Subtopic 2: Nature of Extra-Curricular Activities

Extracurricular activities are defined as the activities in which the students

participate after the regular school day has ended (Cadwallader, et al., 2002).

Extracurricular activities are found at all levels of our school system, especially in

secondary schools (Foster, 2008). The terms extracurricular activities, co-

curricular activities, and non-classroom activities have all been used

interchangeably to mean experiences and activities such as debate, athletics,

music, drama, school publications, student council, school clubs, contests, and

various social events (Emmer, 2010). This multitude of experiences forms a third

curriculum—paralleling the required and the elective curriculums and are well

integrated into the daily school program (Barbieri, 2009). Generally, extracurricular

activities are voluntary, are approved and sponsored by school officials, and carry

no academic credit toward graduation (Lunenburg & Ornstein, 2008). Following, I

discuss extracurricular activities in relation to the overall goals of education

followed by an examination of the functions of extracurricular activities.

A historical review of related literature indicates that extracurricular activity

programs were important in early cultures. Extracurricular activities established in

Athens and Sparta included student participation in student government, clubs,

debate, dramatics, special day celebrations, public programs, and honor societies

(McKown, 1952). Robbins and Williams (1969) traced the presence of

extracurricular activity programs in schools to the Homeric, Platonic, and

Hellenistic periods, as well as the Renaissance. These activities focused on

athletic games, music, dancing, and singing. Students were actively encouraged

1
to participate in activities in order to develop the mind and body. This type of

emphasis decreased during the Reformation.

When extracurricular activities began in the United States in the 19th

century, they first existed as an additional part of the normal academic schedule

for the year and usually had some practical or vocational interest built in. The first

extracurricular activities that were well known in schools started at Harvard

University and Yale University. They consisted of literacy clubs, different debate

clubs, and Greek systems such as fraternities and sororities. Students in American

schools were the first to initiate athletic clubs (Casinger, n.d.). As these quickly

became popular, literacy clubs began to decline. Around the time of World War I,

schools started adding activities such as journalism clubs and student-run

newspapers (Casinger, n.d.), which also have became popular. Many public high

schools and grade schools had clubs for all interests. Today about 1 in 4 students

participate in academic clubs (Sadker & Zittleman, 2010.). In modern times, the

importance of extracurricular activity programs has experienced a series of

changes. Gholson (1983) identified three eras in the developmental process of

extracurricular activities:

1. Phase 1 (1870–1890) was labeled as a period of rejection. Educational

leaders concluded that few, if any, students would derive benefit from

expanding human or material resources, which they labeled extracurricular.

2. Phase 2 (1900–1920) was a period of passive acceptance. Leaders

concluded that student clubs and organizations were capable of providing

learning experiences for young people.

2
3. Phase 3 (1920–1956) was a period of active acceptance and

encouragement. The debate about the educational benefits of participation

in student activities was settled in favor of student involvement.

Extracurricular activity programs have long been an integral

component of American education. Various terms have become

synonymous with extracurricular activity programs: co-curricular activities,

the third curriculum, and student activities, for example. The impetus for

promoting extracurricular activity programs in American high schools

emerged in 1918 from the NEA report entitled The Cardinal Principles of

Secondary Education, which outlined seven objectives for American

secondary schools to teach (Gruhn & Douglass, 1971):

1. Health

2. Command of fundamental processes

3. Worthy home membership

4. Vocation

5. Citizenship

6. Worthy use of leisure

7. Ethical character

One of those principles suggested that schools should prepare

students for wise use of leisure time (Gholson, 1983). As a result, many

schools appointed a director to oversee the student activity program.

3
Another major development in this area involved the work of Elbert Fretwell

of Columbia University. Fretwell, often referred to as the “father of

extracurricular activities,” offered the first college-level course in the student

activity area (Gholson, 1983). The extracurricular activities movement

gained even greater credibility in 1926 when the National Society for the

Study of Education (NSSE) included a study of student extracurricular

activities in its annual yearbook. Educational leaders gained incentives to

incorporate activities such as dramatics, forensics, athletics, and student

council into the regular school program (Wood, 1962). The NSSE criteria

for evaluation maintained that student activities were the major means of

accomplishing objectives that are not, or cannot, be served adequately by

regular classroom activities (Wood, 1962). Throughout the Depression Era

of the 1930s, American education faced tremendous economic obstacles.

Schools were closed, teaching staffs were reduced, salaries were frozen,

and programs were cut. However, the level of student extracurricular

involvement remained unchanged; therefore, these programs were left

intact. Dewey (1938) provided a philosophical basis for extracurricular

activities by stating:

If an experience arouses curiosity, strengthens initiative, and sets up

desires and purposes that are sufficiently intense to carry a person over

dead places in the future, continuity works in a very different way. Every

experience is a moving force. Its value can be judged only on the grounds

of what it moves toward and into.

4
 During this time period, extracurricular activities became more

closely aligned with the traditional curriculum by offering activities such as

drama, speech, debate, band, chorus, and journalism.

The launch of the Sputnik satellite in 1957 forced America into a

critical analysis of the public education system. While most other aspects of

the American public high school were heavily scrutinized and altered at the

time, student extracurricular activities programs remained unchanged. This

event raised the consciousness level of all Americans and made

extracurricular activity programs an invaluable part of education with an

emphasis on the total growth of students (Castle, 1986).

Student extracurricular activity programs have continued to play an

integral role in the educational process throughout the last three decades.

Long, Buser, and Jackson (1977) reported that 70% of high school students

surveyed felt that participation in extracurricular activities was more

important than earning high grades or having a car. As student

extracurricular activities flourished as a means for student growth and social

acceptance, the National Association for Secondary School Principals

(NASSP) offered support of these activity programs through publications,

training sessions, and leadership seminars (Castle, 1986). Currently,

NASSP continues to endorse the positive impact of extracurricular activities

on students’ overall development.

Academic and social engagements are indicators of student involvement

and integration. Students involved in extracurricular activities (ECA) withdraw from

5
college at a lower rate than those who are not involved (Cole & Fanno, 1999; Hunt,

2007). Some non-classroom interactions with peers have a positive impact on

learning and have been reported in standardized and self-reported research

(Pascarella & Terenzini, 2005, Elkins et al., 2011). Students involved in agriculture-

related ECA before attending college often participate at a higher level when in

college, leading to a decrease in attrition among these students (Cole & Fanno,

1999). Additionally, identification with a peer group through extracurricular

activities increases persistence (Broh, 2002). Students who become involved in

ECA are more likely to become invested in the institution, which increases their

commitment and provides a positive influence on persistence.

Students who become involved earlier with ECA rather than later in their

academic career are more likely to persist and be retained (Gerdes & Mallinckrodt,

1994; Pascarella & Terenzini, 2005). In a study by Cole and Fanno, (1999) 76% of

individuals who withdrew from college reported not being involved in any ECA.

Additionally, a cohort study in the early 1980s found that ECA involvement had a

positive impact on freshman-to-senior-year degree aspirations (Ryan, 1989).

Leadership opportunities often accompany ECA involvement, which are ideal

introductions to expectations in most career fields. Extracurricular activities can

contribute heavily to career choice (Pascarella & Terenzini, 2005). Through ECA,

students learn how to positively and productively interact with teammates,

competitors and mentors, which also stimulate ethical and moral development

(Lind, 1997; Rest & Narvaez, 1991).

6
 Positive effects of student success and retention have been seen in

activities directly related to students’ course of study (Pascarella & Terenzini, 2005;

Baker, 2008). Pascarella and Terenzini (1991) indicated a positive effect on

persistence and social selfconcept in a study where ECA involvement was a main

focus. Baker (2008) used the National Longitudinal Survey of Freshmen to

compare the dependent variable (academic performance) against an independent

variable (ECA involvement), and no effect was found between academic

performance and the category of activity in which students were involved (Baker,

2008).There is a tendency for students heavily involved in ECA to take longer to

graduate (Pascarella & Terenzini, 2005). Conversely, students engaged in any sort

of organized activity were more likely to persist to graduation than less involved

peers (Shulman & Bowen, 2001).

Functions of Extracurricular Activities

Extracurricular activities serve the same goals and functions as the required

and elective courses in the curriculum. However, they provide experiences that are

not included in the formal courses of study. They permit students to apply

knowledge acquired in formal courses and to acquire concepts of democratic life.

When managed properly, the extracurricular activities program allows for a well-

rounded, balanced program by (1) reinforcing learning, (2) supplementing the

required and elective curriculum (formal courses of study), (3) integrating

knowledge, and (4) carrying out the objectives of democratic life (Barbieri, 2009;

Hill, 2008; Jones, 2011).

7
 Reinforcing Learning

One function of extracurricular activities is to reinforce the required

course of studies. The activity is used to enrich and extend the work in the

classroom. Clubs associated with a subject-matter discipline have

considerable reinforcement value. The Science Club may be used as an

example of reinforcing learning. The Science Club extends the time

students spend working on Science Projects. During the course of club

activities, specific science related learnings are reviewed or extended.

Thus, the mastery of the Science subject is enriched, which is precisely the

objective of the Science course.

Supplementing Coursework

Another function of extracurricular activities is to supplement the

required and elective courses of study. This function supplements the

curriculum with experiences which are not possible in regular classroom

settings. Thus, such activities as school dances, student council, chess,

publications, and sports add opportunities to the total learning experience

as well as worthwhile leisure-time activities to the total learning process.

These nonsubject-related activities add to and enrich even the most

innovative programs of required and elective courses.

8
 Integrating Knowledge

An important objective of the total learning process is the integration

of knowledge. Extracurricular activities are said to be integrative in nature

because they tie together many areas of knowledge and experience. They

don't provide abstract and isolated pieces of learning, but rather synthesize

many aspects of real-life situations. For example, the school committee

commissioned to select a site for the prom must consider such factors as

size of the establishment, distance from the school, reputation of the facility,

language in the contract, decor, and cost to the student. In the same way,

the purchase of a home involves many of the same human, artistic, legal,

and economic factors. Through the student activities program, the student

learns to deal with many important aspects of a problem. Democratization

The extracurricular activities program is effective because it carries

out in a specially vital way the objectives of present-day democratic life.

Generally, American schools devote a part of the required curriculum to the

study of the development, structure, and problems of American democracy.

The actual living of a democratic life is seriously restricted within the

confines of the formal classroom setting. A rich program of student activities

can remove such barriers and provide for individual and group interaction

in a natural environment. The extracurricular activities program offers

students an opportunity to participate in administration through the student

council, teacher-advisory groups, and organized activities. The student

council provides opportunities for administrative experience through

9
 planning, organizing, initiating, and controlling many aspects of school life.

Through teacher-advisory groups an advisory unit is created—the source

from which activities flow, and where, through guidance, proper

relationships are established between and among the teacher and the

students somewhat analogous to a family, team, or department in an

organization. Through the clubs, athletics, and intramural sports that

emanate from subject-matter disciplines, students develop teamwork and

cooperation— ideals of competitiveness in a democratic society (Jones,

2011; Barbieri, 2009).

Extracurricular activities are an essential and vital part of Philippine

education. They have become well integrated into daily life of the school. Social

activities, athletics, and all the many leisure activities have become a part of the

values and virtues not only of Philippine education, but of democratic life. The

extracurricular activities program allows for a well-rounded, balanced and

expansion of the curriculum by reinforcing learning, supplementing the required

and elective curriculum, integrating knowledge, and carrying out the objectives of

democratic life.

10
 Subtopic 3: Correlation of Academic Achievements and Extra-

Curricular Activities

High school students who participate in extracurricular activities have been

studied by many researchers, most of whom have tended to focus on athletic

participation. Holland and Andre (1987) reported on a comprehensive review of

the literature examining the relationship between athletic participation and

academic achievement. In some, but not all studies, they found male athletes had

slightly higher GPAs (grade point averages) than nonathletes. Demonstrating pro-

academic behaviors, such as effort toward class work, preparedness for

instruction, and interest in courses promote the academic resilience of student

athletes (Braddock et al., 1991; Urban Child Research Center, Levin College of

Urban Affairs, 1992).

In their examination of high school students’ extracurricular involvement

and academic performance, Silliker and Quirk (1997) studied 123 students who

participated in interscholastic soccer during the first quarter of the school year and

were not involved in any other major extracurricular activity during the second

quarter. Their results indicated that, during the soccer season, soccer players had

higher GPAs than they did out of season. More efficient use of time and the

motivation to maintain athletic eligibility may account for that increase in academic

output. In a more recent study, research continued to suggest athletics’ strong

effect on student grade outcomes. Ostro (2006) spoke about how being a part of

a team sets standards that motivate students to maintain higher academic levels

11
to participate. Ostro continued to state that schools that perform well academically

are encouraging athletic environments that create positive public perception.

After examining the theoretical background of why participation in

extracurricular activities is encouraged, it is necessary to explore the literature

discussing the impact that participation has on student achievement. The impact

that participation in extracurricular activities has on student achievement has been

debated for several years. Some researchers claim that there is a positive impact,

and there are some researchers that claim there are negative impacts. There are

several different benchmarks to measure this impact at the high school level.

Student achievement can be measured by examining grade point averages (GPA),

SAT/ACT test results, and state mandated graduation tests like the Georgia High

School Graduation Test. According to Eccles and Barber (1999), adolescents who

are involved in extracurricular activities achieve at higher rates then children who

are not involved in activities. A study of 1259 10th grade adolescents found that

involvement in team sports, school leadership groups, school spirit activities,

academic clubs, and performing arts resulted in higher GPAs when these students

became12th graders.

In the United States, the overall high school experience includes athletic

competition. Athletics has a great impact on the school culture through the

competition or the rituals created by the competition (Burnette, 2001). The athletic

competition helps to create the high school experience. For the students, this

experience impacts whether they have a successful high school experience. Some

researchers have determined that participation in extracurricular activities has a

12
positive impact on student achievement (Whitley, 1998). There are some

researchers that concluded that participation in extracurricular activities has a

negative impact on student achievement (McMillen, 1991).

In 2005, a study was conducted to examine the relationship between

participants in athletics and the student’s grade point averages (White, 2005). The

researcher divided the participants into two categories: low participants and high

participants. The high and low participant rating was determined by the number of

years the student spent participating in athletics during their high school years. A

high participant was a student that participated in athletics an equal number of

years that they attended high school (White, 2005). A low participant was a student

that might have only participated in basketball for two years. They were classified

as a low participant because they played two seasons but attended high school for

four years. The results showed that there was a positive impact on student

achievement by participating in athletics. The students that were classified in the

high participant category had higher grade point averages than the students that

were classified in the low participant category (White, 2005).

In another study conducted in the state of New York also showed positive

impacts on student achievement when the students participated in extracurricular

activities. This study compared the grade point averages for 123 soccer players in

season and out of season (Silliker & Quirk, 1997). The research was conducted

on 59 male soccer players and 64 female soccer players at five different high

schools. The data revealed that the students had significantly higher-grade point

averages during the soccer season than when they were out of season.

13
 Another study explored the relationship between participation in

extracurricular activities and grade point averages. This study compared the grade

point averages for sophomores and juniors when they were competing in sports

and when they were outof- season (Sitkowski, 2008). The data showed that the

male athletes had higher grade point averages when they were participating in

athletics compared to when they were not participating in athletics. There was a

significant increase in the grade point average for the athletes in-season compared

to out-of-season. While the study showed a positive impact for the male athletes,

it did not show an increase for the female athletes. The results did not show a

significant statistical difference in the grade point averages for the females while

they were in-season athletes compared to when they were out-ofseason athletes

(Sitkowski, 2008).

According to Stephens and Schaben, a study conducted by the United

States Department of Education revealed that students who were involved in

extracurricular and co-curricular activities were three times more likely to have a

grade point average of 3.0 or higher (2002). These results suggest that students

need to get involved in the various activities offered in their school settings. The

results also revealed that students would have better academic results regardless

of their backgrounds if they were involved in extracurricular activities (Stephens &

Schaben, 2002). The trend of the current studies examining student achievement

and extracurricular activities suggest that participation has a positive impact on

student achievement.

14
 According to Hollrah, involvement in extracurricular activities has a large

impact on student achievement (2001). She conducted a study involving college-

aged students who were involved in extracurricular activities in high school to

discover if there was a correlation between involvement in activities and academic

achievement. After questioning almost three hundred college students that

participated in extracurricular activities, her research indicated that participation in

extracurricular activities enhances the intellectual and social development

discovered that athletes earned higher grade point averages then students who

did not participate in athletics.

Her study also showed that through participation in extracurricular activities

participants learned character building lessons that they could apply to their daily

lives and study habits. These participants learned how to practice to be successful

whether they were involved in athletics, drama, or the marching band. She also

felt that they took pride in their activities, and they achieved greater success than

students not involved in activities (Hollrah, 2001).

A study conducted by Hass (2004), the Activities Director at Ogilvie High

School, concluded that participation in extracurricular activities did have a positive

impact on student achievement. He states that participating in sports socializes

adolescents in ways that promotes educational success. Athletes are taught

discipline and a strong work ethic. These two aspects lead athletes to be

successful in the classroom. Hass determined that these traits are part of the

hidden curriculum of athletics. This study also determined that athletes are

promoted to a higher peer group. This is a positive aspect of athletics, because the

15
higher peer group tends to be comprised of motivated students that perform well

academically. The athletes perform higher in school to fit into their peer groups.

The final result of this study states that athletes perform higher in academics due

to their constant interaction with adults. Coaches and parents monitor the athletes’

academic performance. They will always try to motivate their athletes to perform

at the highest level (Hass, 2004).

According to Mark Rivera (2010), participation in extracurricular activities

had a great impact on his academic achievement. Mark was a very poor-

performing student prior to getting involved in athletics. He constantly made C’s,

D’s, and F’s on his report cards. Then he started getting involved in extracurricular

activities. He discovered that involvement in these activities made him a more

focused student. He turned his D’s and F’s into A’s and B’s. Mark understood that

in order to stay involved in activities he needed to perform better academically.

Participation in extracurricular activities forced him to create balance in his life in

regard to athletics and academics.

A study conducted in 1996 involving 126,700 students in 133 high schools

looked at academic performance, graduation rates, school behavior, and

absenteeism rates (Whitley, 1998). This study reported that there was a positive

impact on student achievement when students participated in extracurricular

activities. The researcher divided the student population into four subgroups.

These subgroups included black male athletes, black female athletes, black male

non-athletes, and black female nonathletes. The results of the study showed a

strong difference between the athletes and non-athletes when comparing the

16
student’s grade point averages. The groups that contained the athletes had

significantly higher-grade point averages (Whitley, 1998). Overall, the study

indicated that there were positive impacts on student achievement, student

behavior, and absenteeism rates. The study focused on 21 different areas, and the

results indicated positive impacts on 20 of the 21 areas for the students that were

also athletes.

According to a study conducted by Dr. Din, a professor at the University of

Virginia, there is no significant difference between participating in sports activities

and student achievement for rural high school students (Din, 2006). This study

showed that there are benefits of participation in athletics, but the benefits did not

include increased student achievement. This study examined 225 students in rural

Kentucky. The preseason grades and post season grades of the participants in

English, math, science, and social science were recorded. After comparing the

results, the data analysis indicated that there were no significant differences found.

The athletes did not perform better or worse. Dr. Din did admit that there were

several limitations to his study. His sample group was relatively small, and he only

chose students living in a very rural area in the Appalachian Mountains in

Kentucky.

Participation in extracurricular activities can also lead to an increase in self-

esteem (Helm, 1991). As the students gain more self-confidence, they start to

expect to achieve success in all areas of their lives. Helm conducted a study of

241 randomly selected ninth graders in Fayette County, Kentucky. The students

that perceived themselves in a more positive light were also the students that were

17
more involved in extracurricular activities. These students also had fewer

absences, which leads to the students spending more time in the classroom. Helm

felt that his results were similar to other studies conducted around the country.

Students that participate in extracurricular activities tend to have more self-esteem,

and they also tend to perform better academically in the classroom.

Impacts of Participation in Band and Music Programs on Student

Achievement

As many school districts across the country are experiencing serious

financial issues, school systems are making tough decisions on how they are going

to allocate their scarce economic resources. Many are decreasing or eliminating

their music and band programs. The districts are choosing to devote their

resources to the academic core subjects instead of the fine arts electives. The

Shawnee Mission School District in Kansas investigated the impact of continuing

the music and band programs (Circle, 2010). The discussion in the school district

centered on pulling students out of their academic classes to attend the electives

(Band and Chorus). The band and chorus teachers argued that their classes did

not hurt the student’s academic performance. They suggested that their students

benefited from these classes. The school system studied the student’s academic

results that participated in these pull-out classes for band and chorus. The results

showed that these students performed better than the students who did not

participate in these pull-out classes (Circle, 2010). The school system determined

two major results from the study. First, the pull-out classes did not hurt the

academic growth of the students in terms of their reading and math scores.

18
Secondly, they could not determine if these classes were beneficial. The school

district determined that it was impossible to distinguish if the results were just

based on better academic students wanting to take these classes. As a result, the

Shawnee Mission School District has decided to continue to investigate the role

that band and music has on student achievement before they determine the future

of these programs (Circle, 2010).

There have been several studies conducted to determine if there is a

relationship between exposure to music and student achievement. According to a

new study conducted by Social Science Quarterly, music lessons in school and

outside of school have a positive impact on reading and mathematical scores

(Southgate & Roscigno, 2009). Two professors at Ohio State, determined that

music has a positive association with academic achievement. Southgate and

Roscigno (2009) determined that this association was even stronger for students

during their high school years. The study also revealed that not all adolescents

have the same opportunity to participate in music or band programs. The

socioeconomic status of the students plays a significant role in their amount of

exposure to music. The lower socioeconomic students tend to have less exposure

to music and band programs. Besides the student’s social class, the students

ethnicity is also a predictor of exposure to music and band programs. Southgate

and Roscigno believe that this information will have a major impact on federal,

state, and local school levels. These agencies need to determine how to use

resources to help all students. The development of music and band programs in

the schools can allow all students to have more exposure. These programs can be

19
successful despite the predictors of ethnicity and social class (Southgate &

Roscigno, 2009).

According to the College Entrance Examination board of America in 2006,

students that had studied music performed higher than students that did not on the

SAT (College Board, 2006). Students that had coursework/experience in music

performance scored fifty-seven points higher than students that had no music

experience on the verbal part of the test. The students with music experience also

scored forty-three points higher in the math section. The study also determined

that students that had music appreciation scored sixty-two points higher on the

verbal and forty one points higher on the math section.

Another study conducted by Catterall, Chapeleau, and Iwanganga (1999)

also determined that participation in music and band had a positive impact on test

scores. This study showed that students involved in music and band performed

higher than students that were not involved in these programs. The study tracked

the results of 25,000 students over a 10-year period. The study found that these

students performed higher on the SAT and other reading proficiency exams. This

study also determined that students involved in music and band performed higher

than other students regardless of the student’s socioeconomic background.

Ponter (1999) found there was a positive relationship between academic

performance and participation in music. Ponter (1999) suggested that the music

curriculum become a fundamental part of the educational experience. This strand

of curriculum should be stressed as much as math, reading, and science (Ponter,

1999). These studies show that students that have received training with musical

20
instruments perform better in areas of math, science, and engineering. Ponter

determined that the students who had received musical training performed much

higher than students who did not receive musical training. Researchers have also

determined that musical training helps the students to develop higher critical

thinking skills. This development allows the students to achieve at higher rates

throughout their academic careers (Kelstrom, 1998). According to Ponter (1999),

students who had received musical training scored 51 to 61 points higher on the

verbal section of the Scholastic Aptitude Test than students that did not have

musical training. These same students scored 39 to 46 points higher on the math

section.

Participation in Service/Leadership Clubs

Many schools around the country are now requiring students to complete a

certain number of volunteer hours in order to be able to meet their graduation

requirements. Students have many choices to determine how they want to meet

the service requirement. They can complete service hours by getting involved in

their churches, school service clubs, or any other service organizations. Most high

schools offer Beta Club, National Honor Society, Habitat for Humanity, Key Club,

and many other service organizations. Studies are now showing that participation

in community service and volunteer activities has a positive impact on student

achievement (Hinck & Brandell, 1999). Many of the service projects can be linked

directly to academic learning. The studies are showing that academic growth is

increased when the service activities are directly tied to academic content (Hinck

& Brandell, 1999). According to 41 Hinck and Brandell (1999), the Texas Council

21
of Chief State School officers reported that “involvement in service learning affects

students’ higher-level thinking skills, motivation to learn, application of learning,

insight, and basic academic skills.” These studies found that the student’s

background (economic or ethnic) did not play a role in the improved academic

results. Simply stated, there is a positive relationship between academic

achievement and involvement in service and leadership activities

22
 Subtopic 4: Education in the Philippines

Philosophy of Education Under the Third Republic

Even before Philippine independence was finally restored on July 4, 1946,

the groundwork has been laid out for the crystallization of an educational

philosophy for the Third Republic. The cornerstone of this philosophy was defined

by the President Sergio Osmeńa who took over as the President after the death of

President Quezon, when he issued the following statement:

We hereby reaffirm our faith in, and adherence to, the principle of freedom

and democracy a faith and adherence born in the early days of our Malay history,

nurtured by 400 years of Western contact, consecrated by our revolutionary

fathers, invigorated by the teaching of America ratified in the constitutional

processes of our Commonwealth, and now sanctified by the blood of thousands of

Filipino martyrs and heroes of the present war (Elevazo, 1995).

Philippine education was to foster faith in democracy as a way of life.

Totalitarian had to be replaced by democracy in the minds of the Filipino. The task

was mandated to be done through the new educational system.

At the inauguration of the Third Philippine Republic on July 4 1946,

President Manuel A. Roxas,expressing unqualified faith in democracy, declared.

In all these, we will maintain the implacable superstance as well as the

noble forms of democracy. We will stay our progress, if it is necessary, to permit

time for democratic counsels. We are determined to reflect in the actions of the

government the will of majority of the people. We will move with the speed

indicated by the people's wisdom. We will eschew the symbol and ahibbobleyh as

23
well as the motives of dictatorship. We cannot avoid the process of the pause and

advance which is the democratic way. Laws and institutions are more certain

guides than the unchecked will of will men, however benign their purpose. it is the

evident that the Philippines is committed to democracy in its ideals, principles. and

institutions. The cultivation of the democratic ideals and its development as a way

of life constitute a serious responsibility of all schools and colleges. Now, more

than ever our educational institutions should lend every effort to preserve and

advance the cause of democracy in the country (Elevazo, 1995).

The 1935 Constitution continued as the fundamental law of the land even

after the independence in 1946. It was considered and as the embodiment of the

most significant principles which needed to be inculcated in the minds of the school

children and youth. The many ideals expressed in the constitution are found in its

Preamble, in the Bill of Rights, and in the Section 5, Article 14. The following is a

distillation of the philosophical basis of education as stated in the 1935

Constitution:

All educational institution shall be under the supervision of and subject to

regulation by the state. The government shall establish and maintain a complete

and adequate system of public education and shall provide at least system of

public education and shall provide at least free public primary instruction, and

citizenship training to adult citizens. All schools shall aim to develop moral

character, personal discipline, civic conscience and vocational efficiency and to

teach the duties of citizenship. Optional religious instruction shall be maintained in

the public schools as now authorized by law. Universities established by the State

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shall enjoy academic freedom. The State shall create scholarships in arts,

sciences, and letters for specially gifted citizens (Elevazo, 1995).

The central idea of this statement of educational philosophy is human

development which must be reflected in a good moral character, personal

discipline, civic conscience, vocational efficiency and a good citizenship. It is

significant that the human being, particularly the young, is the primary object of the

education. Everything in the school and in the educational process must be

contributed to the proper upbringing and development of each individual learner

(Elevazo, 1995).

He must be helped to develop moral character which is the quality of a

person that guides his thinking, behavior and relationship with others. It

predisposes him to do what is always good and appropriate. It is the leaving

ingredient which makes a person value honor and dignity (Elevazo, 1995).

Personal discipline is an inner force that is part of moral character. It inhibits

a person from doing those things that are inimical to his own welfare as well as to

others. It impels him to do what he needs to be done in the best way can he even

without supervision. It makes a person active and creative in taking initiative on his

own, for as long as such initiative is appropriate. Personal discipline is one mark

of distinction of a person who acquired good education (Elevazo, 1995).

PROBLEMS IN EDUCATION AND EDUCATION REFORMS: AN OVERVIEW

In 2017, the National Economic and Development Authority of the

Philippines published the Philippine Development Plan, 2017-2022, detailing the

25
country’s aspirations for the next five years. The plan envisions the Philippines

becoming an upper-middle income country by 2022, based on more inclusive

economic growth that will reduce inequalities and poverty, particularly in rural

areas. Human capital development is a key element in this strategy and has been

the impetus behind various political reforms over the past years. Recent education

reforms have sought to boost enrollment levels, graduation rates and mean years

of schooling in elementary and secondary education, and to improve the quality of

higher education (Macha, Mackie & Magaziner, 2018).

EMOTION AS IT AFFECTS THE LEARNER (Bernardino,pp,58-61)

Emotion is a stirred-up state or disorganized behavior caused by a situation

which the individual cannot cope with. This is caused by increased or restricted

glandular activity. For instance, if a wife loses her husband, she feels sad and

cries. The tears are due to the increased activity of the tear glands

(Bernardino,pp.55-60).

Factors Affecting the Transfer of Learning

1. Mental ability. The higher the mental ability of the learner, the more transfer

of learning will take place.

2. Similarities between subject matter. The more similarities that exist between

two subjects, the more transfer will take place.

3. Motivation and effort-making capacity. The more motivated a learner is and

the more effort he exerts, the more transfer will take place.

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4. Method of teaching. The more effective a method of teaching is, the more

transfer will take place.

5. Facilities. The more adequate and superior the facilities in the teaching-

learning situation are, the more transfer will take place.

6. Background. The learner with a superior or richer background or

environment can have more transfer of learning or training than one with a poorer

environment.

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 Subtopic 5: Related Studies

Related Study 1

One study with the title, “The Effects of Extracurricular Activities on the Academic

Performance of Junior High Students” by Fujita in 2016 investigated the academic

performance of junior high school students influenced by their choice of

extracurricular activities and determined the effects of specific activities on

academic performance.

According to the study, (Fujita, 2016) the survey instrument used in this

study was designed to determine whether or not the activities that junior high

school students choose have an effect on their academic performance and was

based on a four point Likert-scale, with 1 meaning, ―I agree;‖ 2 meaning, ―I

agree somewhat;‖ 3 meaning, ―I disagree somewhat;‖ and 4 meaning, ―I

disagree.‖ A personal data sheet requested demographic data in addition to the

responses to the five survey questions. The survey instruments were distributed

to the junior high students enrolled at Walnut Creek Christian Academy, Walnut

Creek, CA, in April 2005. The students returned the completed surveys to the

school office throughout the week after distribution (Fujita, 2016).

The study the statistical procedure (Fujita, 2016) STATPAK was employed

to examine the data; the desired scale of measurement was interval. An interval

scale is one in which ―the differences between the numbers of an interval scale

are equal in size‖ (Brown, Cozby, Kee, & Worden, 1999, p. 57). A total of 98 survey

instruments were distributed to the parents of students enrolled in junior high at

Walnut Creek Christian Academy. After reading the cover letter located in

28
appendix B, which explains the survey, they had the option of allowing their child

to participate. Those parents and students who chose to participate returned their

completed surveys to the school office between April 5 and 8, 2005. The survey

instruments were completed and returned on a voluntary and anonymous basis.

The One-dimensional Chi-square test was used to test the data because ―the

data consisted of frequencies — the number of subjects who fall into each of

several categories‖ (Brown, Cozby, Kee, & Worden, 1999, p. 340). A .01 level of

significance was used to test the results of the study. Data retrieved from the

demographic portion of the survey instrument was reported in percentages, charts,

and figures.

Major findings for the study included (Fujita, 2016) junior high students

attending Walnut Creek Christian Academy, spring semester as the subject for the

study. 98 copies of the survey instrument were distributed; 52 were returned and

52 were used in this study. The data collected from the 52 subjects will be

discussed in subsequent sections, commencing with the reporting of the

demographic findings. The survey indicated that 35% of the students were in 6th

grade; 35% were in 7th grade, while 31% were in 8th grade.

It was concluded that (Fujita, 2016) within the stated purpose and findings

of the study, the following conclusions appear warranted: (1) Participation in

extracurricular activities has a positive effect on academic performance among the

sampled junior high students at Walnut Creek Christian Academy. (2) Participation

in athletics, television viewing, and community service improve academic

performance, while participation in musical performance does not improve

29
academic performance among the sampled junior high students attending Walnut

Creek Christian Academy (Fujita, 2016).

Generally, students who participate in extracurricular activities benefit

academically. Students, school administrators and teachers, and parents all need

to be aware of the effects that participation in extracurricular activities has on the

academic performance of students. Furthermore, they also need to be aware of

the specific extracurricular activities available to them and the effects that each

specific activity has on academic performance. Not every child will benefit from or

be impaired in the same manner that studies revealed concerning extracurricular

activities. Each student performs at his or her own level of ability and one cannot

expect excessive amounts of academic abilities from a child solely because he or

she is actively involved in several extracurricular activities (Fujita, 2016).

Parents need to be cautious that they do not force their children into

participating in activities for the sole purpose of increasing their academic

performance. Children have likes, dislikes, and interests. There are some

extracurricular activities that they will enjoy and others that will not fit their taste

and personality. Parents need to determine where their students’ interests and

abilities lie and allow them to participate in those, if they choose (Fujita, 2016).

Conversely, parents should not forbid their children from participating in any

extracurricular activities. Participating in such activities has the potential of

benefiting the child in more than simply an academic sense — it also aids them in

developing social skills, life skills, and talents (Fujita, 2016).

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 Extracurricular activities serve a large purpose in the academic, social,

physical, and cognitive development of children, and every child should have the

opportunity to participate in at least one activity that suits his or her personality and

interests. These activities, however, should be directed toward improving their

development and should involve some mental and/or physical ability. Watching

television is not necessarily a beneficial activity and should be limited. Parents

need to give their children some freedom in determining which activities to

participate in, but still need to monitor how their children spend their time. Parents

have a large role in the academic development of their children, and one way of

fostering strong academic performance is by encouraging their young children to

become involved in some of the activities which promote academic performance.

This could influence their activity choices later in life and may set the foundation

for a life of academic success and progress (Fujita, 2016).

Several limitations to this study existed. The sample population consisted

only of junior high school students enrolled at Walnut Creek Christian Academy

during the 2004-2005 school year. Because all students surveyed were from the

same private school and geographic location, the variety of responses was

probably biased. In addition, the quality of the activities each student recorded on

their survey is not known. Although the findings for this study pertain mainly to the

students of Walnut Creek Christian Academy, a general trend may be observed,

and conclusions drawn (Fujita, 2016).

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 Related Study 2

One study with the title, “The Effectiveness of Co-curricular Activities on

Academic Achievements of Secondary School Students in District Abbottabad

Pakistan - A Case Study” by Bashir and Hussain in 2016 was conducted to

examine the effect of co-curricular activities on academic achievements of

secondary school students in District Abbottabad. The research is experimental in

nature, pre-test Post–test equivalent group design was selected for this purpose.

In this study, an achievement test covering four chapters of mathematics and four

lessons of English was used as measuring instrument. Depending upon pre-test

scores, 200 students of 10th class were divided into two equal groups(n=100)

name as experimental group and control group. The experimental group was

involved in co-curricular activities and the control group did not participate in any

activity beyond the classroom. There were two types of co-curricular activities.

First physical i.e., games, athletics and P.T (physical training) etc and the other

was debates, drama speeches etc. The experimental group carried out activities

for forty minutes daily for twelve weeks. The post-test was administered after

twelve weeks. The pre-test and post-test scores of the experimental and control

groups served as data for this study. The analysis of data revealed that on the

whole, experimental groups showed better performance than controlled group.

Hence the ultimate results of the study indicated that co-curricular activities can

contribute for enhancing academic achievements of the secondary school

students (Bashir & Hussain, 2019).

32
 The study aimed at examining the effect of co-curricular activities on

academic achievement of secondary school students. The choice of suitable

design for this experiment was the basic step in this research. Keeping in view the

various factors affecting the internal and external validity of experimental design,

pre-test post-test equivalent group design was considered a suitable research

design for this experiment. In order to conduct this experiment, four high schools

(a government boys, a government girls, a private boys and a private girls) having

suitable conditions were selected in District Abbottabad. From each selected

school 50 students of 10th class were divided into two equivalent groups on the

basis of pre-test scores using matched random sampling technique. In each

sample school one group was regarded as experimental and other as control

group. Thus, the total population for this study was 200. For collecting data, the

pre-test/post-test was constructed after a thorough review of the techniques of test

contraction. This test was comprised on 100 objectives test items. The test was

validated by pilot testing as well as judgmental validation. For the reliability of the

test, split-half method was used, and the reliability of the test was found to be 0.83.

For treatment the experimental groups of all the four schools were engaged in co-

curricular activities of their own choice. Time allocated for the activities was forty

minutes daily throughout the week. No difference existed between any other

variable i.e. teaching method, teachers, academic time etc. Control groups were

allowed to do whatever they wanted during those forty minutes. After treatment of

twelve weeks, the post-test was administered to all the experimental and control

groups. Students’ scores on pre-test and post-test served as data for this research.

33
For data analysis, mean score, standard deviation and t–test were used as

statistical tools (Bashir & Hussain, 2019).

Developing the students mentally as well as physically creates an ideal

learning environment and it also helps in achieving the aims of education. Physical

development of the students may also be an objective of education and if the

situation is thus that one i.e. co-curricular activities help in enhancing the other i.e.

academic achievement. Limited time activities can help in improving the academic

performance of the students. The findings of this study i.e. co-curricular activities

have a significant effect on the academic achievement are supported by the

findings of Elliott, (2009); Rashid and Sasidhar (2005); Guest, Andrew, and

Schneider (2003) and Marsh and Kleitman (2002). While Broh (2002) found no

relation of the above-mentioned variables. The raw scores of the students of

experimental and control groups were arranged and then analyzed by using mean

score, standard deviation and t-test as statistical tools.

It was concluded that (Bashir & Hussain, 2019) participation in co-curricular

activities is beneficial for government and private school as well as boys and girls.

There was no significant difference between the achievement level of government

boys (control and experimental groups), government girls (control an experimental

groups) private boys (control and experimental groups) and private girls (control

and experimental groups) on pre-test scores. An improvement was observed after

the treatment in control and experimental groups of all the four types of schools.

The performance of experimental groups of government boys, government girls

and private girls was significantly better than the performance of control groups of

34
respective schools. While there was no significant difference between the

performance of experimental and control group of the private boys’ school on post-

test.

35