ACADEMIC PERFORMANCE AND EXTRACURRICULAR ACTIVITY

AMONG GRADE12 STUDENTS IN BITOON NATIONAL

VOCATIONAL HIGH SCHOOL

Research paper

Presented to the faculty of

Senior High School Department
Bitoon National Vocational High School
Bitoon, Dumanjug, Cebu

In Partial Fulfillment
of the Requirements for the subject
INQUIRIES, INVESTIGATION, & IMMERSION

Angelica T. Amorganda
Pamela Faith A. Lomibao
John Mevrick C. Gingoyon
John Wyven C. Marata

April 2024
 ii

ABSTRACT

Extracurricular activities have long been an important part of the education

system. This study examines the relationship between extracurricular activities
and academic performance among grade 12 students at Bitoon National
Vocational High School. It examined the impact of the type, and level of
participation in extracurricular activities on academic performance. Data will be
collected from a sample of Grade 12 extracurricular participant students in Bitoon
National Vocational High School. The research questions focus on demographic
profiles, level of participation, and the relationship between academic
performance and extracurricular activities. This study found that there is a weak
positive connection between extracurricular activity and academic achievement
raises the possibility of a tiny association between increased extracurricular
activity and marginally improved academic performance. Even though there's a
tiny connection where students with more extracurricular activities might have
slightly better grades, it is so weak that it's probably just a coincidence and not a
real cause-and-effect relationship. In addition, the findings of this study aim to
enhance understanding of how extracurricular activities influence academic
performance, informing educational policies and practices. The study’s result
could be used to contribute to the development of time management practices
campaign to build a sense of community and helps students to benefit from one
another's experiences. Recognizing great entries with rewards will increase
participation.

Keywords: extracurricular activity, type, level of involvement, time management

campaign
 iii

DEDICATION

This research project is dedicated to our cherished parents, who

encouraged and supported us throughout the entire process, serving as our
inspiration, strength, and source of moral, spiritual, emotional, and material
assistance.

To our friends, classmates, mentors, brothers, sisters, and other family

members who have offered guidance and motivation to complete our research.

Lastly, we dedicate our research study to the All-Powerful God who provides us
with security, competence, strength, wisdom, guidance, and good health
throughout the process. We provide them all to you.
 iv

ACKNOWLEDGEMENT

We would like to begin by acknowledging the presence of God in our life

and recognizing His unwavering support and guidance throughout this research
endeavor. His divine wisdom and grace have been a constant source of
inspiration, strength, and comfort. We are forever grateful for His blessings,
which have allowed us to navigate the challenges and complexities of this
research.

First of all, we would like to express our sincere gratitude to Ms. Mary
Grace Arnaiz and Ms. Joan Rose Suson, who have selflessly devoted their time,
expertise, and knowledge in guiding us throughout this research process. Their
contributions and assistance have been invaluable, and without them, this study
would not have been possible. They provided us with support during the time
when we did not know how to proceed with our research.

In addition, we express our deepest gratitude to our family for their

unconditional love, understanding, and encouragement. Their unwavering
support, sacrifice, and belief in our abilities have been the bedrock of our
academic and personal growth. Their presence in our life has provided us with
the motivation and determination necessary to persevere during times of difficulty
and doubt. We are eternally grateful for their unwavering commitment and
generosity.

We would also like to acknowledge the participants of this study, with their
cooperation and willingness to share their experiences, this research would not
have been possible. Their valuable insights and perspectives have provided a
rich understanding of the topic. We deeply appreciate their time and effort in
helping us to gather the necessary data.

Finally, we would like to express our heartfelt gratitude to everyone who

has supported us during this research journey, including friends and colleagues.
Their words of support, constructive comments, and intellectual stimulation have
substantially enhanced the quality and depth of this research. Their faith in us
 v

and continuous support have made this study project not only feasible, but also
extremely fulfilling.
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TABLE OF CONTENTS

TITLE PAGE ......................................................................................................... i

ABSTRACT...........................................................................................................ii

DEDICATION....................................................................................................... iii

ACKNOWLEDGEMENT......................................................................................iv

TABLE OF CONTENTS........................................................................................v

Chapter 1..............................................................................................................1
Rationale............................................................................................................1
Conceptual Background.....................................................................................2
Conceptual Framework......................................................................................4
Statement of the Problem.................................................................................. 5
Research hypothesis..........................................................................................6
Scope and delimitation.......................................................................................6
Significance of the study....................................................................................6

DEFINITION OF TERMS.......................................................................................9

Chapter 2............................................................................................................11
Extracurricular Activities...................................................................................11
Sports...............................................................................................................12
Student’s Academic performance in participating Extracurricular activities......14

Chapter 3............................................................................................................16
Research Design..............................................................................................16
Research Environment.....................................................................................16
Research Respondents....................................................................................17
Research Instrument........................................................................................18
Data Gathering Procedure...............................................................................18
Data Analysis................................................................................................... 19
Scoring Procedure........................................................................................... 22
 vii

Chapter 4............................................................................................................23
PROFILE OF THE STUDENTS.......................................................................23
Table 3: Type of Extracurricular Activity............................................................23
GPA..................................................................................................................25
Table 4: Academic Performance.....................................................................25
LEVEL OF PARTICIPATION ON EXTRACURRICULAR ACTIVITY.................26

Table 5: level of participation in terms of Clubs and Organization................26

Table 6: Level of participation in terms of Training........................................27

Table 7: Level of participation in terms of Competitions................................29

Table 8: Summary table................................................................................30

Table 9: Correlation Between Academic Performance and Extracurricular

Activity among Grade 12 students................................................................31

Chapter 5............................................................................................................34
Summary of Findings.......................................................................................34
Conclusion....................................................................................................... 35
Recommendations...........................................................................................36

BIBLIOGRAPHY.................................................................................................39

Personal Data.................................................................................................... 42

Personal Data.................................................................................................... 43

Personal Data.................................................................................................... 44

Personal Data.................................................................................................... 45
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Extracurricular activities have been a prominent feature of the education

system for many years. According to Yildiz (2015), extracurricular activities are

defined as those activities which are not the components of the academic

curriculum but an important part of the educational environment. While their

primary purpose is to provide students with opportunities to engage in non-

academic pursuits, recent research suggests that participating in extracurricular

activities can have a positive impact on academic performance on the senior high

school among grade 12 students. However, there is still much debate

surrounding the extent of this relationship, and what factors may play a role in

determining the strength of this relationship.

In the study of Ahmad M. (2015), students who participated in

extracurricular activities had a better attendance rate in class. The moment when

students always participate in school activities, they tend to apply their

knowledge in every way possible. Also, as the students continue to participate in

these kinds of activities, their performance in academics boosts linked to good

outcomes.
 2

According to Freeman (2017), students who engaged in extracurricular

pursuits had greater grades and average scores on tests than pupils who weren’t

involved in extracurricular activities.

According to Furda and Shuleski (2019) kids who engaged in

extracurricular activities were more likely to have great social skills than students

who did not participate. Extracurricular activities play an important role for

develop the skills of the students. It makes a student think critically, managing

time well, and competently in terms of Intelligence. It also helps the student to

achieve social goals and maturity.

Extracurricular activities can involve sports, clubs, debate, drama, school

Publications, students council, and other social events. A range of activities

organized outside of the regular school day, curriculum or course intended to

meet learners’ interests. These clubs and organizations activities, trainings and

competitions can help students become more involved in their school or

community and can help them to develop social and soft skills and to promote

wellbeing. The purpose of this study is to examine the relationship between

academic performance and extracurricular activities among students in grade 12

students in Bitoon National Vocational High School.

 3

Conceptual Background

As to Brown's (n.d.) research study, students who engage in

extracurricular activities tend to score higher on standardize tests, have better

grades, have completed more schooling, attend school consistently, and have

higher self-concepts. This implies that extracurricular activities create a positive

cycle for student success and participation is linked to stronger academic

performance, including higher grades, standardized test scores, and school

attendance. This academic achievement can further boost a student's self-

concept, leading to more positive behaviors and a stronger overall well-being.

However, according to Seligman (1990), feeling overloaded can lead to

stress and anxiety. A well-defined plan helps students feel in control of their time,

reducing stress and promoting a sense of accomplishment. Students can then

experience greater well-being and satisfaction with their overall academic and

extracurricular involvement. In addition, juggling academics and ECAs can be

overwhelming. A time management plan helps students prioritize tasks, schedule

dedicated study periods, and minimize distractions. This foster focus and allows

them to be more productive during both academic and extracurricular activities

(Seligman, 1990). Similarly, Research by Eccles & Fredericks (1999) and cited

by Blomfield (2010), suggests that ECAs can positively impact academic

performance when balanced with academic commitments. Effective time

 4

management ensures students allocate sufficient time for studying and

completing assignments, preventing conflicts with ECA schedules.

 5

Conceptual Framework

EXTRACURRICULAR
ACTIVITIES

ACADEMIC
PERFORMANCE

DEVELOP TIME
MANAGEMENT
PRACTICES CAMPAIGN

Figure 1 Conceptual Framework of the study

 6

Statement of the Problem

The aim of this study is to examine the relationship between academic

performance and extracurricular activities among the grade 12 students in Bitoon

National Vocational High School providing insights that can inform educational

policies and practices. Specifically, the study seeks to address the following

research questions:

1. What is the level of academic performance of the respondents

1.2 Extracurricular Activity; and

1.1 Academic Performance?

2. What is the level of participation in extracurricular activities among grade

12 in terms of:

2.1 Clubs and organizations;

2.2 Training; and

2.3 Competitions?

3. What are the relationship between academic performance and

extracurricular activities among the grade 12 students?

4. Based on the finding what time management practices can be proposed?

Research hypothesis

Null hypothesis (Ho): There is no significant relationship between academic

performance and extracurricular activities among grade 12 students in Bitoon

National Vocational high school

 7

Alternative hypothesis (Ha): There is a significant relationship between

academic performance and extracurricular activities among grade 12 students in

Bitoon National Vocational high school.

Scope and delimitation

This study aims to examine the impact of extracurricular activity on the

academic performance of Grade 12 students in Bitoon National Vocational High

School. It examined into factors such as student profiles and respondents' level

of participation in activities such as clubs and organizations, training, and

competition. The respondents are limited to Grade 12 students in Bitoon National

Vocational High School in the Division of Cebu Province. The study will be

conducted during this school year, 2023-2024.

However, due to time and financial constraints, the researchers only

surveyed forty (50) respondents selected by purposive sampling. The study

involved a survey questionnaire.

Significance of the study

There are several reasons why the relationship between Senior High

School students’ extracurricular activities and academic achievement at BNVHS

is worth studying.
 8

The study's findings can help students make more educated decisions

concerning their extracurricular activities. Understanding the potential benefits for

academic success allows students to balance the time commitment of activities

with the prospective academic rewards. Furthermore, the study reveals specific

benefits for academic performance, students can use this knowledge to prioritize

and manage their time effectively. They can balance their academic workload

with extracurricular activities in a way that optimizes both.

It can assist in informing the extracurricular activities policies and

procedures of the school. The school might wish to encourage more students to

participate in extracurricular activities, for instance, the study reveals that these

activities improve academic performance. Furthermore, the study can pinpoint

particular extracurricular activity categories that are especially advantageous for

students’ academic achievement.

The results of the study can help teachers understand how extracurricular

activities affect students' academic achievement in grade 12. With this

information, they can assist students in selecting extracurricular activities that

align with their academic objectives and create curricula that successfully

combine academics and extracurricular activities.

 9

With the use of this information, parents can assist their children in

selecting extracurricular activities that will contribute to their academic

achievement.

Adding to the current body of knowledge about extracurricular activities

and academic achievement benefits the research area as a whole. This

research can help researchers gain a better understanding of how these factors

interact and influence student development as they approach higher education.

This study can be used as a foundation for future research. Understanding

previous findings enables future researchers to expand on current information

and investigate new elements of the relationship between extracurricular

activities and academic success. This could include looking into the impact of

certain activities, time commitment, or student motivation.

 10

DEFINITION OF TERMS

Academic performance. Refers to the level of achievement or success

demonstrated by students in their academic studies. It includes factors such as

grades, test scores, class rank, and overall academic growth.

Clubs and organizations. Refers to the involvement of students in various

groups or associations outside their regular academic curriculum. These clubs

and organizations can be related to academic subjects, sports, hobbies, arts,

student government, community service, or any other area of interest.

Competitions. Refers to events where students compete with peers from their

own or other schools in areas like academic subjects, public speaking, spelling,

science fairs, music festivals, or athletic competitions. Students participate in

these activities to challenge themselves, showcase their skills, and potentially

win awards or recognition.

Extracurricular activities. Are optional activities that students can participate in

outside of the regular academic curriculum. These activities can include sports,

clubs and organizations and competitions.

 11

Leadership. Refers to positions of responsibility and authority within the school

or community. Students may hold positions such as student body president, club

president, team captain, or committee chairperson. These roles involve leading

and organizing activities, managing teams, and making important decisions.

Students take on leadership roles to develop leadership skills, create positive

change, and contribute to the functioning and improvement of their school or

community.

Sports teams. Are organized groups of students who come together to compete

in various athletic activities and represent their school in sports competitions.

Students join sports teams to participate in physical activities, develop teamwork

skills, and compete against other schools or teams.

Training. Refers to the process of teaching or instructing individuals in new skills,

knowledge, or behaviors. It is designed to enhance their capabilities and enable

them to perform specific tasks or job functions more effectively.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides an overview of the pertinent literature and research

that the researcher acknowledged as vital in reinforcing the significance of the

current study and demonstrates how our research is supported through gathering

review related literature to strengthen our study about Academic performance

and Extracurricular activities among grade 12 students in Bitoon National

Vocational high school. It also highlights the utilization of artistic synthesis to

enhance comprehension and gain a thorough understanding of the research.

Extracurricular Activities

According to Abizada (2020), Extracurricular activities play an important

role in the school lives of students. The research emphasizes the importance of

balance between extracurricular activities and academic commitments. It

suggests that students who maintain a healthy balance between their

involvement in extracurricular activities and academic responsibilities are more

likely to experience positive effects on their academic performance.

 13

Najum Ul Saqib et al. (2018) states that students who actively participate

in extracurricular activities get a lot of benefits including higher grades, and test

scores, higher educational achievements, more regularity in class attendance

and higher self-confidence. This research suggests that participation in

extracurricular activities can be advantageous for students. Additionally, students

involved in extracurricular activities were reported to attend class more regularly

and exhibit greater self-confidence. The research also suggests that

extracurricular activities can contribute to a well-rounded student experience,

potentially improving academic performance and fostering personal growth.

In accordance to that, Tanner (2017), asserted that extracurricular

activities have both positive and negative impact on the academic performance

of the students. The positive impacts are developed self-confidence, and for

personal aspects especially the feelings. The negative Impacts are also stated,

this are: time management, and the priority of the students is activities not

academics. On the positive side, participating in extracurricular activities can help

students develop self-confidence and personal growth. This suggests that

extracurricular activities have a both positive and negative impact on students'

academic performance.

Moss (2017), argues that even there are benefits of joining extracurricular

activities to the students especially to children, there are still harmful effects of it

to the students. This research emphasizes that extracurricular activities, while

 14

valuable, require careful planning and guidance. Striking a balance is key to

ensure students reap the benefits without succumbing to the potential

downsides.

Sports

According to Montecalbo-Ignacio et al. (2017), they have tried to show that

sport and academic success cannot be achieved at the same time, while only

one study found that there was no significant correlation between the academic

performance of students and their sporting performance. It suggests that there

may be a trade-off between engaging in extracurricular sports activities and

academic success among grade 12 students. They argue that it may not be

possible for students to excel both academically and in their sporting pursuits

simultaneously. However, it is important to note that their findings are not

universally applicable, as there was only one study that found no significant

correlation between academic and sporting performance.

A study by Eccles and Barber (2018), involving a sample of 1,800 students

found that sports participation was positively associated with academic

achievement. They found that students who participated in sports had higher test

scores and GPAS compared to those who did not participate in sports. The study

revealed a positive correlation between participation in extracurricular activities,

such as Basketball, Volleyball, and academic performance. The researchers

determined that students who engaged in extracurricular activities, including

 15

sports, demonstrated higher test scores and GPAs in comparison to their peers

who did not partake in such activities.

In addition, Beets et al. (2018), suggest that sports participation might

enhance students’ self-esteem, motivation, and time management skills, which

may positively impact their academic performance. Engaging in sports and other

extracurricular activities can enhance students’ self-esteem, motivation, and time

management skills, ultimately positively impacting their academic outcomes.

Therefore, school should encourage and support students’ involvement in

extracurricular activities, recognizing the potential benefits they offer beyond just

physical fitness.

Student’s Academic performance in participating Extracurricular activities

Badu (2019), states that students who participate in extracurricular

activities experience higher levels of academic achievement and students who

participate frequently in extracurricular activities tend to have higher grades,

better test scores, and more positive educational experiences in general. This

research concluded that grade 12 students who actively participate in

extracurricular activities are likely to achieve higher grades, perform better on

tests, and have more positive educational experiences in general. Encouraging

 16

and supporting students’ involvement in extracurricular activities may benefit their

academic success and overall development.

According to Chan (2016), engaging in extracurricular activities can

strengthen mental health among students. Participation in activities such as

sports, clubs, or community service can provide students with a sense of

belonging, enhance their self-esteem, and reduce stress levels. This improved

mental well-being can indirectly contribute to better academic performance.

When students have a positive mindset and are more emotionally stable, they

are more likely to focus and perform well in their studies.

Moreover, the research by Jennifer A. Fredricks and Jacquelynne S.

Eccles (2018) supports the notion that consistent participation in extracurricular

activities is associated with higher academic achievement. Their longitudinal

analysis of U.S. middle and high school students revealed that students who

frequently participated in extracurricular activities demonstrated better academic

performance over time.

 17

Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research strategies that will be used by the

researchers to carry out the study, including the population under investigation

and the research design. The creation of the study tool, determining its validity

and reliability, data collection techniques, and the proper statistical analysis of the

data. It includes the following: research design, research environment, population

and sample, research instrument, data gathering procedure and statistical

treatment.

Research Design

This research utilized quantitative approach. According to Bhandari

(2023), Quantitative research is the process of collecting and analyzing

 18

numerical data. It can be used to find patterns and averages, make predictions,

test causal relationships, and generalize results to wider populations. By using a

quantitative approach, this study will examine the correlation between

participation in extracurricular activities and academic performance among Grade

12 students.

Research Environment

Bitoon National Vocational High School (BNVHS) is a public secondary

school located in Bitoon, Dumanjug, Cebu, DepEd Cebu Province, Region 7.

Don Pablo John Garcia was instrumental in the school’s founding in 1969 when it

was still known as Barangay High School. The school offers residents a high-

quality, reasonably priced education that is based on the curriculum. It also

provides both junior and senior high school programs and offers academic tracks

including the Accountancy, Business, and Management (ABM) strand,

Humanities and Social Sciences (HUMSS), Science and Technology,

Engineering, and Mathematics (STEM), as well as the Technical-Vocational-

Livelihood (TVL) track for its senior high school program, as mandated by the

Department of Education (DepEd) resolution.

Research Respondents

The respondents of the study were Grade 12 students from Bitoon

National Vocational High School during the school year 2023-2024. A total of fifty

(50) students were selected through purposive sampling as the researchers

 19

aimed to gather data from students who specifically participate in extracurricular

activities. As basis, a collection of non-probability sampling approaches in which

units are chosen because they contain characteristics that you need in your

sample Nikolopoulou, (2023). Purposive sampling with predetermined criteria will

be utilized for participant selection in order to guarantee a representative sample

that captures a wide variety of extracurricular engagement. Only students who

took part in extracurricular activities during the 2023–2024 academic year were

considered respondents. Regardless of the strand in the academic year 2023–

2024, the population in this study was compacted to the mean population of

thirteen Grade 12 sections. As basis, Crossman (2020) defined purposive sam-

pling as a non-probability sampling method and it occurs when “elements

selected for the sample are chosen by the judgment of the re- searcher.

Research Instrument

According to Check and Schutt (2012) and cited by Ponto (2015), Survey

research is defined as "the collection of information from a sample of individuals

through their responses to questions”. This type of research allows for a variety

of methods to recruit participants, collect data, and utilize various methods of

instrumentation. This three-part instrument will gather demographic information

(name, section, and age) in Section A. Section B will focus on extracurricular

activities, using a five-point Likert scale to assess participation levels and

perceived impact on academics. Finally, Section C will collaborate with the

 20

school administration to collect participants’ grade point averages (GPA) for the

first semester of the school year 2023-2024.

Three indicators are included in the questionnaire: competitions, training,

and clubs and organizations. This survey paper consists of 15 questions, 5

questions for each indicator.

Data Gathering Procedure

The researchers obtained permission from both the target respondents

and the school principal prior to conducting the study, the questions in the

questionnaire were designed to meet the research study objectives. The

research teacher carefully reviewed and assessed the questionnaire to ensure its

efficacy. Once the permission letters were signed and the questionnaire gained

approval from the research teacher and the principal, the next steps could

proceed. Following the completion of a demographic profile sheet and the

formulation of appropriate survey questions included in the evaluation form. The

researchers visited every section of grade 12 Students at Bitoon National

Vocational High School and gave questionnaires at random to fifty of the

students who were involved in extracurricular activities. The students were given

five to ten minutes to finish the questionnaires following a brief introduction. After

gathering the surveys, the researchers thanked the volunteers for their help. The

frequency with which the respondents checked the items led to pertinent

interpretations and conclusions being drawn from the analysis of the gathered
 21

data. Fifty (50) copies of the assessment-questionnaire forms were handed out,

filled out, and given back. The information collected was structured, tabulated,

and analyzed based on the outcome of the statistical analysis performed.

Data Analysis

Statistical data analysis can provide valuable insights into the relationship

between academic performance and extracurricular activities among grade 12

students in Bitoon National Vocational High School. This analysis involves

gathering various data points related to both academic performance and

extracurricular activities, and then using statistical methods to examine any

patterns or correlations that exist between these two variables.

The statistics used to determine the relationship between academic

performance and extracurricular activities among grade 12 students in Bitoon

National Vocational High School during the school year 2023-2024 are as

follows:

The frequency distribution presented the frequency of the profile of the

students' academic performance. As per, Gravetter (2000) and cited by

Manikandan (2011), a frequency distribution is an ordered

tabulation/graphical depiction of the number of individuals in each category on

a measuring scale. It allows the researcher to quickly glance at the full data

set. It indicates whether the observations are high or low, and whether they

are concentrated in a single place or scattered across the entire scale. Thus,
 22

frequency distribution depicts how individual observations are dispersed

across the measuring scale.

To express the proportion of students' academic performance, frequencies

were translated into percentages.

Formula: %= F/N x 100

where: F - stands for the frequency of responses

N - number of participants

Weighted Mean according to Jain (2024), It enables for the inclusion of

various degrees of importance or significance between data points in a data

set. This was determined to account for the variable weightage assigned by

each responder. A weighted average, or mean, is one in which each item

being averaged is multiplied by a number (weight) based on its relative

importance, rather than considering all elements equally. It allows for the

addition of different levels of importance or significance between data items in

a dataset.

Formula: WM = TWF/N

where: WM - weighted mean

 23

TWF - total weighted frequency

N - Number of responses

Pearson’s r is a
measure of the linear
relationship between
two interval or ratio
variables, and can have
a value between -1 and
1. It is the same
measure as the point-
biserial
correlation; a measure
of the relationship
between a
dichotomous (yes or
 24

no, male or female)

and
an interval/ratio
variable (Cramer,
1998).
Pearson’s r is a
measure of the linear
relationship between
two interval or ratio
variables, and can have
a value between -1 and
1. It is the same
measure as the point-
biserial
 25

correlation; a measure
of the relationship
between a
dichotomous (yes or
no, male or female)
and
an interval/ratio
variable (Cramer,
1998).
Pearson’s r is a
measure of the linear
relationship between
two interval or ratio
 26

variables, and can have

a value between -1 and
1. It is the same
measure as the point-
biserial
correlation; a measure
of the relationship
between a
dichotomous (yes or
no, male or female)
and
an interval/ratio
variable (Cramer,
1998).
 27

Pearson’s r is a
measure of the linear
relationship between
two interval or ratio
variables, and can have
a value between -1 and
1. It is the same
measure as the point-
biserial
correlation; a measure
of the relationship
between a
dichotomous (yes or
 28

no, male or female)

and
an interval/ratio
variable (Cramer,
1998).
Pearson’s r is a
measure of the linear
relationship between
two interval or ratio
variables, and can have
a value between -1 and
1. It is the same
measure as the point-
biserial
 29

correlation; a measure
of the relationship
between a
dichotomous (yes or
no, male or female)
and
an interval/ratio
variable (Cramer,
1998).
Pearson’s r is a
measure of the linear
relationship between
two interval or ratio
 30

variables, and can have

a value between -1 and
1. It is the same
measure as the point-
biserial
correlation; a measure
of the relationship
between a
dichotomous (yes or
no, male or female)
and
an interval/ratio
variable (Cramer,
1998).
 31

Pearson's r is a measure of the linear relationship between two interval or

ratio variables and can have a value between -1 and 1. It is the same measure

as the point-biserial correlation; a measure of the relationship between a

dichotomous (yes or no, male or female) and an interval ratio variable Cramer

(1998) and cited by Chee (2015). This was used to analyze the data and

determine if there is a significant relationship in the means of two variables. This

helps determine if there's a connection and the direction of that connection

(positive, negative, or none.

Formula:
N  xy   x y
r
N  y  ( x)
2 2
N  y  ( y) 
2 2

where: r - coefficient of correlation

X and y - scores

N - size of sample

Scoring Procedure

The relationship between academic performance and

extracurricular activities among grade 12 students in Bitoon National Vocational

High School was interpreted by the following scoring procedures:

Table 1. Weighted Mean Value for Five - Point Likert Scale

Point Mean value Verbal Interpretation
 32

5 4.21-5.00 Strongly Agree

4 3.41-4.20 Agree
3 2.61-3.40 Neutral
2 1.81-2.60 Disagree
1 1.00-1.80 Strongly Disagree

Table 2. Pearson Product - Moment Correlation Coefficient

Size of Correlation Verbal Interpretation
0.90 - 1.00 (or -0.90 to -1.00) Very high positive (or negative) correlation
0.70 - 0.90 (or -0.70 to -0.90) High positive (or negative) correlation
0.50 - 0.70 (or -0.50 to -0.70) Moderate positive (or negative) correlation
0.30 - 0.50 (or -0.30 to -o.50) Low positive (or negative) correlation
0.00 - 0.30 (or 0.00 to _0.30) Very low positive (or negative)
correlation/Negligible correlation

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results, analysis, and interpretation of data

collected via questionnaire responses disseminated in the field. The data were

presented in tables based on the precise issues posed in the problem statement

and data treatment.

 33

PROFILE OF THE STUDENTS

Extracurricular Activity

TYPE FREQUENCY PERCENTAGE

Sports 35 70%
Music 1 2%
Dance 1 2%
Journalism 6 12%
Student government 2 4%
Outdoor Activities 3 6%
Academic Clubs 2 4%
TOTAL 50 100%

Table 3: Type of Extracurricular Activity

Table 3 present the type of extracurricular activity that students engage

with. The table represents the distribution of student participation across various

extracurricular activities. Sports is the most popular activity, with 35 participants

making up 75% of the total. On the other hand, Music and dance are the least

popular activity, with only 1 participant, accounting for 2% of the total.

The table provides valuable insights into the extracurricular preferences of

the surveyed student population. Predominantly, it highlights a significant

inclination towards sports, with a substantial 70% of students actively

participating in sports-related activities. This robust interest suggests a prevalent

desire for physical engagement, teamwork, and competitive pursuits among the
 34

student body. Conversely, artistic endeavors such as music and dance exhibit

notably lower levels of engagement, with a mere 2% of students involved in each

of these activities. This indicates a comparatively limited interest in the

performing arts within the surveyed group. Journalism emerges as a moderately

popular pursuit, with 12% of students expressing interest in media-related

activities, showcasing a notable subset intrigued by storytelling, reporting, and

media production. In contrast, involvement in student government and academic

clubs appears to be relatively minor, with 4% of students participating in each

category, suggesting a moderate but not overwhelmingly widespread interest in

leadership roles and academic pursuits outside traditional classroom settings.

Additionally, outdoor activities attract a small yet discernible percentage of

students, with 6% engaging in such pursuits, indicating some interest in nature-

based recreation among the surveyed population.

Overall, the table suggests to students that there is a wide variety of

extracurricular activities available to explore, catering to diverse interests and

passions. It highlights the popularity of sports, indicating that many students find

enjoyment, fulfillment, and perhaps even social connections through athletic

pursuits.

GPA

Table 4: Academic Performance

GPA FREQUENCY PERCENTAGE
 35

90-100 38 76%
85-89 10 20%

80-84 2 4%

75-79 0 0%

BELOW 75 0 0%

TOTAL 50 100%

Table 4 reveals that 76% or 38 respondents had GPAs ranging from 90 to

100. 20%, or 10 respondents, have grades ranging from 85 to 89, whereas 4%,

or 2 respondents, have grades between 80 and 84.

This indicates that the majority of respondents who participate in

extracurricular activities have excellent academic achievement, while a small

percentage have very good performance and the smallest have satisfactory

performance. Overall, the data underscores a prevailing trend of academic

success among the surveyed students, with the majority attaining high GPAs,

indicative of their commitment to scholastic excellence and achievement

LEVEL OF PARTICIPATION ON EXTRACURRICULAR ACTIVITY

Clubs and Organization

Table 5: level of participation in terms of clubs and organization

Statement Weighted mean Verbal
 36

Interpretation
I am currently a member of a club
and organization at school.
4.04 Agree

I participate actively in club or

organization. 4.02 Agree

My involvement in clubs and

organizations has helped me 4.54 Strongly Agree
develop valuable skills (e.g.,
leadership, teamwork
GRAND MEAN 4.2 Agree
Note: 4.21-5.00 – Strongly Agree, 3.41-4.20 – Agree, 2.61-3.40 – Neutral,
1.812.60 – Disagree, 1.00-1.80 – Strongly Disagree

Table 5 present the weighted mean distribution and verbal interpretation of

the level of participation in terms of clubs and organization. The highest mean is

4.54, which falls in the “Strongly Agree” category, while the lowest mean is 4.02,

which falls in the “Agree” category and the grand mean score for the Level of

Participation in terms of Clubs and Organizations is 4.2, which is interpreted as

"Agree".

This suggests that students have high participation in the clubs or

organizations which they belong. They are committed to the clubs and

organizations which they belong.

Overall, the data suggests that students have a positive experience

participating in clubs and organizations. They believe that these activities

contribute to their personal growth and skill development.

 37

Training
Table 6: Level of participation in terms of Training
Weighted mean Verbal
Statement
Interpretation

I frequently attend training sessions

offered by the school or external 3.96 Agree
organizations related to my field of
study.

The training sessions I have

participated in have provided me
with valuable knowledge and skills 4.08 Agree
that I can apply in my academic
work.
I feel confident that the training
opportunities offered have helped
4.22 Strongly Agree
me prepare for future academic
challenges.

The cost or scheduling of training

3.54 Agree
sessions has been a barrier for my
participation.
GRAND MEAN 3.95 Agree
Note: 4.21-5.00 – Strongly Agree, 3.41-4.20 – Agree, 2.61-3.40 – Neutral,
1.812.60 – Disagree, 1.00-1.80 – Strongly Disagree

This table displays the weighted mean distribution as well as the verbal

interpretation of training participation levels. The highest mean is 4.22, which falls

into the "Strongly Agree" category, while the lowest mean is 3.54, which falls into

the "Agree" category. The overall mean score for training is 3.95, which falls into

the "Agree" category, suggesting that students agree the training opportunities

beneficial.
 38

This table shows how students perceive the value of training opportunities

offered by the school or external organizations. Furthermore, this table suggest

that students generally find the training opportunities beneficial. However,

addressing scheduling or cost barriers could potentially increase participation.

Competitions

Weighted mean Verbal

Statement
Interpretation

Participating in competitions has

motivated me to excel in my 4.06 Agree
academics
 39

I would say that competing in

academic competitions has had a
positive effect on my academic 4.32 Strongly Agree
results.
The recognition and awards from
competitions have boosted my
4.22 Strongly Agree
confidence in my abilities.

I believe that competing has

4.30 Strongly Agree
enhanced my ability to work
effectively under pressure
GRAND MEAN 4.23 Strongly Agree

Table 7: Level of participation in terms of Competitions

Note: 4.21-5.00 – Strongly Agree, 3.41-4.20 – Agree, 2.61-3.40 – Neutral,
1.812.60 – Disagree, 1.00-1.80 – Strongly Disagree

Table 7 present the weighted mean distribution and verbal interpretation of

the level of participation in terms of competitions. The highest mean is 4.32,

which falls in the “Strongly Agree” category, while the lowest mean is 4.06, which

falls in the “Agree” category and the overall weighted mean score is 4.23, which

falls under the " Strongly Agree" category.

The data suggests competitions are a motivating factor for academic

motivation and skill development. This also suggests that participation in

competitions equips students with valuable skills to perform well in high-pressure

situations, potentially benefitting them not just in competitions but also in other

academic settings.
 40

Overall, the findings highlight how competitions can contribute to personal

growth and development of valuable skills that can be applied in various aspects

of life.

Summary table

Table 8: Summary table

Factors Grand Weighted Verbal Interpretation
Mean
Clubs and 4.15 Agree
Organizations

Training 3.95 Agree

Competitions 4.23 Strongly Agree

Note: 4.21-5.00 – Strongly Agree, 3.41-4.20 – Agree, 2.61-3.40 – Neutral,

1.812.60 – Disagree, 1.00-1.80 – Strongly Disagree

Table 8 displays the Grand Weighted Mean and Verbal Interpretation of

Levels of Participation in terms of the three components (Clubs and

Organizations, Trainings, and Competitions). Clubs and Organizations have a

Grand Weighted Mean of 4.05, and the verbal interpretation is Agree. The grand

weighted mean for training is 3.97, and the verbal interpretation is Agree, while

the grand weighted mean for competitions is 4.5, with the verbal interpretation

remaining agree.

This indicates that respondents likely perceive involvement in clubs and

organizations as beneficial or worthwhile. Following closely behind is

"Competitions" with a notably high weighted mean of 4.23, accompanied by a

 41

"Strongly Agree" interpretation. This suggests a robust consensus among

respondents regarding the importance or impact of competitions, perhaps

indicating a widespread belief in their value for personal or professional

development. In comparison, "Training" registers a slightly lower but still positive

weighted mean of 3.95, aligning with the "Agree" interpretation. This implies that

while respondents generally acknowledge the value of training opportunities, they

may not perceive them as strongly as they do clubs and competitions. Overall,

the table underscores the significance of clubs, competitions, and training in the

respondents' perceptions, with competitions emerging as a particularly influential

factor.

TEST OF SIGNIFICANT RELATIONSHIP BETWEEN ACADEMIC

PERFORMANCE AND EXTRACURRICULAR ACTIVITY AMONG GRADE 12

STUDENTS

Table 9: Correlation Between Academic Performance and Extracurricular Activity

among Grade 12 students
VARIABLES R-VALUE P-VALUE INTERPRETATION DECISION
Extracurricula 0.0674 0.642 Very low positive Fail to reject
r activity and correlation HO
Academic
Performance

This table presents the findings of a statistical test that examined into the

relationship between extracurricular activities and academic performance among

 42

Grade 12 students. This table indicates that academic performance and

extracurricular activity have a very low positive correlation (r= 0.0674). The

correlation's p-value, which stands at 0.642, suggests that it is not significant.

This indicates the rejection of the alternative hypothesis (HA) and

acceptance of the null hypothesis (HO), which claims that there is no significant

correlation between the extracurricular activities and academic performance of

Bitoon National Vocational High School's grade 12 students. The low positive

connection shown between extracurricular activity and academic achievement

raises the possibility of a tiny association between increased extracurricular

activity and marginally improved academic performance. Even though there's a

tiny connection where students with more extracurricular activities might have

slightly better grades, this link is so weak that it's probably just a coincidence and

not a real cause-and-effect relationship.

Overall, the data doesn't provide strong evidence to claim that

participating in extracurricular activities directly leads to improved academic

performance for these students. There might be other factors influencing both

academic performance and extracurricular involvement, or the connection might

be too weak to be reliably detected in this particular study.

 43

Chapter 5

Summary of Findings, Conclusion and, Recommendation

This chapter represented in three sections. The first section consists of the

summary of findings, followed by the conclusions, following are the overall

recommendations.

Summary of Findings

The study provides numerous crucial insights about the relationship

between Academic Performance and Extracurricular activities among Grade 12

students at Bitoon National Vocational High School.

In terms of the respondents' profiles, it shows the distribution of student

engagement in various extracurricular activities. Sports are the most popular

activity, with 35 participants accounting for 75% of the total. On the other hand,

music and dance are the least popular activities, with only one participant

accounting for 2% of the total.

In terms of levels of participation in extracurricular activities such as clubs

and organizations, students agreed that these activities contribute to their

personal growth and skill development, with a grand weighted mean of 4.2,

placing them in the "Agree" category. On the other hand, students agreed that

training opportunities are beneficial. However, removing scheduling or expense

constraints may enhance participation; training has a grand weighted mean of

 44

3.95, which is in the "agree" category. In addition, students agreed that

competitions are a motivating factor for academic motivation and skill

development, with a grand weighted mean of 4.23 (agree).

Furthermore, the study used Pearson's r to establish any significant

association between extracurricular involvement and academic performance

among grade 12 students. This finding has a very low positive correlation (R-

value = 0.0674) and a P-value of 0.642. This suggests that there is little

correlation between involvement in clubs and organizations, as well as

competitions and trainings. This means that involvement in one does not always

imply participation in the other, and there is little connection or influence between

these two components of extracurricular activities. However, there is a very low

association between extracurricular activity involvement and grades, which is

most likely the consequence of chance rather than a true cause-and-effect

relationship.

Conclusion

The impact of academic performance and extracurricular activities among

grade 12 students in today’s generation is significant. Through this research we

can learn that it is evident that involvement in extracurricular activities positively

influences academic performance. Engaging in activities such as sports,

competitions, clubs and organizations allows students to develop important skills

such as time management, teamwork, and leadership. These skills, in turn,

 45

contribute to their academic success as they bring discipline and focus to their

studies. Additionally, participating in extracurricular activities provides grade 12

students in Bitoon National Vocational High School a well-rounded education,

promoting personal growth and character development. Therefore, it is

imperative for educational institutions to encourage and support students’

participation in extracurricular activities to nurture their holistic development.

Recommendations

Achieving a good balance between academics and extracurricular

activities among grade 12 students in Bitoon National Vocational High School is

important for a well-rounded education.

The study's output will be a campaign titled Time Management Mastery

Campaign. This campaign will be a project proposal to school administrators,

particularly the principal and guidance counselor department. Collaboration with

school administrators is critical to maximizing the campaign's impact. By

obtaining school administrator approval, the "Time Management Mastery"

program receives the legitimacy, resources, and support it need to reach its full

potential, eventually empowering a larger number of students to become

successful time managers and achieve academic achievement.

 46

The campaign is based on the snappy slogan Time Management Mastery

related quotes. These quotes underline that time management is not a

hindrance, but rather a means of empowerment and achievement. Eye-catching

slogan will be strategically placed throughout the school to highlight the tagline

and critical time management principles, serving as frequent reminders and

motivators.

The campaign will also feature interactive workshops at its core. These

courses, designed for various student groups, will be delivered by experienced

professors, student leaders, or even time management professionals. Students

active in extracurricular activities can attend workshops geared on overcoming

obstacles such as scheduling issues and workload prioritizing. Workshops can

help students who are not involved in extracurricular activities learn how to

arrange their free time to focus on studying and building useful personal skills.

Finally, the campaign will demonstrate the potential of social media

through an engaging challenge. Students are invited to use the hashtag

#TimeManagementMastery to share their favorite time management techniques,

productivity hacks, or success stories. This builds a sense of community and

helps students to benefit from one another's experiences. Recognizing great

entries with rewards will increase participation.

 47

Overall, the "Time Management Mastery" campaign takes a multifaceted

approach to empowering pupils. By combining informative workshops, interactive

social media elements, and readily available resources, the campaign provides

students with the knowledge and tools they need to effectively manage their time,

achieve academic success, and pave the way for a productive and successful

future.
 48

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Personal Data

Name: Angelica T. Amorganda

Age: 17

Date of Birth: April 24, 2006

 52

Place of Birth: Solonggon, Lalibertad, Negros Oriental

Civil Status; Single

Home Address: Tangil, Dumanjug, Cebu

Educational Background:

Secondary Education: Bitoon National Vocational High School

Primary Education: Solonggon Elementary School

Personal Data

Name: Pamela Faith A. Lomibao

Age: 17

Date of Birth: July 21, 2006

 53

Place of Birth: Minolos, Barili, Cebu

Civil Status: Single

Home Address: Minolos, Barili, Cebu

Educational Background:

Secondary Education: Bitoon National Vocational High School

Primary Education: Minolos Integrated School

Personal Data

Name: John Mevrick C. Gingoyon

Age: 17

Date of Birth: April 23, 2006

Place of Birth: Kang-actol, Dumanjug, Cebu

 54

Civil Status: Single

Home Address: KAng-actol, Dumanjug, Cebu

Educational Background:

Secondary Education: Bitoon National Vocational High School

Primary Education: Kang-actol, Elementary School

Personal Data

Name: John Wyven Marata

Age: 18

Date of Birth: October 21, 2005

Place of Birth: San Pedro, Laguna

Civil Status: Single

 55

Home Address: Guibuangan , Barili , Cebu

Educational Background:

Secondary Education: Bitoon National Vocational High School

Primary Education: Guibuangan Elementary School