INVOLVEMENT IN SCHOOL EVENTS AND SOCIAL SKILLS
AMONG GRADE 11 STUDENTS
Statement of the Problem
This study aims to determine the level of involvement in school events and its
relationship to social skills among Grade 11 students during 1st semester of the A.Y
2023-2024. the expected output of this study is a Development Plan.
Specifically, it aims to answer the following questions:
1. What is the level of involvement in school events among students in terms of:
1.1.Co-curricular Activities
1.2.Extra-curricular activities
2. What is the level of social skills of students in terms of:
2.1 Communication
2.2 Collaboration
2.3 Empathy
3. Is there a significant relationship between the level of involvement in school events
and social skills of students?
4. What other factors that hinder students to participate in school events?
5. What output can be generated for the findings of the study?
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter provides the information gathered and discusses the analysis and
interpretation of the collected data. The discussion aims to address the specific issues
outlined in chapter 1.
Level of Students’ Involvement in School Events
The level of students’ involvement in school events was assessed using a
questionnaire that utilizes a 5- point Likert scale focusing the two components: co-
curricular and extra-curricular. The result is shown in Table 1.
Table 1. The Average Weighted Mean of Level Students’ Involvement in School
Events
Average
Standard
School Activities Weighted Description
Deviation
Mean
Co-curricular
3.61 0.684 Often involved
Activities
Extra-curricular
3.11 0.824 Sometimes involved
Activities
Overall
3.36 0.754 Sometimes involved
Legend: 4.50 – 5.00(very well involved); 3.50 – 4.49(Often involved); 2.50 – 3.49(Sometimes involved); 1.50 –
2.49(Rarely involved); 1.00 – 1.49(Never involved)
The data in table 1 showed that students fall within often involved category. It
demonstrated a high level of involvement in co-curricular activities and a relatively low
standard deviation suggesting a consistent pattern of frequent participation. In contrast,
their engagement in extra-curricular activities is somewhat less regular, as evidenced by
a sometimes involved level. The standard deviation indicated an consistent rate of
participation.
The overall assessment combining both types of activities characterizing the
students' overall involvement as sometimes involved. This suggested a moderate and
somewhat variable level of participation across all school events.
The result is supported by the study of Reeves (2008) stated that there is a
strong association between student involvement in extracurricular activities and
improved attendance, behavior, and academic performance. Also a study by Olson
(2008) showed that involvement in extracurricular activities is constantly and positively
correlated with good school attendance and good attendance is often correlated with a
higher grade point average.
Moreover, a study by Gilman (2004) showed that extracurricular activity
participation provides a venue to express personal talents. The study demonstrated that
engaging in extracurricular activities offers individual an opportunity to showcase their
unique abilities and skills outside of the traditional academic setting.
It shows that the respondents exhibit a high level of involvement in co curricular
activities while average level for extra curricular so in overall the participation of
students in school activities is average. It also shows that student have consistent level
of involvement in both co curricular and extracurricular activities. These findings also
suggest that the respondents have a higher participation in co curricular than extra
curricular, therefore to address this imbalance, it is recommended that schools
strategically prioritize and enhance the implementation of extracurricular activities.
Level of Students’ Social Skills
The level of students’ social skills is evaluated using questionnaire and 5-point
Likert Scale. The table is categorized further into three (3) skills, communication,
collaboration and empathy. The result is indicated in Table 2.
Table 2. The Average Weighted Mean of Level of Students’ Social Skills
Average
Standard
Social Skills Weighted Description
Deviation
Mean
Communication 3.81 0.633 Very Satisfactory
Collaboration 4.08 0.658 Very Satisfactory
Empathy 3.90 0.660 Very Satisfactory
Overall Very Satisfactory
3.93 0.651
Legend: 4.50 – 5.00(Outstanding); 3.50 – 4.49(Very Satisfactory); 2.50 – 3.49(Satisfactory); 1.50 – 2.49(Fairly
Satisfactory); 1.00 – 1.49(Poor)
The overall result from table 2 indicated that students possess very
satisfactory level of social skills. This showed that the students' proficiency in
interpersonal aspects portrayed a positive and commendable level of social
competence. The low standard deviation further suggests a relatively uniform. This also
points out that students have a positive social environment within the student
community, which is indicative of their strong interpersonal capabilities.
This result is also in consonance with the study of Carolina et al, (2015) which
found out that the development of interpersonal skills during a student’s undergraduate
course is critical because the more developed the social skills the more chances to
satisfactorily deal with the demands of different environments and interlocutors.
Additionally social skills is broadly defined as social intelligence of a person that
becomes the basic foundation to do social relations in society (Thorndike and Stein,
1937). A study of Ivaniushina & zapletina (2015) found out that individual that is
involved in extracurricular activities have developed time management and goal setting
skills. The study also said that all extracurricular activities have a positive impact on the
development of personality and interpersonal skills.
It shows that the respondents exhibit a very satisfactory level of social skills
across specific indicators including communication, collaboration, and empathy. These
findings underscores the effectiveness of current educational practices in nurturing
interpersonal abilities among students. To further enhance these social skills, it is
recommended that schools continue to integrate and emphasize various aspects of
social skills. Additionally, creating a supportive and inclusive school culture that
promotes social interaction can contribute significantly to the continuous development of
students' social
