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A QUALITATIVE STUDY ON THE EFFECTS OF

EXTRACURRICULAR AND COCURRICULAR ACTIVITIES TO A
STUDENT’S ACADEMIC PERFORMANCE

____________________________________________

A Research Proposal Presented to Formatted: Space After: 0 pt

the Faculty of Senior High North School
Science, Technology, Engineering, and Mathematics Strand
Basic Education Department, University of San Carlos, Cebu City, Philippines

___________________________________________________

In Partial Fulfillment of the Requirements for the Subject Formatted: Space After: 0 pt
Practical Research 1

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Ma. Aubrey EdelleCantilang

Jun NielPaquibot
Iyanla Marie Parazo
Mary Apple Ramos
Kristian Joseph Traya

April 2019
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CHAPTER I

INTRODUCTION

Nature and importance of the study

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

communicating (Rahman, 2017). Examples of these activities are academic competitions

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

conducted in accordance to this activity, however, the presence of extracurricular

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

all aspects of their intelligences (i.e. social, verbal, etc.).

Objectives of the study

The main of objective of the study is to provide more information regarding the

relationship of a student's participation in extracurricular and cocurricular activities and

academic performance.

This study specifically aims to:

1. determine the effects of extracurricular and cocurricular activities to

students’ academic performances;

2. attain the advantages and disadvantages of participating in extracurricular

and cocurricular activities; and

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3. determine how these advantages and disadvantages affect the overall

performance of the students.

Scope and limitation of the study

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

students with experience in extracurricular activities, two students with experience in

cocurricular activities, and two students with no experience in either cocurricular and

extracurricular activities.

Time and place of the study

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

is 10.3541°N, 123.9116 ° E. The interviews will be done at the Michael 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

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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

Grade 11 Senior High School STEM strand.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Benefits of curricular activities to high school students

According to Mahoney et al. (2003), the consistent participation in extracurricular

activities across adolescence was positively linked to educational status at young

adulthood. Consistent extracurricular activity participation at both early and middle

adolescence was an important contributor to understanding the educational attainment

process.

Students who participate in interscholastic sports have a stronger sense of control

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

(2006) presents in their research that participation in extracurricular activities is

associated with positive, psychological, and behavioral outcomes. In line with Lewis

(2004), both works presents similar outcomes. Participation in extracurricular activities

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predicted more favourable academic adjustment, heightened psychosocial competencies,

and a more favourable peer context.

Mahoney (2000) argues the benefits of activity participation in reducing problem

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

participate in work/vocational activities show an increase in risk behavior.

Advantage of curricular activities to students’ multiple intelligence

In 1983, a Harvard University professor, Dr. Howard Gardner, proposed the

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:

visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic,

musical/rhythmic, intrapersonal, interpersonal, naturalist, and existentialist. Gardner’s MI

theory has sparked numerous debates, as it challenges the traditional way of teaching,

which is more on linguistic and logical/mathematical intelligence. However, this opened

doors towards development of new curricula, with educators putting into mind the
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multiple intelligence of each student in order to have more efficient progress in

education.

As society progressed, humans have created and tested different educational

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

in their holistic approach to education. According to Klein (2005), application of the

knowledge should be prioritized in terms of importance since it cultivates intuition,

critical thinking, problem solving, and decision making. Klein (2005) argues that

interdisciplinary integrative learning should be implemented in studying in order for the

students to not only know about theory, but the application these real life as well. Chisiu

(2013) focuses that extracurricular activity based on a person’s personal intelligence is an

alternative for interdisciplinary learning. As eloquently stated by Chisiu (2012), through

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

style which helps them learn the best.

Extracurricular activities, as aforementioned by Chisiu (2013), are alternatives of

interdisciplinary learning, which, when based on the multiple intelligences (Gardner,

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

trend, associated with growth in cognitive skills, interpersonal skills, communicative

skills, and self-confidence. According to MacKinnon-Slaney (1993, as cited in Huang &

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

study, Lawhorn (2008) implies that extracurricular activities improve a person

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

that are applicable to careers, extracurricular connections may be a source of

networking,” in terms of the world of work. As Rubin et al. (2002) implied in their study,

students who participated in extracurricular activities are well-rounded and more

competent, which are traits valued by employers.

Effects of curricular activities to students’ time management

The practice of good time management enables students to have better academic

performance while having to balance other activities (Twehues, 2013). A student’s

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).

According to Roll (2015), students who are in extracurricular activities

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).

Relationship of students’ curricular activities to stress levels and sleep deprivation

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

thought for it to be without proper explanations and proofs or an intuition. Participating

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,
 10

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).

In an article which served as a guide, by the Civil Service Employee Assistance

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

thing is the type of activity students are involved with.

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
 11

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.

Academic performance of students exposed to curricular activities

According to Valentine et al. (2002), participating in extracurricular activities

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

relationships between participation in extracurricular activities and the social outcomes,

academic achievement, and educational attainment of adolescents. As for researchers

have posited that participation in extracurricular activities, affords adolescents the

opportunity to develop social capital in the form of extended supportive networks of

friends and adults (Feldman &Matjasko, 2005).

Prior research has suggested that participation in extracurricular activities varies

by family background (Dumais, 2006 &Lareau, 2003). Lareau (2003) found important

class differences in how students spent their leisure time: upper- and middle-class
 12

students had little unscheduled time and spent more time in structured extracurricular

activities, whereas lower- and working-class students mostly participated in unstructured

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

the students’ academic performance but extracurricular involvement provides limited

pictures of their youths’ lives (Bartko&Eccles, 2003). Dumais (2006) analyzed nationally

representative data and found that socioeconomic status was positively related to

extracurricular participation. Moreover, according to Fredericks and Eccles (2002),

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

approach future sport situations (Feldman and Matjasko, 2005).

Extracurricular activities helps maintain an adolescents’ existing friendships with

one another and develop new friendships. Since these activities consumes a lot of time,

the consistency of extracurricular activities provides the basic environment for

adolescents to spend time with one another. They also stated that extracurricular activities

afford experiences that build relationships among coparticipants, such as teamwork and

emotion regulation (Schaefer et.al. 2011). Furthermore, Feldman &Matjasko (2005)

stated that students who were more successful in sports than in academics were still able
 13

to command the recognition and respect of their peers, which was associated with more

positive psychosocial outcomes.

Although there is theoretical and empirical evidence suggesting that the

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

activity co-participation to friendships beyond the two primary contributors to friendship

formation, namely dyadic homophily and network-level processes. They described

homophily as one of the most important processes contributing to friendships is the

preference for friends who are similar to oneself. Friends tend to be more similar than

nonfriends in terms of their sociodemographic characteristics such as gender, race, grade,

and socioeconomic status. They also mentioned behavior, including academic

achievement, problem behaviors, and physical health. While network-level process was

identified to as contributor to friendship formation. It is the key feature of social networks

is closure, or the tendency for friends to share mutual friends.

Student’s participation in extracurricular activities has long been argued as a

primary way to encourage a greater connection or attachment to school. Those students

reporting higher levels of extracurricular activity also reported higher levels of school

connection (Brown & Evans, 2002). According to Brown (2002), students’ relationship

towards the school is important because it encourages them to join extracurricular

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
 14

of children’s involvement in athletic activities (Sadliket al., 2010). Everyday routines as

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

children’s engagement in extracurricular activities be an advantage to their children’s

development and well-being (Weisner, 2008).

The study of Gilman (2001) stated that studies have found that adolescents who

participated in greater number of extracurricular activities reported significantly higher

school satisfaction than adolescents with minimal or no participation in such activities.

Those participating in extracurricular activities is assumed to facilitate the total academic

development of the student. Researchers suggested that greater participation in

extracurricular activities also influences students’ perceived quality of their school

experiences. Out-of-school activities such as sports in an organized competitive

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

MATERIALS AND METHODS

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.
 16

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

about the effects of extra-curricular and co-curricular participation to the students’

academic performance.

Locale and respondents

This study will be conducted at the classrooms of the Grade 11 Senior High

School students of the Science, Technology, Engineering and Mathematics (STEM)

 17

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

respondents from Grade 11. Commented [u1]: Make it 9

Specify: 3 cocurricular; 3 extracu; 3 no curricular act.

Research instrument

The researchers will use a set of structured questions to be asked in the interview

in order to determine the effects of extra-curricular and co-curricular activity

participation to the Grade 11 Senior High School students’ academic performance.

Research procedure

The researchers will conduct an interview for Research 01 about the effects of

extra-curricular and co-curricular activity participation to the Grade 11 Senior High

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.
 18

Data Analysis Commented [JV2]: Study Colaizzi’s method of data

analysis

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

will be conducting interviews in order to probe the effects of curricular participation

through looking into the students’ living experiences. Phenomenology is designed in a

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).

According to Shosha (2012), Colaizzi’s strategy provides accurate application of

descriptive phenomenology, and thus it shows an active strategy in understanding and

exploring people through their daily lives.

 19

Commented [u4]: bad image

Much better if u will encode this again
Figure 2. A summary of Colaizzi’s strategy for phenomenological data analysis. Formatted: Left
Reprinted from “Employment of Colaizzi's strategy in descriptive phenomenology: A
reflection of a researcher,” by (Source: Shosha, G.A. (2012). European Scientific
Journal, 8(27), 34.
 20

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
 21

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