by: Mary Joy BAsañez

Effects of Extracurricular Activities on Academic performance of the Grade 11 Senior High School students of Southern Christian College.

 Abstract. This research aimed to develop the performance of the student both in extracurricular activities and in academics. Specifically, it determined the following: demographic profile of the respondents, effects of extracurricular activities on academic performance and the top 3 extracurricular activities in which most of the students’ participated.

The study used the descriptive research design. Respondents of the study consisted of eighty-five (85) students of Southern Christian College in Quezon Avenue, Poblacion 5, Midsayap, Cotabato during the second semester of school year 2016-2017. Pertinent data were obtained from the responses of the respondents. The statistical tools used were descriptive statistics such as mean and standard deviation, frequency and distribution and percentile and rank.

The major research findings are briefly stated as follows: the demographic profile of the respondents are composed of thirty-five (35) males with a percentage of forty-one percent  (41%) and fifty (50) females with a percentage of fifty-nine percent (59%) , the top 3 extracurricular activities of the respondents are sports, Senior High School Student Council (SHSSC) and academic quiz. In addition, the Grade 11 Senior High School students agreed that the extracurricular activities help to improve the physical, cognitive and psychological aspect of the student. On the other hand, the respondents strongly disagree that extracurricular activities helps to get low grades.

The researchers concluded that sports, Senior High School Student Council (SHSSC) and academic quiz are the top 3 choices of the Senior High School students in where most of them participated on the said activity. The extracurricular activities were found to have improved the performance of the Grade 11 Senior High School students. Evidently, the majority of the respondents get good benefit by the help of extracurricular activities they participated and joined.

Key words:  extracurricular activities, academic performance and Senior High School students.

 

Introduction. Music, parental involvement, and sports influence the children on how they perform academically. The way children choose to spend their free time can affect their school performance; it is not simply traditional in- class instruction that affect academic achievement (Stephen & Schaben, 2002).

In addition to co- curricular or extracurricular activities, “ analyses revealed that regardless of students’ background and prior achievement, various parenting, volunteering, and home learning activities positively influenced students grades” (Simon, 2001).

            The development of extracurricular activities was slow in the beginning, with many seeing it simply as a fad that would pass and quickly fade out of style (Milliard, 1930). Many extracurricular activities have proven to be beneficial in building and strengthening academic achievement, even if the activities are not obviously related to academic subjects (Marsh & Kleitman, 2002). “A number of studies revealed that the students participating in extracurricular activities did better academically than the students who did not participate” (Marsh & Kleitman, 2002).

            In this day and age there are so many activities for the child to choose from being engaged in more than one activity on a school might not rare .Others, including Stephens and Schaben (2002) stated “the fact remains that the students involved in co- curricular activities, especially interscholastic sports, perform better than those who are not involved. Studies have shown a positive association between activities and academics.

            Gholson (1985) stated “there is a positive correlation between student involvement in curricular activities and success in non-academic pursuits following high school. It is evident that children who participate well in these activities have greater success in school, as well as, later in life. Joekel (1985) pointed out that achievement in co-curricular activities is a factor that can predict success in life beyond in school (Stephen & Schaben, 2002). However, not all students are great athletes or have exceptional talents.

            The problems of our research are to know the effects of extracurricular activities on academic performance and what extracurricular activities affect their academic performance. There is a need to conduct this study so that we will be able to know the impacts in the Senior High School students because as we know there are students who failed in class and students who excel in class for being involved in extracurricular activities either inside or outside the campus of Southern Christian College.

 

Statement of the Problem

            The purpose of the study will seek answers to these following questions:

  1. What is the demographic profile of the respondents?
  2. What are the effects of extracurricular activities in the academic performance?
  3. What are the top 3 extracurricular activities affect the students’ academic performance?

 

Objectives of the Study

This study aims to determine the various effects of extracurricular activities they participated in the school and at the same time to identify the top 3 extracurricular activities they participated.

 

Significance of the Study

            The following will be the beneficiaries of this study:

Students.  They will be able to understand the importance of the academic excellence and extracurricular activities in their school performance.

            Teachers. They will be able to recognize who are the students active in extracurricular activities and in academic performance.

            Parents. They will be able to help their children to manage their time in involving themselves in academic performance and extracurricular activities.

            Future Researchers.  This will serve as their reference tool in their related topic and studies.

 

Scope and Limitations of the Study

            This study will be conducted at Southern Christian College, Quezon Avenue, Poblacion5, Midsayap, and Cotabato. The study will used descriptive method design. There will be 85 respondents overall but 5 respondents only in every section that should be taken from Grade 11 Senior High School students and it will be conducted on February 15, 2017.

 

REVIEW OF RELATED LITERATURE 

This chapter presents some major concepts, ideas, and findings on the effects of extracurricular activities on academic performance of Senior High School Students.

 

Academic Performance

            People often consider grades first when evaluating academic achievement. This includes schools, which rank students by their GPA, awarding special designations such as valedictorian and salutatorian for those first and second in their class. Scholarship organizations and universities also start by looking at grades, as do some employers, especially when hiring recent graduates. Grades carry more weight in some industries, especially technical professions such as laws, medicine and finance. Other industries place less importance on GPA, particularly creative professions such as writing or art and occupations such as sales where people skills are more crucial than technical knowledge. (Williams, 2017)

            According to IGI Global (2017), academic performance is defined by students’ reporting of past semester CGPA/GPA and their expected GPA for the current semester. The grade point average or GPA is now used by most of the tertiary institutions as convenient summary measure of the academic performance of their students. The GPA is better measurement because it provides a greater insight into the relative level of performance of individuals and different group of students.

            Parent involvement in a child’s early education is consistently to be positively associated with a child’s academic performance. Specifically, children whose parents are more involved in their education have higher levels of academic performance than children whose parents involved to lesser degree. The influence of parent involvement on academic success had not only been noted among researchers, but also among policy makers who have integrated efforts aimed at increasing parent involvement into broader educational policy initiative.

 

Extracurricular Activities

            There are many high schools out there today that provide a plenty of extracurricular activities. Some occur before school, and a few may even take place on the weekends. While sections are a bit dubious about their children participating in extracurricular activities, these activities usually bring with them many benefits. Allowing your child to get involved in extracurricular activities, these activities a school is a wise choice and it can be very important in helping them to develop many working skills, people skills and more. Of course, while a few activities are a great idea, there is a point where you need to draw a line. Here is a closer look at some of the benefits of extracurricular activities for your child, and how you can know when these activities become too much (Burgess, 2009).

            Some of the brightest students don’t earn straight as but are extremely well-rounded, succeeding everything from music to athletics. The ability to master a diverse set of skills illustrates intelligence, curiosity and persistence, qualities attractive to universities and employers. Some colleges will admit and even award scholarships to students who earned average grades but display a pattern of achievement by consistently learning new skills. Many businesses also see this as a selling point, thinking these candidates are eager to learn and will easy to train.

             Nemours Organization (2001) stated that the participating in extracurricular activities helps you in other ways. It looks good on job applications and shows admission officers and employers you’re well-rounded and responsible. Brenzel (2017) emphasized that extracurricular also play a part when you apply to colleges. Most college applications ask about your activities. That’s because the things you do in your free time reveal a lot about you in ways that grades and test scores can’t. Your accomplishments outside the classroom show what you’re passionate about and that you have qualities valued by colleges. Extracurricular activities appeal student’s interests, according to Mahoney and Cairns (1997) people looked at the positive connection to school that participating in extracurricular activities created among students whose prior commitment to the school had been marginal. They discovered that a wider choice of activities resulted in a stronger affect because students’ individual needs and interests were more likely to be met between participation in extracurricular activities and academic performance, because each one places a different value both on activities and academics.

 

 Importance of Extracurricular Activities

            Extracurricular activities are a key component of many schools. Reynols (2006) explained that schools stress many different pillars in trying to create a well-rounded education. Many of these pillars include academics, service, and leadership, fine arts, and athletics. Principals recognize the importance of providing man opportunities for their students to find success. These activities allow students to develop leadership, create lasting friendships, give back to their community, give back to their community, belong to their community, belong to the school family, and find success outside of the classroom. Extracurricular activities can enhance a student’s life, and they can give the students additional skills that they will use for the remainder of their lives.

 Klesse (2004) found that there was a positive relationship between participation in extracurricular activities and success in High School, college, career, and the community. Many students need these extracurricular activities to motivate them to be successful in the classroom. Some students earn college scholarships based on their extracurricular activities (sports, fine arts and etc.). Many of these students could not have the opportunity to attend college unless they have enjoyed remarkable success in these activities.

 

Impact on Students’ Achievement

             The impact that participation in extracurricular activities has on student achievement has been debated for several years. Some researchers claim that there is a positive impact, and there are some researchers that claim there are negative impacts. There are several different benchmarks to measure this impact at the High School level. Student’s achievements can be measure by examining grade point average (GPA). According to Eccles and Barber (1999), adolescents who are involved in extracurricular activities achieve at higher rates than children who are not involve in activities. A study of 1259 10th Grade adolescents found that involvements in team sports, school leadership groups, school spirit activities, academic clubs, and performing arts resulted in higher GPAs when this students became 12th graders.

            A study conducted by Hass (2004), activities Director at Ogilvie High School, concluded that participation in extracurricular activities did have a positive impact on student achievement. He states that participating in sports socializes adolescents in ways that promotes educational success. These results suggest that students need to get involved in the various activities offered in their school settings. The results also revealed that students would have better academic results regardless of their backgrounds if they were involved in extracurricular activities.

 

METHODOLOY

This chapter describes the research design, locale of the study, respondents of the study, research design, data gathering procedures, and data analysis.

 

Research design. The researchers in the study will use descriptive research design focuses on the effects of extracurricular activities to the academic performance among the Senior High School Students at Southern Christian College.          

 

Locale of the Study.  This study will be conducted at Southern Christian College, Midsayap, Cotabato during the academic year 2016-2017. It is owned by the United Church of Christ in the Philippines (UCCP) church and private institution located at Poblacion 5, Midsayap, Cotobato.

 

Respondents of the Study. The respondents of the study will be taken from Grade 11 Senior High School students of Southern Christian College where the researchers will have five (5) students in every section and either male or female.

 

Research Instrument.  This study will use a researcher-made questionnaire in gathering data. This will be administered during the second semester of the academic year 2016-2017. The instruments will be composed of three (3) parts; part I will seek the profile of the respondents; part II will seek the top (3) three  activities in where the Senior High School students participated most; part III will seek the effects of extracurricular activities in academic performance.

 

Data Gathering Procedure. Before the conduct of the research, a letter will be sent to the Senior High School principal for the approval to administer the questionnaire to the students. After the approval the questionnaire will be administered to the respondents with the researchers guiding them through the items.

 

Data Analysis.  The data collection concerning Part I for the respondents will be analyzed using simple frequency and percentage count. Part II for seeking the top (3) three activities in where the Senior High School students participated most will be tabulate and analyze using percentage and rank. Part III seeking the effects of extracurricular activities in academic performance will be tabulate and analyze using mean, standard deviation and the description by using number scale.

Number scale:

 1 – 1.49                        Disagree

1.5 – 2.49           Strongly Disagree

2.5 – 3.49          Agree

3.5 – 4.00          Strongly Agree          

 

 

 

 

RESULTS AND DISCUSSION

This chapter presents the results and findings of the study and including the discussion of our result.

 

Demographic Profile of the Respondents

Figure 1 show that out of 85 respondents, 50 (59%) were females and 35 (41%) were males. Hence, female respondents are more than male.

Figure 1. Frequency and percentage distribution of the respondents according to sex.

 

Extracurricular Activities

Table 1. Percentage and rank distribution of extracurricular activities participated

 

 

Extracurricular Activities

# of respondents participated % Rank
Sports 25 29.41 1
SHSSC 20 23.53 2
Academic quiz 19 22.35 3
Linayag Artists 17 20 4
KamFil 15 17.65 5.5
Teknolohia Ambassadors 15 17.65 5.5
Groovers 13 15.29 7
D.A.R.T. Organization 12 14.11 8
Folk dance 11 12.94 9.5
Senior Mathematician Society 11 12.94 9.5
Debate 10 11.76 11
Others 9 10.59 12
Glee Club 8 9.41 13
Ensciencetein 7 8.23 14
Board games 6 7.05 15.5
Hekmatura Club 6 7.05 15.5
JMCG 5 5.88 17
LinguaPedia 4 4.70 18
Oration 3 3.52 19

 

Figure 2 shows the percentage and ranking of the top 3 extracurricular activities of the respondents. Out of 19 extracurricular activities, sports got the highest percentage of 29.41 with a rank of first (1).He states that participating in sports socializes adolescents in ways that promotes educational success (Harry 2008). Top 2 in the ranking is the Senior High School Student Council (SHSSC) with a percentage of 23.53 and top 3 in the ranking is academic quiz with a percentage of 22.35. The result reveals that the top 3 activities that the respondents participated most are the sports, Senior High School Student Council (SHSSC) and academic quiz. There are many high schools out there today that provide a plenty of extracurricular activities in where students participated most (Burgess, 2009).

 

Effects of Extracurricular Activities

Table 2 mean distribution, standard deviation and description on the effects of extracurricular activities

 

Item Mean SD Description
1. Does extracurricular activities have a good impact in your academic performance? 3.03 0.82  

 

Agree

 

2. Does extracurricular activities help you to get good grades?

2.61 0.86  

Agree

 

3. Does extracurricular activities help you to get low grades?

1.74 0.87  

Strongly        Disagree

 

4. Does extracurricular activities give pressure and stress on you?

2.27 0.97  

Strongly Disagree

 

5. Does extracurricular activities help to improve your cognitive, physical, and psychological aspect?

3.33  0.75  

 

   Agree

 

 

Overall Mean                                          2.60                0.85               Agree

 

 

CONCLUSION

Based on the findings of the study, in terms of the extracurricular activities participated by the Grade 11 Senior High School students, the top 3 extracurricular activities based on the result are sports, Senior High School Student Council (SHSSC) and academic quiz.  

In terms of the effects of extracurricular activities on academic performance of the respondents, they agreed that item 5- the extracurricular activities help to improve your cognitive, physical, and psychological aspect. The Senior High School Students of Southern Christian College indicates that the extracurricular activities are one of the factors that develop the talent and skills of students. While item 3- Does extracurricular activities help you to get low grades were strongly agreed by the respondents. Extracurricular activities doesn’t give a low grades but rather it helps to get good grades.

 

 References

 

 Brenzel J. K.  (2017). Theories on Participation and Student Achievement. Retrieved from            http://www.Ogilviehighschool.org on November 5, 2016

Burgess, J. (2009). Extracurricular School Activities and the Benefits. Retrieved from            http://education.more4kids.info/168/extracurricular-school-activities/ on November 5, 2016

Eccles, J., & Barber, B. (1999). Student council, volunteering, basketball, or marching       band:   What   kind of            extracurricular involvement matters? Retrieved from Journal of       Adolescent Research, 14, 10-43.on on November 5, 2016

Gholson, R. E. (1985). Student achievement and cocurricular participation. Retrieved        from    NASSP            Bulletin, 69 (483), p.17-20.o on November 5, 2016

Hass, D. (2004). Theories on Participation and Student Achievement. Retrieved from            www.Ogilviehighschool.org on November 5, 2016

IGI Global (2017). What is Academic Performance? Retrieved from http://www.igi            global.com/dictionary/academic-performance/42383 on November 5, 2016

Joekel, R. G. (1985). Student activities and academic eligibility requirements. Retrieved    from    NASS  Bulletin, 69 (483), 3-9.on November 5, 2016

Kleitman R. (2002). What is Academic Performance? Retrieved from http://www.igi            global.com/dictionary/academic-performance/42383 on November 5, 2016

Klesse, E. (2004. The value of Co-curricular Activities. Retrieved from            www.nassp.org/portals/0/content/48943.pdf on7 on November 5, 2016

Mahoney, J. L. & Cairns, R. B (1997) Do extracurricular activities protect against early    school  dropout?  Retrieved from http://www.artsedsearch.org/summaries/do  extracurricular activities-protect-against-early-school-dropout on November 5, 2016

 Marsh H.W., & Kleitman, S. (2002). Extracurricular School Activities. The Good, the      Bad,    and the            Nonlinear. Retrieved from http://hepg.org/her-home/issues/harvard  educational      review-volume-72-issue-4/herarticle/the-good,-the-bad,-and-the          nonlinear_40 on November 5, 2016

Milliard B. (1930). The value of Co-curricular Activities. Retrieved from            http://www.nassp.org/portals/0/content/48943.pdf on7 on November 5, 2016.

Nemours Organization (2001).Extracurricular Activities. Retrieved from                 http://m.kidshealth.org/en/teens/involved-school.html on November 5, 2016

Reynols D. (2006) Student activities and academic eligibility requirements. Retrieved       from    NASS  Bulletin, 69 (483), 3-9.on November 5, 2016

.Stephens, L. J.,  & Schaben, L. A. (2002). The effect of interscholastic sports         participation    on academic achievement of middle level school activities.           Retrieved from National         Association of Secondary School Principals Bulletin, p.  86, 34-42 on November 5, 2016

 Simon, B., (2001). Family Involvement in High School: Predictors and Effects.   Retrieved        from            http://journals.sagepub.com/doi/abs/10.1177/019263650108562702 on November 5, 2016

Williams, E. (2017). What Is the Meaning of Academic Performance? Retrieved from            http://work.chron.com/meaning-academic-performance-17332.html  on November 5, 2016.

 

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