1

ChapterI

INTRODUCTION

Education is a broad concept which transcends the four

walls of a classroom. Total education is the type that

focuses on the overall development of a child. The aim or

goal of education is the overall development of the

students. It is the greatest resource of the nation. It is

also the system’s vital role to develop the potentialities

of every students who wants to learn something new. Those

development may only be achieved through a well-designed

curriculum which will equip them with facts, skills,

knowledge and other elements in order for them to become

more productive and useful citizen. Since, Education is the

only key to success.

Every student needs physical, mental, social, moral and

emotional development. So, the entire educational system

cannot overcome all these kind of requirement byjust simply

reading with books.

The teachers play an important role in molding the

students to reach and achieved the desirable performance in

their studies. One of the concerns of the school is to

create a different learning environment. One that is

 2

attractive, enjoyable, unique, creative and inspirable which

the students likely to stay, live and learn.

According to C. Ferrer, “No matter how effective or

efficient the teacher is in teaching her pupils, lessons

become useless and meaningless if it is not properly

absorbed and understood by the pupils”. These are really the

factors which distort to the learning process. Due to these

factors, the students seem restless in the learning area.

This fact could bring disappointment on the side of the

teachers and even frustrate them in their sincerity to teach

and mold the students. There are times that the teachers

doubt herself on her teaching performance since, “The real

state of an effective teaching is probably taken when the

learner truly absorbed and understood the lessons taught”

(MargerieBathan). This probably means that the performance

of the teachers depends also on the performance of the

students. So, in order for them to achieve the desired goal

they must work mutually to attain their better academic

performances.

This is to be expected with the fact that assistance

are given to the teacher and the school itself by more

people interested in education. In this period of such

changes, lots of people have faith on the teacher and his

 3

role in national development without considering to distort

the progress.

Co-curricular Activities are those activity that being

outside of but usually complementing the regular curriculum.

In a past few years, people used the term “Extra-Curricular

Activities”. Nowadays, it commonly used Co-curricular

Activities because the term “extra” means “unnecessary”.

According to Cadwallader, Garza and Wagner (2002),

extracurricular activities are define as the activities in

which students participate after the regular school day has

ended. It is important to note the differences between

extracurricular activities and co-curricular activities. Co-

curricular activities are activities that occur during the

normal class time (Frame, 2007).

Fredericks and Eccles (2006) found that activity

participation can be linked to positive academic outcomes,

including improved grades, test scores, more school

engagement, and increased educational aspirations. It is

important to know why students should get involved in

positive activities and how to avoid the negative impact of

over-participation.

Along with understanding the benefits of being involved

in extra-curricular activities, students and parents may

 4

wish to consider how to balance academics and activities to

have a positive impact on adolescents.

The researchersbelieve that the level of academic

performance is an important factor in the realization of the

system’s desired goal. It was also the juncture that they

attempted to determine the Academic Performance involved in

Co-curricular Activities of the Junior High school students

and the difficulties encountered by them and by their

teachers.

STATEMENT OF THE PROBLEM

This study attempt to look into the Academic

Performances of the students who are involve in Co-

curricular Activities in Don Teofilo H. Dilanco Memorial

High School S/Y 2019-2020.Specifically, it seeks to answer

the following questions:

1. What are the personal profiles of the studentinvolve in

co-curricular activities in terms of age, gender, grade

level and other types of co-curricular activities?

2. What is the performance of the students involved in Co-

curricular Activities in terms of: a. Grades b. Class

Performance?
 5

3. Is there significant relationship between Academic

Performance and Co-curricular activities?

4. What school program can be proposed to support the

enhancement of Academic Performances?

ASSUMPTIONS

This study assumes the following:

1.Co-curricular Activities improves the student’s

performance.

2.Schools create different kind of co-curricular Activities

to develop social skills of the students.

HYPOTHESIS

There is no significant relationship between Academic

Performances and Co-curricular Activities.

SIGNIFICANCE OF THE STUDY

This study is important towards the students, teachers,

guidance counselors, supervisors, administrators and also to

the parents.

Students. May the students guided, improve and develop

their potentials not just in academic performances but also

in different learning areas, to achievetheir goals in life.

 6

Teachers. Through this study, the teachers may realize

that not all the students excelled in academic performances.

They have the right and power of helping their students

improve their different skills and potentialities in terms

of different learning areas.

Guidance Counselors. May this study, serve as useful

tool to know the preference of the students regards with

their special skills, potentials and others in terms of

counselling.

School Administrators and Supervisors. Hopefully,

through this study serve as the base point where they plan

on how to manage every programs of co-curricular activities

and to make actions that will be gleaned toward the

improvement and development of the students performances.

Parents. The results of the study may help their

children in assisting to attain meaningful, learning, and

effective life.

DEFINITION OF TERMS

Below are some words or terms used by the researcher in

the text of the present study. For the purpose of clarity in

 7

this study, the following terms are conceptual/operational

defined:

ACADEMIC PERFORMANCE. This refersa quantifiable

performance of the student by means of evaluation based on

the scope and sequence of lessons given within the period of

time.

ADMINISTRATION.This refers a person who is in-charge

and responsible for the planning and management of the

entire educational system.

CO-CURRICULAR ACTIVITIES. Thisrefers to the activities

of the students done within the school or even beyond the

academic performance, but support and supplement the

classroom activities.

CURRICULUM.Thisrefers to the experiences of the

students under the supervision and directions of the school.

These also follow the rules and regulations of the society

and school.

SCOPE AND DELIMITATION OF THE STUDY

 8

This study will be conducted only in Don Teofilo H.

Dilanco Memorial High School. It is focus only on

determining the impact of co-curricular activities to the

academic performance of the students in Don Teofilo H.

Dilanco Memorial High School. This research hasapproximately

65 respondents from grade 7 to 10 including teachers.

The tools that we will use in this research study is

questionnaire and survey form.

The delimitation of this study is the student from

other school. There will be no other school involved in this

study. This study is also delimited to the Senior high

school students.

THEORETICAL FRAMEWORK

This study is anchor on the theory of Anderson that the

elements of learning situation are essential. These are

environmental stimulation of a living motivated organism and

incentives which when attained will lead to satisfaction of

the individuals. Needs, wants, interests and sets are terms

which are used to refer to motivating conditions. When

satisfactions of a motive are blocked, the learner under

appropriate stimulation, makes a series of responses. These

successful responses are ultimately stabilized as

variability is reduced. The attainment of the incentives

 9

with consequent satisfaction of the motive is the condition

that determines which responses will be attained. The

teachers must be able to translate these into actual

teaching learning situations.

The illustration in the model (Fig. 1) is designed for

this theory of learning in connection with teaching.

Learning begins when a person moves in the direction of

getting something that he wants. Learning is evidenced by

behavior change. As behavior changes, learning is

accelerated and consolidated.

Thus, according to Watson, conditioned reflex is

central to learning as the unit out of which habits are

formed. Watson used Pavlov’s experiments as the epitome of

learning and make use of the conditioned reflex as the unit

of habit and built his system on that foundation. This

principle serves as the basis for a very ingenious and

intriguing theory of learning. As stated by this theory,

conditioning consists of the setting up within the

individual certain inner adjustments that will affect overt

action.

“The Second
Nature of
Learning the
Junior High
School Today and
Tomorrow”
Lester Anderson
 10

IMPACTS OF CO-CURRICULAR
ACTIVITIES TO THE ACADEMIC
PERFORMANCE OF THE STUDENTS
IN DON TEOFILO H. DILANCO
MEMORIAL HIGH SCHOOL

Studies in Condition
Infant Reflexes
Psychology
J. P. Pavlov
Scientific
Monthly
J. B. Watson

Figure 1. THE THEORITICAL PARADIGM

CONCEPTUAL FRAMEWORK
 11

Figure 2 shows the conceptual paradigmof the research

study entitled Impacts of Co-curricular activities to the

Academic Performance of the Students in Don Teofilo H.

Dilanco Memorial High School. It discusses the input,

process and output of the study.

The input of the study will be the statement of the

problem, Review of related literature

The process of the study will be the survey

questionnaire, conduct an interview, and distribute

questionnaire to gathered data and analysis.

The output of the study will be the programs can be

proposed, information about the Academic Performance and Co-

curricular Activities of the students and the basis for

student development.
 12

IMPACTS OF CO-CURRICULAR ACTIVITIES TO THE ACADEMIC

PERFORMANCES OF THE STUDENTS IN DON TEOFILO H.
DILANCO MEMORIAL HIGH SCHOOL

INPUT PROCESS OUTPUT

Statement of the Survey Programs can be

Problem Questionnaire Propose

Distributing
Questionnaire
Related review of Basis for Student
Literature Development
PARADIGM Conduct Interview

Figure 2. CONCEPTUAL PARADIGM

NOTES
 13

1
Wilson, N. (2009), Impacts of Extra-curricular Activities

on Students.

2
Bathan, M. (1995), Academic performance of the pupils

involved in Co-curricular Activities.

3
Mehmood, T., et. Al (2012). Impacts Co-curricular

Activities on Personality development of Secondary School

Students.

4
Cadwallader, t., Garza, N., and Wagner, M.

(2002.Participation In Extracurricular activities.Retrieved

from www.nlts2.org/reports/2003_04-2/nlts2_report_2003_04-

2_ch4.pdf

5
Frederick Mayer, A History of Educational Thought.

(Columbos, ohio, Charles R. Mirell Books, Inc., 1978), p.378

6
Clarita C. Ferrer, (An Unpublished Master’s Thesis of Naga

College Foundation, Naga City, Philippines, 1991), p. 11

7
Lester Anderson, ”The second Nature of Learning the Junior

High School Today and Tomorrow”, (New York Prentice Hall,

1974), p. 78

8
J.B. Watson, “Studies in Infant Psychology”, Scientific

Monthly, (New York: Appleton Century Crafts, Inc.1948), p.

54
 14

9
J. P. Pavlov, Condition Reflexes,(London: Oxford University

Press, 1927).

10
Fredericks, J., and Eccles, J. (2006).Is extracurricular

activities participation associated with beneficial

oucomes? Concurrent and longitudinal relations. “Development

Psychology”, 42(4), 698-713.

Chapter II

REVIEW OF RELATED LITERATURE ANDSTUDIES

 15

This chapter presented the related literature and

Studies selected from the published master thesis that

provided the valuable insights to the present study in an

effort to achieve better appreciation and insights on

how to bring out this study, the researchers conducted

readings on various related literature and Studies. In the

succeeding paragraphs are the review of these materials.

RELATED LITERATURE

Bartkus ET. al. (2012 pg-698) defined extra-curricular

activities as academic or non-academic activities that are

conducted under the auspices of the school but occur outside

of normal (curriculum classroom) time and are not part of

the curriculum.

Bartkus et.al. (2012, pg-698) also stated that extra-

curricular do not involve a grade or academic credit and

participation is optional on the part of the students.

The extracurricular activities experience has become an

important components of the student’s school life as many

students today participate on extracurricular act. (Feldman

 16

and Matjasko, 2005; Holland and Andre, 1987; Mahoney et.

al., 2003; Marsh and Klietman, 2002; Shulruf, 2010).

However, this area of research has not been examined much by

researchers in the accounting education discipline.

Garrett (2010) explored all the contemporary issues and

enduring themes in physical education, focusing on the

United Kingdom but incorporating a global dimension the wide

range of topics covered include; the requirements of

National Curriculum Physical Education; the current ‘State’

of physical education; the relationship between physical

education in sport; extra-curricular physical education,

lifelong participation in sport and physical activity;

assessment and examinations in physical education; social

class, gender, ethnicity and teacher training and continuing

professional development.

According to Brown (n.d), student participation in co-

curricular activities had better grades, had higher

standardized test scores, higher educational attainment,

attended school more regularly and had higher self-concepts.

In addition, Young people who participate also have been

found to be less likely to use substances such as drugs and

alcohol, less likely to drop out of school, misbehave at

school commit delinquent acts.

 17

Youth who participate in activities in activities can

learn important skills, such as teamwork or leadership

skills, and these skills may help them in other parts of

their lives. When furthering their education, those who

participated in activities are more likely to make friends

easily, adjust to a new environment, and show leadership

based on prior experienced is co-curricular activities

(Bellen, M. 2017).

RELATED STUDIES

Chudgar, Chandra, Iyengar and Shanker,2015, studies

regarding which school resources beyond basic infrastructure

are important to improve learning. Using a comprehensive 60-

item survey instrument, data were collected from 88

government schools. The findings indicate that in schools

with more co-curricular activities, with all other factors

being held equal, children perform better in math.

The study of Leung, Ng and Chan (2011), examine whether

co-curricular activities enhance the learning effectiveness

of studies. The results indicated that there was no positive

effect on the part of ACCAP on academic performance. But

that further studies could explore the potential of ACCAP

and other experimental learning opportunities in promoting

student learning effectiveness.

 18

In the study of Adeyemo, 2010, examined the

relationship between student participation in school-based

extracurricular activities and their achievement in physics

in Nigeria, Ademeyo found that high school students who

participated in extracurricular activities demonstrated

significant improvement in physics. Adeyemo concluded that

“the importance of extracurricular activities should be

highly emphasized” and that these activities “influences

student grades.”

A study by Chege (2013), showed that there is a variety

of co-curricular Activities being carried out in schools and

their implementation is influenced by several factors. These

factors; resource allocation, pre-planning of the

activities, training of students and patrons of CCCA,

regarding the value of CCA also implementation to other

students and the rest of the school.

The study of Bashir (2012), whether these activities

have any relation with academic achievement or not are

important in their own right due to many reasons. Many

educationalists believe that these active increase social

interaction, enhance leadership quality, give a chance of

healthy recreation, and make students self-disciplined and

confident.
 19

Mc. Carthy (2010) studied the student’s activity.

Participation, Gender ethnicity, and socio-economic level on

high school students. All high schools in the largest school

alistrict in Colorado were invited to participate in a study

whether students who participated in school- sponsored

activities were different from no participants with respects

to grade point average (oP/t,) and school attendance,

sixteen schools sent complete data on students GPAs. The

project also studied differences in these areas for gender,

ethnicity and socioeconomic level as reflected by

participation in the school extracurricular program.

Amanda (2011) in her investigation on self-perceptions

and participation extra-curricular physical activities in

secondary school adolescents. Sixty-three participants and

forty-one non-participants of extra-curricular activities

completed the self-perception profile for adolescents and a

physical activity questioner data analysis indicated that

participants involved in extra-curricular physical

activities reported significantly higher self-perceptions

compared to non-participant.

Co-curricular activities are the process of involving

ourselves to various activities. Like sports activities,

musical activities that enhance our interest to the

 20

different field of interest it also by way of honing or

developing our talent for which in the long run can also be

a simple source of livelihood in the long run. Active

participant of an individual make us also relax and indicate

boredom student are being involve to this activity merely to

great access to proper life expectancy. Co-curricular

activities are also an actual learning process of the method

of the application for practical ability.

SYNTHESIS-OF-STATE-OF-THE-ART

The literature supported the idea that Co-curricular

Activities enhance the learning effectiveness of studies

(Leung, Ng and Chan 2011). In line with this, school

resources beyond basic infrastructure are important to

improve learning (as cited in Chudgar, Chandra studies

2015). However, Bartkus (2012) study stated that Co-

curricular do not involve a grade or academic credit and

participation is optional on the part of the students.

Amanda (2011) in her investigation of self-perceptions and

participation Co-curricular Physical Activities reported

significantly higher self-perceptions to participants

compared to non-participant.

Brown (n.d) study, student participation in Co-

curricular Activities had better grades, had higher

 21

standardized test scores, higher educational attainment,

attended school more regularly and had higher self-concepts.

(Bellen, M. 2017)Youth who participate in activities in

activities can learn important skills, such as teamwork or

leadership skills, and these skills may help them in other

parts of their lives.Many educationalists believe that these

active increase social interaction, enhance leadership

quality, give a chance of healthy recreation, and make

students self-disciplined and confident, Bashir (2012).

Apparently,Co-curricular activities are the process of

involving ourselves to various activities. Like sports

activities, musical activities that enhance our interest to

the different field of interest it also by way of honing or

developing our talent for which in the long run can also be

a simple source of livelihood in the long run. Active

participant of an individual make us also relax and indicate

boredom student are being involve to this activity merely to

great access to proper life expectancy. Co-curricular

activities are also an actual learning process of the method

of the application for practical ability. All the related

literature drawn together are the key determinants to know

the impacts of Co-curricular Activities to the Academic

Performance of the students where this study conducted.

 22

NOTES

11
Bashir, Z. (2012). The Effectiveness of Co-curricular

Activities on Academic Achievements of Secondary School

Students in District Abbottabad Pakistan- A case study.

Developing Country studies www.iiste.org ISSNN 2224-607x

(paper) ISSNN 2225-0565 (online) vol. 2, No. 2, 2012

 23

12
Brown, R (n.d). Extracurricular Activity: How does

participation encourage positive youth development? (Fact

Sheet 99-32). Retrieved November 15, 2008, From:

www.unce.unr.edu/publications/files/cy/other/fs9932.pdf.

13
Bellen, M.A (2017). Effects of extracurricular

activities in School towards the STEM Students of Divine

Word College Senior High School Department.

14
Chudgar, A., Chandra, M., Iyengat, R., @ Shanker, R.

(2015). Schools resources and student achievement: Data

from rural India. Propects: Quarterly Review of Comparative

Education, 45(4), 515-531

15
Leung, C. H., Ng, C.W.R., @ Chan, P.O.E. (2011). Can

Co-curricular Activities enhance the learning effectiveness

of students? An application is the Sub. Degree students in

Hong Kong. International Journal of teaching and Learning

in Higher Education, 23(3), 329-341

16
Bartkus, K.R., Nemelka, M., @ Gardner, P. (2012).

Clarifying the meaning of extracurricular activity: A

literaturereview of definitions. American Journal of

Business Education, 5(6), 693-704

17
Feldman, A. F., @ Matjaska, J.I. (2012). Recent

advances in research on School-based extracurricular

 24

activities and adolescent development. Developmental

Review, 32(1), 1-48

Chapter III

RESEARCH METHODOLOGY

This chapter presented the research methodology of the

study, the research design, the respondents of the study,

research instrument, data gathering procedure, statistical

treatment of the data and analysis of data.

RESEARCH DESIGN
 25

This study adopted the descriptive-survey-correlational

design. The descriptive-survey determined the personal. Home

and school factors while correlational established the

degree of relationship between the effects of Co-curricular

activities to the academic performance of the student of Don

Teofilo H. Dilanco Memorial High School.

RESPONDENTS TO THE STUDY

The respondents of the study were sixty five (65)

selected students from grade 7 to grade 10 (male and female)

included the teachers at Don Teofilo H. Dilanco memorial

High school.

Respondents Male Female Total

Teachers 11 21 32
Band/DLC/Mapeh 4 8 12
Sports 4 6 10
Student Council 5 6 11
Total 24 41 65
TABLE 1.RESPONDENTS OF THE STUDY

RESEARCH INSTRUMENT

The instrument used in this study was a study

questionnaire. The questionnaire was composed of two part:

Part I - Background information

Part II - Impacts of Co-curricular Activities to

the Academic Performance of the Students/ Suggested Programs

can be Proposed in enhancement of Academic Performance.

 26

The part 1 was composed of the students’ name, age,

sex, and address or their background information. The part

II of the questioner was composed of the statements, under

the effects of co-curricular where they would choose whether

they were strongly agreed, agreed, disagree, or strongly

disagreed.

DATA GATHERING PROCEDURE

The researchers sought permission form the principal as

well as from the adviser of the selected students to conduct

a survey regarding the effect of curricular activities to

the academic performance of the students. The questioner was

distributing to the sixty five (65) respondents from grade

7-10 and teachers.

ANALYSIS OF DATA

The questionnaire was handed to approximately 65

respondents from grade7-10 and teachers after the consent of

the adviser was sought. Data were tabulated and interpreted.

STATISTICAL TREATMENT

To determine the level of Academic performance of the

students and relationship between the effects of co-

 27

curricular activities to the academic performance of the

students, the following formulas were used:

1. Weighted Mean- this was used to determine the effect of

co-curricular activities to the academic performance of the

students.

∑x
x=
N

2. Percentage- this was used to determine the level to the

academic performance of the selected students from grade 7-

10 involved in co-curricular activities.

m
PL= X 100%
n

Legend:

0-24.9 Beginning
25-49.9 Developing
50-74.9 Approaching Proficiency
75-100 Proficient

3. Pearson Product-Moment Correlation Coefficient (Pearson

r)- this was used to compare the context of relationship

between the effects of Co-curricular Activities and the

Academic Performance of the students.

 28

n ∑ ΧΥ −∑ Χ ∑ Υ
RXY= 2 2 2 2
√[ n∑ X −( ∑ Χ ) ][ n ∑ Y −( ∑ Y ) ]

where:X- Level of Academic Performance

Y- Effects/Factors

NOTES

18
Reyes, F. C. (1996).Applied Basic Statistics. 927 Quezon

Avenue, Quezon City: Phoenix Publishing House, Inc.

19
Panganiban, M. E. (2018).Foundations of Practical Research

2(for daily life) for Senior High School. 1414 Severino

Reyes St., Sta. Cruz, Manila: Bookstore Publishing Corp.

 29

20
Bluman, Allan G. (2009).Elementary Statistics (A step by

step Approach).McGraw – Hill, New York

Chapter IV

PRESENTATION, ANALYSIS AND INTERPERTATION OF DATA

This chapter dealt with the presentation, analysis and

interpretation of the data collected to answer these study’s

specific problem.
 30

As accounting issues become more complex in todays

dynamic business environment, demands on higher education

institutions to prepare qualified accounting graduates

become increasingly important(Byrne and Flood,2008; Potter

and Johnson 2006).Youth who participate in activities in

activities can learn important skills, such as teamwork or

leadership skills, and these skills may help them in other

parts of their lives.

Student participation in co-curricular activities had

better grades, had higher standardized test scores, higher

educational attainment, attended school more regularly and

had higher self-concepts.There is a variety of co-curricular

Activities being carried out in schools and their

implementation is influenced by several factors. These

factors; resource allocation, pre-planning of the

activities, training of students and patrons of CCCA,

regarding the value of CCA also implementation to other

students and the rest of the schoolChege (2013).

SEX FREQUENCY PERCENT

Male 13 39%
Female 20 61%
AGE
13-14 9 27%
15-16 7 21%
17-18 17 52%
 31

GRADE LEVEL
Grade 7 6 18%
Grade 8 5 15%
Grade 9 8 24%
Grade 10 14 42%
CO-CURRICULAR INVOLVED

MAPEH/Majorette/DLC 12 36%
Sports 10 30%
Student council 11 33%
Table 2: Personal Profiles

Table 2. showed the students personal profiles along

age, sex, grade level, and co-curricular activities they are

involved in. This table also showed that in terms of sex, 13

respondents were male and 20 were female, in terms of age,

most of the respondents fell within age 17-18, is terms of

grade level, 6 respondents were grade 7, 5 were grade 8, 8

were grade 9, and 14 were grade 10 students, in involved in,

12 were involved in majorette/MAPEH/DLC, 10 were in sports,

and lastly 11 were in the students council.

SPORTS Mean Interpretation RANK

NEGATIVE
1. Does not have an energy to 1
3.9 Strongly Agree
participate in class
2. Late during class/passing 4
3.3 Agree
of project or output
3. Prone to 2
3.5 Strongly Agree
injuries/accidents
4. absenteeism/ cutting class 3.5 Strongly Agree 3
5. No time to review due to 5
2.9 Agree
practices of games
POSITIVE
 32

6. Enhances ability and 4

2.8 Agree
skills in sports
7. Encounter more experiences 1
4.4 Strongly Agree
and learn a lesson
8. More opportunity in 3
3.6 Strongly Agree
scholarship program
9.Increase Self-confidence 2.8 Agree 5
10. Develop good social 2
3.9 Strongly Agree
skills and values
Table 3. Meanof Sports

Both positive and negative impact shows the agreement of the

respondents (Table 3).The difference is just the degree of

agreement. Statements 1-5 (negative impact) and 6-10 (positive

impact) are all the same.Amanda (2011) in her investigation on

self-perceptions and participation extra-curricular physical

activities in secondary school adolescents.Self-perception

profile for adolescents and a physical activity questioner

data analysis indicated that participants involved in extra-

curricular physical activities reported significantly higher

self-perceptions compared to non-participant. The

relationship between physical education in sport; extra-

curricular physical education, lifelong participation in

sport and physical activity; assessment and examinations in

physical education; social class, gender, ethnicity and

teacher training and continuing professional development.

MAPEH/ DLC/ Majorette Mean Interpretation RANK

NEGATIVE
1. Less attends in class 1
3.9 Strongly Agree
due to practice
 33

2. Spend less time 4

3.3 Agree
preparing for task assigned
3. Lack of concentration 2
3.5 Strongly Agree
during class hour
4. Late in passing 3
3.5 Strongly Agree
project/output
5. Get low test scores 2.9 Agree 5
POSITIVE
5
6. Doesn't have time to
2.8 Agree
review for the examination
1
47. Get extra points/grades 4.4 Strongly Agree
8. Develop good Social 3
3.6 Strongly Agree
skills
9. Lower stress levels 2.8 Strongly Agree 4
2
10. Enhance ability/skills 3.9 Strongly Agree
Table 4.Meanof Mapeh/DLC/Majorette

Table 4 shows the positive impact have 4 strongly agree

and 1 agree while the negative impact have 3 strongly agree

and 2 agree. Fredericks and Eccles (2006) found that

activity participation can be linked to positive academic

outcomes, including improved grades, test scores, more

school engagement, and increased educational aspirations. It

is important to know why students should get involved in

positive activities and how to avoid the negative impact of

over-participation.

Student Council Mean Interpretation RANK

NEGATIVE
1.Lack of concentration 2.7 Agree 3
2.Spend less time preparing 3.7 Strongly Agree 1
for task assigned
 34

3.Late during class hour 2.7 Agree 4

4.Spend less time attending 2.7 Agree 5
class due to responsibility
5.Engaged in school 2.6 Strongly Agree 2
problems/issues (ex:
threat/indication of
Danger)
POSITIVE
6.Increases self- 3.9 Strongly Agree 3
confidence/Active in terms
of recitation or
performance in class
7.More opportunity in 3.6 Strongly Agree 5
scholarship
8. Develop skill in public 4.1 Strongly Agree 1
speaking
9.Develop good leadership 3.8 Strongly Agree 4
skill
10. Belonging to the honor 4.1 Strongly Agree 2
list
Table 5. Mean of Student Council

Table 5 shows that all the positive impact of Student

Council are Strongly Agree, while the negative impact has 2

Strongly Agree and 3 Agree. Many educationalists believe

that these active increase social interaction, enhance

leadership quality, give a chance of healthy recreation, and

make students self-disciplined and confidence(Bashir 2012).

Co-Curricular Level
Interpretation
Activities of Performance
Sports 85.4 Proficient
Mapeh/DLC/Majorette 88.6 Proficient
Student council 90.4 Proficient
Table 6.Level of Performance
 35

Table 6 shows the level of performance or the

percentage of the three categories, which they are all

proficient. Co-curricular activities enhance the learning

effectiveness of studies. Adeyemo concluded that “the

importance of extracurricular activities should be highly

emphasized” and that these activities “influences student

grades” (Ademeyo, 2010). Students who participate in

activities in activities can learn important skills, such as

teamwork or leadership skills, and these skills may help

them in other parts of their lives. Co-curricular activities

participation can be linked to positive academic outcomes,

including improved grades, test scores, more school

engagement, and increased educational aspirations.

Co-curricular r-
Interpretat c-value Decision
Activities value ion
-0.666Moderate -0.576
SPORTS negative
Correlation Reject Ho
-0.96 High -0.632
DLC/MAPEH/MAJORETTE negative
Correlation
-0.171 Low -0.602 Accept Ho
STUDENT COUNCIL negative
Correlation
Table 7. Correlation between Co-curricular Activities to the
Academic Performance of the students

Table 7 shows that the r-value of the three categories

of Co-curricular Activities -0.666 indicates the moderate

 36

negative correlation, -0.96 indicates the high negative

correlation, and -0.171 indicates the low negative

correlation. The c-value of the three categories of Co-

curricular Activities are -0.576 and -0.632 indicates as

significant relationship, while -0.602 indicates not

significant relationship. It only prove that (Brown),

student participation in co-curricular activities had better

grades, had higher standardized test scores, higher

educational attainment, attended school more regularly and

had higher self-concepts.

Interpretat Rank
PROGRAM Mean
ion
Strongly 2
1. Teacher coaching/tutoring 3.69
Agree
Strongly 4
2. Home visitation 3.65
Agree
3. Peer couching/tutoring of Strongly 6
3.59
students Agree
4. Bring home assignments program
like modules for the students Strongly 8
3.5
to work/ study at home Agree

5. One book, one school, one

community: a singular reading Strongly 3
3.68
experience to enhance literacy Agree
skills of students
6. Students broadcast program to 7
enhance the public speaking 3.34 Strongly
skills and develop self- Agree
 37

confidence of students.
7. Conducting seminar such as
symposium regarding in Strongly 5
enhancement of leadership 3.65 Agree
skills of the students
(Quarterly)
8. Teaching heroes, toss the zeros
(facing grade book filled with
zeros, some teachers decided Strongly 9
that they simply won’t accept Agree
3.34
incomplete assignment as “zero”
so, this program is to improve
students grade and self-
confidence
9. Assisting though online Strongly 10
3.22
learning platform Agree
10. Training workshop such as:
 Composition writing to
enhance the writing skills
of the students Strongly 1
3.8 Agree
 Speech Laboratory training
to enhance the listening
and speaking skills of the
students
Table 8: Suggested programs to enhance the academic
performance of the students.
Table 8 shows the suggested programs can be proposed to

support the enhancement of Academic Performance of the

students, where all of these are strongly agree. To know

which program is most acceptable, the researchers rank it to

highest mean where Training Workshop got highest mean 3.8,

Teacher Coaching/Tutoring got second rank mean 3.69, next is

One book, one school, one community: A singular Reading

Experience to enhance literacy skills of students got 3.68,

rank 4 is the Home Visitation(3.65mean) and rank 5 is

Conducting Seminar it got 3.65 mean. A study by Chege

 38

(2013), showed that there is a variety of co-curricular

Activities being carried out in schools and their

implementation is influenced by several factors. These

factors; resource allocation, pre-planning of the

activities, training of students and patrons of CCCA,

regarding the value of CCA also implementation to other

students and the rest of the school.

Chapter V

SUMMARY OF FINDING, CONCLUSION AND RECOMENDATION

This chapter presented the summary, findings,

conclusion and recommendation of the study.

Summary

This study is aimed to determine the impact of Co-

curricular activities to the Academic Performance of the

students.Amanda (2011) in her investigation on self-

perceptions and participation extra-curricular physical

 39

activities in secondary school adolescents.Along with

understanding the benefits of being involved in extra-

curricular activities, students and parents may wish to

consider how to balance academics and activities to have a

positive impact on adolescents.

The study to inform the teachers and students to know

the possible impacts Co-curricular Activities to the

Academic Performance of the students.

PROBLEM 1

What are the personal profiles of the student involve

in Co-curricular Activities in terms of age, grade level and

other types of Co-curricular Activities?

Findings

The researchers found out that most of the respondents

are female(61%), male had 39%. In terms of age, most of the

respondents fell on 17-18 years old (52%), in terms of grade

level, mostly are Grade 10 (42%), and in terms of Types of

Co-curricular Activities, the respondents are divided

equally.

Conclusion
 40

The researchers conclude that most of the participants

or respondents of the study are on intermediate level. All

of them are involved in Co-curricular Activities.

Recommendation

Researchers recommend that respondents should be aware

on the impacts of being involved in Co-curricular Activities

to their Academic Performance.

PROBLEM 2

What are the performance of the students involved in

Co-curricular Activities in terms of grades and attendance?

Findings

The study found out that the performance of the

students who are involve in co-curricular activities are all

proficient in sports 85.4%, 88.6%, 90.4%. This means that

the performance of the students who are involved in this 3

section are all proficient.

Conclusion

The researcher therefore conclude that the students who

are involved in Co-curricular Activities had better grades,

and it also improved students class performance or Academic

Performance.
 41

Recommendation

The researchers recommend therefore that the students

who are involved in Physical Activities should balance their

Academic Performance and Co-curricular Activities. Also, the

teachers should guide and teach the students in their

Activities to keep improved their Academic Performance.

PROBLEM 3

Is there a significant relationship between Academic

Performance and Co-curricular Activities?

Findings

The researchers categorize the types of Co-curricular

Activities that the respondents involved in, the SPORTS,

MAPEH/MAJORETTE/DLC, and STUDENT COUNCIL. Based on the

result of this study, the correlation of the impact(r-value)

of Co-curricular Activities are -0.666 (moderate negative

correlation) in sports, -0.96 (high negative correlation)in

MAPEH/ DLC/ Majorette and -0.171 (low negative correlation)

in Student Council. There are two(2) Categories of Co-

 42

curricular Activities that there is a significant

relationship between Academic Performance and Co-curricular

Activities, namely Sports and Mapeh/DLC/Majorette. So

therefore the hypothesis is rejected. Meanwhile, the

category of Student Council shows the acceptance of

hypothesis which is null, that there is no significant

relationship between their Academic Performance and Co-

curricular Activities.

Conclusion

The researchers therefore conclude that the students

who are involved in Sports and Mapeh/DLC/Majorette, shows

that there is an impact of Co-curricular Activities to their

Academic Performance, while in the category of Student

Council, students who are involved in this section, shows

that there is no impact of being involved in Student Council

to their Academic Performance.

Recommendation

The researchers therefore recommend that the students

should also know how to balance their Physical Activities

and Academic Performance. Being involved in Co-curricular

Activities, can give the students an experience, enhance

their self-confidence and helped to improved their grades or

Academic Performance.
 43

PROBLEM 4

What school program can be proposed to support the

enhancement of Academic Performance?

Findings

The study found out the teachers who are the

respondents in this study, they are all agreed in the

suggested progmams in enhancement of Academic Performance of

the students. Meanwhile, the researchers ranked the five(5)

acceptable suggested programs through their highest mean.

The programs that had a highest mean is the Training

Workshop(3.8), next is the Teacher Coaching/ Tutoring(3.69),

then One book, one school one community program (3.68),

then, Home Visition(3.65), and lastly the Conducting the

Seminar(3.65).

Conclusion

Researchers conclude that the school who has these kind

of program, the students attract to join to keep improved

their Academic Performance better.

Recommendation

The researcher therefore recommend to implement

Training Workshop, Teacher’s Coaching, One book Program,

Home Visitation and Conducting a seminar, for those students

 44

who are willing to improved their Academic Performance.

These programs can help, motivate, and enhance their skills.

Many educationalists believe that these active increase

social interaction, enhance leadership quality, give a

chance of healthy recreation, and make students self-

disciplined and confident. In addition, Students who

participate also have been found to be less likely to use

substances such as drugs and alcohol, less likely to drop

out of school, misbehave at school commit delinquent acts.