Colegio de San Gabriel Arcangel of

Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City

“THE RELATIONSHIP BETWEEN EXTRACURRICULAR

ACTIVITIES AND ACEDAMIC ACHIEVEMENT AMONG GRADE 11
STUDENTS”

A Research Paper
Presented to the Faculty of Education
Colegio de San Gabriel Arcangel of Caloocan, Inc.

In Partial Fulfillment of the Requirements for the course

(Grade level/ Strand)

By:
Joshua David Balanon
Madeleine De Asis
Lea Cardinal
Nicole Austria

March 2024
 Colegio de San Gabriel Arcangel of
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City

TABLE OF CONTENTS
Page

ACKNOWLEDGEMENT ………………………………………………… iii

ABSTRACT ……………………………………………………………….. v

DECLARATION ………..………………………………………………… vii

LIST OF FIGURES …………………………………………………….… xi

LIST OF TABLES ……………………………………………………… xii

CHAPTER

I THE PROBLEM AND ITS BACKGROUND

Background of the Study ………………………………... 4

Theoretical Framework …………………….................... 7

Conceptual Framework ………………………………….. 9

Statement of the Problem ……………………………… 12

Hypothesis ………………………………………………… 13

Significance of the Study ………………………………. 13

Scope and Limitation ……………………………………. 14

Definition of Terms ………………………………………. 15

II REVIEW OF RELATED LITERATURE

The Power of Reading Habit ……………………………. 17

 Colegio de San Gabriel Arcangel of
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City

The Relationship of Reading Attitude with Reading Habit 21

and Reading Comprehension ……………………. ix

The Correlation Between Reading Strategies and 23

Reading Comprehension ………………………………...

Synthesis ………………………………………………….. 25

III METHODOLOGY

Research Design ………………………………………… 26

Population and Sampling Technique …………………... 27

Research Instrument …………………………………….. 27

Data Gathering Procedures …………………………….. 29

Statistical Treatment of Data ……………………………. 29

IV PRESENTATION, ANALYSIS AND INTERPRETATION

Demographic Profile of the Respondents …………….. 32

Extent of Reading Habit …………………………………. 33

Level of Comprehension ………………………………… 37

Relationship Between Reading Habit And Reading 40

Comprehension …………………………………………...

Effects Of Reading Habit To The Reading 44

Comprehension Of The Students ……………………….

Proposed Program For Enriching Reading Habits And 44

Comprehension ………………………………………......
 Colegio de San Gabriel Arcangel of
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City

V
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION x

Summary of Findings …………………………................ 61

Conclusions ………………………………………………. 63

Recommendations ………………………………………. 64

BIBILIOGRAPHY………………………………………………………… 66

APPENDIX

A Letter to the School President ……………………………….. 72

B Letter to the Senior High School Principal …………………. 73

C Letter to the Statistician …………………………................... 74

D Letter to the Grammarian …………………………................ 75

E Certificate of Language Editor ………………………………. 76

F Reading Habit Questionnaire ……………………………….. 77

G Reading Comprehension Formative Test Short Story ……. 78

H Reading Comprehension Formative Test ………………….. 80

CURRICULUM VITAE …………………………………………………… 82

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 2

CHAPTER I

BACKGROUND OF THE STUDY

In the Philippines, extracurricular activities exists at all the levels of

education from elementary, high school, college, and universities. Public schools

in the Philippines are usually the schools who mostly participate in extracurricular

activities. These activities are not mandatory tasks, it is mostly voluntary. Students

often organize and direct these activities under faculty sponsorship.

These extracurricular activities includes sports, academic clubs, music

and theater clubs, student council, and journalism. Although, these activities are

not graded, participating in these activities gains participants some incentives

mostly in all their subjects that can make their grades higher.

Students who participate in extracurricular activities (ECAs) benefit a lot,

particularly in high school. Both the community and the school may offer ECAs.

Extracurricular activities provided by schools usually include clubs, sports, fine

arts, and other activities handled by personnel of the school system. Volunteer

programs, churches, sports teams, and other groups may offer community-based

ECAs. A student's intellectual, social, emotional, and interpersonal development

can be impacted by extracurricular activities (Bakoban & Aljarallah, 2015).

Moreover, participating in ECAs allows students to gain a variety of

abilities, depending on whatever ECA(s) they engage in. According to a master's

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 3

thesis by Peltz (2014), students can enhance and increase their academic

performance in the classroom in addition to developing emotional, intellectual,

social, and interpersonal abilities through extracurricular activity engagement.

Students can acquire skills outside of the classroom that they will need in the

classroom even when they are engaged in extracurricular activities (ECAs) that

aren't considered "academic."

According to Marchetti, Wilson, and Dunham (2016), some students'

involvement in extracurricular activities serves as a source of motivation for them

to perform better in the classroom. Each learner will view the world and experience

things differently based on the time spent and the extracurricular activities they

take part in. Some students may gain academic and social benefits from

involvement in ECAs, whereas others may not (Bakoban & Aljarallah, 2015).

Overall, studies have shown that extracurricular activity involvement

improves a student's academic performance, school experiences, motivation, and

self-esteem. The premise of the planned research study was that ECAs can

improve students' academic performance when they are utilized. It also looks into

the possibility of a relationship between academic achievement in school and the

quantity of time spent in ECAs. The aim of this study was to determine whether the

percentage of senior high school students who fall into different categories differs
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 4

depending on how much time they spend in extracurricular activities and their

grades (A, B, C, D, or F).

However, as extra-curricular activities generally do not involve a grade or

academic credit, and participation is optional and voluntary for the student, their

wider contribution to the academy and society is difficult to quantify (Seow and

Pan, 2014). Most of the research exploring extra-curricular activities has done so

from a utilitarian perspective, relating extra-curricular activities to educational

outcomes for the students involved. Within this, two coherent research agendas

can be identified. The first investigates the direct effect of participation in extra-

curricular activities on academic performance. The second looks beyond

outcomes directly tied to college curricula and investigates how extra-curricular

activities support the acquisition and development of so-called ‘soft’ skills such as

interpersonal skills, project and time-management and motivation management

skills.

Studies have shown that students who participate in extracurricular

activities in high school are more successful in college (Palmer, Elliott, &

Cheatham, 2017).

Ananya Singh’s study article sought to determine the overall impact of co-

curricular activities on students’ academic achievement and personal

development. And the outcome is favorable. This study report demonstrated how
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 5

co-curricular activities enhance students’ academic pursuits. It revealed that

females participate in co-curricular activities at a greater rate than boys.

Additionally, it is shown that females are obtaining better grades in all subjects

(Singh, 2017).

McCarthy (2013) found that there is a significant correlation between

academic extracurricular activities and academic performance. McCarthy's study

proved that students who participate in academic extracurricular activities are

stronger performers academically, and typically report higher GPA's than

noninvolved peers or students who participated in other types of out-of-district

extracurricular activities .

However, some researchers believe that the impacts of extracurricular

activities are not how the activities affect students. But, it is based on how value is

placed on each activities,

The researchers intend to acquire more knowledge on the impacts of

participating extracurricular activities on the academic performance of the selected

Grade 11 senior high school of Colegio de San Gabriel Arcangel in Caloocan. To

know more about how these activities affects them, how do they manage their time

doing activities inside and outside the classroom, and what are the main effects of

participating in extracurricular activities.

Theoretical Framework
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 6

The framework for the Institutional Theory originated from examining the

relationship of how one organization interacts with another organization (Selznick,

1957). It also examines the rules and regulations those organizations impose on

other organizations. In order to apply this theory to participation in extracurricular

activities in the school setting, the athletic departments in the schools must

become individual entities that fall under the direction of the individual schools and

school districts. The extracurricular activities and the students that participate in

these activities must interact with the authorities that govern them.

According to Meyer and Rowan (1977), the Institutional Theory was

expanded to explain not only the interaction between organizations but also the

cultural and cognition aspect of the interactions of organizations.

After the theory was created, theorists provided a new shift that included

the legitimacy of the organization instead of the existence of the organization

(DiMaggio & Powell, 1983). The Theory of Institutionalism created a link between

the actions of the institution and the institution itself. The relationship of this theory

to extracurricular activities and student achievement is based on the premise the

extracurricular activities must operate under the control of the individual schools

and school districts, and the activities may have positive or negative impacts on

student achievement (Reeves,

2008).
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 7

The Institutional Logics Theory was created from the Institutional Theory

(Friedland & Alford, 1991). It incorporated most of the ideas and concepts of the

Institutional theory, but it also investigates the links between individuals,

organizations, and society. Whitley (1998) reported that participation in

extracurricular activities canhave positive impacts on the students that participate

in them, but the extracurricular activities can also have impacts on the school

culture, the students that do not participate in them, and the school community.

According to Friedland and Alford (1991), the central concept of the Institutional

Logics theory is that each organization has a central purpose, vocabulary,

principles, values, motivation, and identity. The theory can be applied to the

students that participate in the extracurricular activities. The students have the

ability to gain an identity and an immediate connection to the school by relating to

other students and people in the community.

The theoretical framework that guided this study was the Student

Involvement Theory (Astin, 1999). Astin’s theory describes the impact and benefit

realized by involved students. The theory has five basic assumptions involvement

(1) requires a physical and psychosocial effort (2) is continuous and it is different

for different students(3) can be both qualitative and quantitative (4) benefits are

proportional to the effort made by the student (5) its level correlates to academic

performance.
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 8

Conceptual Framework

Figure 1. Research Paradigm

The figure illustrates the relationship between the three major parts of the

research paradigm namely: Input, Process, and Output (IPO) that showed how the
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 9

instrument has been planned (input), and how the research has been executed

(process), to formulate results(output).

The input is about the students' demographic profile, main reason of

joining extracurricular activities on the students and students manage activities

inside and outside the classroom. This input will be needed as a variable to

produce the output.

The process involves the use of survey questionnaires and statistical

analysis such as frequency, percentages, weighted mean and ANOVA to come up

with the result.

The output or the outcome of the study is to determine the relationship

between extracurricular activities and academic achievement among Grade 11

students.

Statement of the Problem

This study sought to determine the relationship of extracurricular activities

and academic achievement among Grade 11 students. To identify the strengths,

the questions to be answered are as follows:

1. What is the profile of students in terms of:

1.1 Sex;

1.2 Type of Participation; and

1.3 GWA
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 10

2. What are the main reason of joining extracurricular activities on the students?

3. How do students manage activities inside and outside the classroom?

4. Is there a statistically significant relationship between extracurricular activity

participation and academic achievement?

Hypothesis

There is no significant relationship between extracurricular activity

participation and academic achievement.

Significance of the Study

The study on the relationship between extracurricular activities and

academic achievement among Grade 11 students will be of great importance in

many ways:

Students. This study seeks to help the students to be aware of the

advantages and disadvantages of extracurricular activities on them and to their

school responsibilities.

Parents. The study will help them to clearly understand what school

organized activities is, to either give their support to their children in benefit that

they would develop and improve their talents and skills, or to stop their children

from their non-academic activities for it can affect their child's academic

performance negatively.
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 11

Educators and School Administrators. This study would help them to think

of more ways to provide quality education academically, or provide better

programs in developing a student's abilities.

Future Researchers. This research study will serve as a reference for their

own research. The future researchers will be more knowledgeable to conduct their

own study by having this research study as their guide.

Scope and Delimitations

This study focuses on the students involved in extracurricular activities.

The study will focus more on the more on the impact of extracurricular activities

academically and will not cover some aspects such as the subject's social and

emotional well-being.

This research study was limited to the grade 11 students of Colegio de

San Gabriel Arcangel in Caloocan to determine relationship between

extracurricular activities and academic achievement.

Definition of Terms

There are terms that are used throughout the literature review that need to be

defined for clarity of understanding. These terms are:

Academic Clubs– are clubs that are related to academic subjects such as

Computer, English, and Social Studies.

Academic Performance– refers to the grades of the respondents.

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 12

Athletic opportunities– are organized activities of sports, such as, volleyball, table

tennis, and badminton,

Extracurricular Activities– organized student activities connected with school and

usually carrying no academic credit.

Incentives– additional points for the student's grade who is involved in every

school's organized activities.

Journalism opportunities– are organized activities of writing, editing news stories

for newspapers, magazines, television, or radio.

Non- academic activities– not related to, involved in, or trained in any academic

studies.

School organizations– refers to how schools arrange the resources of time, space,

and personnel for maximum effect on student learning.

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 13

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter aims to discuss the themes related to the research topic by

citing relevant literatures and studies.

The students themselves acknowledge this and consider extracurricular

activities to be among the most important ways for acquiring these skills

(Thompson et al., 2013).

According to Gill (2018), there are four strategies we can use to manage

our time effectively: prioritize our studies, create a timetable, choose carefully

which extracurricular activities to participate in, and take breaks. Following the

suggested procedures can help students balance their time and abilities while

participating in extracurricular activities, which will ultimately improve their

academic achievement. More precisely, research on the impact of particular

extracurricular activities on academic achievement has been done.

Keane (2014) states that while participating in as many extracurricular

activities as you can as a student can help you stand out from the crowd and make

the most of your high school experience, striking a balance between all of these
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 14

activities is unquestionably one of the hardest things a student will have to deal

with as a young adult.

According to Clark et al. (2015), it might be challenging to determine how

many of these skills are developed through extracurricular activities and formal

academic programs.

Extracurricular activities are frequently touted for their ability to relieve

stress and enhance mental and physical well-being, but they also have another

very important benefit: teaching students valuable life lessons that they may apply

to their education and future endeavors (Kim & Bastedo, 2017).

According to Greenbank (2015), candidates can also use extracurricular

activities as a means of showcasing their possession of desirable attributes to

potential employers. Activities outside of the classroom may be included in a

portfolio. ePortfolios are collections of digital artifacts that demonstrate students'

efforts, progress, improvement, and accomplishments in an educational or

professional development setting (Nguyen and Ikeda, 2015).

Extracurricular activity involvement and academic achievement are related,

according to research. However, very little to no research has looked into how

much time children spend participating in extracurricular activities and how it

affects their academic performance in the classroom. (Freeman, 2017)

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 15

According to Denault and Gray (2017), students are more likely to be

motivated to perform well and stay involved when school personnel or ECA

leaders support them by “providing choices and options, as well as offering them

opportunities to feel responsible for their own learning and behavior” (p. 95).

Increasing student enrollment is another way schools can increase funding.

Extracurricular activities that have students who are high achievers have a link to

college enrollment (Gibbs et al., 2015)

According to research by Lake (2015), of students who engaged in

extracurricular activities, approximately 31% had a grade point average of 3.0 or

above, compared to just 11% of students who did not participate in extracurricular

activities. Additionally, according to Lake, only 36% of students who did not

participate in extracurricular activities had no excused absences, whereas 50% of

students who did participate in extracurricular activities had no excused absences.

There have been some detrimental effects on students who participate in

extracurricular activities, such as binge drinking, even if the bulk of the effects

have been shown to be good. According to Martinez et. al (2015), students who

are involved in extracurricular activities like sororities and fraternities at universities

are more likely to drink excessively, but students who are involved in religious

organizations are less likely to do so. In addition to lowering attendance in

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 16

courses, heavy drinking and cannabis usage by students have a poor impact on

academic achievement in higher education (Paramo et al., 2020).

When a researcher wants to determine how much of a relationship exists

between the variables under study, they undertake correlational investigations.

The purpose of this correlational study was to determine whether students'

attendance, extracurricular activities, and those who do not, as well as their

science achievement scores as determined by the final course percentage grade,

are related to each other. In a 2019 study, student achievement in college lecture

courses was positively correlated with attendance . The current study sought to

find a relationship between class attendance and student involvement in

extracurricular activities and student academic achievement (Nordmann et al.,

2019).

Students feel as though they have a choice in what they are a part of when

they participate in ECAs because they don't always have that option in the

classroom (Denault & Gray, 2017).

Morris (2016) found that extracurricular activity participation is associated

with higher attendance in college classes as well as higher academic achievement

among students. This implies that additional study is necessary to assist

universities in increasing extracurricular activity participation and attendance. If

student enrollment rises, this could bring in additional money for the college.
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 17

Additional research is required to find out how extracurricular activities like

performing arts affect college students' academic performance.

In their study, Palmer et. al (2017) investigated the relationship between

extracurricular activities and students with disabilities. They found that participation

in extracurricular activities improved academic achievement, self-esteem, school

involvement, and adolescent development for both kinds of students. Based on

their high school extracurricular activity participation, their research findings

showed a statistically significant correlation between students with impairments

and postsecondary degree completion. Whatever the kind of extracurricular

activity, there is a proven correlation between completing your degree and

participating in it.

The research on how extracurricular activities affect supplementary skills is

also encouraging; numerous studies demonstrate that involvement fosters the

development of abilities that employers value, like problem-solving,

communication, and teamwork. But it's evident that there are a lot of gaps in our

knowledge about how extracurricular activity engagement affects students and

that our comprehension of that impact is shallow (Clark et al., 2015). The majority

of research on employability is quantitative and looks into how extracurricular

activities affect particular supplementary abilities. Research that concentrates on

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 18

particular abilities obtained through extracurricular activities could overlook other

abilities that are being developed concurrently.

Their study indicates that 205 female students and 105 male students

participate in indoor activities. It was shown that students who participated in

extracurricular activities scored better academically than those who did not. They

also gained skills like leadership and teamwork. (Moonet et al., 2021) suggested a

method for utilizing natural language processing to identify video. As a new

multidisciplinary field, natural language processing has drawn a lot of attention

recently.

Pupils that excel academically typically exhibit a greater passion for

learning. Extracurricular activities are crucial as research indicates that classroom

instruction alone does not always motivate students to study (Barabás, 2020).

Extracurricular activity involvement and academic achievement are related,

according to research. However, very little to no research has looked into how

much time children spend participating in extracurricular activities and how it

affects their academic performance in the classroom. (Freeman, 2017)

According to Munoz et al. (2016), university students should assess the

elements that influence their desire to engage in extracurricular activities and

assess the significance of these activities. Examples of these elements include

experiential learning, volunteer work, and the efficient planning and upkeep of
 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 19

programs that improve student value and experience. Findings from the study

indicated that a large number of students place a high value on interactions with

professionals and career development activities.

Based on the student's living situation, there was no significant difference in

their level of self-esteem. According to Abdulghani et al. (2020), pupils who

engaged in regular physical activity had a more positive self-image than their less

active counterparts. Researchers found that illnesses, anxiety, and sadness were

prevalent among students who reported having low self-esteem. Ninety-nine

percent of students concurred that effective time management contributed to their

academic success in scientific classes, and eighty-five percent thought that

teacher support was significant. Overall, among college-level scientific students,

there was a strong positive correlation between grade point average and student-

measured self-esteem. The goal of the current study is to ascertain whether

extracurricular activity involvement, attendance in class, and academic success

are related to one another. The findings might indicate how postsecondary

educational establishments can support students in achieving more in scientific

classes.

Among the different kinds of extracurricular activities, participation in

athletics is the most prevalent. According to data from the National Center for

Educational Statistics (U.S. Department of Education and NCES, 2015), among a

 Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 20

sample of senior high school students from the 2004 school year, athletics

(including intramural and interscholastic sports) was the most popular

extracurricular activity type, with 44% of students involved. It was followed by

performing arts (including band, orchestra, chorus, or choir), hobby clubs (12%),

academic clubs (21%), and vocational clubs (16%). It's interesting to note that

while student involvement in athletics increased over time, the rate of engagement

in academic and professional clubs decreased between 1990 and 2004.

The threshold model is the third theoretical model seen in the literature.

According to Seow and Pan (2014), this model expands on the development

framework by arguing that extracurricular activities can improve academic

performance up to a point, but that after that, excessive participation may have a

negative impact on achievement if it takes up too much time and replaces

academically focused activities. It's also crucial to remember that the majority of

research that illustrates the threshold model involves participants in tasks like

caring for aging parents or part-time jobs, which can significantly increase their

time and emotional burden.

Colegio de San Gabriel Arcangel of PAGE
Caloocan, Inc.
Phase 10 Pkg. 6 Blk. 1 Lot 1-5 Bagong Silang, Caloocan City 21

CHAPTER III