A Quantitative Study
A Quantitative Study
A Quantitative Study
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In Partial Fulfillment of the Requirements for the Subject Formatted: Space After: 0 pt
Practical Research 1
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April 2019
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CHAPTER I
INTRODUCTION
Curricular activities have made a huge impact on the everyday lives of students,
from elementary to college. Cocurricular activities are activities which are in line with the
main academic curriculum, and they promote skills such as leadership, writing, and
and press conferences for journalism. Extracurricular activities, on the other hand, tackle
more activities which are not related to the main curriculum, but instead, interests in other
fields of life (Rahman, 2017; Vanse, 2018). For example, activities like sports can help a
student to have more fun in a way that they play, compete and interact with one another.
More than that, they develop a strong bond towards each other which would later on
become deeper than just mere social interaction. With such programs conducted all over
the country, issues related to this have been occurring, especially because of the
confusion of its vital role in every student’s academic performance. The issue became
even more critical now that a new curriculum has been implemented to the grading
system, that is, the K-12 system. A lot of studies such as meta-analyses have been
involvement and its impacts on both academic achievement and social development have
not yet been probed deeply (Lewis, 2004). The opinions of most students on such
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activities which could have produce important information about it has not yet been
established. This concept of study was later on formed after some issues have been
observed towards high school students that tend to speak up their thoughts or problems to
it, due to the effects they have been experiencing and are prevalent among their peers.
The information that will be gathered in this study is essential in order to identify,
solve and address problems of students, based on the impacts of extracurricular activities.
The results may also be used in order to develop extracurricular and cocurricular
programs in a way that they will be more timely, relevant, and beneficial to a student in
The main of objective of the study is to provide more information regarding the
academic performance.
This study only aims to determine the effects, advantages, disadvantages and how
extracurricular and cocurricular activities can affect the students’ academic performances.
It will only cover Grade 11 STEM students, school year 2018-2019, of the University of
San Carlos - Taliban Campus. The researchers will be selecting and interviewing two
cocurricular activities, and two students with no experience in either cocurricular and
extracurricular activities.
This study will be carried out on the month of April, year 2019 at the University
of San Carlos-Talamban Campus, Nasipit, Talamban, Cebu City, for the interview of
student sample representatives from the different blocks of the Grade 11 Senior High
School STEM strand. The coordinates of the place where the interview will be conducted
Building, room MRB102TC. The school has been chosen because its population is large
enough to select respondents to be surveyed. The University of San Carlos has also been
performance in extracurricular and cocurricular activities and has sufficient facilities for
such activities. For school year 2018-2019, there are approximately 843 students in the
CHAPTER II
process.
over their lives and a value of system that is concordant with the American educational
System (Broh, 2002). Broh (2002) further discusses that participation in interscholastic
sports creates and intensifies students’ social ties, which can be advantageous to students’
educational pursuits.
Blomfield (2009) and Barber (2009) demonstrates in their research that youth
who participate more in extracurricular activities have higher social-self concepts and
general self-worth compared to those who do not have activities. Fredricks and Eccless
associated with positive, psychological, and behavioral outcomes. In line with Lewis
behavior are particularly strong for high-risk youth. However, Lewis (2004) argues not
all extracurricular activities prove to reduce problem behavior in youth. Lewis (2004)
defines risk behavior as substance abuse, sexual activity, social isolation, and aggressive
behaviors that jeopardize healthy psycho-social development. Risk behaviors also include
educational risk factors such as grade retention, dropout rates, low academic
achievement, and low peer status. Lewis (2004) presents in his research that students who
Multiple Intelligence (MI) Theory. In the MI theory, Gardner argues that intelligence
does not only depend on the traditional cognitive capacity, but that intelligence, in terms
of how a person learns, perceives, and understands their world, varies from person to
person. As stated by Gardner (1983, 1999), there are nine multiple intelligences, namely:
theory has sparked numerous debates, as it challenges the traditional way of teaching,
doors towards development of new curricula, with educators putting into mind the
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education.
systems and learning styles due to the acceptance of Gardner’s MI theory, which was
supported by professionals all around the world. Mbuva (2003), in his study indicates that
academic institutions should take into account the multiple intelligences of each student
critical thinking, problem solving, and decision making. Klein (2005) argues that
students to not only know about theory, but the application these real life as well. Chisiu
different school activities such as festivals, voluntary work, and tours, children and young
people will be able entertain their personal interests and options, thus shaping their
interpersonal and civic skills. As Mbuva (2013) mentioned, we should take advantage of
these multiple intelligences to the students, so that they can enhance their own learning
1999), is an approach towards differentiated learning. In their research, Huang and Chang
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(2004) analyzed that students who participate in cocurricular activities follow a similar
Chang, 2004), cocurricular learning requires the ability to learn from experiences and
from peers, and to learn to adapt to different changes. Rubin, Bommer, and Baldwin
(2002) mentioned that, “One intuitive notion is that extracurricular activities are a place
where students look to utilize, and perhaps develop, their interpersonal skills”. In his
holistically since they are activities which interest the person, which, again relates to
multiple intelligence: a person’s unique way and perspective of understanding the world
around them. According to Lawhorn (2008), “in addition to skills developed in activities
networking,” in terms of the world of work. As Rubin et al. (2002) implied in their study,
The practice of good time management enables students to have better academic
passion for other things should be controlled to be able to complete tasks, therefore,
affecting how a student manages his/her time doing the task at hand. The student’s self-
efficacy is also high due to being able to do their passion while studying. This led to
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students being able to manage their time better (Miqdadiet al. 2014). Students who are
participating in any extracurricular activity of their liking has a better view of themselves
and is able to manage their time more efficiently (Alsalemet al. 2017).
specifically of those under being a student leader were found to have goals that spoke of
their future attainments. The students each have their own set of goals with their own
definitions of success, with this in mind; the students’ ability to have the motivation to do
their tasks on times they set for themselves. The students’ time management improved
due to the fact that they have the ability to attain their set goals one by one (Roll, 2015).
A disadvantage that was seen by Wilson, that most students in these activities had
overloaded schedules for out-of-school activities and giving less attention to their
academic studies. Due to these circumstances, students were able to improve their time
management to balance out the two sides of their student life (Wilson, 2015).
Curricular activities are the activities which you do in school, such as basketball,
softball, and dancing, but it has no clear and precise definition of what it really is
(Bartkus, et al., 2012). They have found that it is just used to describe what people have
in such activities will benefit the students, may it be positively, like it increases the
leadership ability, gained more grades, enhanced teamwork and become more
disciplined, (Zamanet al., 2017), and negatively, which will make them stressful (Eccles,
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2003, as cited in Wilson, 2009). Wilson (2009) noted that most students tend to
overschedule themselves to such activities that have made them become more tired and
irritable, and one of the reasons being overscheduled is because students have been
pushed or put on pressure by their parents, only 15% of the parents think they are not,
(Clemmitt, 2007).
Service (2015), states that our inability to cope up in a situation is called stress, it is
natural for humans to experience it and it is unavoidable, this will be obtained from our
everyday lives, like interacting with other people or engagement to activities, and with
the fact that students will be interacting with each other, there is no doubt that they will
develop stress. To Essel and Owusu (2017), when we hear the word stress, it paints in
minds that it is an increased rate of depression and anxiety. Lozano (2016) also stated that
stress is developed by how much you are exposed to curricular activities, and another
With the overscheduled activities and having stress, this later on results to having
sleep deprivation or having insufficient sleep (FPN, 2018); the adequate amount of time
differs depending on a person’s age. According to the National Sleep Foundation, (2015,
as cited in FPN, 2018), adults at the age of 18 to 64 years old need seven to nine hours of
sleep while teenagers ages from 14 to 17 years old need eight to ten hours of sleep. Lack
of sleep is associated with poor academic performance and physical dysfunction (Patrick,
et al., 2017). Sleep is very important especially to young adults, but study shows that lack
of sleep is already common for students. Bodes (2017) finds that students may have been
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participating in some curricular activities, but they also already have been on some part-
time jobs, which means that they got more of a hectic schedule. Scott from Lubbock
Avalanche-Journal (as cited in Bodes, 2017), says “I don’t get home until about 11 on
work nights, and then I have to eat dinner and shower, so I don’t even start my homework
until about midnight.”. National Adolescent and Young Adult Health Information Center
(2014), implies that due to hectic schedules in school activities, students would really
suffer sleep deprivation, and this can be observed usually because the students will then
have a hard time focusing in class, poor decision making, become moody or aggressive,
and either miss school without any permission or increase in the number sick days.
helps adolescents come to understand themselves by observing and interpreting their own
behavior when they are engaged in these activities. It can affect the interest in the
by family background (Dumais, 2006 &Lareau, 2003). Lareau (2003) found important
class differences in how students spent their leisure time: upper- and middle-class
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students had little unscheduled time and spent more time in structured extracurricular
activities. Structured extracurricular activities such as youth groups, sports teams, and
hobby or those special interest clubs. While unstructured activities are activities that are
not directed by adult and activities that start by themselves like going out with other
students. Some studies have reported that participating extracurricular activities improves
pictures of their youths’ lives (Bartko&Eccles, 2003). Dumais (2006) analyzed nationally
representative data and found that socioeconomic status was positively related to
parents play an important role in socializing their children’s athletic motivation. They
suggested that when parents have high perceptions of their children’s athletic ability early
on, children feel better about their competencies, which in turn influences how they
one another and develop new friendships. Since these activities consumes a lot of time,
adolescents to spend time with one another. They also stated that extracurricular activities
afford experiences that build relationships among coparticipants, such as teamwork and
stated that students who were more successful in sports than in academics were still able
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to command the recognition and respect of their peers, which was associated with more
association between friendships and activity participation varies by activity type, to their
knowledge, the relation has not been empirically tested (Schaefer et al., 2011). According
to the researchers mentioned in the latter, they investigated the unique contribution of
preference for friends who are similar to oneself. Friends tend to be more similar than
achievement, problem behaviors, and physical health. While network-level process was
reporting higher levels of extracurricular activity also reported higher levels of school
connection (Brown & Evans, 2002). According to Brown (2002), students’ relationship
activities as they see themselves being supported to the things they do and give
opportunities to develop their skills. There has been an increased emphasis on the benefit
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mirroring those values and practices that are perceived to benefit and to be meaningful
for individuals and communities, they seek to understand parents on letting their
The study of Gilman (2001) stated that studies have found that adolescents who
association, including structured activities (In his study, private lessons and classes and
religious activities) and time spent alone have been positively associated with student
achievement, while spending unstructured activities with peers, working for pay, and
spending time with adults have been negatively associated with achievement (Jordan &
Nettles, 2000).
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CHAPTER III
Site description
The University of San Carlos - Talamban Campus is located at Nasipit, Talamban, Cebu
City, Philippines. (10.3541°N, 123.9116 ° E).The interviews will be done at the Michael Formatted: Font: Not Bold
Richartz Building, room MRB102TC. The school has been chosen because its population
is large enough to select respondents to be surveyed. The University of San Carlos has
also been chosen since it is a renowned university with known participation and excellent
performance in extracurricular and cocurricular activities and has sufficient facilities for
such activities.
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Figure 1. Map of University of San Carlos Talamban – Campus (Source: Google Earth) Formatted: Left
Research design
In this study, the researchers used the dDescriptive dDesign, through an interview
academic performance.
This study will be conducted at the classrooms of the Grade 11 Senior High
strand at the University of San Carlos, Talamban Campus, Nasipit, Talamban, Cebu City,
Philippines. The respondents of the survey will be chosen deliberately by the researchers
from the Grade 11 Senior High School students of the STEM strand at the University of
San Carlos, Talamban Campus, Academic Year 2018 to 2019. There will be six selected
Research instrument
The researchers will use a set of structured questions to be asked in the interview
Research procedure
The researchers will conduct an interview for Research 01 about the effects of
School students’ academic performance. Each of the chosen representatives for each
group: (a) those who participate in extra-curricular activities, (b) those who participate in
co-curricular activities, and (c) those who do not participate in any, will be interviewed
with structured questions. Each of the respondents will answer the questions orally and
will be filmed and recorded (with the respondent’s consent) for documentation purposes.
The data that will be gathered will be transcribed, organized, collated and analyzed for
interpretation of results.
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The data will be analyzed through phenomenological data analysis using Colaizzi’s
(1978) strategy. The data will be analyzed through the said method since the researchers
way that researchs may be able to discover and understand experiences of people in their Commented [u3]: check
day-to-day lives. Colaizzi’s strategy involves interpreting the data into significant
statements which will be then converted into formulated meanings (Shosha, 2012).
Involvement in
Extra-Curricular
Activities
Academic
Involvement in
Performance
Co-Curricular
Activities
No Involvement in
Both Extra-curricular
and Co-Curricular
Activities
Figure 3. The relationship between students’ involvement in extra-curricular and co- Formatted: Left
curricular activities and their academic performance
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