EFFECTS OF INVOLVEMENT IN EXTRA CURRICULAR ACTIVITIES OF

GRADE SIX PUPILS IN MAUBAN SOUTH DISTRICT: BASIS

FOR THE DEVELOPMENT OF PUPIL’S EXTRA -
CURRICULAR PROGRAM
 CHAPTER I

THE PROBLEM

Introduction

One of the parents' greatest achievements and immediate responsibility is to send their

children to school but sending does not only mean to make them academically active but also to

make them socially active by joining and participating in extra-curricular activities. Participating

in extra-curricular activities contributes a lot and helps the students mold their social being.

Extracurricular activities are a way for students to feel as if the student belongs to

something. Activities also encourage mental and emotional growth and provide the child with

healthy outlet to relieve stress. As a parent, they are probably well aware that there are numerous

benefits that allowed children to participate after school activities. Extracurricular activities not

only give the child a chance to relieve some pent-up stress, but they also encourage to make new

friends, learn new skills, and participation in physical exercise (Mahoney,2006).

Extracurricular activities increase pupils’ connection to school and raise their self-esteem,

and positive social natures (Mahoney, 2006). The other way that extracurricular activities have

effects on students is because they have positive aspects that students need to become productive

students. By participating in extracurricular activities students learn lessons in leadership, team

work, organization, analytical thinking, problem solving, time management, learning to juggle

many task at once and it allows them to discover their skills and talents (Mahoney, 2006).

Extracurricular activities are totally voluntary so pupils who do not want to participate in

them do not have to. Lunnenburg (2011) states in his article that “Extracurricular activities serve

the same goals and functions as the required and elective courses in the curriculum. However,
they provide experiences that are not included in formal courses of study. They allow students to

apply the knowledge that they have learned in other classes and acquire concepts of democratic

life. Extracurricular activities have many positive effects on education. The positive effects that

extracurricular activities have on students are improved, better grades, school completion,

positive aspects to become successful adults, and a social aspect.

The effects that extracurricular activities have on education are behavior. Students that

participate in extracurricular activities have reduced behavior problems. In sports, they show

discipline in drills, practices, and routines. They have a responsibility to perform those tasks

correctly, whether it is basketball or football plays, dance routines, or signals in baseball. When

students perform these things correctly they are rewarded for their good behavior and they take

pride in their accomplishments. Because of the pride they achieve, they gain better self- respect,

self -esteem, and self -confidence. Education world states that “Participation in school activities,

especially athletics, leads to higher self- esteem and enhanced status among peers, which some

argue is deterrent to antisocial behavior” (Howie, et al. 2010).

By engaging in extra-curricular activities, students may be required to maintain good

grades in order to meet eligibility to participate in sports or cheerleading. Eligibility may

motivate students to do their best academically in order to participate in the activity. Competing,

in a speech contest may help a student gain confidence, and being involved in a youth group or

scouting organization may help the student develop character and connect with the community.

The other effect that extracurricular activities have on students is school completion.

Students who participate in extracurricular activities are less likely to drop out and more likely to

have higher academic achievement. Those students that are at risk of failure appear to benefit
even more from participation in extracurricular activities than those who are normal achievers.

This is especially important for students who belong to ethnic minorities, students with

disabilities, and at risk of dropping (Casinger, 2011). Engagement in extracurricular activities is

linked to decreasing rates of early drop- out rates in both boys and girls. Sports are one of the

biggest extracurricular activities to have effects on students.

Mauban South District experienced unorganized program in choosing the participants

that will involve in extra-curricular activities. There is no clear program as guide to the coaches

and teacher that will lead them to the proper implementation of the activities. The pupils

experience also the adjustment on how they can handle the situation that affects their academic

performance. The number of activities in which students participate during kindergarten and first

grade affects their gains in reading achievement test scores between first and third grade and

third grade teachers' evaluations of mathematics skills, but does not affect gains in math

achievement test scores or teachers' evaluations of language arts skills. Dance lessons, athletic

activities, and art lessons, in particular, affect one or more of the dependent variables. With one

exception, interactions of extracurricular activities with socioeconomic status show that less-

privileged children benefit more from participation in activities than do more-privileged children,

providing evidence against Bourdieu's theory of cultural capital and social reproduction.

(Dumais, 2006).

Extracurricular activities are a part of students’ everyday life. They play important roles

in student’s lives. They have positive effects on student’s lives by improving behavior, school

performance, school completion, positive aspects to make successful adults, and social aspects.

As teachers, they to be aware of the effects that extracurricular activities have on education

(Massoni, 2013).
 Furthermore, participation in extracurricular activities fosters social integration and

deepens students’ sense of belonging, commitment and sense of responsibility to school,

community and nation. (Massoni, 2011)

Statement of the Problem

This study aimed to the effects of involvement of elementary school students in extra-

curricular activities which serve as basis for the development of extra-curricular program.

Specifically, it sought to answers to the following questions:

1. What is the demographic profile of the grade six pupils of Mauban South District in terms of:

1.1 sex;

1.2 grade level ?

1.3 monthly family income?

2. What are the extra-curricular activities participated-in by the grade six pupils of Mauban

South District?

3. What are the effects of pupils’ involvement in extra-curricular activities in terms of their:

3.1 physical development;

3.2 social development;

3.3 intellectual/cognitive development;

3.4 psychological development; and

 3.5 emotional development?

4. Is there a significant difference in the evaluation made by the respondents regarding the effects

of their involvement in extra-curricular activities when they are grouped according to their

demographic profile?

5. What are the implications of the findings of this study for the development of the pupils’

extra- curricular program?

Hypothesis

This study tested the following hypothesis in at 0.05 level of significance:

Ho; There is no significance difference in the evaluation of the effects of involvement

in extra-curricular activities of elementary school pupils of Mauban South District

when grouped according to demographic profile.

Significance of the Study

As a response to the aim of the DepEd for a functional literacy for all, schools are

mandated to be effective agents of change and strive to produce graduates who are holistically

developed.

The result of the study will be beneficial to those who are concerned with the student’s

extra-curricular activities in Mauban South District.

Students in Mauban South District

This study may help the pupils to be more conscious of the importance of being active

not only in academic but also in extra- curricular activities offered by the school. It will help
them manage their time that is hoped to enhance their knowledge, skills and values as well as the

gift of talents endowed to them by the Creator, providing a balance between their academic and

curricular activities that will lead them to become holistic individuals.

Teachers in Mauban South District

This study will help them provide an understanding of their students’ different extra-

curricular activities that will guide them in the preparation of the activities to be offered to the

students.

Administrators in Mauban South District

This study will serve as a road map to collaboratively design, share and critique future

activities of the school. In addition, it will provide essential data that will serve as a basis for

their annual plans in the development of skills, values and knowledge of the pupils through

extra-curricular activities.

Parents in Mauban South District

This study will provide them an idea and serves as the guide post to become more

supportive to their children in joining different activities that will help their children to discover

how they can contribute in improving pupil’s school performance.

Future Researcher

The outcome of this scientific inquiry would provide them a basis for pursuing another

study or a fallow up study on similar context of extra-curricular activities in a particular milieu.

Scope and Limitation

This study determined the demographic profile of in terms of gender, age and monthly

income of parents. It also aimed to identify the extra-curricular activities participated in outdoor

activities and to determine the psychological, emotional, physical, social and cognitive effects of

involvement of the pupils in extra-curricular activities which served as basis for the preparation

of an Extra-Curricular Development Program for the elementary school pupils of Mauban South

District.

The study involved 177 pupils of Mauban South District. These students were selected

using purposive sampling technique following a set criteria: (1) student of Mauban South District

(2) must be a grade VI students who is involved in extra-curricular activities (3) is willing to

serve as a respondent of the study.

Definitions of Terms

There are terms that are used throughout the literature review that the researcher defined

operationally for better understanding of this research. These terms are:

Extracurricular Activities -These are organized student activities which include official

contest and competitions, student leadership, sports, and membership and attendance or

participation connected with school and usually carrying no academic credit.

Emotional Development - It refers to the advancement of grade VI pupils in terms of

experience, expression, and understanding and regulation of their emotions.

Intellectual Development - It refers to the advancement of grade VI pupils in terms of

understanding of things and situation that they experienced.

 Physical Development - It refers on the advancement of grade VI pupils in terms of

gross and motor skills.

Psychological Development - It refers to the progress of grade VI pupils in terms of

influence of mind and emotion.

Pupils’ Extra-curricular Development Program (PEDP) - It is a plan of activities that

is prepared by the researcher based on the results of the study that will help Mauban South

District pupils to have a balance between their academic and extra-curricular activities to help

them grow holistically and how it will encourage the pupils even though it is not considered in

the grading system.

Social Development - It refers to the ability to effectively interact and relate to others

and contribute in a positive way.

Theoretical Framework

The importance of extra-curricular activities is grounded on the idea that education does

not stop inside the classroom, it extends not only in the school walls and formal training inside

the classroom because quality education depends largely on the capability to integrate formal

education in a bigger world of learning through extra-curricular activities. Catapang (2006)

defined extra-curricular activities as the activities that enable to supplement and complement

extra-curricular activities. These are very important parts and parcel of education institutions to

develop the student’s personality as well as to strengthen the classroom learning through active

involvement in various learning activities that will help the students develop holistically,

mentally, spiritually, physically, socially emotionally and be a civic-minded person.

 In addition extracurricular activities facilitate the development of various domains of

mind and personality such as intellectual development, social development, moral development

and aesthetic development. Creativity, enthusiasm and energetic, positive thinking are some of

the facets of personality development and the outcomes in joining different extra-curricular

activities (Massoni, 2011).

According to Catapang (2006), classroom theory is less effective if it is not

complemented or supplemented by relevant and practical activities outside the classroom. The

absence of these activities renders school life boring and meaningless, but when not combined

with practice, it makes learning more effective, richer, and more complete. Furthermore, he also

pointed out that inclusion of extra-curricular activities in the school program is likewise based on

the premise that the school should be the center of varied experiences so that the students not

only learn from books, but also from the activities they participate in. On the same token,

educational activity is not confined to classroom learning but rather, it includes experiences and

activities done outside the classroom. Learning by doing or though relevant practical activities or

approach is much more effective way especially among the age group that the Department of

Education (Deped) serves because the method is attuned to their dynamism.

People learn through observing others’ behavior, attitudes, and outcomes of those

behaviors. “Most human behavior is learned observationally through modeling: from observing

others, one forms an idea of how new behaviors are performed, and on later occasions this coded

information serves as a guide for action.” (Bandura, cited by RH Walter, 2006 p. 365). Social

learning theory explains human behavior in terms of continuous reciprocal interaction between

cognitive, behavioral, and environmental influences.

 Bandura believed in “reciprocal determinism”, that is, the world and a person’s behavior

cause each other, while behaviorism essentially states that one’s environment causes one’s

behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in

addition he suggested that behavior causes environment as well. Later, Bandura soon considered

personality as an interaction between three components: the environment, behavior, and one’s

psychological processes (one’s ability to entertain images in minds and language).

Social learning theory has sometimes been called a bridge between behaviorist and

cognitive learning theories because it encompasses attention, memory, and motivation. The

theory is related to Vygotsky’s Social Development Theory and Lave’s Situated Learning, which

also emphasize the importance of social learning.

Likewise, the student development theory of Arvan (2010) stresses that student-athletes

are engaged in an extra-curricular activity well before their first day in the classroom. The very

nature of being recruited, student-athletes represent the school through sport. The challenge

remains, however, for the student-athletes to be integrated into the social and academic dynamics

of athletic. Student development theorist has described how students think, behave and express

their personal, academic, and professional interests. It may be applied not only in sports but

rather in other extra-curricular activities.

Futhermore, Arvan (2010) mentioned that the National Collegiate Athletic Association

(NCCA) Foundation initiated to create a total development program for student-atheletes

(NCCA, 2008). The main goal of the program is to provide student- athletes with ways to

respond to life experiences personally. According to Chickering as cited in Arvan (2010), the

student development theory is comprised of seven major areas of development which progress
and regress at varying times. He also added that the seven vectors include (a) developing

competence, (b) managing emotions, (c) developing autonomy, (d) establishing identity, (e)

freeing interpersonal relationship, (f) developing purpose, and (g) developing integrity. The

student development theory aligns with the NCAA CHAMPS/ Life Skills Program in regards to

total students’ athlete development throughout human growth and development.

Extra-curricular activities affect the physical development of pupil in bodily kinesthetic

and motor skill. Participation in more physical activity improved their performance in school.

However, it is also believed that it is not always positive; some authorities in the field

explain that students participating in extra-curricular activities also got negative effects on their

academic performances. Both positive and negative effects of participation are dependent on

factors such as the nature of the activity and the background of the students involved. Studies

have shown that some extra-curricular activities develop pupils’ behaviour. Informal activities

that are not set up or supervised by an adult or controlled by the school can lead to problem

behaviour by the students involved in terms of undesirable social norms (Fredricks, 2006, 698).

The undesirable social norms remain undefined, but it is evident that the effect of participating in

unsupervised and disorganised activities can be negative.

Another effect that extra-curricular activities have on students is the social aspect.

Students that are involved in extracurricular activities meet many new people. Each club is

different, so students meet different people in different groups. By joining different ones they

meet people with the same backgrounds they have and people they share interests with. Most of

the people that students meet are students they would never talk to or become friends with on a

normal basis. Students who participate in extra-curricular activities also showed positive changes
in students’ self- confidence, teacher perception, and greater confidence, and then developed

positive school related adult attachments. Extra-curricular activities increases students’

connection to school raises their self- esteem, and positive social natures.

Emotional effects of extra-curricular can lead student to decrease their performance in

school mostly to the pupils that come from a broken family. They are less positive in their

academic performance because of the problems they have with their parents.
Theoretical Paradigm

Input
1. Demographic profile of the students in terms of:

1.1 sex
1.2 age
1.3 monthly family income
2. Extra-curricular activities participate in by the pupils.
3. Effects of the involvement in extra-curricular activities
in terms of:
3.1 Physical Development
3.2 Social Development
3.3 Cognitive Development
3.4 Psychological Development
3.5 Emotional Development

Process
*Analysis of the effects on involvement in
extra-curricular activities.

* Analysis of the significant difference between the effects of

Output
involvement in extra-curricular activities of elementary school
students when grouped according to demographic
profile.
Pupils’
Extracurricular
Program

Figure 1. Theoretical Paradigm on the Effects of Involvement in Extra-curricular Activities of

Pupils in Mauban South District.

 Figure 1 presents the input of the study consisted of a demographic profile of the

respondent in terms of gender, age, and monthly salary. Also constituting the input of the study

is the extra-curricular activities participated of the pupils. The other part is the effects of

involvement in extra-curricular activities in terms of: physical development, social development,

cognitive development, psychological development and emotional development. The process of

the study is to analyze the effects of involvement in extra-curricular activities through the

questionnaire checklist, also to know the significance difference of the effects of involvement in

extra-curricular activities. The output of the study will be the pupil’s extracurricular program that

will stand as the guide and tools to have a wide understanding in implementing the extra-

curricular activities.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

To gain ideas and concepts on the subject under the study, the researcher had taken

related facts and data to provide significant information, which serve as guide to establish

credibility.

Related Literature

Extra- curricular activities have many positive effects on education. The positive effects

that extra- curricular activities have on students are behavior, better grades, school completion,

positive aspects to become successful individual and social aspects. Students that participate in

extra-curricular activities have reduced behavior problems. In sports, they show discipline in

drills, practices and routines. They have responsibility to perform that task correctly, whether it

is basketball of football plays, dance routines, or signals in baseball. When students perform

these things correctly they are rewarded for their good behavior and they take pride in their

accomplishments. Because of the pride they achieve, they gain better self-respect, self-esteem,

and self-confidence. The most dangerous time for bad behavior is the time after school and

before parents got home. Between the age of nine and seventeen is when kids learn to make their

own decisions and control their behavior. This is the crucial time for students to be in extra-

curricular activities because they are under supervision, guidance, and they are engaged and

enriched learning experiences. Higher grades and positive attitudes towards school is another

effect that extra-curricular activities have on students. Self- esteem can be a predictor of

academic performance. Students that don’t like school won’t do as well as the students that do

like school because they are not motivated to succeed. If students don’t like school, it is usually
because they do not feel as though they are succeeding or they can succeed. “ Participation in

an after school program that is designed to build self-esteem, had positive effects on standards

test scores in math and reading, while receiving extended time to complete homework did not

have the same positive effects on self-esteem or achievements.

According to Republic Act No.10588 (2013) “An Act Institutionalizing The Conduct of

The Palarong Pambansa And Appropriating Funds” shall promote physical education and

encourage sports programs, league competitions and amateur sports, including training for

international competitions, to foster self-discipline, teamwork and excellence for the

development of a healthy and alert citizenry through the institutionalization of the Palarong

Pambansa as the country’s premier national sports.

Hence it shall be declared policy of the state to support programs that will improve and

promote the Palarong Pambansa as the primary avenue for providing in-school sports

opportunities to improve physical, intellectual, and social well-being of the students. All

educational institutions are therefore directed to promote physical education and undertake

regular sports activities as well as support the local meets.

When a student’s decides they want to join an extra-curricular activity, they look for one

that interests them and one they like to enjoy. By participating in extra-curricular activities, they

will find something they enjoy and see how they can use for their achievement. Participating in

certain extracurricular activities having to do with the field that the student is interested in could

help them find goal.

According to Gardner et al. (2008), theory and research on positive youth development

emphasizes the transition of human development, and suggest that cultivating positive,
supportive relationships with people and social institutions encourages healthy development.

Considering this perspective, organized activities, such as extra-curricular activities, can

encourage healthy development because of the support and opportunities that are present

compared to less positive after school option for students. Students who participate in structured

activities are more likely to respect diversity, play by the rules, and contribute as a member of a

team whether it is sports, scouting or clubs.

Schools offer after school activities for the benefit of the children. Some argue that

activities take away from educational learning and are too much for students to handle. In this

day and age there are so many activities for the child to choose from that being engaged in more

than one activity on a school day.

Uriarte (2007) stated that the scope of curricular programs typically include the

following: assemblies, class organizations, club dramatics, arts, honor societies, intramurals,

athletics, outdoor education, publication, safety patrons, social activities, speech and debate

activities, and student council.

Galiher (2006), used GPA to measure student performance because the main focus in the

student performance for the particular quarter. There are two types of factors that affect the

students’ academic performance. These are internal and external classroom factors and these

factors strongly affect the student’s performance. Internal classroom factors includes students

competence in English, class schedules, class size, English text books, class test result, learning

facilities, homework, environment of the class, complexity of the material, teachers role in the

class, technology used in the class and exams systems.

 Fredricks and Eccles (2006) found that activity participation can be linked to positive

academic outcomes, including improved grades, test scores, more school engagement, and

increased educational aspirations. While on the other hand, Eccles and Barber (2006) have noted

possible negative consequences of some types of extra-curricular activities. If a coach is

degrading to the team, or if member of the club exclude others, or just over-involvement with

every spare minute scheduled in multiple activities, students may find there are negative

consequences for participation. Either way, it is important to know why students should get

involved in positive activities and how to avoid the negative impact of over-participation.

According to Gardner, Roth and Brook- Gunn (2008), participation in organized

activities during elementary school is positively associated with educational, civic, and to some

extent, and skills development. Morrissey (2005) stated that there is an established link between

adolescents’ extra -curricular activities and educational attainment for adult in occupational

choice and income. Morrissey also noted a reduction in delinquency and less engagement in

risky behaviors. These factors explain why students should balance their lives with academics

and activities as participating in these well-rounded activities may impact their success in the

future.

For example, longer periods of participation facilitate the kind of positive interpersonal

relationships that are thought to encourage positive youth development. A cycle of greater

participation will continue if students, parents, and the community as a whole can see benefits

from the programs in which the students are participating. However, if the student has little or no

free time to do homework, the activities may be too time-intensive for positive benefits in the

classroom.
 External classroom factors include extra-curricular activities, family problems, work and

financial, social and other problems. These may affect pupils’ performance in having low grades,

self-pity, and decrease self-confident. The pupils who belong to a broken family have emotional

problem that decrease their self-confidence. Some pupils who experienced social problems are

those who are always alone. They most need the teachers’ attention for them to participate and

cooperate in the class or school activities.

Participation in structured extracurricular activities promoted not only academic

achievement but also personal/ social development. For example, Logan and Scarborough (2008)

told the story about a student effects through participation in activities.

“It was about the special education student who needed a lot of academic and social

support from the adults in the school. When the teacher found out the problem, the teacher

worked it and exposed him in outdoor activities”. The impact of exposing the extra-curricular

activities developed the personality of the student.

Students have unique opportunities to develop their social identities. According to Olson

(2008), participation in a school’s music program lessened students’ feelings of alienation,

promoted individual growth and provide a common bond between home and school. It can

provide students with a social network and a support system that is associated with their school.

According to Garner et al. (2008), theory and research on positive youth development

emphasizes the transition of human development, and suggest that cultivating positive,

supportive relationships with people and social institutions encourages healthy development.

Considering this perspective, organized activities, such as extra-curricular activities, can

encourage healthy development because of the support and opportunities that are present
compared to less positive after school options for teens. Students who participate in structured

activities are more likely to respect diversity, play by the rules, and contribute as member of a

team whether it is sports, scouting or clubs.

Dance is playful way to learn, offering children the opportunity to explore and become

confident in the three processes of composing, performing and appreciating, whilst

simultaneously contributing their wellbeing. (Gerald Griggs, 2012)

According to the article Figuracion (2015) Modern Teacher, introducing children to

sports and other extra-curricular activities is really essential not only for the physical fitness and

growth but also for mental and moral development. Since those educating pupils, the main

obligation is to guide them in discovering values that will mold their totality as we deal with

them in sports. Discipline comes first. It is the training of the mind, self- control, and character

in accordance to rules of the game or even set by instructor or coach. Sports are for everyone. It

is for those who have good body built and active minds and rather those with special needs.

(Figuracion, 2015). Through this, extra-curricular activities may increase sense of engagement to

their school and thereby decrease the likelihood of school failure. This activities offer

opportunities for students to learn the values of teamwork, individual and group responsibility,

physical strength and endurance, diversity and sense of culture community.

The behaviors and traits of children, along with their genetics, are determinants of their

growth and development; their physical, mental, and psychosocial health; and their physical,

cognitive, and academic performance. Technological advances of modern society have

contributed to a sedentary lifestyle that has changed the phenotype of children from that of 20

years ago. Children weigh more and have a higher body mass index (BMI) than their peers of
just a generation earlier (Ogden et al., 2012). Behaviorally, most children fail to engage in

vigorous- or moderate-intensity physical activity for the recommended 60 minutes or more each

day, with as many as one-third reporting no physical activity in the preceding 5 days (CDC,

2012).

While all children need not be “expert” in all movement skills, those who do not acquire

the fundamental motor skills will likely experience difficulty in transitioning their movement

repertoire into specific contexts and engagement in physical activity ( Barnett et al., 2009; Cliff

et al., 2009; Robinson et al., 2012). A full movement repertoire is needed to engage in physical

activities within and outside of the school setting. Thus, beyond contributing to levels of physical

activity, physical education programs should aim to teach basic fundamental motor skills and

their application to games, sports, and other physical activities, especially during the elementary

years (i.e., the fundamental motor patterns and context-specific periods). At the same time, it is

important to be mindful of the wide inter individual variation in the rate at which children

develop motor skills, which is determined by their biological makeup, their rate of physical

maturation, the extent and quality of their movement experiences, and their family and

community environment.

Evidence for both direct and indirect health effects of physical activity has been reported

(Hallal et al., 2006), and the need for ongoing participation in physical activity to stimulate and

maintain the chronic adaptations that underlie those benefits is well documented. To understand

the relationship of physical activity and aerobic fitness to health during childhood, it is important

first to recognize the developmental changes that occur throughout maturation. During the early

stages of adolescence, for example, participation in physical activity and corresponding physical

fitness begin to decline (Duncan et al., 2007). Such differences across stages of development
highlight the importance of examining the effects of growth and maturation on physical and

cognitive health. Accordingly, this chapter reviews how physical activity may influence

developmental processes and other aspects of somatic growth and maturation. Physical activity

programs, such as physical education, should be based on developmentally appropriate motor

activities to foster self-efficacy and enjoyment and encourage ongoing participation in physical

activity.

Tendi (2007) found out that there is a difference between male and female on specific

cognitive and perceptual motor abilities. Although the gender difference in gross motor skills in

early childhood is slight, girls typically develop these abilities at a slower rate. According to

Tendi (2007), girls are somewhat better than boys at skills that require balance and coordination,

like hopping or skipping. Because most parents direct the activities of girls differently than boys,

girls tend to develop fine motor skills, like those needed for drawing, faster than gross motor

skills. As boys and girls move into middle childhood and adolescence, the differences in gross

motor skills increase to a greater gap between genders.

Eligibility may motivate students to do their best academically in order to participate in

the activity. Competing in a speech contest, may help a student gain confidence, and being

involved in a youth group or scouting organization may help the student develop character and

connect with the community. Community service or volunteering might help a student project a

caring and compassion attitude toward others. Teachers come to the fact that negative effects are

inevitable in this imperfect world, but everything also has a positive effects, it is just necessary

and important to understand exactly how each activity is impacting a student and what type of

positive development is taking place.

 According to Woolfolk (2013), Piaget believed that the most helpful interactions were

those between peers, because peers are on equal basis and can challenge each other thinking.

Vygotsky, on the other hand, suggested that children’s cognitive development is fostered by

interactions with people who are more capable or advanced in their thinking such as parents and

teachers.

Some studies highlight the negative effects of extracurricular activities. Both positive and

negative effects of participation are dependent on factors such as the nature of the activity and

the background of the student involved. Studies have shown that some athletic activities can

coincide with increased alcohol use. Informal activities, that is, those activities not set up or

supervised by an adult, or controlled by the school, can lead to problem behavior by the youths

involved in terms of undesirable social norms (Fredricks, 2006, 698). The undesirable social

norms remain undefined, but it is evident that the effect of participating in unsupervised and

disorganized activities cans be negative.

It has been generally assumed then that participation in extra-curricular activities has a

positive impact on the retention of the students. However, it many also believe that these

activities may actually affect student performance in a negative manner due to conflicting time

requirements and competing schedules, even if they do in fact enhance student persistence.

Interestingly, relatively few studies have been performed in either of these areas due to a lack of

applicable data on extra-curricular activities which has both positive and negative effects to

student's academic performances, it just that, everything is defend to the students on how they

will handle it. Control, discipline and time management are a must but extra-curricular activities

are not just extra-curricular activities. By engaging in extracurricular activities, students may be

required to maintain good grades in order to meet eligibility to participate in such activities.
 In addition (Bugarin,2015) in the article in Educators Magazines for Teachers (2012),

students shown to have an easier time than others in articulating what they like and what is

important to them. With school temporarily out, there are plenty of summer employment

opportunities and volunteer work available to them. The students’ involvement to the extra-

curricular activities requires them to be versatile and active outside the classroom, and obviously,

this does not apply only to graduating students. As cited by Lagunda (2013) in his message to all

the Philippine Association of campus Students Advisers (PACSAN) delegates, he stressed that

the youth today are very different from the youth of other times. They are not more empowered

in terms of being aware of their rights. They are also accorded more opportunities to be involved

in matters and issues affecting society and they have easier access to a lot of information and

resources in the digital empowerment with the civic organizations like Rotary, Kiwanis, YFC,

etc. (Bugarin, 2015)

The importance of sports program was given emphasis by Marcos (2011) when he urged

the Department of Education (DepEd) to refocus on sports development for the youth as a way of

enhancing the country’s sports programs and that DepEd should also find ways of enhancing

their sports programs to develop athletes.

According to Division Memorandum No. 173 s, 2011 “One Child, One Sports Program

(C2OS)” aims to develop national spirit of one child one sport and widens the school based talent

and skills identification, selection and exposure to local and international competition.

According to Caspe (2012) in his article, “Sports in the Life of the students”, one of the

important matters in the life of the students in school is sports. Student always look forward to

play in their events. He believed that sports could be a hindrance for students in achieving high
grades for the students in academic performance. Sometimes hard-headed students prioritize

playing and later on forget to do their homework. They often fall asleep in class, dreaming of

their games and strong punches in boxing, without even realizing that they are already “knocked

out”, sleeping soundly because of tiredness while the teacher is discussing. The social aspects

could be developed, as well emotional, mental and physical capabilities. Sports learn how to

work hard and have perseverance to win every battle and bring home the bacon.

To be guided in developing sports program for the educational institutions, the researcher

adopted the variables identified and used by Samaniego (2009) such as: (1) training sessions,

venue and equipment which include the sufficient venue for various practices, year round and

before the completion training session, clear and defined program for training and adequate

equipment; (2) support group which refers to an office that monitors and support the overall

performance of all players, trainees, coaches, support from parents, alumni association and

special organization in developing students and planning sports program and (3) extra-curricular

activities and financial support for students, teacher, and coaches pertains to the scholarship

grants, incentives, recognition and achievement support for the students in terms of remedial

classes to meet their academic needs and academic counseling to essential of physical and

academic needs of the students involve in extra-curricular activities.

Related Studies

Kiriui (2013) in her study entitled “An Analysis of the Extent of Students Involvement in

Sports Activities in Secondary School in Aasin Gisgui Country Kenya, “found out that the

students participate mostly in ball games and physical fitness, while they participate moderately

in athletics, field events and cross country. The least participation was in swimming and racquet
games. She recommended that the school should invest in acquiring sports equipment, and

students need to balance academic and sport activities.

The study of Kirui (2013) and the present study are similar because both studies focused

on co-curricular activities. The only difference was that the previous study only discussed sports,

while the present study covered all the extra-curricular activities.

In a similar study of Rodil (2016) entitled “The Extent of Parental Involvement in the Co-

Curricular Activities of Students in Malinao Ilaya National High School”, it found out that there

are more female respondents that are involved in curricular activities with an average monthly

income of less than PHP 10,000.

The aforementioned study is seen to be related with the present undertaking as it deals

with similar variables and a similar vein of study which is involvement in curricular activities.

This may be used as basis in analyzing the findings of the study.

In the study conducted by Fujita (2011) “The Effects of Extracurricular Activities on the

Academic Performances of Junior High Students”, she found out that students who participate in

extra-curricular activities benefit academically, students, school administrators, teachers, and

parents all need to be aware of the effects that participation in extra-curricular activities has

improved the academic performance of the students. They also need to be aware of the specific

extra- curricular activities available to them and the effects that each specific activity has an

academic performance good result.

The study of Fujita is related on the present study for it tackles about the effects of extra-

curricular activities on the academic performance of the students, while the present study is
about the effects of extra-curricular activities and the involvement of students where in these

activities will help the learners to develop holistically.

According to (Bugarin, 2015) in her dissertation entitled “ Extent of Involvement of

High school Students of Gulang-Gulang National High school on Their Extra-and Co-

curricular Activities” students will have the benefit of building solid relationship skills as well

as when they get involved in extra-curricular activities. Students need to get involved in social

activities and learn how to appropriate act in social situations and these activities give them a

chance outside of school to do this, while they are still being supervised by adults.

The aforementioned study is related with the present as both deals with the involvement

of learners in extra and co-curricular activities. This may be used by the researcher as basis in the

analysis of the study.

In another note, Asia (2005), in his master’s thesis entitled Factors Related to successful

Co-curricular activities of Grade Six Pupils in Public Elementary Schools in the Division of

Lucena City: Implications for Effective Supervision, pointed out that: (1) based on the data

provided in the study regarding the profiles of the respondents, the students together with the

involvement of their parents has a big impact in the co-curricular activities of their respective

schools. Their co-curricular involvement is balanced with their academic performance; (2) the

pupils’ participation in co-curricular activities is generally motivated by three factors, i.e.,

parents’ consent/ encouragement/attitude of teachers/parental involvement, (3) the pupils’

involvement in co-curricular activities affect them most in such areas as strengthening their

spirituality, and developing team spirit, and cooperation on the development of their personality.
 Yet another benefit of allowing the students to get involved in extra-curricular activities

is that it looks great on college application. Most colleges not only look at grades, but they take a

look at extra-curricular activities that students are involved in a while they are in high school.

They want to see the students are getting out there and doing more than just book work. The

activities that teens are involved in reveal a lot of them, and definitely will say something to the

college admissions committees (Massoni, 2013). The involvement of the students in extra-

curricular activities is one of the basis of the college admission, the extent of participation and

involvement where the admission committee takes into consideration their skills and talents in

terms of music and sports.

Hence it shall be declared policy of the state to support programs that will improve and

promote the Palarong Pambansa as the primary avenue for providing in-school sports

opportunities to improve physical, intellectual, and social well-being of the students. All

educational institutions are therefore directed to promote physical education and undertake

regular sports activities as well as support the local meets.

According to Andres (2007), aside from the budgetary allocation from the school board

for sports program as one of the extra-curricular activities of the students, coordination and

collaboration among other government and non-government organization must be strengthened

for greater financial and technical supports to ensure and assure a very effective and adequate

program implementation. This coordination and collaboration must be maintained to ensure

appropriate and timely responses to the problems affecting the delivery of the program.

According to the research conducted by Rosales (2005), entitled “The Role of Co-

Curricular Activities in influencing the Behavior of the Pupils as Perceived by Selected teachers
in Dalahican Elementary School”, the attitude of the students towards co – curricular activities

provide opportunities for fun and play, physical skills, encourage competition and provide an

opportunity that is better than the other. The social values developed in the students through co -

curricular activities as perceived by the respondents showed that these activities develop

friendliness, unity, leadership, and sense of belongingness, initiative, perseverance and sense of

responsibility. He concluded that co - curricular activities have a great impact on influencing

behavior of the pupils.

The study of Rosales (2005) is seen to be related with the present study as it also dealt

with influence or effects on learners’ participation in curricular activities. The findings of the

mentioned may serve as basis for the analysis of the findings of the study.

In the Online Journal of Sports Psychology as cited in Alonzo (2007), it was

recommended for future researcher to include variables that may also contribute to success in

sports such as scholarship status, athletic participation, socioeconomic status, competitiveness,

and win-orientation and goal orientation.

Furthermore Alonzo (2007) emphasized that one of the most important and yet the most

difficult task is to motivate students for extra-curricular activities to provide them a reward. The

effort as well as the result should be rewarded and reinforce immediately. Awards come in many

forms –verbal praise, a pat on the back, a short practice period, and a trip. A coach may award

letters, sweaters and blanket. The plaques and trophies may be given for special honors. A t-shirt

for player selected by the team as the player of the year is also good.

The sharp distinction between cognition and emotion that has historically been made may

be more of an artifact of scholarship than it is representative of the way these processes occur in
the brain (Barrett and others 2007). This recent research strengthens the view that early

childhood programs support later positive learning outcomes in all domains by maintaining a

focus on the promotion of healthy social emotional development.

According to Delos Santos’ (2010) unpublished thesis stated “The benefits of different

team sports activities and games of students in male and female when it comes to physical,

social, emotional, intellectual. The female respondent were more develop in social, emotional

whereas is much developed in physical and intellectual to male respondents.

Thompson (2008) further discussed this concept when stating “ The level of commitment

is much more important than the specify activity(p.10). not only can over-scheduling impact

academics and level of commitment, it can also impact the student emotionally and physically

which could lead to stress, fatigue and bum-out. Parents can be part of the problem if they push

their children to be involved in too many activities or by focusing children to participate when

they do not want to be involved. This can lead students to be afraid to quit for fear of

disappointing the parent or the other extreme of students quitting everything in defiance of the

controlling parents.

Smith (2011) studies show the students in extracurricular activities have higher scores.

They learned to manage their time, relieve stress and learn to strive for excellence in more than

one thing. In addition, participation in extracurricular activities is privileged and students may

have to meet and maintain a minimum grade point average to play sports or take part in clubs.

According to Ibardelosa (2016) in the study of Calorie Intake and Its Effect in

Extracurricular Activities of Elementary Pupils in Lucban, Quezon that calorie intake and
extracurricular activities are significantly related to each other. The amount of calorie intake

affects the performance of the students in their extracurricular activities.

According to Villanera (2016) in the study of “Perceived Effects of Extracurricular

Activities on the Academic Performance of Grade V Pupils in Sampaloc Elementary School”

that the pupils have an average level when it comes academic performance. They have agreed

that they have excellent perceptions about the effects of extracurricular activities. Extracurricular

activity is an extension of learning from the classroom. It provides students great opportunity of

discovering and enhancing skills that they possess. However, its effect is both viewed as good

and disadvantageous.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodologies that the researcher used in the completion of this

study. It includes the research design, locale of the study, population and sample, research

instruments, the data gathering procedures, and the statistical treatment of data.

Research Design
 The study used descriptive- evaluative and descriptive -comparative methods of research.

Descriptive survey was used to determine the effects of the involvement of extra-curricular

activities the pupils of Mauban South District. Descriptive- correlation method of research will

provide data about the population being studied and the subsequent inferences on data gathered.

The objective of this study is to understand how participation of extra-curricular activities

involvement can affect students’ development in terms of physical development, social

development, cognitive development, psychological development and emotional development.

It was also the researcher’s intention to draw the implication of the findings of this study

for the development of the pupils’ extra-curricular program.

Research Locale

The study was conducted in Mauban South District which was founded in 1950, at Brgy.

Rizaliana Mauban, Quezon with the population from kindergarten to grade VI in the present. It is

composed of (18) schools, (5) central schools and (13) costal schools in 2016-2017.

The district also offers different activities that help enhance pupils skills and mold them

to become holistically developed individuals. The extra-curricular activities offered by the

district are; sports in District Athletic Meet, Town Athletic Meet, Congressional Athletic Meet,

Dance Cup, Rondalla, Leadership Training, Science Camp, DRRM competition and Lyre band

competition.

The researcher deemed it is important to conduct this research in Mauban South District

to have wide needs development to generate extra-curricular program because there is no clear

extra-curricular program existing in Mauban South District that would cater to the needs of the

students.
Population and Sample

Out of 5,360 pupils from kindergarten to grade VI a total sample of 177 were chosen.

These served as the study’s respondents since they were involved in extra-curricular activities in

grade VI in Mauban South District. A purposive sampling method was used in the selection of

respondents. Using a purposive sampling technique, the following criteria were considered: (1)

grade six pupils; (2) enrolled at Mauban South District in the current school year; (3) involved in

extra-curricular activities; and (4) willing to serve as a respondent of this study

List of Grade VI Pupils Involve in Extra-curricular Activities in Mauban South District

SY: 2016-2017

Name of School Male Female Total No. of

Pupils

1 Alitap Elementary School 0 7 10

2 Bagong Bayan Elementary School 7 0 7

3 Cagbalete Elementary Schoool I-Annex 9 11 20

4 Cagsiay Elementary School 1 7 13 20

5 Dona Aurora Elemetary School 14 16 30

6 Mauban South Central Elementary School I 4 7 10

7 Mauban South Central Elementary School II 7 13 20

8 Polo Elementary School 12 8 20

9 Pilaway Elememtary School 10 10 20

10 Plaridel Elementary School 7 13 20

Total 77 100 177

Research Instruments

The researcher used a questionnaire checklist to gather the needed information on the

different effects of extra-curricular activities where the students were involved, and to determine

their involvement on these activities. The questionnaire is composed of three parts: Part I.

Demographic Profile of Respondents; Part II. Participation of students in Extra-Curricular

Activities and Part III. Effects of the Involvement in Extra-curricular activities of pupils in terms

of; Physical, Emotional, Social, Intellectual and Psychological Development. Each effect

contains of 5 items. The respondent put a check according to the following choices; always,

often, sometimes, and never.

The validation of instruments was done by a group of experts which included the School

Coordinator of MAPEH, Master Teacher II of MAPEH and the District PES Coordinator.

The researcher will administered the questionnaire to ten (10) students from grade VI

who are involved in extra-curricular activities in Mauban North District for pilot testing since

they are not part of this research study. This is to ensure that the data are relevant to the present

study and the questionnaire could really be answered on the level of the target respondents.

Data Gathering Procedure

After the approval of questionnaire by the adviser and the oral Examination Committee,

the researcher wrote a letter of request to the Schools Division Superintendent to administer the

questionnaire among the respondents from Mauban South District. Upon the approval of the

request by the School Principals, another letter was sent to the public school supervisor of

Mauban South District for the conduct of the study.

 With the permission of the concerned authorities the researcher personally conducted the

data collection in November 2016. The retrieval of the accomplished questionnaires was done

right away by the respondents.

Statistical Treatment of Data

The researcher used the following statistical tools to summarize, present, analyze and

interpret the data.

To answer the sub- problems no.1 and no.2 which was demographic profile of the

respondents and participation in the extra-curricular activities, percentage was used.

The formula for sample percentage is as follows;

P = _f___ x 100
n

Where:

P = Percentage

f = Frequency

n = total no. of respondents

To answer sub-problem no. 3 the effects of involvement in Extra-curricular activities, the

WAM was used. It is defined by the following formula:

WAM = ∑ fwi
N
Where:

WAM = Weighted Arithmetic Mean

∑ = Summation
 F = Frequency

W = Weighted values of each option

N = total no. of respondents per item

In order to arrive at a definite interpret result of each variable, the following continuum

and verbal description will be use.

Point Value Continuum Verbal Description

4 3.26- 4.00 Always

3 2.51-3.25 Often

2 1.76- 2.50 Sometimes

1 1.00-1.75 Never

In findings the significant difference on the effects of involvement in extra-curricular

activities when grouped according to demographic profile T-test and F- test or one way

ANNOVA were used. The formula for T-test is:

𝑥1 −𝑥2
T = 1
√𝑠 −𝑠 2
2 2
𝑛2

Where: 𝑥1 = mean of the first group

𝑥2 = mean of the second group

 S1 2 = variance, square of the standard description of the first group

S2 2 = variance, square of the standard description of the second group

Meanwhile the formula for F-test is

F = MST

MSE

Where : F = Annova Coefficient

MST = Mean sum of square due to treatment

MSE = Mean sum of the square due to error

To facilitate the computations, the researcher used the licensed Simplified Statistics for

Beginner (SSB) software.

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered on the assessment of the effects of pupils’

involvement in extra-curricular activities in the locale of the study. In order to answer the

specific questions of the study, this chapter is divided into five parts.

The first part is the presentation of the demographic profile of the respondents, the

second is the extra-curricular activities joined by the respondents, the third is the effects of

pupils’ involvement in the extra-curricular activities, the fourth is the significant difference in the

evaluation made by the respondents regarding the effects of their involvement in extra-curricular

activities when they are grouped according to their demographic profile, and last is the output

based on the findings of the study.

Part I. This part presents the respondents’ demographic profile in terms of a) sex; b) age;

and c) monthly family income which answer the first specific question of the study.

100 (56.50%)
Male

77 (43.50%) Female

Figure 2.
Frequency – Percentage Distribution of the Respondents according to Sex
 Figure 2 presents the frequency-percentage distribution of the respondents according to

sex. It is explicit that majority of the respondents are female at 56.50 percent or 100 respondents,

while 43.5 percent or 77 respondents are male. It can be noted that there is only a slight

difference on the distribution of the respondents according to sex.

Sex has been seen to be a factor in social gatherings just like extracurricular activities.

This is supported by the Kommer (2007) as cited by Rodil (2016) who said that girls (female) are

more sociable than boys (male). This may have been the primary reason why there are more

female than male respondents. This is also why sex has been considered as a variable of this

study. This strengthens the claim of different literature which states that sex is a factor for pupils’

involvement in different activities.

5 (2.82%)

10 - 11 years old
107 (60.45%) 65 (36.72%)
12 - 13 years old
14 - 15 years old

Figure 3.
Frequency – Percentage Distribution of the Respondents according to Age

Figure 3 presents the frequency-percentage distribution of the respondents according to

their age. It can be seen that majority of the respondents aged between 12-13 years old at 60.45

percent or 107. This is followed by 10-11 years old at 36.72 percent or 65 respondents. The least

are respondents between the ages 14-15 years old at 2.82 percent or five respondents.
 It can be noted there are only few pupils whose age falls between 14-15 years old. This is

attributed to the fact that the entrant age of a learner for the elementary is typically six (6) years

old while the entrant age for junior high school is 12 years old (RA 10533). Thus, the age range

is not typical for the elementary age. Thus, it is just typical that the respondents’ age ranges

between the ages 12-13 years old which is the highest distribution of the respondents according

to age.

The age range of 12-13 years old had been characterized to be one of the most significant

stages in a person’s development. This falls in under the stage “Latency Stage” of Freud and

“Industry vs Inferiority” of Erickson whereby a child begins to learn how to socialize, play and

be involved with his or her peers.

14 (7.91%)

48 (27.12%)

Php. 5, 000 and below

Php. 10, 000 and above
Php. 20, 000 and above
115 (64.97%)

Figure 4.
Frequency – Percentage Distribution of the Respondents according to Monthly Family Income

Figure 4 exhibits the frequency-percentage distribution of the respondents according to

their monthly family income. It is clearly exhibited that majority of the respondents’ monthly

family income ranges at PHP 5,000 and below with 64.97 percent or 115 of the respondents.
This is followed by those monthly family income which ranges at PHP 10,000 and above with

27.12 percent or 48 of the respondents. Last is those monthly family income which ranges at

PHP 20,000 and above with 7.91 percent or 14 of the respondents. This finding is supported by

the study of Rodil (2016) which states that the average range of monthly income of families

which engage in extra-curricular activities falls between PHP 10,000 and below.

Money or financial capability has always been a factor in moving around and in doing

different stuff. That is why the monthly family income was taken into consideration as a variable

in this study. Thus, the finding shows the reality that majority of the pupils’ family earns below

the average income generating family.

Part II. This part shows the extra-curricular activities that the respondents engage in. It

shows the answer for the second specific question of the study.

Table 1
Extracurricular Activities, Contests and Competitions participated in by Grade 6 Pupils in Mauban South
District

Extracurricular Activities No. of Respondents Involved in the Percentage

Extracurricular Activity
Lyre Band 10 5.65
Dance Sports Competition 6 3.39
Rondalla 2 1.13
Street Dancing Competition 14 7.91
Journalism 6 3.39
District Athletic Meet 52 29.38
Town Athletic Meet 37 20.90
Congressional Athletic Meet 31 17.51
Buwan ng Wika 110 62.15
Vocal Solo 9 5.08

Table 1 enumerates the extra-curricular activities, contests and competitions participated

in by the respondents of the study. There are ten extra-curricular activities regularly conducted in

the locale of the study. The extra-curricular activity which had the most number of participation
by the respondents is the celebration of the Buwan ng Wika with 110 responses. It is followed by

the District Athletic Meet with 52 responses and the Town/Municipal Athletic Meet and

Congressional Athletic Meet 37 and 31 responses respectively. The rest of the extra-curricular

activities had less than 20 responses such as the Street Dancing Competition with 14, Lyre Band

Competition with 10, Vocal Solo with 9, Dance Sports Competition with 6, Journalism with 6,

and Rondalla with 2.

It can be noted in the aforementioned findings in Table 1 that the most number of

participants in extracurricular activities are on the Buwan ng Wika, District Athletic Meet, and

Town Athletic Meet. Buwan ng Wika is anchored on DepEd Memorandum No. 24, s. 2016 also

known as Buwan ng Wikang Pambansa which stipulates the different activities in connection

with the aforementioned. Meanwhile, the District and Town Meets are anchored on Republic Act

No.10588 which institutionalizes the conduct of the Palarong Pambansa every year. The two

athletic meets are the selection stages for athletes.

The activities listed are in congruence with Uriarte (2007) which mentioned that the

scope of curricular programs typically include the following assemblies, class organizations,

clubs dramatics, arts, honor societies, intramurals, athletics, outdoor education, publication,

safety patrons, social activities, speech and debate activities and student council. It is because

most of the listed activities are classified by those mentioned by Uriarte (2007).

Moreover, the finding where participation in journalism ranked low is supported by the

study of Burgarin (2015) which showed that the participation of the students in campus

journalism was affected by monthly income because of the fees in various training in the

division, regional, and national level competitions.

 However, the finding is in contrary with the study of Kiriui (2013) who found out that the

students participate mostly in physical fitness, while they participate moderately in athletics,

field events. The extra-curricular activities which involve physical fitness and athletics only

ranked 2nd, 3rd, and 4th.

Table 2
Other Activities Participated by Grade 6 Pupils in Mauban South District

Other Extracurricular Activities No. of Respondents Involved in the Percentage

Extracurricular Activity
Brigada Eskwela 98 55.37
Boy Scouts of the Philippines 38 21.47
Girl Scouts of the Philippines 42 23.73
Festival of Talents 25 14.12
Coastal Clean Up 71 40.11
Tree Planting 127 71.75

Table 2 shows the other extra-curricular activities participated in by the respondents of

the study. These are activities that are also conducted in the locale of the study. The activity

which had the highest number of participation is the Tree Planting activity with 127 responses.

Second is the Brigada Eskwela with 92 responses; third is the Coastal Clean Up with 71; fourth

and fifth are the Girl and Boy Scouts of the Philippines with 42 and 38 responses respectively.

The top three of the other extracurricular activities participated in by the respondents are

the Tree Planting Activity, Brigada Eskwela, and Coastal Clean Up. The Tree Planting Activity

is anchored on DepEd Memorandum No. 140 s. 2015 also known as National Tree Planting

Activity while, the Brigada Eskwela is an annual event done by schools nationwide in

preparation of the beginning of classes and the Coastal Clean Up is anchored on DepEd

Memorandum No. 174 s. 2012.

This is supported by the study of Asia (2005) who concluded that the grade six pupils are

actively involved in varying capacities in the co – curricular activities of their respective schools.
 Part III. This part presents the effects of pupils’ involvement in extra-curricular activities

in terms of their a) physical development; b) social development; c) cognitive development; d)

psychological development; and e) emotional development. This answers the third specific

question of the study.

Table 3.
Effects of Pupil’s Involvement in Extracurricular Activities in Terms of Physical Development

A. Physical Development Frequency

I have an opportunity to….. 4 3 2 1 WAm Verbal
Description
1. explore surroundings, and
practice fine and gross motor 102 22 47 6 3.24 Often
skills.
2. serve as an enthusiastic role
model for practices that 96 23 47 11 3.15 Often
support health and physical
activity.
3. balance rest and sleep with
quiet and active play. 101 36 37 3 3.33 Always
4. engage in physical activities
outdoor. 90 53 26 8 3.27 Always
5. maintain good health. 136 22 14 5 3.63 Always
Average Weighted Arithmetic Mean 3.33 Always
Legend:
3.26 – 4.00 Always 1.76 – 2.50 Sometimes
2.51 – 3.25 Often 1.00 – 1.75 Never

Table 3 presents the effects of pupil’s involvement in extracurricular activities in terms of

physical development as perceived by the respondents of the study. It can be seen in the table

that the physical development of the respondents through participation in extracurricular

activities always has effects with an average WAM of 3.33 which is verbally described as

Always. This implies that participation in extracurricular activities always have effects on the

Physical Development of the pupils.

 The findings of the study presented in Table 3 is supported by Villanera (2016) which

stated that participation in extracurricular activities are perceived to have good effects on the

learners.

The respondents perceived that by participating in extracurricular activities they maintain

good health with a WAM of 3.63 which is verbally described as Always. This is followed by the

perceptions that, they balance rest and sleep with quiet and active play with a WAM of 3.33

which is verbally described as Always; they engage in physical activities outdoor with a WAM

of 3.27 which is verbally described as Always; they explore surroundings, and practice fine and

gross motor skills with a WAM of 3.24 which is verbally described as Often; and lastly, they

serve as an enthusiastic role model for practices that support health and physical activity with a

WAM of 3.15 which is verbally described as Often.

Based on the findings presented in Table 3, participation on extracurricular activities has

different effects on the pupils’ physical development.

Table 4.
Effects of Pupil’s Involvement in Extracurricular Activities in Terms of Social Development

B. Social Development Frequency

I have a chance to… 4 3 2 1 WAm Verbal
Description
1. effectively communicate and
interact with my peer, 113 29 31 4 3.42 Always
community and family.
2. demonstrate caring and
compassion attitudes towards 78 47 45 7 3.11 Often
other.
3. understand positive and
negative impact of peer 96 39 42 0 3.31 Always
pressure on self and others.
4. demonstrate communication
and social skills to interact 85 44 43 5 3.18 Often
effectively.
5. follow rules that respect other
needs and use polite language
(example: wait for their turn, 92 48 34 3 3.29 Always
stand in line, let classmate
finish speaking)
Average Weighted Arithmetic Mean 3.26 Always

Legend:
3.26 – 4.00 Always 1.76 – 2.50 Sometimes
2.51 – 3.25 Often 1.00 – 1.75 Never

Table 4 shows the effects of pupils’ involvement in extracurricular activities in terms of

social development as perceived by the respondents of the study. Based on the findings in Table

2, the pupils’ involvement on extracurricular activities always has effects on their social

development. This is shown by the Average WAM which is 3.26 verbally described as Always.

The findings presented in Table 4 is supported by Bugarin (2015) who stated that

students will have the benefit of building solid relationship skills as well as when they get

involved in extra-curricular activities. This means that when pupils are involved in
extracurricular activities would have the chance to interact with other people hence strengthening

their social skills.

The respondents perceived that by participating in extracurricular activities they can

effectively communicate and interact with their peers, community and family members which

had the highest WAM of 3.42 verbally described as Always. This is followed by the effect that

they understand positive and negative impact of peer pressure on self and others with a WAM of

3.31 verbally described as Always. Next is that they are able to follow rules that respect other

needs and use polite language (example: wait for their turn, stand in line, and let classmate finish

speaking) which had a WAM of 3.29 verbally described as Always.

The two effects which had a verbal description of Often are as follows: they demonstrate

communication and social skills to interact effectively with a WAM of 3.18 and they

demonstrate caring and compassion attitudes towards others with a WAM of 3.11.

Based on the findings presented in Table 4, participation in extracurricular activities has

different effects on the pupils’ social development.

Table 5.
Effects of Pupil’s Involvement in Extracurricular Activities in Terms of Intellectual or Cognitive
Development

C. Cognitive Development Frequency

I have an opportunity to… 4 3 2 1 WAm Verbal
Description
1. maintain good grades in order
to meet eligibility to 74 61 40 2 3.17 Often
participate in sports and other
extra-curricular activities.
2. acquire concept of democratic
life. 66 54 53 4 3.03 Often
3. determine basic information,
rules and responsibility. 95 35 45 2 3.26 Always
4. can solve the problem that
may influence or affect the 63 50 59 5 2.97 Often
outcome.
5. develop ability to think in a
more abstract manner. 82 38 55 2 3.13 Often
Average Weighted Arithmetic Mean 3.11 Often

Legend:
3.26 – 4.00 Always 1.76 – 2.50 Sometimes
2.51 – 3.25 Often 1.00 – 1.75 Never

Table 5 displays the effects of pupil’s involvement in extracurricular activities in terms of

intellectual or cognitive development. It can be noted in Table 3 that pupils’ participation in

extracurricular activities has often have effects on their cognitive development based on the

Average WAM of 3.11 which is verbally described as Often.

The effect that had the highest WAM is that they are able to determine basic information,

rules and responsibility with 3.26 WAM which is verbally described as Always. This is followed

by the effect that they are able to maintain good grades in order to meet eligibility to participate

in sports and other extra-curricular activities with 3.17 WAM which is verbally described as

Often. Then, the effect that they are able to develop ability to think in a more abstract manner
with 3.13 WAM which is verbally described as Often is ranked third. Next, is the effect that they

are able to acquire concept of democratic life with 3.03 WAM verbally described as Often is

ranked fourth. Fifth is the effect that they can solve the problem that may influence or affect the

outcome with 2.97 WAM which is verbally described as Often.

This finding is reinforced by Figuracion (2015) who said that introducing children to

sports and other extra-curricular activities is really essential not only for the physical fitness and

growth but also for mental and moral development.

Moreover, this is also supported by Woolfolk (2013) who stated that Piaget believed that

the most helpful interactions were those between peers, because peers are on equal basis and can

challenge each other thinking. And by Villanera (2016) who said that extracurricular activity is

an extension of learning from the classroom. It provides students great opportunity of

discovering and enhancing skills that they possess.

Table 6.
Effects of Pupil’s Involvement in Extracurricular Activities in Terms of Psychological Development

D. Psychological Development Frequency

I have a chance to…. 4 3 2 1 WAm Verbal
Description
1. develop feeling of being left
out or isolated because of in 48 64 37 28 2.75 Often
adequacy of fund.
2. lower grades in my class. 67 71 15 24 3.02 Often
3. develop demotivation in my
class and family. 43 56 38 40 2.58 Often
4. be isolated and left with other. 66 62 30 19 2.99 Often
5. develop fear of doing the
activity . 51 55 35 36 2.68 Often
Average Weighted Arithmetic Mean 2.80 Often

Legend:
3.26 – 4.00 Always 1.76 – 2.50 Sometimes
2.51 – 3.25 Often 1.00 – 1.75 Never
 Table 6 exhibits the perceived effects of pupils’ involvement in extracurricular activities

in terms of psychological development. Based on Table 4, the participation of pupils in

extracurricular activities often has effects when comes to their psychological development with

an Average WAM of 2.80 verbally described as Often.

It is explicit that all of the listed effects on pupils’ involvement in extracurricular

activities in terms of psychological development had a verbal description of Often. The effect

with the highest weighted arithmetic mean is that they perceived that it lower grades in my class

with 3.02 WAM. This is followed by the effect that they feel to be isolated and left with other

with 2.99 WAM. Next is the effect that they develop feeling of being left out or isolated because

of in adequacy of fund with 2.75 WAM. Fourth is the effect that they develop fear of doing the

activity with 2.68 WAM. Last is the effect that they develop demotivation in my class and family

with 2.58 WAM.

The findings in Table 6 having a verbal description of Often is supported by Alonzo

(2007) who emphasized that one of the most important and yet the most difficult task is to

motivate students for extra-curricular activities to provide them a reward. The effort as well as

the result should be rewarded and reinforce immediately.

The indicators listed reflect the pupils’ outlook toward the benefits of participation in

extracurricular activities which are not typically tangible.

However, the findings in Table 6 is in contrast with Olson (2008) who said that

participation in a school’s extracurricular activity lessened students’ feelings of alienation,

promoted individual growth and provide a common bond between home and school. It can

provide students with a social network and a support system that is associated with their school.
Table 7.
Effects of Pupil’s Involvement in Extracurricular Activities in Terms of Emotional Development

E. Emotional Development Frequency

I have a chance to…. 4 3 2 1 WAm Verbal
Description
Positive
1. gain confidence and character. 93 51 31 2 3.33 Always
2. exercise decision making. 52 54 55 16 2.80 Often
3. receive attention from other. 79 44 42 12 3.07 Often
Average Weighted Arithmetic Mean 3.07 Often
Negative
1. have poor academic
performance. 66 56 33 22 2.94 Often
2. have a family problem. 34 91 23 29 2.73 Often
Average Weighted Arithmetic Mean 2.84 Often

Legend:
3.26 – 4.00 Always 1.76 – 2.50 Sometimes
2.51 – 3.25 Often 1.00 – 1.75 Never

Table 7 shows the perceived effects of pupils’ involvement in extracurricular activities in

terms of emotional development. The effects were divided into two parts, the positive and

negative effects. Both effects had a verbal description of Often. However, they vary on their

average weighted arithmetic mean with the positive effects had an average WAM of 3.07 while

the negative effects had an average WAM of 2.84.

Among the positive effects of pupils’ involvement in extracurricular activities in terms of

emotional development, the one with the highest weighted arithmetic mean is that the

respondents gain confidence and character with 3.33 WAM. Second is that the respondents

receive attention from other with 3.07 WAM and last is they exercise decision making with 3.07

WAM.

While, between the negative effects, of pupils’ involvement in extracurricular activities in

terms of emotional development, the one with the highest weighted arithmetic mean is that the
respondents have poor academic performance with 2.94 WAM followed by they have a family

problem with 2.73 WAM.

This finding stipulated in Table 7 is supported by Villanera (2016) who said that the

effects of participation in extracurricular activities is both viewed as good and disadvantageous.

Table 8
Summary

Average Verbal
Indicator WAm Description
1. Physical Development 3.33 Always
2. Social Development 3.26 Always
3. Cognitive Development 3.11 Often
4. Psychological Development 2.80 Often
5. Emotional Development
5.1 Positive 3.07 Often
5.2 Negative 2.84 Often

Legend:
3.26 – 4.00 Always 1.76 – 2.50 Sometimes
2.51 – 3.25 Often 1.00 – 1.75 Never

Table 8 presents the summary of the perceived effects of pupils’ involvement in

extracurricular activities. It is seen that the pupils’ aspect which is developed always by

involvement in extracurricular activities is the Physical Development with 3.33 WAM which is

verbally described as always, while the least is the Psychological Development with 2.80 WAM.

Part IV. This part presents the significant difference in the evaluation made by the

respondents regarding the effects of their involvement in extra-curricular activities when they are

grouped according to their demographic profile. It can be seen in Tables 7-12.

Table 9
Significant Difference in terms of Physical Development when grouped according to demographic profile

f – test / Impression
Decision at 0.05 level
Variables Mean Df t – test value of
Compared Computed Critical significance
value value
According to sex:
Male (x) x = 3.47 8 2.09 2.306 Accept Not
Female (y) y = 3.21 Ho Significant

According to age:
10 – 11 years old (x1) x1 = 3.26 df between = 2
12 – 13 years old (x2) x2 = 3.35 df within = 12 2.624 3.89 Accept Not
14 – 15 years old (x3) x3 = 3.56 df total = 14 Ho Significant

According to Monthly
Family Income:
5,000 and above (x1) x1 = 3.31 df between = 2
10, 000 and above (x2) x2 = 3.44 df within = 12 2.224 3.89 Accept Not
20, 000 and above (x3) x3 = 3.03 df total = 14 Ho Significant

Table 9 presents the significant difference in terms of physical development when

grouped according to demographic profile. They are according to the respondents’ sex, age, and

monthly family income.

No significant difference in terms of Physical Development when grouped according to

the respondents’ sex was noted by the researcher as indicated by the computed value of 2.09 and

the critical value of 2.306. The researcher accepted the hypothesis since the computed value is

less than the critical. This means that there is no significant difference in the respondents’

physical development when they are grouped according to their sex.

This is in contrast with Delos Santos (2010) who said that the female respondents were

more develop in social, emotional whereas is much developed in physical and intellectual to

male respondents.

Furthermore, the finding is also in contradiction with Tendi (2007) who found out that

there is a difference between male and female on specific cognitive and perceptual motor
abilities. Although the gender difference in gross motor skills in early childhood is slight, girls

typically develop these abilities at a slower rate.

However, no significant difference in terms of Physical Development when grouped

according to the respondents’ age was noted by the researcher as indicated by the computed

value of 2.624 and the critical value of 3.89. The researcher accepted the hypothesis since the

computed value is less than the critical. This means that there is no significant difference in the

respondents’ physical development when they are grouped according to their age.

This is in contrast with Tendi (2007) who said that as boys and girls move into middle

childhood and adolescence, the differences in gross motor skills increase to a greater gap

between genders.

Similarly, no significant difference in terms of Physical Development when grouped

according to the respondents’ monthly family income was noted by the researcher as indicated

by the computed value of 2.224 and the critical value of 3.89. The researcher accepted the

hypothesis since the computed value is less than the critical. This means that there is no

significant difference in the respondents’ physical development when they are grouped according

to their monthly family income.

This is in contrast with Andres (2007) who said that the budgetary allocation is an

essential part for the pupils’ involvement in extracurricular activities.

Table 10
Significant Difference in terms of Social Development when grouped according to demographic profile

f – test / Impression
Decision at 0.05 level
Variables Mean Df t – test value of
Compared Computed Critical significance
value value
According to sex:
Male (x) x = 3.39 8 2.6 2.306 Reject Significant
Female (y) y = 3.15 Ho

According to age:
10 – 11 years old (x1) x1 = 3.26 df between = 2
12 – 13 years old (x2) x2 = 3.24 df within = 12 4.219 3.89 Reject Significant
14 – 15 years old (x3) x3 = 3.52 df total = 14 Ho

According to Monthly
Family Income:
5,000 and above (x1) x1 = 3.27 df between = 2
10, 000 and above (x2) x2 = 3.30 df within = 12 2.195 3.89 Accept Not
20, 000 and above (x3) x3 = 2.97 df total = 14 Ho Significant

Table 10 presents the significant difference in terms of social development when grouped

according to their demographic profile. They are according to the respondents’ sex, age, and

monthly family income.

Significant difference in terms of Social Development when grouped according to the

respondents’ sex was noted by the researcher as indicated by the computed value of 2.6 and the

critical value of 2.306. The researcher rejected the hypothesis since the computed value is greater

than the critical. This means that there is a significant difference in the respondents’ social

development when they are grouped according to their sex.

This is in support with Delos Santos (2010) who said that the female respondents were

more develop in social, emotional whereas is much developed in physical and intellectual to

male respondents.

The finding is also supported by Tendi (2007) who found out that there is a difference

between male and female on specific cognitive and perceptual motor abilities.
 Likewise, significant difference in terms of Social Development when grouped according

to the respondents’ age was noted by the researcher as indicated by the computed value of 4.219

and the critical value of 3.89. The researcher rejected the hypothesis since the computed value is

greater than the critical. This means that there is a significant difference in the respondents’

physical development when they are grouped according to their age.

However, no significant difference in terms of Social Development when grouped

according to the respondents’ monthly family income was noted by the researcher as indicated

by the computed value of 2.195 and the critical value of 3.89. The researcher accepted the

hypothesis since the computed value is less than the critical. This means that there is no

significant difference in the respondents’ social development when they are grouped according to

their monthly family income.

This is in contrast with Andres (2007) who said that the budgetary allocation is an

essential part for the pupils’ involvement in extracurricular activities.

Table 11
Scheff’es test in terms of Social Development in terms of Age

Groups Being Compared Mean Scheff’es (F @ a)(k-1) Decision

10 - 11 y/o (T1) vs 12 - 13 y/o (T2) 0.02 7.78 Not
T1 = 3.26 Significant
10 - 11 y/o (T1) vs 14 - 15 y/o (T3) T2 = 3.24 6.01 7.78 Not
T3 = 3.52
Significant
12 - 13 y/o (T2) vs 14 - 15 y/o (T3) 6.66 7.78 Not
Significant
Table 12
Significant Difference in terms of Cognitive Development when grouped according to demographic
profile

f – test / Impression
Decision at 0.05 level
Variables Mean Df t – test value of
Compared Computed Critical significance
value value
According to sex:
Male (x) x = 3.12 8 0.31 2.306 Accept Not
Female (y) y = 3.09 Ho Significant

According to age:
10 – 11 years old (x1) x1 = 3.18 df between = 2
12 – 13 years old (x2) x2 = 3.06 df within = 12 0.849 3.89 Accept Not
14 – 15 years old (x3) x3 = 2.96 df total = 14 Ho Significant

According to Monthly
Family Income:
5,000 and above (x1) x1 = 3.12 df between = 2
10, 000 and above (x2) x2 = 3.10 df within = 12 2.136 3.89 Accept Not
20, 000 and above (x3) x3 = 2.91 df total = 14 Ho Significant

Table 12 shows the significant difference in terms of cognitive development when grouped

according to their demographic profile. They are according to the respondents’ sex, age, and

monthly family income.

No significant difference in terms of Cognitive Development when grouped according to

the respondents’ sex was noted by the researcher as indicated by the computed value of 0.31 and

the critical value of 2.306. The researcher accepted the hypothesis since the computed value is

less than the critical. This means that there is no significant difference in the respondents’

cognitive development when they are grouped according to their sex.

This finding contradicts that claim of Rosales (2005) who said that participation in

extracurricular activities encourage competition in their academics and provide an opportunity

that is better than the other.

Likewise, no significant difference in terms of Cognitive Development when grouped

according to the respondents’ age was noted by the researcher as indicated by the computed
value of 0.849 and the critical value of 3.89. The researcher accepted the hypothesis since the

computed value is less than the critical. This means that there is no significant difference in the

respondents’ cognitive development when they are grouped according to their age.

This finding is in contrast with Tendi (2007) who said that as boys and girls move into

middle childhood and adolescence, the differences in cognitive skills increase to a greater gap

between genders.

Moreover, no significant difference in terms of Cognitive Development when grouped

according to the respondents’ monthly family income was noted by the researcher as indicated

by the computed value of 2.136 and the critical value of 3.89. The researcher accepted the

hypothesis since the computed value is less than the critical. This means that there is no

significant difference in the respondents’ cognitive development when they are grouped

according to their monthly family income.

Table 13
Significant Difference in terms of Psychological Development when grouped according to demographic
profile

f – test / Impression
Decision at 0.05 level
Variables Mean Df t – test value of
Compared Computed Critical significance
value value
According to sex:
Male (x) x = 2.76 8 0.52 2.306 Accept Not
Female (y) y = 2.82 Ho Significant

According to age:
10 – 11 years old (x1) x1 = 2.93 df between = 2
12 – 13 years old (x2) x2 = 2.70 df within = 12 3.371 3.89 Accept Not
14 – 15 years old (x3) x3 = 3.08 df total = 14 Ho Significant

According to Monthly
Family Income:
5,000 and above (x1) x1 = 2.74 df between = 2
10, 000 and above (x2) x2 = 2.89 df within = 12 0.230 3.89 Accept Not
20, 000 and above (x3) x3 = 2.77 df total = 14 Ho Significant
 Table 13 shows the significant difference in terms of psychological development when

grouped according to their demographic profile. They are according to the respondents’ sex, age,

and monthly family income.

No significant difference in terms of Psychological Development when grouped

according to the respondents’ sex was noted by the researcher as indicated by the computed

value of 0.52 and the critical value of 2.306. The researcher accepted the hypothesis since the

computed value is less than the critical. This means that there is no significant difference in the

respondents’ psychological development when they are grouped according to their sex.

Likewise, no significant difference in terms of Psychological Development when grouped

according to the respondents’ age was noted by the researcher as indicated by the computed

value of 3.371 and the critical value of 3.89. The researcher accepted the hypothesis since the

computed value is less than the critical. This means that there is no significant difference in the

respondents’ psychological development when they are grouped according to their age.

Moreover, no significant difference in terms of Psychological Development when

grouped according to the respondents’ monthly family income was noted by the researcher as

indicated by the computed value of 0.230 and the critical value of 3.89. The researcher accepted

the hypothesis since the computed value is less than the critical. This means that there is no

significant difference in the respondents’ psychological development when they are grouped

according to their monthly family income.

Table 14
Significant Difference in terms of Emotional Development when grouped according to demographic
profile

f – test / Impression
Decision at 0.05 level
Variables Mean Df t – test value of
Compared Computed Critical significance
value value
According to sex:
Male (x) x = 2.88 8 0.97 2.306 Accept Not
Female (y) y = 3.03 Ho Significant

According to age:
10 – 11 years old (x1) x1 = 3.04 df between = 2
12 – 13 years old (x2) x2 = 2.91 df within = 12 0.636 3.89 Accept Not
14 – 15 years old (x3) x3 = 3.16 df total = 14 Ho Significant

According to Monthly
Family Income:
5,000 and above (x1) x1 = 2.94 df between = 2
10, 000 and above (x2) x2 = 3.01 df within = 12 0.150 3.89 Accept Not
20, 000 and above (x3) x3 = 3.01 df total = 14 Ho Significant

Table 14 shows the significant difference in terms of emotional development when

grouped according to their demographic profile. They are according to the respondents’ sex, age,

and monthly family income.

No significant difference in terms of Emotional Development when grouped according to

the respondents’ sex was noted by the researcher as indicated by the computed value of 0.97 and

the critical value of 2.306. The researcher accepted the hypothesis since the computed value is

less than the critical. This means that there is no significant difference in the respondents’

emotional development when they are grouped according to their sex.

Likewise, no significant difference in terms of Emotional Development when grouped

according to the respondents’ age was noted by the researcher as indicated by the computed

value of 0.636 and the critical value of 3.89. The researcher accepted the hypothesis since the

computed value is less than the critical. This means that there is no significant difference in the

respondents’ emotional development when they are grouped according to their age.
 Moreover, no significant difference in terms of Emotional Development when grouped

according to the respondents’ monthly family income was noted by the researcher as indicated

by the computed value of 0.150 and the critical value of 3.89. The researcher accepted the

hypothesis since the computed value is less than the critical. This means that there is no

significant difference in the respondents’ emotional development when they are grouped

according to their monthly family income.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter synthesizes the result of the study. It starts with a brief summary of the

findings deduced from the data gathered, followed by the conclusions derived from the findings

and recommendations based on the findings and conclusions.

Summary of Findings

Based on the data gathered, the following findings are derived:

On the Demographic Profile of the Respondents

It was found out that 56.5% or 100 respondents are female while 43.5% or 77

respondents are male.

There were 60.45% or 107 respondents are between the ages 12-13 years old, followed

by 36.72% or 65 respondents who are between the ages 10-11 years old. Lastly, 2.82% or five

respondents are between the ages 14-15 years old.

One hundred fifteen or 64.97% of the respondents’ monthly family income falls at PHP

5,000 and below; 27.12% or 48 respondents’ monthly family income falls at PHP 10,000 and

above; while 7.91% or 14 of the respondents’ monthly family income falls at PHP 20,000 and

above.

On the Extracurricular Activities Participated in by the Respondents

Among the extracurricular activities participated in by the respondents, the Buwan ng

Wika had 110 participations. It was followed by the District Athletic Meet had 52 participations.

Next are the Town/Municipal Athletic Meet and the Congressional Athletic Meet which had 37
and 31 participations respectively. Last are, Street Dancing Competition with 14, Lyre Band

Competition with 10, Vocal Solo with 9, Dance Sports Competition with 6, Journalism with 6,

and Rondalla with 2.

Other Activities Participated by Grade 6 Pupils in Mauban South District

In the other activities participated in by the respondents, the Tree Planting activity had

127 participation; second is the Brigada Eskwela which had 92 participation; third is the Coastal

Clean Up with 71 participation; last are the Girl and Boy Scouts of the Philippines with 42 and

38 participations respectively.

On the Effects of Involvement in the Extracurricular Activities of the Respondents

Physical Development

The respondents always experience the effects: “maintain good health” with 3.63 WAM,

“balance rest and sleep with quiet and active play” with 3.33 WAM, “engage in physical

activities outdoor” with 3.27 WAM. However, they often experience the effects: “explore

surroundings, and practice fine and gross motor skills” with 3.24 WAM and “serve as an

enthusiastic role model for practices that support health and physical activity” with 3.15 WAM.

Overall, there is always an effect on the respondents’ physical development which had an

average WAM of 3.33.

Social Development

The respondents always experience the effects: “effectively communicate and interact

with my peer, community and family” with 3.42 WAM, “understand positive and negative

impact of peer pressure on self and others” with 3.31 WAM, “follow rules that respect other

needs and use polite language (example: wait for their turn, stand in line, let classmate finish

speaking)” with 3.29 WAM. However, they often experience the effects: “demonstrate
communication and social skills to interact effectively” with 3.18 WAM and “demonstrate caring

and compassion attitudes towards other” with 3.11 WAM.

Overall, there is always an effect on the respondents’ social development which had an

average WAM of 3.26.

Cognitive Development

The respondents always experience the effect: “determine basic information, rules and

responsibility” with 3.26 WAM. However, they often experience the effects: “maintain good

grades in order to meet eligibility to participate in sports and other extra-curricular activities”

with 3.17 WAM, “develop ability to think in a more abstract manner” with 3.13 WAM, “acquire

concept of democratic life” with 3.03 WAM and “can solve the problem that may influence or

affect the outcome” with 2.97 WAM.

Overall, there is often an effect on the respondents’ cognitive development which had an

average WAM of 3.11.

Psychological Development

The respondents often experience the effects: “lower grades in my class” with 3.02

WAM, “be isolated and left with other” with 2.99 WAM, “develop feeling of being left out or

isolated because of in adequacy of fund” with 2.75 WAM, “develop fear of doing the activity”

with 2.68 WAM and “develop demotivation in my class and family” with 2.58 WAM.

Overall, there is often an effect on the respondents’ cognitive development which had an

average WAM of 2.80.

Emotional Development

There are often positive effects on the respondents’ emotional development with an

average WAM of 3.07. There is always the positive effect on the respondents which is “gain
confidence and character” with 3.33 WAM. While, there are often the positive effects on the

respondents which are “receive attention from other” with 3.07 WAM and “exercise decision

making” with 2.80 WAM.

However, there are often negative effects on the respondents’ emotional development

with an average WAM of 2.84. The often negative effects on the respondents are: “have poor

academic performance” with 2.94 WAM and “have a family problem” with 2.73 WAM.

On the Significant Difference in the Evaluation Made by the Respondents Regarding the

Effects of Their Involvement in Extracurricular Activities when Grouped According to

their Demographic Profile

Physical Development

There is no significant difference in terms of Physical Development when grouped

according to the respondents’ sex, age, and monthly family income.

Social Development

There is a significant difference in terms of Social Development when grouped according

to the respondents’ sex and age. However, there is no significant difference in terms of Social

Development when grouped according to the respondents’ monthly family income.

Cognitive Development

There is no significant difference in terms of Cognitive Development when grouped

according to the respondents’ sex, age, and monthly family income.

Psychological Development

There is no significant difference in terms of Psychological Development when grouped

according to the respondents’ sex, age, and monthly family income.

Emotional Development
 There is no significant difference in terms of Emotional Development when grouped

according to the respondents’ sex, age, and monthly family income.

Conclusions

Based on the data gathered and summary of findings, the following conclusions were

derived at:

1. Majority of the respondents of the study are female between the ages 12-13 years old and

with lowest average monthly family income.

2. Extracurricular activities which involve sports and athletics together with community

involvement have the most number of participants, while the least are those which

involve music and arts.

3. The respondents are always affected by their participations in extracurricular activities in

terms of physical and social development, while they often affected by their

participations in extracurricular activities in terms of cognitive, psychological and

emotional development.

4. The sex and age of the Grade VI pupils are factors affecting their participation in

extracurricular activities when it comes to their social development.

Recommendations

Based on the analysis of the findings and conclusions of the study, the following are

hereby recommended:

For the Pupils in Mauban South District

1. Participate extensively in extracurricular activities in order for them to develop

holistically.

For the Teachers in Mauban South District

1. Implement the Pupils’ Extracurricular Development Program, which is the output of

the study, for the holistic development of the pupils.

For the Administrators in Mauban South District

1. Provide an orientation on the implementation of the output of the study which is the

Pupils’ Extracurricular Development Program.

For the Parents of the Pupils in Mauban South District

1. Extend the support given to their child in joining different extracurricular activities

offered by the school and school district.

For Future Researchers

1. Evaluate the effectiveness of output of the study.

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Part I: Demographic Profile of the Respondents

Instruction: Read each question and answer it by making ticking a checkmark (√) the blank.

1. Sex

__________Male ________Female

2. Age

_______ 10-11 years old

_______ 12-13 years old

_______ 14-15 years old

3. Monthly Family Income:

_______ P 5,000 and below

_______ P10,000 and above

_______ P20,000 and above

Part II: List of Extra-curricular Activities

Instruction: Below is the list of items comprise extra-curricular activities where the students are

involved. Put a check mark (/) on the space provided that corresponds to your answer.

A. Extracurricular Activities Contest and Competition

_______Lyre band Competition _______ District Athletic Meet

_______ Dance Sports Competition _______ Town Athletic Meet

_______ Rondalla _______ Congressional Athletic Meet

_______ Street Dancing Competition _______ Buwan ng Wika

_______Journalism _______ Vocal Solo

B. Other Activities

_______ Brigada Eskwela

_______ Boy Scout of the Philippines Camp (BSP)

_______ Girl Scout of the Philippines Camp (GSP)

_______ Festival of Talent

_______Costal Clean Up

_______ Tree Planting

Part III: Effects of the Involvement in Extra-curricular Activities in terms of:

F. Physical Development Always Often Sometimes Never Total

I have an opportunity to…..

6. explore surroundings, and practice fine and

gross motor skills.
7. serve as an enthusiastic role model for
practices that support health and physical
activity.
8. balance rest and sleep with quiet and active
play.
9. engage in physical activities outdoor.

10. maintain good health.

G. Social Development
I have a chance to…
 6. effectively communicate and interact with
my peer, community and family.
7. demonstrate caring and compassion attitudes
towards other.
8. understand positive and negative impact of
peer pressure on self and others.
9. demonstrate communication and social skills
to interact effectively.
10. follow rules that respect other needs and use
polite language (example: wait for their turn,
stand in line, let classmate finish speaking)
H. Cognitive Development
I have an opportunity to…

6. maintain good grades in order to meet

eligibility to participate in sports and other
extra-curricular activities.
7. acquire concept of democratic life.

8. determine basic information, rules and

responsibility.
9. can solve the problem that may influence or
affect the outcome.
10. develop ability to think in a more abstract
manner.

I. Psychological Development
I have a chance to….

6. develop feeling of being left out or isolated

because of in adequacy of fund.
7. lower grades in my class.

8. develop demotivation in my class and family.

 9. be isolated and left with other.

10. develop fear of doing the activity .

J. Emotional Development
I have a chance to….

4. gain confidence and character.

5. have poor academic performance.

6. have a family problem.

7. exercise decision making.

8. receive attention from other.