highlighted

the positive role of these social connections in helping student-athletes adapt to college

life and succeed academically.

Academic Achievement and Athletic Participation. A study by Darren M. Scott

and Daniel Gould (2013) in the "Journal of College Student Development" examined the
 21

relationship between academic achievement and athletic participation among college

athletes. They found that student-athletes performed at least as well as, and sometimes

better than, non-athletes academically, dispelling the notion that sports participation

necessarily hinders academic success.

Student-Athlete Time Management and Academic Success. Research published in

the "Journal of College Student Retention: Research, Theory & Practice" by Gerred A.

Pope and David L. Van Langen (2014) explored the impact of time management skills on

the academic success of student-athletes. The study revealed that student-athletes who

effectively managed their time were more likely to maintain good academic standing.

Influence of Coaching on Academic Performance. A study conducted by

Siegfried Nagel, John W. Boudreau, and Michelle W. Silvis (2017) and published in the

"Journal of Intercollegiate Sport" delved into the influence of coaching and athletic

support services on the academic performance of student-athletes. The findings showed

that academic support from coaches and athletic department staff had a positive impact

on student-athletes' grades and graduation rates.

Gender Differences in Student-Athlete Academic Performance. Research by

Laura Ogburn, Amanda L. Paule-Koba, and Janet S. Parks (2013) in the "Journal of

College Student Retention: Research, Theory & Practice" explored gender differences in

academic performance among student-athletes. The study found that female student-

athletes often outperformed their male counterparts academically.

The Role of Support Services in Student-Athlete Success. A study by Natalie L.

Stipanovic and Daphne P. Copeland (2011) in the "Journal of College Student

 22

Development" examined the impact of academic support services, such as tutoring,

mentoring, and advising, on the academic success of student-athletes. The results showed

that access to these services positively influenced the academic performance of student-

athletes.

Effects of Participation in Multiple Extracurricular Activities. Participation in

multiple extracurricular activities, including sports, is common among student-athletes. A

study by Robert W. Janke (2018) in the "Journal of Higher Education" investigated the

effects of involvement in multiple extracurricular activities on academic performance.

The research found that student-athletes who participated in a variety of activities

demonstrated better academic outcomes than those who were solely focused on their

sport.

In summary, the literature suggests that the impact of extracurricular activities,

particularly sports, on the academic performance of student-athletes is complex and

multifaceted. While participation in sports can provide valuable life skills and motivation

that enhance academic performance, challenges like time management, travel, and

competition schedules can also pose difficulties. The provision of academic support

services and a strong social support network can play a crucial role in helping student-

athletes balance their dual roles and succeed both academically and athletically.

Synthesis

Time Management and Discipline: Student-athletes are often lauded for their time

management skills and discipline. Participation in sports requires them to balance

rigorous training and competition schedules with their academic commitments. This dual
 23

role encourages the development of crucial time management skills that can positively

affect academic performance. Intrinsic Motivation: Intrinsic motivation, driven by a

genuine passion for both sports and academics, plays a significant role in the academic

success of student-athletes. When students are intrinsically motivated to excel in their

chosen sport, they are more likely to be equally committed to their academic pursuits.

Academic Support Services: Educational institutions often provide academic support

services tailored to the needs of student-athletes. These services can include tutoring,

academic advising, and mentoring. Research suggests that these support systems are

instrumental in helping student-athletes maintain good academic standing. Social Support

Networks: The social aspects of extracurricular activities, including the camaraderie

among teammates and fellow student-athletes, can provide a strong support network. This

sense of belonging and support contributes to the overall well-being of student-athletes

and helps them adapt to college life, which positively influences their academic

performance. Gender Differences: Studies have shown that female student-athletes often

outperform their male counterparts academically. This gender difference may be

influenced by various factors, including social expectations, time management, and

academic motivation. Challenges and Conflicts: Student-athletes do face challenges, such

as conflicts between travel and competition schedules and academic responsibilities.

These challenges can sometimes hinder academic performance, emphasizing the need for

institutions to provide flexibility and support to address such issues. Involvement in

Multiple Extracurricular Activities: Engaging in multiple extracurricular activities can

have a positive impact on academic performance. Student-athletes who participate in a

variety of activities, in addition to their sport, may exhibit better academic outcomes.
 24

This suggests that a well-rounded approach to extracurricular involvement can be

beneficial.

In summary, the relationship between extracurricular activities, particularly

sports, and the academic performance of student-athletes is influenced by a range of

factors. While sports participation can help develop time management skills, intrinsic

motivation, and discipline, it also requires careful consideration of the potential

challenges it poses to academic responsibilities. The provision of academic support

services and the presence of social support networks are essential in helping student-

athletes succeed academically. Understanding the individual needs and motivations of

student-athletes is crucial in creating an environment where they can excel both

academically and athletically.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter delves into the research methods employed, the procedures used for

gathering data, and the respondents who participated in the study. Moreover, this places

special emphasis on the instruments used for data collection and the statistical treatment

applied to the data throughout the study.

Design

This study utilized a descriptive-correlational research design, aiming to

investigate the impact of extracurricular activities on the academic performance of

student-athletes at Cebu Roosevelt Memorial Colleges. Quantitative research method was

employed to systematically collect and analyze data which is a process of inquiry and
 25

identified problem that is based on testing a theory measured by numbers and analyzed

with statistical techniques. The study was mainly focused on the Impact of

Extracurricular Activities that correlates the Academic Performance among Athletes

Students of the Cebu Roosevelt Memorial Colleges. The research design is detailed and

specific plan on how to interpret, analyze and acquire the data. The Researchers make use

of a Descriptive survey design in conducting the study. According to (Kothari and Grag.

2019) the researcher must be able to clearly define, what he wants to do measure and

must find adequate methods for measuring it along with clear cut definition of population

he wants to study. Therefore, it must be well planned. Furthermore, the study was

conducted among 30 respondents of the Athletes students of the Cebu Roosevelt

Memorial Colleges, for school year 2023-2024.

Environment

This study was conducted in a classroom-based setting at Cebu Roosevelt

Memorial Colleges (Main Campus) located at San Vicente St., Bogo City, Cebu from

July 2023 to December 2023.

Respondents

The respondents of this study are the Student Athletes of Cebu Roosevelt

Memorial Colleges enrolled in S.Y 2022-2023 located at San Vicente St., Bogo City,

Cebu. The respondents were consist of a random selection consisting of 30 respondents in

total, it can be from first and fourth year students enrolled in different program in Cebu

Roosevelt Memorial Colleges.

 26

Table 1
Distribution of Research Respondents

Sports Population (N) Respondents (n)

Basketball 15 10
Volleyball 15 8
Table Tennis 8 5
Scrabble 8 4
Karate-Do 5 3
Total (N) 51 30

Instruments

The researchers structured and utilized an adopted modified survey questionnaire

as the primary data collection instrument while also using stratified random sampling to

determine the sample size. This survey included questions designed to gather information

on the types and frequency of extracurricular activities in which student-athletes

participate. The questionnaire will assess, the impact of extracurricular activities on the

academic performance of student athletes of Cebu Roosevelt Memorial Colleges.

Develop a questionnaire or survey to gather data from the participants. Include questions

are the frequency of the extracurricular activities that the students participate and the

impact of Extracurricular Activities on the Academic Performance of the student’s

athletes.

Section 1: Demographic Information Part I. Assessing the Impact of

Extracurricular Activities on the Academic Performance of the student’s athletes of Cebu

Roosevelt Memorial Colleges. In terms of : Age, Gender and Year Level. Part II. The

types of Extracurricular Activities of the student’s athletes of Cebu Roosevelt Memorial

 27

Colleges participate. Rate the following statements on a scale of 1 to 5, where 1 “Very

Poor”, 2 “Poor”, 3 “Average”, “4 “High” and 5 “Excellent”. Part III. The student’s

athletes of Cebu Roosevelt Memorial Colleges frequency of the extracurricular activities

that the students participate. Rate the following statements on a scale of 1 to 5, where 1

represents “NEVER”, 2 “RARELY”, 3 “SOMETIMES”, 4 “OFTEN”, and 5

“ALWAYS”.

Data Gathering Procedures

This section presents the data gathering procedures and statistical treatment to be

used.

Pre-data Gathering. The researchers secured approval from the relevant

authorities, such as the school administration, before proceeding with the study. After the

approval of the letter by Dean of the College of Criminal Justice Education. A separate

letter was sent to the school’s sports coordinator in order to ask for his approval to

conduct the study and will request the student athlete’s active participation towards the

said study.

Actual Gathering Procedure. Having acquired the approval of the Dean and the

Sports Coordinator of the school, the researchers proceeded to conduct their study among

student athletes room collection of data and will distribute the questionnaires personally.

Respondents will be instructed as per direction of the said questionnaires and giving them

assurance that responses would be used for the purpose of the study only and treated with

utmost confidentiality. To validate their perception a personal interview will be done for

supporting the gathered data. Additionally, academic performance data, such as GPA or
 28

standardized test scores was obtained from official records. Upon obtaining the necessary

permissions, the researchers distributed the survey to a randomly selected sample of

student-athletes across various sports and academic levels. The survey was administered

in a manner that ensures the confidentiality and voluntary participation of the students.

Post Gathering Procedure. The researchers spent a month for the collections of

data. Data was stored. Retrieval of questionnaires followed and retrieved documents were

analyzed, tabulated and interpreted which is shown in the next chapter of this study. The

findings were presented through clear tables and charts to facilitate a comprehensive

understanding of the quantitative results. The researchers interpreted the data, draw

conclusions regarding the impact of extracurricular activities on academic performance,

and propose potential approaches for further exploration.

Data Analysis

In the study, the following statistical tools were used:

The profile of the respondents was collected and examined using Frequency

Count and Percent. This assisted in making it easier for us to understand the various

characteristics that the participant group possessed. To assess the respondents'

frequency in which extra co-curricular activities they participate in, we employed

Weighted Mean and Ranking. These methods allowed us to consider the importance

of various responses and organize them based on their significance. By doing so, we

gained valuable insights on what is the level of impact of extracurricular activities

on the academic performance of the student athletes of Cebu Roosevelt Memorial

Colleges.
 29

For Part II, the following mean ranges will be used:

Mean Ranges Description

4.21 – 5.00 Excellent

3.41 – 4.20 High

2.61 – 3.40 Average

1.81 – 2.60 Poor

1.00 – 1.80 Very Poor

For Part III and IV, the following mean ranges will be used:

Mean Ranges Description

4.21 – 5.00 Always

3.41 – 4.20 Often

2.61 – 3.40 Sometimes

1.81 – 2.60 Rarely

1.00 – 1.80 Never

For Part V, the following mean ranges will be used:

19-20 Outstanding

17-18 Very Satisfactory

15-16 Satisfactory

14 Fairly Satisfactory

Below 14 Did not meet expectation

The collected data was meticulously organized and subjected to quantitative

analysis. Descriptive statistics was employed to summarize demographic

characteristics and extracurricular participation patterns. Chi Square test was

 30

utilized to explore the relationship between participation in extracurricular activities

and academic performance. Regression analysis further investigated the strength and

direction of this relationship, controlling for potential confounding variables such as

socio-economic status and prior academic performance.

Ethical Consideration

This section presents a discussion of the ethical actions made before, during and

after the data collection.

A. Protection of Human Rights

Informed consent will be provided for each of the participants after being briefed

about the purpose of the study. They will be informed of their rights to withhold

information that they are not comfortable sharing with others and that they have the right

to withdraw from their participation in the study at any time they want. Ethical approval

of the study will be obtained through an ethical review committee or by the REC.

Standard protocols will be employed in this study to minimize risks and maximize

benefits to participants.

B. Risk of this study to Participants

Participants on this study had no anticipated risk to the respondents. Participation

was completely optional, and the privacy and confidentiality of any information shared

were guaranteed. No identifier was included on the survey questionnaires. The

respondents received a full explanation of the entire research methodology. Respondents

would not be forced to participate in the surveys; just complete honestly would be

requested in their responses.

 31

C. Content, Comprehension, and Documentation of Informed Consent Participants

Status

The participants’ status and the distinction between research and treatment are

both part of the consent. The main contributors to the learning process and the school’s

success were the teachers and students, who also served as the center of school

instruction. In order to identify areas of concern in scientific education that require

immediate attention for the improvement of the school’s operations, the researchers

would be able to use the information they collected through their involvement in the

study. Information about the participant data collected would only be used for study.

Additionally, the selection process for response would be revealed. Since they have

firsthand experience with the actual location or events being examined, they were asked

to take part.

Study Goals

The name of the researchers, the study's title, its goal, the research design, the

instruments used, a brief description of the research's background, the respondents, and

other data utilized to gather data would all be included in the informed consent. As stated,

the study's title, “ASSESSING THE IMPACT OF EXTRACURRICULAR ACTIVITIES

ON THE ACADEMIC PERFORMANCE OF STUDENTS ATHLETES OF CEBU

ROOSEVELT MEMORIAL COLLEGES” attempts to uncover the student's perception

and how these aspects assist educational policy-makers and teachers in finding answers.
 32

Type of Data

The participant would receive more information about the kinds of data that were

collected. Participants in the study would fill out a questionnaire as part of a survey

approach, but they were free not to respond to any of the questions they were

uncomfortable answering.

Sponsorship

The participants must also be aware of the people or organizations supporting the

study as sponsors, as well as the fact that the research is being done to fulfill a

requirement for a degree. With this in mind, it is significant to note that the institution

itself invested in this particular study in an effort to benefit by aiding in the study's

success, as part of the division being studied efforts to address problems with the

educational system.

Participant Selection

The number of participants required also contributed to consent. They will be

provided with a written authorization from the sports coordinator or other appropriate

authority figure to confirm that their participation was official and primarily for the

purpose of conducting a study. The study's target participants were the chosen student

athletes of the school, Cebu Roosevelt Memorial Colleges for the academic year 2023–

2024.
 33

Potential Risks

The respondents would also be told that there were no anticipated risks from

participating, and they would be free to skip any questions with which they felt

uncomfortable. It will be stated that the results might inform them about the efficiency of

experiential learning and scientific process skills in science education.

Alternatives

Participants were informed that an alternative procedure was made available to

them in taking part in the study based on their own preference or convenience, whether to

withhold certain information or to provide additional details that may be very helpful in

the conduct of the study.

Compensation

Participation was not compensated, and participants received no monetary

compensation for taking part in the study. The respondents were informed that the

researcher expressed heartfelt gratitude to them for their time and effort despite their

hectic schedule.

Confidentiality Pledge

Participants were assured that their information would be kept private. There was

no identifier in the survey questionnaire that would reveal the participant's identity in any

way. Any information that would reveal the participant's identity was not made public

during the interview.

Voluntary Consent
 34

Furthermore, informed consent stated that respondents' participation would not

affect their current relationship with the school and that participation is entirely

voluntary. It was made clear that if they were unable to volunteer, there would be no

penalty or loss of benefits for them.

Right to Withdraw and Withhold Information

Even at the start of the inquiry, respondents' right to withdraw and withhold

specific information was included in the informed consent with the assurance that all

information will be dealt with the utmost confidentiality of divulge information. If a

participant becomes uncomfortable answering a specific question during the interview, it

will be skipped or, if requested, it will be stopped. Participants have the option to

withdraw from the data collection process at any time.

Contact Details

Reflected also in the consent form are the details of the researcher to be able them

to know the researcher well and to avoid the risk of the participants during the study

conducted in the said school.

D. Privacy and Confidentiality

Privacy and confidentiality will be applied to all data gathered and all

questionnaires will be kept in a safe place. The researcher will not reveal the identity of

the respondents in the publication of the research output. All data will be treated with

utmost protection under the provisions of the DATA PRIVACY ACT of 2012. A copy of

an informed consent form will be provided for each respondents in this study.
 35

E. Debriefing, Communication and Referrals

Following completion of the survey questions, the researchers would express

heartfelt gratitude to the respondents and further discuss the intention to conduct the

study. Respondents would be given the option to withdraw their data because they were

fully informed of the purpose of the study. Respondents would then be asked not to

disclose the procedure used in the study to anyone who might participate because it could

affect the study's results. During the debriefing procedure, the researcher would discuss

the final report with the respondents. The respondents would be given a copy of the study

if they requested one.

F. Incentives or Compensation

There would be no financial gain or incentives for the respondent's participation.

It would be made clear to them that their voluntary assistance as informants is greatly

appreciated. All other study expenses are borne by the researchers.

G. Conflict of Interest

There was no conflict of interest in this study because personal interests did not

influence the researcher's decision on who, how, when, where, and why the study would

be conducted. It was agreed that the respondents' anonymity would be maintained in case

other people wanted to publish this research work. To avoid a conflict of interest, if the

research adviser requires monetary matters, the researcher complies and conforms to the
 36

necessary agreement. After that, an official research agreement was provided, which

included the prerequisites, terms and conditions, and legalities of using the research study

as a future reference.

Inclusion Criteria

In the delineation of participant selection for this research endeavor, stringent

inclusion and exclusion criteria were conscientiously employed to uphold the integrity of

the study and prioritize ethical considerations. Inclusively, only individuals who willingly

opted to partake in the study were deemed eligible, ensuring a voluntary and consensual

participation framework. This methodical approach was adopted to safeguard

participants' rights and autonomy throughout the research process, thereby preserving the

validity and credibility of the study by engaging solely with respondents inclined to

contribute their invaluable insights to the survey questions.

Exclusion Criteria

Conversely, exclusion criteria were meticulously defined to maintain ethical

standards and prioritize the well-being of potential participants. Individuals with existing

illnesses or disabilities were excluded, as were those facing constraints hindering their

active engagement in the study due to any form of disability. Furthermore, participants

unwilling to provide informed consent were systematically excluded from the research

cohort. These stringent criteria collectively aimed to underscore the paramount

importance of ensuring the safety, privacy, and voluntary nature of participants'

involvement. By implementing such discerning criteria, the research endeavors to

mitigate potential challenges that may arise from the inclusion of individuals facing
 37

obstacles in participation or lacking the capacity to provide informed consent, thereby

fostering a research environment founded upon ethical principles and participant welfare.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data relevant to the profile, types

of extracurricular students participate, and level of impact of extracurricular activities on

the academic performance of the student’s athletes of Cebu Roosevelt Memorial

Colleges. The data were presented in tables showing the means and descriptive
 38

equivalents of each items, which were then analyzed and interpreted. The chapter is sub-

divided into three (3) parts. The first part pertains to the respondents’ profile. The second

part deals with the types of extracurricular students participate, and the last part pertains

to the academic performance of the respondents.

Profile of Respondents

Table 2, an indispensable component of this research, serves as a comprehensive

repository delineating the profile of the respondents, including age, sex, and year level.

This critical data, meticulously organized and presented in a tabular format, offers

valuable insights into the diverse composition of the respondents. The age distribution, as

elucidated in the table, unveils the demographic spectrum of the respondents, providing a

detailed breakdown that contributes to a more profound understanding of the research

cohort. The inclusion of sex as a parameter in Table 2 not only acknowledges the gender

diversity within the respondent pool but also facilitates a gender-based analysis of the

study's findings. Year level, another pivotal aspect highlighted in the table, categorizes

respondents based on their academic progression, providing a dynamic perspective on the

composition of participants across different educational stages.

Table 2

Profile of Respondents

Profile Frequency Per Cent

Age
15-19 5 16.67%
20-24 25 83.33%
Sex
Female 8 26.67%
Male 22 73.33%
 39

Year Level
First Year 9 30%
Second Year 11 36.67%
Third Year 7 23.33%
Fourth Year 3 10%
Total: 30 100%

Age

Of the 30 respondents, a frequency of 25 is under the bracket of 20 – 24 years old

with 83.33 percent. Only 5 with 16.67 percent are under the age bracket of 15– 19 years

old. The data indicates that the student athletes are young adults who are neither too

young nor too old.

Sex

The male groups obtained the highest percentage with the frequency of 22 or

73.33 percent, while the female groups encompass only of 8 or 26.67 percent. The data

shows that male participants of Cebu Roosevelt Memorial Colleges are more active in

participating in extracurricular activities than female.

Year Level

As ranked, there are 11 or 36.67 percent second year students, followed by first

years with the frequency of 9 or 30 percent, third year students obtained the frequency of

7 or 23.33 percent and fourth year got 3 or 10 percent. The data implies that compared to

freshmen and seniors, sophomores participate in extracurricular activities more

frequently.

In partial conclusion, the analysis of demographic factors, including age, sex, and

year level, among the 30 respondents from Cebu Roosevelt Memorial Colleges provides
 40

valuable insights into the profile of student athletes engaged in extracurricular activities.

The predominant age group falls within the bracket of 20–24 years old, comprising 83.33

percent of the participants, suggesting that the student athletes are primarily young adults,

striking a balance between youth and maturity. In terms of gender distribution, the data

highlights a significant participation gap, with male students demonstrating a higher level

of engagement in extracurricular activities compared to their female counterparts, as

evidenced by the 73.33 percent versus 26.67 percent ratio. Furthermore, the breakdown

of respondents based on their year level reveals interesting patterns, with second-year

students exhibiting the highest participation rate at 36.67 percent. This suggests that,

within the academic journey, sophomores are more actively involved in extracurricular

activities compared to freshmen, juniors, and seniors. Collectively, these demographic

findings provide a comprehensive understanding of the characteristics of student athletes

participating in extracurricular activities at Cebu Roosevelt Memorial Colleges, laying

the groundwork for further exploration and informed decision-making within the

academic institution.

Types of Extracurricular Activities of the student’s athletes of Cebu Roosevelt

Memorial Colleges participate.

The survey delved into the types of activities these athletes were actively involved

in, and the resulting data was meticulously treated and presented in Table 3 for clarity.

Table 3, through detailed analysis, offers insights into the preferences and patterns

characterizing student athletes' involvement in these activities. The findings in the table

contribute to a nuanced understanding of the extracurricular landscape at Cebu Roosevelt

Memorial Colleges, revealing the diverse nature of student engagement in such pursuits.
 41

The study's comprehensive approach ensures a thorough exploration of the intricacies

associated with student athletes' participation in extracurricular activities within the

academic institution. Table 3 shows the treatment of data.

Table 3
Types of Extracurricular Activities of the Student Athletes Participate
QUESTIONS Mean Interpretation
1. Participation in additional sports or physical fitness activities 3.53 High
outside of your primary sport.
2. Involvement in school intramural sports or pick-up games. 4.2 High
3. Attending sports-related workshops, camps, or clinics.. 3.33 Average
4. Participation in sports-related leadership roles (e.g., team 3.9 High
captain, sports club president).
5. Participating in sports or physical fitness activities outside of 3.5 High
your primary sport.
OVERALL MEAN: 3.70 High
(Legend: 4.21-5.00 Excellent/Always/Strongly Agree; 3.41-4.20 High/Often/Agree; 2.61-
3.40 Average/Sometimes/Neutral; 1.81-2.60 Poor/Rarely/Disagree; 1.00-1.80 Very
Poor/Never/Strongly Disagree).

Looking more intently at the result of data analysis, these are the top two

extracurricular activities that student athletes of Cebu Roosevelt Memorial Colleges

participate. The most activity that the students engaged with is the School intramural

sports or pick-up games with the mean of 4.2 and an interpretation of “high” and

Participation in sports-related leadership roles (e.g., team captain, sports club president)

with the mean 3.9 and a descriptive interpretation of “high”. This shows that the

respondents would choose to participate in extracurricular activities linked to intramural

sports. Participating in team sports can demonstrate a willingness to cooperate with

others and strive for a purpose larger than individual success. Participating in

extracurricular sports at school or in a club can show motivation, dedication, and time

management.
 42

Frequency of the Extracurricular Activities that the Students Participate

Respondents rated the frequency of the extracurricular activities that the student

athletes of Cebu Roosevelt Memorial Colleges participate. Table 4 shows the results of

the treated data.

Table 4
Frequency of the Extracurricular Activities that the Students Participate
QUESTIONS Mean Interpretation

1. How often do you engage in extracurricular activities outside 3.63 Often

of your regular school hours?
2. Do you participate in extracurricular activities on a daily, 4.03 Often
weekly, or monthly basis?
3. Are there specific days of the week when you are most active 4.4 Always
in your extracurricular activities?
4. Have you made any recent changes in the frequency of your 3.16 Sometimes
involvement in extracurricular activities?
5. Do you find it challenging to maintain a consistent schedule 3.76 Often
for your extracurricular engagements?
OVERALL MEAN: 3.79 Often

(Legend: 4.21-5.00 Excellent/Always/Strongly Agree; 3.41-4.20 High/Often/Agree; 2.61-

3.40 Average/Sometimes/Neutral; 1.81-2.60 Poor/Rarely/Disagree; 1.00-1.80 Very
Poor/Never/Strongly Disagree).
Based on the findings, item 3, Are there specific days of the week when you are

most active in your extracurricular activities was rated the highest with an interpretation

of “Always” rating, with a mean of 4.4. This is followed by item 2, Do you participate in

extracurricular activities on a daily, weekly, or monthly basis with a mean of 4.03, and

item 5, Do you find it challenging to maintain a consistent schedule for your

extracurricular engagements with a mean of 3.76 and a descriptive interpretation of

“Often”
 43

Overall, the frequency of the extracurricular activities that the student participates

got an overall weighted mean of 3.79, with an interpretation of Often.

The Level of Impact of Extracurricular Activities on the Academic Performance

In the extensive evaluative process undertaken, respondents actively participated

in the discerning task of assessing and assigning ratings to unravel the multifaceted

impact of various extracurricular activities on the intricate landscape of academic

performance among student athletes associated with Cebu Roosevelt Memorial Colleges.

By delving into this nuanced exploration, the respondents contributed invaluable

perspectives that not only illuminated the diverse influences of these extracurricular

pursuits but also provided a holistic understanding of the intricate interplay between non-

academic activities and scholastic achievement within the academic institution. Table 5

shows the thorough analysis undertaken involved the respondents offering nuanced

insights into how these extracurricular pursuits intricately influenced various facets of

academic achievement, considering factors such as the nature of the activities and the

specific academic outcomes providing a detailed understanding of the nuanced

relationship between extracurricular engagement and academic performance. The

following tables show the treatment of data.

Table 5

Academic Performance
Frequency Per Cent
Score Ranges Description
f %
19-20 Outstanding 2 6.67
17-18 Very Satisfactory 20 66.67
15-16 Satisfactory 5 16.67
14 Fairly Satisfactory 2 6.67
 44

Did not Meet

Below 14 1 3.33
Expectation
Total 30 100
Mean: 17.1
Standard Deviation: 1.494

In gauging the academic proficiency of the participants, the researchers devised a

meticulously constructed 20-item standardized test questionnaire. The outcomes reveal

that a predominant 66.67 percent of the respondents attained Very Satisfactory scores and

attaining a mean of 17.1, also with a mere 3.33 percent falling short of the anticipated

score. As delineated in Table 5, an additional 6.67 percent achieved an outstanding score,

while 16.67 percent garnered fairly satisfactory scores. Notably, an analogous 6.67

percent secured satisfactory scores, collectively indicating that 96.67 percent achieved

fairly satisfactory outcomes or a score of 14 and above out of 20. Conversely, only 3.33

percent of respondents failed to meet the expected standard. These findings culminate in

the deduction that a substantial majority of student-athletes are exhibiting commendable

performance in their academic pursuits.

Table 6
Significant Relationship between Respondents’ Profile and Types of Extracurricular
Activities of the Student Athletes
Decision on Ho
Variable X2 df P-value Interpretation
ά = 0.05
Types of Extracurricular Activities of the Student Athletes in relation to:
Age 23.829 8 0.002 Reject Ho Significant
Gender 7.098 8 0.526 Fail to Reject Ho Not Significant
 45

Year Level 27.397 24 0.286 Fail to Reject Ho Not Significant

The discerning analysis of Table 6 unveils a nuanced relationship between

respondents' demographic profiles and the types of extracurricular activities undertaken

by student-athletes. At alpha .05, age (X 2=23.829, p=0.002) showed significant

relationship (p < .05), while gender ((X2=7.098, p=0.526) and year level ((X2=27.397,

p=0.286) showed no significant relationship (p > .05) between types of extracurricular

activities of the student athletes.

Specifically, the data elucidates that, with the exception of age, there is an

absence of a statistically significant relationship concerning gender and year level.

Intriguingly, age emerges as a key factor influencing the selection and participation in

distinct extracurricular pursuits among student-athletes. The statistically significant

relationship observed in the context of age prompts a deeper exploration into the potential

implications and nuanced dynamics that underpin the intersection of age and

extracurricular choices within this demographic cohort.

Table 7
Significant Relationship between Respondents’ Profile and Frequency of the
Extracurricular Activities
Decision on Ho
Variable X2 df P-value Interpretation
ά = 0.05
Frequency of the Extracurricular Activities in relation to:
Age 11.7 8 0.165 Fail to Reject Ho Not Significant
 46

Gender 16.151 8 0.04 Reject Ho Significant

Year Level 52.547 24 0.001 Reject Ho Significant

The findings delineated in Table 7 elucidate a distinctive relationship between

respondents' demographic profiles and the frequency of their engagement in

extracurricular activities. At alpha .05, age (X2=11.7, p=0.165) showed no significant

relationship (p > .05), while gender (X 2=16.151, p=0.04) and year level (X2=52.547,

p=0.001) showed significant relationship (p < .05) between the frequency of

extracurricular activities of the student athletes.

Notably, a statistically significant relationship is evident concerning gender and

year level, indicating discernible patterns in the frequency of extracurricular involvement

among student-athletes. However, the absence of a significant relationship with respect to

age prompts further investigation into the nuanced dynamics that influence the frequency

of extracurricular participation in this specific demographic. These results contribute to

the scholarly understanding of the interplay between demographic attributes and the

frequency of extracurricular activities, emphasizing the need for targeted interventions

and support mechanisms tailored to the diverse needs of student-athletes based on gender

and year level. Additionally, the non-significant relationship with age underscores the

complexity of factors influencing the regularity of extracurricular engagement among

student-athletes, warranting continued exploration for a comprehensive understanding of

this intricate relationship.

Table 8

Significant Relationship between Respondents’ Profile and Academic Performance

 47

Decision on Ho
Variable X2 df P-value Interpretation
ά = 0.05
Academic Performance in relation to:
Age 18.84 6 0.004 Reject Ho Significant
Gender 6.477 6 0.372 Fail to Reject Ho Not Significant
Year Level 22.157 18 0.225 Fail to Reject Ho Not Significant

Evaluation of the results presented in Table 8 reveals a perspective on the

relationship between respondents' demographic profiles and academic performance. At

alpha .05, their academic performance in relation to age (X 2=18.84, p=0.004) showed

significant relationship (p < .05), while gender (X 2=6.477, 0.372) and year level

(X2=22.157, p=0.225) showed no significant relationship (p > .05) between the frequency

of extracurricular activities of the student athletes.

Strikingly, no statistically significant relationship is discerned in the context of

gender and year level, suggesting an absence of pronounced patterns in academic

performance based on these attributes among student-athletes. However, a noteworthy

exception is observed with respect to age, where a significant relationship emerges,

warranting further exploration into the intricate dynamics shaping academic outcomes

within this demographic. These findings contribute to the scholarly discourse on the

multifaceted factors influencing academic performance among student-athletes,

emphasizing the need for tailored interventions and support mechanisms that

acknowledge the role of age in shaping academic success. The non-significant

relationships based on gender and year level underscore the complexity of variables

influencing academic performance, prompting continued research to unravel the nuanced

interplay between demographic attributes and academic performance in this specific

cohort.
 48

Table 9
Significant Relationship between Types of Extracurricular Activities and Academic
Performance
Decision on Ho
Variable X2 df P-value Interpretation
ά = 0.05
Types of
Extracurricular
Activities in relation 63.132 48 0.070 Fail to Reject Ho Not Significant
to Academic
Performance

The findings elucidated in Table 9 present a discerning perspective on the

relationship between types of extracurricular activities and academic performance.

Remarkably, statistical analysis conducted at a significance level of 0.05 alpha reveals

that the types of extracurricular activities, as denoted by X 2=63.132 with a p-value of

0.070, do not exhibit a significant relationship with academic performance (p > 0.05).

This result underscores the absence of a statistically meaningful correlation between the

nature of extracurricular pursuits and academic achievements among the study

participants. These outcomes contribute to the scholarly understanding of the intricate

dynamics shaping the intersection of extracurricular activities and academic performance,

emphasizing the need for a nuanced examination of other potential factors that may

influence the academic outcomes of individuals engaged in diverse extracurricular

pursuits.

Table 10
Significant Relationship between Frequency of the Extracurricular Activities and
Academic Performance
P- Decision on Ho
Variable X2 df Interpretation
value ά = 0.05
 49

Frequency of the
Extracurricular
Activities in relation 81.167 48 0.002 Reject Ho Significant
to Academic
Performance

The insights gleaned from the outcomes presented in Table 10 offer a noteworthy

revelation regarding the relationship between the frequency of extracurricular activities

and academic performance. Under rigorous statistical scrutiny at a significance level of

0.05, the frequency of extracurricular activities, represented by X 2=81.167 with a p-value

of 0.002, manifests a statistically significant relationship (p < 0.05) with academic

performance. This compelling result underscores the importance of considering the

regularity of engagement in extracurricular pursuits as a pertinent factor influencing

academic achievements among the research participants. These findings contribute

substantively to the scholarly understanding of the nuanced dynamics between the

frequency of extracurricular activities and academic success, warranting further

exploration into the potential causal mechanisms and implications for educational

interventions designed to enhance the academic outcomes of individuals actively

participating in extracurricular endeavors.

 50

PROPOSED PLAN OF ACTION

Encouraging Comprehensive Holistic Outcomes in Student-Athlete Performance

through Academic Reinforcement and Knowledge (ECHO SPARK)
 51

Rationale

In this section, a proposed plan of action consisting of enhancement program to

encourage comprehensive holistic outcomes in student-athlete performance through

academic reinforcement and knowledge.

In any academic institution, it is imperative to have a strategic initiative that stems

from a compelling need to delve deeper into the multifaceted benefits that students

associate with their involvement in extracurricular activities, as underscored by insightful

preliminary findings. Recognizing the unmistakable perception among students that these

activities are not only essential but also conducive to their overall well-being, the central

objective of this initiative is to systematically categorize and explore these perceived

benefits. This categorization, spanning experiences, skill refinement, knowledge

augmentation, and lifestyle improvement, is intended to bring clarity and organizational

structure to the diverse advantages articulated by the student cohort. Collaborative efforts

with experts, engagement with educational institutions, and the establishment of a robust

monitoring framework are pivotal components of the execution strategy. This succinct

action plan aims to significantly contribute to the ongoing discourse surrounding

extracurricular activities, fostering program efficacy and advocating for the holistic

development of participating students.

Shown on the table on the next page is the outline of the aforementioned action

plan. The proposed action plan is intricately designed to address the imperative of

augmenting our comprehension of the multifaceted benefits associated with students'

engagement in extracurricular activities, a necessity underscored by the discerning

insights gleaned from the preliminary findings. As it emerges that students unequivocally
 52

perceive these activities as not only essential but also conducive to their overall well-

being, the central objective of this strategic initiative is to systematically categorize these

benefits. This systematic categorization, emphasizing experiences, skill refinement,

knowledge augmentation, and lifestyle enhancement, seeks to impart an elevated degree

of clarity and organizational structure to the heterogeneous advantages articulated by the

student cohort. Furthermore, the initiative underscores a comprehensive approach by

scrutinizing the holistic impact of extracurricular engagements on students' lifestyles,

encompassing facets of physical, mental, and social well-being. The deployment of

quantifiable metrics and the advocacy for a longitudinal study are poised to furnish a

rigorous and quantifiable assessment of sustained impacts over an extended temporal

spectrum. Execution of the proposed plan entails collaborative engagements with subject

matter experts, educational institutions, and the establishment of a meticulous monitoring

framework, ensuring seamless integration of research outcomes into pragmatic settings.

The dissemination strategy, encompassing varied platforms, is tailored to promulgate

knowledge, with a focus on informed decision-making for educators, policymakers, and

students alike. In its entirety, the proposed action plan aspires to deliver profound

insights, thereby elevating the discourse surrounding extracurricular activities, fostering

enhanced program efficacy, and contributing substantively to the holistic development of

students partaking in such pursuits.

 53

48
Figure 2. Scheme of Implementation

Persons Directly Time

Concerns, Issues, Gaps Actions to be taken Budget Desired Outcomes
Involved Frame
Limited Understanding of Conduct a focused analysis to delve deeper into Researchers, 2 months ₱2, 000.00 Will provide detailed
Specific Benefits the specific benefits perceived by respondents in Survey or Interview insights into the specific
engaging in extracurricular activities. Develop a Team, and benefits and experiences
questionnaire or interview guide that explores the Academic associated with
nuances of the experiences, skills, and knowledge institution and their extracurricular activities.
gained. student athletes

Skill and Knowledge Develop metrics to quantitatively measure Researchers and 2 months ₱10, 000.00 Will provide quantifiable
Enhancement Metrics improvements in skills and knowledge resulting Measurement metrics to assess the
from extracurricular activities. Metrics Team impact on skills and
knowledge.

Peer Review and Expert Engage in peer review and seek expert feedback Researchers, Peer 3 months ₱5, 000.00 Acquire rigorous
Feedback on the proposed action plan and study design. Reviewers, and validation and refinement
Expert Consultants of proposed
methodologies.

Collaboration with Collaborate with schools and other educational Researchers, 6 months ₱15, 000.00 Practical integration of
Educational Institutions institutions to integrate findings into their Educational research findings into
extracurricular programs. Then organize Institutions, and educational settings.
workshops to share insights with educators and Workshop
students. Facilitators

Dissemination through Develop informative materials for educational Researchers, 4 months ₱25, 000.00 Widespread dissemination
Educational Platforms platforms, such as online courses or webinars, to Media, and and education regarding
disseminate findings widely. Outreach Team the benefits of
extracurricular activities.

Continuous Monitoring Establish a continuous monitoring and evaluation Researcher and Ongoing ₱15, 000.00 Real-time insights into the
and Evaluation system to assess the ongoing impact of Evaluation Team sustained benefits and
extracurricular activities on respondents. adjustments as needed.
 54

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Presented in this chapter were the synthesis of the present study and the major

findings obtained from the data. This chapter also presented the results of the study and

the recommendations believed to provide meaning to the findings of this research paper.

Summary of Findings

This study aims to assess the Impact of Extracurricular Activity of the Academic

Performance of the Student Athletes of Cebu Roosevelt Memorial Colleges, San Vicente

St., Bogo City, Cebu. A.Y 2023-2024. Findings will serve as a bases of a proposed action

plan.

The findings of the study showed that the demographic analysis of 30 respondents

from Cebu Roosevelt Memorial Colleges provides insightful information about student

athletes engaged in extracurricular activities. The majority, comprising 83.33 percent, fall

within the age bracket of 20–24 years, suggesting a balance between youth and maturity.

The gender distribution reveals a significant participation gap, with 73.33 percent of male

students actively engaging in extracurricular activities compared to 26.67 percent of

female students. The breakdown based on year level indicates that second-year students

exhibit the highest participation rate at 36.67 percent, implying greater involvement

compared to freshmen, juniors, and seniors. Overall, these demographic findings lay the

groundwork for further exploration and informed decision-making within the academic

institution.

The study identifies the top two extracurricular activities for student athletes at
 55

Cebu Roosevelt Memorial Colleges: School intramural sports or pick-up games and

participation in sports-related leadership roles. Both activities are rated "high" in terms of

engagement. This suggests a preference for activities linked to intramural sports,

showcasing a willingness to cooperate and a commitment to goals beyond individual

success. The findings also emphasize the positive impact of extracurricular activities on

motivation, dedication, time management, and the development of various skills.

The frequency of extracurricular activities is explored, with respondents

indicating a high level of activity, particularly on specific days of the week. The overall

weighted mean for the frequency of participation is 3.79, reflecting a frequent

engagement in extracurricular activities. Challenges in maintaining a consistent schedule

are acknowledged, with a mean of 3.76, indicating that this is often a concern among

respondents.

The study further explores the perceived impact of extracurricular activities on

academic performance. Respondents strongly agree that involvement in such activities

aids in developing time management skills, receiving academic support, and staying

motivated to excel academically and athletically. The overall weighted mean for the

impact of extracurricular activities on academic performance is 4.1, suggesting a positive

correlation between engagement in extracurricular activities and academic success. The

findings of the study also revealed that student athletes perceive extracurricular activities

as beneficial for physical, social, and mental improvement scored a total weighted mean

of 3.61 indicates a high overall impact. Notably, the statement regarding the improvement

of time management skills receives the highest weighted mean of 3.96, emphasizing the

positive influence of extracurricular activities on time management. The study concludes

 56

that proper time management and self-discipline are crucial for balancing academic and

extracurricular commitments.

In summary, the findings consistently highlight the positive impact of

extracurricular activities on student athletes at Cebu Roosevelt Memorial Colleges. These

activities contribute to personal development, improved time management, and enhanced

academic performance, reinforcing the perception among respondents that such

engagement is beneficial and essential. The multifaceted advantages reported by

participants enrich the understanding of the broader significance of extracurricular

activities within the academic community.

Conclusions

In conclusion, this study delving into the Impact of Extracurricular Activities on

the Academic Performance of Student Athletes at Cebu Roosevelt Memorial Colleges

provides valuable insights. The demographic analysis of 30 respondents reveals a

predominant age group of 20–24 years, a notable gender participation gap favoring

males, and a higher involvement of second-year students in extracurricular activities. Top

activities include intramural sports and sports-related leadership roles, both contributing

positively to motivation, dedication, and skill development. The frequency of

participation is high, but challenges in maintaining a consistent schedule are

acknowledged. Importantly, respondents strongly believe in the positive impact of

extracurricular activities on academic performance, with a weighted mean of 4.1. Overall,

the study emphasizes the multifaceted benefits of such activities, supporting personal

development, improved time management, and enhanced academic success among

 57

student athletes at Cebu Roosevelt Memorial Colleges.

Recommendations

The research findings offer multifaceted benefits to various stakeholders within

the academic community. Researchers gain valuable insights into the demographic profile

and engagement patterns of student athletes, providing a foundation for further

exploration and contributing to the academic knowledge base. The study serves as a

reference for future researchers interested in delving into the intersection of

extracurricular activities and academic performance, offering a framework for designing

comprehensive investigations.

For the school administration, the findings provide a nuanced understanding of

the characteristics and preferences of student athletes. This knowledge empowers

administrators to make informed decisions, tailor support programs, and create a more

inclusive and supportive environment for extracurricular activities. The insights garnered

from the research contribute to strategic planning, aligning extracurricular offerings with

broader educational objectives and enhancing the overall well-being and academic

success of student athletes. Student athletes benefit directly from the study's recognition

of their preferences, challenges, and achievements. The findings underscore the positive

impact of extracurricular activities on personal development, motivation, and time

management. Armed with this knowledge, student athletes can make informed decisions

about their extracurricular involvement, optimizing the benefits derived from these

activities. Coaches also gain valuable insights to tailor training programs and

extracurricular offerings, aligning their guidance with broader educational objectives and
 58

supporting the holistic development of student athletes. The research thus contributes to

improving the overall academic and extracurricular experiences within the academic

community.

By implementing this comprehensive action plan, Cebu Roosevelt Memorial

Colleges aims to create an environment where student athletes can thrive academically

and personally, maximizing the benefits derived from their active engagement in

extracurricular activities. Specifically, this action plan is geared towards achieving the

following objectives:

1. The administration of Cebu Roosevelt Memorial Colleges may conduct an

orientation and seminar to all students and coaches to enhance their understanding of the

diverse advantages that students derive from extracurricular activities.

2. The College Deans in each department, together with the Office of the Student

Affair’s Office, and admin of academics may devise an evaluation form to properly

assessed and give due recognition to students who actively participated in extracurricular

activities ram of the department.

3. Develop clear guidelines for categorizing the ways in which students perceive

extracurricular activities contribute to the augmentation of their knowledge base.

4. The administration may take into consideration the proposed action plan to

enhance and acquire rigorous validation and refinement of proposed methodologies.

Similar studies may be conducted using other variable to further validate the results of the

study.

5. Ensure that the systematic categorization process results in a clear and

 59

organized presentation of the multifaceted benefits associated with students' engagement

in extracurricular activities.

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 60

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 61

APPENDICES
 62

APPENDIX A
TRANSMITTAL LETTER

Cebu Roosevelt Memorial Colleges

COLLEGE OF CRIMINAL JUSTICE EDUCATION
San Vicente St., Bogo City, Cebu

November 14, 2023

MR. METCHI OCHEA
Sports Coordinator
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu
Dear Sir:

Greetings in Prosperity and Goodwill!

In view of our continuing education at Cebu Roosevelt Memorial Colleges – College of Criminal
Justice Education, we the researchers are currently conducting a study with the approved title
“THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON THE ACADEMIC
PERFORMANCE OF STUDENTS ATHLETES OF CEBU ROOSEVELT
MEMORIAL COLLEGES as partial fulfillment of the requirements of our course –
Criminological Research 2 (Writing and Presentation). In this regard, on behalf of the
researchers, I would like to ask permission to let us conduct our research in the student athletes of
Cebu Roosevelt Memorial Colleges who’s been playing this season of CESAFI. We the
researchers guarantee that the personal information and data collected will be handled with
extreme care and strict confidentiality.

Anticipating your positive and favorable response on this request. Thank you and God
Bless!
Respectfully yours,
 63

PRINCES AMOR T. DAGO-OC

Researcher

Noted by: Approved by:

DR. ROSALYN A. GALLO MR. METCHI OCHEA
CCJE Dean Sports Coordinator
APPENDIX B
IMPLIED CONSENT
October 19, 2023

Dear Respondents:

In view of our continuing education at Cebu Roosevelt Memorial Colleges – College of

Criminal Justice Education, we would like to conduct our research study with the
approved title “ASSESSING THE IMPACT OF EXTRACURRICULAR
ACTIVITIES ON THE ACADEMIC PERFORMANCE OF STUDENTS
ATHLETES OF CEBU ROOSEVELT MEMORIAL COLLEGES” be conducted in
the student athletes of Cebu Roosevelt Memorial Colleges as partial fulfillment of our
course – Criminological Research 2 (Writing and Presentation)
In this regard, we are humbly asking for your cooperation in the completion of our study.
We are hoping that you will read and answer the questionnaire. Rest assured that the data
that will be collected from you will be kept confidential.
We are looking forward for your positive response on this matter.

Respectfully yours;

Princes Amor T. Dago-oc Lawrence Pepito

Carl Vincent Dizon Kent Ronald Lanzaderas
Kenje D. Conde Jomar Rosell
Krisel Jean Conde
 64

APPENDIX C
INSTRUMENT

Section 1: Demographic Information

Part I. Assessing the Impact of Extracurricular Activities on the Academic

Performance of the student’s athletes of Cebu Roosevelt Memorial Colleges. In terms of :

Age:

Gender:

Year Level:

General Instruction: PUT A CHECK MARK R INSIDE THE BOX.

Part II. The types of Extracurricular Activities of the student’s athletes of Cebu Roosevelt

Memorial Colleges participate. Rate the following statements on a scale of 1 to 5, where

1 “Very Poor”, 2 “Poor”, 3 “Average”, “4 “High” and 5 “Excellent”.

QUESTIONS 1 2 3 4 5

6. Participation in additional sports or physical

fitness activities outside of your primary sport.
 65

7. Involvement in school intramural sports or pick-

up games.
8. Attending sports-related workshops, camps, or
clinics..
9. Participation in sports-related leadership roles
(e.g., team captain, sports club president).
10. Participating in sports or physical fitness
activities outside of your primary sport.

Part III. The student’s athletes of Cebu Roosevelt Memorial Colleges frequency of the

extracurricular activities that the students participate. Rate the following statements on a

scale of 1 to 5, where 1 represents “NEVER”, 2 “RARELY”, 3 “SOMETIMES”, 4

“OFTEN”, and 5 “ALWAYS”.

QUESTIONS 1 2 3 4 5

6. How often do you engage in extracurricular

activities outside of your regular school hours?
7. Do you participate in extracurricular activities
on a daily, weekly, or monthly basis?
8. Are there specific days of the week when you
are most active in your extracurricular activities?
9. Have you made any recent changes in the
frequency of your involvement in extracurricular
activities?
10. Do you find it challenging to maintain a
consistent schedule for your extracurricular
engagements?
 66

APPENDIX D

LOCALE OF THE STUDY

Map of Cebu Roosevelt Memorial Colleges

 67

APPENDIX E

PLAGIARISM CHECK
 68

APPENDIX F

CERTIFICATION
 69

CURRICULUM VITAE
 70

PRINCES AMOR T. DAGO-OC

Cabancalan, Dakit, Bogo City, Cebu

Cell Number: 09672431489

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : February 2, 2002

Gender : Female
Age : 21
Religion : Born Again
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Northern Cebu Colleges Inc. (2014-1018)

San Vicente St., Bogo City, Cebu

Primary : Dakit Elementary School (2008-2014)

Dakit, Bogo City, Cebu

 71

CARL VINCENT B. DIZON

Lourdes, Bogo City, Cebu

Cell Number: 09297913222

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : September 2, 2001

Gender : Male
Age : 22
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Tabogon Roosevelt High School (2014-2020)

Ilihan, Tabogon Cebu

Primary : Calambua, Elementary School (2008-2014)

Calambua, San Remigio, Cebu

KENJE D. CONDE
 72

Cabancalan, Dakit, Bogo City, Cebu

Cell Number: 09269946612

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : January 18, 2001

Gender : Male
Age : 22
Religion : Christian
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Northern Cebu Colleges Inc. (2014-2020)

San Vicente St., Bogo City, Cebu

Primary : Bogo Central Scholl III (2008-2014)

Gairan, Bogo City, Cebu

KRISEL JEAN CONDE

 73

Agujo, Daanbantayan, Cebu

Cell Number: 09512081734

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : January 14, 2001

Gender : Female
Age : 22
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Daanbantayan National High School (2014-2020)

Daanbantayan, Cebu

Primary : Agujo Elementary School (2008-2014)

Agujo, Daanbantayan, Cebu

LAWRENCE PEPITO
 74

Paypay, Daanbantayan, Cebu

Cell Number: 09691267110

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : May 21, 2002

Gender : Male
Age : 21
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary: Daanbantayan National High School (2014-2020)

Daanbantayan, Cebu

Primary: Paypay Elementary School (2008-2014)

Paypay, Daanbantayan, Cebu

JOMAR ROSELL
 75

Bitoon, Daanbantayan, Cebu

Cell Number: 09312139053

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : June 21, 2001

Gender : Female
Age : 22
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary: Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary: Daanbantayan National High School (2014-2020)

Daanbantayan, Cebu

Primary: Central Elementary School (2008-2014)

Daanbantayan, Cebu

KENT RONALD LANZADERAS

 76

Mano, San Remigio Cebu

Cell Number: 09512081734

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : February 02, 2000

Gender : Male
Age : 23
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary: Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary: San Remigio National High School (2014-2020)

San Remigio, Cebu

Primary: Mano Integrated School (2008-2014)

Mano, San Remigio, Cebu