YOU CONSUMED MY TIME: THE EFFECTS OF CO-CURRICULAR

ACTIVITIES TO THE ACADEMIC PERFORMANCE OF GRADE 10

STUDENTS OF ST. MARY MAGDALENE SCHOOL – KAWIT ACADEMIC
YEAR 2019 – 2020 FOR IMPROVING STUDENT’S TIME MANAGEMENT

Descriptive Quantitative Study

Submitted to the Faculty of
Senior High School Department
Saint Mary Magdalene School
Kawit, Cavite

In partial fulfillment
of the requirements for the subject
Practical Research 1

ABENES, ROSE ANN H.

IGNAO, ANNA RIANNE J.
ORTEGA, STEFANI KRYS
TORRES, NEIL MARJUNN B.
ZURITA, KING JOSHUA
March 2020
 INTRODUCTION

Background of the Study

Co-curricular activities have been a great opportunity to the students for it helps

to boost their confidence and self-esteem. It also gives them such opportunity and

relaxation to divert their attention from their academic life. Studies have shown that

students pursuing their hobbies achieved better results in their studies (Villalobos, et. al,

2016). Mostly, the foundation of the students in joining co-curricular activities is the

sense of using their hobbies that soon will turn to their talents and skills that can

contribute to other people. In this manner, they can showcase their own talent and skills

that can contribute to the development of the school.

According to Abrea (2015), it appears that students participate in religious

activities and join the community outreach program and Catechisms. As a Catholic

country, it is one of the goals of the Church in the Philippines to promote evangelization

to the students through the help and support of different Catholic educational institutions

in the country. It is such in this way that the Church can impart God’s message present in

the curriculum. Moreover, the students also participate in the religious activities Also, it

seems that the students in the Philippines has a heart of serving and caring for the country

present in the values of nationalism and patriotism. Through this, the students have the

spirit to serve and care for the country by doing socio-civic activities such as outreach

programs and community engagements that enhance their spirit of nationalism and

patriotism to our country.

 Nowadays, students tend to focus more on co-curricular activities than in

academics. It is because that they find more time to relax and to bond with their

schoolmates in their chosen club or organization. The most common reason why students

was involving in co-curricular activities was pleasure and enjoyment as an avenue to help

them begin relationships to others. [ CITATION Benefits \l 1033 ] (Villalobos, et. al, 2016).

In this context, the students use their involvement in co-curricular activities to socialize

with other people particularly with their schoolmates. It is an effective instrument

towards building camaraderie and harmony to one another. Through this, they can

experience satisfaction and enjoyment while studying and being motivated in their

academics.

Co-curricular activities have benefits also to the students in terms of academic

performance. According to Villalobos (2016), the top ranked benefit to the academic

performance of the students is that co-curricular activities can help them in preparation

for their future career. It clearly states that it has an impact to the student’s future through

the different and diverse activities that each school offers. Co-curricular activities can

give also such experience to the students that brought new learning and positive outcome

for their academic achievement. It has an impact to the academic life of students that can

somehow boost their motivation in learning.

However, some students tend to focus more on co-curricular activities than in

their academics. In this study, the researcher will find out what are the reasons why

students participate in co-curricular activities and which of the two is given more time

and attention. This study also seeks the possible ways in managing student’s time wisely.
Statement of the Problem

The study will generally determine the effects of co-curricular activities to the

academic performance of Grade 10 students in Saint Mary Magdalene School – Kawit.

Specifically, will answer the following questions:

1. What are the effects of giving more time to co-curricular activities than in

academics?

2. Which between the co-curricular activities and academics is given more time and

effort by the Grade 10 students?

3. What are the reasons of Grade 10 students in joining co-curricular activities in

school?

4. What are the possible ways in order to manage their time between co-curricular

activities with academics?

Objectives of the Study

The effects of co-curricular activities to the academic performance of Grade 10

students generally determine the possible ways specifically:

 Determine the effects of giving more time to co-curricular activities than in

academics.

 Discover which between the co-curricular activities and academics is given more

time and effort by the Grade 10 students.

 Identify the reasons of Grade 10 students in joining co-curricular activities in

school.
  Discover the possible ways in order to manage time between co-curricular

activities.

Theoretical Framework

The researchers used the following theories as a guide in this study. These are the

Zero-Sum framework of James Coleman and the Developmental framework.

The Zero-Sum framework is the earliest theoretical framework in the general

education literature which arises from Coleman’s (1961) seminal study (cited in Seow &

Pan, 2014). Coleman (1961) viewed the society of students as a limited system in which

commitment and having time to academic, athletic, or social values represents a loss to

the two. The Zero-Sum framework theorized that student’s participation in Co-curricular

activities has a negative effect on their academic performance since students spend more

time in Co-curricular activities than in academics.

Still, according to them, the Developmental framework is the dominant theoretical

framework in the general education literature which theorized that the student’s

participation in Co-curricular Activities has a positive effect on their academic

performance indirectly as a result of the non-academic social benefits associated with the

Co-curricular activities participation. According to Villalobos et al. (2016), students

pursuing their hobbies achieved better results in their studies. It is because they are being

well-motivated and at the same time, they find inspiration to their hobbies that makes

them focus and concentrate more on their academic life. At the same time, they are

comfortable to express their hobbies freely that usually results to their prowess inside and

outside the school. Through this, students are capable in engaging more on different co-

curricular activities.
Conceptual Framework

The researchers constructed a graph wherein it illustrates the extent and content of

their study. (Figure 1.0) The graph consists of the independent and dependent variables

used in their research.

This study contains independent and dependent variables that affect the totality of

the study. The researchers find the Co-curricular activities as the independent variables in

this study for it contains variables that affect the other such as Sports, Clubs, Student

Council and Organizations. These are being supervised by the facilitators of every

activity. On the other hand, the researchers find the academic performance of the students

as the dependent variables of this study for it is considered as the one that is affected by

the independent variables, the Co-curricular activities, such as the grades of the students

and its corresponding learning areas which are all supervised by the teachers.

Both the independent and dependent variables affect the time of the students and

on how they manage it well.

Independent Variable

CO-CURRICULAR
ACTIVITIES

Sports Facilitators
Clubs
Student Council
Organizations

Student’s Time

Dependent Variable

Student’s Academic
Performance
Teachers
Grades
Learning Areas

Fig. 1.0 Conceptual Framework

Research Hypothesis

The Co-curricular activities have significant effects to the Academic Performance

of Grade 10 Students in Saint Mary Magdalene School – Kawit Academic Year 2019 –

2020.

Significance of the Study

The findings of this study will rebound the benefits to its beneficiaries especially

to the following:

Students. The study will benefit the students for they will be able to show their

knowledge and skills not only in academics but also in terms of co-curricular activities

inside and outside the school.

Teachers. The study will benefit the teachers because they will be able to give

more time to the students and at the same time, to attend those students who are joining

co-curricular activities inside and outside the school.

Future researchers. The study will benefit the future researchers for they may

find relevant information that can be useful for their research regarding the effects of co-

curricular activities to the students.

Scope and Limitations of the Study

 The study focuses on the effects of co-curricular activities to the academic

performance of Grade 10 Junior High School students of Saint Mary Magdalene School –

Kawit Academic Year 2019 – 2020.

The study is to be conducted in Saint Mary Magdalene School – Kawit. The said

institution is selected based mainly on the proximity of its location to the researchers who

are studying in the said school. Saint Mary Magdalene School – Kawit is a private

Catholic institution operated and supervised by the Diocese of Imus Catholic Educational

System (DICES), Inc. It is located at Poblacion, City of Kawit, Cavite. The school’s

educational system is characterized by reason, religion and loving kindness and aims to

instill religious and moral values to the students. At the same time, it provides Christian

excellence in education that is responsive to the needs of people in signs of time.

The target respondents of this study are the Grade 10 Junior High School students

of Saint Mary Magdalene School - Kawit. The researchers have chosen the said

respondents due to the reason that they find the respondents capable enough to share their

experiences in terms of valuing their time both in co-curricular activities and in

academics. Also, the researchers also considered the fact that the respondents are already

graduating students that makes them to share their experience in joining co-curricular

activities despite of being Grade 10 students.

Definition of Terms

Academic is defined as education which has learning as its primary purpose.

Camaraderie is a mutual trust and friendship among people who spend a lot of time

together.
Catechism is a summary of the principles of Christian religion in the form of questions

and answers used for the instruction of Christians.

Community engagement is a process of working collaboratively with and through

groups of people to address issues affecting the well-being of the people.

Development is defined as the process of growth or new information or an event.

Evangelization is the process by which baptized members of the Catholic Church

express the general Christian call to evangelization.

Extra-curricular activity is an activity performed by students that falls outside the realm

of the normal curriculum of the school, college, or university. Such activities as generally

voluntary.

Future career is the progress and actions taken by a person throughout a lifetime,

especially those related to that person’s occupation.

Nationalism is an ideology and movement that promotes the interest of a nation

especially with the aim of gaining and maintaining the nation’s sovereignty over its

homeland.

Opportunity is a set of circumstances that makes it possible to do something.

Outreach program is an activity of providing services to any populations who might not

otherwise have access to those services.

Patriotism is the loyalty of person to his/her own nation or the leaders of a nation.

Pleasure is a feeling of happy satisfaction and enjoyment.

Socialize is to participate in social activities and to mix socially with others.

Socio-civic activity is an active involvement that focuses on the common good that

include volunteering, participating in group activities and community gardening.

 CHAPTER 11

REVIEW OF RELATED LITERATURE

Co-curricular Activities as part of Education

Education is a broad concept which transcends the four walls of a classroom

(Acquah & Anti Partey, 2014). It is one of the essential components in a society that

enables every individual to gain knowledge and develop their prowess and skills. There

are many enrichment activities that can possibly enhance not only the learner’s

intellectual capacity but also their skills beyond the classroom. In this study, school co-

curricular activities refer to other school activities that are offered together with the

academic curriculum, particularly sport (Kariyana et al., 2012). It is one of the many

activities that cultivates the talents and skills of the learners outside their classroom. With

it, students can be able to show their talents and skills that can contribute to the school

development and progress, thus making them one of the vital contributors of it.

Co-curricular activities are considered diverse for it contains different varieties of

activities that students can join with. Some of these activities are sports, different school

clubs and organizations, and the interest groups. These became the options of the students

on where they want to join so that they can develop their innate talents and skills that

they can show on their surroundings. According to Abrea (2015), working outside of the

classroom with diverse groups of individuals allow student to gain more self-confidence,
autonomy, and appreciation for other’s differences and similarities. It helps them to easily

understand other’s opinions by means of communicating with one another, thus allowing

them to freely express their own thoughts and ideas that may contribute to the progress of

the community and of the members comprising it. With the help of these activities, the

learners can showcase not only their talents and skills but also their knowledge in

communicating with other individuals. Furthermore, it is clearly worthwhile to expose

learners to a wide range of experiences that display at least a reasonable resemblance to

the reality of conditions in the outside world where they will have to study, live and work

once they leave school (Acquah & Anti Partey, 2014). It enables them to prepare for their

future by having an encounter with the possible experiences that are like the experiences

inside the school. It also brings them the opportunity to decide on the path that they will

take in their future considering the profession that they will choose that will provide them

a living. Bringing them to the light of the possible causes in their future will make able to

prepare for whatever cost it may take in their life.

Reasons in joining Co-curricular Activities

There are several reasons of the students in joining different co-curricular

activities in their school. According to Villalobos et al. (2016), the most common reason

why students was involving in co-curricular activities was pleasure and enjoyment with

40 or 34.48% they view participation in co-curricular activities. Maybe because the

students want to find some ample time to escape from their daily routine of academic

works in school and at home, thus they join in various co-curricular activities that does

not only kills boredom to them but also provides pleasure and entertainment together
with varied individuals in their surroundings. It also enhances their skills in

communication as they get to be in contact with other individuals with different beliefs

and even culture and traditions. They can be motivated in pursuing their studies more

than before since they feel good toward others and on their environment.

Coming in second is to develop talents and skills with 35 or 30.17 percent. It

clearly exhibits that joining co-curricular activities helps the students to enhance their

interest present on their talents and skills. It also allows them to showcase their prowess

to others that might help the development of their surroundings. It can somehow inspire

other individuals to pursue in nurturing their talents innate in them for they can use it not

only for their personal purpose but also for others to be motivated as well. If they

continue to enhance their talents and skills, they can influence not only the students like

them but also other people in striving for their dream and in nurturing the nature of their

prowess.

Impacts of Co-curricular Activities to the Academics

Joining in different co-curricular activities has its effects toward the students

whether in a positive or negative manner. These activities have influence on students’

academic performance but on the other hand there also exists the debate that whether

these activities effect positively or negatively (Daniyal et al., 2012). Most of the people

are not aware enough on the positive impact of the activities for they only know its

adverse effects. There are two divergent viewpoints regarding co-curricular activities:

some in favour and some opposed (Nesan, 2009, as cited in Acquah & Anti Partey,

2014). One of the disputes in favor is that the activities ready the students for their future
by integrating different concepts like cooperation, leadership and camaraderie. These

concepts will help them in facing various challenges on their life in the future that might

also strengthen them. Having an encounter with the possible experiences in the future

will be beneficial for the students for they are able to employ their learning and especially

their knowledge to it. It makes them to cope in life better by using the experiences that

they have in life, thus making their life a prosperous one.

On the other hand, an argument has been raised in opposing co-curricular

activities in schools. According to Acquah & Anti Partey (2014), academic curriculum is

much more important and must continue to be given more status in schools than the co-

curriculum. It implies that having recognitions in academics is much more important than

having the concept of co-curricular activities to the students. Also, acquiring quality

education is much more needed when applying for work mainly because the employers of

different companies and institutions require the applicants to have a complete and quality

education for them to get hired. But many co-curricular activities have proven to be

beneficial in building and

strengthening academic achievement, even if the activities are not obviously related to

academic subjects (Marsh & Kleitman, 2002 and Guest & Schneider, 2003, cited in

Acquah & Anti Partey, 2014). The usage of time in dealing with co-curricular activities

does not only implies the respond to the leisure of the students, hence it gives an outlook

of the future to the students making them to develop their moral and ethical values they

needed to conquer the future of their life. It is also an effective instrument for the students

to have time in dealing with their future that might be present in some of the co-curricular
activities on their schools. Through this, co-curricular activities become beneficial to the

learners in different aspect in their life may it be in the present or in the future.

Co-curricular activities vs. Academic Performance

Co-curricular activities had already been a part of the holistic curriculum in the

country that links with the current curriculum, the K to 12 Curriculum Program. It began

to impart different values and learnings to the students in different ways and aspects

whether physically, emotionally or even spiritually. As a result of this, the students can

be experience different events in their life that they might encounter in their future. Due

to the different activities being offered by the schools, students tend to rattle on what

activity they will choose that they are also interested with. Thus, having the students with

multiple co-curricular activities which are not suitable for them especially if they cannot

balance their time and effort on their academics and even on their co-curricular activities.

Being involved will require some organization and time management on the part of the

student—and that's a good thing (Villalobos et al, 2016). Whenever students join in the

co-curricular activities offered by the school, they mostly do not consider the capability

that they possess in handling 2 obligations at one. In line with this fact, students should

be able to acknowledge the availability of their time to manage both the activity or

activities that they joined and the academic works that they have inside and outside the

school.

In contrast to this, there are some students who are not capable in handling both

academic and co-curricular activities at the same time which adversely affect them. They

still try to enter different activities of the school not knowing that they have bigger
responsibilities to carry on. Because of this, they must waive one of the two

responsibilities they have, the co-curricular activities and their academic, for them to

focus solely on the other. Since they are still students, they are not able to let go their

academic which is the most important of all in studying. That is why, they do not have

the choice but to waive their co-curricular activities for them to concentrate on their

academics. When this happens, they can already be able to freely do their jobs and works

that are school-related without any obstruction that will make them to be focused on their

responsibilities in school.

Some schools find a way for them to offer co-curricular activities during class

days for the students. They find suitable ways for the students to still have their co-

curricular activities despite of having a bunch of school works. It is merely the response

of some schools to the prevalent problem of the students of not handling and balancing

well their co-curricular and the academics. Moreover, co-curricular activities offered after

school hours can be an excellent opportunity to discover new meaning in life rather than

waste time lazing around or maybe even making trouble out of boredom (Acquah & Anti

Partey, 2014). It is deemed to be one of the greatest solutions for the schools in offering

several co-curricular activities. Learners can separate their time from their studies to their

allotted time in participating on their chosen activities. Hence, the students can still

enhance and develop their prowess that they might also use in finishing and

accomplishing their school works.

Positive ways in managing time between Co-curricular and Academics

 Having Co-curricular activities in the life of the students requires management of

time and effort through different ways. It helps them to balance both academic works and

co-curricular activities all at the same time. Because of the ways in managing time of the

students, they can focus on both concepts that is an advantage for some of the students to

apply on their lives. Participation in co-curricular activities provides many important

outlets for students in today’s world (Acquah & Anti Partey, 2014). Because of the many

contributions of co-curricular activities to the students today, they need to find techniques

and ways on how they will balance the activities and their academic life. Balancing time

is difficult for the students for they have many obligations and responsibilities to consider

first before they can settle an effective management of their time. That is why most of the

students are having a hard time in managing their time even outside the school. It is

because they have also obligations on their house and most especially to their families as

well. The difficulty of balancing their responsibilities in school and in personal life is

such a severe struggle for many of the students particularly those who are already

graduating.

It is in participating in different co-curricular activities that the students are being

taught to be responsible enough in dealing with their responsibilities in life both as

students and as children to their parents. Many educationists believe that these active

increases social interaction, enhance leadership quality, give a chance of healthy

recreation, make students self-disciplined and confident (Bashir & Hussain, 2012).

Therefore, teachers and instructors of different schools firmly believed that incorporating

co-curricular activities to the lives of the students and even on the curriculum of the
school has a grave impact and contribution to the students’ lives for it can change their

way of lifestyle and even the manner of their studying.