CO-CURRICULAR ACTIVITIES AND ACADEMIC PERFORMANCE OF

GRADE 11 STUDENTS IN PORFIRIO G. COMIA MEMORIAL NATIONAL

HIGH SCHOOL

STUDENTS NAME:

LADY DIANE M. DE LEMOS

BHEA DELA CUZ
NHICEL BUENO
LEA UYVICO
JUSTINE JAMES DELA CRUZ
JOEVERT ARMAMENTO
FRANKLIN VIOLANGCO

RESEARCH SUBMITTED TO THE FACULTY OF THE DEPARTMENT OF EDUCATION, PORFIRIO G.

COMIA MEMORIAL NATIONAL HIGH SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
OF THE SUBJECT.

INQUIRIES, INVESTIGATION, IMMERSION

(MONTH AND YEAR OF COMPLETION)

 Table of Contents
Chapter 1
Background of the Study

Statement of the Study

Objectives of the Study

Significance of the Study

Scope and Limitations of the Study

Chapter 2
Review of Related Literature

-Introduction

- Body

- Conclusion

Chapter 3
Methodology

Chapter 4
Result and Discussion

Chapter 5
Summary, Conclusion, Recommendations

References.
Abstract

According to IOWA Department of Education, Co-curricular activities establishing a school

start date implies that the first day of school is the date curricular assessment may begin.

Rehearsals, practices, and performances may be held prior to the school start date but those

rehearsals, practices, and performances may not be assessed (graded) as part of the formal

curriculum until the school start date has occurred. Conferences and other CTSO activities

held prior to the school start date are voluntary in nature and may not be assessed as part of

the formal curriculum until the school start date has occurred.The purpose of the study was

to determined whether students who are involved in co-curricular perform on state

assessment who participate in co-curricular activities. At test for independent means was

performed to determined if co-curricular involvement influence student achievement.When

students participate in co-curricular activities, they increased self efficacy, develop and

enhanced understanding others, to be oriented, increase intellectual and effective

development.

Chapter 1

Background of the Problem

Co-curricular activities fall outside the area of the normal curriculum of

school education, performed by students. Co-curricular activities have different types
like religious activities, academic activities, cultural activities, civic activities, sports
activities, etc. Being involved in co-curricular activities in high school like sports or

journalism can help the students get accepted to the college of their choice. In

today’s generation, students seek new experiences and opportunities for them to have
additional knowledge and enhance their skills. Co-curricular activities are one of

those experiences that every student wants to explore.

Statement of the problem

After the researchers finished the research study, the following questions will be answered.

1. What are the profiles of the respondents?

2. What are the benefits of co-curricular activities to the following?

a. Academic Performance

b. Skills

c. Attitudes

3. What are the factors affecting the students in joining co-curricular activities?

4. Is there exist a significant relationship between the factors affecting the student’s

involvement in co-curricular activities and its benefits?

Objectives of the Study

The effects of the co-curricular in the students’ academic performance hypothesize that

there is evidence that co-curricular affect the academic performance of the selected Students in

Porfirio G. Comia Memorial National High School. There is no significant relationship between
the factors affecting the student’s involvement in co-curricular activities and the benefits of co-

curricular activities.

Significance of the Study

Students. The study will help the students to know why they need to join co-curricular

activities by knowing the benefits of it.

Parents. The study will help the parents to understand the benefits and reasons for their

children joining co-curricular activities. It will help them to motivate and support their children

to join in co-curricular activities.

Teachers. The study is important to the teachers because they will know why the

students join co-curricular activities. The teachers will understand the benefits of co-curricular

activities to students.

Principals. The study will help the principals to know the different kinds of co-curricular

activities that have good effects and benefits for the students. The principal will know the co-

curricular activities that must be approved.

Future researchers. The study will be the guide for them their research. They
can also improve this study in the future.

Scope and Limitations of the Study

 The study primarily discusses presenting the profile of the respondents in terms of age,

sex, general weighted average, and organization/activities involved. Moreover, it deals with

determining the reasons involving co-curricular activities, assessing the benefits of the co-

curricular activities to the student’s academic performance, skills, and attitudes; identifying the

factors affecting the student’s involvement in co-curricular activities. The study uses the

descriptive method of research with a total of 56 Grade 11 students of the school year 2018-2019

from Porfirio G. Comia Memorial National High School as the respondents.

Chapter 2

Introduction of the Review of Related Literature

This section presents the related literature and studies from different scientists and

researchers who give their ideas about the benefits of co-curricular activities and factors

affecting the students’ involvement in co-curricular activities.

Co-curricular activities affect the students in many aspects and because of

that, many people give their ideas and perspectives about it. Many of them also
conducted research and observation to know more about co-curricular activities.The
main reason is that students’ involvement in co-curricular activities is dependent on
parents’ support, both materially and spiritually, as it does not fall under the purview
of a formal curriculum and requires extra expenditures (e.g., application fees and
transportation) and time (Ashbourne & Andres, 2015; Simpkins, Vest, Dawes, &
Neuman, 2010).Financial resources have been discussed as a factor affecting
students’ access to co-curricular activities in many studies; family structure and
parents’ opinions of activities were highly linked to the amount of money they were
willing to spend on their children’s engagement in these activities.

Indeed, parental support enables children to develop higher levels of adaptive

motivation, which indicates that, the more positive parents are, the more children are
likely to become active in co-curricular activities (MansouParents’ investment of time
and concern in students’ co-curricular activities were included in the topic of parental
support.r & Martin, 2010). Moreover, this can be seen as a function of growing
pressure on parents—although they realize if they put too much pressure on their
children they will rebel and develop emotional problems, the skills and abilities they
will develop via co-curricular activities are seen as being beneficial to their future
and are more important (Stirrup et al., 2015).Co-curricular activities pertain to
activities contributing to the academic learning experience especially activities that
provide students with opportunities to learn and develop skills through active
participation. Co-curricular activities and programs may be led by faculty or staff, or
by students themselves, but they must have stated goals and measured outcomes.

Co-curricular activities benefit students by providing opportunities to apply their

knowledge and skills, develop new abilities and interests, and strengthen their social and

organizational skills. Students may acquire practical expertise by taking part in co-curricular
activities related to their topic. Co-curricular activities have a positive impact on the class

attendance of the students. When students participate in co-curricular events, they increase self-

efficacy, make friends, develop an enhanced understanding of others, become oriented to

campus, make important gains in critical thinking, increase their intellectual and affective

development, improve their resilience and well-being and develop.

CHAPTER 3

Methodology

The study will be conducted in Porfirio G. Comia Memorial National High School
in Naujan, Oriental Mindoro. There will be a house-to-house interview of the
respondents which will accommodate 20 persons.The participants of the study were
the grade 11 students of Porfirio G. Comia Memorial National High School. A total of
56 students participated in the study. Respondents were taken randomly from the two
different strands, General Academic Strand (GAS) and Science, Technology,
Engineering, and Mathematics (STEM).

Interpretation of Data

Table 1.1

Family Factors

Indicators Mean Interpretation Rank

1. It reduces my time for family bonding. 2.79 Agree 2

2. I don’t have time to attend mass during Sunday together
2.37 Disagree 8
with my family.

3. My parent’s opinion is that I can graduate even though

2.61 Agree 4
I’m not joining in different activities in school.

4. My parents won’t allow me to join. 2.18 Disagree 10

5. According to my parents it’s just a waste of time and

2.35 Disagree 9
effort.

Composite Mean: 2.55 Interpretation: Disgree

Table 1.1 presents the family factors which affect the students’ involvement in co-
curricular activities. It can be gleaned that family factors really affect the students’
involvement in these activities as indicated by the composite mean of 2.55 interpreted
as agree.

Table 1.2

Indicators Mean Interpretation Rank

1. It won’t help me in socializing with others in such

2.44 Disagree 10
activities.

2. Influence from friends or someone to join. 2.93 Agree 1

3. I usually end up ignoring issues especially when they do

2.68 Agree 4.5
not affect me personally.

4. It’s enough for me that someone gets the job done; I

2.47 Disagree 9
don’t care on how and who.

5. It gives me a chance to explore for various interests that

2.89 Agree 2
I may have.

Composite Mean: 2.69 Interpretation: Disgree

Peer Factors
In table 1.2, peer factors that affect the students’ involvement in co-curricular activities are

presented.

Table 1.3

School Factors

Indicators Mean Interpretation Rank

1. I hate long hours in doing task but if I can get incentive Agree 1
2.75
from it I’ll grab it.

2. It won’t show me great opportunity and learning. 2.53 Agree 6.5

3. I am not willing to work hard in a course if it will lead Agree 6.5

2.53
to a higher grade.

4. For me getting the best grades is not important it’s Disagree 9.5
2.37
better to fail than to get tired.

5. Involving in these kinds of activities is just a waste of Agree 8

2.51
time.

Composite Mean: 2.55 Interpretation: Agree

Table 1.3 presented the school factors affecting the Grade 11 student’s involvement
in co-curricular activities. It can be seen that the overall ranking on school factors
has the composite mean of 2.55 that can be verbally interpreted as agree.

To sum up the whole table, it simply means that school factors affect the students’

involvement in co-curricular activities and it is one of the contributors in the reasons of the

students why they join in such activities.

Table 2.1
 Extent of Benefits of Co – curricular Activities in terms of Academic Performance

Indicators Mean Interpretation Rank

1. I can evaluate new ideas and techniques efficiently. 3.25 Agree 1

2. I can make reasonable decisions in the face of Agree 3.5

2.93
imperfect information.

3. It gives me an extra grade. 2.91 Agree 5

4. It can help me in preparation for my future career. 2.93 Agree 3.5

5. My experience from these brought new learning and Agree 2

3.04
positive outcome for my academic achievement.

Composite Mean: 3.01 Interpretation: Agree

Table 2.1 presented the extent benefits of co-curricular activities in terms of

Academic Performance. It can be gleaned from the table that the extent of benefits of
co-curricular activities in terms of academic performance was verbally interpreted as
agree with the composite mean of 3.01.
Table 2.2

Extent of Benefits of Co – curricular Activities in terms of Skills

Indicators Mean Interpretation Rank

1. It can help me to train my mind and body to be alert Agree 2

3.33
and decide quickly.

2. It can help me to be prepared in my future career Agree 5

3.04
because it may serve as my training.

3. It can give me a way on how to present an activity in Agree 3

3.14
front of others.

4. It emphasizes teamwork and sense of unity not only in 3.09 Agree 4

school but also in community.

5. It increases my social interaction and be disciplined Agree 1

3.26
enough.

Composite Mean: 3.17 Interpretation: Agree

Table 2.2 presented the extent of benefits of co – curricular activities in

terms of skill. It can be seen that the extent of benefits of co – curricular activities in
terms of skill was verbally interpreted as agree with the composite mean of 3.17.

Table 2.3

Extent of Benefits of Co – curricular Activities in terms of Attitudes

Indicators Mean Interpretation Rank

1. I learn about long term commitments when joining in

a club because I commit myself within a long period of 2.96 Agree 2.5
time.

2. It helps you to reduce your stage fright for oral Agree 5

2.93
recitation.

3. I learn how to appropriate my act in social situations

by these activities and build a solid relationship towards 2.96 Agree 2.5
other.

4. It provides me a way that I can get involved in

something and really shine, giving my self-esteem a 3.18 Agree 1
boost.

5. I’ll learn about time management and prioritizing Agree 4

2.95
things in my life.

Composite Mean: 3.00 Interpretation: Agree

 Table 2.3 presented the extent of co-curricular activities in terms of attitudes. Weighted

mean, interpretation and ranking of data can be gleaned from the table.

Table 3.1

Level of
r – value P – value Result
Significance

Fam vs Acad 0.051 0.704 0.05 Not Significant

Fam vs Skills -0.089 0.511 0.05 Not Significant

Fam vs Attitude -0.049 0.715 0.05 Not Significant

Peer vs Acads 0.056 0.682 0.05 Not Significant

Peer vs Skills -0.026 0.847 0.05 Not Significant

Peer vs Attitude -0.218 0.103 0.05 Not Significant

School vs Acads -0.165 0.219 0.05 Not Significant

School vs Skills -0.157 0.244 0.05 Not Significant

School vs Attitude -0.055 0.684 0.05 Not Significant

Relationship between Factors affecting the Student’s involvement in Co-curricular

Activities and Benefits of Co-curricular Activities

Table 3.1 presented the relationship between factors affecting the student’s
involvement in co-curricular activities and benefits of co-curricular activities. Results
showed that there is no significant relationship between the two.
CHAPTER 4

Result and Discussion

Upon accomplishment of the questionnaire, all data gathered in the study were tallied,

analysed and interpreted. Different statistical tools were used in the study.

Ranking the data involves putting the valves in numerical order and then assigning new

valves to denote where in the ordered set they fall. This was use in study in ranking the items in

the questionnaire.

Weighted mean, also known as the weighted average referred to the average calculated

by taking into account not only the frequencies of the valves of a variable but also some other

factor such as their variance. It is used in the study to determine the mean score of reasons of

involving in co-curricular activities, benefits of joining co-curricular activities to the students,

and factors that can affect in joining co-curricular activities.

Pearson Product Moment of Correlation (Pearson’s r) was used to determine if there

exists significant relationship between the benefits and the factors that can affect in joining co-

curricular activities.

A Likert scale was used with corresponding value from 1 to 4 scales, one being
the lowest and four being the highest. The computed mean ratings were evaluated
according to the following interval.
Chapter 5

Summary, Conclusion, Recommendations

Co-curricular activities (CA) are numerous, including self-confidence,

communication skills, and good physical health. So far, little importance has been

given to studying the relationship between co-curricular activities and exam

performance. Consequently, students are living in an environment where they have

little idea of how co-curricular activities affect their exam performance or grades.

They only give importance to their studies to achieve higher grades in exams. This

research study examined the role of co-curricular activities and exam performance of

students at different levels of class attendance.

Most of the parents of the students believe that co-curricular activities will

enhance their children and because of this, they searched out what types of activities

that will most helpful to their children to show their potentials and develop their skills

in different aspects.This is especially true for authoritative parents as they tend to

believe they know what activities are best for their children and they are eager to

encourage or even force their children to participate in such activities so as to

achieve future success (Attending too many rehearsals, practices, and meetings may

cut into homework time. When students get overscheduled, they might be spreading

themselves too thin, which may lead to spending less time studying and preparing f

class and also time for them. This leads the parents to make their children stop

joining co-curricular activities.

Furthermore, it is clearly worthwhile to expose learners to a wide range of

experiences that display at least a reasonable resemblance to the reality of conditions
in the outside world where they will have to study, live and work once they leave
school. It seems justifiable to assume that a judiciously balanced combination of
academic and co-curricular learning experiences is likely to enable learners to cope
better with life in a society where people have to change career several times in the
course of their working lives.

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