EXTRA CURRICULAR ACTIVITIES: ITS PERCEIVED EFFECT

ON STUDENTS’ PERFORMANCE

A Research Proposal
Submitted to the Faculty of English Department
Eastern Bacoor National High School

In Partial Fulfillment
Of the Requirements for English 10

By
Verian, Lester
Plamo, Jazmin
Bautista, Tristan Jeff
Navarro, Lyka Joy
10-ACHIEVERS

March, 2016
 CHAPTER I: THE PROBLEM AND ITS BACKROUND

1.1 Background of the study:

Learning doesn’t stop on four corners of the class room. Students have to go out on

different fields of interest to fulfill better learning. These are fields of interest in where

students can actually test and apply what they learned inside the class room. This include

activities that may develop students’ talents and skills. Joining different types of extra

curricular activities also enables a student to mold his/her holistic development and acquire

good character development. This is also one way of diverting teenagers’ interest away from

self-destructive activities such as drug involvement and some other moral issues.

Organized activities may include clubs, athletic opportunities, theater, or even student

councils. Through having these types of activities, students learn how to properly place

themselves in the society where they belong to (talking about their roles aside from being a

student alone) and achieve better educational aspirations. There is a substantial interest in

how teenagers are spending time outside the class room, and what activity during leisure is

important to their development. There are studies that support either being involved, being

over-involved or not being involved in extra curricular activities and how students’

participation can impact them.

According to Gardner, Roth and Brooks-Grunn (2008), participation in organized

activities during high school is positively associated with educational, civic, and to some

extent, occupational success in young adulthood. Morrissey (2005) stated that there is an
established link between adolescents’ extra curricular activities and educational attainment

as adults in occupational choice and income. Morrissey also noted a reduction in

delinquency and less engagement in risky behaviors. These factors explain why students

should balance their lives with academics and activities as participating in their well-

rounded activities may impact their success in the future.

With all these matters, it is vividly seen that having extra curricular activities have pros

and cons.

This study aims to determine what types of extra curricular activities mostly affects

students’ performance in class and propose some solutions to it. This study may also help

other students to figure out what factors of having activities affect most of school varsities

and academic olympiads in maintaining good grades.

1.2 Statement of the Problem

The core of the study is the identification of the effects of having extracurricular

activities among students.

Specifically aims to achieve the following objectives:

1. To identify the positive effects of having extracurricular activities in terms of the

following factors:

A. Academic career

B. Character development
 2. To identify the negative effects of having extracurricular activities in terms of the

following factors:

A. Time management

B. Character development

C. Academic career

3. To identify what specific characteristic students must have to observe positive impact

on having extracurricular activities.

1.3 Significance of the study

The researcher believes that this study will be beneficial to the following:

A.) Students- This study would help the students to determine the main problem why

despite the benefits that they can get from having extracurricular activity, most of them

struggle in time management and somehow affects their academics. Students may also

benefit in this study through knowing the main impacts of activities in school performance

or getting some tips in prioritizing between academics and activities.

B.) Parents- This study may also help parents if they further need to supervise their sons

and daughters who have their extra curricular activities. If having these types of activities

really help students performance or if the involvement really serves as a predictor of who

will they be in the future.

Lastly,

C.) Teachers- This study would help teachers open their mind of giving some

considerations towards their students who are having a hard time in time management. This
 would also help them figure out what factors affecting some of their students’ performance

in class.

1.4 Assumptions of the Study

The final assumption is that joining extracurricular activity provides both advantages

and disadvantages among students depending on how responsible students are in attending

their duties. It is assumed that the goal is that despite the negative effects extracurricular

activities students may be able to balance their time in both academics and extracurricular

activities.

1.5 Scopes and Delimitation

This study is only limited within the school activities in the way they affect the

performance of the students. Obviously, activities like joining church chorale group and

local government activities are not included. The subject of the study will only be the

school’s students getting involved in school activities (mostly players and olympiads).

1.6 Definition of terms

To understand the different terminologies used in this study, the researcher hereby discusses and

defines the following terms according to use in the research context:

1. Extracurricular activity- Used to describe extra activities (such as sports) that can be

done by students in a school but that are not part of the regular schedule of classes.

2. ECA- a shorter term or abbreviation for the word extracurricular activity.

 3. Substantial- Large in amount, size or number

4. Holistic- Relating to or concerned with complete systems rather than with individual

parts.

5. Leisure- time when you are free.

6. Delinquency- crimes or morally wrong act

CHAPTER II: REVIEW OF RELATED LITERATURE

 It has been generally assumed that participation in extra curricular activities has a

positive impact on the students performance. However, many also believe that these

activities may actually affect students’ performance in a negative manner due to conflicting

time requirements and competing schedules.

This chapter mainly focuses on both positive and negative outcomes of joining these

types of activities which may guide both parents and students on maintaining good school

performance while having an extra curricular activity.

On the positive side, getting involved to school activities may help a student to develop

some important character that they need. According to Gardner et al. (2008) , theory and

research on positive youth development emphasizes the transition of human development,

and suggest that cultivating positive, supportive relationships with people and social

institution encourage healthy development.

According to Iowa (2009), besides being fun and a great way to socialize with peers,

extra curricular activities can enhance students time management and stress management

skills, improving overall productivity. Extracurricular activities also increase a candidate’s

appeal while applying to college.

The students who participate in extra curricular activities are held in a higher plane.

Participation is a privilege and students may meet and maintain a minimum grade. They also

learn how to manage time and improve stress management skills, so says Spot (2008, New

york).It might also be suggested that participation can give adolescents confidence about

their physical and perhaps social selves. Another important part of an adolescent's important

in their lives. When adolescents are in extracurricular activities, they often have greater
opportunity to interact with others, develop friendships, and to develop social confidence.

Also, participation might be interpreted as a sign of maturity and as a self-affirming

behavior. The research showed that those who participated seemed to have a developed

sense of commitment and obligation.

On the other hand, these activities may also cause negatives on the side of students.

Despite this more positive view, most studies stress that any benefits which stem from participation

are heavily dependent on the nature of the activity (Eccles & Barber 1999; Barber, Eccles & Stone, 2001;

Broh, 2002; Mahoney & Stattin, 2000)

Research into the effects of participation in ECAs has been inconclusive so far. Initially, researchers

shared Coleman‟s (1961) negative view of participation in ECAs. According to his zero-sum model of

time allocation, students were faced with a situation in which they had a limited endowment of time to

split between academic pursuits and structured and unstructured leisure activities. Coleman (1961) argued

that the allocation of time to leisure activities resulted in poorer academic outcomes. Although this kind of

thinking was heavily influential, today researchers tend to take the view that there are a host of benefits

which derive from participation in ECAs, making ECA participation an investment rather than a

distraction (Swanson, 2002).

According to Roland (2012), along with the involvement of students in extra curricular

activities, student may struggle in time management commitments, some activities demand

more time and energy than students may handle causing a student to lose time for doing

homework and other priorities.

Along with understanding the benefits of being involved in extra curricular activities,

students and parents may wish to consider how to balance between academics and activities

to have a positive impact on students performance. With its negative effects on students

performance, having these types of activities may be considered as a destruction somehow,

only when students are starting to be over-involved or is starting to struggle in time

management.

In this case some students tend to spend more time preparing or practicing to the extent

of barely leaving some unfinished academic business. Although some students having school

extra curricular activities benefit in some considerations such as minimal grade attainment or

passing grade maintenance, they seem to forget that together with having activities, it is not

a guarantee that they would pass only because of grade security. That learning through

academics is a lot more important than having extra curricular activities. It is important to

make sure if the involvement on activities really help students with their academic career or

pathways in the future.

In conclusion Eccles (2003) found that both extra curricular programs and individual

characteristics and leadership influenced the nature of the impact of participants on

individuals’ development. But if a student lack in good time management, this may impact

his performance in the class, in a way that he or she often misses the lesson and encounters

hard time in coping up with the lessons and passing academic requirements. Overall, the

development that occurs can contribute to students performance in the class.

CHAPTER III: METHODOLOGY

 This chapter presents the methodology of the study. It includes the method osf research,

subjects of the study, research instrument, data gathering procedure, and data analysis.

3.1 Research Design

In order to validate the clear effects of having extracurricular activities, the researcher will

use a descriptive method research. Descriptive research refers to the type of research question,

design and data analysis that will be applied that is preceded by the validation of findings. This

type of research method properly fits the research in gathering data because respondents are

expected to provide personal view on the study.

3.2 Subjects of the Study

The study will be conducted among the students of Eastern Bacoor National High School

(EBNHS). The respondents will be those who re involved in some extracurricular activities such

as athletes, campus journalist and student councils.

3.3 Research Instrument

The instrument of the study will be through a survey in a form of questionnaire. The

questionnaire will require the respondents to weigh whether having extracurricular is beneficial

or destructive. The questionnaire has 8 main questions including the profile of the respondent: a.
What type of extracurricular activity they are involved at, b. Is joining extracurricular activity

affects them c. In what ways

Basically, the questions are more on the personal level of the respondents because the

researcher is expected to gather specific effects of having extracurricular activities in students’

performance.

3.4 Data Gathering Procedure

This part of the study narrates the process of gathering the needed data in the study to

eventually lead to findings.

STAGE 1: The researcher will distribute a survey in a form of questionnaire among school

athletes, campus journalist and student councils to gather data.

STAGE 2: The researcher will allocate 3 days in finding respondents and distributing the

questionnaires.

STAGE 3: The researcher is expected to summarize the data within the 3rd day.

3.5 Data Analysis

The data analysis will be determined through the results of the questionnaires. The data will

be presented in a tabulated form where the type of activities are labeled and whether it has a

negative effect on the respondents. The results of the data gathered will interpreted and will serve

as the basis of the summary of findings.

3.6 Statistical Treatment

 So the test questionnaires will be divided into two major categories which is the positive

and negative. Under them, there would be four levels of statement dis/agreement. Out of 30

respondents, the number of tally per column (n) will be divided to the total number of

respondents (t) and will be multiplied to 100.

Formula:

n
100
t
After that, the researcher will get the total positive (TPM) and negative

percentage (NPM) through getting the mean percentage and which ever of the two will come

out higher, it would tell the final research conclusion.

Equation:

P1  P 2  P
3
TPM=
N1  N 2  N1 
4
TPM =

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

This chapter presents the results of the questionnaire survey conducted by the

researchers. All the gathered data was used as the basis of the final interpretation and

conclusion of the study.

The tabulated data below shows the percentages of how many agrees and disagrees on

the questions.

Strongly Strongly No

QUESTIONS: Agree Agree Disagree Disagree Comment

1.) Does it help you build 73% 17% 3% 7% 0%
confidence?
2.) Does it help you sustain

good grades? 10% 47% 13% 17% 13%

3.) Does it motivate you to go

to school? 37% 40% 3% 7% 13%

4.) Does it affect your

academics? 17% 50% 10% 20% 3%

5.) Does it cause you

difficulties in time 50% 37% 3% 3% 7%

management?
6.) Do you often miss

lessons? 17% 53% 3% 27% 0%

7.) Does it affect your

performance? 23% 46% 5% 23% 3%

8.) Having extracurricular

activity is too time intensive. 30% 43% 7% 17% 3%

9.) Having extracurricular

activity can’t affect my

academics if I’m a 67% 27% 0% 0% 6%

responsible student.
P1  P 2  P
N 1  N 2  N 1 
4
TPM = NPM =

3
90  57  7
87  70  69 
4
= =

3
TPM = 74.67 NPM = 74.75

The equation shows that the total negative percentage mean (NPM) is higher than the

total positive percentage mean (TPM).

CHAPTER V: SUMMARY, CONCLUSIONS

AND RECOMMENDATIONS

5.1 Summary of Findings

Based on the gathered data, having extracurricular activity has a negative effect on

students performance. The overall finding is that the average negative percentage is

just .08% (74.75-74.67) higher than the average positive percentage.

5.2 Conclusion

With all the data gathered and findings consolidation, the final conclusion is that having

extracurricular activity has a negative effect on students performance. However, the total
 negative percentage mean was just .08% higher and was almost unnoticeable. During the

interview with the respondents, they were given a chance to write their personal view on

having extracurricular activity and it gave the overall conclusion that having extracurricular

activity has both positive and negative effects but the final impact on students’ performance

would always depend on how responsible the student is when it comes to handling his/her

tasks and time management.

5.3 Recommendations

The researchers highly suggest the students to decide properly on what extracurricular

fits them and on what type they would really benefit on. If having extracurricular activity

really impacts the students in a negative manner that’s when the parents’ and teachers’ role

signifies. To parents, these study serves as a parameter of weighing whether they further

need to supervise their sons or daughters in having extracurricular activities while on the

teachers side, these study would help them figure out what kind of considerations they need

to help their students in managing themselves in order not to fail while involving themselves

to extracurricular activities.