THE EFFECTS OF THE SCHOOL INTRAMURAL SPORTS EVENT TO THE

ACADEMIC PERFORMANCE OF THE SELECTED SENIOR HIGH

SCHOOL STUDENTS AT SAINT MARY MAGDALENE SCHOOL

KAWIT, CAVITE IN THE S. Y. 2023-2024

A Research Paper

Submitted to the Faculty of Senior High School Department of

Saint Mary Magdalene School - Kawit

In partial fulfillment of the requirements in

Practical Research 2 under

Humanities and Social Science

JOHN RYAN C. ACIBAR

YSABEL M. CAWILI
MICHAEL JULIAN E. GAN
RAIA JANELA B. GUISON
ROUREN CARLOS L. MAIGUE
GENEVIEVE G. MASEDMAN
KURT STEPHEN D. TOLEDO

May 2024

1
 BIOGRAPHICAL DATA

Raia Janela B. Guison, was born on October 14, 2006 in a small medical clinic at

Imus, Cavite. She is the middle child among the three children of Mr. Ryan Jeffrey S. Guison

and Ms. Janel B. Guison, and her siblings’ names are: Jann Maxene B. Guison and Unno

Ryel B. Guison. She finished her early childhood at Imus Daycare Center year 2012-2013.

She entered as a first-grader at Pilot Elementary School and then transferred into Our Lady of

Lore School Incorporated until she finished her elementary year as a consistent awardee.

During her junior high school (7th to 10th grade), she attended Saint Mary Magdalene

School with silver and gold awards, and also received an award as one of the most

outstanding researchers. She was also a member of the Magdalenean Dance Club in 8 th grade.

She decided to join the said club again as soon as her senior high school year started. She

became the President of the club, and also became the Vice President during her 12 th grade.

She won the Lakad Sayaw competition at Kawit, Cavite and she also participated in the

Sports for Peace program as a Jive contestant. As the President, she was dedicated to teaching

her members and building them up to become a better dancer. Her journey as a dance club

officer was memorable for her as it was the key that guided her to become eager to strive and

achieve more.

2
 BIOGRAPHICAL DATA

Ysabel M. Cawili, was born on September 3, 2005 and she lives at Marulas, Gahak

Kawit, Cavite. She is now an 18 years old woman and still studying at her Senior High

School level. She was a member of the Darts club at the S.Y of 2019-2020. After the

pandemic, she became a member of the Magdalenean Melophile Club for the S.Y of 2022 -

2024. Her parents are Ronald V. Cawili and Lilibeth M. Cawili. Her mother was an

accountant while her father was a canteen concessionaire. Ysabel is the first child and the

oldest of the family, she also has 2 sisters, Yna Cawili and Yanis Cawili. Both of her sisters

studied in the same grade which is grade 8 at Maragondon Cavite Regional Science High

School.

The author went to Ruther E. Esconde School of Multiple Intelligences Inc. for her

primary education from the school year 2008 - 2018. After graduating from elementary, she

studied at Saint Mary Magdalene School from the year 2018 - 2022. After completing her

Junior High School level, she studied at Saint Mary Magdalene School for her senior high

school study and chose Humanities and Social Sciences (HUMSS) as her major. She begins

her studies from the year 2022 and she will be graduating in 2024. She achieved different

awards during her school days. The author would like to pursue her studies in college at the

University of Sto. Tomas, Manila with the course she wants to take in college which is the

Faculty of Arts and Letters - AB in Behavioral Science.

3
 BIOGRAPHICAL DATA

Genevieve G. Masedman, is an 18-year-old living in Batong Dalig, Kawit, Cavite.

Her parents are Marivic G. Masedman and Genesis B. Masedman. Her mother's occupation is

a baker, while her father is a foreman. Genevieve is the second child and the only daughter in

the family, she has three brothers. The eldest is Genemark Masedman, the third child is Gene

Vincent, and the youngest is Gene Eric Masedman. She is currently a graduating student in

the Humanities and Social Sciences (HUMSS) strand at Saint Mary Magdalene School. The

author is looking forward to pursuing a Bachelor of Science in Tourism at National

University MOA School in Pasay.

The author’s educational journey includes studying at Batong Dalig Elementary

School from Kindergarten to Grade 6 in the year of 2013-2018. After completing her

elementary level, she studied at Emiliano Tria Tirona from Grade 7 to Grade 10 in the year of

2018-2022. And for her Senior High School level, she studied at Saint Mary Magdalene

School in the year of 2022 and she will be graduating in the year of 2024. Genevieve's motto

in life is "You only live once." She believes we should enjoy life and do what makes us

happy. This means taking risks, following our dreams, and trying new things. Life is too short

for regrets or missed chances. By living this way, Genevieve hopes to create a happy,

adventurous, and fulfilling life, making the most of every moment.

4
 BIOGRAPHICAL DATA

Rouren Carlos L. Maigue, is an 18 years old male living in Gahak Kawit, Cavite. He

is the 4th among 5 siblings and the only boy among his sisters whose names are Catherine

Maigue, Claireese Maigue, Kaycee Lugue, and Khloe Maigue, and he is the son of Karen T.

Lugue and Roudel C. Maigue. His mother is a housewife and his father is a fire aid. He came

from a family of public servants that's why he is also motivated to work in the same field. He

is a Student of Saint Mary Magdalene School from School Year 2022 to 2024 and the

president of the Caritas Club from the said school from School Year 2022 to 2024, he

graduated elementary at Gahak Marulas Elementary School and graduated highschool at

Emiliano Tria Tirona Memorial National Integrated High School.

He is currently working on his first term as a Public Servant, specifically a

Sangguniang Kabataan Chairperson in their Barangay, and volunteering as a FireFighter in

different Fire Brigades. He is planning to take up the program Criminology in College and is

planning to pursue Firefighting in the near future.

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 BIOGRAPHICAL DATA

Kurt Stephen D. Toledo, is a 17 years old, male, living in Tabon 2 Kawit, Cavite. He

is the eldest among his 4 siblings and the only boy among his sisters whose names are Kloe

Stephanie Toledo, Khaily Ann Santiago, and Kheily Ann Santiago. His mother and father are

OFW. He is a student of Saint Mary Magdalene School from School Year 2022 to 2024 and a

member of dance club (MDC). Humanities and Social Sciences was the strand he had taken

for his senior highschool years. During his elementary period, he graduated at Batong Dalig

Elementary School while he graduated as a junior highschool at Emiliano Tria Tirona

Memorial National Integrated High School.

Currently, he is working at Mcdonald’s Kawit highway as a service crew, and he is

planning to go to Canada by next year to work for the near future.

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 BIOGRAPHICAL DATA

Michael Julian E. Gan, lives in Binakayan, Kawit, Cavite, and he is currently 19

years old. He is the youngest son of Jessica E. Gan (Mother) and Rene V. Gan (Father), and

he has three brothers named Mark David E. Gan, Michael E. Gan, and Marphy E. Gan. He is

currently a senior high school graduating student under Humanities and Social Sciences

(HUMSS) strand at Saint Mary Magdalene School. He is looking forward to pursuing a

course which is the Bachelor of Science in Hospitality Management at ISHRM in Bacoor,

Cavite.

From Kindergarten to Grade 6 in the consecutive years of 2012 to 2017, he attended

Binakayan Elementary School. Following that, he continued his education at Emiliano Tria

Tirona from Grade 7 to Grade 10 between 2018 and 2022. Finally, he pursued his Senior

High School studies at Saint Mary Magdalene School in 2022 and is set to graduate in 2024.

7
 ACKNOWLEDGEMENT

First of all, we would like to express our deepest gratitude to the individuals and

organizations who had generously supported and contributed to this practical research

endeavor. We also extend our heartfelt thanks to Ms. Aileen Danday, our research educator,

whose guidance, expertise, and unwavering support have been instrumental throughout this

project. We are also grateful to the members and our teachers for their invaluable assistance

in data collection, analysis, and interpretation. We would like to mention the respondents who

had wholeheartedly participated in our research, without them we wouldn’t be able to

complete and comply. They served as the major part for the completion of our study.

Furthermore, a special thanks to our dearest principal, Mr. Henestral Tabinas, for

allowing us to continue this research by approving our letter for the conduction of our survey

questionnaire.

Finally, we are indebted to all the participants who volunteered their time and

insights, without them this research would not have been possible. We are especially grateful

for Mr. Christian Encarnacion and Ms. Joy Crystal Ann Lucin for their never-ending role as

our backbone. They had given us additional help and support that motivated and inspired us

to accomplish the paper with patience and perseverance despite the hardships and difficulties

that were encountered along the progress.

Additionally, we would like to thank our Almighty God for helping and guiding us

in successfully accomplishing this study. The strength that He had gifted to us gave us

passion and determination that made this study become more memorable to every one of us.

8
He was one of our sources of strength and inspiration. We are grateful for the blessings and

grace He had given to us during our journey as researchers.

Each of these contributions has played a crucial role in the success of this endeavor, and we

have truly appreciated their efforts.

THE RESEARCHERS

9
 ABSTRACT

This research study entitled “The Effects of the school Intramural Sports Event to

the Academic Performance of the selected senior high school students at Saint Mary

Magdalene School Kawit, Cavite in the SY 2023 - 2024”, aimed to identify how sport events

affect the behavior of grades 11 and 12 students. It also shows how the sports event affects

the student's academic performance of grades 11 and 12 students. A survey was created

containing the questions about the student's academic performance affected by joining the

sports event. A total of 100 students from Saint Mary Magdalene School were the

respondents of this study.

The study shows that most of the results are in favor of the indicator ‘yes’ which

means the students have a positive of having sports events that affects academic performance.

The findings of this study have been found to be consistent with the findings of several

related studies about the sports events affecting their academic performance in Saint Mary

Magdalene School to all levels of Grades 11 and 12 students. All in all, the results suggest

that most selected students at Saint Mary Magdalene School are players during the intramural

sports event. It means that they show good results of having a positive behavior to the

competitors and shows sportsmanship to others inside the said facility.

10
 TABLE OF CONTENTS
Page

BIOGRAPHICAL DATA………………………………………………….……....... iv
ACKNOWLEDGEMENT………...…………………………………….………….. xi
ABSTRACT……………………………………………………………………….… xii
LIST OF TABLES………………………………………...…………….….……….. xiv
LIST OF FIGURES…………………………….…………………………………… xvi
LIST OF APPENDICES…………….……………………………….…………...… xvii
INTRODUCTION…………………………………………………....……………… 1
Statement of the Problem……..……………………………...………………. 3

Objectives of the Study…………………………………………………..….... 4

Hypothesis…………………………...…..………………....…......................... 4

Significance of the Study…………...…...……………………………….......... 5

Scope and Limitation of the Study……...…………………………….......…... 6

Definition of Terms……………..……...…………………………….…........... 7

Theoretical Framework…………..……………………………………...…….. 8

Conceptual Framework…………..………………….……………….…...…... 14

REVIEW OF RELATED LITERATURE………………….……………….…...… 16

METHODOLOGY…………………………………………….……….…….…....... 22

Research Design…………………...…………………………….......…...…... 22

Research Instrument………………...……………………….…………..…… 22

Sources of Data………………………...………………..…………………..... 23

Data Gathering Procedure……………...……………………………….…… 24

Data Analysis…………………………………..………….………….......... 24

11
RESULTS AND DISCUSSION………………...………………………..………… 26

SUMMARY CONCLUSIONS, AND RECOMMENDATIONS…………...……. 46

Summary………………………………………………………….…….…….46

Conclusions……………...…………………………………….…………..... 48

Recommendations……………………...………………….………………….48

REFERENCES……………………………………………………..……..……….. 50

APPENDICES………………………….……………....…...………………..……. 52

12
 LIST OF TABLES

Table Page

1. Distribution of the population and sample

section..............................................................………………………….……... 23
2. Distribution of the respondents in terms of
age………………………..........................................................…………….….26
3. Distribution of respondents’ answers in their participation of any school
programs..................….…………………….............…………………...….…..27
4. Distribution of respondents’ answers if they enjoy intramurals or
not.....................................................……..………………………………...…..28
5. Distribution of respondents’ answers in their benefits of school intramurals.………..
…........................................................................................29
6. Distribution of respondents’ answers if the school intramurals
affect them negatively..................................................
………………………………..….…30
7. Distribution of respondents’ answers if the students who joins
intramurals show more excellence to those who does not
participate..............................................………..………..………...........……...31
8. Distribution of respondents’ answers if joining intramurals
improves their skills and capabilities.......................................……………..
……..…………….....……..32
9. Distribution of respondents’ answers if the intramurals
can make a student a better player................................................
…………………………………….…..…33
10. Distribution of respondents’ answers if intramurals
bring fun amidst the students’ studies....................................…… ……...
…….34

13
11. Distribution of respondents’ answers with being nurtured
by the help of the participation in extracurricular activities such as
intramurals.........................................................………………………..……...35

12. Distribution of respondents’ answers with the idea of

intramurals being an opportunity for the students to show
their abilities in sports.......................................................…………...……….36
13. Distribution of respondents’ answers if they have tried
playing sports or not.................………………………………………….……37
14. Distribution of respondents’ answers if they have considered
themselves good with any sport...............................................………………
38
15. Distribution of respondents’ answers with the idea of liking any sport such as
badminton, basketball, and
volleyball..........................................................................................…………39
16. Distribution of respondents’ answers if they are in favor
of having events at school such as intramurals...............................................
………………….………….……...40
17. Distribution of results of the respondents’ answers
regarding the idea of taking a sport
professionally.............................................................………………...………41

14
 LIST OF FIGURES

Table Page

1. Conceptual framework of the study entitled, “The Effects of the School Intramural
Sports Event to the Academic Performance of the Selected Senior High School at Saint Mary
Magdalene School Kawit, Cavite in the S.Y 2023-2024.........................................................
……………….……...14
2. Pie chart shows the distribution of the respondents in terms of
age………………………..........................................................….….26
3. Pie chart shows the distribution of respondents’ answers in their participation of any
school programs..................….…………………….............…………….…..27
4. Pie chart shows the distribution of respondents’ answers if they enjoy intramurals or
not.....................................................……..…………………………..28
5. Pie chart shows the distribution of respondents’ answers in their benefits of school
intramurals.………..….........................................................................29
6. Pie chart shows the distribution of respondents’ answers if the school intramurals
affect them negatively..................................................…………….…….…..……30
7. Pie chart shows the distribution of respondents’ answers if the students who joins
intramurals show more excellence to those who does not
participate..............................................………..……………..……...31
8. Pie chart shows the distribution of respondents’ answers if joining intramurals
improves their skills and capabilities.......................................……………..………...…….
…..32

15
9. Pie chart shows the distribution of respondents’ answers if the intramurals can make
a student a better player................................................………………………….…..…33
10. Pie chart shows the distribution of respondents’ answers if intramurals bring fun
amidst the students’ studies................................................…… ………………………….34
11. Pie chart shows the distribution of respondents’ answers with being nurtured by the
help of the participation in extracurricular activities such as
intramurals........................................................……………………...35
12. Pie chart shows the distribution of respondents’ answers with the idea of intramurals
being an opportunity for the students to show their abilities in
sports..............................................................……………….……….36
13. Pie chart shows the distribution of respondents’ answers if they have tried playing
sports or not.................…………………………………………………………37
14. Pie chart shows the distribution of respondents’ answers if they have considered
themselves good with any sport......................
……………………………………………………38
15. Pie chart shows the distribution of respondents’ answers with the idea of liking any
sport such as badminton, basketball, and
volleyball..............................................................................…………39
16. Pie chart shows the distribution of respondents’ answers if they are in favour of
having events at school such as intramurals...............................................………………….….
……...40
17. Pie chart shows the distribution of results of the respondents’ answers regarding the
idea of taking a sport professionally................................................................………………41

16
 LIST OF APPENDICES

Appendix Page

1 Recommendation Letter……………………………………………..………………..

2 Survey Questionnaire……………………………………………….………….……...

3 Curriculum Vitae………………………………………………….…………………..

17
 CHAPTER I

INTRODUCTION

School is central to the daily life of many youths. They view schooling as essential to

their long-term well-being, and this attitude is reflected in their participation in academic and

non-academic pursuits. These students tend to have good relations with school staff and with

other students - they feel that they belong at school. However, some youths do not share this

sense of belonging, and do not believe that academic success will have a strong bearing on

their future and education.

Education plays a pivotal role in shaping the future of individuals and societies. Within

the realm of education, school programs are fundamental components that dictate the overall

learning experience for students. Understanding the effects of school programs on the

academic performance of students is a matter of considerable importance.

This research endeavors to delve into this intricate relationship, shedding light on how

school programs and events, specifically intramural sports, influence the scholastic

achievements and performances of students. Intramurals are sports leagues, tournaments and

competitions held within one university. These are student competitions that provide

exercise, recreation, and fun in a relaxed, yet structured environment. This program

encompasses a multitude of curricular and extracurricular activities, each designed with the

18
intent to nurture young minds. Extracurricular activities are defined as those activities which

are not the components of the academic curriculum but an important part of the educational

environment. Extracurricular activities comprise sports, singing, music, debate, dance, drama,

social services, etc.

Schools can play a significant role by transmitting the energy of both normal as well as

physically challenged students into a positive direction of personality development through

extra-curricular activities. Students who engage in school programs/events have difficulty

managing their time.

For instance, activities such as basketball and volleyball require a lot of energy and

dedication. But it is very useful for developing the mental health and personality of the

students. Activities may take more than several hours which leaves students with insufficient

time to complete their homework or to study for exams. But the active mind teaches the

students how to manage their time for both studies and school activities.

Statement of the Problem

This study aims to identify the underlying effects of the school programs and events

to the academic performance of the selected Senior High School students from Saint Mary

Magdalene School in the S.Y 2023 - 2024.

Specifically, it seeks to answer the following questions:

1. What are the advantages of participating in school intramural sports events?

a. Helps to develop and enhance skills of the students.

b. Improves the mood and emotion of the student.

c. A way to increase points for their academic grades.

2. What are the disadvantages of participating in school intramural sports events?

a. Affects the schedule of the student.

b. Having to pay for its expenses when required.

19
 c. Add up to the student’s priorities and responsibilities.

3. What common sports are usually done at school?

a. Basketball

b. Badminton

c. Volleyball

Objectives of the Study

This study will generally aim to identify the effects of the school intramural sports

event to the academic performance among the enrolled Senior High School students from

Saint Mary Magdalene School Kawit, Cavite.

Specifically, this study will aim to:

1. determine the advantages of participating in school intramural sports event;

2. distinguish the disadvantages of the participating in school intramural sports

event; and

3. recognize the common sports usually done at school.

Hypothesis

Based from the study, the researchers have concluded that:

1. There are significant effects of school intramural sports events to the academic

performance of the selected Grade 11 and 12 students at Saint Mary Magdalene

School located in Kawit, Cavite.

2. There are no significant effects of school intramural sports events to the

academic performance of the selected Grade 11 and 12 students at Saint Mary

Magdalene School located in Kawit, Cavite.

Significance of the Study

20
 With the present economic and environmental situation of the Philippines

particularly in academic performance of the students, there is an effect to their academic

performance due to school intramural sports event that are commonly conducted by the

teachers and school administrators. The researchers were encouraged to have this study to

show how this school activity affects the Academic Performance of the selected Grade 11 and

12 students in Saint Mary Magdalene School for S.Y 2023-2024.

Moreover, this study is beneficial to the following:

Students. In this study, students will identify how they excel academically through the help

of the school programs and events. This can also help students improve more of their skills in

terms of participation, activeness and creativity.

Teachers. This research will be useful to the teachers especially to the Senior High School

coaches because through this research, teachers will be able to gain skills that can be a way to

be able to have a more in-depth understanding towards their students. This will enable them

to communicate and interact with their students with clarity and patience. Teachers and

Coaches can also use this research to improve more and to focus more on the capabilities of

the students. In addition, this study will also help them to enhance their strategies in terms of

teaching and guiding the young aspiring students as their educators and coaches.

School Administrators. This study will strengthen the learning and improve the decision-

making of the school in order for the students to have a more enjoyable experience, making

them eager to learn more. This can make the school administrators evaluate and elevate

events and programs in the school that can help the students in different ways such as

improvements and developments. Additionally, this research paper can be a basis for the

school administrators to know and find out what the students will like and will dislike in line

with the activities within the campus.

21
Future Researchers. For academic and study purposes, the future researchers may find help

through using this research as their reference and guide. This will help them to find more

effective and reliable information regarding the certain topic. Furthermore, this study will

give them more reliable ideas and knowledge that are valid to use in many ways.

Scope and Limitation of the Study

This study aims to explore the impact of school intramural sports on the academic

performance of Grade 11 and 12 students at Saint Mary Magdalene School during the 2023-

2024 academic years. The study will encompass selected Grade 11 and 12 students from

various academic tracks, including HUMSS, STEM, and ABM. This research has certain

limitations that need to be acknowledged. Firstly, the findings will be specific to the enrolled

senior high school students at Saint Mary Magdalene School during the academic years of

2023-2024, and therefore, may not be generalizable to other students within the same school

or to students in different public or private schools. Secondly, the research will utilize

comprehensive data collection methods such as surveys, interviews, and academic records to

understand the impact of school intramural sports events, but the findings may still be

subjective and not universally applicable. Lastly, as this study is time-bound to the 2023-

2024 academic years, the results of this study may not be applicable in the future or in

different contexts.

Definition of Terms

The following terms are conceptually defined to give the researchers more in-depth

understanding towards the significance of these words included in the paper. This allows the

readers to interpret the components and elements easier.

School programs. Are approved for an activity for students, on or off school premises where

students are under the jurisdiction of the school, including on school transportation, or any

period of time that the school provides a good education and life of skills.

22
School events. It is any activity or event sponsored by the school but not limited during

school works, library hours, physical education activities, assemblies and gatherings.

Intramurals. An extension of the physical education curriculum, the intramural program

teaches students in the same school before and/or after hours. It focuses on social and

personal responsibility, health-related fitness, and movement skills development. When it

comes to personnel selection, facilities, resources, and equipment distribution, all intramural

activities are given the same consideration. To meet the needs of students with varying levels

of skill, interest, preparation, and ability, intramural programs should offer a wide range of

engaging, diverse, and difficult activities.

Academic performance. Students will get their performance by using their critical thinking

and acknowledging from school activities and this is the measurement of student achievement

across various academic aspects.

Students. Students play an intentional role for other subjects and activities.

Researchers. Are the ones who gather data, information, and analyze data to present their

findings.

Behavior. This is the way to examine and understand individual, social behavior and to

determine well-being.

Conceptual Framework

Figure under the conceptual framework presented the diagram of the study which is

to determine the effects of the school intramural sports event to the academic performance of

the enrolled senior high school students at Saint Mary Magdalene School located in Kawit,

Cavite.

Input Process Output

Senior High Preparedness Determine the

School Students with the expenses effects of the
and the materials school intramural
Gender – needed. sports event to the
Male and Female academic 23
Selections of performance of the
Age – from respondents.
15 to 19 years old senior high school
students from Saint
Producing
Mary Magdalene
Paradigm of the Study

Figure 1. The title, “The Effects of the School Intramural Sports Event to the Academic

Performance of the Selected Senior High School Students at Saint Mary Magdalene School in

the S.Y 2023-2024” is the conceptual framework of the study. This conceptual framework

provides the input, process and output of the study, wherein the INPUT consists of the

respondents of the study, the affected attribute of the students, and the activities that will give

effects to the students.

The PROCESS includes the methods and processes that the researchers will undergo in order

to achieve the goal that the researchers want to attain. Meanwhile, the OUTPUT consists of

the title and the aim that the researchers started.

Theoretical Framework

Theoretical framework is an essential part of any research study or dissertation since

it provides the framework for analyzing and comprehending the research subject. By

connecting the research question and the technique, it exemplifies the ideas, theories, and

previous studies that support the investigation. It is easier to simply spot the boundaries of

those generalizations when having a theory. A theoretical framework identifies the important

factors that affect a phenomenon of interest and emphasizes the necessity to consider how

and when those important factors may change.

24
In this part of research, the researchers will propose theories in order to support the main goal

of the study and to highlight its main purpose.

Performance Theory

This study is supported by the theory of K. Anders Ericson (1993), which

emphasizes the critical role of deliberate practice in achieving high levels of performance in

various domains, including academics. Deliberate practice involves engaging in activities

specifically designed to improve performance, receiving feedback, and making adjustments

to enhance one's skills K. Anders Ericson's theory suggests that students' academic

performance can be significantly enhanced through deliberate engagement in their studies.

School programs and events such as intramural sports can be designed to incorporate

elements of deliberate practice, encouraging students to actively participate, receive

feedback, and continuously improve their skills and knowledge.

Furthermore, this acknowledges that the study of academic performance, associated

with the effectiveness of higher education, has become a constant concern and has been
addressed by many researchers for several decades. In his research he proposes contributing
elements for understanding the phenomenon of university academic performance, and
evaluating the profile of students' selection and development throughout their university
career. Specifically, it intends to analyze the influence of the student's profile variables,
classificatory variables, initial and final performance on the outcome of the student
performance. For this purpose, it is necessary to propose and empirically validate different
models to explain and predict academic performance of university students in their different
careers, identifying the factors that affect it positively in accordance with Guzmán M.

In addition, the French and the Germans had incorporated a new word into their

languages by the late 1970s. They needed this word since it allowed them to describe an

action for which there was previously no label. The English term "performance" was the new

word that made its way into their languages. The activity to which it was applied involved

situations in which one or more individuals interacted with another group of individuals

25
while occupying the same physical place. The mode of communication did not openly

mention theater conventions and frequently made a point of rejecting them. It was a

communicative activity seen to take place much more widely and variously than the practice

of theater. Indeed, although never before systematically recognized as such, it was identified

as a regular occurrence in general human behavior, capable of being done by most human

beings in whatever society.

Elger (2007) created the theory of academic performance (ToP). The theory focuses

on six fundamental ideas to create a framework for explaining performance as well as

performance enhancements. To perform is to deliver worthwhile outcomes. An individual or

a group of people working together in a performance is referred to as a performer. Level of

performance reflects where you are on the road of developing performance. The six elements:

context, level of knowledge, level of skills, level of identity, personal factors, and fixed

factors all play a role in the current level of performance. Three axioms are offered as

effective performance improvements. They comprise developing a performer's mindset,

spending time in an engaging environment, and practicing reflectively for enhancements.

Performance and learning-for-understanding are strongly intertwined, as promoted by

Harvard's Project Zero (Wiske, 1998).

Behaviorism Theory

John B. Watson, put the emphasis on external behavior of students and their

reactions to given situations, rather than the internal mental state of those students. In his

opinion, the analysis of behaviors and reactions was the only objective method to get insight

in the student’s actions. Feedback informs students about their performance and guides them

to correct errors or improve skills. It motivates students to repeat desirable behaviors and

avoid undesirable ones. Practice helps learners to consolidate and transfer learning to new

situations.

26
 A student's behavior can affect the ability to learn as well as other students joining

other programs and events. This emphasizes the importance of stimuli (the events or

situations that elicit a response) and reinforces (consequences that strengthen the behavior). It

suggests that behavior is learned through the process of conditioning, which includes both

classical conditioning and operant conditioning. Classical conditioning, associated with the

famous experiments conducted by Ivan Pavlov, involves the association of a neutral stimulus

with an unconditioned stimulus to create a learned response.

Using behaviorist theory in the classroom can be rewarding for both students and

teachers. Behavioral change occurs for a reason; students work for things that bring them

positive feelings, and for approval from people they admire. They change behaviors to satisfy

the desires they have learned to value. They generally avoid behaviors they associate with

unpleasantness and develop habitual behaviors from those that are repeated often (Parkay &

Hass, 2000). The entire rationale of behavior modification is that most behavior is learned. If

behaviors can be learned, then they can also be unlearned or relearned. A behavior that goes

unrewarded will be extinguished. Consistently ignoring an undesirable behavior will go far

toward eliminating it. When the teacher does not respond angrily, the problem is forced back

to its source-the student.

Other successful classroom strategies are contracts, consequences, punishment and

others that have been described in detail earlier. Behaviorist learning theory is not only

important in achieving desired behavior in mainstream education. Special education teachers

have classroom behavior modification plans to implement for their students. These plans

assure success for these students in and out of school

Constructivism Theory

The constructivist theory is predicated on the notion that students actively participate

in their educational process and that knowledge is created through experiences. Each person

27
considers their experience and combines new ideas with their past knowledge as events

unfold. Students create schemas to arrange their newly acquired knowledge. The learning

theories of Dewey, Piaget, Vygotsky, Gagne, and Bruner all used this approach. Arends

(1998) elaborates on constructivist theories, stating that they hold that meaning is created by

the learner through experience and is influenced by the interaction of prior knowledge and

novel occurrences. The fundamental tenet of constructivism is that knowledge is built by

learners as they build new information on top of prior knowledge. An individual's ability to

create new or modified information from fresh learning experiences is influenced by their

past knowledge (Phillips, 1995).

The second idea is that learning is an active process as opposed to a passive one.

Contrary to constructivism, which claims that learners can only create meaning by active

interaction with the environment (such as through experiments or real-world problem-

solving), the passive approach of education sees the learner as "an empty vessel" to be filled

with knowledge. Understanding, however, cannot be passively acquired; rather, it must result

from the creation of meaningful connections between previously held knowledge, newly

acquired knowledge, and the learning processes. John Dewey believed that learning should

take place in real-world settings with real-world issues. He had the opinion that pupils are

unlikely to modify and create new habits, or will only do so superficially, if they merely

passively notice an issue and do not personally feel its effects in a meaningful, emotional, and

reflective way. Since students are responsible for their own learning and assessment,

constructivism encourages a sense of personal agency. Its lack of structure is its main

drawback. For some children to succeed, highly organized learning environments are

necessary.

28
 Additionally, it does away with traditional grading and instead emphasizes students'

evaluations of their own progress. This could result in pupils falling behind because teachers

might not be aware of which students are struggling without standardized grading.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides the literature and the study of this research. Here are the

researchers that discussed different concepts that support the output required for the research.

It discussed the various topics as proof or documented evidence to support the output of this

study. Moreover, this coincides with the effects of the school intramural sports to the

academic performance of the enrolled senior high school students.

The results of several research conducted in various nations indicate that a number of

variables, including individual variables, relationships between colleges, and institutional

variables, are related to student dropout rates and subpar academic performance in higher

education institutions (HEIs). A number of variables, including student gender, funding

source (government or self-funded), and secondary school grades (first, second, or third) has

been analyzed in this study. However, the main causes of low student academic performance

and dropout include things like school grades and faculty courses or program curriculum.

Active participation in extracurricular activities has a profound impact on students, fostering

comprehensive development beyond academics. These experiences, ranging from drama

clubs to sports and community service, cultivate essential skills such as collaboration,

29
resilience, and effective time management. Engaging in challenging activities instills qualities

like determination and a strong work ethic, vital for success in any field, these activities lay

the foundation for students' personal fulfillment and academic excellence (Christison, 2013).

For the student, success is achieving the curriculum goals outlined in (Kazazoglu,

2013). The goal of this success, however, is to advance academically in educational

institutions. Numerous research studies consistently support the idea that students who adopt

a deep approach to learning tend to achieve higher academic success. Scholars have delved

into this phenomenon, and their consensus is that engaging in extracurricular activities plays

a pivotal role in shaping students' confidence levels. This increased confidence, in turn, acts

as a powerful motivator, encouraging students to delve deeper into their learning experiences.

By participating in these activities, students not only gain valuable skills and knowledge

outside the traditional classroom setting but also develop a sense of self-assurance that

positively influences their approach to academic pursuits (Chan, 2016).

Children who want to succeed in school will anticipate their family' interest in them

and their education, as well as their support that works effectively (Aslanargun, Bozkurt, &

Sarioglu, 2016). The involvement of the family in school and their cooperation with the

teachers aids in the social, emotional, and behavioral development of the pupils academic

prowess and socialization thereof. When studies are examined, it becomes clear that the

family, just as it does in all other aspects, has a significant impact on the child's academic

performance from the child's early years onward. Students of families who are in contact with

schools, who improve themselves, who are educated, and who closely follow the educational

system outperform children of other families.

Furthermore, the appearance, furnishings, and safety features of the school building,

the neighborhood around the school, the sports center, the library, the staff's attention to

hygiene conditions and cleanliness, the staff's attention to their appearance, and the school's

30
green spaces can all be categorized as the physical conditions and infrastructure of the

institution (Nartgun & Kaya, 2016). The student's academic success and development are

significantly influenced by the school's physical surroundings, infrastructure, practicability,

hygienic conditions, attractiveness, planning designed for education, and student orientation.

Children will be able to show a positive attitude toward school if educational institutions are

designed to capture their attention and interest, stimulate their interest and desire in the built

environment, and remind them of their familiar home environment.

Education is an important tool from which individuals can achieve upward social

mobility and avoid downward social mobility. High-quality schools are generally regarded as

important means to attain high education attainment. Therefore, parents often spare no effort

to allow their children to enter better primary and secondary schools. In the process of

preparing school enrollment, various terms related to entrance exams. According to some

studies, high-quality schools usually have more abundant material resources, more skilled

faculty, or better students, and thus their outstanding performance is considered to be based

on an unequal distribution of educational resources or enrollment policies rather than on

school effectiveness itself.

Using an experimental between-subjects factorial design, this study investigates

whether business graduates' perceptions of their employability are influenced by their

academic standing and engagement in extracurricular activities. 349 Portuguese working

persons evaluated eight bogus business graduate resumes that varied in academic standing,

extracurricular activity engagement, and gender. The findings demonstrated that higher

perceived employability was associated with higher academic performance and

extracurricular activity participation, while lower perceived employability was associated

with lower job suitability but nearly identically high ratings for personal organization and

time management as well as learning skills when extracurricular activity participation was

31
associated with lower academic performance. The gender of the applicants or the traits of the

respondents had no bearing on these findings. The results emphasize the importance of

academic achievement when combined with extracurricular activities. The presence of

extracurricular activities like clubs, fraternities, and societies has been integral to higher

education since its inception (Buckley & Lee, 2021). Numerous studies have explored their

influence on academic performance and the development of essential skills. In the

contemporary landscape, universities are vying for students by enhancing the overall student

experience. This study utilizes a comprehensive qualitative survey to examine how

extracurricular activities impact students' lives. Beyond confirming existing theories about

academics and skill development, the research uncovers various additional benefits that

participants associate with their involvement in these activities

In addition, this study explores the subtle influence of extracurricular activities on

student involvement. In accordance with Corr (2023), it critically assesses the connection

between these activities and essential student engagement concepts, suggesting that

extracurricular activities are often overlooked in academic discussions. By delving into their

link with student achievement and learning analytics, this analysis strengthens the argument.

It also sheds light on the often unnoticed impact of extracurricular activities on individual

student experiences, supporting the need to expand engagement research beyond classrooms

by recognizing and nurturing these activities. The chapter concludes by offering

recommendations and future development areas, aiming to establish extracurricular activities

as pivotal drivers of both student engagement and success in education.

Engaging in diverse extracurricular activities, including sports, art clubs, and cultural

clubs, is widely popular among students in secondary and higher education. Research

consistently shows these activities have a significant positive impact. They enhance academic

success, foster personal growth, and develop essential skills. Participation also promotes

32
community engagement, builds leadership abilities, and enhances cultural sensitivity. In

essence, extracurricular activities shape well-rounded individuals with academic knowledge,

crucial life skills, and a deep understanding of the world (Norman & Zoncita, 2023).

According to research, extracurricular activity engagement has an impact on

students' academic success. Studies examining the impacts of particular extracurricular

activities on academic achievement have been done in more detail. In addition to the five

questions using a Likert-type scale, the survey instrument for the study, which was given to

students in grades 6 through 8 at Walnut Creek Christian Academy during the 2004–2005

academic years, also asked for demographic data. The results showed that, in the opinion of

the students polled, engaging in sports, watching television, and performing community

service boosts academic performance.

The inclusion of extracurricular activities in the curriculum has a big impact on

adolescent growth, academic achievement, and character development. Extracurricular

activities have a big impact on teenage development, especially on how this stage of

development's fundamental identity formation works. The results of this study show that

extracurricular activities have a positive relationship with the development of student

character education, with several determinant factors that influence the relationship between

the two, including internal school factors like friends, teachers, and school climate. Well-

organized extracurricular activities are also an essential part of a child's life, not just for

teenagers. Parents are the school's external elements in the meanwhile. The association

between extracurricular activities and the advancement of character education is significantly

influenced by these two variables.

33
 CHAPTER III

METHODOLOGY

This chapter presents the actions that were undertaken by the researchers in a

chronological order according to their own ways of accomplishing this part of study. This

includes the research design, the instrument that was used by the researchers, the source of

data, the procedures that the researchers have undergone in fulfilling the survey, and the

analysis of the data that were gathered from the selected respondents from the Senior High

School department.

Research Design

The researchers used quantitative type of study and the methods of descriptive

research to be used for describing, analyzing, and explaining the research study. The survey

questionnaire was used as a method for researchers to study the statistical information of the

research study to gather answers from the respondents from the Senior High School

department at Saint Mary Magdalene School.

Research Instrument

The researchers prepared the questionnaire composed of Yes or No questions as an

instrument to know who joined or participated in the intramural sports or sports fest in Saint

34
Mary Magdalene School from the answers of grade 11 and 12 students from different strands.

The total of the respondents in this study are (100).

Source of Data

This research will use primary data where in this study the responses will come from

the selected respondents who answer the given questionnaires, which prior data will be

regarded as the source of evidence. The respondents of this study are the selected grade 11

and 12 students; HUMSS 11, ABM 11 and 12, and STEM 11 and 12 of Saint Mary

Magdalene School S.Y 2023-2019. Random sampling was used to conduct and gather data to

the selected respondents/ participants. The respondents will be given a survey questionnaire.

The total numbers of participants were 120 combined populations from the three strands of

grade 11 students.

Table 1 shows the distribution of respondents and sample population. In Grade 11

HUMSS, 10 were selected to participate in data gathering of researchers. In Grade 11 and 12

ABM, 20 were selected in each grade level to participate in data gathering of researchers.

Lastly, in Grade 11 and 12 STEM, 25 will be the number of respondents.

GRADE AND SECTION TOTAL POPULATION SAMPLE POPULATION

HUMSS 11 20 10

ABM 11 25 20

ABM 12 30 20

STEM 11 30 25

STEM 12 40 25

TOTAL: 150 100

Table 1. Distribution of the population and sample sections

Data Gathering Procedure

35
 The researchers searched out for the possible research questions that are needed to

complete the study. The questionnaires were made in regards to the intent and objectives of

the paper that will help to get accurate answers. Then, the researchers provided a letter for the

teacher and principal’s consent in order to perform the survey with permission and

appropriateness. The researchers will get started to conduct the survey room by room after

being approved.

Data Analysis

The researcher ensured that all sections of grade 11 and 12 were represented in the

sample size. The data that will be collected from the respondents will be analyzed using the

statistical test and treatment to analyze the response from the respondents.

The following statistical tests and treatments were used in this study:

Frequency count together with percentage, was used to determine the distribution

of the participants.

Percentage was used as an indicator for determining which item in a group were

favored most and which item in a group were favored least by the participants. This was used

in the study to describe profiles of the students.

Formula:

f
%= × 100
n

Where,

%= percentage

f= frequency

n= sample population

Mean refers to the average data obtained by adding all the number values in a set.

This was used to determine the average score of the data.

36
Formula:

∑ fx
x̄=
∑n

Where,

X= mean

f= frequency

x= class mark

n= sample size

Standard Deviation was used to determine the number of students who underwent

the survey questions.

Formula:

S=
√ ∑(x − x̄)
2

n−1

37
 CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the analysis of data and the corresponding interpretation and

discussion of findings based on the statement of the problems. The data were gathered

through personal appointments with the respondents. Data were presented in corresponding

tables in the order and sequence of the questions raised in the study. The questionnaire was

based on the research study entitled, The Effects of the School Intramural Sports Event on the

Academic Performance of the Selected Senior High School Students at Saint Mary

Magdalene School, Kawit, Cavite, in the S.Y. 2023-2024.

Table 2 shows the frequency distribution according to the respondent’s age of

selected grade 11 and 12 students of Saint Mary Magdalene School. The table shows that the

most of the participants or respondents are 17 years old with the frequency of 56 or 56.00; 37

or 37.00 of the respondents are 18 years old; and 7 or 7.00 (percent) of the respondents are 19

years old.

Table 2. Distribution of the Respondents in terms of Age

AGE FREQUENCY PERCENTAGE

17 56 56.00

18 37 37.00

19 7 7.00

38
 TOTAL 100 100.00

Figure 1. Pie chart shows the distribution of respondents in terms of their age.

Table 3 shows the distribution of respondents' participation in school programs like

intramurals. Most respondents answered "YES" with a frequency of 98 or 98.00 percent,

which means they have participated in school programs like intramurals, while others

answered "NO" with a frequency of 2 or 2.00 percent, showing they have not participated in

such programs.

Table 3. Distribution of respondents' participation in school programs like intramurals.

INDICATOR FREQUENCY PERCENTAGE

Yes 98 98.00

No 2 2.00

TOTAL 100 100.00

The distribution of respondents' participation in school programs like intramurals.

39
Figure 2. Pie chart shows the distribution of respondents' participation in school programs

like intramurals.

Table 4 shows the distribution of respondents’ answers about their enjoyment in

joining school events. Most of the respondents answered “YES” with a percentage of 96.00,

indicating they enjoy participating in events at school. Other respondents answered “NO”

with a percentage of 4.00, indicating they do not enjoy participating in school events.

Table 4. Distribution of respondents' answers about their enjoyment in joining school events.

INDICATOR FREQUENCY PERCENTAGE

Yes 96 96.00

No 4 4.00

TOTAL 100 100.00

The distribution of respondents' answers about their enjoyment in joining school events.

40
Figure 3. Pie chart shows the distribution of respondents' answers about whether they enjoy

joining events at school.

Table 5 shows the distribution of respondents' answers on whether participating in

school intramural sports events benefits them academically. Through this question, we

gathered information that most of the respondents believe participating in intramural sports

benefits their academic performance. Most of them answered "YES" with a percentage of

96.00, indicating their belief in the academic benefits of participation. However, some of

them answered "NO" with a percentage of 4.00, indicating they do not believe in such

benefits.

Table 5. Distribution of respondents' answers on the academic benefits of participating in

school intramural sports events.

INDICATOR FREQUENCY PERCENTAGE

Yes 96 96.00

No 4 4.00

TOTAL 100 100.00

The distribution of respondents' answers on the academic benefits of participating in school

intramural sports events.

41
Figure 4. Pie chart shows the distribution of respondents' answers on whether participating

in school intramural sports events benefits them academically.

Table 6 shows the distribution of respondents' answers to the question about the

negative impact of participating in school intramural sports events. By collecting data through

a questionnaire, we discovered that most respondents answered "NO" with a percentage of

56.00, indicating they do not experience negative effects from participating. Meanwhile, other

respondents answered "YES" with a percentage of 44.00, indicating they do experience

negative effects from participation.

Table 6. Distribution of respondents' answers on whether participating in school intramural

sports events affects them negatively.

INDICATOR FREQUENCY PERCENTAGE

Yes 44 44.00

No 56 56.00

TOTAL 100 100.00

The distribution of respondents' answers on whether participating in school intramural sports

events affect them negatively.

42
Figure 5. Pie chart shows the distribution of respondents' answers to the question about the

negative impact of participating in school intramural sports events.

Table 7 shows the distribution of respondents' answers on whether they believe that

students who participate in school programs like intramurals demonstrate more excellence

compared to those who do not. By collecting data through a questionnaire, we discovered that

most respondents answered "YES" with a percentage of 97.00, indicating their belief that

participation in such programs is linked to higher excellence. Meanwhile, other respondents

answered "NO" with a percentage of 3.00, indicating they do not believe there is a difference

in excellence between participants and non-participants.

Table 7. Distribution of respondents' answers on whether students who participate in school

programs like intramurals show more excellence compared to those who do not.

INDICATOR FREQUENCY PERCENTAGE

Yes 97 97.00

No 3 3.00

TOTAL 100 100.00

The distribution of respondents' answers on whether students who participate in school

programs like intramurals show more excellence compared to those who do not.

43
Figure 6. Pie chart shows the distribution of respondents' answers on whether they believe

that students who participate in school programs like intramurals demonstrate more

excellence compared to those who do not.

Table 8 shows the distribution of respondents' answers to a question about whether

they think school intramural sports events improve their skills and capabilities as students.

All the respondents answered "YES" with a frequency of 100 or 100.00 percent, indicating

they all believe that school intramural sports events improve their skills and capabilities.

None of the respondents answered "NO," indicating that none of them believe these events do

not improve their skills and capabilities.

Table 8. Distribution of respondents' answers to a question about whether they think school

intramural sports events improve their skills and capabilities as students.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

The distribution of respondents' answers to a question about whether they think school

intramural sports events improve their skills and capabilities as students.

44
Figure 7. Pie chart shows the distribution of respondents' answers to a question about

whether they think school intramural sports events improve their skills and capabilities as

students.

Table 8 shows the distribution of respondents' answers on whether they agree that

intramurals can help make a student a better player. All the respondents answered "YES" with

a frequency of 100 or 100.00 percent, indicating they all believe that intramurals can make a

student a better player. None of the respondents answered "NO," indicating that none of them

believe intramurals do not improve a student's abilities.

Table 8. Distribution of respondents' answers on whether they agree that intramurals can help

make a student a better player.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

The distribution of respondents' answers on whether they agree that intramurals can help

make a student a better player.

45
Figure 8. Pie chart shows the distribution of respondents' answers on whether they agree that

intramurals can help make a student a better player.

Table 9 shows the distribution of respondents' answers regarding whether they agree

that intramurals are one of the factors that bring fun amidst the learning journey of every

student. All the respondents answered "YES" with a frequency of 100 or 100.00 percent,

indicating they all believe that intramurals bring fun to the learning journey. None of the

respondents answered "NO," indicating that none of them believe intramurals do not

contribute to the fun in learning.

Table 10. Distribution of respondents' answers regarding their belief that intramurals

contribute to the enjoyment amidst the learning journey of every student.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

The distribution of respondents' answers regarding their belief that intramurals contribute to

the enjoyment amidst the learning journey of every student.

46
Figure 9. Pie chart shows the distribution of respondents' answers regarding whether they

agree that intramurals are one of the factors that bring fun amidst the learning journey of

every student.

Table 11 shows the distribution of respondents' answers regarding their belief that

involvement in extracurricular activities such as intramurals nurtures young minds. All the

respondents answered "YES" with a frequency of 100 or 100.00 percent, indicating they all

believe that such activities nurture young minds. None of the respondents answered "NO,"

indicating that none of them believe extracurricular activities like intramurals do not nurture

young minds.

Table 11. Distribution of respondents' answers regarding their belief that involvement in

extracurricular activities such as intramurals nurtures young minds.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

The distribution of respondents' answers regarding their belief that involvement in

extracurricular activities such as intramurals nurtures young minds.

47
Figure 10. Pie chart shows the distribution of respondents' answers regarding their belief

that involvement in extracurricular activities such as intramurals nurtures young minds.

Table 12 shows the distribution of respondents' answers regarding their belief that

school intramural programs offer an opportunity for every student to show their abilities in

competitive recreational sport activities within the framework of educational endeavors. All

the respondents answered "YES" with a frequency of 100 or 100.00 percent, indicating they

all believe that intramural programs provide this opportunity. None of the respondents

answered "NO," indicating that none of them believe intramurals do not offer such an

opportunity.

Table 12. Distribution of survey responses on the inclusivity of school intramural programs in

showcasing students' abilities in recreational sports.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

Distribution of survey responses on the inclusivity of school intramural programs in

showcasing students' abilities in recreational sports.

48
Figure 11. Pie chart shows the distribution of respondents' answers regarding their belief

that school intramural programs offer an opportunity for every student to showcase their

abilities in competitive recreational sport activities within the framework of educational

endeavors.

Table 13 shows the distribution of respondents' answers regarding whether they have

tried playing sports. All the respondents answered "YES" with a frequency of 100 or 100.00

percent, indicating they all have tried playing sports. None of the respondents answered

"NO," indicating that none of them have not tried playing sports.

Table 13. Distribution of respondents' answers regarding whether they have tried playing

sports.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

49
The distribution of respondents' answers regarding whether they have tried playing sports.

Figure 12. Pie chart shows the distribution of respondents' answers regarding their

experience with playing sports.

Table 14 shows the distribution of respondents' answers regarding whether they

consider themselves good at any sport. All the respondents answered "YES" with a frequency

of 100 or 100.00 percent, indicating they all consider themselves good at a sport. None of the

respondents answered "NO," indicating that none of them do not consider themselves good at

any sport.

Table 14. Distribution of respondents' answers regarding whether they consider themselves

good at any sport.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

50
The distribution of respondents' answers regarding whether they consider themselves good at

any sport.

Figure 13. Pie chart shows the distribution of respondents' answers regarding whether they

consider themselves good at any sport.

Table 15 shows the distribution of respondents' answers regarding their interest in

playing sports such as basketball, badminton, and volleyball. All the respondents answered

"YES" with a frequency of 100 or 100.00 percent, indicating they all like to play these sports.

None of the respondents answered "NO," indicating that none of them do not like to play

these sports.

Table 15. Distribution of respondents' answers regarding their interest in playing sports such

as basketball, badminton, and volleyball.

INDICATOR FREQUENCY PERCENTAGE

Yes 99 99.00

No 1 1.00

TOTAL 100 100.00

51
The distribution of respondents' answers regarding their interest in playing sports such as

basketball, badminton, and volleyball.

Figure 14. Pie chart shows the distribution of respondents' answers regarding their interest

in playing sports such as basketball, badminton, and volleyball.

Table 16 shows the distribution of respondents' answers to a question about their in

favorability toward having programs at school, including intramurals or sports fests. Most

respondents answered "YES” with the frequency 99 or 99.00 percent, which means they favor

having programs at school, while a few answered "NO," indicating their lack of support.

Table 16. Distribution of respondents' answers regarding their in favorability toward having

programs at school, including intramurals or sports fests.

INDICATOR FREQUENCY PERCENTAGE

Yes 100 100.00

No 0 0.00

TOTAL 100 100.00

52
The distribution of respondents' answers regarding their favorability toward having programs

at school, including intramurals or sports fests.

Figure 15. Pie chart shows the distribution of respondents' answers to a question about their

favorability toward having programs at school, including intramurals or sports fests.

Table 17 shows the distribution of respondents' answers to a question about their

interest in playing a sport professionally if there were no pressure or responsibilities. Most

respondents answered "YES” with the frequency of 99 or 99.00 percent, which means they

would like to play professionally under these conditions, while a few answered "NO,"

indicating they would not.

Table 17. Distribution of respondents' answers to a question about their interest in playing a

sport professionally if there were no pressure or responsibilities.

INDICATOR FREQUENCY PERCENTAGE

Yes 99 99.00

No 1 1.00

TOTAL 100 100.00

53
The distribution of respondents' answers to a question about their interest in playing a sport

professionally if there were no pressure or responsibilities.

Figure 16. Pie chart shows the distribution of respondents' answers to a question about

whether they would like to play a sport professionally if there were no pressure or

responsibilities.

54
 SUMMARY

This chapter presents a comprehensive analysis of the impact of intramural school

events on the academic performance of senior high school students at Saint Mary Magdalene

School. The data reveals a high level of participation and enthusiasm among respondents,

with the majority expressing interest in joining intramural activities. Participation in

intramural sports positively influences students' perceptions of enjoyment, skill enhancement,

and overall engagement in extracurricular activities. The findings also indicate unanimous

agreement among respondents regarding the benefits of intramurals in promoting physical

and mental well-being, as well as fostering teamwork and sportsmanship among peers. These

findings are in line with the institution's holistic approach to education and student

development. The study suggests that intramural events play a significant role in enhancing

students' academic experiences and cultivating a positive school culture at Saint Mary

Magdalene School.

55
 CHAPTER V

SUMMARY, CONCLUSIONS, & RECOMMENDATIONS

This chapter contains the findings of summary, conclusions and recommendations of

the whole research paper. Its goal is to interpret all the information and data collected from

the answers of the respondents in order to properly present the research implications and

suggestions. This part of research will highlight the major results of the study that addresses

the whole research problem.

Summary

In this comprehensive study, researchers delved into the attitudes, perceptions, and

preferences of Grade 11 and 12 students regarding their engagement in extracurricular sports

activities. A diverse cohort of 100 respondents, spanning ages 17, 18, and 19, participated in

the survey, offering valuable insights into their experiences and beliefs. The demographic

breakdown revealed a notable distribution, with the majority (56%) of respondents falling

into the 17-year-old age group, followed by 37% who were 18 years old, and 7% who were

19 years old. This diverse representation ensured a comprehensive understanding of

perspectives across different age brackets. The data yielded intriguing findings regarding

students' enthusiasm for sports participation. A staggering 98% of respondents expressed a

keen desire to participate in programs or compete with their peers, highlighting the intrinsic

motivation driving their engagement. Furthermore, an overwhelming majority (96%) reported

finding enjoyment and fulfillment in participating in various sports events, underscoring the

recreational and social value of extracurricular sports activities.

56
 Despite the overwhelmingly positive sentiments towards sports participation,

opinions were divided regarding its impact on personal behavior. While 44% of respondents

perceived no negative effects, a significant portion (56%) indicated otherwise, suggesting a

nuanced relationship between sports engagement and behavioral outcomes. This dichotomy

underscores the importance of further exploring the underlying factors influencing students'

perceptions of sports-related behaviors. However, amidst varying perspectives on behavioral

outcomes, there was unanimous agreement on the positive effects of sports participation on

skill development and overall well-being. All respondents (100%) acknowledged the

transformative potential of sports in honing skills, fostering physical fitness, and promoting

mental wellness, reflecting a collective recognition of the holistic benefits of athletic

engagement. Intramural sports emerged as a focal point of interest and positivity among

respondents, with all participants (100%) expressing favorable views towards these organized

events. The consensus on the enriching nature of intramurals underscores their role in

promoting sportsmanship, and inclusivity within the school community. The majority of

respondents (99%) expressed support for school programs such as intramurals or sports fests,

highlighting the importance of institutional support in fostering a vibrant sports culture.

The findings of this study offer valuable insights into the multifaceted dynamics of

sports engagement among Grade 11 and 12 students. Despite varying perspectives on

behavioral outcomes, there exists a resounding enthusiasm for sports participation,

underpinned by its intrinsic value in skill development, physical well-being, and community

building. These findings underscore the need for continued support and investment in

extracurricular sports programs to nurture a thriving sports culture and promote holistic

student development.

Conclusion

57
 In this research study, the researchers assert that intramural sports events positively

influence students' academic performance, reflected in improved grades, attendance, and

class participation. Participation in these events also enhances physical health and well-being,

fostering skills like discipline, teamwork, and time management. Additionally, intramural

sports provide a platform for talent showcase and confidence building. The study underscores

the importance of extracurricular activities, like intramural sports, in enriching the

educational experience by promoting a sense of belonging and a positive school culture. It

recommends schools prioritize and support such activities to enhance students' academic

performance and overall well-being.

Recommendation

The researchers recommend that individuals, particularly students, should value

extracurricular activities in school, particularly Intramural School events. Acknowledging

these effects that have an impact in their Academic Performance can help Teachers, School

Facilitators, and the School to know more what to improve in their Intramurals School events.

This event highlights the extra talents and passion of students in a certain work whether it is

sports, music, or event arts. To expand these talents from students, the researchers

recommend that schools must also improve events, specifically Intramural School events, to

help students explore and share their passion. Effective implementation of events like this

may be helpful to improve students’ Academic Performance specially those that are

connected in Sports. Furthermore, the researchers suggest that parents, teachers, and Schools

play a pivotal role in the Academic Performance of students that may have been affected by

Intramural School events.

58
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OvVaw270WONQ947otn-oa7TJAG9

Mcleod, Saul. “Constructivism Learning Theory and Philosophy of Education” Simply

Psychology, 15 June, 2023, [Link]

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%20social%2C%20and%20experiential.

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Xie, Guihua and Zhang, Yangyang. “The Journal of Chinese Sociology” Springer Link, 25

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60
 LIST OF APPENDICES

Appendix Page

1 Recommendation Letter……………………………………………..………………..

2 Survey Questionnaire……………………………………………….………….……...

3 Curriculum Vitae………………………………………………….…………………..

61
 Appendix 1
Recommendation Letter

62
` Appendix 2
Survey Questionnaire

63
` Appendix 3
Curriculum Vitae

64
GUISON, RAIA JANELA B.

B13 L29 Kalayaan Homes, Toclong, Kawit, Cavite

09322475356

raiajanela14@[Link]

OBJECTIVE

● To gain valuable research experiences that will serve as a

guide in preparation for future opportunities.

EDUCATIONAL BACKGROUND

Senior High School

Humanities and Social Sciences

Saint Mary Magdalene School

CWV3+WJV, Tirona Hwy, Kawit, 4104 Cavite

2022-2024

Junior High School

Saint Mary Magdalene School

CWV3+WJV, Tirona Hwy, Kawit, 4104 Cavite

2018-2021

Primary

65
 Our Lady of Lore School INC.

ACM Imus, Cavite

2013-2018

PERSONAL INFORMATION

Gender: Female

Civil Status: Single

Birth date: October 14, 2006

Age: 17

Birthplace: Virata Medical Clinic Imus, Cavite

Nationality: Filipino

Height: 5’2

Weight: 54kg

Language: Filipino-English

Religion: Catholic

SKILLS AND ABILITIES

● · Creativity skills
● · Teamwork skills
● · Leadership skills
● · Communication skills

ACHIEVEMENT/AWARDS
● Best in Choreography Kawit District
2023
● Best Female Zumba Dancer
2023

66
 ● Silver Awardee in Hataw Tagisan
2023
● Silver Awardee in Basketball Girls
2023
● Student Activity Award
2023
● Silver Academic Awardee
2023
● ·Gold Academic Awardee
2022

AFFILIATION
● Dance Club President

CHARACTER REFERENCE
Van Alrich Perez
SMMS Faculty Member
09128905654

I hereby affix my signature, as proof that all the above-mentioned information are
certified true and correct to the best of my knowledge.

GUISON, RAIA JANELA B.

67
MASEDMAN, GENEVIEVE G.

208 Batong Dalig Kawit, Cavite

09603859947

genmasedman26@[Link]

OBJECTIVE

● To gain practical experience and develop my skills, enhancing my academic

development and preparing me for a successful career.

EDUCATIONAL BACKGROUND

Senior High School

Humanities and Social Sciences

Saint Mary Magdalene School

CWV3+WJV, Tirona Hwy, Kawit, 4104 Cavite

2022-2024

Junior High School

Emiliano Tria Tirona Memorial National

High School

213 Daang Bakal St, Kawit, 4104 Cavite

2018-2022

Primary

68
 Batong Dalig Elementary School

Kawit, 4104 Cavite

2012-2018

PERSONAL INFORMATION

Gender: Female

Civil Status: Single

Birth date: February 26, 2006

Age: 18

Birthplace: Kawit, Cavite

Nationality: Filipino

Height: 5’2

Weight: 50kg

Language: Tagalog

Religion: Born Again Christian

SKILLS AND ABILITIES

● Strong Technical Writing Skills

● Verbal and Written Communication Skills

● Excellent Team Collaboration

● Problem-Solving Skills

● Adaptability

ACHIEVEMENT/AWARDS

● Student Activity Award

69
CHARACTER REFERENCE
Van Alrich Perez
SMMS Faculty Member
09128905654

I hereby affix my signature, as proof that all the above-mentioned information are
certified true and correct to the best of my knowledge.

MASEDMAN, GENEVIEVE G.

70
MICHAEL JULIAN E. GAN

1920 Lola Neneng St. Binakayan, Kawit, Cavite

09951434255

ganmichaeljulian872@[Link]

OBJECTIVE

● To acquire hands-on experience and refine my abilities, furthering my educational

growth and equipping me for a thriving professional journey.

EDUCATIONAL BACKGROUND

Senior High School

Humanities and Social Science

Saint Mary Magdalene School
CWV3+WJV, Tirona Hwy, Kawit, 4104 Cavite
2022-2024

Junior High School

Emiliano Tria Tirona Memorial National

High School
213 Daang Bakal St, Kawit, 4104 Cavite
2018-2022

Primary

71
 Binakayan Elementary School
, 4104 Cavite
2012-2018
PERSONAL INFORMATION
Gender: Male

Civil Status: Single

Birth date: September 7, 2004

Age: 19 years old

Birthplace: Kawit, Cavite

Nationality: Filipino

Height: 5’4

Weight: 53 kg

Language: Tagalog

Religion: Roman Catholic

SKILLS AND ABILITIES

● High Emotional Intelligence

● Negotiation Skills

● Verbal and Written Communication Skills

● Creativity and Innovation

● Strong Interpersonal Skills

● Excellent Team Collaboration

72
 ● Adaptability

ACHIEVEMENT/AWARDS

● Student Activity Award

CHARACTER REFERENCE
Van Alrich Perez
SMMS Faculty Member
09128905654

I hereby affix my signature, as proof that all the above-mentioned information are
certified true and correct to the best of my knowledge.

GAN, MICHAEL JULIAN E.

73
CAWILI, YSABEL M.
75 Gahak Kawit cavite
09392096427
cawiliysabel@[Link]

OBJECTIVE

● To have a better experience to others, and know how to learn and cope with others

EDUCATIONAL BACKGROUND

Senior High School

Humanities and Social Sciences
Saint Mary Magdalene School
Poblacion,Kawit, Cavite
S. Y. 2022-2024

Junior High School

Saint Mary Magdalene School
Poblacion, Kawit, Cavite
S.Y.2018-2022

Primary
Ruther E. Esconde School of Multiple
Intelligences Inc.

74
 Bacoor, Cavite
S.Y.2012-2018

PERSONAL INFORMATION

Date of Birth: September 3, 2005

Place of Birth: Rosario, Cavite
Age: 18
Gender: Female
Height: 5'1
Weight: 46.5 kg
Citizenship: Filipino
Language Spoken: Filipino and English
Civil Status: Single
Religion: Roman Catholic

SKILLS & ABILITIES

● Computer skills
● Editing skills
● Reading skills
● Communicative skills
AWARDS & ACHIEVEMENTS
● Silver academic awardee
2023-2024
● Bronze academic awardee
2021-2022
AFFILIATION
● Active member of SMMS MAGDALENEAN CLUB atSaint Mary Magdalene School
(Parochial), Inc. A.Y. 2022-2023

75
CHARACTER REFERENCE
Van Alrich Perez
SMMS Faculty Member
09128905654

I hereby affix my signature, as proof that all the above-mentioned information are certified
true and correct to the best of my knowledge.

CAWILI, YSABEL M.

76