THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON STUDENT

ENGAGEMENT OF GRADE 11 HUMSS STUDENTS OF GENSANTOS

FOUNDATION INCORPORATED

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

Department Gensantos Foundation College, Inc.
General Santos City

In Partial Fulfillment
of the subject Requirements
in the PRACRE 1 (Practical Research 1)
2nd Semester S.Y 2023-2024

By:
Borre, Avril Valerie Noelle Catalan
Borromeo, Gwen Eunice Berdon
Santillan, Zian Loyd Nabarty
Tebag, Janelle Tagalan
Duenas, Justine Taro
Salihon, Raisa

May 2024
 Table of Content

Cover Page
Table of Contents
Abstract i.
Acknowledgement ii.

Chapter I THE PROBLEM AND ITS SETTING

Introduction…………………………………………………………….…………………1
Statement of the Problem……………………………………….………………………3
Hypothesis of the Study…………………………………………………………………3
Significance of the Study………………………………………………………………..3
Scope and Delimitation………………………………………………………………….4
Definition of Terms……………………………………………………………………….5
Conceptual Frameworks………………………………………………………………...8

Chapter II REVIEW OF RELATED LITERATURE

Extracurricular Activity……………………………………………………………….……9
Student Engagement………………………………………..…………………………..14

Chapter III METHODOLOGY

Research Design……………………………………………………………………..…21
Research Respondents………………………………………………………………...21
Research Locale………………………………………………………………………...22
Research Instruments…………………………………………………………………..23
Data Gathering Procedure……………………………………………………………..23
Statistical Treatment…………………………………………………………………….24
References…………………………………………………………………………….…25

Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Part I. Extracurricular Activity
Part II. Student Engagement
Part III. Correlation Between the Extracurricular Activities and Student Engagement

Chapter V SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary
Findings
Conclusion
Recommendation
REFERENCES

APPENDIX
Survey Questionnaire
Request to Validator
Research Questionnaire Validation Form
Tally Sheet
Computation
 ABSTRACT

This research investigates the impact of extracurricular activities on the

student engagement of Grade 11 HUMMS students at Gensantos Foundation

Incorporated. Using quantitative approach, the study aims to identify the impact of

extracurricular activities on student engagement, using descriptive analysis, and

determine the correlational relationship between the two variables. A self-made

survey questionnaire used to measure the level of extracurricular activities in terms

of: Physical Curricular Activity and Non-Physical Curricular Activity. It also aims to

measure the level of student’s engagement such as: Behavioral and Participation.

Findings indicate that participation in extracurricular activities significantly enhances

student engagement, improving social skills, and increasing academic motivation.

The study highlights the importance of supportive extracurricular programs in

promoting holistic student development and recommends strategies for schools to

enhance participation. Ultimately, this research underscores the vital role of

extracurricular engagement in enriching the academic environment and improving

student outcomes.

i.
 ACKNOWLEDGEMENT

We would like to express our heartfelt gratitude to all those who contributed to

the completion of this research. First and foremost, we thank Sir Niel R. Espina, for

his invaluable guidance and support throughout this project. His expertise and

encouragement were crucial to our work.

Special thanks to our research team, whose collective efforts and contributions

were instrumental in the completion of this project. Their dedication, expertise, and

teamwork were essential to the success of this study, and we appreciate their tireless

efforts.

We extend our deepest gratitude to the 72 participants who generously gave

their name and expertise, providing invaluable data for this research.

For our family, we are deeply grateful for their unwavering support and

encouragement throughout our academic journey.

Lastly, we, the researchers, collectively express our heartfelt gratitude to the

Almighty for His divine guidance and unwavering support throughout this research

project. We appreciate His benevolence, which unified our efforts and enable us to

overcome challenges.
 Chapter I

THE PROBLEM AND ITS SETTING

INTRODUCTION

Extracurricular activities hold a large amount of gathered knowledge that could

contribute to a student's engagement. Students can develop both physically and

cognitively through extracurricular activities, which can also help them learn more

about their surroundings and how well they retain the teachings taught by their

teachers. Students who do this may improve their social skills, meet new people, and

feel more a part of the world.

Extracurricular activities have recently attracted interest in academic settings

since they are thought to be a solution to young negative behaviors while also

improving youth confidence. According to Martin and Bonesto-Tuggu (2020),

extracurricular activities are different activities that aim to enrich educational

experiences and initiatives that take place outside of regular school hours.

Furthermore, extracurricular activities have a significant impact on students' lives

during the school day. Extracurricular Activities play a beneficial role in a student.

learning environment. It improves students' behavior and academic performance in

school (Singh & Imam, 2012).

 In the study of IJAGC (2021), extracurricular activities are vital for helping

students to enhance their talents. It teaches students to think critically, manage their

time effectively, and be competent in terms of intellect. It also assists the learner in

achieving social objects which teaches students to engage and form stronger

connections with others in their society (Duncan et al. 2012). Active participation in

class increased both viewed and measurable student performance. Students thought

that they performed better in class in terms of objective measures such as Grade

Point Average (GPA) and final test result. Davis (2011) states that participation is

defined as a mental and emotional involvement of an individual in a group situation

that pushes them to participate and take responsibility for achieving the desired

result. Participation is an active engagement process that falls into five categories:

preparation, contribution to discussion, communication skills, and attendance. Dancer

and Kamvounias (2010).

Students who participate in extracurricular activities had better grades, test

scores, and overall educational experiences (Fredricks, 2011). Students practice

skills while engaging in extracurricular activities that help them achieve academic

achievement. First, students learn how to follow directions by playing planned games.

They learn to follow instructions and apply them to obtain the planned result. Second,

through planned activities, students learn the value of determination and motivation

(Fredriks, 2011). They recognize that achieving objectives frequently involves

attention and hard effort. Third, students learn to identify goals and solve problems

(Wormington Henderlong Corpus & Anderson, 2012).

 The reasoning of extracurricular activities in order to improve the engagement

of the student involvement and well-being, schools should keep priority to give and

funding a wide variety of extracurricular activities. This study focuses on finding out if

extracurricular activities affect the students’ engagement of grade 11 students at

Gensantos Foundation College, Inc

STATEMENT OF THE PROBLEM

Specifically, this study seeks to answer the following questions:

1. What is the level of extracurricular activities of Grade 11 HUMSS Students of

Gensantos Foundation College Incorporated in terms of:

1.1 physical curricular activity; and

1.2 non-physical curricular activity?

2. What is the level extent G11 HUMSS student of student engagement of Grade 11

Students of Gensantos Foundation College Incorporated in terms of:

2.1 behavioral; and

2.2 participation?

3. Is there a significant relationship between extracurricular activities and student

engagement of Grade 11 Students of Gensantos Foundation Incorporated?

HYPOTHESIS

There is no significant relationship between Extracurricular Activities and

Student Engagement.
SIGNIFICANCE OF THE STUDY

This research holds significant implications for various stakeholders within the

educational ecosystem:

Students and Learners. This study aims to help students and learners clearly

understand the effects of extracurricular activities to their participation.

Teachers and Professors. This study aims to help both teachers and professors to

give the necessary knowledge to guide both teacher and professors on the

relationship between extracurricular activities to the engagement of the students.

Parents. Through this study, parents can guide and motivate their children to

participate in extracurricular activities to the engagement of students.

Future Researchers. This study serves as a foundation for further exploration into

the intricate relationship between extracurricular activities and student engagement.

Building upon the findings and methodologies of this research, future studies can

delve deeper into specific aspects of extracurricular involvement and its implications

for student outcomes across various educational settings.

School Administrators. This study provides valuable insights for administrators to

optimize their extracurricular offerings, allocate resources effectively, and design

policies that promote student participation and well-being.

SCOPE AND DELIMITATION

This study will focus on the Impact of Extracurricular Activities on the Students

Engagement of the Grade 11 HUMSS Students of Gensantos Foundation Inc. It will

be conducted to further determine and discuss the level of extracurricular activities

and student engagement of Grade 11 HUMSS students and help us give insights on

what the study is all about. The respondents of this study were fifty students (50) of

Gensantos Foundation Collage, Inc. The survey questionnaires of this study can help

us gather more information for the research.

DEFINITION OF TERMS

The terms were defined conceptually and operationally for better

understanding of the study.

Extracurricular Activities. Conceptually, it refers to the measure of activities outside

the regular academic curriculum, encompass a diverse range of voluntary activities

that students engage in beyond their core educational requirements. (Boaz Shulruf in

December, 2010). Operationally, Extracurricular activities measured the

extracurricular activity participation, such as intensity, breath, and duration, and

highlighted the complexities of this relationship in adolescent development (Matjasko,

J. 2012).

Physical Activities. Conceptually, it refers to structured and planned activities that

promote physical movement, exercise, and motor skill development within the

educational curriculum (WHO, 2018). Operationally, it can be quantified by measuring

the duration, intensity, and type of movement performed by an individual over a

specific period. This can include tracking steps taken, time spent engaged in

exercise, or monitoring heart rate during physical exertion.

Non-Physical Activities. Conceptually, it refers to educational activities and

programs that focus on cognitive, creative, social, or emotional development,

excluding physical activities Liu, Y., & Wang, H. (2020). Operationally, it involves

specifying and implementing educational programs, projects, or interventions that

target the cognitive, creative, social, or emotional dimensions of learning.

Student Engagement. Conceptually, it refers to the degree of attention, curiosity,

interest, optimism, and passion that students show when they are learning or being

taught (Ashwin, P. 2015). Operationally, it can be defined as the observable

behaviors, actions, and interactions exhibited by students that indicate their active

participation, interest, and investment in the learning process.

Behavioral. Conceptually, it has been defined as interactions within the academic

setting that are active, goal-driven, flexible, constructive, and persistent (Hughes, Wu,

& West, 2011; Martin, 2008; Skinner & Pitzer, 2012). Operationally, it involves defining

and categorizing specific actions, responses, or performances that can be objectively

observed and measured.

Participation. Conceptually, it refers to the active engagement, involvement, and

contribution of individuals in various activities, programs, or decision-making

processes Jones, S., & Smith, L. (2021). Operationally, participation involves defining
specific measurable indicators and criteria to assess the level, extent, or quality of

individuals' engagement and involvement in a particular context or activity.

CONCEPTUAL FRAMEWORK

This study generates a hypothesized model that shows the relationship

between extracurricular activities and student engagement. The independent
variable, extracurricular activities, directly influences the dependent variable, student
engagement, as seen in the conceptual paradigm.

Independent Variable Dependent Variable

EXTRACURRICULAR STUDENTS’
ACTIVITIES ENGAGEMENT

1.1 physical curricular 2.1 behavioral

activity 2.2 participation
1.2 non-physical-
curricular activity

Fig. 1. Conceptual Framework

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is a review of related literature and studies that is beneficial to the

researcher in the development of the study. In this section, all available materials

which are relevant to the variables being studied are explained and organized to

define and characterize variables.

Extracurricular Activities

The study of Winstone et al. (2022), participating in extracurricular activities

impacts students' identity development and boosts their wellbeing and sense of

belonging. However, individual traits like friendliness may influence students'

willingness to engage. This study examines students' perceptions of extracurricular

activities' effects on their university experience, as well as how extraversion affects

wellbeing and sense of belonging through participation. Encouraging diverse

participation in extracurriculars requires offering varied options. Results indicate that

not all students benefit equally from these activities.

According to Buckley (2021), extracurricular activities are non-academic

pursuits organized by schools outside regular class hours, such as student societies,

cultural, social, and athletic groups, and publications. While offering diverse

opportunities, they typically lack academic grading or credit, making it challenging to

assess their broader impact. The researchers recognize these activities as valuable

for students' personal growth and skill development, but the depiction falls short in

addressing potential benefits like teamwork, leadership, and community engagement

skills. Additionally, it overlooks potential challenges such as access barriers or time

constraints. A more comprehensive discussion could provide a nuanced

understanding of extracurricular activities' role in education and society.

Extracurricular activities are part of the school curriculum that has significant

implications for adolescent development, improving academic achievement and

character development. Extracurricular activities have significant implications for

adolescent development, particularly for the central identity configuration process

during this developmental phase. Not only for teenagers, well-organized

extracurricular activities are also an essential part of a child's life. The findings of this

study show that extracurricular activities have a positive relationship with the

development of student character education with several determinant factors that

influence the relationship between the two, namely internal school factors such as

friends, teachers, and school climate. All three are elements that exist in the school

environment and are interrelated with each other. Meanwhile, the external factors of

the school are parents. These two factors have a significant influence on the

relationship between extracurricular activities and the development of character

education (Rahayu & Dong 2023).

As stated by Bartkus (2012), participation in extracurricular activities offers

business students valuable skills for future workplace success, although defining
these activities precisely remains debated in the literature. Instead, examples are

often used to illustrate the concept. This paper investigates the impact of

extracurricular activities on academic achievement in Azerbaijani public schools,

focusing on student clubs, athletics, and fine arts. Using results from centralized state

exams in math and language, the study finds that while some activities don't affect

academic performance,

others do. The authors also assess the significance of varying levels of participation

in predicting student success.

Physical Curricular Activity

According to Padwardhan (2021), the involvement of university students in

extracurricular and curricular activities may cause them to lose sight of the

importance of maintaining healthy physical activity levels. The physical activity

pattern of the researcher's sample was found to be superior than the overall physical

activity levels reported for India's adult population. The findings of the study also point

to the disadvantage of health-related subjects in many university higher education

programs.

Bunketorp et al. (2015), stated that extensive research confirms the positive

impact of physical activity (PA) on physical and mental well-being, especially crucial

for achieving sustainable development goals. However, there's a concerning trend of

increased physical inactivity among young individuals, partly due to sedentary

behaviors associated with schooling. While researchers rightly emphasize the health

benefits of PA and the need to elevate levels, empirical evidence supporting the claim
about school-related sedentary behaviors is lacking. Exploring additional factors

contributing to increased physical inactivity would provide a more nuanced

perspective. Furthermore, research suggests a link between anatomical variations in

the hippocampal region and physical exercise, with potential implications for

educational outcomes. A study examined the correlations between a curriculum-

based physical activity intervention and children's academic success, psychological

well-being, health-related quality of life, fitness, and brain structure development. It

found that curriculum-

based physical education in schools enhances children's psychological well-being

and academic performance.

This study conducted by Singh (2017), a child's holistic development,

encompassing both physical and intellectual aspects, significantly influences their

personality. Contemporary education prioritizes this comprehensive approach,

recognizing education as a lifelong process comprising co-curricular and

extracurricular activities. Co-curricular activities, not directly tied to the curriculum,

encompass a range of pursuits such as sports, scouting, hobbies, and literary events,

aiding children in social and physical adjustment.

Sue Hyeon Paek et al. (May 2016), stated that physical inactivity is associated

with increased morbidity and healthcare costs, prompting recommendations for

exercise therapy to maintain mental health. Empirical studies demonstrate the

positive correlation between physical activity and mental health, particularly affecting
body image and self-concept. While exercise impacts depression and anxiety, its

effects are more pronounced in clinical settings. Nonetheless, exercise improves

sleep quality and mitigates various mental illnesses, ultimately contributing to a

higher quality of life and improved mood.

Non-physical Curricular Activity

The Australian Journal of Teacher Education (2012), states that although non-

curricular activities, like active play during school breaks, have been shown to be

important for children's physical and cognitive development, teachers have little

knowledge of the factors influencing the amount of physical activity that students in

primary and secondary schools engage in outside of the classroom. Students also

illustrated the elements of a play area that would motivate them to be active. The

study's conclusions suggest that in order to promote physical activity, play areas in

secondary schools might need to include more features. When addressing children's

physical activity outside of school, educators and school administrators can take into

account the obstacles and enablers found in this study.

According to the study of Karamat et al. (2024), co-curricular and

extracurricular activities, conducted outside traditional classrooms in group settings,

significantly enrich students' learning experiences and academic performance. The

study found that non-physical activities like reading, nat, and debates ranked among

the top three, while physical activities such as cricket, handball, and football were

also popular. These activities contribute to character development, promote physical

health, and positively influence students' academic learning. The statement

underscores the importance of non-physical activities such as reading, nat, and

debates in enriching students' learning experiences and academic performance.

However, it could be enhanced by elaborating on the specific cognitive and social

benefits these activities provide beyond traditional physical exercises.

In the study of Viciana et al. (2019), the negative effects of youth physical

inactivity are felt in every Latin American nation. The percentage of people in Chile

who engage in moderate-to-intense physical activity is alarmingly low. This is the first

study to use adolescents in Chile to quantify physical activity levels objectively. The

goals were to compare physical activity levels by gender, age, and weight status, as

well as compliance with daily recommendations of moderate to vigorous physical

activity

between physical education and non-physical education days. On days when

physical education was offered, boys and older teenagers demonstrated significantly

higher levels of moderate to intense physical activity compared to days when it

wasn't. The comparison of weight status showed no differences. It has been

discovered that physical education is essential to meeting the daily

recommendations.

Anuar Ahmad (2016), stated that non-physical curricular activities assist to

develop students' social skills, allowing them to pursue any area with the potential to

produce skilled human capital in terms of academics and character. Mastering social

skills is essential since it has a significant impact on a student's ability to form

beneficial relationships. Active student participation in non-physical curricular

activities helps students to interact with teachers and friends while also serving as a
catalyst for a student's social skill development. Furthermore, non-physical curricular

activities can foster the development of exceptional human capital in the physical,

emotional, spiritual, and intellectual domains.

Student Engagement

In the study of Thomas et al. (2023), student engagement is a pivotal

contributor to academic achievement, retention, and well-being, and yet the role of

teacher influence on engagement is poorly understood. This is partly because student

participation is contextual and hidden; as a result, degrees of student engagement

are inferred from visible variables like attendance and behavior. It also stems from the

challenge of mapping student involvement while comprehending the instructional

strategies that affect it. It was discovered in the statement that it was possible to

determine how different characteristics of engagement were affected by the

strategies

used by teachers by comparing the change in engagement at a class or homegroup

level.

Pedler et al. (2020), stated that student engagement, comprising behavioral,

emotional, and cognitive involvement, is crucially influenced by teachers, as

emphasized in existing literature. This underscores the multifaceted nature of

engagement and the pivotal role teachers play in shaping it, highlighting the

complexity of the teacher-student dynamic in fostering effective learning

environments. While recognizing the teacher's significance, offering actionable

insights or best practices would enhance the practical implications. Additionally,

considering contextual factors or challenges teachers face in promoting engagement

could enrich the discussion further.

According to Lam et al. (2012), student engagement was conceptualized as a

meta construct with affective, behavioral, and cognitive dimensions. As the indicators

in each of the three dimensions were unpacked from facilitators and outcomes, we

were able to investigate how student engagement was associated with its

antecedents and outcomes in a sample of Chinese junior secondary school students.

The findings were consistent with a contextual model of student participation. They

found that when kids believed their teachers used engaging teaching techniques and

they received social-emotional support from their peers, parents, and teachers, they

were more involved in their studies. When students endorsed learning goals, showed

high levels of self-efficacy, and attributed effort to their work, their engagement was

strong. Most notably, when kids were actively involved in their education, they often

felt happy and their teachers gave them good marks for both behavior and academic

achievement.

The results of this study have implications for treatments aimed at improving student

engagement in the classroom.

The study conducted by Finn et al. (2012), examines the connections between

high school graduation, higher education enrollment, and academic success. Four

common components are found, and both older and modern models of involvement

are explained and challenged. The key ideas are that student engagement can be
changed through school policies and practices to improve the prognoses of students

who are at risk, that engagement is multifaceted and includes behavioral and

psychological components, and that engagement and disengagement are

developmental processes that take years to manifest.

Behavioral

As stated by Hulsey et. al (2023), behavioral engagement as centered around

student behavior in the classroom, involvement in school-related events, and

enthusiasm for academic work. When comparing students with disabilities to other

learner profiles, the researcher found that there were variations in involvement

between the four learner profiles. These results imply that understanding how

behavioral engagement appears in each category can help identify special-needs

students for GT testing more accurately, since giftedness and impairments frequently

"mask" one other.

According to Bonilla et al. (2023), referenced a study by Tsouloupas, Carson,

Matthews, Grawitch, and Barber (2010) which revealed that self-efficacy in behavior

management played a partial mediating role in the impact of perceived student

misbehavior on emotional exhaustion. Also, Aloe et al. (2014) noted that an area for

future research concerning the association between classroom management self-

efficacy and burnout involves utilizing longitudinal datasets to more effectively assess

the causal pathways between these variables. The authors' statement underscores

the importance of understanding how self-efficacy in behavior management mediates

the link between student misbehavior and teacher burnout, as highlighted by

Tsouloupas et al. (2010). However, the statement could be enhanced by discussing

practical implications and potential challenges associated with longitudinal studies in

educational settings.

The study conducted by Nguyen et al. (2018), show the need for a more

precise engagement scale by analyzing how student behavioral involvement varied

depending on the situation. They discovered that interactions between students and

their peers did not always correlate with higher behavioral involvement; instead,

interactions with teachers and other students were predictive of higher engagement.

According to their research, there are significant conceptual and empirical

ramifications when behavioral engagement is broken down into disengagement,

active engagement, and passive engagement.

Pilotti et al. (2017), explored how student performance, teacher involvement,

engagement measures, and online classroom settings are linked. They also

assessed behavioral, cognitive, and emotional engagement of students and teachers

in online discussion forums across 303 classes. They found that higher engagement

correlated with more engaging discussion prompts. Larger class sizes were linked to

lower

engagement levels for both students and teachers. Interestingly, students' emotional

engagement improved grades, while teachers' cognitive engagement reduced them.

According to the study of Pianta et al. (2010), students who took part in the

MTP-S program had higher levels of behavioral engagement in the classroom for the

entire academic year. Analysis and problem-solving skills, as well as instructional

learning methods, were all improved by the curriculum. It indicates that emphasizing

developmentally appropriate teacher-student interactions and offering continuous

assistance and feedback might favorably effect student engagement in secondary

schools. These improvements in teacher practices were linked to greater student

engagement. The connections between teacher-student interactions, teacher

characteristics, and classroom organization in secondary schools with regard to

behavioral engagement.

The study of Abdulaziz et al. (2012), explored how extracurricular activities

impacted the perception of professional behaviors and interpersonal skills among

undergraduate medical students. Through grounded theory analysis, the author found

that participants acquired various interpersonal skills like teamwork, problem-solving,

leadership, and communication. They also learned confidence, respect, sharing, and

responsibility. These skills positively influenced their professional actions and

academic performance, indicating that extracurricular involvement at King Abdulaziz

University facilitated the development of these skills among medical students.

Participation

According to St. Onge, Justin et al. (2017), student academic achievement and

growth of their interest and motivation in their education are significantly influenced

by

their participation and engagement. In both indoor and outdoor learning

environments, circle formation involvement and engagement are assessed in this

study. The least

amount of student engagement and participation occurred in the traditional classroom

setup, when the teacher stood and the students sat. The findings will help in

educating teachers about successful teaching strategies for raising student

participation and engagement in both traditional classroom settings and outdoor

learning situations.

According to the study of Olli-Pekka Sakari Malinen & Savolainen (2016),

engaging students in curriculum planning is vital for boosting their emotional,

behavioral, and cognitive involvement, even in tough situations. Education aims to

nurture individual potential in personality, talents, and abilities. Thus, students' active

participation, either directly or through representatives like class reps or parents, is

essential, particularly if they can express their viewpoints. This underscores the

significance of involving students in curriculum planning to enhance engagement and

maximize potential, in line with pedagogical principles. However, it lacks discussion

on practical implementation strategies and considerations for diverse student needs.

Frymier et al. (2016), expounded that in American classrooms students'

participation is typically highly appreciated and regarded as a reliable indicator of

their level of involvement with the material. The association between students'

involvement and oral participation as well as other factors was investigated in two

studies. Participation orally and involvement did not significantly correlate. There is a

correlation between oral involvement, learning indicators and study motivation. It was

less common among really nervous students and more common when grades were

involved and teachers were seen as nonverbally direct. There was a positive

correlation found between student engagement and nonverbal attention. By

challenging accepted beliefs about oral engagement, these researchers develop a

novel way to quantify it.

The study of Clark et al. (2021), when working in education, occupational

therapists uniquely enhance students' classroom participation and academic

performance. They leverage their expertise across district, building, classroom, and

student levels, using a systems-level approach to promote "health, well-being, and

participation in life through occupation" (AOTA, 2014). Evidence-based practices

suggest integrating services into classrooms to boost students' engagement and

participation in natural rhythms. Vignettes contrasting impairment-focused strategies

with participation and performance-focused ones, along with practice examples in

evaluation and intervention, are provided to enhance practitioners' utilization of a

participation focus.

Covay and Carbonaro (2010), postulated that these level to which

extracurricular activity participation contributes to the socioeconomic status (SES)

advantage on educational results has not been investigated in previous study. The

authors examine extracurricular activity and the SES advantage in primary school-

aged children, with an emphasis on noncognitive skills. The authors contend that the

impact of extracurricular activities and SES on academic performance is mediated by

noncognitive skills. Using information from the Kindergarten Class of 1998–1999

Early Childhood Longitudinal Study, the authors conclude that engagement in

extracurricular activities explains a little amount of the SES advantage in both

cognitive and noncognitive skills. Furthermore, children's financial situation influences

how extracurricular activities affect their non cognitive and cognitive skills (Elizabeth

Covay, William Carbonaro 2010).

CHAPTER III

METHODOLOGY

This chapter presents the methods employed in gathering the data in the

study. It includes research design, respondents, instruments, data gathering

procedures, and statistical treatment.

Research Design

The research will use a descriptive-correlational method to explore the

relationship between extracurricular activities and student engagement among Grade

11 HUMSS students at Gensantos Foundation Inc. The study aims to identify the

impact of extracurricular activities on student engagement, using descriptive analysis,

and determine the correlational relationship between the two variables.

Research Respondents

This study involves the grade 11 HUMSS students at Gensantos Foundation

Incorporated. The respondents of this study were seventy-two students (72) of

Gensantos Foundation Inc.

The researchers will use the Slovin’s Formula to determine the sample size

based on the population size. The researchers' population is eighty-eight students

(88) from Gensantos Foundation Inc. The desired sample is Seventy- two (72). Each

strata (1+ Ne2) will be divided with the total population (N).

N
n= 1+ Ne
2

The Distribution of Respondents

Name of School Population No. of Respondents

Homer 44 36

Twain 44 36

Total 88 72

Table 1.

Table 1 shows the distribution of respondents in the selected sections in

Gensantos Foundation Inc. There are thirty-six (36) students in Homer and thirty-six

(36) in Twain was taken as respondents. Total number of respondents is seventy-two

(72).

Research Locale
 The study will be conducted at Gensantos Foundation College Inc. which is

located at Bulaong Extension, Barangay Dadiangas West, General Santos City.

Fig. 2. Research Locale

Research Instruments

The researchers will use a self-made survey questionnaire to measure the

level of extracurricular activities in terms of: Physical Curricular Activity and Non-

Physical Curricular Activity. It also aims to measure the level of students' engagement

such as: Behavioral and Participation.

Data Gathering Procedure

When conducting the research, the researchers considered the following

procedures:

Before the researchers will conduct a survey they will seek permission from

their subject teachers. Next, researchers will make a permission letter for the school

principal to let us do our survey about the impact of extracurricular activities on

students’ engagement. Then, the researchers will ask approval to the advisers of the
target sections to conduct a survey, upon waiting. The researchers prepared a

research questionnaire for the chosen students to answer.

During the research, the researchers will instruct the respondents in answering

the questionnaire. Then, the researchers will administer the questionnaire and collect

each questionnaire after each respondent finish answering the questionnaire.

After the researchers finished collecting the questionnaire answered by the

respondents, the researchers will encode and analyze the data given by the

respondents through the questionnaire.

Statistical Treatment

The researchers will use the arithmetic weighted mean for interpretation of

data and Pearson product moment for correlation. The correlation will be used to

determine the relationship between the teaching method and the students'

participation amongst the grade 11 who are in Humanities and Social Sciences.

x=
∑X
n

Weighted Mean Formula

r =n ¿ ¿

N = sum of the products of paired scores

∑ xy = sum of the products of paired scores

 ∑x = sum of x scores

∑y = sum of y scores

∑ x 2 = sum of squared x scores

∑ y 2= sum of squared y scores

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of the

data gathered in the research study. The various results were presented in the

succeeding tables with corresponding discussions and explanations. It also answers

specific problems stated in the previous chapter.

PART I. EXTRACURRICULAR ACTIVITY

Table 1.1 Physical Curricular Activity
Indicators Weighted Interpretation
Mean
1. I understand the necessity of physical activities to 4.19 Always
students
2. I am willing to join school activities. 4.46 Always
3. I prepare myself for extra-curricular activities. 4.17 Often
 4. I like participating in school events that involves 4.24 Always
physical activity like volleyball, badminton, basketball,
etc.
5. I do activities that improves my physical abilities. 4.32 Always
Total 4.28 Always
Legend: Always (4.21-5.00) Often (3.42-4.20) Neutral (2.61-3.40) Rarely (1.81-2.60)
Never

Table 1.1 introduces the weighted mean of physical curricular activities. The

learner's reacted some questions based on what is the level of physical curricular

activities regarding to behaviors of students. Indicator 2 has the highest weighted

mean (µ = 4.46) describe as Always, and 3 got the lowest total which is (µ = 4.17).

The sum of weighted mean in physical curricular activities is (µ = 4.28) interpret as

Always. It suggests that Physical Curricular Activities has a great impact on every

student

Table 1.2 Non-Physical Curricular Activity

Indicators Weighted Interpretation
Mean
1. I understand the necessity of involving myself in 3.67 Often
non-physical curricular activities like writing and
speaking.
2. I enjoy reading books, articles, and other written 3.56 Often
materials.
3. I do activities that involves developing my writing 3.87 Often
and speaking skills.
4. I participate in school events that involves activity 3.28 Neutral
like debate, quiz bowl, spoken poetry etc.
5. I enjoy watching educational videos and 3.78 Often
documentaries to learn new topics.
Total 3.63 Often
Legend: Always (4.21-5.00) Often (3.41-4.20) Neutral (2.61-3.40) Rarely (1.81-2.60)
Never (1.00-1.80)

This study, specifically Table 1.2, focuses on non-physical extracurricular

activities. Based on the survey results, the highest mean score indicator 3 (µ = 3.87)

indicates that a significant number of participants chose the highest percentage in

these activities. Conversely, the lowest mean score (µ = 3.28) suggests a smaller

group selected the lowest percentage. Overall, the average mean score (µ = 3.63)

across all categories highlights a generally positive response to non-physical

extracurricular activities. This suggests that many individuals enjoy engaging in these

types of activities.

PART II. STUDENT ENGAGEMENT

Table 2.1 Behavioral
Indicators Weighted Interpretation
Mean
1. I feel comfortable joining school activities. 4.25 Always
2. I feel confident about my capabilities in joining 4.18 Often
school events.
3. I am willing to follow instructions and help others. 4.31 Always
4. I arrived on time and well prepared for activities. 4.21 Always
5. I stay positive and enthusiastic during activities. 4.07 Often
Total 4.20 Often

Table 2.1 presents the weighted mean of behavioral activities. The learners

responded to questions concerning the level of behavioral engagement based on

their actions and attitudes. Based on the survey, Indicator 3 has the highest weighted

mean (µ = 4.31), interpreted as Often, indicating that students consistently

demonstrate positive behavioral traits. Meanwhile, Indicator 5 recorded the lowest

weighted mean (µ = 4.07), suggesting a less frequent occurrence of positive

behaviors compared to other indicators. The overall weighted mean for behavioral

activities is (µ = 4.20), which is interpreted as Often. This implies that students

generally display positive behaviors, but there is still potential for further

development.

Table 2.2 Participation

Indicators Weighted Interpretation
Mean
1. I participate in school activities. 4.5 Always
2. I am engaging myself to any extra-curricular 4.24 Always
activities
3. I am active in joining events that helps improve my 4.32 Always
skills physically and mentally.
4. When there are school activities, I find myself 4.14 Often
enjoying the programs/events.
5.Participating in extracurricular activities helped me to 4.40 Always
socialize more with my co-student
Total 4.32 Always
Legend: Always (4.21-5.00) Often (3.41-4.20) Neutral (2.61-3.40) Rarely (1.81-2.60)
Never (1.00-1.80)
 Table 2.2 focuses on presenting the weighted mean scores for student

participation in physical curricular activities. The data suggests a high level of

engagement, with indicator 1 ("Always") receiving the highest weighted mean (µ =

4.5). Conversely, indicator 4 received the lowest weighted mean (µ = 4.14). The

overall weighted mean for participation is (µ = 4.32), indicating a consistent "Always"

level of engagement. This suggests that students generally enjoy participating in

extracurricular activities.

Part III. CORRELATION BETWEEN THE EXTRACURRICULAR ACTIVITIES AND

STUDENT ENGAGEMENT

Table 3.1
Range and
Variable Weighted Interpretation Result Interpretation
Mean

Extracurricular 3.96
Activities Very High
±0.81 to 1.00 1 (+/-)
Students 4.26 Correlational
Engagement
Legend: Very High (+/-) Correlational (0.81 to 1.00) High (+/-) Correlational (0.61 to
0.80) Moderate (+/-) Correlational (0.40 to 0.60) Low (+/-) correlation (0.21 to 0.40)
Negligible (+/-) Correlational (0.01 to 0.20).

The table 3.1 shows that there is a highly significant relationship between the

extracurricular activity and student engagement of Grade 11 Humanities and Social

Sciences (HUMSS) students using the Pearson Correlation Formula. The weighted

mean of Extracurricular Activity is (µ= 3.96) which interpret as Often and the weighted

mean of Student Engagement is (µ= 4.26) which represent as Always. The result

shows that the student engagement and study habits have (± 1) which interpret as

Very High (+/-) Correlation.

CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, and RECOMMENDATIONS

This chapter presents the summary, findings, conclusion, and

recommendations of the study.

Summary

This study examines the extracurricular habits of Grade 11 students at

Gensantos Foundation College Inc. The research aims to understand the

participation levels and preferences of these students in various extracurricular

activities offered by the school.

This descriptive-correlational study aimed to investigate and analyze the

results of the relationship between the extracurricular activity and student

engagement of the Grade 11 HUMSS students of Gensantos Foundation Inc. The

study’s summary reveals that a limited number of students actively engage in

extracurricular activities at Gensantos Foundation College Inc.

Findings

1. The level of extracurricular activities has an overall mean of (x = 4.28) which

means that students always do and willing to do extracurricular activities.

2. The level of student engagement has an overall mean of (x = 4.20) which means

that students often have or apply different student engagement

3. The relationship between extracurricular activities and student engagement of

Grade 11 HUMSS students where the multiple value is 0.81 which denotes very high

correlation between the two variables.

Conclusion

1. Grade 11 HUMSS students appreciate any activities, like physical activity and

non-physical activity and also, since it has a great impact on every student.
 2. Grade 11 HUMSS students like participating in extracurricular activities as they

generally display positive behaviors.

3. There is a highly significant relationship between the extracurricular activities

and student engagement.

Recommendation

1. The school should give resources to the students to help more in school clubs

and activities.

2. Explore online participation options for certain activities.

3. Encourage students to reflect on their experiences in extracurriculars and

consider how they can grow and improve.

APPENDIX A
Gensantos Foundation College, Ing,
Bulaong Extension, General Santos City
Tel. No. 554-6825; FAX No. 552-3008
Email Address: [email protected]

Name(optional):
Directions: For each statement in the survey, please indicate how much you agree or
disagree with the statement by putting a check in the box on the right side each
statement. There are no right or wrong answers. Your answers will be kept strictly
confidential and you will not be identified.
Legend: 5 – Always 4 – Often 3 – Neutral 2 – Rarely 1–
Never
Part I. Extracurricular Activity
Physical Curricular Activity 5 4 3 2 1
1. I understand the necessity of physical activities to students
2. I am willing to join school activities.
3. I prepare myself for extra-curricular activities.
4. I like participating in school events that involves physical activity like
volleyball, badminton, basketball, etc.
5. I do activities that improves my physical abilities.
Non-Physical Curricular Activity 5 4 3 2 1
1. I understand the necessity of involving myself in non-physical
curricular activities like writing and speaking.
2. I enjoy reading books, articles, and other written materials.
3. I do activities that involves developing my writing and speaking skills.
4. I participate in school events that involves activity like debate, quiz
bowl, spoken poetry etc.
5. I enjoy watching educational videos and documentaries to learn new
topics.
Part II. Student Engagement
Behavioral 5 4 3 2 1
1. I feel comfortable joining school activities.
2. I feel confident about my capabilities in joining school events.
3. I am willing to follow instructions and help others.
4. I arrived on time and well prepared for activities.
5. I stay positive and enthusiastic during activities.
Participation 5 4 3 2 1
1. I participate in school activities.
2. I am engaging myself to any extra-curricular activities
3. I am active in joining events that helps improve my skills physically
and mentally.
4. When there are school activities, I find myself enjoying the programs.
5. Participating in extracurricular activities helped me to socialize more
with my co-student.
APPENDIX B

Gensantos Foundation College, Inc.

Bulaong Extension, General Santos City
Tel. No. 554-6825; FAX No. 552-3008
Email Address: [email protected]

HANILYN L. PARCON, LPT

High School Faculty
Gensantos Foundation Inc.
Dear Ma’am;

Greetings!

The undersigned below are Grade 12 Accountancy Business and Management

students of Gensantos Foundation College, Incorporated. We are currently
conducting a research entitled “The Impact of Extracurricular Activities on Student
Engagement of Grade 11 HUMSS Students of Gensantos Foundation Incorporation”
in partial fulfillment of the requirements in PRACRE 2 (Practical Research 2).

In line with this, the undersigned need your expertise and would appreciate it very
much if you could write comments, suggestions, and recommendations for the
improvement of the instruments to be used in conducting our study.

Your valuable contribution will ensure the success of this of this endeavor. We greatly
appreciate your positive response to this request.

Respectfully yours,
Borre, Avril Valerie Noelle Catalan Tebag, Janelle Tagalan
Borromeo, Gwen Eunice Berdon Duenas, Justine Taro
Santillan, Zian Loyd Nabarty Salihon, Raisa

Researchers

Noted by: Validated by:

MR. NEIL R. ESPINA, MA HANILYN L. PARCON, LPT

Research Adviser Valid
APPENDIX C

Gensantos Foundation College, Ing,

Bulaong Extension, General Santos City
Tel. No. 554-6825; FAX No. 552-3008
Email Address: [email protected]

Direction:
5-Strongly Agree 4-Agree 3-Neutral
2-Disagree 1-Strongly Disagree
 Indicators Value/Score Remarks
5 4 3 2 1
1.The questions
answer the statement
of the problem given.
1.1 Adequacy 2.The questions give
enough information or
data to support the
study.
3.The questions give a
chance to examine the
information.
1.The questions given
are related to the
study.
2.The questions agree
1.2 to the study’s
Appropriateness statement of the
problem
3.The question are
related to the terms
used in the study.
1.The questions
supports the study.
2. The questions gets
significant information.
1.3 Acceptability 3. The questions can
be used as a basis for
future study.

TALLY SHEET

Physical Curricular Activity

5 4 3 2 1
1 30 31 6 5 0
2 39 20 10 3 0
3 29 32 8 3 3
4 39 20 7 3 3
5 38 21 11 2 0

Non- Physical Curricular Activity

 5 4 3 2 1
1 12 34 18 6 2
2 18 15 29 9 1
3 23 20 21 8 0
4 8 27 17 17 3
5 22 23 18 7 2

Behavioral

5 4 3 2 1
1 32 31 6 1 2
2 30 27 13 2 0
3 40 19 8 5 0
4 31 28 10 3 0
5 31 25 9 4 3

Participation

5 4 3 2 1
1 41 26 5 0 0
2 34 24 11 3 0
3 35 27 8 2 0
4 39 18 10 4 1
5 39 26 4 3 0

Computation

N ∑x ∑y ∑ xy ∑x
2
∑y
2

72 3.96 4.26 16.87 15.68 18.15

r = n¿¿
 72 ( 16.87 )−(3.96)(4.26)
r=
√¿¿¿

1214.64−16.87
r=
√ [ 1128.96−15.68 ] [1306.8−18.15]

1197.77
r=
√ [ 1113.28 ] [1288.65]

1197.77
r= 1197.76

r= 1

Curriculum Vitae

Personal Information
Name: Janelle T. Tebag
Sex: Female
Age: 17 years old
Address: Prk. Veterans Brgy. Calumpang Block 7 Lot 1,GSC
Date of Birth: March 21, 2007
Place of Birth: General Santos City
Contact No.: 09263753196
Email Address: [email protected]
Mother’s Name: Jocelyn T. Tebag
Mother’s Occupation: Bookkeeper
Father’s Name: Garry E. Tebag
Fathers Occupation: CSU_
Educational Backround
Elementary: Romana C. Acharon Central
Elementary School
(2013-2019)

Junior High School: General Santos City

National High School
(2019-2023)

Senior High School: GenSantos Foundation College, Incorporated

Bulaong Extension, General Santos City
(2024-2025)
Achievements and Awards
 Consistent Honor Students from pre- School to grade 6
 Consistent Honor Student from Grade 7 to Grade 12
 Outstanding Performance in Vocal Arts Calumpang Youth Festival Solo
Singing
 Competition 2023- 3rd Place
 Pasiklaban 2024 Solo Singing Contest- Champion

Curriculum Vitae

Personal Information
Name: Zian Loyd N. Santillan
Sex: Male
Age: 17 years old
Address: Purok 12, Uson Phase B, Brgy. Mabuhay GSC
Date of Birth: November 30, 2006
Place of Birth: General Santos City
Contact No.: 09552518738
Email Address: [email protected]
Mother’s Name: Virginia N. Santillan
Mother’s Occupation: Deceased
Father’s Name: Eliseo B. Santillan jr.
Fathers Occupation: Security Guard
Educational Backround
Elementary: Mabuhay Elementary School
(2013-2019)
Junior High School: Engracia L. Valdomar
National Highschool
(2019-2023)

Senior High School: GenSantos Foundation College, Incorporated

Bulaong Extension, General Santos City
(2024-2025)
Achievements and Awards
 Division Soccer- 4th runner up
 Honor Student in Grade10

Curriculum Vitae

Personal Information
Name: Avril Valerie Noelle C. Borre
Sex: Female
Age: 17 years old
Address: Manansala St. Brgy. North GSC
Date of Birth: February 07, 2007
Place of Birth: General Santos City
Contact No.: 09856551805
Email Address: [email protected]
Mother’s Name: Mary Sancelle C. Borre
Mother’s Occupation: Housekeeper
Father’s Name: Manolito Yap. Borre
Fathers Occupation: MASON
Educational Backround
Elementary: Dadiangas North Elementary School
(2013-2019)
Junior High School: Dadiangas North Highschool
(2019-2023)

Senior High School: GenSantos Foundation College, Incorporated

Bulaong Extension, General Santos City
(2024-2025)
Achievements and Awards
 Consistent Honor Student From grade 7 to grade 10
 Mass Dance Competition in Brgy. North year 2022- 1st place
 Mass Dance Competition in Brgy. North year 2023- 4thplace
 Mass Dance Competition in Brgy. North year 2024- 2nd place

Curriculum Vitae

Personal Information
Name: Raisa Salihon
Sex: Female
Age: 18 years old
Address: Apopong, Sinawal GSC
Date of Birth: October 28, 2006
Place of Birth: General Santos City
Contact No.: 09263753196
Email Address: [email protected]
Mother’s Name: Zuraida P. Salihon
Mother’s Occupation: Sewer
Father’s Name:
Fathers Occupation:
Educational Backround
Elementary: Bawing Elementary School
Upper London Extension
(2018-2019)
Junior High School: New Society National High School
(2019-2023)

Senior High School: GenSantos Foundation College, Incorporated

Bulaong Extension, General Santos City
(2024-2025)
Achievements and Awards
 Achiever Student
 Pasiklaban 2024- Word Factory- 2nd place

Curriculum Vitae

Personal Information
Name: Gwen Eunice B. Borromeo
Sex: Female
Age: 17 years old
Address: Prk. Mapailubon San Isidro GSC
Date of Birth: June 21, 2007
Place of Birth: Pulanggi Alpay
Contact No.: 09356196146
EmailAddress: [email protected]
Mother’s Name: Elvie B. Borromeo
Mother’s Occupation: Cooker
Father’sName: Fernando S. Borromeo
Fathers Occupation: Tricycle Driver
Educational Backround
Elementary: Lagao Elementary School
(2013-2019)
Junior High School: National Secondary School Of
Arts and Trades
(2019-2023)

Senior High School: GenSantos Foundation College, Incorporated

Bulaong Extension, General Santos City
(2024-2025)
Achievements and Awards
 Perfect Attendance First Quarter to Fourth Quarter (2019-2020)
 Sinulog Competition year 2019- 1st place
 Hiphop year 2022- 4th place
 Sayawitam year 2023- 2nd place

Curriculum Vitae

Personal Information
Name: Justine T. Duenas
Sex: Male
Age: 17 years old
Address: Purok 3, Brgy Lanton Apopong, GSC
Date of Birth: September 3, 2007
Place of Birth: Lake Cebu
Contact No.: 09486485965
Email Address: [email protected]
Mother’s Name: Ailen T. Duenas
Mother’s Occupation: Housewife
Father’s Name: Reagan E. Duenas
Fathers Occupation: Office supervisor
Educational Backround
Elementary: Lanton Elementary School
(2013-2019)
Junior High School: Lanton National Highschool
(2019-2023)

Senior High School: GenSantos Foundation College, Incorporated

Bulaong Extension, General Santos City
(2024-2025)
Achievements and Awards

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