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CHAPTER I

INTRODUCTION

This study examines how extracurricular activities affect the

academic performance of students in the ABM strand. It specifically looks at

the relation- ship between participation in non-academic activities and

overall academic achievement within the ABM curriculum. Extracurricular

activities, such as sports, clubs, and volunteering, provide students with

opportunities to develop valuable skills like time management, leadership,

teamwork, and communication, all of which are essential in the business world.

Research suggests that participating in extracurricular activities can improve

students' focus, time management, and organizational abilities, which can

ultimately lead to higher academic achievement.

Background of the study

Prayitno (2004) "suggest that extra curricular activities should

allow students to take part, more broadly, not just pursue and sink into the

lectures, or be a "nerd" who did not move from a letter and pen environment

only. Thus, the purpose of extra curricular activities for students is to develop

students at self outside lectures". Prayitno suggests that an activity is called

extracurricular activity if it is outside of the planned activities through the course

curriculum. Extracurricular activity is a vehicle for students to discover his/her

true identity. It is a desire for initiative and self discovery to grow in a person

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over the age of students. The process of self discovery for the students and

academic society is a process of social development, it should be developed by

educational institutions concerned through various development activities.

Extracurricular in UIN Suska Riau aims to (1) help to achieve the quality of

Indonesian human formation (2) develop and improve their talents (3) provide

convenience in assessing and fostering student activities that are co-curricular

extra curricular.

According to Eccles (2003) those students who participated in

intentional, school-based extracurricular activities perform better in school life.

This happens due to ECA facilitates better Human interaction skills and more

passionate association to one’s school. Participation in out-of-school activities

helps develop students' brains contributing to better mental health. It also helps

them fortify their academic performance for a long period. Extracurricular

activities also reduce behavioral and disciplinary problems.

Chowdhury, Thufathun (2018) "A well rounded education includes

extracurricular activities because they give students the chance to apply their

academic knowledge in a practical setting and serve as means of reinforcing

classroom lessons. In clubs and organizations, which are essentially tiny

communities where they're welcome, a student can express themselves, polish

their strengths, feel a strong sense of shared ownership, and most importantly,

gain the skills they need to become people-for-others." Organization and clubs

are particularly part of a student's school life. Participating in any group,

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anywhere in the globe, can help someone develop a set of skills that support

the growth of their leadership traits. Student organizations offer one opportunity

for students to identify and test their leadership abilities.

Thus, according to the study of Crimson (2007), involvement in

after school club activities and extracurricular activities is beneficial in a variety

of ways for the K- 12 population. It has been generally assumed that

participation in extracurricular activities has a positive impact on the retention of

students beyond the first year. However, many also believe that these activities

may affect student performance negatively due to conflicting time requirements

and competing schedules, even if they do enhance student's ability to cooperate

and be active in school.

Fredricks and Eccles (2006) found that the Influence of

Extracurricular Activities on the Academic Performance of ABM Students

participation can be linked to positive academic outcomes, including improved

grades, test scores, more school engagement, and increase educational

aspirations. While on the other hand, Eccles and Barber ( 1999) have noted

possible negative consequences of some influence of extracurricular activities. If

a coach is degrading to the team, or if members of the club exclude others,

or just over involvement with every spare minute scheduled in multiple activities,

students may find there are negative consequences for participation. And

another positive impact on participation in extracuriccular activities is associated

with a variety of benefits in (ABM)

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Accountancy, Business, and Management. It can lead to better academic

performance, regular class attendance, and increased self-confidence. Either way,

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 extracurricular activities,

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

activities to have a positive impact on students who are participants in

extracurricular activities. Positive academic outcomes, such as improved grades,

test scores, and increased educational aspirations.

Extracurricular activities are essential for students to develop their

self-awareness and self-discovery, which is a process of social development that

should be developed by educational institutions. They help students achieve the

quality of Indonesian human formation, improve their talents, and provide

convenience in assessing and fostering co-curricular activities. International

studies have shown that students who participate in intentional, school-based

extracurricular activities perform better in school life, contribute to better mental

health and fortify their academic performance. National studies have found that

extracurricular activities provide students with the opportunity to apply their

academic knowledge in a practical setting, reinforcing classroom lessons. Clubs

and organizations offer students the chance to express themselves, polish their

strengths, and develop leadership

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skills. Crimson (2007) found that involvement in after-school club activities and

extracurricular activities is beneficial for the K- 12 population. However, conflicts

between time requirements and competing schedules can negatively affect

performance. Overall, extracurricular activities can lead to positive academic

outcomes, such us improved grades, test scores, and increased educational

Aspirations.

Statement of the Problem

In this research, the researcher want to study how extracurricular

activities affect the academic performance of ABM students (students studying

Accountancy, Business, and Management). The researcher will look at the

following questions:

1. How do participating in extracurricular activities affect the academic

performance of ABM students?

2. What are the things that can make the relationship between extracurricular
activities and academic performance stronger or weaker?

3. How does the amount of time and effort put into extracurricular activities
impact the academic performance of ABM students?

4. What do ABM students think about the role of extracurricular activities in

their academic performance?

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By answering these questions, we hope to understand better how

extracurricular activities influence the academic performance of ABM students.

This research can help teachers, parents, and policymakers develop strategies

to make the most of extracurricular activities and support ABM students in their

studies.

HA:

Participation in extracurricular activities positively impacts the

academic performance of ABM students.

HO:

Participation in extracurricular activities does not have a

significance positive impact on the academic performance of ABM students.

Significance of the Study

This study aims to explore the understanding relationship between

Extracurricular Activities and the Academic Performance of ABM Students'.

Moreover, the result of this study will be beneficial to the following:

Students. The primary beneficiaries are the students themselves. The study

can help them understand how to balance academics with extracurricular

activities effectively.

Teachers. They can use the study findings to better structure their teaching

methods and curriculum. They can also learn how to encourage students to

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participate in extracurricular activities without compromising their academic

performance.

Parents. Parents can gain insights on how to support their children in

balancing their academic and extracurricular commitments.

Researchers. For researchers in the field of education, this study can provide

a basis for further research and exploration. It can helpthem delve deeper into

the specific aspects of the influence of extracurricular activities on academic

performance.

Scope and Delimitation

SCOPE DELIMITATION

 The study specifically targets  Limited Generalizability: Findings

ABM students, providing a may not be applicable to

narrow focus for in-depth students outside the ABM field,

analysis. limiting the generalizability of the

 By including sports, clubs, and results.

volunteer work, the research  Potential Confounding Variables:

encompasses a diverse range of It may be challenging to isolate

extracurricular engagements. the effects of extracurricular

 The study aims to explore not activities on academic

only academic achievement but performance due to other factors

also attendance and overall such as socio-economic status,

educational experience, personal motivation, or teaching

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providing a holistic view of the quality.

impact of extracurricular

activities.

 Establish specific academic

performance metrics, including

GPA, standardized tests scores,

class rank, and more.

 Look into the implications of

extracurricular engagement on

participating students academic

performance. The investigation

should include such factors as

time management, motivation,

social skills development, and

others.

 Explore the role of schools in

encouraging and enabling

students to participate in

extracurricular activities and the

resulting correlations with their

academic success

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CHAPTER II

INTRODUCTION

This chapter reviews existing literature and studies on the influence of

extracurricular activities on academic performance of ABM students. It starts with a

review of the relevant theoretical framework under study and empirical studies. The

empirical review focuses on studies done on extracurricular activities and the

academic performance of ABM students internationally and locally.

Review of Related Literature and Studies

Building upon existing research, the study conducted by

Fakhretdinova et al. (2021) and Alexander et al. (2021) studied the

effects of academic progress, taking into account both their intellectual and

personal growth. Extracurricular activities have an impact that extends

beyond the classroom because they give students opportunities to

engage in their passions, develop critical interpersonal skills, and

improve their academic performance. Clubs that prioritize intellectual

pursuits have a substantial impact on fostering critical thinking and

problem-solving skills. The need to provide strong support and foster the

expansion of these extracurricular activities is growing as educational

institutions come to understand the importance of educational clubs.

This is critical for promoting students' overall growth and improving their

academic performance.

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In line with the study by Tan and Aquino (2022) builds upon this existing body of

local research by examining the impact of extracurricular participation on the

academic performance of senior high school students in Cebu City, including those

in the ABM track. The researchers' findings provide valuable insights into the

mechanisms through which extracurricular involvement can influence academic

achievement in the local context. Tan and Aquino (2020) cautioned that excessive

involvement in extracurricular activities may have negative consequences, such as

increased stress and reduced time for academic pursuits.

Regarding the sampling method, the study used purposive

sampling method. The student engagement questionnaire was adapted from

Delfino's (2019) study, while the learning achievement scale was modeled from

the SF9 K- 12 DepEd curriculum. Data were analyzed using means and Pearson's

product moment correlation coefficients. The results showed that student

engagement among ABM students is high, suggesting that it is commonly

observed. The level of academic success is very satisfactory. Moreover, there is

no significant relationship between student engagement and academic

achievement among ABM students at TNHS. By understanding the factors that

lead to student engagement in the educational process, institutions, teachers and

principals can develop and implement strategies to improve student engagement

and academic achievement, leading to better learning outcomes and positive

learning

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Similarly, the study by Perez et al. (2019) looked into how

extracurricular activities impact the academic performance of Grade 12

students studying ABM at Bestlink College of the Philippines during the 20 1 8 -

20 1 9 school year. Extracurricular activities are defined as activities that are not

part of the regular curriculum, such as sports, clubs, and social events. The study

discovered that participating in these activities had a positive influence on

students' academic performance, particularly in written assignments,

attendance, and practical tasks. Despite being involved in extracurricular

activities, students were able to manage their time effectively and excel

academically. The study recommends that teachers and school administrators

recognize and encourage students' involvement in extracurricular activities.

However, in the report conducted by Mamun, S. & Saha, R. (2024)

with 200 business students as participants, findings revealed that despite the

positive outcomes, 51.5% of the participants admitted that they occasionally had

trouble balancing their extracurricular activities with academic obligations. Also,

their findings investigated how much time students devote to these extracurricular

activities. Findings show a range of time commitments: 14.5% spend less than an

hour, 35.5% spend one to three hours, 29% spend four to six hours, and 21%

spend seven or more hours a week on these activities. This shows how students

engage in a variety of activities in order to help them maintain a healthy balance

between their academic studies and extracurricular interests.

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In addition to this, the study by Limayo, Elibado, and Santamena

(2024) explores the experiences of ABM students in extracurricular activities,

specifically sports, journalism, and quiz bees. The study recognizes the

challenge students face balancing extracurricular activities and academics,

affecting their time management and academic performance. Researchers

suggest giving recognition to students involved in extracurricular

activities for promoting the school's image and urge teachers to see these

activities as valuable to students' learning.

According to Fredricks and Eccles (2019), one suggested explanation

for the correlation between extracurricular participation and academic motivation is

that being involved in extracurricular activities can enhance students' motivation and

engagement in their academic pursuits. This is supported by Deci and Ryan (2000),

who propose that participating in extracurricular activities provides students with

opportunities to develop a sense of belonging, autonomy, and competence, which in

turn can foster intrinsic motivation and engagement in their academic endeavors.

Furthermore, Marsh and Kleitman (2002) and Eccles et al. (2003) argue that

extracurricular involvement can expose students to new learning experiences, social

networks, and leadership opportunities. These additional experiences and

connections can contribute to students' overall academic and personal development.

In both the Cebu region and selected private schools in Metro

Manila, researchers have investigated the impact of extracurricular activities on

academic achievement. Aquino and Reyes (2019) found a positive association

between involvement in sports and academic clubs and higher grades among

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senior high school students in Cebu City. Their emphasis on the importance of

balancing extracurricular participation with academic responsibilities echoes the

sentiments of Tan & Aquino (2020). Similarly, Bautista and Tan (2020) focused on

the relationship between extracurricular activities and academic achievement

among students in the ABM track in Metro Manila. Their findings indicated that

engagement in various extracurricular activities contributed to better academic

outcomes, aligning with the positive associations observed by Aquino and Reyes

(2019). These studies collectively highlight the significant role of extracurricular

engagement in promoting academic success across different regions in the

Philippines.

The study conducted by Pinto, L.H., and Ramalheira, D.C. (2017)

underscores the importance of a diverse background for business graduates in

enhancing their job opportunities. They emphasize that academic achievements

and involvement in extracurricular activities play crucial roles in this regard. By

actively participating in extracurricular activities, business graduates can

significantly influence their success and perceived employability, making them

more attractive candidates for potential employers. The research suggests that

the link between academic performance, extracurricular engagement, and job

prospects is intertwined, indicating that participation in activities not only

enhances academic performance but also plays a vital role in preparing ABM

students for the competitive job market.

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In an Medium article authored by Ali, S. (2024) highlights the

significance of engaging in activities is emphasized for its impact, on academic

progress, personal growth and social aptitude. It is mentioned that involvement, in

activities can result in improved grades, enhanced attendance and heightened

school involvement. The article closes by underlining the value of encouraging

engagement to boost achievement and foster student accomplishment.

The research on the influence of extracurricular activities on the

academic performance of ABM students presents a comprehensive narrative

spanning both international and local contexts. Globally, studies by

Fakhretdinova et al. (2021) and Alexander et al. (2021) underscore the

multifaceted benefits of extracurricular engagement, emphasizing its role in

fostering critical skills, intellectual growth, and overall academic success. Locally,

investigations by Tan and Aquino (2022), Bautista and Tan (2020), and Aquino

and Reyes (2019) provide nuanced insights into the mechanisms through which

extracurricular involvement impacts academic achievement, highlighting positive

correlations between participation in activities and improved grades and school

attendance. However, challenges such as balancing extracurricular

commitments with academic responsibilities, as evidenced by studies like those

of Mamun and Saha (2024) and Limayo, Elibado, and Santamena (2024),

underscore the importance of effective time management strategies. Additionally,

research by Pinto, L.H., and Ramalheira, D.C. (2017) and Perez et al. (2019)

highlights the long-term benefits of extracurricular engagement, including

enhanced job prospects and employability skills.

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The theoretical underpinnings provided by scholars such as

Fredricks and Eccles (2019) and Deci and Ryan (2000) further elucidate the

motivational and developmental aspects of extracurricular involvement,

underscoring its role in holistic student development. In essence, the grand

synthesis emphasizes the multifaceted impact of extracurricular activities on ABM

students, advocating for a balanced approach to maximize their educational

benefits.

Definition of Terms

1. Aspiration - any future goal in which an individual is willing to

invest time, effort or money is proposed .

2. Assessing - refers to the process of evaluating and analyzing

various aspects of operational command, decision-making, mechanical treatment

modes, or workload.

3. Co-curricular - an activity or program that takes place outside

of the traditional classroom but in some manner complements academic learning

from classroom curriculum.

4. Correlation - refers to the statistical association between

involvement in extracurricular activities and one’s performance in school.

5. Encompasses- in this context it could be "includes" or "covers."

This definition implies that the research seeks to address all pertinent aspects related to

extracurricular activities and their impact on the academic performance of ABM students.

6. Enhance - heighten, increase. especially : to increase or improve

in value, quality, desirability, or attractiveness

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7. Extracurricular - an activity, performed by students, that

falls outside the realm of the normal curriculum of school, college or university

education.

8. Fostering - to foster is to provide a family when it is needed.

9. Intentional - In this research, it is defined as "deliberate" or

"purposeful." It refers to extracurricular activities that students actively choose to

participate in with specific goals or objectives in mind, rather than engaging in them

randomly or passively.

10. National - research, services and programs administered

centrally by the National Office

11. Self-awareness - perception of operational elements and

events with respect to time or area, the comprehension of their meaning, and the

projection of their status after some variable has changed, such as time, or some

other variable, such as a predetermined event.

12. Self-Discovery- it is defined as the process of gaining insight

into one's own interests, strengths, values, and identity through participation in

extracurricular activities.

13. Reinforcing - strengthening an action by associating it with a

consequence, causing that action to become a conditioned reinforce.

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CONCEPTUAL FRAMEWORKS

Extracurricular Activities Academic Performance

Figure 1: the conceptual framework of this study is the consists

two variable, extracurricular activities as an independent variable, and academic

performance as the dependent variable.

In the Figure 1: extracurricular activities as independent variable pertain to an

Students participating in extracurricular activities generally benefit from having

better examination results, higher self concept, higher standardized test scores

and educational attainment. Students often learned skills such as teamwork and

leadership from college club activities while decreasing the likelihood of different

problem behaviors.

Another variable, academic performance as a dependent variable refers to the

extent or measure of a student's achievements in all of their participating

academic subjects, such as extracurricular activities. Academic performance can

include a good level of talent, mental ability, and academic excellence, but it can

also include a good level of thinking, hard work, and persistence or striving of

students.

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CONCEPTUAL FRAMEWORK (INPUT, PROCESS, AND OUTPUT)

OUTPUT

INPUT PROCESS  To determine if

 Type of  This study will the ABM

Extracurricular use a Students can

Activity quantitative manage their

method of time in
 Academic
research with Performing
Performance
the approach of Academics while
of Students
case study having
 Study Habits  Data Collection Extracurricular

Activities in
 Participation
 Factor school.
Level
Consideration

 Social and  Insights

 Feedback
Emotional  Interventions

Impement

 Improvement

Strategies.

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EXPLORING THE INFLUENCE OF EXTRA CURRICULAR

ACTIVITIES ON THE ACADEMIC PERFORMANCE
OF ABM STUDENTS

A Research Paper
Presented to the Faculty of
Senior High School Department
San Francisco High School

In Partial Fulfillment
of the Requirements for the subject
Research in Daily Life 1

By

Bayog, John Lester F.

Cardano, Ashnea Shanon G.
Climaco, Allyana Shaine
Delos Reyes, Charles Jeffrey D.
Dicatanongan, Aloy M.
Perez, Ariane Jan G.
Rañesesz, Rogelio Jr.
Tacogue, Angela Q.

May 21, 2024

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CHAPTER III

RESEARCH METHODOLOGY

This chapter reveals the methods or research to be employed

by the researcher in conducting the study which includes the research design,

population of the study, research instruments and its development establishing its

validity and reliability, data gathering procedures, and the appropriate statistical

treatment of data.

Research Design

The objective of this study is therefore to determine the impact

of extracurricular activities on students’ academic performance in relation to aspects of

Accountancy, Business and Management (ABM). This is a case study research design.

In addition, case studies allow for an exhaustive examination of specific circumstances

and experiences of ABM students so as to understand how they participate in non-

academic activities affect their academics. The data collection method will include

interviews, observations and academic records in order to identify trends and issues

that could lead to increased grades by integrating extracurricular activities efficiently.

The researchers conducted a case study to determine the

impact of extracurricular activities on the academic performance of students in the

Accountancy, Business, and Management (ABM) strand. The researchers employed a

qualitative research design, specifically using the case study approach. Data were

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collected through interviews, observations, and academic records to thoroughly

examine the specific circumstances and experiences of ABM students participating in

extracurricular activities. The researchers aimed to gain a comprehensive

understanding of how participation in non-academic activities affects the academic

performance of ABM students. By identifying trends and issues, we sought to inform

strategies that could enhance academic outcomes through the efficient integration of

extracurricular activities.

The case study research design was chosen for this study

because it allows for an in-depth and comprehensive examination of the specific

circumstances and experiences of ABM students. Unlike other research methods,

case studies provide the flexibility to explore complex phenomena within their real-life

context, which is essential for understanding how extracurricular activities influence

academic performance. This approach enables the collection of rich, detailed data

through multiple sources such as interviews, observations, and academic records,

ensuring a holistic understanding of the subject matter. By focusing on the unique

experiences of ABM students, the case study method facilitates the identification of

nuanced trends and issues that might not be evident through broader quantitative

approaches. This depth of insight is crucial for developing informed strategies to

enhance academic outcomes by effectively integrating extracurricular activities. Thus,

the case study design is particularly suited to this research as it supports a thorough

exploration of the multifaceted interactions between extracurricular participation and

academic performance.

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Research Locale

In this study, the population consists of ABM (Accountancy,

Business, and Management) students who are enrolled of the Senior High School

Program at San Francisco High School. The selection of this population was

purposively made because it helped in focusing on understanding the impact of

extracurricular activities on academic performance of these particular students.

Population & Sample

A non-probability technique for selecting the sample, namely, a

purposive sampling method will use to draw the sample from this population. The

researchers will be using the technique so that as the participants were the ones to

join various extracurricular activities, therefore, it was important that participants were

actively involved in extracurricular activities since their experiences and insights are

significant for the study's objectives. The sample selection covers equally the genders,

the students’ academic caliber and the extra-curricular activities involving sports, art,

academic clubs and community service. To ensure this, in unit used for this study,

there was a healthy spread of students taking part in a wide variety of extracurricular

activity which allows a detailed observation in the relationship of participation to the

overall academic performance of ABM students. The method that the researchers will

use to collect primary data in the research was semi-structured interviews in which the

interviewees were given the freedom to talk about their personal experiences and

personal beliefs on how the extracurricular activities affected their overall academic

performance or achievements.

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SLOVIN’S FORMULA

N
n =
1+Ne2

Where:

N= total no.of ABM Students in a San Francisco High School

e= margin of error (0.05)

Given:

Population size – 576

Margin of error – 5% or 0.05

Solution:

N
n =
1+Ne2

576
=

1+576(0.05)2

576
=

2.44

n = 236.065

The total population of grade 1 1 and grade 1 2 ABM students

which was 5 7 6 and allotted 5 % for the margin of error, after the summation of

the total population the researcher then used the Slovin's formula to solve for

the total sample size which the result was 236 , after getting the total sample

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size the researchers then used the Respondent Sample Size(RPS) divided by

the total population multiplied by the total sample size method to find the

sample size for every respondents and that is how the researcher get 118

sample size for grade 11 ABM students and 1 1 8 sample size for grade 1 2 ABM

students.

Research Instrument

In this study, semi-structured interviews will be employed as the

primary research instrument to explore the influence of extracurricular activities on the

academic performance of ABM (Accountancy, Business, and Management) students.

The interviews will be conducted with a purposive sample of ABM students, ensuring a

diverse representation in terms of gender, age, and the types of extracurricular

activities in which they participate. The interview guide will include open-ended

questions designed to elicit detailed responses about the students' involvement in

extracurricular activities, the time commitment required, their motivations for

participating, and their perceptions of how these activities impact their academic

performance. Additionally, interviews will be conducted with selected teachers and

academic advisors to gain insights into their observations and opinions on the

relationship between students' extracurricular engagements and academic outcomes.

The data collected from these interviews will be transcribed and subjected to thematic

analysis to identify common patterns and themes that provide a deeper understanding

of the influence of extracurricular activities on academic performance.

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Sampling Techniques

In this study, the Purposive Sampling Technique was employed

to select participants from San Francisco High School considering how student explore

the extracurricular activities on the academic performance of ABM student.

Collaborating with teachers, the researcher identified varying levels of academic

achievement across different strand that have leadership experience or extracurricular

activities. Based on this insight, students were selected on purpose by sections, to

ensure representation and alignment with extracurricular activities. This approach

enhanced the study's validity by ensuring that the selected participants reflected the

diversity of academic performance and extracurricular activities. By purposive the

sample based on relevant characteristics, researchers can reduce sampling variability

and increase the precision of estimates. This method allow for more specific students

that have this skills, enhancing the study's analytical capabilities.

Data Gathering Procedure

In this part of the research, the researchers developed

questionnaires to investigate the influence of extracurricular activities on the academic

performance of ABM (Accountancy, Business, and Management) students. These

questionnaires were designed to gather comprehensive data on various aspects of

students' involvement in extracurricular activities, such as the type and frequency of

activities, the time dedicated to them, and students' perceptions of how these activities

impact their academic performance. After finalizing the questionnaires, the researchers

conducted an online interview with ABM students participating in extracurricular

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activities at San Francisco High School. This online interview aimed to delve deeper

into the students' experiences and perspectives, providing qualitative data to

complement the quantitative data gathered from the questionnaires. The results from

both the questionnaires and the online interviews were meticulously recorded and

analyzed using appropriate statistical procedures. Descriptive statistics, such as

means and standard deviations, were calculated to summarize the data, while

inferential statistics, including correlation and regression analyses, were employed to

examine the relationships between extracurricular activities and academic

performance. This mixed-method approach allowed the researchers to obtain a holistic

understanding of how extracurricular activities influence the academic outcomes of

ABM students at San Francisco High School. The findings revealed significant patterns

and trends, providing valuable insights into the potential benefits and drawbacks of

extracurricular involvement, and guiding recommendations for students, educators,

and policymakers on balancing academic and extracurricular pursuits to enhance

student success.

Statistical Tools and Treatment of Data

The following statistical procedures were used to interpret the

data gathered from the respondents of the study.

1. Descriptive statistics- These summarize the characteristics of the sample, such as

mean, median, mode, standard deviation, and range, providing a snapshot of the data.

 Mean (Average): Total hours spent on extracurricular activities divided by the

number of students participating.

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Formula:

 Mode: The extracurricular activity with the highest frequency or the one most
commonly participated in by students.

 Range of Study Time: Difference between the maximum and minimum study time.

Formula:

To answer partially the statement of the problem no.3 (How does the amount of time

and effort put into extracurricular activities impact the academic performance of ABM

students?)

2. Percentage - Was utilized to determine the quantitative relations for the whole

respondents as shown below: (weighted mean formula) Where: (symbols and

definition)

To answer partially the statement of the problem no.4 (What do ABM students think

about the role of extracurricular activities in their academic performance?)

Formula

%= × 100

Where:

%= Percentage

f = Frequency

N= total number of respondents

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 SAN FRANCISCO HIGH SCHOOL

To answer partially the statement of the problem no.2 (What are the things that can

make the relationship between extracurricular activities and academic performance

stronger or weaker?)

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 SAN FRANCISCO HIGH SCHOOL

References:

1. Chowdhury, Thufathun. (2018). A Survey on Perceived Leadership Traits of

the Young and Experienced Leaders: Preference of the Young Recruits.

European Journal of Business and Management. 7. 226-239.

2. Prayitno. (2004). Pengembangan Potensi Mahasiswa. Padang. UNP The

Impact of Participation in Extracurricular Activities on School Achievement of

French Middle School Students: Human Capital and Cultural Capital Revisited.

Social Forces, 97(1), 55–90.

3. Fredricks, & Eccles, (2006). Is extracurricular participation associated with

beneficial outcomes? Concurrent and longitudinal relations. Developmental

Psychology, 42(4),698-713.

4. Eccles, J. (2003). Extracurricular activities and adolescent development.

Journal of Social Issues, 59(4),865-889.

5. Crimson (2017).Top 8 Benefits of Extracurricular Activities for High School

Students. Retrieved November 25, 2019

6. Mistula, A. R. E. ., N. O. . Carillo, I. J. P. . Indonila, J. Z. . Abriza, R. R. V. Cabigting,

and C.-J. S. . Tamon. “The Effects of Engaging in Extracurricular Activities to the

Academic Performance of Grade 12 ABM Students in Bestlink College of the

Philippines School Year 2018-2019”. Ascendens Asia Singapore – Bestlink College of

the Philippines Journal of Multidisciplinary Research, vol. 1, no. 1, Apr. 2019,

7. Perez, C. A. ., M. E. . Deotoy, R. Varron, J. . Macasinag, J. . Tomenio, and M. G. A. .

Perfecto. “The Effects of Extracurricular Activities in the Academic Performance of
Grade 12 ABM Students of Bestlink College of the Philippines School Year 2018-2019:

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Basis for a Proposed Action Plan”. Ascendens Asia Singapore – Bestlink College of

the Philippines Journal of Multidisciplinary Research, vol. 1, no. 1, Apr. 2019,

8. Sumague, Ruth Paragoso. “Influence of involvement in clubs and organizations on

the leadership development of students.” World Journal of Advanced Research and
Reviews (2023): n. pag.

9. Diniaty, Amirah and Annisah Kurniati. “Students’ Extracurricular Activities in Higher

Education and Its Effect on Personal Development and Academic Achievement (Case
Study In Islamic State University of Suska Riau).” Al-Ta'lim 21 (2014): 161-173.

10. Coulangeon, Philippe. “The Impact of Participation in Extracurricular Activities on

School Achievement of French Middle School Students: Human Capital and Cultural
Capital Revisited.” Social Forces, vol. 97, no. 1, 2018, pp. 55–90.

11. L. W. M. (2021, May 7). [Tagalog] Writing Chapter 3 Statistical Treatment of Data

with Example.

12. Ali, Shazam. "The Impact of Extracurricular Activities on Academic Performance."

Medium (2024), https://medium.com/@shazamali/the-impact-of-extracurricular-

activities-on-academic-performance-8f0a5f9a88e8

13. Report, T. (2024, February 28). Are extracurricular activities the x-factor for

business students? The Business Standard.

https://www.tbsnews.net/features/pursuit/are-extracurricular-activities-x-factor-business-

students-800210

14. Limayo, E., Elibado, J., & Santamena, A. (2024). Experience of ABM student in

Extra Curricular Activities. Retrieved from

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https://www.studocu.com/ph/document/pamantasan-ng-cabuyao/basic-accounting/pr1-

1-research-for-abm/36638045

15. Perez, C. A., Deotoy, M. E., Varron, R., Macasinag, J., Tomenio, J., & Perfecto, M.

G. A. (2019, April 1). The Effects of Extracurricular Activities in the Academic

Performance of Grade 12 ABM Students of Bestlink College of the Philippines School

Year 2018-2019: Basis for a Proposed Action Plan.

https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1419

16. Pinto, L. H., & Ramalheira, D. C. (2017, April 1). Perceived employability of

business graduates: The effect of academic performance and extracurricular the

Influence of Extracurricular Activities on the Academic Performance of ABM Students

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