Department of Education

Region V- Bicol
Schools Division Office of Iriga City
SAN AGUSTIN (STAND ALONE) SENIOR HIGH SCHOOL
School ID 343238 I San Agustin, Iriga City

CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

RELATED LITERATURE

Extracurricular activities (ECA) have become an important component of

students’ school life and many schools invested significant resources on extracurricular

activities. Our study suggests three major theoretical frameworks (Zero-Sum,

Developmental and Threshold) to explain the impact of ECA participation on students’

academic performance. We urge researchers to conduct future research on the impact

of ECA participation so as to extend the stream of research in the accounting education

literature on determinants of students’ academic performance. (Impact of Extra

Curricular Activities participation on Students Academic Performance, 2014:

SEOW AND PAN)

Extracurricular activities relate to activities that are “external to the core

curriculum” (Shulruf, 2010, pg. 594). Bartkus et al. (2012, pg. 698) defined

extracurricular activities as “academic or nonacademic activities that are conducted

under the auspices of the school but occur outside of normal classroom time and are
not part of the curriculum.” Bartkus et al. (2012, pg. 698) also stated that “extracurricul ar

activities do not involve a grade or academic credit and participation is optional on the

part of the student.” The impact of ECA participation on students’ development has

been widely examined in the general education literature (Broh, 2002; Feldman and

Matjasko, 2005, 2012; Holland and Andre, 1987; Mahoney et al., 2003; Marsh and

Kleitman, 2002; Shulruf, 2010). However, this area of research has not been examined

much by researchers in the accounting education discipline.

Effect of Co-Curricular Activities on Academic Achievement of Students(2017,

Ananya Singh) said that Development of child’s body and mind demand proper

nurturing of its physical and intellectual qualities as few of the major determinants of his

personality. Therefore, modern approaches of education emphasize on all round

development of the child. The process of education is not something static or one time

measure rather, continuous and life long endeavor that can be divided in two parts;

curricular activities and co-curricular activities. . 

Co-curricular activities, as the name implies, are those, not directly related with

the prescribed curriculum and include; sports, athletics, scouting, cubing, various

hobbies, excursions literary societies, dramatics, debates etc. to bring social and

physical adjustments in the child. The study concluded that in wholesome the overall

effect of co-curricular activities on the student’s academic performance and personality

development is positive. And it compliments the academic activities in attainment of

education’s main goal of bringing change in student’s behavior.

One of the early philosophies behind co-curricular activities was that they should,

wherever at all possible, ―grow out of curricular activities and return to curricular

activities to enrich them‖ (Millard, 1930, page. 12). 

Eventually people, including educators, began to see the benefits of co-curricular

activities, but it took a while to inure themselves. In fact, before 1900, educators were

skeptical of participation in extracurricular activities, believing that ―school should focus

solely on narrowly defined academic outcomes. Non-academic activities were viewed

as being primarily recreational and therefore were detrimental to academic

achievement, and consequently were discouraged‖ (Marsh & Kleitman, 2002).

Some researchers have divided co-curricular activities into informal and formal

activities. The formal activities include activities which are relatively structured, such as

participating in athletics or learning to play a musical instrument. Informal activities, on

the other hand, also known as leisure activities, include less structured activities, such

as watching television. Some literature on leisure studies has ―suggested that formal

and informal activity settings have different influences on motivation and feelings of

competence,‖ two factors which influence academic performance (Guest & Schneider,

2003, para. 8). One study found ―that more time in leisure activities was related to

poorer academic grades, poorer work habits, and poorer emotional adjustments,‖ while

more time in ―structured groups and less time watching TV were associated with

higher test scores and school grades‖.

Shepard, 1996, para. 12. - Some research indicates that physical activity not

only improves academic performance, but has an actual physical benefit for the mind.
Said, ―Regular physical activity might influence cognitive development by increasing

cerebral blood flow, altering arousal and associate neurohormonal balance, changing

nutritional status, or promoting the growth of internal neuronal connections‖. 

Brown, Cozby, Kee, & Worden (1999, page.75). - All of these activities appear

to have some sort of effect on students’ academic performance; however, the issue of

whether they benefit or hinder is unknown. The research would be described as a

descriptive study because it observes behaviors ―as they occur naturally, describes

behavior, explores a phenomenon, and tests hypotheses about behavior‖ Therefore, the

purpose of this study was to determine whether or not the activities that students

choose have an effect on their academic performance. 

Ponter (1999, para. 1). - Studies reflect a strong positive relationship between

participation in music and academic performance. They suggested that ―music should

be considered as fundamental to the curriculum as mathematics and reading‖. 

Simon (2001, para. 1). - In addition to co-curricular or extracurricular activities,

―analyses revealed that regardless of students’ background and prior achievement,

various parenting, volunteering, and home learning activities positively influenced

student grades‖). Numerous studies have examined the factors influencing students’

academic achievement, and many activities were found to have a significant influence. 

Broh (2002, para. 8). - Numerous studies have been conducted concerning the

relationship between extracurricular activities and academic performance. Total

extracurricular activity participation (TEAP), or participation in extracurricular activities in

general, is associated with an improved grade point average, higher educational

aspirations, increased college attendance, and reduced absenteeism‖.

Broh (2002, para. 3). - ―Early analysis of the effect of participation in sports on

academic achievement produced inconsistent evidence‖). Even today, there is

inconsistent evidence, but most research tends to lean toward the idea that participation

in athletics does, in fact, improve academic performance. The result of one particular

study indicated that ―with the exception of a few subgroups and outcomes,

participation in sports is generally unrelated to educational achievement.‖ Additional

information from this study has ―found that playing sports in high school has no

significant effect on grades or standardized test scores in the general student

population‖ (para. 5). Although this particular study produced a negative relationship

between sports and academic performance, many demonstrate a positive relationship. 

Schaben (2002, para. 4). - Music, parental involvement, sports—all of these

have an influence on how children perform academically. The way children choose to

spend their free time can affect their school performance; it is not simply traditional in-

class instruction that impacts academic achievement. ―A study by the U. S.

Department of Education revealed that students who participate in co-curricular

activities are three times more likely to have a grade point average of 3.0 or better‖ than

students who do not participate in co-curricular activities. 

Stephens & Schaben (2002, para. 2). - School principals are interested in the

―relationship between academic achievement and participation in interscholastic sports

at middle level schools,‖ implying that sports do have some sort of influence on how

students perform academically. 

Stephens & Schaben (2002, para. 6). - They performed a study looking at the

number of sports each student played and its affect on academic performance. They

noticed that students who participate in at least one sport each year outperformed those

who participated in one or less, in class rank, overall GPA, and math GPA They also

noticed that the students who participated in more sports for many seasons had a

―higher level of scholarship than the students who had competed in only a few

seasons or for only one year‖ (para. 7). 

Darling, Caldwell, & Smith (2005, para. 1). - Researchers have particularly

studied the relationship between extracurricular activities and academic performance in

adolescents. One study found that ―adolescents who participated in extracurricular

activities reported higher grades, more positive attitudes toward school, and higher

academic aspirations‖. They further conducted a longitudinal study concerning

extracurricular activities and their effect on various aspects of development, including

academic performance. A survey containing a list of twenty different extracurricular

activities was distributed to students; they were asked to check which extracurricular

activities they participated in that year. Demographic questions, such as their favorite

activity, gender, and ethnicity were asked in order to take the social factors and

influences into account when calculating the results. The students were also asked what

their academic goals were and their grade point average. The results showed that the

students who participated in school-based extracurricular activities had higher grades,

higher academic aspirations, and better academic attitudes than those who were not

involved in extracurricular activities at all. 

Darling et al. (2005, para. 40). - found that students who did not participate in

any extracurricular activities showed the poorest adjustment as far as grades, attitude

toward school, and academic aspirations, while non-sport extracurricular activities

showed the most positive adjustment, with sports related extracurricular activities in the

middle.

Relationship between Co-curricular Activities and Exam Performance: Mediating

Role of Attendance (Kashif Rathore* , Abdul Qayyum Chaudhry** and Muhammad

Azad) Abstract Benefits of co-curricular activities (CA) are numerous, including self-

confidence, communication skills and good physical health. So far, little importance has

been given to study the relationship of co-curricular activities and exam performance in

Pakistan. Consequently students are living in an environment where they have little idea

of how co-curricular activities affect their exam performance or grades. They only give

importance to their studies in order to achieve higher grades in exam. This research

study examined the role of co-curricular activities and exam performance of students at

different levels of class attendance. Secondary data (co-curricular participation data,

attendance of 10th class and grades in 10th class board exams) of 636 students

through multistage purposive sampling was collected from thirty high schools of Lahore.

Multiple regression analysis demonstrated that co-curricular activities have positive

impact on student’s exam performance. Sobel test of mediation showed that attendance

partially mediated the association of involvement in co-curricular or non-classroom

activities with exam performance. Participation in co-curricular activities improves class

attendance of students which then play an important role in achieving high grades in

exams. “Independent sample t-test” showed that students who were involved in co-

curricular or nonclass room activities had better grades or exam performance from

those students who were not part of these activities. When both male and female

students participated in non-classroom activities then female students had higher

average exam grades.

SYNTHESIS OF THE STATE OF THE ART

Effect of Co-Curricular Activities on Academic Achievement of Students(2017,

Ananya Singh) said that Development of child’s body and mind demand proper

nurturing of its physical and intellectual qualities as few of the major determinants of his

personality. Co-curricular activities, as the name implies, are those, not directly related

with the prescribed curriculum and include; sports, athletics, scouting, cubing, various

hobbies, excursions literary societies, dramatics, debates etc. to bring social and

physical adjustments in the child.

The study conducted by (Millard, 1930, page. 12).  conclude that in

wholesome the overall effect of co-curricular activities on the student’s academic

performance and personality development is positive. And it complements the academic

activities in attainment of education’s main goal of bringing change in student’s

behavior.

One of the early philosophies behind co-curricular activities was that they should,

wherever at all possible, ―grow out of curricular activities and return to curricular
activities to enrich them.  Multiple regression analysis demonstrated that co-curricular

activities have positive impact on student’s exam performance.

Studies reflect a strong positive relationship between participation in music and

academic performance. They suggested that ―music should be considered as

fundamental to the curriculum as mathematics and reading‖. In addition to co-curricular

or extracurricular activities, ―analyses revealed that regardless of students’

background and prior achievement, various parenting, volunteering, and home learning

activities positively influenced student grades‖). Numerous studies have examined the

factors influencing students’ academic achievement, and many activities were found to

have a significant influence. Simon (2001, para. 1). 

Relationship between Co-curricular Activities and Exam Performance: Mediating Role of

Attendance (Kashif Rathore* , Abdul Qayyum Chaudhry** and Muhammad Azad)

Abstract Benefits of co-curricular activities (CA) are numerous, including self-

confidence, communication skills and good physical health. So far, little importance has

been given to study the relationship of co-curricular activities and exam performance in

Pakistan. Consequently students are living in an environment where they have little idea

of how co-curricular activities affect their exam performance or grades. They only give

importance to their studies in order to achieve higher grades in exam.

GAP-BRIDGED BY THE STUDY

 Prior research has been concentrated more on academic fields including

journalism, communication arts, liberal arts, education, and other social science-related

courses in higher education.

Researchers discovered that students who participate in extracurricular activities

typically achieve better scores, higher standardized test scores, more educational

accomplishment, more regular attendance in class and a higher sense of self.

CONCEPTUAL FRAMEWORK

The Conceptual Framework of the study is adapted by the Input - Process -

Output System Approach.

As the San Agustin (Stand Alone) Senior High School resumed face to face

classes, some extra-curricular activities would resume. Almost every school in Iriga City

will have some kind of extracurricular activity available, such as music, academic clubs,

and sports. These activities provide students with opportunities to learn the values of

teamwork, individual and group responsibility, physical strength and endurance,

competition, diversity, and a sense of culture and community, as well as to relive higher

levels of academic achievement. But students will wonder if implementing

extracurricular activities will be beneficial to them because some students are

concerned about the spread of the COVID-19 virus.

However, the students are traumatized by the prospect of returning to the new

normal as a result of these activities, and they are concerned about the spread of

COVID-19 if extracurricular activities may be approved. For these reasons, researchers

decided to survey students' attitudes toward extracurricular activities in the return of

face-to-face classes.

In this study, the researchers will formulate a questionnaire in order to determine

and understand the perception of the HUMSS students toward Extra-curricular activities

in the return of face-to-face classes in SASHS. Once answered, the researcher will be

able to assist students and cite recommendations that they may be able to address to

the students.