FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL STUDENTS ENGAGED IN EXTRA-CURRICULAR ACTIVITIES

Kiara Faye G. Monton 1*, John Andrew N. Sapallo1, Joan N. Lumalang1,

Grade 12- Gen. Emilio Aguinaldo, Senior High School Department, Leuteboro National High
School, Socorro, Oriental Mindoro

Corresponding author. Mobile No.:0946-428-2128, E-mail: kiarafayemonton@yahoo.com

Chapter II
Review of Related Literature and Studies

This chapter presents a collection of literature and studies that have significance to the

study. The following related literature and studies gave the information needed by the

researchers of this study

Related Literature

According to Broh (2002); Mehus (1934) & Baker (2008), many studies found that not

all activities out of classroom settings are beneficial to student’s success. Some enhance

performance whereas others are distractions from academic work.

Participating in any extracurricular activities are not the excuse for low academic

performance of students. Meaning, several factors may clout the academic achievement of the

students other than engaging to extracurricular activities. It implies that the more in force the

student is, the more they performed academically. Another, it all based on the student himself.

Involvement in extracurricular consumes much of their time that could affect their study habit. It
was also found out that female students who happened to work and study as well may have lower

grades, but male students who happened to work exceeds academically.

It was supported that involvement of athletes in outdoor activities experience regular

absences due to trips to participate in games. But according to National Educational Longitudinal

Study of 1988, sports are good extracurricular activities for student progression and interaction

between students, parents, and schools.

In general, involvement in extracurricular activities is an essential part of student’s

experiences that strengthen the ties between their institutions. Several studies have linked

student’s engagement in extracurricular activities with positive academic performance while

other suggests that low academic performance does not result from extracurricular activities.

Therefore, academic affairs official are encouraged to engage their students in different activities

out of the classroom.

McMillan (1991) stated that most of the requirements were based on a pass-to-play

standard. He also reported that this standard was important to make sure that the athletes

understood the importance of achieving academic success as well as athletic success. The use of

the pass-to-play standard shows that there is a relationship between student’s achievement and

participation in extracurricular activities. As teachers and school administrators have encourage

student athletes to perform better academically and use the opportunity to participate in athletics,

this has served as motivation for students to perform academically and has served as the

foundation for the pass-to-play standard. This has been shown to promote higher attendance rates

for the athletes. This literature was used by Wesley (2012) to support his study entitled “The

Impact of Extracurricular Activities on Student Achievement at the High School level.

used for the primary search of literature pertaining to the research question. The following

descriptors were used for the first search: grade point average, achievement, learning, and

extracurricular activities. This search found out sixty one references which made a limited

number of primary sources. Another search was conducted using the following keywords:

extracurricular, learning, achievement, and affect. This search produced another 58 references.

The information search was conducted by the Area Education Agency. The information

supplied by the ERIC search was used to determine which articles were appropriate for the

research question. The information search document has two sections which supply the

necessary material to determine which references would answer the research question. The

section called document type was used to eliminate secondary sources. The abstract was utilized

to determine the extracurricular activity and its effect on student was the main theme of the

reference.

Related Studies

Molina, J. (2016), in his study entitled “The Impact of Extracurricular Activities in the

Personal Development of the Members of Performing Groups of Philippine Normal University –

North Luzon” found out that engagement in activities that are out of classroom may help student

to do better academically. Students’ involvement in extracurricular activities can give them a

feeling of fulfillment for the things they have accomplished. It was revealed in his study that the

respondents involved in his study agreed that teachers should be considerate in giving special

quizzes, midterms or final exams in case the members of the performing group miss it due to
their performances. It was also found out that extracurricular activities have positive impact to

the personality development of the students.

In addition, the results of his study indicated that the students’ full development cannot

only be achieved inside the classroom. Most of the time, students’ growth and high potentials

can also be learned outside classroom realm. Education is not only exclusively learned through

reading the textbook. Involvement in extracurricular activities can give students an incredible

amount of learning through experience and from peers.

As ascertained by Johnston (2013) in his study entitled “The Effects of Extracurricular

Activities on Academic Performance and Retention in the Middle Tennessee State University

Horse Science Program,” academic and social engagements are indicators of student

involvement and integration. Student’s participation in extracurricular activities increases

student’s success and persistence to graduation. These students build peer and mentor

relationships that keep them interested and involved, both socially and academically.

Involvement in extracurricular activities has positive impact on GPA (Grade Point Average).

Results showed that a positive trend (R 2 = 0.26; P = 0.06) was found between

ECA(Extracurricular Activities) and GPA. This suggests indicators of reported student success

were influenced by ECA participation in the MTSU Horse Science Program.

In the study entitled “The Effects of Extracurricular Activities on the Academic

Performance of Junior High Students,” conducted by Fujita, K. (2005), indicates that

participation of students in extracurricular activities has an impact on their academic

performance. The data revealed based to the students surveyed, playing sports, watching

television and participating in community service improves academic performance, while

depend on the specific activities in which the student is involved.

Generally, students who participate in any activities that are out of classroom realm

benefit their whole personal aspect. Students, teachers, parents and the staffs and administrators

of school need to be aware of the effects of student’s participation in extracurricular activities to

their academic performance. Not every child will be impaired in the same manner that the study

revealed. Every student has their special abilities that reflect their school performance. It’s

undeniable that extracurricular activities has a large purpose in the academic, social, physical,

and cognitive development of children and every student should be given an opportunity to

participate at least one activity that suits their interests and personality.
Theoretical Framework

In the Theory of Student Involvement, Astin (n.d.) cited that students are more

academically and socially proficient the more they are involved in the academics and social

aspects of college life. He defined involved students as those who participate actively in student

organizations, spend considerable time in the campus, interact often with faculty outside the

classroom devote considerable time to studying. He stressed that involvement has a quantitative

feature, the amount of time devoted by students and a qualitative feature, seriousness with which

the student approach their involvement. Astin believed that students are more likely to be

involved if they have access to high quality program and services that stimulate and challenge

their learning. If extracurricular activities and classroom assignments are not directly relatable to

students’ goals and lives, and if faculty, student affairs professionals, and resources are not

accessible to students at their convenience, students will not be directly involved in campus life.

According to the theory of social constructivism, social worlds develop out of individuals

interactions with their culture and society. Knowledge evolves through the process of social

negotiation and evaluation of the viability of individual understanding. Vadeboncoeur(2006)

found that "learning forms the leading edge of development", through social and discursive

practices that encourage dialogue, acknowledge multiple perspectives, explore the roles of the

students with in the world, and lead to expansion of shared cognition.

Capital theory provides a framework for understanding the social benefits of participation

in extracurricular activities. In capital theory individual seek social, human, and cultural capital

in an effort to maintain resources and bolster their position in the environment (Liu et

al.,2004).Social capital refers to relationships and connections that lead to social class benefit s
(Broh,2002).In schools, social capital ranges from a large friend network to belonging to the " in

crowd." These social connections afford the holder a better position in the social structure of the

school.

Feldman and Matjasko (2005) propose that this theory is valuable in guiding the study of

extracurricular activities given the complexity of the topic. Student participation and the benefits

they derive from that participation are the result of many different aspects of student's

environment including home life, school culture and peer group. For example, students with

parents who themselves participated in extracurricular activities may encourage participation

more than parent who did not participate. Schools who value and encourage academic

performance over extracurricular activity participation may limit involvement in non-academic

activities based on student grades.