Title:

Perception of Students towards the Effect of Co-Curricular Activities

on Student’s Classroom Performances in

Marinduque National High School

S.Y. 2018-2019

Rationale

Education is an enlightening experience that means acquiring knowledge by learning (Education

Web Dictionary, 2018). In modern approaches of education, one way to emphasize the all-around

development of student is by allowing them to get involved in co-curricular activities, since education

comprises it.

In the United States of America, co-curricular refers to activities conducted on or off school

premises by clubs, associations, and organizations. Thus, co-curricular refers to activities, programs, and

learning experiences that complement, in some way, what students are learning in school, but typically

not always defined as a separation from academic courses.

Even though the growth of co-curricular activities was not very fast at the beginning, as the time

passed by, educationist started to be recognized this as a source of enrichment and vitalization of the

school curriculum, mainly through the cultivation of hobbies, interests, etc. These activities are no longer

looked upon as extras but as an integral part of the school program (Klesse & D’Onofrio, 1994).

However, on some studies, there seems to be conflicting results on the actual effect of co-curricular

activities on the performance of students within their classroom. Researchers like Marsh & Kleitman

(2002) are in favor of students’ involvement on co-curricular activities because it affects student’s

performance positively while others like Larson & Kleiber (2000) reported the opposite. Some findings

regarding on the participation of students in this kind of activity and its relationship to the development

of student’s classroom performances have not been definitive.

This paper therefore seeks to establish the effect of students’ involvement in co-curricular activities

on their classroom performances including the perception of Marinduque National High School students

towards the study’s result.

 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction

In education, government’s objective is to assure the quality of tertiary education and to ensure its

relevance to the needs and development of the community, and for that, education institutions arranged

co-curricular activities (CCA) for students (Education Bureau, 2010). Co-curricular activities are not new

to the modern curricular education syllabi. It can be traced into Indian ancient schools, gurukuls, and

religious places. In rest parts of the world, co-curricular programs were common in various ancient

civilizations (Co curricular Activities Examples, Meaning and Definitions, 2019).

Co-curriculum is a very important and essential part of an education system. It is the co-curriculum

aspect of the education that prepares and molds the student to be holistic (Abdul & Abdul, 2005).

Based on previous studies, some agreed that co-curricular activities (CCA) brings benefits to

students, such as higher academic achievement (Dumais, 2009), better social and competency skills

(Shernoff & Vandell, 2007) and youth development (Eccles et al., 2003) while others like Larson, R. &

Kleiber (1993) and Lamborn et al., (2000) reported the opposite.

In relation, there are two divergent viewpoints regarding on co-curricular activities: some are in

favor and some opposed (Nesan, 2009). One of the arguments in favor is that these activities prepare

learners practically for the future because they get used to working in teams, exercising leadership and

taking initiative. Nesan (2009) explains that the normal curriculum has limitations, with the result that

learners who only experienced rigidly academic study may not be able to apply theoretical knowledge in

practical situations. He adds that another benefit is that quite several activities have a strong physical (as

opposed to mental) bias.

Learners must abandon their desks and face new challenges. Nesan (2009) further explains that

giving equal weights to co-curricular and formal academic activities within the school system can turn out

more versatile and well-balanced individuals who are more competent all round.

Another argument in favor of co-curricular activities is that every learner has a basic human right

to demand and receive a broad education. Learners have different aptitudes and should be given ample

opportunities for development before specializing in a specific field of interest. They need skills that will

equip them for family and leisure life too. The learner who prefers science should not have to give up
 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

music if that is also part of his/her interest range, and a learner who majors in social studies should not be

deprived of physical sports activities for that reason (Nesan, 2009).

While in the opposite side, academic curriculum is much more important and must continue to be

given more status in schools than the co-curriculum. Obtaining recognized qualifications is more essential

than co-curricular activities. Higher education institutions place a greater importance on the curriculum

than on the co-curriculum when selecting students, and so do employers when recruiting workers. Society

does not require masters of many skills, but specialists in selected fields (Acquah & Anti Partey, 2014).

Also, a study of Broh (2002) found that “participation in some activities improves achievement,

while participation in others diminishes achievement”. And this was supported by Kimiko (2005), who

found out that participation in extra-curricular activities has a positive effect on classroom performance

while participation in co-curricular activities does not improve classroom performance.

In the field of research, there is still an on-going argument between different researchers regarding

to the effect of co-curricular activities on student’s classroom performances.

Statement of the Problem

This study will offer the Perception of Marinduque National High School students on the effect of

co-curricular activities on classroom performances of students.

Specifically, the study will address and answer the following specific questions:

1. What common co-curricular activities are offered to school?

2. What are the strengths and weaknesses of co-curricular activities on classroom performances

of students?

3. What are the impacts of co-curricular activities on classroom performances of students in terms

of:

a. attitude and behavior

b. academic achievement

c. social relationship

d. attendance
 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

Significance of the Study

In age where quest for improvement is insatiable and the inertia of change is rapid, educational

institutions face different challenges. Consequently, education carries a greater responsibility than ever

before. The modern education system recognizes that students come to school for all around and

harmonious development. These comprise to co-curricular and extra class educative experiences that was

provided inside as well as outside of classroom/school.

From studies about co-curricular activities, there seems to be an opposing result for different

researchers. On some, it appears to have several advantages while on others, it seems that this type of

activity brings some trouble on student’s education life.

This study will provide useful data to describe the features of the recognized co-curricular

activities, and its effect towards student’s classroom performances from Marinduque National High

School as well as the perception of students regarding on the result. This will also offer some ideas and

basis for Government to have a better discussion and decision regarding on the effects of co-curricular

activities on students. Additionally, this study will present some basic but essential information for

students, parents and other person that is within the concern of the said type of activity. Moreover, a guide

for future researchers that will conduct a study that has a connection in the objectives and statement of the

research study.

Scope and Delimitation

This study will focus on the effect of recognized co-curricular activities in the classroom

performance of an engaged student from Marinduque National High School. Classroom performances

refers to the behavior and datas of a student within only the classroom or/and with a relation to it. However,

majority of results will mainly base on the provided datas by the school in a given period. While the

perception will only be based upon the insights of concerned students from Marinduque National High

School regarding on the results.

 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

CHAPTER II: REVIEW OF RELATED LITERATURE

Literature Study

Co-curricular activities are the integral part of educational system and CCA plays a vital role in

education for the all-round development of students (Kumar A. , 2004). In most previous studies, the word

“co-curricular” is interchangeable with “extra-curricular”. In education, co-curricular is used to have an

equal standing for “all-round student” activities and academic curriculum. CCA can be conducted inside

or outside classrooms and can include joining activities organized by school clubs and associations and

recognized organizations (Kumar & Kumar, 2012). Feldman, Aper, & Meredith (2011) described CCA in

terms of sports, residence hall functions, clubs, organizations, and student managed work programs.

Bresciani (2005) described CCA in terms of workshops, retreats and field studies. Therefore, CCA is a

broad term and can encompass campus-wide activities, sports, arts, student clubs, departmental or program

activities and activities organized by recognized organizations.

Related Study

In research, there were several conducted studies that pertains to the effects of co-curricular

activities in students with specialization to a topic. This means that the evaluated results were all

independent to each other and the population involved were all broad.

Effects of CCA

Academic Achievement

Academic achievement is defined as grade point average, educational aspirations and

attainment. Some studies have revealed that CCA have a positive impact on students’ academic

achievement and commitment (Acquah & Anti Partey, 2014). Activities also enhance students’

behavioral adjustment and social-emotional competencies, and academic aspirations and attitudes

which improve academic performance (Durlak et al., 2011). Students are more confident and try

harder and persist in the face of challenges (Aronson, 2002). A study by Hawkins (2010) indicated

that student activity organization officers earned a significantly higher-grade point average than
Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

regular members of the organizations, and student organization members earned a significantly

higher-grade point average than the general student population.

Furthermore, it is clearly worthwhile to expose learners to a wide range of experiences that

display at least a reasonable resemblance to the reality of conditions in the outside world where

they will have to study, live and work once they leave school. It seems justifiable to assume that a

judiciously balanced combination of academic and co-curricular learning experiences is likely to

enable learners to cope better with life in a society where people must change career several times

in the course of their working lives. Learners must, therefore, have a working acquaintance with a

balanced range of skills (Nesan, 2009).

Socialization

Participation in CCA, particularly sports, can build friendship, teamwork and social

support with teammates (Broh, 2002 ; Smoll & Smith, 2002) and reduce negative emotions such

as loneliness or boredom (Shernoff & Vandell, 2007). Joining CCA also facilitates socialization,

which can serve as a good platform for learning cultural norms, exploring roles, developing social

and emotional self-regulation (Reeves, 2008). Participating in CCA enhances social development,

provides opportunities to form friendships and develop social skills (Balyer & Gunduz, 2012).

Bonding to School

Some previous studies have showed that students’ involvement in CCA made it more likely

they will stay in school and improve retention rates. Participation in CCA is associated with

increasing college attendance and reducing absenteeism (Broh, 2002). Mahoney & Stattin (2000)

suggested that involvement in CCA may create a sense of belonging which contributes to higher

retention rates and lower drop-out rates.

Can cause frustration

No matter the age, students can become frustrated if they are overworked with school,

friends, family and co-curricular activities. Older students sometimes juggle jobs as well. Students

need time to study, relax with peers and join family time. Anytime students struggle to find a

balance in life, parents should look at their co-curricular involvement. Students might also be

frustrated that they do not have time to grow their talents. If children put too much focus on a few,
Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

specific abilities, they might not develop into well-rounded people (Disadvantages of Co-

Curricular Activities, 2019).

Can be stressful

Balancing schoolwork with co-curricular activities can be stressful for some students,

especially when an abundance of activities takes up valuable time they need to study or complete

homework. A student's involvement in co-curricular activities can put stress on the whole family

when parents must rush to shepherd kids to various tightly scheduled activities. Busy kids also

have less time to spend at home with their families, which can put a strain on familial relationships

as the kids get older (Disadvantages of Co-Curricular Activities, 2019).

Can be a burden for poor families

Some families may find that co-curricular activities are very expensive. These activities

often require parents to purchase expensive equipment and uniforms. As we all know, nowadays

these uniforms are very costly. Imagine if there are four or five children in a family. How much

money do the parents have to fork out? In some cases, like those who are in the school band clubs,

students might be required to buy musical instruments which are very costly (Disadvantages of

Co-Curricular Activities, 2019).

Time consuming

Teenagers often struggle with time management, and some co-curricular activities demand

more time and energy than many students can handle. If you’re a student who needs a little longer

than your peers to finish your homework, an activity that takes up several hours every afternoon

after school may not leave you with enough time to get all your work done. An alternative might

be to get involved with clubs or activities that only meet once or twice a week or that only meet

for short periods after school (Disadvantages of Co-Curricular Activities, 2019).

 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

Presentation and Discussion

For the issue of co-curricular activities, different studies with different results were conducted for

a matter of time. These several results above just exclaimed that this issue makes a great impact for the

world of research in relation to education curriculum.

In United States of America, they defined co-curricular as an activity that can be held on/off school

premises. Thus, activities that complement in some way what student learn within their classroom. While

for the researchers Kleese and D’Onfrio, they said that these activities were now part of the school program

which means that none school doesn’t comprises it. For support, Abdul stated that this is an essential part

of an educational system because this prepares and mold students to be a more productive one. Therefore,

these explained why co-curricular held a big issue, for all of these means that co-curricular plays a big

role in students’ efficiency as one and majority of the schools around the world eventually comprises it.

While for studies results, there is an opposing conclusion. Researchers such as Kleitman, Marsh,

Acquah, Anti Partey, Nesan, Broh Mahoney and others stated that this kind of activity can enhance the

performance of an involved student, not only for academic purposes but also for their way of living. On

the other hand, Larson, Kleiber, Lamborn and many other anonymous researchers conclude that this makes

students’ education world harder than it should be.

Overall, co-curricular activities play a great impact for student. It can be positive or negative but

should still have an acceptable study to support or oppose the implementation of this.
 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

Conceptual Framework

The paradigm shows the perception of Marinduque National High School students towards the

effect of co-curricular activities on student’s classroom performances S.Y. 2018-2019. The arrows

represent the assessment of the researcher regarding on the topic.

The effect of co-curricular activities was divided into four classes; the attitude and behavior,

academic achievement, social relationship, and the attendance of an engaged student. This leads to the

perception of Marinduque National High School students regarding on the effects of activities.

Attitude and behavior

Academic Achievement

Co-Curricular
Effect on the Classroom Perceptions
Activities Performance

Social Relationship

Attendance

Figure 1: Conceptual Paradigm

 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

Definition of terms

Academic Achievement – achievement of students who meet or exceed performance standards prescribed

within their classroom

Attendance – the action or state of going regularly to or being absent at classroom, or on school time

Attitude – refers to a person's mental view, regarding the way he/she thinks or feels about someone or

something

Behavior – implies the actions, moves, conduct or functions of an individual or group towards another

person

Classroom Performance – the extent to how student behave within the classroom, mainly about attitude

and behavior, academic achievement, social relationship, and attendance

Co-curricular – activities, programs, or any kind of learning experiences that complement in some way

what student are learning; educational operation

Effect – outcome of co-curricular on the classroom performance of student

Perception – the way on how students think about or understand the effect of co-curricular activities

Social Relationship – any kind of relation between students/teachers/school operators

Students – Marinduque National High School students; those that is within the concern of co-curricular

activities; joins co-curricular activities

 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

CHAPTER III: RESEARCH METHODOLOGY

Research Design
This quantitative explanatory study will examine the effect of co-curricular activities on student’s

classroom performance that will be the basis for the perceptions of students regarding on the result. The

study will use a secondary data for the datum of the effects of CCA provided by the class adviser of those

engaged students that were part of study’s sample. The study’s sample will be obtained by means of

stratified random sampling. This design was used because there was a bit large population under study.

This design was defined by Will Kenton as the division of a population into smaller groups known as

strata that is also called as proportional random sampling or quota random sampling.

Research Locale

The research study will be conducted at Marinduque National High School located at Isok I, Boac,

Marinduque. This school was selected for knowing the effect of co-curricular activities on student’s

classroom performances. The respondents will be given questionnaires for them to answer and the

researcher will have their student record to ensure the validity of the result’s study.

Figure 1
 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

Research Sample

Stratified random sampling was employed in sampling the students in the school. Firstly, a total

of six years high school in Marinduque National High School including the two senior high schools, and

this will be treated as stratas. Then from each year, four sections will be selected in a randomly manner

with a guide for junior years of – one section for special classes, one section for science classes, and two

sections for regular classes, while a pure randomly selection for senior years, but will still be guided with

a format of four sections/strands. Then in each section, maximum of five students that was involved in co-

curricular activities will be part of the study. Meaning that approximately one-hundred twenty (120)

students will be studied to. Those who participates in co-curricular activities from these selected sections

will be the study’s sample. This will also be used in identifying the perceptions of students, meaning that

they will also be provided a questionnaire that will supply information to have the result and contribute to

the objectives of the study.

Research Instruments

The tools that will be used for data collection of the present study are the questionnaire and the

datum provided by students’ adviser or also called as the student’s record. The present study aimed at

finding the impact of co-curricular activities on the classroom performance of student; therefore, selection

of the tools was of great significance for the researcher. The researcher reached many sources and sites

and prepared the tool. This tool was found to be appropriate and statistically acceptable for studying the

relationship between classroom performance and co-curricular activities of students. In this study, the

questionnaire will serve as an additional information for the researcher to have the result but were mainly

designed to have the perception of the involved students. On the other hand, it is important for the

researcher to have the record of an involved student which is handled by their class adviser. This record

will serve as the polisher information for the study to have an accurate and more reliable results.
 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

Data Gathering Procedures

To be able to cover the wide range of schools across the length and breadth of the students’

population in Marinduque National High School (MNHS), a considerable plan was needed. Before the

data collection, copies of an introductory letter from the researcher, were obtained and distributed to the

adviser of each class sections where in the study will be conducted. The introductory letter sought to

request for cooperation and create rapport between the teachers whose students served as respondents for

the study.

This study will cover in total of twenty-four (24) high school sections. The respondents that will

be involved in the study will be properly guided by the researcher.

Data Analysis Procedure

There were approximately 120 students that will be involved in the study. For the collection of the

data, the researcher will first release the introductory letter for all class advisers of sections that will be

choose. The purpose of the study will be clearly presented in the letter before the researcher proceed to

the next step. Then, the researcher will distribute approximately 5 questionnaires for each chosen section.

And the gathering of students’ record will be the last step.

The results of the questionnaire will be tabulated in a manner that is convenient to average the

perceptions of all involved students. And so, as the school record of these students.
 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

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 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

Dear Students,

I would like to notify you about my study on the effects of co-curricular activities on student’s
classroom performances. In relation to this, the attached questionnaire will be essential to gather
information for my study. Please fill up the questionnaire and return it to me two days after you received.
Your response will be anonymous and will never be linked to you personally. Your participation will be
highly appreciated. Moreover, if you are interested to have a copy of the results’ study, please feel free to
notify me for I would gladly share it to you.

Yours truly,
Researcher

Name: Age: ______

Grade & Section: GPA: _____

Adviser: ______________________________________________

Directions: The statements below refer to the perception of students regarding on the effect of co-
curricular activities on student’s classroom performances. Indicate your response (rate) by putting a check
mark in each respected box. Please be guided by the rating scale below.

Scale Verbal Interpretation Description

5 Highly Perceived 100% agree
4 Perceived 75% agree
3 Moderately Perceived 50% agree
2 Less Perceived 25% agree
1 Not Perceived 0% agree

5 4 3 2 1
I am aware of the co-curricular

1. activities comprised in the school

(MNHS).
I agree in the participation of students
2.
in this kind of activity.

3. I engage myself in this type of activity.

I spend most of my time for my co-

4.
curricular activities.
 Perception of Students on the Effect of Co-Curricular Activities on Student’s Classroom Performances in
Marinduque National High School S.Y. 2018-2019

I have an enough time left for me to

5.
comply in my other school agreements.

I feel enjoyment while participating in

6.
this kind of activity.
This help me to develop my social
7.
relationship with others.
I positively rate the effect of this in
8.
students’ attitude and behavior.

9. This help me to have better grades.

This help me to be a better student and
10.
person.
I suggest this kind of activity for all
11.
grade levels.

Furthermore, please indicate the co-curricular activities you are in:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________