The Impact of Extracurricular Activities on the Academic Performance

of Students in Senior High School

Practical Research 2

Guerra, Samuel Adrian

Kisol, Yusoph

Mangoranda, Omilhaya

Miano, Angel Nicolle

Oliveros, Kim Micah

Grade 12 Researchers

Eileen J. Villaruz, PhD

Practical Research II Teacher

Iligan City National High School

Mahayahay, Iligan City
 Table of Contents
CHAPTER 1....................................................................................................................................
INTRODUCTION......................................................................................................................
1.1 Context and Rationale..........................................................................................................
1.2 Research Questions..............................................................................................................
1.3 Hypothesis........................................................................................................................
1.4 Scope and Limitations.........................................................................................................
1.5 Significance of the Study.....................................................................................................
1.6 Conceptual Framework.......................................................................................................
1.7 Operational Definition of Terms.........................................................................................
CHAPTER 2....................................................................................................................................
REVIEW OF RELATED LITERATURE...............................................................................
CHAPTER 3....................................................................................................................................
METHODOLOGY.....................................................................................................................
3.1 Research Design....................................................................................................................
3.2 Methods..................................................................................................................................
3.3 Research Instruments...........................................................................................................
3.4 Data Gathering Procedure...................................................................................................
3.5 Data Analysis.........................................................................................................................
3.6 Ethical Considerations.........................................................................................................
CHAPTER 4..................................................................................................................................
RESULTS AND DISCUSSION...............................................................................................
4.1 Implementing Research Design.........................................................................................
4.2 Data Collection....................................................................................................................
4.3 Innovation............................................................................................................................
CHAPTER 5..................................................................................................................................
CONCLUSIONS.......................................................................................................................
5.1 Summary of Findings.........................................................................................................
5.2 Conclusions and Implications............................................................................................
5.3 Recommendations...............................................................................................................
References......................................................................................................................................
APPENDIX A................................................................................................................................
LETTER TO THE SCHOOL PRINCIPAL...........................................................................
APPENDIX B................................................................................................................................
LETTER TO THE RESPONDENTS.....................................................................................
APPENDIX C................................................................................................................................
 RESEARCH INSTRUMENT..................................................................................................
APPENDIX D................................................................................................................................
STATISTICAL RESULTS......................................................................................................
APPENDIX E................................................................................................................................
INNOVATION..........................................................................................................................
DOCUMENTATION....................................................................................................................
CURRICULUM VITAE.........................................................................................................30
CERTIFICATE OF AUTHENTIC AUTHORSHIP.................................................................
 1

CHAPTER 1

INTRODUCTION

1.1 Context and Rationale

Extracurricular activities (ECA) have become a staple in many student’s

careers. ECA’s include sports, clubs, arts, journalism, and many more. The activities
may contribute to the overall growth and development of students outside of school.
However, questions arise when it comes to the impact of ECAs on the academic
performance of students. Some believe that ECA’s may distract students from their
academic responsibilities, while others believe that it will improve their time
management abilities. The possible impact of ECA on a student’s motivation and
overall well-being may contribute to the betterment of academic performance.

This research aims to investigate the correlation between participating in ECA

and the academic performance of students. The main objective of this study is to
provide insight into the relationship between ECAs and academic performance to
inform educators, and parents, and to make informed decisions to aid students in
having better academic performance. Understanding the impact of ECA on senior
high school students’ academic careers will provide information on how to approach
education that encompasses the multifaceted nature of student’s growth and success.

1.2 Research Questions

a. Does participating in extracurricular activities affect the student’s study habits?

b. Does participating in extracurricular activities present problems when balancing

their academic responsibilities (e.g. homework, quizzes, performance tasks)?

c. Does participating in extracurricular activities influence students to excel

academically?

d. Does participating in extracurricular activities give any benefits to academics?

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e. Does participating in extracurricular activities present any negative impact on

student’s academic performance?

f. Does participating in extracurricular activities help manage stress related to

academic demands (e.g.: homework, quizzes, performance tasks)?

g. Does participating in extracurricular activities present benefits to specific academic

subjects?

h. Does participating in extracurricular activities contribute to the overall

development of a student to help them be academically successful?

1.3 Hypothesis

Null Hypothesis: Participating in extracurricular activities has no impact on a

student’s academic performance.

Alternative Hypothesis: Participating in extracurricular activities has a significant

impact on a student’s academic performance.

1.4 Scope and Limitations

Out of 8000 students in Iligan City National High School 110 students from
the Senior High School will be selected. The 110 students will be composed of senior
high school students from the strands HUMSS, STEM, ABM, and TVL will be used
as samples in conducting the survey.

The study limits its coverage on the students from the senior high school
students from Iligan City National High School. Its main purpose is to identify the
impact of participating in extracurricular activities on their academic performance.
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1.5 Significance of the Study

Students have varying levels of intelligence, which can be reflected in their

academic performance as well as their involvement in extracurricular activities. Some
students may not excel in their academic studies, but participation in extracurricular
activities can have a positive impact on their grades and give them an advantage over
their peers. Due to many events, determining the effects of extracurricular activities
can greatly show the positives and negatives, potentially even addressing concerns
from students and teachers. The importance of extracurricular activities needs to be
studied since it is an integral part of a student’s career, especially in senior high
school. Furthermore, this study aims to provide additional information to existing
research and serve as a guide for other researchers interested in studying a similar
topic. Furthermore, this study will serve as a data resource for other researchers in the
future who want to study the impact of participating in extracurricular activities.

1.6 Conceptual Framework

The conceptual framework for this study illustrates the correlation between
participating in extracurricular activities (ECA) and its potential impact on a student’s
academic performance. The framework has several key components.

Independent Variable: Participation in Extracurricular Activities (ECA): The

independent variable for this study will be the participation of students in ECA since
it will be the main factor that will affect the academic performance of students. This
variable is represented by extracurricular activities such as sports, arts, journalism,
and clubs.
 4

Dependent Variable: Academic Performance: The dependent variable for this study
will be the academic performance of senior high school students since it is the
variable that is directly affected by the participation of students in extracurricular
activities. This variable is represented by the overall achievement in student’s
academics.

INPUT PROCESS

Knowledge Planning OUTPUT

Requirements:
Formulating The Dissemination of
In Planning Research Problems Information about the
In Statistics Impact of
Data Gathering
Extracurricular
In Extracurricular Analysis of Data Activities on the
Activities Academic Performance
Formulation of
of Students
Conclusion

1.7 Operational Definition of Terms

1. Extracurricular Activities (ECA): An extracurricular activity (ECA) or extra

academic activity (EAA) or cultural activity is an activity, performed by students, that
falls outside the realm of the normal curriculum of school, college, or university
education. (Wikipedia)

2. Academic Performance: Academic performance is the measurement of student

achievement across various academic subjects. Teachers and education officials
typically measure achievement using classroom performance, graduation rates, and
results from standardized tests. (Ballotpedia)

3. Study Habits: Study habits refer to the routines and techniques students use to
effectively learn and retain information. (Gudaganavar, 2014)

4. Time Management Skills: Time management is the coordination of tasks and

activities to maximize the effectiveness of an individual's efforts. (TechTarget)
 5

5. Motivation: The general desire or willingness of someone to do something.

(Oxford Dictionary)

6. Stress Management: Stress management means to reduce the negative impacts

caused by stress and to improve a person's physical and mental well-being.
(Stess.com)

7. Overall Development: The overall development of a child refers to the holistic

growth and progress of a child in various aspects of their life. (Quora)

CHAPTER 2

REVIEW OF RELATED LITERATURE

In schools, students find new ways to have an edge over others, develop
knowledge, and new skills, and find techniques to get ahead. Others simply strive to
excel in academics but some students excel by joining ECA’s or Extracurricular
Activities. The rampant rise of Extracurricular Activities will have a potential impact
on a student’s academic performance. This Chapter presents a brief review of the
literature that is related to this study.

A study conducted by Seow and Pan (2014) states that ECA’s have become an
integral part of a student’s life in school, they further state that there are three major
theoretical frameworks to explain the possible impacts of ECA’s on a student’s
academic performance. The first major theoretical framework stated is the Zero-sum
theory which explains that participating in ECA can either provide benefits but will
also present a disadvantage along the way. The second one is developmental which
tries to determine whether participating in said activities can help benefit a student’s
development not just in school but growth as an individual. The third and last major
theoretical framework is the threshold which tries to determine at what certain degree
of difficulty of the ECA will show an impact on the academic performance of the
student.
 6

Wilson (2009) conducted a study that states that the students who actively join
ECAs benefit from them which strengthens the first major theoretical theory of Seow
and Pan. This study states that students who participate in ECAs achieve better
grades, higher test scores, more educational attainment, more regular attendance at
school, and higher self-concept are all advantages of participating in extracurricular
activities. Wilson also stated that the students who participate in extracurricular
activities have a lower chance of alcohol consumption, illicit drug use, and other
negative behaviors while developing skills such as cooperation and leadership. The
students were also observed to have higher grade point averages, a decline in
absenteeism, and a stronger sense of connection to the school.

Roll (2015) conducted a study that used a qualitative methodology by

interviewing 5 students one-on-one to determine their ability to balance their
responsibilities as students who are involved in extracurricular activities. Wilson
stated in his study that participating in ECAs shows overwhelmingly positive results
however the results of the interview show that not all participants benefitted from
joining ECAs since they failed to fulfill their responsibilities due to their lack of time
management and organizing tactics in their daily lives. The participants examined
their motives for participating in extracurricular activities, definitions of success, time
management, and organizational tactics, and the role of advisers. Furthermore, this
study intends to promote the understanding of how student affairs professionals can
assist students in successfully managing their duties of their extracurricular activities
and their schoolwork.

An in-depth analysis can be seen in the study conducted by Clegg, Stevenson,

and Willot (2009) which used a direct investigation into what qualifies as an
extracurricular activity and tried to determine the extent to which how students should
participate in ECA experience and understand the advantages of participating in these
events. Their study aims to determine the awareness of students of the event that they
are participating in and whether they will benefit or not from it. This study
investigates the potential and abilities of students to comprehend the advantages of
using it for their benefit.

A study conducted by Abizada & Gurbanova (2020) shows that participating

in extracurricular activities gives positive benefits to the academic performance of
 7

students. For evidence, this study used the school’s data to assess the academic
performance of students in two subjects namely Mathematics and Language. The
study has shown that the students who participated in activities such as sports, fine
arts, and student clubs have added benefits to their academic performance.

Freeman (2017) also studied the effects of participating in extracurricular

activities on the academic performance of students. He specifically measured the
scores of students on the American College Test (ACT) and their grade point average
(GPA). Their data was collected from the 2009 seniors class from two schools within
their districts. Their study shows that the academic performance of students is
positively impacted by their participation in extracurricular activities.

Anjum (2021) also states that extracurricular activities not only improve
students' academic performance but also help them improve their behavior, get better
test scores, their attendance in class, and a better self-image overall. Their study also
suggests that governments should support and further push students to participate in
extracurricular activities in all secondary schools.
 8

CHAPTER 3

METHODOLOGY

3.1 Research Design

The present study will be conducted by utilizing quantitative research methods

to obtain answers to the research questions, justify and accomplish the study
objectives, and explore the various impacts of ECA on a student’s academic
performance. Quantitative research design offers numerical data that is helpful to have
a more accurate interpretation.

3.2 Methods

The sampling method used for data gathering is purposive sampling. To

determine the impact of extracurricular activities on a student’s academic
performance, the best sampling method is purposive since determining the impact of
ECA requires questioning those students who had partaken in those activities.

3.3 Research Instruments

The respondents will be given a questionnaire. The questionnaire will be used

as the main tool to gather data from the respondents. It will contain 9 statements that
correlate to the research questions. The statements will be formulated in a manner to
best determine the correlation between participating in extracurricular activities and
the academic performance of senior high school students.

The questionnaire is structured in a manner that requires the respondent to

check boxes accordingly to scale. It will use a Likert scale to determine the best
results. This legend will help the researchers to analyze the result of conducting data-
gathering
 9

3.4 Data Gathering Procedure

After establishing the research questions, formulating statements for the

research questionnaire will be done. Copies of questionnaires will distributed to select
students in Humanities and Social Sciences (HUMSS), Accountancy and Business
Management (ABM), Science, Technology, Engineering, and Mathematics (STEM),
and Technical Vocational Livelihood (TVL).

3.5 Data Analysis

The data collected will provide answers to the research questions and determine
the impact of participating in extracurricular activities on the academic performance
of students. The data will undergo statistical methods for the researchers to have an
interpretation. Frequency analysis will be used as the main statistical method to
analyze and interpret the data. The process of frequency analysis requires tallying of
data from the questionnaires. Interpretations and conclusions will be formulated
based on the most voted option in the questionnaire.

3.6 Ethical Considerations

Conducting research involves careful consideration of various factors to avoid

potential issues that may arise during the process. Ethical considerations are taken
into account as standard practice in conducting studies. The well-being of the
respondents is of utmost importance, and their right to privacy and confidentiality will
be respected. Before the questionnaires are distributed, the respondents will be briefed
about the research to ensure that they are well-informed. The well-being of student
respondents is given top priority, and their consent is crucial to ensure that they
willingly participate in the study.
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CHAPTER 4

RESULTS AND DISCUSSION

4.1 Implementing Research Design

Implementation of research design is crucial in this study to determine the

impact of participation in extracurricular activities on the academic performance of
students. Knowing the variables used for this study is an important step for the
researchers to formulate research questions and interpret the data collected from the
survey. The information gathered from the survey by purposive sampling will provide
the researchers with interpretations to formulate conclusions and innovations.

4.2 Data Collection

Table 1. The Ability of Students to Balance their Academic Responsibilities and their
Extracurricular Activities

Options Number of Respondents

Strongly Disagree 18
Disagree 45
Neutral 15
Agree 24
Strongly Agree 8
Total: 110

Note. The survey item read as follows: “I manage my time between academic responsibilities and
extracurricular activities.”

Table 1 shows that 63 out of 110 student respondents who participate in

extracurricular activities have trouble managing their time and balancing their
academic responsibilities with extracurricular activities. This means that the academic
performance of students could potentially be jeopardized due to their lack of time
management because of joining extracurricular activities. Such claims are supported
by Johnson and Moulden (2011) who found similar results when they discovered a
negative correlation between ECA and homework. The study found that students who
 11

participated in too many extracurricular activities had lower academic performance

due to homework overload.

Table 2. The Student’s Allocated Time to Study and their Participation in

Extracurricular Activities.

Options Number of Respondents

Strongly Disagree 8
Disagree 23
Neutral 33
Agree 40
Strongly Agree 6
Total: 110

Note. The survey item read as follows: “Participating in extracurricular activities has affected my study
time.”

Table 2 shows that 46 out of 110 student respondents struggle to find time to
study due to their participation in extracurricular activities. This means that their
academic performance could be negatively affected due to the student’s inability to
find study time for their classes. The lack of time to study for classes and other
academic responsibilities such as homework and quizzes could result in a decline in
academic performance. Such claims are supported by Covay and Carbonaro (2010)
who stated that non-cognitive skills including time management affect the academic
achievements of those who participate in extracurricular activities.
 12

Table 3. The Influence of Participating in Extracurricular Activities on a Student’s

Motivation.

Options Number of Respondents

Strongly Disagree 7
Disagree 31
Neutral 19
Agree 43
Strongly Agree 10
Total: 110

Note. The survey item read as follows: “Participating in extracurricular activities has positively
influenced my motivation to excel academically.”

Table 3 shows that 53 out of 110 student respondents are motivated to excel
academically by participating in extracurricular activities. This means that most
students are motivated to achieve more by participating in extracurricular activities.
Therefore, they can perform better academically thus yielding greater results in their
academic performance. Such claims are supported by Davis (1996) who stated that
extracurricular activities can be beneficial as an intervention to help a student who has
lost interest in school. Simultaneously, the privilege of participating in extracurricular
activities can also act as a motivation for students to maintain good grades.
 13

Table 4. The benefits of participating in extracurricular activities on the academic

performance of students.

Options Number of Respondents

Strongly Disagree 4
Disagree 16
Neutral 32
Agree 52
Strongly Agree 6
Total: 110

Note. The survey item read as follows: “I have gained benefits from participating in extracurricular
activities in terms of my academic performance.”

Table 4 shows that almost 58 out of 110 student respondents agree that there
have been benefits to their academic performance when it comes to joining
extracurricular activities. This means that most students receive benefits not just in
their academics, but also physically, and mentally. These benefits could help the
students achieve greater academic performance due to the advantages that it offers.
Such claims are supported by Guest and Mcree (2009) who stated that engaging in
well-planned and structured activities can greatly benefit students by not only
reducing the likelihood of delinquent behaviors but also by promoting a positive
mental state and warding off depression.
 14

Table 5. The Potential Negative Impact of Participating in Extracurricular Activities

on a Student’s Academic Performance

Options Number of Respondents

Strongly Disagree 15
Disagree 40
Neutral 35
Agree 19
Strongly Agree 1
Total: 110

Note. The survey item read as follows: “Participating in extracurricular activities has had a negative
impact on my academic performance.”

Table 5 shows that 55 out of 110 student respondents disagree that

participating in extracurricular activities has had a negative impact in terms of their
academic performance. This means that most of the respondents received positive
impact or benefits from participating in extracurricular activities and it has helped
their academic performance. A study conducted by the NAESP has stated that
engaging in extracurricular activities has proven to be beneficial for the academic
development of students. Studies have shown that students who actively participate in
extracurricular activities have shown significant improvement in their writing,
reading, and social skills, leading to a better overall performance in their academics.
(National Association of Elementary School Principals, 2005)
 15

Table 6. The Effects of Participating in Extracurricular Activities on a Student's

Stress Management Abilities

Options Number of Respondents

Strongly Disagree 1
Disagree 23
Neutral 44
Agree 23
Strongly Agree 19
Total: 110

Note. The survey item read as follows: “Participating in extracurricular activities helps me manage
stress related to academic demands”

Table 6 shows that 44 out of 110 students have a neutral opinion on how
participating in extracurricular activities helps their ability to manage stress related to
their academics. This means that the student’s ability to manage stress related to their
academics can be affected or not by their participation in extracurricular activities.
Extracurricular activities offer several benefits and disadvantages. One advantage of
participating in extracurricular activities is the ability to manage stress better. Such
claims are supported by Fitzpatrick and McGaha-Garnett (2010) who stated that
engaging in particular activities that focus on reading and physical fitness has been
proven to aid in a person's self-improvement journey. Additionally, these activities
have also equipped these individuals with stress-coping mechanisms that have proven
to be beneficial in their everyday lives.
 16

Table 7. The Effects of Participating in Extracurricular Activities in Specific

Subjects

Options Number of Respondents

Strongly Disagree 1
Disagree 7
Neutral 45
Agree 51
Strongly Agree 6
Total: 110

Note. The survey item read as follows: “Extracurricular activities have any bearing on my performance
in specific academic subjects.”

Table 7 shows that 57 out of 110 student respondents agree that extracurricular
activities have given students advantages in some specific academic subjects. This
means that participating in extracurricular activities could benefit the students in a
specific subject when the skill used in the ECA co-relates with the lessons. Such
claims are supported by a study conducted by PSA Inc. (2006) stated that students
reduce their weight but has several benefits that include building muscular strength
and physical endurance. These physical qualities offer an advantage to those who
aren’t physically active in classes such as physical education.
 17

Table 8. The Effects of Participating in Extracurricular Activities on a Student’s

Social Skills

Options Number of Respondents

Strongly Disagree 2
Disagree 30
Neutral 23
Agree 60
Strongly Agree 15
Total: 110

Note. The survey item read as follows: “Extracurricular activities have positively impacted my social
skills.”

Table 8 shows that 75 out of 110 student respondents agree that participating
in extracurricular activities has helped their social skills. This means that participating
in extracurricular activities has a positive student’s impact on a student’s social skills
therefore offering more opportunities to excel academically due to their newfound
confidence. Such claims are supported by Schaefer, Simpkins, Vest, and Price (2011)
who have stated that Extracurricular activities not only support social development
but also foster a positive connection and interest in school.
 18

Table 9. The Effects of Participating in Extracurricular Activities on a Student’s

Personal Development

Options Number of Respondents

Strongly Disagree 7
Disagree 7
Neutral 30
Agree 49
Strongly Agree 17
Total: 110

Note. The survey item read as follows: “Extracurricular activities have had any significant impact on
my personal development.”

Table 9 shows that 66 out of 110 student respondents agree that participating
in extracurricular activities has had a significant impact on their personal
development. This means that participating in extracurricular activities can help a
student improve themselves to be better to achieve more and perform better. Such
claims are supported by a study conducted by Fredricks and Eccles (2006) who stated
that the duration of extracurricular participation positively impacts a student’s overall
development. Additionally, a study conducted by Blomfield and Barber (2009) states
that participating in extracurricular activities contributes to adolescents’ character
development. Furthermore, this study also states that the students who participate in
extracurricular activities have higher levels of self-concept and self-worth.

4.3 Innovation

Based on the data and interpretations seen above, the researchers can highlight
these findings by making an infographic and writing an article to spread knowledge
 19

about the impacts of extracurricular activities on the academic performance of

students. Furthermore, the infographic and article will contain statistical evidence
directly from the research paper supported by factual sources from other researchers
who have studied a similar topic.

The infographic will be uploaded on social media and it will contain graphs
and interpretations but it will be simplified for the public to easily digest the given
data. It will be simplified by making the statements brief and concise however there
will be no alterations to the results.

The article will also be published online alongside the infographic for the
public to have a more in-depth understanding of the research by reading through a
summary of the research paper. To ensure the reliability of the article, statistical data
will be provided and the research paper itself will be linked so that the public can
easily access the full research paper to validate the researcher's claims.
 20

CHAPTER 5

CONCLUSIONS

5.1 Summary of Findings

Based on the data the researchers have gathered, students who participate in
extracurricular activities do present problems when it comes to managing their time
between extracurricular activities and their academic responsibilities. Additionally,
results show that it affects students' study habits of students thus jeopardizing their
academic performance. However, results show that the students who participated in
extracurricular activities motivate students to perform better thus improving their
academic performance. Moreover, extracurricular activities have the potential to
mitigate stress for students. On a positive note, extracurricular activities help students
to become better individuals by boosting their confidence through the improvement of
their social skills. Moreover, extracurricular activities contribute to the overall
development of students for them to be academically successful.

5.2 Conclusions and Implications

The research demonstrates the significant impact of participating in

extracurricular activities and its effects on the student’s academic performance. The
conducted survey and data analysis show the advantages and disadvantages of
participating in extracurricular activities. These findings will provide information for
parents, teachers, and mentors for them to help students achieve greater academic
success.
 21

5.3 Recommendations

From the results of the research, the following information can encourage and
help educational institutions to offer a more diverse range of extracurricular students
to help them perform better academically. This research also shows that students still
need to manage their time well for them to have the academic achievements that they
seek to achieve. Furthermore, a deep understanding of students shall be done to
support them in their extracurricular activities while maintaining their academic
focus. Additionally, recognition of the student’s achievements should be done more
often to motivate them and encourage them to perform better.
 22

References

Blomfield, C. J., & Barber, B. L. (2009). Brief report: Performing on the stage, the
field, or both? Australian adolescent extracurricular activity participation and
self-concept. Journal of Adolescents, 32(3), 733-739.

Covay, E., & Carbonaro, W. (2010). After the bell: Participation in extracurricular
activities, classroom behavior, and academic achievement. Sociology of
Education, 83(1), 20-45.

Davis, O. L. (1996). "No pass, no play" and no research: A look into a bare cupboard.
Journal of Curriculum and Supervision, 11(2), 119-123.

Fitzpatrick, J., & McGaha-Garnett, V. (2010). Employment, academic, and

extracurricular contributors to college aspirations. Journal of College
Admission, 209, 22-29.

Fredricks, J., & Eccles, J. (2010). The breadth of extracurricular participation and
adolescent adjustment among African-American and European-American
youth. Journal of Research on Adolescence, 20(2), 307-333.

Guest, A., & McRee, N. (2009). A school-level analysis of adolescent extracurricular

activity, delinquency, and depression: The importance of situational context.
Journal of Youth & Adolescence, 38(1), 51-62.

Johnson, R., & Moulden, R. (2011). A Correlational Study of Extracurricular

Involvement and homework performance of third-grade Students.

National Association of Elementary School Principals. (2005). Making the most of

after-school time.

Policy Studies Associates, Incorporated. (2006). Everyone plays! A review of

research on the integration of sports and physical activity into out-of-school
time programs.
 23

Schaefer, D. R., Simpkins, S. D., Vest, A. E., & Price, C. D. (2011). The contribution
of extracurricular activities to adolescent friendships: new insights through
social network analysis. Developmental Psychology, 47(4), 1141-1152.

Abizada, A., Gurbanova, U., Iskandarova, A. et al. The effect of extracurricular

activities on academic performance in secondary school: The case of
Azerbaijan. Int Rev Educ 66, 487–507 (2020). https://doi.org/10.1007/s11159-
020-09833-2

Freeman, R. (2017). The relationship between extracurricular activities and academic

achievement (Publication No. 245) [Doctoral dissertation, National Louis
University]. Digital Commons.

Abruzzo, K. J., Lenis, C., Romero, Y. V., Maser, K. J., & Morote, E.-S. (2016). Does
participation in extracurricular activities impact student achievement? Journal
for Leadership and Instruction, 15(1), 21-26.

Anjum, S. (2021). Impact of extracurricular activities on academic performance of

students at secondary level. Vol. 2 No. 2.

Howard, A. K., & Ziomek-Daigle, J. (2009). Bonding, Achievement, and Activities:

School Bonding, Academic Achievement, and Participation in Extracurricular
Activities. Georgia School Counselors Association Journal, 16(1), 39-48.
 24

APPENDIX A

LETTER TO THE SCHOOL PRINCIPAL

14 November 2023

Mr. Zosimo B.Gomez

Iligan City National High School Principal
Iligan City National High School
Gen. Wood Street
Brgy. Mahayahay, Iligan City

Dear Principal, Mr. Zosimo B.Gomez:

We would like to take this opportunity to express our gratitude for your support of the
research project. As a group of students, we are excited to embark on this journey of
conducting a research project in the school.

To ensure that the research is conducted efficiently and effectively, we have carefully
designed the research methodology and divided the tasks among group members. We will be
working on different aspects of the study, including data collection, analysis, and
presentation.

We understand the importance of the subject matter and are committed to working
diligently to complete the project within the specified time frame. We are confident that with
your support, we will be able to successfully carry out the research and achieve our goals.

We are grateful for your support in providing us with access to the students and the
necessary resources for conducting the research. We are committed to completing the project
within the specified time frame and ensuring that the findings are accurately reflected in the
final report.

Thank you for your time and consideration. We are looking forward to your response
and the opportunity to work with the school on this research project.

Sincerely Yours,

Samuel Adrian E. Guerra

Research Group Leader

Noted By:
Eileen J. Villaruz
Practical Research Teacher

Approved By:
 25

APPENDIX B

LETTER TO THE RESPONDENTS

14 November 2023

SENIOR HIGHSCHOOL RESPONDENT

Iligan City National High School
Gen. Wood Street
Brgy. Mahayahay, Iligan City

Dear Respondent,

I hope this message finds you well. I am reaching out to invite you to
participate in a survey focused on Understanding the Impact of Extracurricular
Activities on the Academic Performance of students.

Your insights are invaluable in contributing to our research, which aims to

explore the correlation between extracurricular engagement and academic
achievements. Your responses will remain confidential, and the data collected will be
used for research purposes only.

Participation in this survey is entirely voluntary, and you have the right to
withdraw at any point without providing a reason. By engaging in this study, you will
be helping to enhance our understanding of the relationship between extracurricular
activities and academic success. Thank you for considering this request. Your input is
crucial in advancing our knowledge in this area. Best regards.

Sincerely,

PR2-GROUP 6
STUDENTS OF SECTION GARNET
 26

APPENDIX C

RESEARCH INSTRUMENT

QUESTIONS STRONGLY DISAGREE NEUTRA AGREE STRONGLY

DISAGREE L AGREE
(3-4) (6-7)
(1-3)
(5) (8-10)

I manage my time between academic

responsibilities and extracurricular activities.

Participating in extracurricular activities has

affected my study time.

Participating in extracurricular activities has

positively influenced my motivation to excel
academically.

I have gained benefits from participating in

extracurricular activities in terms of my
academic performance.

Participating in extracurricular activities has

had a negative impact on my academic
performance.

Participating in extracurricular activities helps

me manage stress related to academic
demands.

Extracurricular activities have a bearing on my

performance in specific academic subjects.

Extracurricular activities have positively

impacted my social skills.

Extracurricular activities have had a significant

impact on my personal development.
 27

APPENDIX D

STATISTICAL RESULTS

QUESTION QUESTION QUESTION QUESTION QUESTION

1 2 3 4 5

SD - 18 SD - 8 SD - 7 SD - 4 SD - 15

D - 45 D - 23 D - 31 D - 16 D - 40

N - 15 N - 33 N - 19 N - 32 N - 35

A - 24 A - 40 A - 43 A - 52 A - 19

SA - 8 SA - 6 SA – 10 SA - 6 SA - 1

QUESTION QUESTION QUESTION QUESTION

6 7 8 9

SD - 1 SD - 1 SD - 2 SD - 7

D - 23 D-7 D - 30 D-7

N - 44 N - 45 N - 23 N - 30

A - 23 A - 51 A - 60 A - 49

SA - 19 SA - 6 SA - 15 SA - 17
 28

APPENDIX E

INNOVATION
 29

APPENDIX F

DOCUMENTATION
 30

CURRICULUM VITAE

I. PERSONAL INFORMATION

Name : Samuel Adrian E. Guerra

Date of Birth: May 25, 2006

Place of Birth : Iligan City

Civil Status : Single

Address : Dona Maria Subdivision Phase V, Tipanoy, Iligan City

Name of Children : N/A

II. EDUCATIONAL QUALIFICATION

 Elementary School Graduate – Iligan City Central School

 Consistent High Honor Student
 2 Time Yapis Balak Winner
 DSPC Elementary School Radio Broad Casting 1st Placer
 Junior High School Completer – Iligan City National High School
 Enrolled in ICNHS section GARNET S.Y. 2023-2024
 School Level Radio Broadcasting Champion
 Awarded Best in Script Writing in Radio Broadcasting
 Awarded Best Concept in Radio Broadcasting
 For You Pilipinas – National Essay Writing Contest Competitor
 Journalympics Editorial Writing English Competitor
 Perfect Attendance Records (Elementary and Secondary)
 31

CURRICULUM VITAE

I. PERSONAL INFORMATION

Name : Yusoph U. Kisol

Date of Birth : September 5, 1995

Place of Birth : Saudi Arabia

Civil Status : Married

Address : Purok 5, Tambacan Iligan City

Name of Children : N/A

II. EDUCATIONAL QUALIFICATION

 Elementary School Graduate – Iligan City Central School

 With High Honors - Elementary
 Junior High School Completer – Iligan City National High School
 Enrolled in ICNHS section GARNET S.Y. 2023-2024
 32

CURRICULUM VITAE

I. PERSONAL INFORMATION

Name : Omilhaya S. Mangoranda

Date of Birth : September 6, 2005

Place of Birth : Pantao Ragat LDN

Civil Status : Single

Address : Mahayahay, Iligan City

Name of Children : N/A

II. EDUCATIONAL QUALIFICATION

 Elementary School Graduate – Iligan City Central School

 Graduated With Honors - Elementary
 Junior High School Completer – Iligan City National High School
 Enrolled in ICNHS section GARNET S.Y. 2023-2024
 33

CURRICULUM VITAE

I. PERSONAL INFORMATION

Name : Angel Nicolle S. Miano

Date of Birth : March 16, 2004

Place of Birth : Balot Tondo Manila

Civil Status : Single

Address : Saray Purok 2, Iligan City

Name of Children : N/A

II. EDUCATIONAL QUALIFICATION

 Elementary School Graduate – North Central School

 Junior High School Completer – Iligan City National High School
 Enrolled in ICNHS section GARNET S.Y. 2023-2024
 34

CURRICULUM VITAE

I. PERSONAL INFORMATION

Name : Kim Micah A. Oliveros

Date of Birth : September 23, 2006

Place of Birth : Purok Sampaguita, Barangay Villa Verde, Iligan City

Civil Status : Single

Address : Purok Sampaguita, Barangay Villa Verde, Iligan City

Name of Children : N/A

II. EDUCATIONAL QUALIFICATION

 Elementary School Graduate – Villa Verde Elementary School

 Junior High School Completer – Iligan City National High School
 Enrolled in ICNHS section GARNET S.Y. 2023-2024
 Outstanding Performance in Subjects
 Perfect Attendance Records (Elementary)
 Academic Honor

CERTIFICATE OF AUTHENTIC AUTHORSHIP

 35

I hereby declare that this submission is our own work, to the best of our
knowledge, it contains no materials previously published nor written by another
person. This work does not also contain material which, to a substantial extent, has
been accepted for an award of any other degree or diploma, except where due
acknowledgment is made in the manuscript. Any contribution made to the research by
others, with whom I have worked at ICNHS or elsewhere, is explicitly acknowledged
in the manuscript.

I also declare that the intellectual content of this manuscript is the product of
our own work, except the assistance that I received in the project’s design, conception
and style, presentation, and linguistic expression which I also acknowledged.

SAMUEL ADRIAN E. GUERRA

YUSOPH U. KISOL

OMILHAYA S. MANGORANDA

ANGEL NICOLLE S. MIANO

KIM MICAH A. OLIVEROS