Academic Performance and Extracurricular Activities of Students

Nowadays, kids participate in extracurricular activities that ostensibly aid them in developing and honing their talents in preparation for a college degree. The academic educational system of today includes extracurricular activities. This enables children to forge strong moral principles and to improve their respect for academic personnel as well as their obedience, devotion, drive, and self-control. The study’s objective is to ascertain the effect of extracurricular activities on the academic performance of STEM students in Grade 11 at Cavite National High School. The goal of the research is to ascertain whether or not extracurricular activities and academic achievement are connected. The factors were evaluated using a survey approach and the researchers’ questionnaire. The Pearson Product-Moment Correlation Coefficient was used to examine the data. It was shown that children who participate in extracurricular activities often have better test scores, higher scores on standardized tests, more educational performance, more regular attendance in class, and a stronger sense of self-worth.

INTRODUCTION

History of the Study

The K–12 curriculum’s adoption has raised the standard of education in the Philippines throughout time. It involves more than simply extending a student’s time in school; it also includes a lot of extracurricular activities and supports school clubs to provide kids enough time to grasp key ideas and abilities while also cultivating lifelong learners as they become ready for college. Therefore, participation in after-school clubs and extracurricular activities is advantageous for the K–12 population in a number of ways, according to the research by Crimson (2007).

It has long been believed that involvement in extracurricular activities increases students’ retention beyond their first year. Even if these activities improve students’ capacity to collaborate and be involved in school, many people think that they might have a detrimental impact on student achievement because of competing time demands and schedules.

The educational curriculum is sometimes perceived as extending into these extracurricular activities. As a result, it enables the kids taking part in these activities to hone their abilities in a variety of areas, including leadership, sportsmanship, self-discipline, self-confidence, and the capacity for effective communication with their peers.

According to Ahmad M.’s (2015) research, pupils who engaged in extracurricular activities had higher class attendance. When students consistently engage in school events, they are more likely to use their information in every manner. Additionally, as long as the kids continue to engage in these activities, their academic performance improves and is associated with positive results. 2

The pupils’ academic performance is impacted by these extracurricular activities in a variety of ways. Along with the advantages of engaging in these activities, students need also be aware of their drawbacks, how to balance their extracurricular activities with their academics, and how different hobbies might affect their future in various ways. Because of this, scheduling too many events might reduce the advantages of participating in extracurricular activities at school. Students may get weary and lethargic and lose interest in participating as a result. Students may attempt to push themselves over their comfort zones in an effort to impress others, but this may have major negative consequences and/or issues.

Thus, numerous criteria, such as athletics, club activities, and academic contests, will be used to assess the link between students’ degree of participation in extracurricular activities and academic achievement. The research is based on the idea that these activities have the potential to enhance pupils’ academic performance.

Additional Academic Activities

Any activity that takes place outside of the standard (obligatory) curriculum is referred to as extracurricular. The pupils do not earn grades or academic credit for the activities since they are optional. Outside of scheduled class times, these activities are provided within a formal environment. Structured extracurricular activities were highlighted by Gilman (2004) as a technique for colleges to foster resilience, create chances for participation in educational institution activities, and promote positive academic achievement. 3

‘Extracurricular activities’ are any activities that take place outside of the standard (compulsory) curriculum, according to the research by Ahmad M. et al. (2015). Students do not get grades or academic credit for the optional activities. Outside of scheduled class times, these activities are provided within a formal environment.

In keeping with this, it also refers to initiatives, plans, and educational opportunities that in some way add to what students are studying in class, as well as those that relate to or replicate the academic curriculum. Sports, debates, essay writing, drama or theater, various organizations, and student councils are just a few examples of these extracurricular pursuits. Co-curricular activities, the third curriculum, and student activities are a few phrases that have come to be used interchangeably with extracurricular activity programs, according to Robert Freeman (2017).

Academic Achievement

Academic performance refers to the evaluation of pupils’ performance in a variety of academic topics. Normative test scores, graduation rates, and classroom performance are the usual metrics used by educators to assess student accomplishment. Additionally, students’ reporting of their Grade Point Average (GPA) from the previous semester and their anticipated GPA for the current semester serve as indicators of academic success. Most higher institutions currently employ the GPA as a practical summary indicator of their students’ academic success (NA, ND).

Term Definitions

Students may engage in extracurricular activities both within and outside of school.

Academic achievement is evaluated based on how actively students participate in class.

METHODOLOGY

The tools and process used to determine how students’ participation in extracurricular activities affects their academic achievement are described in this chapter. The research design, testing, and data analysis suggestions for the study are all included in the three sections of this document.

Research Approach

The outcomes of the survey were ascertained by the researchers using a descriptive correlational approach. Using this technique, the researchers were able to examine the predicted correlations between and among variables as well as the prediction of future occurrences based on information at hand. These may also evaluate the connections between ordinary life experiences. A descriptive correlational approach is a sort of study used in scientific research where data is gathered without altering the study topic. This implies that the researchers are unable to engage in any direct interactions with the environment they are examining that may result in modifications to the experiment.

Techniques for Sampling and Samples

The STEM students that made up the sample were chosen using the purposeful sampling approach. STEM stands for science, technology, engineering, math. Since most of the students who actively participated in school activities were from the STEM strand, according to the study done at the aforementioned school, the researchers opted to use them as a trustworthy source of responses to the questions developed and indicated in the survey.

Instrumentation

To further analyze the replies, the researchers developed a 23-item Descriptive Correlational questionnaire on a 4-point Likert scale. In order to acquire information about the connection between student participation in extracurricular activities and academic achievement, questionnaires were issued. The researchers then examined the information and using statistical methods to correctly interpret the replies.

Data Treatment by Statistics

The research used a descriptive correlational methodology, and statistical tools including mean, standard deviation, correlation coefficients, and factor analysis were used to assess the data that had been gathered. In order to assess the degree to which participation in extracurricular activities by students is related to their academic achievement, the data from the sample was subjected to statistical analysis using the Pearson Correlation Coefficient.

Data Collection Method

In order to ascertain the association between extracurricular activities and students’ academic achievement, the researchers created a 23-item survey questionnaire that was sent to the respondents. The researchers conducted their study using descriptive correlational research.

RESULTS

The researchers used statistical methods to determine the proportion and correlation based on the acceptable amount of extracurricular activity participation among students in relation to their academic achievement. Only Cavite National High School’s Senior High School was included in the research. In this study, which used a quantitative research methodology, a 23-item survey questionnaire with a 4-point Likert scale was administered using a Descriptive Correlational Statistics technique, and only responses to the defined questions were sought; statistical data were presented.

Students that are actively involved in extracurricular activities like sports, clubs, and even academic contests are often also actively involved in their academic work. Through participation in college clubs, students often developed leadership and cooperation abilities while reducing their probability of engaging in various negative behaviors. All educational institute administrators are advised to set up suitable conditions so that students may participate in extracurricular activities on the campus of the institution and outside of scheduled academic times.