Chapter I

INTRODUCTION

Rationale
Extracurricular activities are like a playground, where we can
learn, explore, create, and grow. It comprises sports, music, debate,
dance, drama, social services, etc. Schools can play a significant role
by transmitting the energy of both normal as well as physically
challenged students into a positive direction of personality
development through extracurricular activities (Anjum, 2021).
Engaging in any activities may boost the student's self-confidence, and
improve their social skills or worst, it can lead to stress that can be a
source of distraction.
Personal development is a never- ending process of learning and
growing, like getting better at confidence, communication and finding
more purpose in life. According to Riby et al. (2024) personal
development means looking inward and improving yourself. It’s about
building skills that boost self-awareness and confidence, helping you
reach your goals.
Extracurricular activities play an important role in the school lives
of students. Studies show that students involved in extracurricular
often experience improves their personal development. According to
Bohnert et al. (2010), participation in extracurricular activities may
result in acquiring new skills, various experiences, expanding one’s
scope of interests and improving social skills.
This study aims to explore how involvement in extracurricular
activities like sports, music, clubs, and other activities impact students’
personal development. By exploring this, the researchers want to see
how those activities contribute to the student’s overall development.
The researchers intend to acquire data to be used in the study by
means of conducting surveys among selected Senior High School
students.

Research Objective
This study will provide information on how students improve
their personal development by participating in extracurricular
activities.
Specifically, it aims to:
1. Determine the respondent’s profile in terms of:
1.1 Age;
1.2 Gender; and
1.3 Sports club.
2. Determine the level of students’ involvement in extracurricular
activities in terms of:
2.1 Academic Achievement;
2.2 Character Development;
2.3 Social Development; and
2.4 Community Involvement.
3. Determine the level of student’s personal development in terms
of:
3.1 Self- determination;
3.2 Self- confidence;
3.3 Stress Management;
3.4 Persistence;
3.5 Creativity;
3.6 Idea Generation; and
3.7 Problem-solving.
4. Determine if there is a significant relationship between students’
involvement in extracurricular activities and their personal
 development among Senior High School student athletes at Matiao
National High School.

Hypothesis
This study will test the alternative hypothesis at 0.05 level of
effectiveness.
1. There is no significant relationship between students’
involvement in extracurricular activities and their personal
development among Senior High School student athletes at
Matiao National High School.

Review of Related Literature

This section contains the various literature related to
extracurricular activities, which were all gathered from different
sources. The main topics reviewed here are organized in the following
themes: students’ involvement in extracurricular activities and
students’ personal development.
Students’ Involvement in Extracurricular Activities
Understanding factors that contribute to students’ success is of
great interest to educators. Research indicates that participation in
extracurricular activities positively correlates with students’
development both academically and personally. Students who
participate in extracurricular activities have greater academic success,
greater character development, especially in the areas of time-
management and leadership skills, more positive social development,
and greater interest in community involvement. The educational
system can use such information to encourage students to participate
in activities that will enhance their personal and academic
achievements. Nowadays, a wide range of extracurricular activities are
being offered in schools, colleges, and universities. Martin & Bonesto-
Tuggu (2020), define extracurricular activities as various activities
aimed at expanding educational experiences and efforts outside
regular school hours. Annu & Sunita (2013), explain that extracurricular
activities are those in which students engage outside the regular
school curriculum. They can be seen in every level of our educational
institutions. They stated that there are numerous varieties of
extracurricular activities such as athletics, organizations,
administration, student publication, sound, visuals, and theater.
Similarly, based on numerous sources various forms of research have
shown that extracurricular activities encompass a range of activities
including clubs, sports, art, music, drama, and more (Massoni, 2011).
As stated by Fredricks (2011, p.379), that getting involved in after-
school activities helps students succeed. Over a significant amount of
80% of young people engage in extracurricular activities. Engaging in
school-related extracurricular activities is a typical and significant
aspect of the school journey for numerous young individuals (Fredricks,
2012). Extracurricular activities can also help enhance the curriculum,
enable students to cultivate skills outside of the academic realm, such
as civic and political abilities (Stearns & Glennie, 2010). Mahoney and
Vest (2012), states that the main motivators for youth engaging in
activities are typically internal ones such as fun, improvement,
socializing with peers, and enjoyment. Overall, participating in
extracurricular activities can lead to various positive results such as
improved grades, lower dropout rates, and higher levels of education
(Martinez et al., 2016).
Academic Achievement. Participating in extracurricular
activities plays a significant role in enhancing academic achievement.
It helps in balancing academics and activities with affective time
management, can boost grades, build confidence, foster skills like
leadership and teamwork that positively impact academic
performances. Extracurricular involvement was connected with higher
levels of academic achievement, psychological well-being, and social
aptitude (Sakiz. Aftab, 2018). Students learn goal setting and problem
solving (Wormington et al., 2012). Following instructions, persistence,
motivation, goal setting, and problem solving are all skills that are
acquired during extracurricular activity participation and that transfer
to students’ academic success.
Character Development. Extracurricular activities build a
good character. It helps in shaping the student’s character. By
engaging in these activities, students will learn the crucial skills to
develop character such as, responsibility, social skills, resilience, and
etc. This can help in getting along with others in a better way. Schools
serve as vital platforms for character development, with extracurricular
activities acting as key facilitators in this process (Solfema et al.,
2019). Education seeks to build students' moral character and
personalities as well as their ability to collaborate with others, be
responsible, autonomous, and have high moral standards. Participating
in extracurricular activities helps students develop positive character
traits ( Díaz-Iso et al. 2020). Students who contribute time performing
in the arts record higher levels of positive self-development (Metsapelo
& Pulkkinen, 2012) and greater engagement in the school environment
(Knifesend & Graham, 2012).
Social Development. Participating in extracurricular activities
significantly impact the student’s social development. By joining in
these activities, students have the opportunities to make friends, meet
new people, practice their social and communication skills. These
activities will help them to communicate with others without a feeling
of shyness. Participating in extracurricular activities is beneficial to
students’ social development. Group activities build team-work and
communication skills, which are necessary for success in the workforce
and other future endeavors. Students are continually looking for a
greater sense of belonging (Knifesend & Graham, 2012). Belonging to
extracurricular groups is important for “providing access to the
relationships and networks that influence positive outcomes for
students” (Shulruf, 2010, p. 595). Group activities provide
opportunities for students to build connections with others who have
similar interests and goals, which will increase their motivation to
commit long term to an activity that also increases enjoyment. Also,
extracurricular activities provide opportunities for students to connect
with positive social groups that influence students to avoid negative
life choices (Veltz & Shakib, 2013).
Community Involvement. Engaging in extracurricular
activities is crucial in community involvement. By participating in these
activities, they can build connections like, meet new people, make new
friends, and build strong relationships with others. According to Díaz-
Iso et al. (2020) the relevance of participating in structured
extracurricular activities in higher education is increasing. Involvement
in these activities helps students develop personal and social skills that
positively affect academic and professional training, well-being, and
the development of attitudes toward community involvement. Students
are also more likely to volunteer in their community after high school if
they participate in extracurricular activities during adolescence (Barber
et al., 2013). These activities generate a sense of belonging to the
community as a whole (Barber et al., 2013), which inspires them to be
contributing members of society.
Students’ Personal Development
Personal development is an ongoing process of improving
yourself in different areas, like your mind, relationships, emotions, and
health. It includes setting goals, reflecting on your strengths and
weaknesses, and taking steps to grow your skills and knowledge.
Personal development is identified as a key criterion for assessing the
quality of higher education, emphasizing the need for educational
strategies that align with individual growth and self-realization
(Slyusarenko et al., 2022). Personal development is influenced by
various external and internal factors, including educational
environments and personal experiences (Belitskii, 2022). Athletes
often engage in realistic self-evaluation and goal setting, which are
crucial for personal growth (Jørgensen et al., 2023). Positive
relationships with peers and coaches can enhance social support,
contributing to athletes' personal development (Jørgensen et al.,
2023). Youth sports participation is linked to both immediate and long-
term personal and social development outcomes, emphasizing the
importance of sustained engagement ("The Personal and Social
Development of Children in Sport", 2022). personal development may
be weak, indicating the need for further exploration of underlying
mechanisms (Wang, 2024). Participation in sports can lead to the
development of essential life skills, such as self-regulation and
resilience, which are transferable to other life areas (Gould et al.,
2022). Athletes often reflect on their sports experiences as
foundational to their personal development throughout life (Stefan,
2022). Experiences in sports can lead to significant personal growth
and self-regulation skills, which are transferable to other life areas
(Gould et al., 2022). Positive peer interactions and a supportive sports
environment contribute to personal growth (Wang, 2024).
Self-determination. Self-determination plays a crucial role in
adolescents' involvement in extracurricular activities, influencing their
social development and personal growth. Engaging in these activities
fosters a sense of autonomy, competence, and relatedness, which are
essential components of self-determination theory. Higher levels of self-
determined motivation and perceived support for autonomy lead to
greater enjoyment in activities (Leyton-Román et al., 2020).
Participation in diverse activities helps students acquire social skills
and experience, which are essential for their social self-determination
(Lyashchenko, 2023).
Self-confidence. Involvement in extracurricular activities plays
a significant role in building self-confidence. This activity helps you
step outside your comfort zone. Interacting in extracurricular activities
with different people will help to build your social skills. In sports, self-
confidence is crucial for performance, with successful athletes often
exhibiting higher levels of confidence, which is nurtured through
participation in sports-related (Kuloor, 2024). Participation in sports-
related extracurricular activities has been shown to significantly boost
self-confidence. For instance, a study on futsal students revealed that
high self-confidence correlated with improved shooting results (Donie,
2023).
Stress Management. Extracurricular activities can be an
effective way to manage stress. It helps students to break from
academic pressure by getting involved in their hobbies. These
activities are relaxing, it helps you recharge and unwind. A study found
that time spent on extracurricular activities positively correlates with
academic performance, suggesting that these activities serve as a
buffer against academic stress (Mukesh et al., 2022). Leisure activities,
including extracurricular activities, are utilized by students to manage
stress, with findings indicating that engaging in mood-enhancing
leisure activities can help alleviate perceived stress (Jordan, 2014).
Persistence. Participating in extracurricular activities shows
greater persistence in goal pursuits. Extracurricular activities help
students in learning persistence like even though they are facing
challenges, may lose, or sometimes make mistakes, but at the end
they keep trying to achieve their goal. This helps them to be more
patient, work hard, and believe in themselves. Parental, coach, and
peer support significantly contribute to persistent participation,
highlighting the importance of a supportive environment (Zhang et al.,
2022).
Creativity. Is essential for problem-solving in both everyday life
and professional settings (Medvecka, 2023). It is defined as the ability
to produce new and useful things, involving the restructuring of
understanding in a non-obvious way (Kounios, 2023). Creativity plays a
key role in extracurricular activities, as it encourages you to think in
new ways and find unique solutions to problems. By focusing on
creativity, you c an explore different ideas, express yourself, and
become more adaptable. This process builds confidence, helps you
discover new interests, and ultimately fosters personal growth, making
you feel more fulfilled.
Idea Generation. Extracurricular activities play a significant
role in fostering idea generation among students by enhancing
essential skills such as creativity, collaboration, and problem-solving.
These activities provide a platform for students to engage in real-world
challenges, thereby stimulating innovative thinking. Engaging in
project-based extracurricular activities allows students to apply
theoretical knowledge to practical scenarios, enhancing their problem-
solving capabilities (Huerta et al., n.d.). Methods like brainstorming and
game-based learning can further enhance the idea generation process
by providing structured yet flexible frameworks for creativity (Kultima
et al., 2008).
Problem Solving. Extracurricular activities are a great way to
develop problem solving skills. Participating in various activities can
expand your knowledge and helps you face challenges, learn how to
think critically, analyze situations, and come up with an effective
solution. Problem-solving skills help individuals analyze issues and
propose viable solutions, reducing depression and aggression while
enhancing academic performance and prosocial behaviors (Enciso et
al., 2024). Involvement in diverse extracurricular activities, such as
volunteering and sports, has been shown to develop emotional and
social competencies, further supporting effective problem-solving in
various contexts (Cortellazzo et al., 2021).
Synthesis of Review of Related Literature
Based on the collection above, extracurricular activities are
important for students' growth in many areas, including academics,
personal development, and social skills. Research shows that activities
like sports, arts, and clubs help students manage their time better, set
goals, and solve problems, which can improve their grades. These
activities also teach important life skills like responsibility, teamwork,
and resilience, while helping students build friendships and
communicate better. Being involved in extracurricular encourages
students to become more active in their communities and develop a
sense of social responsibility. Additionally, these activities boost self-
confidence, help manage stress, and encourage creativity, all of which
contribute to personal growth.

Theoretical Framework
This study is anchored in Edward Deci and Richard Ryan’s Self-
Determination Theory (1985). Self-determination theory seeks to
explain how being self-determined impacts motivation, that people feel
more motivated to take action when they think that what they do will
have an effect on the outcome. According to this theory, all humans
have three basic psychological needs to motivate people to grow and
change. These needs are the autonomy, competence, and relatedness.
By participating in extracurricular, those students can develop a
sense of autonomy because they choose to engage in activities that
interest them. Additionally, as they engage and practice in that
activities to improve their skills, they can gain a sense of competence.
Lastly, extracurricular activities provides opportunities for social
interaction to develop a sense of relatedness.

Conceptual Framework
The conceptual paradigm in Figure 1 shows the independent
variable and dependent variable of the study. The independent variable
is extracurricular activities which has the following indicators namely:
academic achievement, character development, social development,
community involvement (Zafar, 2020). On the other hand, the
dependent variable of the study is the personal development with the
following indicators namely: self-determination, self-confidence, stress
management, persistence, creativity, idea generation, problem-solving
(Christison, 2013).

Figure 1
Conceptual Framework Showing the Variables of the Study

Independent Variable Dependent variable

Students’ Involvement Students’ Personal

in
Development
Extracurricular Activities
• Self-determination

• Self-confidence
• Academic Achievement
• Stress Management
• Character Development
• Persistence
• Social Development
• Creativity
• Community Involvement
• Idea Generation

• Problem-solving
Significance of the Study
This study will present benefit of students’ involvement in
extracurricular activities and their personal development in Matiao
National High School, Mati City Division.
In particular, the study will be beneficial to the following:
School Administrators. The results of this study would help them to
create programs that support students growth. These activities can
improve students skills like leadership and teamwork. By
understanding this, administrators can offer better opportunities for
students and improve the overall school environment.
Teachers. The results of this study would aid the faculty members
from the Matiao National High School Understanding the role of
extracurricular can help improve their teaching by showing how these
activities support skills like leadership, teamwork, and time
management. Teachers can use this information to encourage students
to take part in activities that help them grow emotionally and socially,
which leads to a more balanced education.
Students. The results from this study would be of significant help to
the students in the Matiao National High School The study shows how
participating in sports helps build confidence, improve social skills, and
teach important life lessons such as resilience, goal-setting, and how to
handle success and failure.
Researchers. This study will enable the researcher to have further
insight into how sports can help improve academic performance and
mental health, showing that physical activities can play an important
role in overall student success.
Future Researchers. This study can serve as a reference for those
who wish to look into the same topic. Also, they find an interrelation in
the data or the results in this study with information stated in their own
research project and include this in their related literature.

Definition of Terms
To facilitate the understanding of this study, different terms are
defined herein.
Extracurricular Activities. Extracurricular activities may be defined
as “developmental activities performed by students that fall outside of
the normal school curriculum and are practiced outside of regular class
hours” (Forneris et al., 2015, p. 48). In this study, it will be defined as
indicators Academic Achievement, Character Development, Social
Development, Community Involvement (citation) ( Zafar, 2020)
Personal Development. Personal devlopment is a life-long process. It
is a way of evaluating our own abilities, taking into account our desires
and the goals we set to achieve and maximize our own potential
( Olaru, 2017). In this study, it will be defined as indicators Self
Determination, Self- Confidence, Stress Management, Persistence,
Creativity, Idea Generation, Problem Solving (citation) (Christison,
2013).

Chapter II
METHOD

Present in this chapter are the discussions on the research

design, research subject, research instrument, data gathering
procedure, and the statistical treatment of the data.
Research Design
This study will utilize quantitative causal correlational design of
research. Correlational technique is a non-experimental design, where
the researcher studies the correlation between variables in a normal
setting without manipulation or control. In correlational studies, the
researchers examine the strength of relationships among variables by
looking unto how change in one variable is linked with change in the
other variable. Correlational studies often describe relationships that
already exist, making them useful for exploratory analysis (Pratama et
al., 2023).
Relative to this, the causal correlational research design was
suitable for the study because it aims to test the significant
relationship between the students' involvement in extracurricular
activities and their personal development.

Research Locale
This study will be conducted at Matiao National High School,
situated at Archie Heights, Matiao, Mati City. The school is one of the
11 secondary schools in Mati Northwest District, Division of the City of
Mati. This is close to both the city center and coastal areas, thus, it
makes our study unique for it influenced both city life and nature.

Population and Sample

The respondents of the study are the Senior High School
students of Matiao National High School, Matiao, Mati City, Davao
Oriental. Purposive sampling or known as judgmental sampling is used
to select respondents that are most likely to yield appropriate and
useful information (Kelly, 2010) and is a way of identifying and
selecting cases that will use limited research resources effectively.
 To explore the impact of extracurricular activities on the personal
development of students, the researchers will focus on the members of
the sports club. This purposive sampling is appropriate to the study
because it lets researchers choose participants who will provide the
most relevant and insightful information for the study.
In this case, the study seeks to gather from student athletes, so
the sample will consist of 50% of student athletes in each section.

Research Instrument
The instrument to be used in the study is a survey questionnaire
in a form of checklist. The questionnaire for students’ involvement in
extracurricular activities will be adapted from Zafar (2020). The
students’ involvement in extracurricular activities has the following
indicators: academic achievement, character development, social
development, and community involvement.
In evaluating students’ involvement in extracurricular activities,
the five orderable gradations with their respective range of means and
descriptions will be used as follows:
Range of Descriptive Interpretation
Means Level
4.20 – 5.00 Very High This means that the items
related to students' involvement
in extracurricular activities are
always manifested.
3.40 – 4.19 High This means that the items
related to students' involvement
in extracurricular activities are
oftentimes manifested.
2.60 – 3.39 Moderate This means that the items
related to students' involvement
 in extracurricular activities are
sometimes manifested.
1.80 – 2.59 Low This means that the items
related to students' involvement
in extracurricular activities are
seldom manifested.
1.00 – 1.79 Very Low This means that the items
related to students' involvement
in extracurricular activities are
never manifested.

The questionnaire for the students’ personal development has

the following indicators: self-determination, self-confidence, stress
management, persistence, creativity, idea generation, and problem-
solving.
In evaluating the students’ personal development, the following
range of means with its descriptions will be used.
Range of Descriptive Interpretation
Means Level
4.20 – 5.00 Very High This means that the items related
to students' personal
development are always
manifested.
3.40 – 4.19 High This means that the items related
to students' personal
development are oftentimes
manifested.
2.60 – 3.39 Moderate This means that the items related
to students' personal
development are sometimes
 manifested.
1.80 – 2.59 Low This means that the items related
to students' personal
development are seldom
manifested.
1.00 – 1.79 Very Low This means that the items related
to students' personal
development are never
manifested.

Before the administration, and in a desire to check the

appropriateness of the items and its contents, it will be presented to
the panel of examiners for validation of the items and its contents. The
comments of the panel will be properly taken and incorporated in the
finalization of the said instrument.
Further, before the administration of the research instrument,
pilot testing will be done to selected athletes who are not the
respondents of the study.

Data Collection
1. Asking Permission to Conduct the Study. In the collection of
data, the researcher will ask permission from the School Principal –
Alicia R. Astronomo, EdD and to the Advisers concerned, to allow the
researcher to conduct the study to the students. Upon the approval,
the researcher will personally distribute and administer the research
instrument on the students’ involvement in extracurricular activities
and their personal development to ensure 100 percent retrieval of the
questionnaires.
2. Administration of the Questionnaire. Survey questionnaire
will be administered to the Senior High School students of Matiao
National High School on the 3rd week of December 2024. During the
administration, the researcher will make sure that the classes will not
be interrupted.
3. Retrieval of the questionnaires. The researchers plan to
retrieve the survey questionnaire a week after the distribution of the
survey questionnaires so that students will get more time to analyze
and provide the proper answer to the questions.
4. Analysis and interpretation of data. Data gathered from this
study will be analyzed and interpreted to derive the necessary data for
interpretation and further analysis.

Statistical Tool
Descriptive statistics that indicate the central tendencies of the
data particularly the mean scores will be used to analyze the data.
Percentage. This statistical tool will be used to determine the
differences of the respondents in terms of their age and gender in
answer to sub-problem 1.
Mean. This statistical tool is used to describe the level of
students’ involvement in extracurricular activities and their personal
development in answer to sub-problems 2 and 3.
Pearson r. This is used to determine the significance of the
relationship between students’ involvement in extracurricular activities
and their personal development in answer to sub-problem 4. To
interpret this result, Pearson (1896) suggested using the scale
provided below.