CHAPTER 1:

THE PROBLEM AND ITS SETTING

INTRODUCTION

Many students are experiencing difficulties in their academic classes. In addition to studying,
several learners are also becoming involved in extracurricular activities, including sports, clubs, and student
service. These activities are those that students participate in outside of their normal classroom instruction.
Recently, St. Paul School of San Antonio has seen a large number of Grade 10 students participating in
various extracurricular activities, however, despite this participation, most have difficulty managing their
time effectively. This has resulted in increased stress and fatigue among the students, which ultimately has
a negative impact on their academic performance. Because of this situation, investigating the various
strategies students are using to balance academics with extracurricular activities is warranted.

Several previous studies have examined the strategy developed to effectively balance academic and
extracurricular activities. Multiple education specialists state that students who learn through their interests
and talents in extracurricular activities are able to enhance their academic performance (Fathurrahman,
2025). Students involved in extracurricular activities tend to have higher academic grades and have a lower
risk of dropping out of school than those who do not participate in their school’s extracurricular offerings
(Thouin et al., 2020). Furthermore, other studies have demonstrated the development of various qualities,
such as leadership and discipline, among those who are members of team-based or organizational activities,
through the process of maintaining an active involvement in extracurricular activities. However, most of
the research to date on this topic has focused primarily on the benefits of participation in extracurricular
activities for students, as well as the means by which schools and teachers support students’ involvement
in extracurricular activities (Goshin et al., 2021; Sahid et al., 2021). While there have been numerous studies
on the positive impacts of extracurricular activities and how they are organized by the schools or staff, there
have been very few studies looking at the actual methods used by students themselves to organize their
schedules for schoolwork and extracurricular activities.

In spite of the abundance of studies that emphasize the positive impacts of extracurricular activities,
there remains a gap in research specifically addressing the strategies students utilize to balance their
academic workload with extracurricular commitments, particularly at the secondary school level in the local
context. Most existing research concentrates on the advantages of extracurricular activities or how
educational institutions manage these programs, leaving fewer studies that analyze the actual coping and
time-management techniques employed by students. This gap underscores the necessity for further
exploration into how students confront these challenges and the difficulties they continue to face.

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 The Philippine educational system is governed by Republic Act No. 10533 (K-12 law) and Batas
Pambansa Blg. 232 (BP 232), which promotes academic development through extracurricular participation.
Extracurricular programs are beneficial to student development, but students are expected to participate
outside of their normal school day; this creates stress for the student. To date, there is very little research
regarding the strategies that Grade 10 St. Paul School of San Antonio students use for managing their time.
Thus, the purpose of this research is to explore how St. Paul School Grade 10 students manage academic
and an increased amount of time participating in extracurricular programs to improve their time
management and scholastic achievement.

CONCEPTUAL FRAMEWORK

This study examines how academic and extracurricular activities affect the ability to balance
responsibilities of the selected Grade 10 students at St. Paul School of San Antonio (Nueva Ecija) INC.
during S.Y. 2025–2026. It aims to understand how study routines affect students’ consistency in
extracurricular and academic performance. The study routines used by students significantly influence their
ability to manage both academic and extracurricular involvement while maintaining their mental health.
This study encourages the goal of creating a more effective educational environment that appreciates
academic success while also giving importance to students’ overall well-being.

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RESEARCH PARADIGM

INPUT PROCESS OUTPUT

 Selected Grade 10  Selection of  Identify the different
Students Profile Respondents (Grade strategies used by
 Name 10 students who are students to balance
 Age involved in academics and
 Gender extracurricular extracurricular
 Section activities) activities.
 Type of extracurricular  Data Gathering  Explore the effects of
activity through personal strategies on
 Strategies that Grade Questionnaires and academic work.
10 Use to Balance Interviews.  Evaluate the personal
Academic Work and  Analysis and benefits of strategies a
Extracurricular Interpretations of the students use.
Involvement. Responses.  Recommendations for
 Effects of Personal students, teachers,
Strategies on and school
Academic Work. administrators to
 Personal Benefits of support balanced
Strategies a Students student life.
Use.

STATEMENT OF THE PROBLEM

This study aims to understand the strategies of Grade 10 students at St. Paul School of San Antonio
use to balance academic work and extracurricular involvement, emphasizing the Grade 10 students'
academic performance. The researchers focus on the necessity to examine the ways in which students
manage their academic life along with extra activities.

This paper specifically seeks to answer the following questions;

1. What strategies do the students use to manage academic work and extracurricular involvement?

1.1 How do you adjust your schedules during exams and project deadlines when there are major
events in your extracurricular club?

1.2 By what means do you manage your time between extracurricular activities and academic task?

1.3 What coping strategies do you use when you feel stressed in balancing your academic and
extracurricular parts?

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2. How do students’ personal strategies influence their academic performance during extracurricular
activities?

2.1 How do you believe that your management strategies can enhance or maintain your academic
achievement in school?

2.2 In what way do your strategies impact your motivation, focus, and study habits?

2.3 How do you think your time-management strategies help you handle both extracurricular and
academic performances?

3. What are the particular advantages that students get from the techniques they use in managing academics
and extracurricular activities?

3.1 How do these techniques make you more responsible as a learner?

3.2 Can you describe the effects of the strategies you use in your studies?

3.3 In what ways do these techniques help with your personal growth as a student?

SIGNIFICANCE OF THE STUDY

STUDENTS: This study aims to provide an understanding of what strategies learners use to balance their
academic work and other extracurricular activities. Balancing academic life with extracurricular activities
can be challenging, as it requires effective time management, prioritization, and organizational skills. By
exploring the strategies used by learners to achieve this balance, this study's objective is to provide insights
and recommendations that can help students, educators, and parents support the whole development of
learners.

Students, as the main subject of the study, can gain the most from it. This aims to improve their
skills, such as time management, prioritization, organizational skills, and balancing schoolwork and
extracurricular activities. Learning effective strategies may guide students to avoid burnout, stay motivated,
and become more responsible for their duties in both academic and non-academic responsibilities. These
skills are not only useful during their school years but also valuable for their future academic and personal
development.

PARENTS: This study play a crucial role in guiding their children's holistic development, performance,
and this study offers valuable insights into the real-world challenges of balancing academics with
extracurricular pursuits. This study could provide valuable insights that help parents understand the
extracurricular activities of their children. Children can gain more skills by supporting them every time.

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Parents could always keep monitoring their children, and ask how they're doing. The study's findings can
equip parents with evidence-based tools to encourage their children's growth in both intellectual and
personal spheres, preparing them for lifelong success while strengthening family bonds through informed
involvement.

ADMINISTRATION AND TEACHERS: This study is significant to school administrators because it

offers a deeper and more detailed understanding of how students balance their academic responsibilities
while actively participating in extracurricular activities. The findings of this research can assist
administrators in reviewing and assessing existing school policies, class schedules, and student support
systems. By gaining insight into the time management strategies and coping methods used by students,
administrators can design and implement programs that help reduce academic pressure, improve students’
organizational skills, and encourage a healthy balance between academic achievement and extracurricular
involvement.

This study is also important to teachers because it helps them better understand the challenges
students face when managing their schoolwork alongside other activities. The results may guide teachers
in planning lessons, setting realistic deadlines, and assigning workloads that are suitable for students who
are engaged in various extracurricular commitments. With this increased awareness, teachers can provide
more meaningful guidance, motivation, and academic support, allowing students to perform well both
inside the classroom and in their extracurricular endeavors.

FUTURE RESEARCHERS: This study may serve as a valuable reference for future researchers who are
interested in topics related to academic balance, time management, and student development. The findings
can provide baseline data, ideas, and insights that may help them expand similar studies or explore related
variables such as academic performance, mental health, or extracurricular involvement. Future researchers
may also use this study as a guide in developing improved research methods or in conducting more in-depth
investigations to further understand how learners balance their academic and extracurricular
responsibilities.

SCOPE AND DELIMITATION

This study focuses on understanding the strategies that Grade 10 students of St. Paul School of San
Antonio use to manage their academic responsibilities alongside their extracurricular involvement. It
specifically explores the experiences and practices of selected students in balancing academic demands and
participation in activities outside the classroom. Data is gathered from these students through surveys,

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interviews, and questionnaires, using a qualitative research approach to gain in-depth insights into how they
manage their time and responsibilities.

The research also aims to identify common challenges faced by students and the coping
mechanisms they employ to handle academic pressure while remaining actively involved in extracurricular
activities. Furthermore, it seeks to understand how students prioritize tasks and allocate their time between
schoolwork and extracurricular commitments, connecting directly to problems such as stress, fatigue, and
difficulties in time management despite active participation in school programs.

The study is limited to the perspectives and self-reported experiences of Grade 10 students at St.
Paul School of San Antonio who are involved in extracurricular activities. The validity of the findings
depends on the accuracy and truthfulness of the students’ responses. It does not include the views of
teachers, parents, or school administrators. Psychological or personal factors influencing students’ behavior
are not examined. The research is confined to a specific group of respondents and a specific period to ensure
focus and feasibility. As such, the findings may not be generalized to students from other grade levels. It
also does not consider the long-term effects of the strategies used, nor differences based on gender,
academic standing, or level of extracurricular involvement. Unexpected events, such as school disruptions
or schedule changes during data collection, are excluded. Within this study, the researchers aim to provide
an accurate and fair representation of each respondent’s experiences.

DEFINITION OF TERMS

Extracurricular activities - voluntary pursuits outside of a student's regular school curriculum, like sports,
clubs, arts, or volunteering.

Abundance - something is to have more than you need.

Crucial - extremely important or involving an extremely important decision or course of action.

Holistic - considers the whole system spheres - particular environment or walk of life.

Coping mechanism - a mental or behavioral strategy used to manage, reduce, or tolerate stress, trauma,
and difficult emotions, helping people adapt to challenging situations and maintain emotional well-being.

Excluded - to expel and keep out; thrust out; eject.

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 CHAPTER 2:

REVIEW OF RELATED LITERATURES

In this part of the paper, the researchers review various foreign and local studies and literature.
Additionally, the researchers conclude key findings from distinct studies conducted in the past few years
that have a connection to the research topic, Understanding the Strategies Grade 10 Students at St. Paul
School of San Antonio Use to Balance Academic Work and Extracurricular Involvement.

FOREIGN STUDIES

The strategies students use to balance academic work and extracurricular activities greatly impact
their overall growth these days. Effective techniques help students handle academic tasks while actively
participating in clubs, sports, and other programs, while unproductive strategies lead to stress and the
burden of activities. While the main concern is mostly on identifying the benefits of extracurricular
activities on students, it is essential to also understand the strategies students use to manage academic work
and extracurricular involvement.

Foreign studies show that participation in extracurricular activities can enhance students’ overall
academic, personal, and social development. Xu et al. (2025) found that preschoolers who engaged in
extracurricular activities showed higher social-emotional, communication, motor, problem-solving, and
personal-social skills, with the greatest benefits observed in children with lower developmental levels.
These findings suggest that students, like preschoolers, can benefit from using good strategies, and one of
these strategies is effective time management. Overall, these findings highlight the importance of strategies
that support both developmental and academic outcomes. In relation to academic performance,
extracurricular stimuli, including international experiences, trigger organismic responses such as
heightened engagement and self-efficacy, culminating in superior GPAs and skill gains among participants
(Chetioui, 2025). In addition, this study confirms that students involved in numerous extracurricular
activities tend to achieve higher academic performance in their subjects. These findings suggest that active
participation in extracurricular activities has a positive impact on students’ academic achievement when
managed effectively.

Furthermore, Tiarana Mirela, Na’imah Na’imah, and Lailatussaadah (2022) explained that the
school head has an important role in promoting students’ self-development by guiding, managing, and
motivating extracurricular activities, which help students build their skills and character. This study helps
us understand the benefits of the school head and the impact of their methods on guiding students to handle
extracurricular activities. This shows that school leadership plays a significant role in helping students

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balance academic work and extracurricular involvement. This is related to the present study as the school
head’s guidance assists students in improving time management and prioritization strategies needed to
balance academic activities and extracurricular involvement.

Additionally, the study conducted by Verner-Filion et al. (2025) aims to understand how students
are motivated to participate in extracurricular activities and how they can manage their time physically and
mentally, leading to well-being outcomes in high school. Not simply whether participation per semester is
beneficial, the study also emphasizes the quality and type of motivation behind the students’ participation
in activities and their management of academics. On the other hand, the authors then propose that when
students engage in these sorts of activities because they find them interesting, meaningful, or personally
valuable, this motivation can be a way into the school context, fostering stronger academic motivation,
greater satisfaction of basic psychological needs, leading to a better mindset and improved cognitive
thinking, overall leading to improved school functions.

Moreover, focusing specifically on time management as a key strategy, a study entitled “Unlocking
academic success: The impact of time management on college students’ study engagement” by Fu, Wang,
Wang, and Li (2025) focused on the impact of time management on college students’ academic
engagement. The results revealed that students with strong time management skills tend to show higher
levels of study engagement and self-regulation. The study emphasized that effective time management
allows students to allocate sufficient time for academic tasks while managing other activities. This supports
the present study by reinforcing the idea that time management is a key strategy students use to balance
academic demands and extracurricular involvement.

LOCAL STUDIES

Balancing academics and extracurricular activities is crucial for students’ overall development, as
research shows it enhances not only their academic performance but also personal, social, and emotional
growth. This claim is backed by several studies that highlight the importance of balancing both variables
mentioned.
Balancing academics and extracurricular activities is essential for students’ overall development,
as research shows it enhances not only their academic performance but also personal, social, and emotional
growth. Several recent studies highlight the importance of balancing academics and extracurricular
activities in promoting students’ overall development. From their research findings, Magtortol & Gallano
(2025) state that students who have been labeled "game changers" will achieve academic and athletic
success. They did this through using techniques such as prioritizing tasks to meet goals, developing self-

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discipline, and using problem-solving methods as an aid when faced with obstacles. This is further
supported by Idio (2025), who stated that when students try to find ways to balance being successful both
academically and being involved in extracurricular activities at the same time, they become more complete
individuals. Through participation in activities such as clubs, sports, volunteering, etc., participants improve
performance in all academic subjects, including English, Math, and MAPEH, but additionally grow from
an overall personal development standpoint since all participants use what they learn about each individual
on an ongoing basis while working cooperatively with other participants and having structured time
management.

Supporting this perspective, Nozaleda (2025) demonstrated through statistical matching methods
that students who participated in extracurricular activities performed better academically than those
students who did not participate when accounting for variables such as hours studied and attendance at
school. Nozaleda's findings indicate that students who are fully engaged in a range of extracurricular
activities alongside schoolwork achieve higher levels of success and are provided with equitable
opportunities to access resources. Similarly, Paulino (2022) found a significant positive correlation between
the level of involvement in extracurricular activities and the level of performance in high school.
Participation in extracurricular activities improved students' academic performance, increased the
probability of doing well on standardized tests, improved class attendance, and promoted better emotional
and psychological well-being for students. In addition to academic success, participation in clubs, athletics,
and community service creates opportunities for students to develop greater self-esteem and confidence,
nurture leadership development, and create a more enriching experience as a student.

As reported by Bernabe, Guevara, Martizano, and Pedroso (2025) reviewed research that identified
the benefits of being involved in extracurricular activities both personally and socially. Their findings
indicate that involvement in activities outside of school increases self-confidence, helps people to define
their sense of self, and strengthens motivation from within. Other benefits include increased communication
and social interaction, as well as improved emotional resilience, team leadership skills, and preparation for
the real world through time management. This local research is connected to the current study because it
provides evidence from the local educational context about the strategies students use to balance academic
work and extracurricular activities, emphasizing the role of prioritization, self-discipline, and time
management in achieving both academic performance and personal growth.

FOREIGN LITERATURE

Balancing academic responsibilities with extracurricular involvement has become a significant

concern in students’ overall development. International research indicates that participation in

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extracurricular activities can positively influence academic performance, well-being, and satisfaction with
school life. However, other studies reveal that excessive involvement or a poor balance between academics
and extracurricular commitments may lead to stress, reduced academic focus, and negative outcomes.
Identifying the specific ways students manage these competing demands is essential to their success. A
deeper exploration of these factors allows educators to move beyond traditional metrics, focusing instead
on the long-term sustainability of student engagement and mental health.

Extracurricular activities play a significant role in students’ academic, personal, and social
development, providing opportunities to explore interests, build skills, and enhance overall well-being.
Several researchers highlight the benefits of extracurricular activities. Nassar et al. (2025) found that
students who participate in ECAs experience better academic performance and greater satisfaction with
their university experience. Institutions that encourage these activities have a stronger academic reputation,
which contributes to the overall development of students, higher rankings, and the attraction of high-
achieving students. A similar study conducted by Iskandar et al. (2024) reported that participating in
extracurricular activities is one way for students to explore their interests and talents. Through these
activities, students’ potential and abilities can be identified. By knowing one’s talents, interests, and
potential, it becomes easier for a person to determine steps toward achieving more focused life goals.

On the other hand, some researchers emphasize the potential drawbacks of excessive participation.
Extracurricular activities are beneficial only up to a certain level, and excessive involvement can reduce
their positive effects (Maloshonok et al., 2025). Their study emphasizes the importance of balance between
academic work, extracurricular activities, and personal time, such as rest, socializing, and leisure, to support
students’ well-being and academic performance. Furthermore, a study by Ranjit and Neupane (2023)
highlighted that extracurricular activities are often underutilized despite their significant developmental
contributions. Their findings show that when schools and stakeholders overlook these activities, students
miss opportunities to maximize their potential both inside and outside the classroom, which can hinder their
socialization skills and overall growth.

Through a qualitative study of student experiences, Poudyal (2025) examined how secondary
students in private schools in Kathmandu balance schoolwork with extracurricular activities. From students’
perspectives, the findings indicate that effective time management, including goal-setting and careful
prioritization, is essential for balancing multiple demands. Students who learn to rank their tasks and
manage their time effectively experience less stress and improve their overall performance. This research
is connected to the current study because it provides evidence from a foreign educational context about the

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specific strategies learners use to balance academics with extracurricular involvement, strengthening the
connection between time management and successful participation in extracurricular activities.

LOCAL LITERATURE

Extracurricular activities have been implemented in schools, which are said to be a contributor to students’
holistic development. However, the students must handle performance task deadlines, projects, and competing all in
one, which can cause stress and weak academic success if they can’t manage it productively. Some local studies have
stated that extracurricular activities can have either a beneficial or a negative impact, but the strategies that cause it to
have a good or bad effect are still unclear.

The Department of Education enabled the application of in-person activities in schools, private or public, and
these activities include extracurricular programs, as conducted by Hernando-Malipot (2023). This arrangement
highlights the necessity of extracurricular activities in developing students’ holistic development through participation
in sports, various clubs, and other organizations present in the school. However, the rise in students’ engagement in
these activities also provides several challenges in balancing academic performance and extracurricular programs.
This educational context presents the need for students to manage both academic responsibilities and extracurricular
involvement productively.

Similarly, Afalla (2020) evaluated the effects of college students' at a State University in the Philippines
activeness in extracurricular activities on their academic performance. The paper claimed that participation in
extracurricular activities can have either benefits, such as leadership, increased school interest, and social skills, or
negative impacts, including stress, difficulties in managing study time, and weak academic success, depending on how
students manage their time and responsibilities. This literature narrows the discussion by showing that the outcomes
of extracurricular involvement rely on the strategies students’ use, particularly in managing their time and
responsibilities.

In addition, the contribution and help of participating in extracurricular activities to a student's personal and
overall growth and development were thoroughly explained in the paper “Extent of Students' Involvement in
Extracurricular Activities and Academic Performance among Gr8 Students” by Genesis V. Bispo and Zenvi Ann
Macalinao (2024). This paper focuses on Grade 8 students of Zambales National High School who actively participate
in extracurricular activities such as sports, achieve satisfactory academic performance, and develop important skills
like time management and discipline. They also found that participation not only helps students improve but also
enables them to reach their peak academic performance. Additionally, students actively engage in extracurricular
activities and learn to manage their time and schedules so that their academics are not affected or interrupted.
Therefore, participation can promote a student's overall growth and development, understanding, and multitasking
abilities while staying on track. This study presents specific reasons that effective strategies allow students to balance
academics and extracurricular activities successfully.

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 Lastly, to emphasize more on student challenges, a study by Vincent Carl R. Ga-as and Jay Fie P. Luzano
(2024) found that high school students experience significant academic stress due to excessive schoolwork,
performance expectations, and participation in extracurricular activities. The study emphasized that effective coping
strategies, such as time management and prioritization, are essential in maintaining students’ well-being. Further
narrowing the focus, another study examined how extracurricular activity involvement influences compassion,
academic competence, and commitment among collegiate students (Boy et al., 2022). Using a structural equation
model, the researchers found that participation in extracurricular activities can promote positive social values such as
compassion and commitment. However, being involved in too many organizations was shown to negatively affect
students’ academic competence. The findings suggest that while extracurricular activities support holistic
development, a proper balance is necessary to prevent academic difficulties. This introduces the purpose of the current
study, which aims to understand the strategies students use to maintain balance between academic work and
extracurricular involvement.

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