A STUDY ON THE EFFECTS OF EXTRACURRICULAR ACTIVITIES IN BUILDING CAMARADERIE AMONG THE

SELECTED JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL STUDENTS OF ST. PETER PAUL ACADEMY OF
VIZAL INC. (S.Y. 2022-2023)
 
 
INTRODUCTION
“Extracurricular activities are usually described as activities that are not belong to academic
curriculum but are offered by an academic institution.” This research will be focused on knowing
the effects of extracurricular activities in building camaraderie among the students.
Extracurricular activities are to be done in class or out of school based on the demands and
convenience of extracurricular activities. Extracurricular activities are unique from unorganized
and unsupervised public activities such as interacting or enjoying activities with friends. Instead,
they are structured structurally and contain supervision by teachers and under careful
supervision, extracurricular activities could focus on group, interaction, management, and other
public skill-building and beneficial growth for the members. The supervision of extra-curricular
activities enforces positive development for adolescents because it provides guidance for the
students with supervised extracurricular activities, students are guided towards appropriate
behaviors and activities while being challenged to help develop competencies and confidence.
Human beings learn many things by doing or experiencing. Students who excel in extracurricular
activities may improve themselves for real situations. Students sometimes cannot find opportunity to be
open with teachers at college. And, language teachers know that participation of lessons is the key factor
for better learning. Thus, students get disciplined and act well in real situations by joining extracurricular
activities. There are different opinions of what is considered an extra-curricular activity. A few examples of
activities outside the school day may include pro-social activities such as dances, team sports, and
performing arts, while in-school involvement activities may include intramurals, and academic clubs.
Different levels of activity involvement and participation may positively impact future success for those
who participate. Research also indicated that both the type of extracurricular programs and level of
participation may impact the individuals' development.
Participation in an extracurricular activities, facilitates students to achieve better academic performance
through acquiring life skills and attitudes. Participation helps students to acquire organizational, planning
and time-management skills. It also helps students to develop attitudes such as discipline and motivation;
and to receive social rewards which influence personality characteristics. It enhances students’ self-
concept, which in turn mediates positive effects on other academic outcomes. It also promotes personal
initiatives such as setting personal goals, evaluating what is needed to attain goals, and then actively
acquiring the abilities and resources to achieve goals. (
OBJECTIVES

This study wants to accomplish the following objectives:

 To know the reasons of students why they chose to join in an extracurricular

activities.
 To identify the good or bad effects of extracurricular activities to the academic
performance of the students.
 To determine the effects of extracurricular activities among the students in
building camaraderie.
STATEMENT OF THE PROBLEM
This study sought to ascertain how extracurricular activities affected the selected students of St.
Peter Paul Academy of Vizal Inc. Batch 2022-2023. It specifically aimed to respond to these
questions:
1. Do the selected students thinks that sport activity they are engaged in, helps them to
build relationships with other students in SPPAVI?
2. Are there any instances in which they prioritized their extracurricular activities before their
studies?
3. What are the effects of extracurricular activities to the academic performance of the
selected students of SPPAVI?
4. What are reasons of the students why they chose to join sport activities?
5. Does sport activity become a barrier for a student to have a well-balanced time for
learning lessons?
SCOPE AND DELIMITATION
The scope of this study is only selected students of St. Peter Paul Academy of
Vizal Inc. specifically students from Junior High School and Senior High School
Department, where students are chosen randomly. The researcher study only
covers the effects of sport activities in building camaraderie among the students.
HYPOTHESIS
There is no significant effects to the students in participating on
extracurricular activities, and also in the academic performance.
SIGNIFICANCE OF THE STUDY

The result of this study will merit the following:

To the Students. This study will help the students determine the effects of
extracurricular activities in building camaraderie.
To the Teachers. This study will help the teachers have the awareness that
extracurricular activities help the students in building camaraderie.
To the Future Researchers. The result of this study can serve as a basis for
research findings on how extracurricular activities affect students.
REVIEW OF RELATED LITERATURE AND STUDIES
Benefits of Participation
“When looking at the variety of out-of-school options students may choose, it is important to consider how connecting with
an activity might benefit them. It has been suggested by Eccles (2003), that participation in voluntary, school-based,
extracurricular activities increase school participation and achievement (cited in Mahoney et aI., in press).” This happens
because it facilitates the acquisition of interpersonal skills and positive socialization, membership in different organization,
and stronger emotional and social connections within the school. It then stands to reason that participation may contribute
to an increase of wellness in mental health, improved students' engagement in school and achievement, strengthen their
long-term educational outcomes and find that participation may decrease problem behaviors.
It might also be suggested that participation can give adolescents confidence about their physical and perhaps social
selves. Another important part of an adolescent's identity is social competence, and many reports that socialization and
friendships are important in their lives. When adolescents are in extracurricular activities, they often have greater
opportunity to interact with others, develop friendships, and to develop social confidence. Also, participation might be
interpreted as a sign of maturity and as a self-affirming behavior. The research showed that those who participated
seemed to have a developed sense of commitment and obligation. In conclusion, it was shown that those who participated
in extracurricular activities had a higher self-perception than those who were not participants.
An article discussed the benefits of youth participation in extracurricular activities and the impact on academic success.
“According to Brown (n.d.), student participants in extracurricular activities had better grades, had higher standardized test
scores, higher educational attainment, attended school more regularly, and had higher self-concepts. In addition, young
people who participate also have been found to be less likely to use substances such as drugs and alcohol, less likely to
REVIEW OF RELATED LITERATURE AND STUDIES
Youth who participate in activities can learn important skills, such as teamwork or leadership skills, and these skills may
help them in other parts of their lives. When furthering their education, those who participated in activities are more likely
to make friends easily, adjust to a new environment, and show leadership based on prior experience in extracurricular
activities. By being involved, students decrease the likelihood that they will be involved with problem behaviors.
Example of a helpful extracurricular activity is participation in athletics. Student athletes interact with peers, work for the
best interest of the team, and learn to follow instructions of the team leader. “This type of interaction may contribute to
the student athlete's development of self-identity (cited in Darling, Caldwell, & Smith at eI., Marsh & Kleitman, 2005). A
student's identification and involvement with school sports creates a social network for these student athletes that
emphasizes the value of the school, academics, and continuing their education after high school (Smith, 2008).
Participation in sports may also provide students with unique development opportunities that positively impact the
student's social self-concept. This may lead to a higher academic expectations and therefore better academic outcomes
for student athletes.”
Academic Achievement there has always been debate whether participation in extracurricular activities has a positive
correlation with academic success. Darling, Caldwell, and Smith (2005) suggested that “participation in athletics is
related to the following positive academic related outcomes including higher grade point average, fewer disciplinary
referrals, lower absentee rates, decrease in dropout rates, stronger commitment to the school, liking school better, being
in the academic tract in coursework, taking more demanding coursework, more likely to attend college full time and
graduate, holding higher aspirations for attending college, applying to more universities and colleges, and had better
occupational status 15-years after high school.” These positive effects are not just from participating in athletics but also
REVIEW OF RELATED LITERATURE AND STUDIES
A positive impact of participation in extracurricular activities is the possibility of a student acquiring some
type of supportive relationship, mentor or role model with an adult. When children identify with a helpful
coach or talented director, the children get to know them better by being involved. Students have the
opportunity to have genuine interaction, constructive feedback and support from an adult role model while
developing positive relationships outside of their immediate families. “This type of participation may help to
develop mutual trust, respect and commitment in relationships (cited in Smith at el., Feldman & Mat jasko,
2005). Most students benefit from supporting and caring relationships with teachers and other adults. The
presence of "other adult relationships" is recognized as a developmental asset linked to facilitating
academic and life success (Logan & Scarborough 2008).”
“According to Craft (2012), extracurricular activities may be a beneficial factor to the academic program of a
student. According to Craft's research, extracurricular activities are advantageous, but there are some of
them particularly for high school and college students that have a negative impact on students' academic
performance. Based on his research, participating in extracurricular activities has advantages such as
increasing a student's attendance at school and improving test scores.” A student can earn a lot of benefits
if she/he is involved in doing extracurricular activities. The benefits of being involved in extracurricular
activities is they can learn how to manage their time, prioritizing and gaining self-confidence. Extracurricular
activities usually give a positive effect to the students.
REVIEW OF RELATED LITERATURE AND STUDIES
“According also to Brown (n,d.), students who participates in extracurricular activities can help us to
improve ourselves. Also, it may improve the leadership skills of the students. It helps them to interact and to
easily communicate to other people. These skills may help us in other ways of our lives.” By participating in
extracurricular activities in schools, it helps to decrease their behavioral problem such as having no
confidence in meeting new people or friends. By engaging to extracurricular activities, it helps to gain self-
confidence, leadership, and other traits. Many students have times when they feel like they’re not good at
anything. Their challenges can lower their self-esteem and make school a stressful place. But
extracurricular activities are a great way for students to focus on their strengths and passions instead.
These activities can build up a child’s confidence. They can help students improve their social skills,
develop their interests, and inspire them to try new things. They’re also a good way for student who
struggle in school to learn in a fun, low-stress environment.
“Fujita (2005) said that several research were performed regarding the connection among extracurricular
activities and academic performance.” An improved grade point average, good academic goals, increased
attendance, and lower absenteeism are all linked to extracurricular activity participation.
REVIEW OF RELATED LITERATURE AND STUDIES
Potential Negative Impact of Participation
“When considering how extracurricular activities impact students, mention should be made regarding potential
negative impact of participation in out-of-school activities. Reeves (2008) determined that parents and
teachers might fear students may lose their focus on academics when they become too busy with out-of-
school activities.” Attending too many rehearsals, practices, and meetings may cut into homework time. When
students get overscheduled, they might be spreading themselves too thin, which may lead to spending less
time studying and preparing for class.
Another down side to participation might occur when the parents push their children to be involved in nearly
every activity available. Using activities to provide daycare is not recommended, yet some parents schedule
their child in piano lessons, soccer, youth group, scouts and dance class so there is an activity each night of
the week. This may not only impact the child's academic success, but may even effect the dedication shown to
each activity as the child may not be there by choice. “Thompson (2008) further discussed this concept when
stating "The level of commitment is much more important than the specific activity" (p.l 0). Not only can over-
scheduling impact academics and level of commitment, it can also impact the student emotionally and
physically which could lead to stress, fatigue and bum-out.” Parents can be part of the problem if they push
their children to be involved in too many activities or by forcing children to participate when they do not want to
be involved. This can lead students to be afraid to quit for fear of disappointing the parent, or the other extreme
REVIEW OF RELATED LITERATURE AND STUDIES
“Balance in activities of the adolescent's choice is recommended. Gilman (2004) found that those who
participated in athletics were almost twice as likely to remain in school as students who did not participate;
however, it was also determined that participation in sports teams corresponded with greater rates of
alcohol consumption and illicit drug use. It needs to be noted that these outcomes can depend on the
quality of coaching, a person's peer group, and the cultural meaning of the activity within the school and
community (Gilman, 2004).”
“A potentially negative aspect of extracurricular activities for consideration is the unfair advantage for those
of a higher economic status. Student athletes are disproportionately of a higher socioeconomic status
(Smith, 2008).” Participants in athletic programs need to have transportation to and from practice sessions,
equipment, and pay- to-play athletic fees. This could be a problem for many of the students and families
with limited income for extracurricular activities. Socioeconomic status may limit the possibility of some
students being able to compete as some top athletes have private lessons, attend summer sports camps or
play in club sport year-round. It is hard for the average-income student to compete with the athlete who has
had additional training, top-notch equipment, and enjoys the opportunity to play sports year-round. This
economic disadvantage can bring disappointment and frustration to the student, or even prohibit some from
even trying the sport in the first place.
REVIEW OF RELATED LITERATURE AND STUDIES
Lastly, another potential negative impact of participation in extracurricular activities is injuries.
Some athletes can have life-long injuries that occur when they are participating in sports.
Sometimes athletes push their bodies to a breaking-point and over-work themselves at a young
age when their bodies are still developing. Also, the coaches can expect a lot from their players
and they can push too far as well. When this happens, the body does not always get a chance
to rest or heal itself. This can increase the chance of a player getting seriously injured. Even
with good equipment, well-trained coaches and thorough warm-ups, there is always the margin
of error for accidents to happen. Families without medical insurance may choose not to
participate in sports as it is too much of a financial risk to play sports
 Conceptual Framework

CONCEPTUAL FRAMEWORK The major concept of this study is focused on the effects of extracurricular

activities on the students.

The major concept of this study is focused on the effects of extracurricular activities on the students.

EXTRACURRICULAR ACTIVITIES

STUDENTS

POSITIVE EFFECTS NEGATIVE EFFECTS

EFFECTS TO THEIR
ACADEMIC PERFORMANCE
According to a 1993 article by Alexander Astin, almost any type of student involvement in college
positively effects students learning and development. Extracurricular activities provide a setting to
become involved and to interact with other students, thus leading to increased learning and
enhanced development. Specially, a student’s peer group is the most important source of influence
on a students’ academic and personal development. By identifying with a peer group, the group
may influence a student’s affective and cognitive development as well as his or her behavior.
The conceptual framework shows that the extracurricular activities have positive and negative
effects on student’s way of building camaraderie between other students. When the student
become involved in an extracurricular activity, there are chances that they can experiences things
that can affect their way of building relationship among other students, it can be a positive or a
negative effects.
ASSUMPTION OF THE STUDY
The research study is predicated on the assumption that the respondents will be
honest in their responses, resulting in data that will be collected by the
researchers that will be legitimate and dependable for correlation.
RESEARCH METHODOLOGY

This chapter presents the research design, respondents of the study, instrument
of the study, validity and reliability, and statistical treatment.
Quantitative research is the process of collecting and analyzing numerical data.
It can be used to find patterns and averages, make predictions, test causal
relationships, and generalize results to wider populations. This research also
used fishbowl method in choosing and identifying the respondents of this study.
The respondents of this study included only the selected students of SPPAVI.
RESEARCH DESIGN
The method that the researcher will be using is the quantitative research.
Quantitative research involves collecting and analyzing numerical data. The
study is about the “A Study on the Effects of Extracurricular Activities in Building
Camaraderie among the Selected Junior High School and Senior High School
Students of St. Peter Paul Academy of Vizal Inc. (S.Y. 2022-2023)”, the
researcher aims to find out the effects of extracurricular activities in building
camaraderie among the selected students of SPPAVI through the use of
questionnaire.
RESPONDENTS OF THE STUDY
The focus of this study includes only the selected students of St. Peter Paul
Academy of Vizal Inc.
INSTRUMENT OF THE STUDY
To gather the information needed for the study, the researcher constructed a
questionnaire for the selected students at SPPAVI. The questionnaire was made
consisting of 11 questions to determine the effects of extracurricular activities in
building camaraderie among the students.
VALIDITY AND RELIABILITY
This study primarily focuses on the validity and reliability of quantitative
research, which involves collecting and analyzing numerical data. The
researcher wants to assure the readers that the study's findings are trustworthy
and reliable. The questionnaires are reliable and relevant enough to address all
the queries and predict the research's conclusion.
STATISTICAL TREATMENT
The data gathered had been tallied and were analyzed and interpreted
using the following statistical tools:
 
1. Frequency and Percentage Distribution
A frequency and percentage distribution are a display of data that indicates the percentage of observations for each data
point or grouping of data points. It is a commonly used method for expressing the relative frequency of survey responses
and other data. The percentage frequency distributions are often displayed as bar graphs, pie charts, or tables.
Finding the overall number of observations to be shown, estimating the total number of observations inside each data point,
or combining data points are all steps in the process of constructing frequency and percentage distribution.
FORMULA:
P=
 
WHERE?
P = Percentage
F = Frequency
STATISTICAL TREATMENT

The researcher will use likert scale for the rest of close ended question that has statement in
which students will identify if it is Strongly Agree, Agree, Neutral, Disagree, and Strongly
Disagree. In the likert scale of five below the researcher will interpret the answers of the student.

Interpretation Range

Strongly Agree 4.21-5.0

Agree 3.41-4.20

Neutral 2.61-3.40

Disagree 1.81-2.60

Strongly Disagree 1-1.80

PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA

This chapter focuses on the presentation, analysis and interpretation of data that
would determine the effects of extracurricular activities in building camaraderie
among the selected Junior High School and Senior High School students of
SPPAVI.
Are you engaged in sports activities of the Fig. 1
school? This pie shows that 85% (50) of the respondents are
engaged in sport activities in school, while 15% (9) of the
No
15% respondents are not engaged in sport activities. This
means that most of the respondents has the willingness to
join sports activities. “According to Smith (2008), A
student's identification and involvement with school sports
Yes creates a social network for these student athletes that
No
emphasizes the value of the school, academics, and
continuing their education after high school. Sports
participation may also offer students special growth
possibilities that have a good effect on their social self-
concept. This might result in higher academic standards
for student athletes, who would then achieve better
academic results.” (
Yes
85% [Link] )
 Fig. 2
What type/types of sports activities you are
This pie shows that 38% (31) of the respondents
interested?
are interested in volleyball. 26% (21) of the
respondents are interested in badminton. 16% (13)
of the respondents are interested in basketball.
12% (10) of the respondents are interested in table
7%
12%
Volleyball
Basketball
tennis. 8% (6) of the respondents are interested in
38% Badminton chess. This means that most of the respondents
Table tennis
Chess
are interested in volleyball. “According to Fredricks
26%
& Eccles (2008), they have opportunities to develop
personal interests and discover their strengths and
16%
weaknesses, which is especially important during
the adolescent stage of self-exploration.”
([Link]
What are the reason/s why you choose to Fig. 3
join in sports activities? This pie shows that 40% (20) of the respondents joined in
sport activities because of the academic incentives. 38%
Exercise
(19) of the respondents joined in sport activities because
22%
Friend
of friendship. And 22% (11) is because of exercise. This
ship means that most of the respondents chose to participate
38%
Friendship
in sports activities for academic incentives. "According to
Academic incentives Eccles (2003), when looking at the variety of out-of-school
Exercise
options students may choose, it is important to consider
how connecting with an activity might benefit them. It has
been suggested by Eccles, that participation in voluntary,
school-based, extracurricular activities increase school
Aca- participation and achievement.“
demic
incen-
tives ([Link]
40%
 Fig. 4
Are you an honor students?
This pie shows that 60% (30) of the respondents are
achievers. And 40% (20) of the respondents are not
achievers. This means that most of the respondents
No who participate in sports activities are achievers.
40
% "According to Brown (n.d.), student participants in
extracurricular activities had better grades, had higher
Yes standardized test scores, higher educational
No
attainment, attended school more regularly, and had
higher self-concepts.”
Yes (
60
% [Link]
[Link]
)
 Do you think that sport activity you are Fig. 5
engaged in, helps you to build relationships This pie shows that 100% (50) of the respondents
with other students in SPPAVI? answered that extracurricular activities helps them
to build relationships with other students. This
means that all the respondents said that
participating in sports activities helps them build
Yes
relationships with other students. "According to
No Brown (n.d.), students who participates in
extracurricular activities can help us to improve
ourselves. Also, it may improve the leadership skills
of the students. It helps them to interact and to
easily communicate to other people. These skills
may help us in other ways of our lives.“ (
Yes
[Link]
100%
There reasons:

Number of Respondents Their answer

27 Build friendship

19 Socialize and communicate to other

people

4 Team work
 Fig. 6
Are there any instances in which you prior- This pie shows that 92% (46) of the respondents do
itized your extracurricular activities in- not prioritized their extracurricular activities instead
stead of your studies? of their studies. 8% (4) of the respondents
No prioritized their extracurricular activities instead of
8%
their studies. This means that most of the students
did not prioritized their extracurricular activities.
Yes “According to Craft's, extracurricular activities are
No
advantageous, but there are some of them
particularly for high school and college students
that have a negative impact on students' academic
performance.” (
[Link]
/
Yes )
92%
If yes, how?
Respondent 1 Yes dahil mas inuuna ko pa ang sports
kesa sa pag aaral ko

Respondent 2 Yes I prioritized my extracurricular

activities because I was training for the
event that my other grades got down

Respondent 9 Kapag may training

Respondent 25 Because I’m into sport and I like playing
games especially basketball
 Fig. 7
Do you think that there are times that ex-
tracurricular activites became a barrier
This pie shows that 76% (38) of the respondents thinks that
for a student to have a well-balanced time
extracurricular activities can be a barrier for a student to
for learning lessons?
have a well-balanced time for learning the lessons. And 24%
(12) of the respondents doesn’t think that extracurricular
No
24% activities can be a barrier for them. This means that most of
those respondents think that there are instances in which
Yes
No
extracurricular activities became a barrier for the student to
having a well-balanced time for learning lessons. “Reeves
(2008) determined that parents and teachers might fear
students may lose their focus on academics when they
become too busy with out-of-school activities. Attending too
many rehearsals, practices, and meetings may cut into
homework time. When students get overscheduled, they
Yes might be spreading themselves too thin, which may lead to
76%
spending less time studying and preparing for class.” (
[Link]
 Fig.8
How do you handled and balanced the schedule for trainings and events related to your sports
and the time for your study?
Number of respondents Their answers
4 I do my works after I played
2 The teachers will give the activities after we
played
1 I do multi-tasking
26 I balance my time for sports and academic
6 After the practice, I study my lessons
9 I prioritize my studies more
1 It depends on the schedule
1 I join whenever I have time

The table shows the answers of the respondents that has the same thought on the question “How do you handle and balance the
schedule for trainings and events to your sports and the time for your study?” four (4) answered “I do my works after I played” two (2)
answered “the teacher will give the activities after we played” one (1) answered “I do multi-tasking”, twenty-six (26) answered “I
balance my time for sports and academic” six (6) answered “after practice, I study my lessons, nine (9) answered “I prioritize my
studies more”, one (1) answered “it depends on the schedule, and one (1) respondent answered “I join whenever I have time”. This
means that most of the students prioritize their studies rather than their sports activity.
Fig. 9
Statement Mean Mean Interpretation

range
I find friends that I think can help me to
build relationship with other students 3.92 3.41 – 4.20 Agree
I am enjoying my time while I am
playing sports 4.05 3.41 – 4.20 Agree
I learned how to have a strong
personality while doing sports 3.78 3.41 – 4.20 Agree
I learned to become a responsible
student in balancing my time for study 3.75 3.41 – 4.20 Agree
and sports
I learned to appreciate camaraderie
because of my friends 4.07 3.41 – 4.20 Agree

This table shows the summary of the results of the respondents came from the likert-scale interpreted through the computation of
mean. The first row presents the result of 3.92 points with an interpretation of "agree". Being agree that having extra-curricular can
find friends that can help build relationship with other people. The second row, with a mean of 4.05 and an interpretation of "agree"
expand that aside of building relationship, extra-curricular can also provide an enjoyable time through playing sports or extra
activities. The third row, with the mean of 3.78 with the interpretation of "agree indicates that extra-curricular can build a strong
personality Becoming responsible for being a students by balancing the time or having time management have proven to be part of
having extra-curricular by having the mean of 3.75 and an interpretation of "agree. Lastly, the fifth row, with 4,07 mean and an
interpretation "agree" explained that extra-curricular can make the students to learned to appreciate camaraderie by having friend
 Fig. 10
What positive effect have you got from This pie shows that 50% (25) of the respondents promote
participating in the sports activities? mutual feeling between classmates and improve the
communication ability. 16% (8) of the respondents widen
the horizon and increase their knowledge. 16% (8) of the
Enter-
respondents improved their practical ability. 16% (8) of the
tainment Enrich one's life
Promote mutual feeling between
respondents for the entertainment. And 2% (1) of the
16% 2%
Improve the
classmates and improve the respondents enrich one’s life. This means that for most of
communication ability
practical
Widen the horizon and increase the the respondents, the positive effect they get from
ability
16%
knowledge participating in sports activities is to promote mutual
Improve the practical ability
Entertainment
feeling among classmates and improve their
Promote Enrich one's life communication abilities. “According to Najum Tariq (2018)
mutual feel-
ing between “The students who actively participate in extracurricular
Widen the
horizon and
classmates
and im-
activities get a lot of benefits including higher grades, and
increase the prove the test scores, higher educational achievements, more
knowledge
16%
communica-
tion ability
regularity in class attendance and higher self-confidence.”
50%
([Link]
 Fig. 11
What negative effect do you think too
much sports activities have? This pie shows that 46% (23) of the respondents
waste their study time as an effect of too much
sports activities. 24% (12) of the respondents
Some activ-
answered make people feel tired. 16% (8) of the
ities have respondents answered some activities have little
little value Waste the
16% study time
Waste the study time
Lead intense interpersonal reala-
value. 14% (7) of the respondents answered lead
46% tionship intense interpersonal relationship. This means that
Make people feel tired
Some activities have little value for most of the respondents, the negative effect of
participating in sports activities is to waste their
Make
people study time. “Reeves (2008) determined that parents
feel tired
24% Lead intense inter-
and teachers might fear students may lose their
personal reala- focus on academics when they become too busy
tionship
14% with out-of-school activities.” (
[Link]
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter provides the summary of findings from chapter four, and also it gives the
conclusion, and recommendations of the study about the effects of extracurricular activities in
building camaraderie among the students.
SUMMARY OF FINDINGS

The researcher has gathered fifty (50) respondents from St. Peter Paul Academy of Vizal Inc. 10 from the
Grade 7, 6 from the Grade 8, 9 from the Grade 9, 7 from the Grade 10, 9 from the Grade 11, and 9 from the
Grade 12. They are the students who participated in an extra-curricular activity.
 
These findings revealed the following:

1. Do the selected students think that sport activity they are engaged in, helps them to build
relationship with other students in SPPAVI?
Based on the findings of this study, the researcher found out that 100% (50) of the respondents answered
that extracurricular activities helps them to build relationships with other students. This means that all the
respondents said that participating in sports activities helps them build relationships with other students.
SUMMARY OF FINDINGS
2. Are there any instances in which they prioritized their extracurricular activities before their studies?
Based on the findings of this study, the researcher found out that 92% (46) of the respondents give time to their studies
rather than their extracurricular activity. 8% (4) of the respondents prioritized their extracurricular activities instead of their
studies.
3. What are the effects of extracurricular activities to the academic performance of the selected students in SPPAVI?
Based on the findings of this study, the researcher found out the positive effects of extracurricular activities to the academic
performance of the students, 50% (25) of the respondents promote mutual feeling between classmates and improve the
communication ability. 16% (8) of the respondents widen the horizon and increase their knowledge. 16% (8) of the
respondents improved their practical ability. 16% (8) of the respondents for the entertainment. And 2% (1) of the
respondents enrich one’s life. This means that for most of the respondents, the positive effect they get from participating in
sports activities is to promote mutual feeling among classmates and improve their communication abilities.
Based on the findings of this study, the researcher found out the negative effects of extracurricular activities to the academic
performance of the students, 46% (23) of the respondents waste their study time as an effect of too much sports activities.
24% (12) of the respondents answered make people feel tired. 16% (8) of the respondents answered some activities have
little value. 14% (7) of the respondents answered lead intense interpersonal relationship. This means that for most of the
respondents, the negative effect of participating in sports activities is to waste their study time.
SUMMARY OF FINDINGS
4. What are the reasons of the students why they chose to join sport activities?
Based on the findings of this study, the researcher found out that 40% (20) of the respondents
joined in sport activities because of the academic incentives. 38% (19) of the respondents joined
in sport activities because of friendship. And 22% (11) is because of exercise. This means that
most of the respondents chose to participate in sports activities for academic incentives.
5. Does sport activity become a barrier for a student to have a well-balanced time for
learning lessons?
Based on the findings of this study, the researcher found out that 76% (38) of the respondents
thinks that extracurricular activities can be a barrier for a student to have a well-balanced time
for learning the lessons. And 24% (12) of the respondents doesn’t think that extracurricular
activities can be a barrier for them. This means that most of those respondents think that there
are instances in which extracurricular activities became a barrier for the student to have a well-
balanced time for learning lessons
CONCLUSION
1. 100% of the respondents said that participating in sports activities helps them build relationships
with other students.
2. 38% are more engaged in Volleyball rather than the other sports like basketball, badminton, table
tennis, and chess.
3. 40% of the respondents joined in sport activities because of the academic incentives that the
teachers and administration can give to them.
4. 60% of the respondents are achievers who also participates in sports activities, which they think
they can manage to do task given to them academically and in extracurricular activities.
5. 92% of the respondents has the ability to prioritized their studies instead of extracurricular activities,
6. 50% of the respondents got positive effect of sports activities that they can promote mutual feeling
among classmates and improve their communication abilities.
7. 76% of the respondents thinks that extracurricular activities can be a barrier for a student to have a
well-balanced time for learning
8. 46% of the respondents waste their study time as an effect of too much sports activities.
RECOMMENDATION
1. The students should give balance time in playing sports and in their academics.
2. The students should prioritize their study than playing sports or doing an extra-curricular
activity.
3. The students should have good student-to-student interaction.
4. The teachers should guide the students if they are doing their school works while
engaging in sport activities.
5. The teachers should teach the students how to balanced their time for sports activities
and studying their lessons.
6. The school intensify rules that can help the students to balance their time for extra-
curricular activities and academic matter.
7. The students should use extracurricular activities to build relationship with other students.