Chapter 1
Background of the Study
After the pandemic, holistic education has become more important which emphasizes social and
emotional learning alongside academic achievement.
Extracurricular activities, or ECAs, provide students with opportunities beyond the classroom. They
not only support academic performance but also build social skills and personal growth.
RESEARCH GAP:
However, not all schools have equal resources, which affects how students benefit from
ECAs.
This is the gap that needs to be answered. Since not all schools can provide equal ECA
opportunities, affecting outcomes. For instance, here at Saint Andrew’s Academy, we also
see differences. Some students are very active, while others aren’t. Because of this, there is
still a lack of clear evidence on how different levels of participation in extracurricular
activities affect the academic performance of secondary students.
PURPOSE OF THE STUDY
The purpose of this study is to examine the relationship between ECA’s and academic
outcomes among secondary school students. We also aim to find out how cooperation to
ECA’s influences time management and social support, and which academic results are most
affected. And we want to see how different levels of participation impacts grades and overall
engagement.
By doing this, we hope our research can give useful insights on how to support student
success through balanced extracurricular opportunities.
Theoretical Framework
Studies by Parker and Lentz show that students in ECAs often achieve better grades,
attendance, and test scores. These activities also build teamwork, leadership, and time
management. Importantly, they give students a sense of belonging and boost self-esteem.
Take note: This is from a theoretical basis, with no established theory mentioned in the study.
Conceptual Framework
This study assumes that ECAs influence students through time management and social
support, which then affect academic outcomes, such as GPA and attendance.
Statement of the Problem
The study seeks to answer three questions:
1. What is the impact of participation in school-sponsored extracurricular activities on the academic
outcomes of secondary education students?
1.1 Time Management
1.2 Social Support
2. What are the specific academic outcomes that are influenced by participation in extracurricular
activities among secondary education students?
[Link] do different levels of participation in extracurricular activities affect students' academic
performance, measured by GPA, in secondary education?
Hypothesis
Our study has two hypotheses.
First, the null hypothesis, which states that there is a correlation between extracurricular
activities and academic outcomes in secondary education.
Second, is the alternative hypothesis, which states that there is no correlation between
extracurricular activities and academic outcomes.
Through our research, we aim to test which of these two hypotheses is supported by the data.
Significance of the Study
For students, ECAs can improve grades and skills but too much can hurt academics.
For parents, it shows the importance of supporting children’s balanced development.
For teachers, ECAs can improve engagement but also pose challenges like funding.
For future researchers, this study provides a foundation for deeper exploration.
Scope and Delimitation
The study is limited to Saint Andrew’s Academy, specifically to secondary students from 9th
to 12th grade.
It also only measures students GPA and attendance not other factors like emotional well-being.
Definition of Terms
ECAs: Organized activities outside schoolwork.
Academic outcomes: GPA and test scores.
Secondary education: High school years.
Chapter II
Review of Related Literature
Local Literature
In the local literature several studies acknowledge the role of extracurricular activities.
According to Sullivan (2020), ECAs develop students’ social skills, leadership qualities, and
sense of belonging. However, Martinez (2021) warns that too much involvement can cause
burnout and could interfere with academics.
A local study by Reyes (2022) found that students in sports and clubs had higher GPAs
compared to those not involved, showing a relationship between ECAs and academic
achievement.
Similarly, Gonzalez (2023) emphasized that participation in music and arts improves
discipline and study habits. And lastly, Tan (2023) discovered that students engaged in
ECAs reported higher self-esteem and lower anxiety than their non-participating peers.
Foreign Literature
Foreign studies also support the positive relationship between ECAs and academics.
Thompson and Green (2022) found that while extracurricular involvement helps, joining
more than three activities increases stress and lowers academic performance.
On the other hand, Baker et al. (2023) showed that students from low-income
backgrounds benefit the most from ECAs, as these programs provide resources and
networks that help them succeed. Martinez (2024) also reported that students involved in
sports and arts tend to perform better in standardized tests. Likewise, Clark et al. (2025)
found that students who participated in structured extracurricular activities had GPAs that
were 0.5 points higher than their peers.
Foreign Studies
Under a specific foreign studies, Patel and Reddy (2022) in India found that students who
joined more than five extracurricular activities experienced high stress, which negatively
affected their performance.
In South Korea, Kim and Lee (2023) emphasized the emotional benefits of ECAs.
In the United States, Johnson et al. (2023) discovered that minority and disadvantaged
students gained more from extracurricular activities because these programs provided
essential support systems.
In Spain, García and Torres (2024) observed that ECA involvement improved both student
retention and academic performance.
And finally, Nguyen et al. (2025) in Vietnam reported that students who joined sports and
cultural clubs had GPAs that were 15 percent higher compared to those who did not
participate.
Chapter III
Methodology
Research Design
This study uses a quantitative design with GPA and test scores as main indicators.
Research Environment
The study takes place at Saint Andrew’s Academy of San Pablo, which offers diverse
extracurricular programs.
Research Participants
Twenty students from Grades 9 to 12 will participate.
They are divided based on their level of ECA involvement.
Sampling Procedure
The method is stratified random sampling to ensure fair representation of sports, arts,
clubs, and service activities.
Research Instrument
A structured questionnaire will collect demographic details, academic records, and
perceptions about ECAs.
Data Gathering Procedure
First, questionnaires will be distributed in classrooms.
Then, optional focus group discussions may be held to add insights.
Data Analysis Techniques
Data will be analyzed using SPSS software.
The process includes descriptive statistics
and correlation or regression to see how ECAs relate to academic performance.