INTRODUCTION

Bais City National Science High School has been in operation for the last 22 years and the
successful graduates it has is a manifestation that the school is academically well-grounded. As a
science-oriented school, the administrators see to it that students and teachers are more focused on
the academic-related activities for the scholastic development of the students. For the past years,
there is this notion that these students shall only have minimal involvement in non-academic related
activities as these activities might disrupt their intellectual progression. However, as time progresses,
the school adopts the holistic approach in the child’s learning development. This approach proposes
that educational experience promote a more balanced development of – and cultivate the relationship
among – the different aspects of the individual and is concerned with life experience, not with
narrowly defined ''basic skills" (Mahmoudi, 2012 ).

In fact, according to the Union Minister for Youth Affairs and Sports Vijay Goel, “Students are
the greatest asset and the backbone of a nation and there is a greater need for students to train
themselves and build the future of the country" (Students are Asset, Backbone of a Nation: GOEL,
2017). Indeed, students as learners are valuable assets of the nation (Diniaty & Kurniati, 2014). Hence,
there is a need to improve the quality of education to be provided to the students to stimulate within
them their capability of nation-building.

Thus, to be holistically developed, students need to be engaged in activities that do not just directly
relate to the curriculum requirement of the subject. For the “all-around development of an individual
is only possible through balanced development of scholastic or academic as well as non-scholastic or
non-academic aspects in the formal, in-formal and non-formal educational setting in the society”
(Dhanmeher, 2014). There is then an emphasis on the conduct of extracurricular activities as it
“enriches and vitalizes” the school’s curriculum. Over the years, several definitions on extracurricular
activities were proposed by different scholars and practitioners making it vague to draw the line
between extracurricular and co-curricular activities. In the study on Clarifying the Meaning of
Extracurricular Activity: A Literature Review of Definitions, seven (7) different definitions from
different sources were presented which served as basis in coming up with a proposed working
definition of extracurricular activities as “academic or non-academic activities that are conducted
under the auspices of the school but occur outside of normal classroom time and are not part of the
curriculum. Additionally, extracurricular activities do not involve a grade or academic credit, and
participation is optional on the part of the student” (Bartkus, Nemelka, Nemelka, & Gardner, 2012).
The current research study is then anchored on this definition.

Studies of Streb (2009), Diniaty & Kurniati (2014) and Higgins (2016) supported the premise
that participation in extracurricular activities has a positive impact on the academic achievement of
the students. As students who participated in extracurricular activities exhibited higher GPA than those
who did not (Higgins, 2016).

According to Diniaty and Kurniati (2014) “by following extra-curricular activities, students are
expected to have a tool for applying the creativity, creations, talents, interests, hobbies and to train
their socialization ability to support success in curricular activity.” In the article entitled the Top 7
Benefits of Extracurricular activities for High School students (Landau, n.d.), improved academic
performance ranked first. Thus, this study explored on the different extracurricular activities
conducted by the school in the S.Y. 2017-2018 which were categorized into different aspects patterned
in the study of Diniaty and Kurniati as Aspect of Leadership; Aspect of Scientific and Specialized
Expertise; Aspect of Community Service; and Aspect of Talents and Interest (Diniaty & Kurniati, 2014)
and are described according to such study as: The Aspect of Leadership which has the main purpose of
developing the “students’ reasoning, skills, interest, passion, and support to their welfare”. In this
study, this form includes being an officer in organizations such as the Supreme Student Government
(SSG) and different Organized School Clubs. On the other hand, the Aspect of Scientific and Specialized
Expertise is referred to as “activities that develop a climate and culture that develops scientific
reasoning power among students” and enhance their special skills in different subject areas. In this
research study, this aspect includes involvement of students in Scientific Papers (SIP Competitions),
journalism, quiz bee, debates, and related others. More so, the Aspect of Community is the activity
that “actualizes the desire and the social sensitivity of the students to interact with their environment
through community”. Activities such as Outreach Program and Scouting fall under this category. Lastly,
the Aspect of Talents and Interest refers to “the actualization of interest and passions and the
development of talents to support students’ spiritual and physical growth.” Forms of student activities
in this aspect include School Band, Sports, Dance Troupe, and Art.

The main purpose of the study then was to examine the impact of the students’ participation in
extracurricular activities in relation to their academic achievement. For the past years of the school’s
existence, the relevance of the different extracurricular activities conducted by the school has not
been evaluated and given much attention. More so, there were no further studies conducted on the
relationship of the preference of the students on extracurricular activities vis-à-vis their age and sex.
Additionally, it tackled the correlation of their level of participation on the said activities to their
academic performance. The aspects mentioned in this study were then studied for the holistic
development of the child. Furthermore, the results were the bases for the researchers in refining the
existing activities and in devising mechanisms to increase the level of students’ participation which will
help improve their academic performance.
II. METHOD

a. Participants

Students from Grades 8, 9, 10 and 12 with a total population of 149 of Bais City National Science High School in
the First Semester of the S.Y. 2018-2019 were the primary source of information in this study. The students of Grades
7 and 11 were not included because they were new to the campus and have not experienced the activities conducted in
the school year 2017-2018.

b. Data Gathering Methods

This study utilized the descriptive-evaluative method because the ultimate purpose of the study was to evaluate the
extracurricular activities of Bais City National Science High School conducted during the school year of 2017-2018.
A survey questionnaire was developed to bridge the gaps identified and focused in this study. Specifically, the Likert
Scale was used to determine the students’ preference and level of participation in the different aspects of
extracurricular activities. To ensure the validity of the questionnaire, the researchers conducted the first pilot test to 40
(10 from each grade level) students on July 8, 2018. This pre-testing was done to identify the usability and
weaknesses of the instrument. After the first revision, a second pilot test was conducted in the middle of August 2018
and Cronbach’s alpha coefficient of 0.87 was calculated in all sections of the questionnaire suggesting a high degree
of reliability.
During the survey, the researchers assured the respondents of the ethical considerations accorded to their identity
and responses. Furthermore, this study also sought to determine if there is a significant relationship between the
students’ level of participation in extracurricular activities and their academic achievement. The average grade of the
students in the previous school year was utilized as measure of the academic achievement of the students.

c. Data Analysis

Frequency and percentage were utilized to present the demographic data of the students, i.e. age and sex. Mann-
Whitney U was used to test the significant difference in the preference between male and female students and
Kruskal-Wallis for the significant difference in the preference among age groups. Moreover, Spearman Rho was used
to determine if there is a significant relationship between the students’ level of participation to their academic
achievement. All of the above statistical calculations were done employing the IBM Statistical Package for the Social
Science statistics software also known as SPSS version 22.
III. RESULTS

Students' Age Profile (n=149)

35

30
29.53
25
percentage

20
20.81
15
15.44 15.44
10

5 8.05 8.05
2.01 0.67
0
12 13 14 15 16 17 18 20
Age

Figure 1. Students’ Age Profile

Figure 1 shows the age profile of the student respondents. The given data indicate that information was sought
from various grade levels both from Junior High School and Senior High School. These students came from grades 8,
9, 10 and 12. Most of the student respondents were 13 years old with a frequency of 44 or 29.53%, followed by 15
years old with a frequency of 31 or 20.81% and 14 and 17 years old with a frequency of 23 or 15.44% of the total
respondents.

Students' Sex Profile (n=149)

36.2

63.8

Male Female

Figure 2. Students’ Sex Profile

Figure 2 shows the percentage of male and female student respondents. It can be gleaned from the data that
Bais City National Science High School is dominated by female students. A percentage of 63.8 % of the total
respondents is female which almost doubles the frequency of the male respondents.
 Average Grade Profile
(n=149)
50

NUMBER OF
STUDENTS
1 3 7 9 22283422 9 8 4
0
83 86 88 90 92 94
AVERAGE GRADE

Figure 3. Average Grade Profile

Figure 3 reflects the academic performance of the student respondents as shown by their average grade of the
previous school year 2017-2018. Thirty-four of the respondents or 22.80% has an average grade of 90. The figure
also reveals that the lowest grade attained was 83 with a frequency of 1. Moreover, the highest grade attained by the
students was 94 with a frequency of 4.

Table 1.. Preference of Male and Female Students on the Different Extracurricular Activities (N = 149)
Extra-curricular Category
Activities Male V.I. Female V.I. p- Interpretation
value
Aspect of Leadership
1. Student Government 3.22 P 3.47 HP .034 WSD
2. Club Organization 3.38 P 3.77 HP .001 WSD
3. Homeroom 3.19 P 3.53 HP .002 WSD
Aspect of Scientific & Specialized Expertise
1. Communication Arts 3.34 P 3.55 HP .058 NSD
2. Science 3.87 HP 3.83 HP .838 NSD
3. Math 3.72 HP 3.75 HP .759 NSD
4. Social Science/AralingPanlipunan 3.23 P 3.29 P .154 NSD
Aspect of Community Involvement
1. Feeding 3.57 HP 3.95 HP .000 WSD
2. Gift Giving 3.81 HP 4.23 VHP .000 WSD
3. GSP/BSP 3.54 HP 3.84 HP .004 WSD
Aspect of Talents & Interest
1. School Band 2.92 P 3.14 P .132 NSD
2. Sports 3.91 HP 3.64 HP .030 WSD
3. Dance Troupe 3.06 P 3.27 P .099 NSD
4. Art 3.57 HP 3.89 HP .006 WSD
Legend: 4.20 – 5.00 very highly preferred (VHP) V.I. – verbal interpretation
3.40 – 4.19 highly preferred (HP) WSD: with significant difference
2.60 – 3.39 preferred (P) NSD: No significant difference
1.80 – 2.59 less preferred (LP)
1.00 – 1.79 (NP) not preferred

Table 1 presents the mean responses of male and female students’ preference on the different extracurricular
activities conducted by the school. Using the Mann Whitney U test, with an alpha = 0.5, all the items in the Aspect
of Scientific and Specialized expertise found to have a p-value greater than the alpha which implies that there is no
significant difference in the preference between male and female students. Unlike in the Aspect of Leadership and
Community Involvement, there is a significant difference. Moreover, joining the Sports and Art has also a
significant difference, but not joining in the Dance Troupe and the School Band.
V. CONCLUSION

The study revealed a slight correlation between academic performance and participation in extracurricular
activities among students of Bais City National Science High School. Hence, rubrics were created based on DO No.
42, series of 2016 to motivate the students to participate in activities that are related to the aspect of scientific and
specialized expertise which will enhance their skills and learning. These rubrics were approved by the teachers and
the student governing body. Additionally, new sets of organizations were created to address the results of the study
and to cater the activities suggested by the students which will provide more leadership opportunity.

VI. RECOMMENDATION

As the only venue largely responsible for learner’s development, the school through the authorities should devise
mechanisms to improve students’ engagement in extracurricular activities. With the new curriculum, it is high time
to revise, add, and design new activities specially for the Senior High students. In addition, the school should create
appropriate time for learners’ involvement in these activities as well as provide reasonable choices of such
extracurricular activities to give the learners a wide choice.
 Innovation, Intervention, and Strategy

To motivate the students to join in the different extracurricular activities, DepEd issued

guidelines on giving awards (DO No. 36, series of 2016) at the end of the school year. Special

recognition is awarded to students who excel in Leadership, Specific Disciplines (different

subject areas), Research, Conduct, and others. Leadership and Specific Disciplines are given

the emphasis here because these two aspects are part of the current study.

As shown in the table below, new sets of clubs were crafted in order to cater to the

preferences of the students vis-à-vis will have a positive impact on their academic achievement.

Table 1. Additional Clubs to Enhance Participation in the Different Extracurricular

Activities

Aspect Junior High School Senior High School

Scientific & Specialized Future Scientist Club / Debating Club

Expertise Research Club
(field trip - embedded)
Green Advocates
Community Involvement Service Club (environment)

Campus Ministry Campus Ministry

Talents & Interest Theater Arts Guild / Sci-Hi Music Band

Chess Club

Based on the prevailing results of the study and the suggestions of the students in the

survey forms, the researchers were able to come up with the above list of newly created clubs

which are hoped to improve students’ involvement in extracurricular activities. The aspect of

leadership is understood to be embodied in each club since having additional club requires

leaders who will run the organization. These additional organizations will further cater to the

preference of the students with regards to their gender and age. More importantly, these will
provide an avenue for them to learn and advance their skills in an engaging and enjoyable

manner which are the main reasons why students join extracurricular activities.

To be recognized as a legitimate school organization, these additional clubs and all the

other organized clubs shall submit the registration requirements to the SSG. The registration

packet includes the following:

1. Adviser Agreement and Information Sheet

2. Affirmation of Compliance

3. List of Officers

4. Membership Roster

5. Action Plan

6. Constitution and By-laws

The SSG officers shall evaluate the documents submitted and determine the eligibility of

the organization.

Mechanisms on the Monitoring of the Performance of Club/Organization Activities

Upon submission of a completed annual registration packet, the following will occur:

1. All materials will be reviewed for completeness by the SSG Adviser and President.

2. Approval/denial will be communicated to the president of the club /organization and copy

furnished to the club adviser. If an organization is denied recognition, the organization

will receive in writing an explanation and reasoning for this decision.

3. A list of all currently recognized student organizations will be published. As new

organizations become recognized, supplemental lists will be published.

4. All recognized student clubs and organizations should have a representative at the

General Assembly of Student Organizations (GASO) meetings, which will be conducted

one time per month. The schedule of the meeting will be determined by the SSG

Adviser. Advisers of recognized clubs and organizations will be notified of the proposed

schedule. This will provide clubs and organizations an opportunity to report on past and
 future events, personal and development opportunities, as well as taking part in the

student decision-making process of the school.

Furthermore, this study revealed that there is a slight correlation between academic

performance and the aspect of scientific and specialized expertise. This implies that there is a

need to construct a well-defined rubric for the given criteria for easy reference/judging of the

prospect awardees which will also serve as a guide for students aiming for the recognition.

Also, in the aspect of leadership, although the study showed no significant relationship between

academic performance, it is evident that giving of awards for outstanding leader/s will motivate

potential leaders to shine which will subsequently result to better-organized student

organizations.

On the subsequent pages are the rubrics constructed by the researchers which were

also presented to the faculty of Bais City National Science High School and the student

government. These rubrics were refined through the suggestions solicited from the faculty and

student leaders. Those who will be awarded each year on leadership, specific disciplines, and

club or organization achievement will be recognized not only through medals and certificates as

practiced but their names will also be posted on the WALL of FAME which the school shall

construct in the later part of this school year.