THE IMPACT OF INVOLVEMENT IN CURRICULAR ACTIVITIES

ON THE STUDENTS’ ACADEMIC PERFORMANCE AT MATARINAO

SCHOOL OF FISHERIES S.Y. 2023-2024

A Research Proposal Presented to the

Faculty Staff of Matarinao School of
Fisheries
Matarinao, Salcedo, Eastern Samar

In Partial Fulfillment of the

Requirements for the
Practical Research
II Subject

By
MA. FE AMOYAN
LAURENCE ECHAGUE
JULIA ARANETA
ANTHONY DADULLA
VAN GAYLE GARCIA
GRENARD BATINGA
ANGELO LANOHAN

March 2025
APPROVAL SHEET
 In partial fulfillment of the requirements for Practical Research II,
this research paper entitled “THE IMPACT OF INVOLVEMENT IN
CURRICULAR ACTIVITIES ON THE STUDENTS’ ACADEMIC
PERFORMANCES AT MATARINAO SCHOOL OF FISHERIES S.Y. 2023-
2024” has been presented and submitted by Ma. Fe Amoyan, Laurence
Echague, Julia Araneta, Anthony Dadulla, Van Gayle Garcia, Grenard
Batinga, Angelo Lanohan, who are recommended for oral defense.

ALMA G.
YANGA
Subject Teacher

Approved by the committee on Oral Defense with the rating of ____

AMELITA G. LAWAAN
Chairwoman

MARIA FE S. DEGALA ASTERIA C. CADILO EDWIN S.

Member DAGUNOT Member
Member

Accepted and approved in partial fulfillment of the requirement for

Practical Research II

Date of Final Defense PETER PAUL G.

DAEL
March 31, 2025 School Head
 ACCEPTANCE SHEET
ii

This research paper here to attached entitled, “THE IMPACT OF

INVOLVEMENT IN CURRICULAR ACTIVITIES ON THE STUDENTS’
ACADEMIC PERFORMANCES AT MATARINAO SCHOOL OF FISHERIES
S.Y. 2023-2024” prepared and submitted by MA. FE AMOYAN,
LAURENCE ECHAGUE, JULIA ARANETA, ANTHONY DADULLA, VAN GAYLE
GARCIA, GRENARD BATINGA, ANGELO LANOHAN in partial fulfillment of
the requirements for Practical Research II is hereby accepted.

ALMA G. YANGA
Subject Teacher

Accepted in partial fulfillment of the requirements for Practical Research II

AMELITA G. LAWAAN
Chairwoman

MARIA FE S. DEGALA ASTERIA C. CADILO EDWIN S.

Member DAGUNOT Member
Member

PETER PAUL G. DAEL

School Head
MATARINAO SCHOOL OF FISHERIES Matarinao,
Salcedo, Eastern Samar
 ACKNOWLEDGEMENT
iii
The researcher wishes to acknowledge with deep gratitude the

following persons who were in a way or another showed their support,

efforts, unselfish assistance, encouragement and friendly advice that

contributed much to the realization of this study. This research would not

be possible without the contribution of those people who helped the

researchers finished this study. Thus, the researchers would like to thank

the following:

Mr. Peter Paul G. Dael, the School Head, for allowing the

researchers to conduct this research study in the school.

Mrs. Alma Yanga, the practical research subject teacher, for

helping, guiding and wholeheartedly supporting the researchers from the

beginning up to the completion of the study. Without her patience,

enthusiasm and motivation, the researchers would not be able to finish

this study.

Mr. Edwin Dagunot, the school's statistician, for patiently guiding

the researchers in the analyzation of the data, as well as his

encouragement and support, for sharing, understanding and allowing the

researchers to stay in his classroom even if it's already late in the

evening.

Mrs. Amelita Lawaan and Mrs. Maria Fe Degala, for the

correction and suggestions they gave for the enhancement and

refinement of the manuscript and questionnaire used in the study.

 Mrs. Asteria Calites for patiently editing the references used in

the study.

The respondents of this research for giving their full cooperation,

attention and time in answering the questionnaire.

The parents, guardians and families of the researchers, for the

financial and moral support they gave, also for their encouragement,

understanding and support.

The Junior High and Senior High School advisers for providing

the researchers the data necessary in the study.

Most especially, to the Almighty God, for enlightening the minds of

the researchers, for guiding the always, for the love, life and knowledge

he gave that serves as their key in accomplishing this research.

TABLE OF CONTENTS
iv
PAGE TITLE

PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ii

ACCEPTANCE SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

iii

ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

iv

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

vii

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

viii

LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ix

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER I - INTRODUCTION
 Background of the Study

(Rationale) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

..4

Null

Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Significance of the

Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Scope and

Delimitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Definitions of Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. 6

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

..7

Conceptual

Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

II - REVIEW OF RELATED LITERATURE

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. 11

Related

Studies. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
v
III - METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. 18

Research Locale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. 18

Research

Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Sampling

Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. .20

Data Collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. .20

Method of Scoring and

Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Statistical

Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

IV. PRESENTATION OF ANALYSIS AND INTERPRETATION OF THE

DATA. 24

V. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.36

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.39

Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. 40

Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

42

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46
 LIST OF FIGURES

Figure

Page

I Schema showing the Relationship between the

curricular activities and academic students

in Matarinao School of

Fisheries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
 LIST OF TABLES
vii

Page

TABLE I Demographic Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

24

TABLE II Extent of Student Involvement . . . . . . . . . . . . . . . . . . . . . . .

.26

TABLE III Impact of involvement in curricular activities. . . . . . . . . .

28

TABLE IV Level of Students Academic Performance . . . . . . . . . . . . . .

. . 31

TABLE V Relationship between profile and curricular

. . . . . . . . . . . .32

TABLE VI Relationship between the curricular and academic

 performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

33

LIST OFviiiAPPENDICES

Appendix

Page

A Letter to the Principal . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . 47

B Letter to the Pre-Oral

Panelist . . . . . . . . . . . . . . . . . . . . . . . . . . 48

C Survey

Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
 ix
ABSTRACT

This research, entitled "THE IMPACT OF INVOLVEMENT IN

CURRICULAR ACTIVITIES ON THE STUDENTS’ ACADEMIC

PERFORMANCE AT MATARINAO SCHOOL OF FISHERIES S.Y. 2023-

2024", was conducted at Matarinao School of Fisheries, Matarinao,

Salcedo, Eastern Samar, during the school year 2023-2024. This study

focused on the impact of students’ involvement in curricular activities on

their academic performance. This study employed a quantitative research

method using a descriptive research design to collect data on students'

involvement in curricular activities and their academic performance. The

study involved 173 students of Matarinao School of Fisheries, determined

using purposive sampling to ensure relevant and meaningful data.

The findings revealed that most respondents were male and in

Grade 10, aged 14-15. It was observed that students had a low level of

involvement in curricular activities. The study further revealed that the

overall mean rating of the effect of curricular involvement was 3.73,

interpreted as "often." Additionally, most respondents had a GPA ranging

from 90-100, interpreted as very satisfactory. A significant relationship

was found between students’ profiles (sex, grade level, and age) and their

involvement in curricular activities. However, no significant relationship

was found between curricular activities and academic performance. Based

on the findings, the study recommends that school administrators and

teachers design extracurricular programs that cater to students of all ages

and genders. Additionally, students should be encouraged to engage in

these activities to promote personal and social development. While

curricular activities may not directly impact academic performance, they

should still be promoted for their broader benefits. Future research may

explore other factors influencing the relationship between curricular

activities and academic performance.

 CHAPTER I
x
INTRODUCTION

Rationale
Education extends beyond classroom instruction. Curricular

activities, which include both co-curricular and extracurricular

engagements, are essential components of a well-rounded education. Co-

curricular activities are directly linked to the academic curriculum and

support students’ learning by providing practical applications of

theoretical knowledge (Singh, 2015). These activities include academic

clubs, research competitions, and student organizations that reinforce

classroom lessons. On the other hand, extracurricular activities involve

non-academic engagements such as sports, arts, music, and community

service, which provide students with opportunities to develop social and

leadership skills outside the formal learning environment (Merriam-

Webster, 2016).

The importance of extracurricular and co-curricular activities in

student development has been widely acknowledged in educational

research. Participation in these activities has been found to enhance

various aspects of student performance, including cognitive abilities, self-

discipline, and motivation. According to Fredricks and Eccles (2006),

students involved in structured extracurricular programs tend to

demonstrate improved academic outcomes, higher engagement levels,

and better social skills. These activities serve as a platform for students to

apply their academic knowledge in real-world situations, making learning

more meaningful and engaging.

One of the significant benefits of participating in extracurricular

activities is the positive impact on academic achievement. Studies have

shown that students who actively engage in extracurricular programs

develop better time management skills, which help them balance their
academic responsibilities effectively (Blomfield & Barber, 2014). For

example, involvement in debate clubs or academic organizations

enhances critical thinking and problem-solving skills, which are essential

for success in subjects like mathematics and science. Similarly,

participation in sports has been linked to improved concentration and

discipline, which contribute to better academic performance (Fares et al.,

2015).

Additionally, extracurricular and co-curricular activities play a crucial

role in shaping students' personal and social development. Engaging in

group activities such as student government, performing arts, or

volunteer work fosters teamwork, leadership, and interpersonal

communication skills (Fisher, 2017). These attributes are vital for students

as they transition into higher education and the workforce. Furthermore,

students involved in community service and outreach programs develop a

sense of responsibility and empathy, which are essential qualities for

becoming well-rounded individuals (Kanar & Bouckenooghe, 2021).

Schools encourage students to participate in both co-curricular and

extracurricular activities to enhance their overall learning experience.

According to a study conducted by Golemit et al. (2017) at Rizal Memorial

Institute in Dapitan City, students who actively engaged in curricular

activities exhibited higher levels of motivation and better academic

performance. The study highlighted that participation in school-based

organizations, academic competitions, and cultural events helped

students develop a stronger sense of belonging and commitment to their

studies. The Department of Education (DepEd) also recognizes the

significance of these activities, although Republic Act 10633 states that

academic and extracurricular grades should be assessed separately.

Despite the numerous advantages of curricular activities, excessive

involvement may pose challenges to students' academic performance.

Research by Abizada and Mirzaliyeva (2020) suggests that students who

overcommit to extracurricular engagements may experience difficulties

managing their academic workload, leading to stress and burnout. This is

particularly evident among students who participate in multiple activities

that require significant time and effort, such as competitive sports,

student leadership roles, and cultural performances.

Furthermore, Özkan (2020) notes that while extracurricular

participation fosters personal growth, an imbalance between academic

and non-academic commitments can negatively affect students’ academic

progress. Students who dedicate too much time to non-academic pursuits

may struggle with meeting deadlines, completing assignments, and

preparing for exams. Therefore, it is essential for students, educators, and

parents to ensure that students find a balance that allows them to benefit

from extracurricular engagement without compromising their academic

performance.

To maximize the benefits of curricular activities, schools must

implement strategies that help students manage their academic and

extracurricular responsibilities effectively. Schools can provide academic

support systems, such as study groups and mentorship programs, to

assist students who are actively engaged in extracurricular activities.

Additionally, teachers and school administrators should encourage

students to prioritize time management and self-discipline to ensure they

can fulfill their academic and extracurricular commitments successfully

(Rao, 2022).

Moreover, fostering a school culture that values both academic

excellence and extracurricular involvement can create a more holistic

learning environment. Schools can integrate co-curricular activities within

the academic curriculum to reinforce classroom learning while allowing

students to explore their interests. For instance, project-based learning

and hands-on activities can complement traditional instruction, making

lessons more interactive and engaging for students. By doing so, schools

can help students achieve academic success while developing essential

life skills.

Academic performance is one of the most important indicators of

student success. At **Matarinao School of Fisheries**, the **Mean

Percentage Score (MPS) for SY 2023-2024 is 68.3**, which is below the

expected proficiency level. This raises concerns about students’ learning

and achievement. One possible factor affecting their performance is their

involvement in **curricular activities**, including **co-curricular and

extracurricular activities**. While these activities are designed to develop

students' skills, time management, and social interactions, they may also

take time away from academic studies, potentially affecting their grades.
 The purpose of this study is to determine **whether involvement in

curricular activities has a positive or negative impact on students'

academic performance at Matarinao School of Fisheries for SY 2023-

2024**. The findings will help the school create a balance between

academic and extracurricular activities, ensuring that students perform

well in their studies while still benefiting from other school programs.

Statement of the Problem

This study aims to determine the impact of involvement in curricular

activities on the academic performance of students of Matarinao School

Year 2023- 2024.

 Specifically, the study sought to answer the following:

1. What is the profile of the respondents in terms of the following:

1.1 Sex

1.2 Grade level

1.3 Age

2. What is the extent of students’ involvement in curricular activities?

3. What is the impact of curricular activities to the academic

performance of the students?

4. What is the level of Students Academic Performance School Year

2023 - 2024?

5. Is there a significant relationship between profile of the respondents

to the extent of students’ involvement in curricular activities?

6. Is there a significant relationship between the impact of curricular

activities to students’ academic performance?

Null Hypotheses

1. There is no significant relationship between profile of the

respondents to the extent of students’ involvement in curricular

activities

2. There is no significant relationship between the impact of the

curricular activities to students’ academic performance.

Significance of the Study 4

 The results of this study will be beneficial to the following:

Students. This study seeks to help the students to be aware of the

advantages and disadvantages of curricular activities on them and to their

school responsibilities.

Parents. The study will help the parents to clearly understand what

school organized activities are to support their children in order to develop

and improve their talents and skills.

Educators and School Administration. This study will help

school administration in crafting better educational that will help

programs on develop students’ abilities.

Future researchers. Findings of the study will serve as baseline

data for the future researchers in conducting study related to the current

research.

Scope and Delimitation

This study focuses on determining the impact of curricular activities

(co-curricular and extracurricular) on the academic performance of

students at Matarinao School of Fisheries during the school year 2023–

2024. The research is specifically conducted within the school, which is

located in Barangay Matarinao, Salcedo, Eastern Samar.

The study includes students who are actively involved in curricular

activities during the academic year 2023–2024. These respondents were

purposively selected to examine the relationship between involvement in

curricular activities and academic performance. Their involvement

provides a clearer perspective on how participating in curricular activities

influences students' academic performance.

The study is limited to students of Matarinao School of Fisheries for

the school year 2023–2024. Students who do not participate in curricular

activities are excluded, as the focus is specifically on those with active

involvement. Additionally, students from the school year 2024–2025 are

not included to maintain consistency in data collection.

Definitions of Key Terms

The following relevant terms that were used in this study were

defined both conceptually and operationally.

Curricular Activities. These refer to school-based activities that

complement academic learning, including both co-curricular (e.g.,

academic clubs, student organizations) and extracurricular activities (e.g.,

sports, arts, community service) (Bhatia, 1996). In this study, curricular

activities refer specifically to the co-curricular and extracurricular

activities of students participated in.

Academic performance. This is defined as the knowledge gained

which is assessed by marks by a teacher and\or educational goals set by

students and teacher to be achieved over a specific period (Narad &

6
Abdullah, 2016). In this study, it refers to the GPA achieved by the student

for the first semester of the school year 2023-2024.

Age. This refers to the amount of year a person has lived or existed

(Merriam-Webster Dictionary, 2015). In this study, it refers to the actual

number of years that the respondents have lived at the time of the

research.

GPA (Grade Point Average). this is defined as the number

representing the average value of the accumulated final grades earned in

courses over time (Glossary of Education, Reforms, 2013). in this study, it

refers to the average grade the respondents got for the first semester of

the school year 2023-2024.

Theoretical and Conceptual Framework

The theory examines the impact that participation in curricular

activities has on student achievement can be found in the Institutional

Theory and Institutional Logic Theory. It examines the rules and

regulations those organizations impose on other organizations. To apply

this theory to participation in curricular activities in the school setting. The

athletic departments in the school must become individual entities that

fall under the direction of the individual schools and school districts. The

curricular activities and the students that participate in these activities

must interact with the authorities that govern them.

The Institutional Theory was expanded to explain not only the

interaction between organizations but also the cultural and cognition

aspects of the interactions of organizations. (Meyer and Rowan 1977).

After the theory was created, theorists provided a new shift that included

the legitimacy of the organization instead of the existence of the

organization (DiMaggio & Powell, 1983). The Theory of Institutionalism

created a link between the actions of the institution and the institution

itself. According to Reeves (2008). The relationship of this theory to

curricular activities and students’ achievements is based on the premise

that the curricular activities must operate under the control of the

individual schools and school districts, and the activities may have

positive or negative impacts on students’ achievement.

The Institutional Logics Theory was created from the Institutional

Theory (Friedland&Alford.1991). It incorporated most of the idea’s

concepts of the Institutional theory. But it also investigates the links

between individuals, organizations, and society. Whitley (1998) reported

that participation in curricular activities can have positive impacts on the

student's participation in them and the school community. According to

Friedland and Alford (1991), the central concept of the institutional logics’

theory is that each organization has a central purpose, vocabulary,

principles, values, motivation, and identity. The theory can be applied to

the students that participate in extracurricular activities.

The students can gain an identity and an immediate connection to

the school by relating to other students and people in the community.

Lewis (2004) proposed the application of resilience theory to examine the

positive impacts of extracurricular activity participation. Resilience is

one’s ability to respond positively to stress, adversity, and obstacles

learned because of exposure to challenging situations (Rutter, 1997).

Lewis (2004) argued that participation in extracurricular activities acts as

an agent of resilience by providing students with new environments for

self-discovery, opening opportunities for achievement, and allowing them

to assume meaningful roles in their school communities.

Lewis (2004) also argued that participation in extracurricular

activities enhances students’ self-esteem and self-efficacy and motivates

them to work towards academic goals and social relations. This results in

a stronger sense of school belonging, which can motivate students to

work towards academic goals. According to Fejgin (1994), the

achievement-oriented nature of extracurricular activities, especially sports

activities, is an ideal context for building students’ character. It also found

that students who participated in competitive sports activities developed

a greater internal locus of control. By making experiences of both success

and failure highly visible to participants and their peers, students realize

that achievements depend upon individual effort. This link between

performance and achievement in competitive sports might help students

to establish a greater internal locus of control and achieve better

academic performance (Fejgin, 1994).

Conceptual Framework

DEMOGRAPHIC
PROFILE OF THE
STUDENTS
CURRICULAR STUDENT’S
-Age ACTIVITIES ACADEMIC
-Grade Level PERFORMANCE
 -Gender

Figure 1: Schema showing the variable affecting the students’ academic

performance

As shown in the schema below, the figure depicts the connection of

the variables that is important in the completion and success of the study.
9
The study aims to provide a clear understanding of whether the variables

involved in the study affect the academic performance of the students.

The researchers believe that students extracurricular activities have

something to do with the students’ academic performance.

The researchers draw the implication that students’ academic

performance really affects the students. It is expected that with this study,

the school would be able to determine necessary actions to be

implemented once the impact is identified.

 CHAPTER II
10
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Curricular activities, which include both co-curricular and

extracurricular activities, play a vital role in students' overall educational

experience. These activities are designed to complement academic

learning by fostering skills such as leadership, teamwork, and time

management. As education continues to evolve, there is increasing

interest in understanding the relationship between student participation in

curricular activities and their academic performance.

Research suggests that engaging in such activities can have both

positive and negative effects on students' academic outcomes. While

some studies indicate that involvement enhances cognitive skills and

motivation, others suggest that excessive participation might divert

attention from academic responsibilities. Given these mixed findings, it is

essential to review existing literature to understand how different factors

contribute to this relationship and to identify gaps that require further

investigation

Curricular activities are broadly categorized into co-curricular and

extracurricular activities. Co-curricular activities are those that

complement academic learning, such as science clubs, debates, and

student government, while extracurricular activities are non-academic

engagements like sports, music, and drama (Bartkus et al., 2012). These

activities serve as platforms for holistic development by enhancing

students’ social, emotional, and intellectual growth.

The International Dictionary of Education (1977) defines co-

curricular activities as school-sponsored initiatives that contribute to a

student's overall development but do not directly form part of the

academic curriculum. Similarly, extracurricular activities are recognized as

structured experiences occurring outside regular coursework, typically on

a voluntary basis (Bhatia, 1996).

Many researchers argue that curricular activities foster essential life

skills. According to Mahoney et al. (2003), students who actively

participate in these activities develop stronger interpersonal skills, better

time management, and improved self-discipline. These skills, in turn,

contribute to academic success by promoting a balanced approach to

education.

Several studies have explored the correlation between participation

in curricular activities and academic performance. Marsh and Kleitman

(2002) found that students engaged in extracurricular activities tend to

have higher grades and better attendance records. Their study suggests
that structured participation enhances students' motivation and

engagement with academic work.

Conversely, some research indicates potential drawbacks. Fredricks

and Eccles (2006) argue that excessive involvement in non-academic

activities can lead to academic strain, particularly if students struggle to

balance their time. They suggest that while moderate participation

benefits students, over-involvement may reduce study hours, leading to

decreased academic performance.

Other studies emphasize the quality of participation rather than the

quantity. Covay and Carbonaro (2010) found that students who are

actively engaged in leadership roles within curricular activities tend to

perform better academically compared to passive participants. Their

findings highlight the importance of meaningful engagement rather than

mere involvement.

Several educational theories support the idea that involvement in

curricular activities positively influences academic performance. The

Developmental Systems Theory (DST) suggests that students grow best

when they engage in multiple developmental contexts, including

academic and extracurricular settings (Lerner et al., 2005). This theory

emphasizes the interconnectedness of different aspects of student

development.

Another relevant theory is the Social Capital Theory, which proposes

that participation in curricular activities helps students build networks that

provide academic support and motivation (Coleman, 1988). Students

involved in school clubs and organizations often develop strong peer

connections that reinforce positive academic behaviors.

Additionally, the Self-Determination Theory (Deci & Ryan, 2000)

highlights the role of intrinsic motivation in learning. Students who

participate in activities they enjoy are more likely to experience increased

motivation, leading to better academic performance. This theory

underscores the importance of student interest in determining the

benefits of curricular participation.

Several factors affect how involvement in curricular activities

impacts academic performance. One key factor is time management.

According to Guest and Schneider (2003), students who can effectively

balance their academic and extracurricular commitments are more likely

to experience positive academic outcomes.

Another critical factor is parental and institutional support. Eccles et

al. (2003) found that students who receive encouragement from parents

and teachers to participate in structured activities tend to exhibit higher

academic achievement than those who do not. This suggests that external

reinforcement plays a significant role in determining the benefits of

curricular involvement.

While many studies support the positive impact of curricular

activities on academic performance, there are discrepancies in findings.

Some research, such as that by Marsh and Kleitman (2002), highlights

strong correlations between participation and academic success, whereas

others, like Fredricks and Eccles (2006), caution against the potential
academic strain caused by over-involvement. These differences suggest

that the benefits of participation may depend on factors such as the type

of activity, the level of engagement, and the student's ability to manage

their responsibilities.

Moreover, students that participate in extracurricular activities

benefit from the chance to interact, gain knowledge, and develop soft

skills. Community service initiates outside of the classroom have only

integrated themselves into students’ lives. Students can join volunteer

clubs, professional clubs, interest clubs, and talent clubs. Additionally, a

lot of young people take part in both big and little projects with clear

objectives that directly help the neighborhood (Le Phuong Theo, 2022).

Indeed, students can greatly benefit from extracurricular activities

on professional, moral, and social level. Any planned activity directed by

adults by takes place outside of the typical classroom environment during

the school year is referred to as an extracurricular activity (El- Batri and

Alami, 2019). Extracurricular activities are used to develop kid's talents

and sharpen their thinking skills (Inriyani, 2017). Students intellectual and

social abilities can be enhanced by the casual of extracurricular activities

outside of the classroom to develop learning opportunities and a sense of

self-confidence (Saputra, 2020).

Although there is a ton of study on the subject extracurricular

12
activities in schools, most of the literature is written from a western

cultural perspective, and there is still little research on extracurricular

activities in the Asian region (Jallani, 2017). The effects of extracurricular

activities on participants and schools are extensive. Extracurricular

activities promote favorable academic, psychological, and socio-emotional

results (Donelly, 2019). These is significant relationship between

extracurricular activities and the application of character education, as

extracurricular activities produce values and the formation of high morals

in participants social lives through the embodiment of academic

knowledge learned in class, attitudes, and skills (Dhallyana, 2017).

Student engagement has gained the academic researchers' special

attention as an essential source of decreasing boredom, dropout rates and

increasing achievement levels (Fredricks, 2011). Student engagement

plays a vital role in the academic and intellectual development of the

student and improves student performance (Dassanayake and

Senevirathne, 2018)

Sense of engagement encourages students to actively participate in

the classroom, ultimately leading to better academic and social outcomes

(Siddiqi, 2018). Gunuc and Kuzu (2015) defined engagement as “the

quality and quantity of students' psychological, cognitive, emotional and

behavioral reactions to the learning process, as well as to in-class/out-of-

class academic and social activities, to achieve successful learning

outcomes” (p. 3). The construct of student engagement consists of three

dimensions: emotional, behavioral, and cognitive. Fredricks et

al. (2004) conducted a comprehensive study on the concept of

engagement and gave a detailed literature review of all the dimensions of

engagement. They defined behavioral engagement as the student's

involvement in learning and academic tasks, school-related activities, and

positive conduct. Emotional engagement deals with a student's feelings

towards belongingness with the institution and the positive or negative

reactions towards the institute and the activities.

Related Studies

Several studies have explored the impact of extracurricular

activities (ECAs) on students’ academic performance and overall

development. Marsh and Kleitman (2002) conducted a study titled

*Extracurricular Activities and Academic Achievement*. The purpose of

the study was to examine the effects of extracurricular participation on

high school students' academic performance, focusing on whether active

engagement in such activities improves academic outcomes. The study

used a longitudinal approach, surveying students over a two-year period

to track changes in their grades, attendance, and extracurricular

involvement.

The results showed a positive correlation between extracurricular

participation and higher academic achievement. Students who were

involved in sports, clubs, and volunteer work had higher grades and better

attendance compared to those who were not involved. This supports the

argument that extracurricular activities, which encourage social

interaction and self-discipline, can enhance student motivation and

engagement in academic tasks. The study is relevant to my research as it

shows that extracurricular activities play a crucial role in fostering

academic success.
 Fredricks and Eccles (2006) explored the potential benefits and

drawbacks of extracurricular activities in their study *The Impact of

Extracurricular Activities on Student Achievement and School

Engagement*. The researchers aimed to determine whether

extracurricular involvement consistently enhances student performance

or if over-involvement leads to negative academic outcomes. Using a

mixed-method approach, they surveyed students and teachers, gathering

both qualitative and quantitative data on extracurricular participation and

academic results.

Their findings revealed that moderate participation in

extracurricular activities had a positive effect on academic performance.

However, excessive involvement could lead to academic decline,

especially if students struggled to balance schoolwork with other

commitments. This study highlights the importance of balance, suggesting

that while extracurriculars are beneficial, they must not overwhelm a

student’s academic responsibilities. It is relevant to my research as it

emphasizes the need for balanced involvement.

In their study After-School Activities and Academic Performance:

The Role of Social Networks, Covay and Carbonaro (2010) investigated

how participation in extracurricular activities influences students'

academic performance, particularly focusing on the social networks that

students build through these activities. The researchers used survey data

from several high schools and conducted interviews to understand the

types of activities students participated in and how these activities

impacted their academic performance.

Their research found that students who engaged in leadership roles

within extracurricular activities, such as being a team captain or club

president, showed stronger academic performance. This was because

these roles fostered responsibility, leadership, and time-management

skills, which directly translated to better academic outcomes. This study

suggests that the quality of involvement is more important than the

quantity, supporting the idea that active and meaningful participation

enhances academic performance.

Mahoney, Cairns, and Farmer (2003) focused on the relationship

between co-curricular activities and students' long-term academic and

personal development in their study *Promoting Interpersonal

Competence and Academic Achievement Through Extracurricular

Involvement*. The study followed middle school students over several

years, tracking their academic achievement, social behavior, and

extracurricular participation.

Their findings indicated that students who participated in structured

co-curricular activities such as music, debate, or academic clubs were

more likely to demonstrate higher levels of academic achievement, better

behavior in class, and improved social skills. This study emphasizes that

involvement in structured, school-sponsored activities not only boosts

academic performance but also enhances social competence and

emotional intelligence. The findings are highly relevant to my study,

showing the long-term benefits of such activities on student success.

A pattern emerges from the studies, where moderate and

meaningful involvement in extracurricular and co-curricular activities

generally leads to improved academic performance. For example, both

Marsh and Kleitman (2002) and Covay and Carbonaro (2010) found that

students who participated in extracurricular activities showed better

academic outcomes, particularly when they held leadership roles or

engaged in activities that promoted discipline and time management. This

trend supports the notion that these activities can complement academic

learning by fostering skills that are crucial for success in the classroom.

However, Fredricks and Eccles (2006) offer a counterpoint,

suggesting that too much involvement in extracurricular activities can

harm academic performance. Their research points to the potential for

academic strain when students fail to balance their academic work with

their extracurricular commitments. This introduces an important nuance:

the impact of participation is not purely positive but depends on the level

of engagement and the student's ability to manage their time effectively.

Additionally, Mahoney et al. (2003) emphasize the role of co-

curricular activities, suggesting that participation in structured, academic-

oriented activities contributes not only to academic success but also to

the development of personal and social skills. This highlights the broader

benefits of curricular activities beyond just academic achievement.

Despite these consistent findings, there is a lack of research on how

specific types of extracurricular and co-curricular activities influence

academic performance in different educational contexts, such as high

school versus college. This gap indicates an area for future investigation.

CHAPTER III
17
METHODOLOGY

Research Design
This study employed a descriptive-correlational method of research

design. Descriptive correlational method can be explained as non-

experimental research in which the researcher measures two variables

and assess the statistical relationship, between two topics with little or no

effort to control extraneous variable (Oslo,2018). The reason about using

descriptive-correlational method in this study, is that the researchers are

interested in the description and statistical relationship between variables.

For example, the research that is being conducted that evaluates the

relationship between academics and curricular activities, and manage it to

students who are participants of curricular activities that has a big effect

in academic.

Research Locale

The study was conducted at Matarinao School of Fisheries (MASOF),

a public institution located at Barangay Matarinao which is a coastal and

the last Barangay in Salcedo, Eastern Samar. It is one of the four

secondary school in the municipality of Salcedo province of Eastern

Samar. It offers comprehensive courses in fisheries and marine sciences,

with particular emphasis on the surrounding locality. The school also

offers a senior high school particularly Academic and Technical Vocational

Livelihood. Matarinao School of Fisheries (MASOF) is a public high school

that accommodates all educational levels by providing teaching for

students in grade 7 through grade 12. It has facilities for junior high and

senior high school. The school also offers several curricular activities

ranging from sports, dance, journalism, band, clubs, and organizations.

Research Respondents

The researchers have purposively chosen 173 students from

Matarinao School of Fisheries, who are actively participating in curricular

activities at Matarinao School of Fisheries, Junior High, and Senior High

School Students S.Y 2023-2024.

Sampling Method
 In this study, purposive sampling was employed to select students

who have actively participated in curricular activities. This non-probability

sampling method was chosen on individuals who are most likely to

provide rich and relevant data on the topic. According to Palimpas et al.

(2015), “purposive sampling is a technique widely used in qualitative

research for the identification and selection of information- rich cases

related to the phenomenon of interest”. This method ensures that the

respondents are chosen because they have knowledge or experiences

regarding to the impact of curricular activities. The researcher specifically

selected students who were involved in clubs, sports teams, scouting and

school organizations, as their experiences align closely with the objectives

of the study. By concentrating on these students, the study aims to gather

in-depth insights into how curricular involvement impacts their academic.

Research Instrument
This study used survey questionnaires adopted from the previous

researchers. However, some of the questions were modified to suit the

demands of the current study. There are 3 parts of the instrument, part I
19
gathered the demographic profile of the students such as sex, grade level

and age, then Part II measured the extent of student’s involvement in

curricular activities, and Part III measure the impact of students’

involvement in curricular activities to their academic performance in

school.
Data Collection Procedure
In order to gather information from the participants, necessary

procedure was followed. The researchers asked permission from the

principal to conduct the study. The researchers personally gathered the

data through survey questionnaires from the respondents. The

respondents of this study were gathered in one room to maximize time.

The survey questionnaire will be distributed to the respondents and were

explained to them to ensure that they understand what the study all

about. The data that gathered were carefully tallied, analyzed and

interpreted.

Method of Scoring and Analysis

The data gathered in response to the questions in this study were

scored, tallied, analyzed, and interpreted through the use of appropriate

statistical tool.

Student's extent of involvement in curricular activities determine

the level of student's involvement in curricular activities which were

determined through the mean score and ranking. Items were ranked and

were interpreted based on the following:

20
Profile of the Respondents. To determine the profile of the

respondents such as the following percentage score and corresponding

descriptions below will be used.

Sex

Scale Description
 1 Male

2 Female

Grade Level

Scale Description

1 7

2 8

3 9

4 10

5 11

6 12

Age

Scale Description

1 12-13 yrs

2 14-15 yrs

3 16-17 yrs

4 18-19 yrs
21
5 20-21 yrs
Impact of students’ academic performance refers on how curricular

activities affects the academic performance of the students. The impact

will be measured with the qualitative description as follows:

Scale Mean Ranges Qualitative

Description/

Interpretation

5 4.51-5.00 Always

4 3.51-4.50 Sometimes

3 2.51-3.50 Often

2 1.51-2.50 Rarely

1 1.00-1.50 Never

Grading Point Average. The academic performance of students during

the 1st grading period of the school year will be measured using the

general Percentage Average and will be interpreted as follows:

GPA Interpretation

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory
22

75-79 Fairly Satisfactory

75 below Did Not Meet Expectation

Statistical Tool

The data that was gathered were subjected to rejection or

acceptance of the research hypotheses and the level of significant test in

this study was set at 0.05 level of confidence.

Descriptive Statistics

To establish data from the profile of the students such as sex, age,

and grade level mean percentage, Likert scale, measures of central

tendency such as median, measures of dispersion such as SD, variance,

and range were used.

Inferential Statistics

To determine the significant relationship between profile of the

respondents to the extent of student's involvement in extracurricular

activities, Chi-Square test was used.

To determine the relationship between the impact of the curricular

activities to students’ academic performance, Person Product, Moment,

Correlation, Coefficient or Persons

CHAPTER IV
23
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA
 This chapter presents the data gathered and its discussion based on

the analysis and Interpretation to answer the questions posed in this

study.

Table I
Demographic Information

Variables Frequency Percentage

Sex

Male 93 54%

Female 80 46%

Grade Level

Grade 7 24 14%

Grade 8 20 11%

Grade 9 29 17%

Grade 10 34 20%

Grade 11 33 19%

Grade 12 33 19%

Class (Age)

12 - 13 21 12%

14 - 15 74 43%

16 - 17 71 41%

18 - 19 7 4%

Table 1 shows the demographic data of the respondents involved in

the study. Out of one hundred seventy-three (173) respondents, ninety-

24
three (93) or fifty-four (54) percent of students were male, and eighty (80)

or forty-six (46) percent of students were females. This also means that

most of the opinions and ideas accumulated from the administration of

the survey questionnaire were based from the male perspective. This also

suggests that male students may be more inclined to participate in

extracurricular activities, or that the extracurricular activities offered at

Matarinao School are more appealing to male students. However,

regardless of gender both played a significant role in accomplishing the

study.

When it comes to grade levels, the respondents were from Grades 7

to 12. Grade 7 had twenty-four (24) or fourteen (14) percent of students,

Grade 8 had twenty (20) or eleven (11) percent of students, and Grade 9

had twenty-nine (29) or seventeen (17) percent students. The largest

group was Grade 10, with thirty-four (34) or twenty (20) percent students,

followed by Grades 11 and 12, each with thirty-three (33) or nineteen (19)

percent students. This shows that the study included students from all

grade levels. However, Grade 10 students appear to be the most involved

in extracurricular activities that may have influenced the overall findings.

This suggests that students at this level may have more opportunities,

interest, or encouragement to engage in curricular activities.

For age, most of the students were 14-15 years old, accounting for

seventy-four (74) or forty-three (43) percent of students, followed closely

by those aged 16-17, with seventy-one (71) or forty-one (41) percent of

students. Younger students aged 12-13 made up twenty-one (21) or

twelve (12) percent students, and the oldest group, 18-19 years old,

included seven (7) or four (4) percent of the students. This shows that the

majority of the respondents were in their mid-teen years, particularly

those aged 14-15. This suggests that curricular involvement is highest

during these developmental years, possibly due to increased interest,

peer influence, or school requirements.

Table II

Extent of Students Involvement in Extracurricular Activities

Gender High Percentage Low Percentage

Male 48 28% 45 26%

Female 32 18% 48 28%

It can be seen in the table above those forty-eight (48) male students

demonstrated high involvement in extracurricular activities, representing

twenty-eight (28) percent of the male student population. Whereas forty-

five (45) male students exhibited low involvement, accounting for twenty-

six (26) percent of the male students. This indicates that while a

considerable number of male students are highly engaged, a slightly

smaller but still substantial group shows limited participation in

extracurricular activities.

While, thirty-two (32) female students showed high involvement,

which translates to eighteen (18) percent of the female student

population. This percentage is notably lower compared to the male

students' high involvement rate twenty-eight 28) percent. It suggests that

female students, in general, participate less frequently in extracurricular

activities at a high level. Whereas forty-eight (48) female students

reported low involvement, representing twenty-eight (28) percent of the

female students. This is the highest percentage in the entire table,

indicating that a larger proportion of female students tend to have low

engagement in extracurricular activities compared to both male and

female students with high involvement.

This implies that male students are more likely to be interested in

extracurricular activities, while female students may focus more on

academics.
 TABLE III
Impact of Involvement 27
in Extracurricular Activities
STATEMENTS MEAN INTERPRETATION

1. I still have time to study my lessons even when I am involved in extracurricular 4.24 Often
activities.

2. My involvement in extracurricular activities reduce the time I spend on academic 4.33 Often
work

3. I still learn the lessons taught in school even if I’m busy with extracurricular 3.93 Often
activities

4. My involvement in extracurricular activities created habits that make it difficult for 3.32 Sometimes
me to focus on my studies

5. I study at home to catch up on lessons I missed because of my extracurricular 3.58 Often

activities

6. I neglect my assignments when I’m busy with extracurricular activities 2.84 Sometimes

7. I balance my studies and my involvement in extracurricular activities 4.05 Often

8. My involvement in extracurricular activities greatly influence my academic 3.71 Often

development

9. Participating in extracurricular activities help me get good grades 3.87 Often

10. I consider my academic responsibilities more important than my extracurricular 3.95 Often
activities

11. My involvement in extracurricular activities affect my grades 3.37 Sometimes

12. I still complete my school projects even when I’m busy with extracurricular 4.01 Often
activities

13. The skills I develop through extracurricular activities, such as leadership, 3.98 Often
sportsmanship, self-discipline, and self-confidence, help me improve my grades

14. I consider my involvement in extracurricular activities, like joining different school 3.85 Often
organizations, as part of my academic growth

15. I have high academic aspirations because of my involvement in extracurricular 3.50 Sometimes
activities

16. my involvement in school-based extracurricular activities help me become one of 3.35 Sometimes
the top achievers in school

17. I still have time to do my school projects and homework despite the time 3.77 Often
required and conflicting schedules of extracurricular activities

18. I spend more time on sports-related extracurricular activities than on my 3.17 Sometimes
academic studies

19. My involvement in extracurricular activities encourage greater interaction with 3.78 Often
fellow students and the school, which helps me follow school norms and achieve
academic success

20. My identification and involvement in school sports creates network that 3.65 Often
emphasize the value of school and academics, improving my grades.

21. Being involved in school sports help create a social network that emphasizes the 3.56 Often
value of school and academics, improving my grades

22. My involvement in extracurricular activities motivate me to attend classes 3.88 Often

regularly and improve my grades

23. Attending too many rehearsals, practices, and meetings reduce my homework 3.49 Sometimes
time

24. Participating in extracurricular activities improve my self-confidence and 4 Often

motivate me to be more active in school

25. I consider extracurricular activities an important part of my academic success 4.08 Often
and goals

Over-all mean 3.73 Often

The table shows that out of 25 statements, there were 18

statements which were rated by the respondents as often, “I still have

time to study my lessons even when I am involved in extracurricular

activities”, “My involvement in extracurricular activities reduce the time I

spend on academic work”, “I still learn the lessons taught in school even if

I’m busy with extracurricular activities”, “I study at home to catch up on

lessons I missed because of my extracurricular activities”, “I balance my

studies and my involvement in extracurricular activities”, “My

involvement in extracurricular activities greatly influence my academic

development”, “Participating in extracurricular activities help me get

good grades”, “I consider my academic responsibilities more important

than my extracurricular activities”, “I still complete my school projects

even when I’m busy with extracurricular activities”, “The skills I develop

through extracurricular activities, such as leadership, sportsmanship, self-

discipline, and self-confidence, help me improve my grades”, “I consider

my involvement in extracurricular activities, like joining different school

organizations, as part of my academic growth”, “I still have time to do my

school projects and homework despite the time required and conflicting

schedules of extracurricular activities”, “My involvement in extracurricular

activities encourage greater interaction with fellow students and the

school, which helps me follow school norms and achieve academic

28
success”, “My identification and involvement in school sports creates

network that emphasize the value of school and academics, improving my

grades”, “Being involved in school sports help create a social network that

emphasizes the value of school and academics improving my grades”,

“My involvement in extracurricular activities motivate me to attend

classes regularly and improve my grades”, “Participating in extracurricular

activities improve my self-confidence and motivate me to be more active

in school”, “I consider extracurricular activities an important part of my

academic success and goals”, with mean rating of 4.24, 4.33, 3.93, 3.58,

4.05, 3.71, 3.87, 3.95, 4.01, 3.98, 3.85, 3.77, 3.78, 3.65, 3.56,, 3.88, 4,

4.08 respectively. This only means that oftentimes involvement of

respondents in extracurricular activities brings positive effect to their

academic performance. Oftentimes students agreed that involvement in

extracurricular activities gives them good grades and that the ability and

skills they gain in attending extracurricular activities of the school

developed their leadership skill, sportsmanship, self-discipline,self-

confidence and as well create a social network emphasizing the value of

school and academics thus, improving their grades and having high

academic aspirations. The respondents oftentimes believe that

involvement in several schools' organizations is part of their academic

growth. Though involving in extracurricular activities reduces the number

of times they spent for their academics, respondents were able to balance

it by studying their lessons at home.

However, the following statements were interpreted as

"sometimes" by the respondents, "My involvement in extracurricular

activities created habits that make it difficult for me to focus on my

studies" with a mean rating of 3.32; "I neglect my assignments when I’m

busy with extracurricular activities" with 2.84 mean rating; "My

involvement in extracurricular activities affect my grades" with a mean of

3.37; "I have high academic aspirations because of my involvement in

extracurricular activities" with a mean of 3.50; “My involvement in school-

based extracurricular activities help me become one of the top achievers

in school” with a mean of 3.35; “I spend more time on sports-related

extracurricular activities than on my academic studies” with a mean of

3.17; "Attending too many rehearsals, practices, and meetings reduce my

homework time" with a mean rating 3.49.

While students generally see positive impacts, they also

acknowledge some negative consequences, such as difficulties with focus,

time management, and potential neglect of assignments. This suggests

that curricular participation does not necessarily compromise academic

performance, but rather enhances students' skills in time management

and prioritization. On the other hand, while extracurricular activities

generally have positive effects, excessive involvement or poor time

management could potentially hinder academic performance.

Table IV

30
 Academic Performance of Students

GPA FREQUENCY PERCENTAGE

90 – 100 (Outstanding) 84 49%

85 – 89 (Very 63 36%
Satisfactory)

80 – 84 (Satisfactory) 24 14%

75 – 79 (Fairly 2 1%

Satisfactory)

75 Below (Did not 0 0%

meet expectation)

As the data shows, the distribution of scores among students,

divided into different grade ranges, along with their corresponding

frequency and percentage. A total of eighty-four (84) students, which is

forty-nine (49) percent, scored between 90 and 100 which interpreted as

outstanding. This indicates that nearly half of the students performed at

an excellent level, showcasing their strong understanding and mastery of

the subject. Meanwhile, sixty-three (63) students, or thirty-six (36)

percent of the total, scored within the 85 to 89 range interpreted as very

satisfactory. This group also did very well, demonstrating good academic

performance. Twenty-four (24) students, representing fourteen (14)

percent, scored between 80 and 84 interpreted as satisfactory. While this

is still a satisfactory performance, it is a smaller portion compared to the

higher-performing groups. Additionally, only two (2) students, or one (1),

scored between 75 and 79 or fairly satisfactory, placing them at the lower

31
end of acceptable performance. This shows that only a very small number

of students struggled to achieve higher scores. Remarkably, no students

scored below 75, which accounts for zero (0) percent of the total. This

highlights the fact that all students have a strong overall performance

across the class.

It implies that the data reveals that most students performed

exceptionally well, with nearly half achieving the highest range of scores.

The absence of failing grades is a positive indicator of success, although

the smaller percentage of students in the lower ranges suggests that

additional support could help them improve their performance in future

assessments.

Table V
Relationship between profile of the respondents to the extent of
student’s involvement in extracurricular activities.

Varible Variable 2 Correlatio Interpretati P-value interpretati

1 n on on
Coefficien
t Persons
R
Sex Extracurricu .700 Strong .030 Significant
lar activities positive
correlation
Grade Extracurricu .843 Strong .015 Significant
level lar activities positive
correlation
age Extracurricu .516 Moderate .053 Significant
lar activities positive
 correlation

The data presented in Table V examines the relationship between

respondents’ profiles, specifically sex, grade level, and age, and their

involvement in extracurricular activities.

The correlation coefficient between sex and extracurricular activities

is 0.700, indicating a strong positive correlation. This suggests that

gender significantly influences the extent of involvement in extracurricular

activities. The p-value of 0.030 indicates that this relationship is

statistically significant, highlighting the relevance of gender as a

32
determining factor in extracurricular participation.

For grade level, a correlation coefficient of 0.843 is observed,

signifying a very strong positive correlation. This implies that as students’

progress through higher grade levels, their involvement in extracurricular

activities increases substantially. The p-value of 0.015 further confirms

that this relationship is statistically significant, demonstrating the crucial

role of grade level in determining extracurricular participation.

The correlation coefficient between age and extracurricular

activities is 0.516, which represents a moderate positive correlation. This

indicates that older students tend to participate more in extracurricular

activities. Although the p-value of 0.053 is marginally significant, it still

underscores the influence of age on extracurricular involvement. These

findings indicate that a student's sex, grade level, and age are
significantly related to their involvement in extracurricular activities. Older

students and those in higher grade levels tend to be more involved.

TABLE VI
Relationship between the impact of extracurricular activities to
students’ academic performance

Variable 1 Variable 2 Correlatio Interpretati P- interpretati

n on value on
coefficien
t
Persons r
Extracurricu Academic .114 Negligible .136 Not
lar significant
performan correlation
Activities ce

Table VI reveals the 33

relationship between involvement in

extracurricular activities and students’ academic performance.

The correlation coefficient is 0.114, reflecting a negligible positive

correlation. This indicates that extracurricular activities have minimal

influence on academic performance. Furthermore, the p-value of 0.136

demonstrates that this relationship is not statistically significant,

suggesting no substantial evidence to support a direct impact of

extracurricular participation on academic outcomes.

The null hypothesis is accepted since the p-value is greater than the

alpha value (0.05). The study concludes that there is no significant

relationship between extracurricular activities and academic performance.

This suggests that while students perceive positive impacts and develop
valuable skills, extracurricular involvement does not directly translate to

higher or lower academic grades.

CHAPTER V
34
SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings, conclusions, derived

by the researchers and the recommendations suggested.

Summary
 This study aims to determine the impact of extracurricular activities

on the academic performance of students of Matarinao School Year 2023-

2024.

Specifically, the study sought to answer following:

1. What is the profile of the respondents in terms of the following:

1.1 Sex

1.2 Grade level

1.3 Age

2. What is the extent of students’ involvement in extracurricular

activities?

3. What is the impact of extracurricular activities to the academic

performance of the students?

4. What is the level of Students Academic Performance School Year

2023 - 2024?

5. Is there a significant relationship between profile of the respondents

to the extent of students’ involvement in extracurricular activities?

6. Is there a significant relationship between the impact of

extracurricular activities to students’ academic performance?

The study also tested the hypothesis stating that: ‘There is a

35
significant relationship between profile of the respondents to the extent of

students’ involvement in extracurricular activities” and “There is no

significant relationship between the impact of the extracurricular activities

to students’ academic performance”

The data gathered were tabulate and treated statistically to answer

the question posed in this study. Person Product, Moment, Correlation,

Coefficient or Persons r were the specific statistical tools used.

Summary of Findings

After careful evaluation, presentation, and analysis of the data

obtained from the administration of the survey questioner, the study

came up with the following findings;

Demographic Profile.

Sex. The data revealed that out of one hundred seventy-three (173)

respondents, most were male, with ninety-three (93) students accounting

for fifty-four (54) percent, while eighty (80) students, or forty-six (46)

percent, were female.

Grade Level. The data showed that Grade 10 students dominated the

study, with thirty-four (34) respondents, which is equivalent to twenty-one

(21) percent of the total number of participants. This is followed by Grade

11 and Grade 12, each having thirty-three (33) respondents or nineteen

(19) percent. Grade 9 students accounted for twenty-nine (29)

respondents or seventeen (17) percent, while Grade 8 had twenty (20)

respondents, making up eleven (11) percent of the total. Lastly, Grade 7

36
had the lowest number of respondents, with twenty-four (24) students or

fourteen (14) percent.

Age. The data revealed that most of the respondents were in their

mid-teen years, with the majority aged 14-15, accounting for 43% of the

students. This was closely followed by those aged 16-17, making up 41%.

Younger students aged 12-13 comprised 12% of the respondents, while

the oldest group, 18-19 years old, represented only 4%.

Extent of student’s involvement in extracurricular activities.

The data revealed that among male students, 48 (28%)

demonstrated high involvement in extracurricular activities, while 45

(26%) showed low involvement. Meanwhile, among female students, 32

(18%) exhibited high involvement. while 48 (28%) reported low

involvement.

Impact on Academic Performance 10

The study reveals that out of 25 statements, there were 18

statements which were rated by the respondents as often, “I still have

time to study my lessons even when I am involved in extracurricular

activities”, “My involvement in extracurricular activities reduce the time I

spend on academic work”, “I still learn the lessons taught in school even if

I’m busy with extracurricular activities”, “I study at home to catch up on

lessons I missed because of my extracurricular activities”, “I balance my

studies and my involvement in extracurricular activities”, “My

involvement in extracurricular activities greatly influence my academic

development”, “Participating in extracurricular activities help me get

37
good grades”, “I consider my academic responsibilities more important

than my extracurricular activities”, “I still complete my school projects

even when I’m busy with extracurricular activities”, “The skills I develop

through extracurricular activities, such as leadership, sportsmanship, self-

discipline, and self-confidence, help me improve my grades”, “I consider

my involvement in extracurricular activities, like joining different school

organizations, as part of my academic growth”, “I still have time to do my

school projects and homework despite the time required and conflicting

schedules of extracurricular activities”, “My involvement in extracurricular

activities encourage greater interaction with fellow students and the

school, which helps me follow school norms and achieve academic

success”, “My identification and involvement in school sports creates

network that emphasize the value of school and academics, improving my

grades”, “Being involved in school sports help create a social network that

emphasizes the value of school and academics improving my grades”,

“My involvement in extracurricular activities motivate me to attend

classes regularly and improve my grades”, “Participating in extracurricular

activities improve my self-confidence and motivate me to be more active

in school”, “I consider extracurricular activities an important part of my

academic success and goals”, with mean rating of 4.24, 4.33, 3.93, 3.58,

4.05, 3.71, 3.87, 3.95, 4.01, 3.98, 3.85, 3.77, 3.78, 3.65, 3.56,, 3.88, 4,

4.08 respectively.

However, the following statements were interpreted as

"sometimes" by the respondents, "My involvement in extracurricular

activities created habits that make it difficult for me to focus on my

studies" with a mean rating of 3.32; "I neglect my assignments when I’m

busy with extracurricular activities" with 2.84 mean rating; "My

involvement in extracurricular activities affect my grades" with a mean of

3.37; "I have high academic aspirations because of my involvement in

extracurricular activities" with a mean of 3.50; “My involvement in school-

based extracurricular activities help me become one of the top achievers

in school” with a mean of 3.35; “I spend more time on sports-related

extracurricular activities than on my academic studies” with a mean of

3.17; "Attending too many rehearsals, practices, and meetings reduce my

homework time" with a mean rating 3.49.

Level of Academic Performance

As the data shows, A total of 84 students, which is 49% of the class,

scored between 90 and 100. Meanwhile, 63 students, or 36% of the total,

scored within the 85 to 89 range. 24 students, representing 14%, scored

between 80 and 84. Only 2 students, or 1%, scored between 75 and 79

and no students scored below 75, which

38 accounts for 0% of the total.

Relationship between profile of the respondents to the extent of

student’s involvement in extracurricular activities. The correlation

coefficient between sex and extracurricular activities is 0.700, indicating a

strong positive correlation. The p-value of 0.030 indicates that this

relationship is statistically significant. For grade level, a correlation

coefficient of 0.843 is observed, signifying a very strong positive

correlation. The p-value of 0.015 further confirms that this relationship is

statistically significant. The correlation coefficient between age and

extracurricular activities is 0.516, which represents a moderate positive

correlation. Although the p-value of 0.053 is marginally significant.

Relationship between the impact of extracurricular activities to

students’ academic performance. The correlation coefficient is 0.114,

reflecting a negligible positive correlation. The p-value of 0.136

demonstrates that this relationship is not statistically significant. The null

hypothesis is accepted since the p-value is greater than the alpha value

(0.05). This indicates that there is no significant relationship between

extracurricular activities and academic performance.

Conclusion

In the light of the findings of the study, the following conclusions were

drawn:

1. Most of the respondents were male, and most of them were in Grade

10, with age that ranges from 14-15

2. Most of the respondents rated themselves as having low involvement in

extracurricular activities.

3. Out of 25 statements that measure

39 the effect of students' involvement

in extracurricular activities, the study reveals an overall mean of 3.73,

interpreted as often.
4. Most of the respondents have GPA ranges from 90-100, interpreted to

very satisfactory.

5. Significant relationship exist between the respondents' profiles (sex,

grade level, and age) and their involvement in extracurricular activities.

6. Significant relationship do not exist between extracurricular activities

and academic performance

Recommendations

Based on the findings and conclusions, the following recommendations

are proposed:

1. Teachers and school administrators should design extracurricular

activities that appeal to both male and female students and are age-

appropriate to encourage equal participation across grade levels.

2. Students, especially those in Grade 10, should be encouraged to

increase their involvement in extracurricular activities to foster a

balanced school experience.

3. Since a significant relationship exists between students' profiles

(sex, grade level, and age) and their involvement in extracurricular

activities, guidance counselors and teachers should tailor programs

and activities that cater to the diverse needs and interests of

students.
4. While extracurricular activities may not directly influence academic

performance, they should still be promoted as a means to enhance

students’ social and personal development.

5. Parents should be educated on the benefits of extracurricular

participation and encouraged to support their children in pursuing

40
these activities.

6. Further research may be conducted to explore other potential

factors that affect the relationship between extracurricular

involvement and academic performance.

 41

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Matarinao School of Fisheries

Matarinao, Salcedo, Eastern Samar
45

THE IMPACT OF INVOLVEMENT IN EXTRACURRICULAR ACTIVITIES ON THE

STUDENTS’ ACADEMIC PERFORMANCE AT MATARINAO SCHOOL OF
FISHERIES S.Y. 2023-2024

SURVEY QUESTIONNAIRE
The data that will be gathered will be used solely for the research
purpose and has nothing to do with your grades in any discipline you are
currently taking. Please check (/) the option which best suit your opinion
or data.
Part I: Profile of the Student

Name (Optional): _________________________________

Grade Level:
[ ] Grade 7 [ ] Grade 8 [ ] Grade 9
[ ] Grade 10 [ ] Grade 11 [ ] Grade 12

Sex:
[ ] Male [ ] Female

Age:
[ ]12- 13 years old [ ] 14-15 years old
[ ]16-17 years old [ ]18-19 year old

GPA: _______________

PART II: Extent of Students' Involvement in Extracurricular

Activities 49

Please indicate the level of your involvement in extracurricular

activities by checking the appropriate box below where:

High - (involve in 3 or more extracurricular activities)

Low - (involve 1 or none extracurricular activities)

[ ] HIGH [ ] LOW
 Part III: Extent of Extracurricular Activities
Statements below measure the effect of your involvement in
extracurricular activities to your academic performance. Please check the
corresponding number that best suits your answer where:

5- (Always)
4- (Sometimes)
3 -(Often)
2- (Rarely)
1- (Never)

Alway Sometim Ofte Rarel Neve

s es n y r
STATEMENTS
(5) (4) (3) (2) (1)

1. I still have time to study my

lessons even when I am involved in
extracurricular activities.
2. My involvement in extracurricular
activities reduce the time I spend on
academic work
3. I still learn the lessons taught in
school even if I’m busy with
extracurricular activities
4. My involvement in extracurricular
activities created habits that make
it difficult for me to focus on my 50
studies
5. I study at home to catch up on
lessons I missed because of my
extracurricular activities
6. I neglect my assignments when
I’m busy with extracurricular
activities
7. I balance my studies and my
involvement in extracurricular
activities
8. My involvement in extracurricular
activities greatly influence my
academic development
9. Participating in extracurricular
activities help me get good grades

10. I consider my academic

responsibilities more important than
my extracurricular activities
11. My involvement in
extracurricular activities affect my
grades
12. I still complete my school
projects even when I’m busy with
extracurricular activities
13. The skills I develop through
extracurricular activities, such as
leadership, sportsmanship, self-
discipline, and self-confidence, help
me improve my grade
14. I consider my involvement in
extracurricular activities, like joining
different school organizations, as
part of my academic growth
15. Do I have high academic
aspirations because of my
involvement in extracurricular
activities

51
16. My involvement in school-based
extracurricular activities help me
become one of the top achievers in
school
17. I still have time to do my school
projects and homework despite the
time required and conflicting
schedules of extracurricular
activities
18. I spend more time on sports-
related extracurricular activities
than on my academic studies
19. My involvement in
extracurricular activities encourage
greater interaction with fellow
students and the school, which
helps me follow school norms and
achieve academic success
20. My identification and
involvement in school sports
creates network that emphasize the
value of school and academics,
improving my grades.
21. being involved in school sports
help create a social network that
emphasizes the value of school and
academics, improving my grades
22. my involvement in
extracurricular activities motivate
me to attend classes regularly and
improve my grades
23.attending too many rehearsals,
practices, and meetings reduce my
homework time

24. participating in extracurricular

activities improve my self-
confidence and motivate me to be
more active in school
25. I consider extracurricular
activities important part of my
academic success and goals

GOD BLESS!

52
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