TRINITY POLYTECHNIC COLLEGE INC.

892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

“The Role of Extracurricular Activities in Accountancy, Business and Management

Students’ Academic and Career Success in Trinity Polytechnic College
Novaliches Campus for the school year 2023-2024”

In Partial Fulfillment

of the Requirements for Course in Practical Research 2

By

Barbon, Angela Jo Florence

Padua, Joanna Marie L.

Mancilla, Pauline

Camargo, Jewel

Sumagaysay, JB

Ruanes, Romar

Diño, Alexis

Submitted to:

Ms. May Ann Iglopas

 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

ACKNOWLEDGEMENT

We would like to express our sincere gratitude to the following individuals who have been
instrumental in the completion of this research paper:

Mrs. Cristina L. Castro, our valued assistant principal, for her unwavering support,

encouragement, and guidance throughout this journey.

Ms. May Ann Iglopas, our dedicated subject teacher, for her invaluable insights, constructive

feedback, and continuous inspiration.

We would also like to extend our heartfelt thanks to our families and friends for their enduring

support and understanding during this endeavor.

Last but not least, we offer our gratitude to God, whose blessings and divine guidance have been

the foundation of our strength and determination.

Without the support and encouragement of these individuals, this research would not have been

possible. Thank you all for your contributions to this endeavor.

 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

DEDICATION

The research study is dedicated to the parents of the researchers who provided unwavering
encouragement and support during the course of the study. They were the ones that provided all
the things required for this study. It also paid tribute to the educators who allowed this research
by helping the researchers in finishing their work. The researchers who conducted the research
also want to dedicate it to all students who are considering joining extracurricular activities.
Additionally, this study is dedicated to the school, providing the researchers with the chance to
develop, improve, and collaborate while conducting this research. We hold dear and honor our
almighty Creator, who gave us the power, understanding, wisdom, protection, and will needed to
complete our study.
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

PRAYER

Dear Heavenly Father,

As we reach the culmination of our research study, we bow our heads in gratitude for the journey
that has brought us to this moment.
We lift our heart to You, the source of all wisdom and understanding, to offer this prayer of
thanksgiving. Thank you, Lord, for the opportunity to embark on this intellectual quest, for the
knowledge we have gained, and the challenges we have overcome.
We are thankful for the strength and resilience that You have instilled in us, enabling us to
persevere through the trials and tribulations of research.
We are grateful for the guidance of mentors, the support of loved ones, and the camaraderie of
friends who have stood by our side. They have been a blessing, and we are thankful for their
unwavering belief in my capabilities.
As we conclude this chapter of our academic journey, we seek Your blessings for the future.
May the knowledge we have acquired be used for the betterment of humanity, and may we
continue to be a vessel of Your wisdom and grace.
Lord, we entrust this research study and all that it represents into Your loving hands. May it be a
testament to the diligence and determination that You have planted within us. With a heart filled
with gratitude, we offer this prayer, knowing that all we have achieved is a gift from You.
In Your name, we pray,
Amen.
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

TABLE OF CONTENTS

1 Chapter 1 (Problem and Background of the Study) ………………………………………...…1

1.1 Introduction……………………………………………………………………….1

1.2 Statement of the Problem…………………………………………………………4

1.3 Theoretical Framework…………………………………………………………...5

1.3 Conceptual Framework…………………………………………………….……..6

1.4 Assumption and Hypothesis…………………………………………………….…7

1.5 Purpose of the Study………………………………………………………….…..7

1.6 Scope and Limitation of the Study…………………………………………….….8

1.7 Definition of Terms……………………………………………………………….9

2 Chapter 2 (Review of Related Literature)……………………………………………………..11

2.1 Foreign Literature……………………….……………………………………….11

2.2 Local Literature………………………………………………………………….14

3 Chapter 3 (Research Methodology) ……………………………………………………..…….18

3.1 Research Design………………………………………………………………....18

3.2 Respondents of the Study…………………………………………………..……18

3.3 Sampling Technique……………………………………………………………..20

 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

3.4 Instrumentation…………………………………………………….……………

203.5 Data Gathering Method…………………………………………………..

……...21

3.6 Data Processing and Statistical Treatment……………………………..………..21

4 Chapter 4 (Presentation, Analysis, and Interpretation of Data) ………………………….……23

4.1 Presentation of Data………………………………………………………….….23

4.2 Results or Findings…………………………………………………………...…30

4.3 Generalization……………………………………………………………..……31

5 Chapter 5 (Summary of Findings, Conclusions, and Recommendations) ……………………40

5.1 Summary of Findings……………………………………………………………40

5.2 Conclusions………………………………………………………………..……44

5.3 Recommendations………………………………………………………………44

6 Appendices …………………………………………………………………………………...45

7 Bibliography………………………………………………………………………………..…49
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter of the paper presents the background of the study, statement of the problem,
purpose of the study, significance of the study, definition of terms, theoretical framework and
limitations of the study.

Introduction
Background of the Study

Extracurricular activities are those which exist outside the domain of normal curriculum
of school or college education (Philippine Education, 2023). It refers to extracurricular tasks that
students participate in individually and in groups that are not part of the regular educational
experience or faculty curriculum. Through regular practice, these activities helped students
develop a variety of personality traits, including social intelligence and practical skills that may
or may not be related to academics. According to Cheryl (2016), back in the 19th Century, in the
country of the United States of America, extracurricular activity began. At first, they were a
supplement to the regular curriculum and comprised some practical or professional interests. The
first universities to do extracurricular activities were Harvard University and Yale University.
They made a club about literacy and as time passed by debate clubs, sororities, fraternity and
athletic activities began to emerge. Also, during World War I, making newspapers and yearbooks
became the main focus of every club in every school. Because it provided positive prospects for
development on an interpersonal and personal level, extracurricular activities were still in the
present curriculum.

According to Llego (2022), Extracurricular activities had a special role in students'

academic development. The advantages of extracurricular activities for students were numerous.
They can assist students in developing new skills, meeting new people, and discovering new
hobbies. Students can gain confidence and leadership abilities through these exercises. Student
involvement in extracurricular activities might also benefit their academic performance. This
kind of activity had benefits for the students. According to Anglia (2022), Extracurricular
Activities can make you learn new things. Extracurricular activities provided a lasting learning
experience for children, fostering important personality qualities and life skills that are beneficial
in various spheres of life. Activities like sports and playing an instrument can help develop long-
lasting passions and hobbies, enhancing their lives. For example, sports promoted collaboration,
leadership, and problem-solving abilities, while playing an instrument requires patience, good
hand-eye coordination, and imagination. These skills were crucial for future success and could
be applied beyond their education. Also, extracurricular activities could boost your academic
performance. Many of the abilities utilized in extracurricular activities can also be applied in

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 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

core academic topics. Strong memory, critical thinking, creativity, and problem-solving abilities
are necessary for education. Moreover, extracurricular activities can broaden people's social
skills. Because of the nature of many extracurricular activities, students will interact socially
with other students. It was a great chance for them to interact with other students who share their
interests outside of the classroom while doing something they all enjoy. Another important
advantage of extracurricular activities was that it allowed the students a chance to improve their
social skills, make new friends, and gain more self-assurance when speaking in front of a group.
Participating in extracurricular activities could help students enhance their sense of confidence
and self-worth.

According to the article made by Roland (2018), it tackled the downside of

extracurricular activities to students. To ensure that their time spent in school is as enjoyable as
possible, students should be aware of the potential dangers of those activities. Extracurricular
Activities can affect students' time management. Although it may be tempting, doing so could
harm your scores. Even teenagers frequently had trouble managing their time, and some
extracurricular activities required more time and effort than many students are able to devote to
them. Also, students may be consumed by an activity. People might decide to focus their
additional time and attention on that extracurricular interest, even if the activity they chose
leaves enough time for schoolwork and other priorities. For instance, they might like
participating in the drama club at their school since they want to interact with the actors while
working backstage or performing. Their obsession with drama may become all-consuming and
cause they to neglect other obligations. Because they spend so much time at the auditorium
hanging around, running lines, or practicing songs and dances, they could discover that you are
having problems keeping up with assignments or finishing duties at home. When you understand
that you won't have enough time to finish everything they have on their plate, they could become
anxious. Moreover, the extracurricular activities that they have joined might be the wrong
activity for them. If they’re going to devote time to an extracurricular activity, be sure it's
something they enjoy and find fulfilling. Parents may encourage particular activities with the
best of intentions, but if they feel stressed out by piano lessons because they would rather be
playing basketball, discuss their thoughts with their parents. Perhaps they can work out a
compromise, like taking a little break from their studies during the basketball season. Remind
students in elementary or middle school that they will have plenty of opportunity to attempt new
activities in the next academic years. Anxiety might result from overinvolvement, especially if
competitive performance is expected.

As the researchers committed to understanding the role of Extracurricular Activities, they

reflect on their personal journeys as once a participant in this kind of activities. Being part of
these activities, it gave them a important life skills like boosting their self-confidence, enhance
their marketing skills, critical thinking and improve their physical well-being.

In the process of researching, the existing research studies don't thoroughly investigate
extracurricular activities related to accountancy, business, and management. This noticeable gap
in research highlights the necessity for students to dive deeper into understanding why there's a
lack or limited availability of extracurricular programs designed specifically for accountancy,

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Telephone Number: 7738-1713
Email: [email protected]

business, and management. Exploring this further could reveal insights into how these tailored
initiatives might influence students' academic and career success. Also, upon researching, the
researchers found that there are no studies about exploring the effects of extracurricular activities
to Accountancy, Business and Management students that are studied in school of Trinity
Polytechnic College.

Rationale for the Study

According to Arvind (2023). The process of education had many aspects and went
beyond the boundaries of the classroom. Students require a variety of personal and professional
abilities in today's competitive world in order to thrive in their schoolwork and future
employment, in addition to having good academic talents. Extracurricular activities, which
covered a wide range of extracurricular pursuits, are now widely acknowledged as essential
components of the educational process. This study intends to examine the impact of
extracurricular activities on the academic and career success of Trinity Polytechnic College
students in Grades 11 and 12 specializing in Accountancy, Business, and Management (ABM).

A respectable school with a strong reputation for providing high-quality ABM education
is Trinity Polytechnic College. It offers a variety of extracurricular pursuits, including English
Club, Math-Sci Club, Marketing Club, Basketball team, Beauty pageants and Academic
competitions. The extent to which these activities help ABM students improve academically and
professionally, however, is yet largely unexplored. It is crucial for educational institutions,
students, and parents to understand this relationship since it can influence choices about resource
allocation and time management strategies.

A study by Teodoro M. Kalaw in 2019 found that extracurricular activities improve

cognitive abilities, time management, and discipline in college student’s that majoring in
business. Career success is also determined by interpersonal and leadership abilities, which
students often use to enhance. Participation in business clubs can lead to networking, internships,
and industry trends. Additionally, extracurricular activities are essential for personal growth,
improving leadership, problem-solving, teamwork, self-confidence, and providing a sense of
community and emotional support. Understanding the relationship between extracurricular
activities and academic success can help students succeed.

The results of this study may have a variety of beneficial implications. They can provide
information to Trinity Polytechnic College's teachers and administration regarding the kinds of
extracurricular activities that are most beneficial for ABM students. Additionally, this
information can be used by parents and kids to decide which activities to emphasize for their
academic careers. Additionally, this study may have an impact on policies and practices in
educational institutions other than Trinity Polytechnic College by broadening understanding of
the value of extracurricular activities in education.

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 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

In conclusion, this study aims to investigate the complex effects of extracurricular

activities on Trinity Polytechnic College Grades 11 and 12 ABM students' educational and career
achievement. By doing this, it hopes to contribute to the improvement of ABM education as a
whole and its alignment with the needs of today's employers by offering insightful information
that can improve these students' educational experiences and future prospects.

Statement of the Problem

This study focuses on investigating and exploring the impact of extracurricular activities
in academic and career success of Grade 11 and 12 Accountancy, Business, and Management
(ABM) students in Trinity Polytechnic College Novaliches Campus for the academic year 2023-
2024.

Specifically, this study seeks to answer the following questions:

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

1.1) Age

1.2) Gender

1.3) Grade level

1.4) General Weighted Average last school year

2. What are the different types of extracurricular activities in Trinity Polytechnic College?

2.1) Supreme Student Government

2.2) English Club

2.3) Math-Sci Club

2.4) Marketing Club

2.5) ABM Club

2.6) Academic competitions

2.7) Basketball team

2.8) Beauty pageants

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892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

3. What are the effects of extracurricular activities to the respondents in terms of:

3.1) Physical wellness

3.2) Academic performance

3.3) Socialisation

3.4) Mental Well-being

4. Is there a significant difference between the profile of the respondents in terms of their
grade level and the effects of extracurricular activities?

5. Is there a significant relationship between the profile of the respondents in terms of their
GWA and the effects of extracurricular activities?

Theoretical Framework

The following theory served as a foundation for the researchers' ideas. This will provide
important information related to the research

According to Astin's (1999) Student Involvement Theory, students' learning and

personalities develop as they gain experience and get more involved in a variety of activities.
These activities cover a wide range of pursuits, such as involvement in extracurricular activities
(ECAs), engagement with faculty, and other institutional staff (Astin, 1999). According to this
theory, a student's time and effort are valued and are the most significant institutional resource
that can be impacted by various educational policies and practices (Astin, 1999). To improve the
quality of education and life in universities, including their engagement in Extracurricular
Activities (ECAs), it is crucial to understand how conditions related to a student's participation in
universities reflect upon their personal and social development

This theoretical framework can be applied to the study of whether extracurricular

activities affect academic performance and career success. Through experiences and
participation in a variety of activities, students' learning and personalities grow. Extracurricular
activity involvement is beneficial to students because it positively affects their educational
experience, youth development, and academic and social preparation.

According to Karabulut's (2022) Enrichment theory, extracurricular activities can foster

intellectual development and improve academic achievement. ABM students may have a deeper
knowledge of their subject, which could result in better marks and academic achievement, if they
participate in activities connected to their field, such as business clubs, economics competitions,
or financial literacy initiatives.

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892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

This theory explained the importance of extracurricular activities in academic

performance where Karabulut explained that that participation in extracurricular activities
improves students' academic competency, students' overall scholastic readiness, regardless of
their background and prior accomplishment, as well as their involvement in parenting,
volunteering, and home learning activities especially the activities that specific for their own
course/strand. For this reason, this study is significant to our case study to find out the role of
extracurricular activities in students.

Conceptual Framework

Figure 1: Demographic profile and various extracurricular activities affecting the students'
academic and career success in terms of physical wellness, academic performance,
socialisation, and mental well-being.

This study revolves around two variables; the independent variable and dependent variable. In
certain studies, the grouping variable serves as the independent variable (IV), which is the
variable that the researcher manipulates (changes) to see if it would cause a change in the
dependent variable(s). The dependent variable (DV), which the researcher measures to determine
whether its value is influenced by changes in the independent variable. (National University
ASC, 2023)

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892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
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The researchers will examine the Demographic profile and various extracurricular
activities as independent variables on the physical wellness, academic performance,
socialisation, mental well-being as dependent variable.

The researcher chose this since the title focuses on those grade 11 and 12 ABM students
who participate in extracurricular activities at Trinity Polytechnic College. Novaliches branch.
To make sure that they are more relatable to extracurricular activities in study’s findings, the
researchers need their profile and the various extracurricular activities in which they participate,
such as clubs, sports, academic competitions, pageants, and SSG, to determine if they have a
positive or negative influence on their physical wellness, academic performance, socialization,
and mental well-being.

Statement of the Hypothesis

H0: The presence of extracurricular activities does not influence the academic and career success
of Grade 11 and 12 ABM students in Trinity Polytechnic College Novaliches Campus.

H1: The presence of extracurricular activities has an impact on the academic and career success
of Grade 11 and 12 ABM students in Trinity Polytechnic College Novaliches Campus.

Purpose of the Study

The purpose of this study conducted by the researchers is to learn about and understand
what could be the effects of the involvement in extracurricular activities to Grade 11 and 12
Accountancy, Business and Management (ABM) students of Trinity Polytechnic College.

This type of research is conducted to determine how Grade 11 and 12 Accountancy,

Business and Management (ABM) students of Trinity Polytechnic College perform academically
in the midst of extracurricular activities.

This study seeks to discover if extracurricular activities have an impact on students in

terms of physical wellness, academic performance, socialisation, and mental well-being.

Under recommendation or suggestions, conducting this research can be a valuable

endeavor, as it can provide insights into the relationship between student's involvement in such
activities and their educational outcome.

Significance of the Study

The significance of this study was to offer valuable insights about the role of
extracurricular activities in grade 11 and 12 Accountancy, Business, and Management (ABM)
student’s academic and career success at Trinity Polytechnic College. In addition, this research

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 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

aims to benefit not only the students themselves but also their parents or guardians, teachers, the
school, and future researchers as a whole by providing a better understanding of this research
study. In essence, this study aims to reveal how taking part in extracurricular activities can boost
academic performance and set students on a path towards successful careers, providing valuable
insights for everyone involved.

Below are the beneficiaries of the current study:

Students - This study has a great impact on the students; it can encourage them to acquire better
confidence in their talents by exploring extracurricular activities, and they will learn vital life
skills like time management, communication, teamwork, and leadership as they participate in
various activities. Furthermore, encouraging kids to pursue their hobbies and passions through
extracurricular activities can improve their academic performance.

Parents/Guardian - This study can help parents teach their kids the value of time management
while also giving them the ability to develop their unique interests and objectives. Making their
children feel loved and supported by their parents includes encouraging their involvement in
extracurricular activities.

Teacher - Participating in extracurricular activities can also help teachers form bonds with their
students. Through these activities, teachers can engage with students in a more casual and
informal atmosphere, building a sense of community and understanding. Additionally, these
activities may serve as a challenge for teachers to improve their leadership abilities.

Trinity Polytechnic College - This research helps the school achieve high ratings among the
public. The presence of extracurricular activities in school has a significant positive impact on
students as it expands their knowledge and skills. Essentially, the school will be recognized not
only for its academic achievements but also for producing well-rounded individuals with the
necessary skills, knowledge, and experience to thrive in various aspects of life. This positive
image not only attracts students but also demonstrates the school's commitment to fostering the
comprehensive development of students.

Future Researchers - This study has the potential to provide valuable assistance to our future
researchers by providing a direct way to obtain data for extracurricular activities. The importance
of this research is further strengthened by the fact that it has already been extensively studied by
current researchers, adding depth and relevance to the wealth of knowledge available to the next
generation of analysts.

Scope and Limitation of the Study

This study emphasises on how academic and career success are influenced by the
participation of Grades 11 and 12 students in extracurricular activities, who attend Trinity

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892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Polytechnic College Novaliches Campus. This research will be conducted in the first semester of
the school year 2023-2024.

Accountancy, Business, and Management students that are not actively engaged in
extracurricular activities will not be included in the study. Datas only from those involved in
extracurricular activities will be gathered and further investigated throughout the research.

Due to the study's precise geographic and demographic focus, the findings might not be
generalizable to other locations and age brackets. The extent to which the research is conducted
can be affected by constraints in terms of time, financial, and access to participants. This study's
main focus will be on the impact of extracurricular activities on students' academic and
professional achievement, hence other topics will not be discussed.

Definition of Terms

ABM. Or Accountancy, Business and Management is designed for students who are interested in
business, finance, entrepreneurship, and accounting.

Academic performance. A measure of a student's achievement and success in educational

activities, typically assessed through grades, test scores, and overall educational attainment. This
word was used as a measurement of student achievement across various academic subjects.

Boundaries. Refers to something that indicates or fixes a limit or extent. This word was used as
a line that marks the limits of an area; a dividing line.

Catering. To provide a supply of food. This word was used as the provision of food and drink at
a social event or other gathering, typically as a professional service.

Cognitive. Of, relating to, being, or involving conscious intellectual activity (such as thinking,
reasoning, or remembering). This word was used as an of, relating to, or being conscious mental
activities

Curriculum. Refers to a set of courses constituting an area of specialization.the courses offered

by an educational institution. This word was used as an A curriculum is a structured and
organized plan of study that outlines the subjects, courses, and learning objectives to be covered
in an educational program.

Endeavor. Refers to attempt (something, such as the fulfillment of an obligation) by exertion of

effort. This word was used to try hard to do or achieve something.

Essential. Of, relating to, or constituting essence. This word was used to describe an absolutely
necessary; extremely important.

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892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Extracurricular. Not falling within the scope of a regular curriculum, specifically of or relating
to officially or semi officially approved and usually organized student activities (such as
athletics) connected with school and usually carrying no academic credit. This word was used as
activities are non-academic pursuits or hobbies that students engage in outside of their regular
school curriculum.

Faculty. Refers to a branch of teaching or learning (such as law, medicine, or liberal arts) in an
educational institution. This word was used by a group of university departments concerned with a
major division of knowledge.

Internship. An advanced student or graduate usually in a professional field (such as medicine or

teaching) gaining supervised practical experience (as in a hospital or classroom). This word was
used as the position of a student or trainee who works in an organization, sometimes without pay,
in order to gain work experience or satisfy requirements for a qualification.

Intellectual. Developed or chiefly guided by the intellect rather than by emotion or experience.
This word was used as a relating to the intellect.

Interpersonal. Being, relating to, or involving relations between persons. This word was used to
relate to relationships or communication between people.

Practical skill. Refers to the abilities and knowledge that can be applied effectively in real-life
situations to accomplish tasks or solve problems. This word was used to describe that practical
skills are self-help and life-saving skills and lessons that you can learn (often easily), teach to
others, and practice every day to prepare and protect your and others' health.

Role. Refers to a character assigned or assumed. This word was used as the function assumed or
part played by a person or thing in a particular situation.

Scholastic. A philosopher or theologian in the tradition of scholasticism. This word was used
concerning schools and education.

Social intelligence. The ability to understand, navigate, and effectively interact with other
people and the social environment, including recognizing emotions, understanding social cues,
and making appropriate social decisions. This word was used to refer to a person's ability to
understand and manage interpersonal relationships.

Supreme. Means highest in rank, authority, or quality; being the ultimate or most superior. This
word was used as an (of authority or an office, or someone holding it) superior to all others.

Variety. The quality or state of having different forms or types. This word was used as a diverse
range of different things or elements within a particular category or context.

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892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher considered in
strengthening the importance of the present study. It also presents the synthesis of the art to fully
understand the research for better comprehension of the study.

Foreign Literature

According to the article released by Admission Sight (2023), students may join in club
activities at school as extracurriculars in addition to their regular academic studies. With the
assistance of a teacher or advisor, students typically plan and manage these activities. Students
can experience a sense of connection and belonging by joining a school club. By taking part in
these activities, students can make new acquaintances that may last a lifetime and meet new
people who share their interests and hobbies. Also, students can learn new skills through club
activities including public speaking, teamwork, and problem-solving, which can be very helpful
as they navigate both their academic and professional life.

Club activities provide students with the opportunity to broaden their horizons, push
themselves, and have a good impact on their school and community. They offer a vast choice of
activities that cater to different interests. Clubs are not just clubs, it can discover more about
themselves, it makes them a more responsible person. Participating in Extracurricular Activities
teaches you to be responsible for managing not only their time but also the responsibilities they
have in their life. It can also help them develop some of their skills. In Debate Club, it can
improve their public speaking and can also improve their confidence.

Students' involvement in extracurricular activities is crucial to their academic success.

Abizada (2020) carried out research focusing on public schools in Azerbaijan to examine the
impact of extracurricular activities on students' academic performance to better understand this
effect. They did a study on three categories of extracurricular activities: sports, fine arts, and
student clubs. They utilized the results of a centralized state school exam that evaluates students
in two subjects: mathematics and the language of instruction (either Azerbaijani or Russian).
According to their findings, some extracurricular activities benefit students' academic
performance while others have no impact. The number of extracurricular activities that students
participated in was also considered to investigate the relevance of this number in estimating
academic achievement.

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According to My Edu (2019), Competition is inherent in all living things and is essential
to evolution. Only the best individuals succeed. Studying and working are the same. Healthy
competition helps pupils develop and gets them ready for the competitive world of life.
According to this study, Competition leads the student to success. When students compete with
one another, it motivates them to work harder to learn more, understand more, and succeed.
Students need to have a fire within them that inspires them to succeed, whether it be in athletics
or academics. Also, Competition fosters motivation in students. Imagine a situation where all
students will be promoted without taking any tests. They aren't motivated to study at all.
Competition offers benefits as well, which encourages motivation. Competition among college
students is motivated by the fact that those who succeed are more likely to land fulfilling
professions. If everyone is guaranteed a job, you'll have average individuals in demanding
positions, which won't do much to boost the economy.

Many teachers and parents have strong views on competition in schools. Some think that
it’s bad, that it robs students’ self-esteem and increases their level of anxiety about their
education. Then there are those who believe that it is not only beneficial to students, but vital to
their overall education. However, if you look closely and think it through, you will probably find
that competition in schools has both positive and negative aspects. Students are inspired to work
hard and are motivated by it. It arouses curiosity, passion, and inner fire. Teamwork and
constructive involvement are necessary for healthy competition. Participants are urged to
develop personally and pick up new skills. “Winning is just an added bonus.” It keeps students
aligned with the purpose and process while practicing good sportsmanship.

According to Sanjeev (2023), Students frequently find themselves at a fork in the road
between extracurricular exploration and academic success while pursuing their education.
Fostering holistic growth and laying the groundwork for a well-rounded future depend on finding
a harmonic balance between the two. The article explores the value of striking a balance between
schoolwork and extracurricular activities, highlighting the numerous advantages of choosing a
diversified educational path. The study said a journey of self-discovery, skill development, and
overall improvement, education entails more than just the chase of grades. Students enjoy a
transforming journey that develops them into well-rounded individuals ready to achieve in
different parts of life by balancing academics and extracurricular activities. They become
powerful, resilient, and adaptable people who are prepared to leave their impact on the world as
they navigate the dynamic interaction between academic study and real-world experience.

For a student's life, maintaining a practical and effective balance between academics and
extracurricular activities is crucial. They learn ideas from it that go beyond the confines of the
classroom. Co-curricular activities are essential for a successful educational experience in a
learner-centered classroom. These activities, which range from taking part in physical education
to studying music, help students develop crucial life skills that they can utilize throughout their
entire lives. In this fiercely competitive society, students are under pressure to do better, so
finding the correct balance and mastering time management skills are crucial. A person's
personality can be shaped and skills can be turned into abilities by maintaining an excellent
balance between academics and extracurricular activities.

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Telephone Number: 7738-1713
Email: [email protected]

An action research study by Furda & Shuleski (2019) looked at the connection between
adolescent extracurricular involvement, academic performance, and school-related experiences.
This study looked at the breadth of engagement as well as the quantity of extracurricular
activities as well as the domains (academic/leadership organizations, arts activities, clubs, and
sports). A multiethnic sample of 864 eleventh graders, mostly from low-income households,
made up the population. The grade point average and the answers to a questionnaire that assessed
the population's sense of community and academic involvement made up the data that were
gathered. The findings appeared to suggest that an adolescent's participation in extracurricular
activities does have a beneficial impact on academic achievement and has a positive overall
school effect. A higher grade point average and a stronger sense of belonging, according to the
study, appeared to result from moderated participation in a variety of activities.

According to Martínez & Valiente (2020), some studies report that kids who participate
in extracurricular activities are much more dedicated and have higher academic performance
than those who do not. A low dropout rate and increased levels of student motivation are directly
correlated with taking part in these activities. Students who participate in extracurricular
activities have much superior academic or athletic skills than those who do not, which translates
into higher test scores. Additionally, students who participate in both academic and athletic
activities outperform those who only engage in one of either. The performance of pupils who
participate in only extracurricular academic activities outperforms kids who participate in both
sports and extracurricular activities. Academic performance varies generally based on the
activities, whether they are academic, athletic, leisure-related, or recreational.

These important differences are seen in the group of students who engage in intellectual
activities, but they are not as important in the group of students who engage in physical activity.
Students that participate in extracurricular music activities at their school or at music
conservatories exhibit changes in their academic performance, with superior results in
Mathematics.

The results of a study done at Daegu Catholic University in Gyeongsan, Korea, show that
there are still some obstacles to be overcome, including students' lack of knowledge about
extracurricular activities, a dearth of extracurricular programs that meet students' needs, and
institutional support to manage extensive extracurricular programs. This is due to the fact that
students frequently concentrate on achieving the academic standards for employment and only
choose extracurricular activities that will affect their credit and preparedness for careers. Despite
the advantages, extracurricular activities steer children away from their areas of interest because
they are not counted toward their academic grades. In order to achieve the intended results,
university-designed extracurricular activities should be in line with student aptitude and needs.

Students must not only voluntarily engage in a variety of extracurricular activities; there
must also be college-level initiatives to offer students programs that are advantageous and help
them manage their performance if extracurricular activities are to have a positive impact on
students' academic performance. (Han & Kwon, 2018)

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According to Gennaro (2023), The continuation of extracurricular activities and

participation in them are linked to reduced rates of severe psychological distress, higher levels of
self-esteem, and increased physical activity. Higher levels of physical activity are linked to
higher rates of reduced psychological discomfort and better self-esteem. According to Singh
(2020), Self-Confidence was the necessities that each student needed in their lives. When a kid
has learning differences, the schools usually strive to increase the student's self-confidence and
self-esteem. The importance of extracurricular activities in developing self-confidence cannot be
overstated. Students gain confidence that they can achieve their aims and create a sense of pride
as they experiment with their inventions or prepare for performances.

Higher grades, test scores, educational achievements, more regular attendance in class,
and higher self-confidence are just a few of the many advantages that extracurricular
participation offers students. Extracurricular activities improve students' capacities for leadership
and teamwork. The advantages of extracurricular activity involvement can, however, be
diminished by overscheduling and excessive activity. Students may grow lethargic and lose
interest in participating as a result. In an effort to do better, students may push themselves past
their comfort zones, which can lead to some serious injuries. Those who are overscheduled must
rest much more in order to fully recover from fatigue. (Najum et. al., 2018)

Local Literature
According to Norda (2020), Engaging in extracurricular activities, particularly sports,
significantly impacts students by promoting a healthy lifestyle and fostering the development of
essential physical traits. These activities not only bring individuals together socially but also
cultivate cooperation, problem-solving, and communication skills. Participation in sports, for
instance, provides valuable opportunities for students lacking confidence or recognition, helping
them discover and enhance their skills while interacting with like-minded peers. This
involvement boosts confidence, encourages attendance in additional classes, and contributes to
physical strength and well-being. Moreover, joining extracurricular activities teaches individuals
effective time management, scheduling, and the ability to handle responsibilities, even amidst
academic requirements and projects

According to the article released by Philippine Education in 2023, Activities of the

classroom are crucial for both working and learning. Parents frequently advise and encourage
their children to study more and play less. It's all done to achieve a specific objective. The
parents are of the opinion that investing quality time in academics would undoubtedly lead to
success in the future.

However, there is more that can draw attention and aid in a well-rounded education
besides books and online study. Basketball, baseball, drama, student government, choir,
computer clubs, and many other important extracurricular activities are just a few examples.
These activities help students socialize with their friends, improve time management, and reduce

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Telephone Number: 7738-1713
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tension in addition to relieving stress. Additionally, participation in extracurricular activities

enhances a candidate's appeal when they apply for college admission.

A study of Sagge (2022) sought to identify and examine the lived experiences of
International Mathematics Competition (IMC) winners, with the parents and coaches or trainers
as secondary participants. This research was completed at the College of Education of West
Visayas State University, Philippines. The study's informants were chosen through purposive
sampling. Based on the findings of this research, the respondents became equipped with
experience without fear of losing, became inspired and very impressed with their mathematical
skills, improved their socializing skills despite the diversity with their competitors, had more
self-confidence, and became more advanced in studying lectures than their peers. Most
importantly, the participants had a great academic performance, more self-fulfillment, and huge
motivation in their academic journey. The winners of the International Mathematics Competition
(IMC) will always provide results that are the outcome of their interactions with their
environment as they learned what it was like to compete in international mathematics
competitions.

Afalla (2019) conducted a comprehensive study in which identified the benefits and
drawbacks of extracurricular activities (ECAs) and their connection to college students' academic
performance at Nueva Vizcaya State University in the Philippines. In this study, the correlation
approach with document scanning was applied. College students involved in extracurricular
activities were chosen randomly to participate in the survey. The descriptive and inferential
problems were tackled using mean and correlation procedures. Male and single students in
particular saw participating in ECAs as an opportunity to develop their leadership abilities and
broaden their circle of friends. Older students who had families and were from higher year levels
had significant difficulties meeting deadlines, having enough time for revision, and prioritizing
their academic work. This study found both positive and negative correlations between
respondents' demographics and the benefits of ECAs. However, there was no correlation between
their extracurricular activity participation and their academic achievement.

Students need to have a balance of activities in their lives. Too much time spent on
academics can lead to burnout, while too much time spent on extracurricular activities can lead
to a lack of focus in school. A healthy balance allows students to explore their interests and
cultivate their talents while maintaining good grades and staying on top of their homework.
(Liego, 2022).

It shows how students manage their time while participating in extracurricular. According
to Quimbo (2023), Students' ability to function academically is substantially impacted by how
much time they set aside for themselves to engage in the basic student-athlete activities that have
been outlined. Activities like attending classes in fundamental core subjects like math, English,
Science, Filipino, and social studies; participating in practice or training every day during
designated times; completing daily assignments and turning them in on time or before the
deadlines; working out or exercising every day to maintain physical fitness; participating in
sports team-building events as scheduled; and sleeping for eight to ten hours every night.

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Telephone Number: 7738-1713
Email: [email protected]

Student dealing with extracurriculars and academics is a whole tiring and lack of focus,
but as athletes desire their dreams as they succeed in their sports and academics, they use time
management wisely to satisfy themselves and to give a good performance in their schools, core
subjects, and specialized subjects. It shows only that even though they have sports outside, they
still manage to finish their homework, assignments, and participate in reporting as they advance
their learning and study their works. They have more strength by thinking more about their
success, like athletes. They also think participating in these events makes them successful and
proud of themselves. It's not only to have fun but also to participate in extracurriculars, which
gives them the opportunity to learn more about what they desire in the future and how they want
to be as they grow. As they participate in extracurriculars, they also use time management, focus,
and being smart to show how multi-tasking they are to do all of those things. It shows that
everyone can do all of their work by thinking wisely and by doing things without fear. It only
gives a challenge to those students who have low self-esteem.

According to the study conducted at Bestlink College of the Philippines with the title
"Effects of the Extracurricular on Academic Performance of Senior High Students," students'
participation in extracurricular activities enhanced their academic achievement. Some students
were concerned that taking part in extracurricular activities may cause them to neglect their
academic work, which would be bad for their grade point average (GPA). However,
extracurricular activities might enhance their performance in class and their overall attitude
toward learning. The findings also indicated that involvement in extracurricular activities can
boost self-esteem. Student's self-confidence will grow as they achieve more success in the
pursuits they are enthusiastic about. For seniors in high school, participation in extracurricular
activities has some advantages. According to the study's findings, pupils who participate in
extracurricular activities have a better probability of improving their brain function than those
who do not. Regardless of the location of those events, this type of activity promotes healthy
self-development.

Extracurricular activities help to improve confidence as well as physical wellness because

they involve students in every activity that the school can offer to test their skills and enhance
their talents, causing them to be confident and fit. In terms of grades, students who are involved
in extracurricular activities have a difference compared to students who are not involved.
Students who participate in extracurricular activities frequently see receives in their grades
opposed to those who do not because of the development of essential life abilities, decreased
stress, and development of a more well-rounded educational experience.

According to Evangilista (2021), academic and extracurricular activities help children

learn better, have an impact on their academic performance, and develop their minds, bodies,
behaviors, and morals. Additionally, the connection between students and teachers, rich
educational opportunities, a welcoming campus community, the level of relationships, and a
hospitable campus community all contribute to student satisfaction with their overall university
experience.

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Telephone Number: 7738-1713
Email: [email protected]

In terms of the student's satisfaction with their career path while engaging in
extracurricular activities, students find satisfaction in extracurricular activities because they give
personal growth, social relationships, and a feeling of purpose outside of the classroom, which
affects how satisfied they are with their professional choice. Their future job path is aided by
their personal development because the knowledge and experiences they obtain will make their
work easier and more in-depth. Additionally, these abilities aid in familiarizing and preparing
kids for their future courses.

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892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

CHAPTER III

RESEARCH METHODOLOGY

This chapter shows the research methodologies used in the study that can gain definite
results. This includes the research design, respondents of the study, sampling technique,
instrumentation, data gathering method, and data processing and statistical treatment.

Research Design

In the social sciences, quantitative approach dominates the research framework. It alludes
to a collection of methods, approaches, and presumptions used to investigate numerical patterns
in order to examine psychological, social, and economic phenomena. Numerous numerical data
are gathered during quantitative research. When researchers gather quantitative data, they can
perform simple to extremely complex statistical analyses that aggregate the data (e.g., averages,
percentages), reveal relationships between the data, or compare across aggregated data. (Coghlan
& Brydon-Miller, 2014)

According to Thomas (2020), A quasi-experimental design, like a real experiment, seeks

to prove a connection between an independent and dependent variable. A quasi-experiment,
however, does not rely on random assignment, unlike an actual experiment. Instead, non-random
criteria are used to classify participants into groups. When real trials cannot be conducted for
moral or practical reasons, quasi-experimental design is a helpful tool.

The researchers adopted a Quasi-experimental design to systematically investigate the

effects of extracurricular activities (physical wellness, academic performance, socialisation and
mental well-being), serving as the dependent variable, profile of the respondents (Name, Age,
Gender, grade level, and GWA) and various extracurricular activities (Clubs, SSG, Sports,
competitions and pageants) in Trinity Polytechnic College serving as independent variables. The
choice of this design is deliberate, as it allows researchers to delve into specific respondents and
subjects, avoiding random assignment. This focused approach is particularly advantageous for
exploring phenomena within a real-world setting, providing a nuanced understanding of the
intricate dynamics at play.

Respondents of the Study

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The respondents of the study were seventy-three students of Grade 11 and 12

Accountancy, Business and Management (ABM) senior high schools who are engaged in
extracurricular activities.

The table below shows the distribution of respondents in each grade level of
Accountancy, Business and Management strand.

The distribution of respondents in this study shown below.

GRADE SECTION RESPONDENTS

11 CYLINDER 30

11 SPHERE 22

TOTAL 52

GRADE SECTION RESPONDENTS

12 TITANIUM 17

12 PLATINUM 19

12 ARGON 32

12 COBALT 20

TOTAL 88

140
TOTAL OF RESPONDENTS

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The respondents came from Grade 11 and 12 students from different sections of ABM
strand. From Grade 12 Titanium, the researchers gathered seventeen (17) respondents, nineteen
(19) from Platinum, thirty-two (32) from Argon, twenty (20) from Cobalt, thirty (30) from
Cylinder and twenty-two (22) from Sphere. Hence, the researchers obtained one hundred and
forty (140) respondents.

Sampling Technique

This research study used the non-probability sampling method. Non-probability sampling
is a sampling method that uses non-random criteria like the availability, geographical proximity,
or expert knowledge of the individuals you want to research in order to answer a research
question. Non-probability sampling is used when the population parameters are either unknown
or not possible to individually identify. For example, visitors to a website that doesn’t require
users to create an account could form part of a non-probability sample. (Nikolopoulou,
2022).

Purposive sampling technique is a collection of non-probability sampling strategies

known as "purposeful sampling" pick units based on the qualities you require in your sample. Put
differently, purposive sampling involves the "on purpose" selection of units. The optimal
application of purposeful sampling is when you want to concentrate on relatively small samples
in detail. Perhaps you are investigating a topic that is likely to contain unusual cases, or you
would like to reach a particular percentage of the population that shares specific traits.
(Nikolopoulou, 2022).

The researcher employs purposive sampling by conducting a poll to determine the

participation of ABM students in extracurricular activities. This sampling technique is deemed
more effective in gathering the required respondents for the study.

Instrumentation

The researchers gathered data using close-ended questionnaires to take the responses of
the students. Close-ended questions are those that require respondents to select from a limited
number of formed responses such as "yes" or "no," or from predetermined multiple-choice
options. This differs from open-ended questions in that it gives respondents the option to respond
in an open-text manner. Close-ended inquiries are effective for gathering quantitative data that
can be processed rapidly. These types of questions work best when participants are aware of the
specific problems the researchers want to address and when they are intended to gather
information that can be quickly organized for data analysis purposes. (Ndukwu, 2020)

The main instrumentation the researcher used in gathering data and information about
this study are the close-ended questionnaires composed of two parts. The first part consists of the
survey that has the students' profile that contains the name, age, gender, grade level, and general
weighted average last school year. The second part contains the interview questions related to the

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study that has ten (10) items. Those are the inquiries which will give a deeper understanding of
the research problem.

Data Gathering Method

This research used the survey method, in which participants respond to close-ended questions.
To collect data, the research will follow the procedures below:

1. The researchers made situational statements formulated from the statement of the
problem which will be placed in the Google Form that will serve as a questionnaire to
their respondents.

2. The researchers write a letter to Ms. May Ann Iglopas, the Practical Research 2 subject
teacher of Trinity Polytechnic College, Inc. (Novaliches Branch) to ask for her
permission to administer their survey to the Grade 11 and 12 Accountancy, Business and
Management (ABM) strand.

3. In selecting the respondents, the researchers used a purposive sampling technique. The
researchers made a poll and printed questionnaires asking whether they have participated
in extracurricular activities offered by the school or not. This phase will help the
researchers identify their future respondents. Then, the Google Form link will be
answered by the chosen respondents.

4. The data was obtained from the respondents and checked for analysis by the researchers.

5. To interpret the data results, analysis was done using table. The percentage of responses in
Google Form questionnaires are related to the role of extracurricular activities in
students’ academic and career success.

6. In the final step, after collecting the results of the responses, the researchers examined the
results of the Google Form to determine the potential errors or inaccuracies in the
respondents' responses.

Data Processing and Statistical Treatment

To analyze and interpret the data, the researcher employed the following statistical
procedure:

1. Percentage formula was used to calculate the number of students who chose each option
in terms of 100.

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f
P= x 100
140
Where:

p = percentage for a category

f = frequency or number of responses per category

N = total number of respondents

2. The researchers used the t-test formula to determine if there’s a significant difference
between the grade level of the respondents and the effects of extracurricular activities.
This is a statistical method that will help researchers assess whether the observed
differences between the groups are likely due to random chance or if they are statistically
significant.

Where:
1 = mean value of the first group
2 = mean value of the second group
n1 = size of the first group
n2 = size of the second group
s1 = standard deviation of the first group
s2 = standard deviation of the second group

3. Lastly, the Pearson correlation coefficient, often denoted as r, was used to discover if
there’s a significant relationship between the profile of the respondents in terms of their
GWA and the effects of extracurricular activities. The formula for calculating the Pearson
correlation coefficient between two variables is as follows:

Where:
r = correlation coefficient

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xi = values of the x-variable in a sample

= mean of the values of the x-variable
yi = values of the y-variable in a sample
ȳ = mean of the values of the y-variable

CHAPTER 4
RESULTS AND DISCUSSION

This chapter presents the outcomes of the data analysis, accompanied by detailed
discussions that provide a comprehensive explanation of the themes generated in response to the
study's objectives. Through these discussions, a deeper understanding of the identified themes
and their relevance to the research objectives is achieved.

Personal Information of the Respondents

Question 1: What is the profile of the respondents in terms of age?

This distribution shows that 37.6% of the total respondents are 17 years old, 24.1% are 18 years
old, 19.9% are 16 years old, 12.1% are 19 years old, 2.1% are 29, while 23, 22, and 20 years old
got 1.4%.

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Question 2: What is the profile of the respondents in terms of gender?

This distribution shows that 82.9% total respondents answered that they are female, while
17.1% answered male.

Question 3: What is the profile of the respondents in terms of grade level?

This distribution shows that 63.6% of the total respondents are Grade 12, while 36.4% are
Grade 11.

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Question 4: What is the profile of the respondents in terms of general weighted average?

This distribution shows that 13.5% answered that they have 89 in their general weighted
average. 10.6% are 90, 10.6% are 87, 6.4% are 91, 6.4% are 88, 6.4% are 85, 5.7% are 86, 4.3%
are 92, 6.4% are 93, 5.7% are 94, 5.7% are 95, 5.7% are 80, 2.8% are 81, 5.7% are 83, while
4.3% are 84.

Survey Questionnaire (Situational type)

Question 1: What types of extracurricular activities at Trinity Polytechnic College do you

engage in?

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This distribution shows that 52.7% of total respondents are part of ABM Club, 12.8% are in
Math-Sci Club, 12.8% are part or been part of Academic Competitions, 4.3% are in Marketing
Club, 1.6% are part or been part of Basketball Team, 5.3% are part or been part of Beauty
Pageants, 6.4% are part or been part of Supreme Student Government, 4.3% are part or been part
of English Club.

Question 2: Participation in extracurricular activities helped me maintain a healthier lifestyle

(e.g., regular exercise, balanced diet).

This distribution shows that 73.6% of the total respondents agreed that participation in
extracurricular activities helped them maintain a healthier lifestyle (e.g., regular exercise,
balanced diet). While 19.3% disagreed, 5.7% answered strongly agree, while 1.4% answered
strongly disagree.

Question 3: I don't feel fatigued while participating in extracurricular activities.

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This distribution shows that 65% agreed they don't feel fatigued while participating in
extracurricular activities, 27.9% answered disagree, 6.4% answered strongly disagree, while
0.7% answered strongly agree.

Question 4: I can manage my academic activities while participating in extracurricular

activities.

This distribution shows that 80.9% agreed that they can manage their academic activities while
participating in extracurricular activities, 9.9% answered disagree, 2.1% answered strongly
agree, while 7.1% answered strongly disagree.

Question 5: I can achieve my goals related to academics since engaging in extracurricular

activities.

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This distribution shows that 83.7% agreed that they can achieve their goals related to academics
since engaging in extracurricular activities, 2.1% answered disagree, 2.1% answered strongly
disagree, lastly, 12.1% answered strongly agree.

Question 6: I gain more friends when I join after-school activities.

This distribution shows that 75% agreed that they gain more friends when they join after-school
activities, 4.3% answered disagree, 20% answered strongly agree, 0.7% answered strongly
disagree.

Question 7: I noticed an improvement in my teamwork and collaboration skills.

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This distribution shows that 75.7% agreed that they noticed an improvement in their teamwork
and collaboration skills, 7.9% answered disagree, 15% answered strongly agree, lastly, 1.4%
answered strongly disagree.

Question 8: I am confident to unleash my skills every time I do extracurricular activities.

This distribution shows that 77.9% agreed that they are confident to unleash their skills every
time they do extracurricular activities, 11.4% answered disagree and 10.7% answered strongly
agree.

Question 9: Symptoms of anxiety rarely occur to me.

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 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

This distribution shows that 57.9% agreed that the symptoms of anxiety rarely occur to them,
25.7% answered disagree, 11.4% answered strongly agree, while 5% answered strongly disagree.

Question 10: I noticed a change in my stress levels since becoming involved in extracurricular
activities.

This distribution shows that 75% agreed that they notice a change in their stress levels since
becoming involved in extracurricular activities, 13.6% answered disagree, 9.3% answered
strongly agree, lastly, 2.1% answered strongly disagree

T-TEST RESULT

Total
*0.05 significance level Population p-value Interpretation
1. PHYSICAL WELLNESS 140 0.00 Reject H0
2. ACADEMIC
PERFORMANCE 140 0.04 Reject H0
3. SOCIALISATION 140 0.03 Reject H0
4. MENTAL WELL-BEING 140 0.2 Accept H0

30
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

GRADE 11 VS GRADE 12 140 0.20 Accept H0

In this table, the researchers solved for the p-value for each four categories of the questionnaire:
Physical Wellness, Academic Performance, Socialisation, and Mental Well-Being. By tallying
the responses of participants in the Microsoft Excel application and performing the t-test
statistical technique, the researchers were able to arrive at these findings. The table indicates that
if the p-value is lower than the critical value 0.05, the null hypothesis will be rejected.
Meanwhile, if the p-value is higher than 0.05, it will fail to reject the null hypothesis. Since the
category Mental Well-Being has a p-value higher than the critical value 0.05 which is 0.2, it
indicates failure to reject the null hypothesis. This means that extracurricular activities have no
significant impact on this aspect. On the other hand, the categories Physical Wellness, Academic
Performance, and Socialisation have a p-value lower than 0.05 which are 0.00, 0.04, and 0.03
respectively, therefore the null hypothesis is rejected. This indicates that participation of students
in ECAs has significant effects on their physical health, academic success, and socialisation or
how they interact with other people. Lastly, the researchers investigated if there is a significant
difference between the grade level of the respondents and the effects of extracurricular activities.
The results arrived at the p-value of 0.20, that indicates the null hypothesis is accepted. This
means that the effects of extracurricular activities on Grade 11 and 12 ABM students do not vary
depending on their grade levels.

Table 2. PEARSON-R RESULT

MEAN PER
RESPONDENTS RESPONDENT GENERAL
(GRADE 11 AND EACH WEIGHTED PEARSON-
12) QUESTION AVERAGE R INTERPRETATION
Weakly Positive
1 3.3 85% 0.3 Relationship
Weakly Positive
2 2.9 88% 0.3 Relationship
Weakly Positive
3 3.3 89% 0.3 Relationship
Weakly Positive
4 2.8 90% 0.3 Relationship
Weakly Positive
5 2.8 91% 0.3 Relationship
Weakly Positive
6 2.9 90% 0.3 Relationship
7 2.9 89% 0.3 Weakly Positive

31
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Relationship
Weakly Positive
8 3.0 90% 0.3 Relationship
Weakly Positive
9 1.9 83% 0.3 Relationship
Weakly Positive
10 3.1 93% 0.3 Relationship
Weakly Positive
11 2.9 85% 0.3 Relationship
Weakly Positive
12 2.7 93% 0.3 Relationship
Weakly Positive
13 2.9 83% 0.3 Relationship
Weakly Positive
14 2.9 92% 0.3 Relationship
Weakly Positive
15 2.8 90% 0.3 Relationship
Weakly Positive
16 3.2 96% 0.3 Relationship
Weakly Positive
17 3.0 93% 0.3 Relationship
Weakly Positive
18 2.9 89% 0.3 Relationship
Weakly Positive
19 2.8 93% 0.3 Relationship
Weakly Positive
20 2.9 89% 0.3 Relationship
Weakly Positive
21 2.9 94% 0.3 Relationship
Weakly Positive
22 2.8 87.00% 0.3 Relationship
Weakly Positive
23 3.0 88% 0.3 Relationship
Weakly Positive
24 3.3 87% 0.3 Relationship

32
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Weakly Positive
25 3.0 90% 0.3 Relationship
Weakly Positive
26 3.0 92% 0.3 Relationship
Weakly Positive
27 2.9 93% 0.3 Relationship
Weakly Positive
28 3.0 95% 0.3 Relationship
Weakly Positive
29 3.0 95% 0.3 Relationship
Weakly Positive
30 3.0 91% 0.3 Relationship
Weakly Positive
31 2.8 94% 0.3 Relationship
Weakly Positive
32 2.6 88% 0.3 Relationship
Weakly Positive
33 3.0 94% 0.3 Relationship
Weakly Positive
34 2.9 94% 0.3 Relationship
Weakly Positive
35 2.4 92% 0.3 Relationship
Weakly Positive
36 2.9 89% 0.3 Relationship
Weakly Positive
37 3.3 89% 0.3 Relationship
Weakly Positive
38 3.0 94% 0.3 Relationship
Weakly Positive
39 2.2 85% 0.3 Relationship
Weakly Positive
40 3.0 94% 0.3 Relationship
Weakly Positive
41 2.4 90% 0.3 Relationship
42 2.8 90% 0.3 Weakly Positive

33
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Relationship
Weakly Positive
43 3.2 90% 0.3 Relationship
Weakly Positive
44 3.0 90.00% 0.3 Relationship
Weakly Positive
45 2.8 93% 0.3 Relationship
Weakly Positive
46 3.1 95% 0.3 Relationship
Weakly Positive
47 3.2 93% 0.3 Relationship
Weakly Positive
48 3.1 89℅ 0.3 Relationship
Weakly Positive
49 3.0 94% 0.3 Relationship
Weakly Positive
50 3.2 87% 0.3 Relationship
Weakly Positive
51 3.0 85% 0.3 Relationship
Weakly Positive
52 2.9 85% 0.3 Relationship
Weakly Positive
53 2.9 88% 0.3 Relationship
Weakly Positive
54 2.9 95% 0.3 Relationship
Weakly Positive
55 3.0 93% 0.3 Relationship
Weakly Positive
56 2.8 90% 0.3 Relationship
Weakly Positive
57 3.0 90% 0.3 Relationship
Weakly Positive
58 3.0 95% 0.3 Relationship
Weakly Positive
59 3.2 95% 0.3 Relationship

34
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Weakly Positive
60 2.6 89% 0.3 Relationship
Weakly Positive
61 2.8 91% 0.3 Relationship
Weakly Positive
62 3.0 87% 0.3 Relationship
Weakly Positive
63 2.3 90% 0.3 Relationship
Weakly Positive
64 2.7 89% 0.3 Relationship
Weakly Positive
65 3.0 87% 0.3 Relationship
Weakly Positive
66 2.6 87% 0.3 Relationship
Weakly Positive
67 2.9 86% 0.3 Relationship
Weakly Positive
68 3.0 89% 0.3 Relationship
Weakly Positive
69 2.9 89% 0.3 Relationship
Weakly Positive
70 3.0 86% 0.3 Relationship
Weakly Positive
71 3.0 92% 0.3 Relationship
Weakly Positive
72 2.3 85% 0.3 Relationship
Weakly Positive
73 3.0 85% 0.3 Relationship
Weakly Positive
74 3.3 89% 0.3 Relationship
Weakly Positive
75 2.9 80% 0.3 Relationship
Weakly Positive
76 3.0 87% 0.3 Relationship
77 3.2 88% 0.3 Weakly Positive

35
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Relationship
Weakly Positive
78 3.0 80% 0.3 Relationship
Weakly Positive
79 3.0 86% 0.3 Relationship
Weakly Positive
80 3.0 87% 0.3 Relationship
Weakly Positive
81 2.6 80% 0.3 Relationship
Weakly Positive
82 3.0 86% 0.3 Relationship
Weakly Positive
83 2.6 84% 0.3 Relationship
Weakly Positive
84 3.0 89% 0.3 Relationship
Weakly Positive
85 2.6 80% 0.3 Relationship
Weakly Positive
86 3.0 86% 0.3 Relationship
Weakly Positive
87 3.2 88% 0.3 Relationship
Weakly Positive
88 2.9 86% 0.3 Relationship
Weakly Positive
89 3.3 90% 0.3 Relationship
Weakly Positive
90 3.0 85% 0.3 Relationship
Weakly Positive
91 3.3 92% 0.3 Relationship
Weakly Positive
92 2.4 85% 0.3 Relationship
Weakly Positive
93 3.0 87% 0.3 Relationship
Weakly Positive
94 3.1 93% 0.3 Relationship

36
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Weakly Positive
95 3.1 87% 0.3 Relationship
Weakly Positive
96 3.1 89% 0.3 Relationship
Weakly Positive
97 2.2 85% 0.3 Relationship
Weakly Positive
98 2.7 80% 0.3 Relationship
Weakly Positive
99 2.9 87% 0.3 Relationship
Weakly Positive
100 2.9 89% 0.3 Relationship
Weakly Positive
101 2.9 87% 0.3 Relationship
Weakly Positive
102 3.0 90% 0.3 Relationship
Weakly Positive
103 2.6 81% 0.3 Relationship
Weakly Positive
104 3.1 89% 0.3 Relationship
Weakly Positive
105 2.9 87% 0.3 Relationship
Weakly Positive
106 2.4 81% 0.3 Relationship
Weakly Positive
107 3.2 91% 0.3 Relationship
Weakly Positive
108 2.7 80% 0.3 Relationship
Weakly Positive
109 3.1 92% 0.3 Relationship
Weakly Positive
110 2.9 88% 0.3 Relationship
Weakly Positive
111 2.6 81% 0.3 Relationship
112 3.6 88% 0.3 Weakly Positive

37
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Relationship
Weakly Positive
113 2.8 90% 0.3 Relationship
Weakly Positive
114 2.9 86% 0.3 Relationship
Weakly Positive
115 3.0 91% 0.3 Relationship
Weakly Positive
116 2.7 91% 0.3 Relationship
Weakly Positive
117 3.0 95% 0.3 Relationship
Weakly Positive
118 2.6 91% 0.3 Relationship
Weakly Positive
119 3.0 80% 0.3 Relationship
Weakly Positive
120 2.3 90% 0.3 Relationship
Weakly Positive
121 3.0 89% 0.3 Relationship
Weakly Positive
122 3.0 93% 0.3 Relationship
Weakly Positive
123 3.0 80% 0.3 Relationship
Weakly Positive
124 3.1 89% 0.3 Relationship
Weakly Positive
125 3.0 81% 0.3 Relationship
Weakly Positive
126 3.0 87% 0.3 Relationship
Weakly Positive
127 3.0 84% 0.3 Relationship
Weakly Positive
128 3.2 87% 0.3 Relationship
Weakly Positive
129 3.0 91% 0.3 Relationship

38
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Weakly Positive
130 3.4 91% 0.3 Relationship
Weakly Positive
131 3.3 89% 0.3 Relationship
Weakly Positive
132 3.0 93% 0.3 Relationship
Weakly Positive
133 3.3 89% 0.3 Relationship
Weakly Positive
134 3.2 90% 0.3 Relationship
Weakly Positive
135 3.0 86% 0.3 Relationship
Weakly Positive
136 3.0 89% 0.3 Relationship
Weakly Positive
137 3.0 91% 0.3 Relationship
Weakly Positive
138 3.0 89% 0.3 Relationship
Weakly Positive
139 3.4 90% 0.3 Relationship
Weakly Positive
140 2.9 94% 0.3 Relationship

This table shows the result of Pearson-R correlation coefficient statistical method that was
used to discover if there’s a significant relationship between the profile of the respondents in
terms of their GWA and the effects of extracurricular activities. A Pearson correlation coefficient
(r) of 0.3 suggests a positive correlation between the two variables, but it's a relatively weak
correlation. The closer the correlation coefficient is to 1, the stronger the relationship. In this
case, the positive value indicates that as one variable increases, the other tends to increase as
well, but the correlation is not very strong at 0.3.

39
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

CHAPTER 5

SUMMARY OF FINDINGS

The findings of the study were summarized according to the statement of the problem
indicated in chapter 1.

Summary of Findings

Personal Information of the Respondents

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

1.1. age?
The percentage of the age of the respondents are 19.9% for 16 years old, 37.6% for 17
years old, 24.1% for 18 years old, 12.1% for 19 years old, 1.4% for 20 years old, 1.4%
for 22 years old, 1.4% for 23 years old and lastly, 2.1% is for 29 years old. Therefore,
most of the respondents are 17 years old.

1.2. gender?
The percentage of male in the respondents are 17.1% while the females are 82.9%. It
indicates that most of the respondents are female.

1.3. grade level?

The percentage of grade 12 in the respondents are 63.6% while 36.4% are grade 11. It
shows that most of the respondents are from grade 12.

1.4. general weighted average?

The percentage of the respondents who got 95 as their general weighted average last
school year are 5.7%, 94 had 5.7%, 93 had 6.4%, 92 had 4.3%, 91 had 6.4%, 90 had
10.6%, 89 had 13.5%, 88 had 6.4%, 87 had 10.6% , 86 had 5.7%, 85 had 6.4%, 84 had
4.3%, 83 had 5.7%, 81 had 2.8%, lastly, 80 had 5.7%. It shows that most of the
respondents had 89% as their general weighted average last school year.

Survey Questionnaire

2. What are the different types of extracurricular activities in Trinity Polytechnic College?

40
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Question 1: What types of extracurricular activities at Trinity Polytechnic College do you

engage in?

The percentage of the respondents who joined the Supreme Student Government are 6.4%,
English club has 4.3%, ABM club has 52.7%, Math-Sci club has 12.8%, Marketing club has
4.3%, academic competitions has 12.8%, basketball team has 1.6%. It shows that most of the
respondents have joined or part of the abm club.

3. What are the effects of extracurricular activities to the respondents in terms of physical
wellness, academic performance, socialisation and mental well-being?

PHYSICAL WELLNESS

Question 2: Participation in extracurricular activities helped me maintain a healthier

lifestyle (e.g., regular exercise, balanced diet).

The percentage of the respondents that answered agree are 73.6%, while 19.3% disagreed, 5.7%
answered strongly agree, while 1.4% answered strongly disagree. Therefore, most of the
respondents agreed that participating in extracurricular activities helped them maintain a
healthier lifestyle (e.g., regular exercise, balanced diet).

Question 3: I don't feel fatigued while participating in extracurricular activities.

The percentage of the respondents that answered agree are 65%, 27.9% answered disagree, 6.4%
answered strongly disagree, while 0.7% answered strongly agree. It indicates that most of the
respondents agreed that they don't feel fatigued while participating in extracurricular activities.

ACADEMIC PERFORMANCE

Question 4: I can manage my academic activities while participating in extracurricular

activities.

The percentage of the respondents that agree are 80.9%, 9.9% answered disagree, 2.1% answered
strongly agree, while 7.1% answered strongly disagree. Therefore, most of the respondents
agreed that they can manage their academic activities while participating in extracurricular
activities.

Question 5: I can achieve my goals related to academics since engaging in extracurricular

activities.

The percentage of the respondents that answered agree are 83.7%, 2.1% answered disagree,
2.1% answered strongly disagree, lastly, 12.1% answered strongly agree. It indicates that most of

41
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

the respondents agreed that they can achieve their goals related to academics since engaging in
extracurricular activities.

SOCIALISATION

Question 6: I gain more friends when I join after-school activities.

The percentage of the respondents that answered agree are 75%, 4.3% answered disagree, 20%
answered strongly agree, 0.7% answered strongly disagree. It shows that most of the respondents
agreed that they gain more friends when they join after-school activities.

Question 7: I noticed an improvement in my teamwork and collaboration skills.

The percentage of the respondents that answered agree are 75.7%, 7.9% answered disagree, 15%
answered strongly agree, lastly, 1.4% answered strongly disagree. Therefore, most of the
respondents agreed that they noticed an improvement in their teamwork and collaboration skills.

MENTAL WELL-BEING

Question 8: I am confident to unleash my skills every time I do extracurricular activities.

The percentage of the respondents that answered agree are 77.9%, 11.4% answered disagree and
10.7% answered strongly agree. It indicates that most of the respondents agreed that they are
confident to unleash their skills every time they do extracurricular activities.

Question 9: Symptoms of anxiety rarely occur to me.

The percentage of the respondents that answered agree are 57.9%, 25.7% answered disagree,
11.4% answered strongly agree, while 5% answered strongly disagree. It shows that most of the
respondents agreed that the symptoms of anxiety rarely occur to them.

Question 10: I noticed a change in my stress levels since becoming involved in

extracurricular activities.

The percentage of the respondents that answered agree are 75%, 13.6% answered disagree, 9.3%
answered strongly agree, lastly, 2.1% answered strongly disagree. It indicates that most of the
respondents agreed that they notice a change in their stress levels since becoming involved in
extracurricular activities.

4. Is there a significant difference between the profile of the respondents in terms of their
grade level and the effects of extracurricular activities?

42
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

The research question aims to investigate whether there is a significant difference between the
profile of respondents based on their grade level concerning the effects of extracurricular
activities. The given p-values from the T-test analysis provide insights into the statistical
significance of these differences.

PHYSICAL WELLNESS

The calculated p-value for physical wellness is 0.0. The data reveals that 0.0 is less than the
significance level of 0.05, indicating that there is a statistically significant difference in physical
wellness between different grade levels participating in extracurricular activities. Therefore, the
null hypothesis is rejected.

ACADEMIC PERFORMANCE

The p-value associated with academic performance is 0.04. The data reveals that 0.04 is less than
the significance level of 0.05. This suggests that there is a statistically significant difference in
academic performance related to the grade levels of the respondents engaged in extracurricular
activities. Therefore, the null hypothesis is rejected.

SOCIALISATION

A p-value of 0.03 is obtained for socialisation. The data reveals that 0.03 is less than the
significance level of 0.05, signifying a statistically significant difference in socialisation effects
between various grade levels involved in extracurricular activities. Hence, the null hypothesis is
rejected.

MENTAL WELL-BEING

The calculated p-value for mental well-being is 0.2. The data reveals that 0.2 is more than the
significance level of 0.05, suggesting no significant difference in mental well-being concerning
grade levels participating in extracurricular activities. Hence, the null hypothesis is accepted.

GRADE LEVEL

The p-value for the difference between grade levels 11 and 12 is 0.20. The data reveals that 0.20
is more than the significance level of 0.05. This indicates that there has no statistically significant
difference between these grade levels in terms of the effects of extracurricular activities. Hence,
the null hypothesis is accepted.

5. Is there a significant relationship between the profile of the respondents in terms of their
GWA and the effects of extracurricular activities?

The Pearson correlation coefficient (r) for assessing the relationship between the profile of
respondents in terms of their general weighted average and the effects of extracurricular
activities is 0.3. Therefore, the positive correlation coefficient (r = 0.3) suggests a weak positive

43
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

relationship between the respondents' general weighted average and the effects of extracurricular
activities. It shows that there is a positive relationship but it is weak.

CONCLUSION

Based on the indicated findings, the following conclusions were drawn:

1. The findings directly address the research questions posed at the beginning of this study.
The results reveal that extracurricular activities do not influence the mental well-being of
the students. On the other hand, extracurricular activities have an impact on the students'
physical wellness, academic performance and their socialisation. There was also no
significant difference between the grade level of respondents and the impact of
extracurricular activities on them.
2. The study reveals that participating in extracurricular activities affects students’ physical
wellness by maintaining their healthy lifestyle, also in academic performance,
extracurricular activities helps them to easily manage their time management and
achieving their goals in academics. Whereas, in socialisation, extracurricular activities
help them to gain more friends, improve their teamwork and enhance their collaboration
skills.
3. By reconsidering assumptions, this research not only informs institutional decision-
making but also plays a crucial role in advancing and refining theories within the broader
academic discussion. It causes a deeper exploration of the nuanced relationship between
extracurricular involvement and educational outcomes, influencing both practical
applications and theoretical frameworks in the field of education.

RECOMMENDATIONS

This study revealed the role of extracurricular activities in accountancy, business and
management students. Thus, the following recommendation are hereby presented:

1. Researchers are encouraged to explore more about how different kinds of extracurricular
activities affect students, looking at differences in things like age, where they go to
school, and their cultural background. It would also be a good idea for future research to
check how these activities continue to affect students' lives even after they finish school.
2. A similar study must be conducted to a larger group of subjects to determine if the same
findings will be established.

44
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

3. To get more in-depth understanding of the particular experiences of students engaged in

extracurricular activities, future studies may investigate applying qualitative techniques
like focus groups or interviews. This qualitative method can offer a deeper
comprehension of the numerous ways in which these activities affect students' mental
well-being, enabling a more thorough evaluation of their entire educational experience.

APPENDIX A:

CONSENT LETTER REQUEST FOR PERMISSION TO SURVEY

To: Ms. May Ann Iglopas

Practical Research 2 Subject Teacher
Trinity Polytechnic College

Date: October 28, 2023

Subject: Request for permission to conduct a survey at Trinity Polytechnic College

Dear Ms. Iglopas,

I hope this message finds you well. We, the students of Grade 12 enrolled in the Accountancy,
Business, and Management strand, Section Titanium, are writing to request your kind permission
to conduct a research survey at Trinity Polytechnic College Inc. in Novaliches on October 29,
2023.

The purpose of our survey is to collect valuable insights for our research paper titled "The Role
of Extracurricular Activities in Enhancing the Academic and Career Success of Grade 11 and 12
Accountancy, Business, and Management (ABM) Students." This research aims to provide a
comprehensive understanding of the impact of extracurricular activities on the academic and
career development of ABM students in Grades 11 and 12.

We recognize the importance of your guidance and approval for this project. Your support is
essential in enabling us to conduct this research effectively and responsibly. We are committed
to conducting the survey with utmost professionalism and ensuring minimal disruption to the
college's activities.

We kindly request your prompt response to this request. Your permission is fundamental to the
success of our research, and we genuinely appreciate your consideration of our proposal.

Thank you for your support and understanding. We look forward to your positive response.

45
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

Sincerely,

Joanna Marie L. Padua

Leader, Research Team

Mrs. Cristina Castro Ms. May Ann Iglopas

Assistant Principal of Trinity Polytechnic College Practical Research 2 Subject Teacher

APPENDIX B:

SURVEY QUESTIONNAIRE

1.) What types of extracurricular activities at Trinity Polytechnic College do you engage
in?

-Supreme Student Government

-English Club

-ABM Club

-Math-Sci Club

-Marketing Club

-Academic competitions

-Basketball team

-Beauty pageants

Physical wellness

2.) Participation in extracurricular activities helped me maintain a healthier lifestyle (e.g.,

regular exercise, balanced diet).

5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

46
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

1-Strongly Disagree

3.) I don't feel fatigued while participating in extracurricular activities.

5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

Academic performance

4.) I can manage my academic activities while participating in extracurricular activities.

5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

5.) I can achieve my goals related to academics since engaging in extracurricular activities.

5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

Socialisation

6.) I gain more friends when I join after-school activities.

5-Strongly Agree

47
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

7.) I noticed an improvement in my teamwork and collaboration skills.

5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

Mental

8) I am confident to unleash my skills every time I do extracurricular activities.

5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

9.) Symptoms of anxiety rarely occur to me.

5-Strongly Agree

4-Agree

3-Neutral

2-Disagree

1-Strongly Disagree

48
 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

10) I noticed a change in my stress levels since becoming involved in extracurricular

activities.
5-Strongly Agree
4-Agree
3-Neutral
2-Disagree
1-Strongly Disagree

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 TRINITY POLYTECHNIC COLLEGE INC.
892 Alfina Bldg., Quirino Highway, Brgy. Gulod, Novaliches, Quezon City
Telephone Number: 7738-1713
Email: [email protected]

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Telephone Number: 7738-1713
Email: [email protected]

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