THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON THE

STUDENTS’
ACADEMIC PERFORMANCE AT MATARINAO SCHOOL
OF FISHERIES S.Y. 2023-2024

A Research Proposal Presented to the

Faculty Staff of Matarinao School of
Fisheries
Matarinao, Salcedo, Eastern Samar

In Partial Fulfillment
of the Requirements
for
The Practical Research II Subject

By
MA. FE AMOYAN
LAURENCE ECHAGUE
JULIA ARANETA
ANTHONY DADULLA
VAN GAYLE GARCIA
GRENARD BATINGA
ANGELO LANOHAN
 TABLE OF CONTENTS
PRELIMINARIES
PAGE
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.

CHAPTER I INTRODUCTION
Background of the Study (Rationale) . . . . . . . . . . . . . . . . . . . . . . . . .
...1
Statement of the
Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Null Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 7
Significance of the
Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Scope and
Delimitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Definitions of Key
Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Theoretical and Conceptual
Framewo . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

II REVIEW OF RELATED
LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

III METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 14
Research Locale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 14
 Research
Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Sampling
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Research Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .15
Data Collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .15
Method of Scoring and
Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Statistical
Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 17

CHAPTER I
INTRODUCTION

This chapter presents the background of the study wherein an

introduction of the study was provided to give an overview about this
research. The statement of the problems that states the problems in this
study, the significance of the study that provides the study's overall
purpose and what the study will contribute, the scope and delimitations
that describes what the study will cover and what the study will not cover.
And the definition of terms that provides a description about the
important terms and concepts that is used in this study.

1.1 Rationale

Extracurricular activities refer to any organized activity that takes

place outside of the regular school curriculum. These activities defined as

something done for pleasure or purpose that usually involves a group

(Merriam- Webster, 2016). Extracurricular activities comprise sports,

singing, music, debate, dance, drama, social services, etc. School can play

significant role by transmitting the energy of both normal as well as

physically challenged students into a positive direction of personality

development through extracurricular activities. In modern approaches of

education, one way to emphasize the all groud activities development of

students is by allowing them to get involved in co- curricular activities,

since education, comprises in a society where teenagers are more

interested in sports, extracurricular activities, music, and parental

involvement than schoolworks, at of these factors have an impact on how

well teens do academically. Extracurricular activities are any social,

philanthropic, non-mandatory, and unpaid activities that students engage

in outside of the regular academic curriculum (Rna et al., 2021). These

activities are crucial for the holistic development of students, providing

opportunities to develop social skills, build a sense of community, and

explore lifelong interests (Kimball, 2015). They can include a wide range

of activities such as sports, music, reading, social activities, and STEM-

related pursuits (Fares et al., 2015; Fisher, 2017). Participation in

structured extracurricular activities, like drama, academic clubs, and

sports, has been shown to be beneficial for adolescent development, self-

concept, and identity exploration (Blomfield & Barber, 2014).

A study conducted in Pakistan, found the students participating in

extracurricular activities possess high grades, higher standards

extracurricular activities were less able to utilize drugs and alcohol, give

up on school, misbehave and commit crime at the school level, test

results, excellent educational adaction, more attended school, higher self-

trust and good personality development (Kaner and Bouckenooghe,

2021).

In 2017, the researchers argue how the involvement of

extracurricular activities affect the performance and participation of

students in the academic aspect of the senior high school students of

Rizal Memorial Institute of Dapitan City ( Golemit et al., 2017). Accenting

to the Department of Education (DEPED) Memorandum of Republic Act,

10633 at enhance the basic education Act of 2013 K-12, grades between

academic and extracurricular activities are not be added to the overall

grades anymore. The study significant to let the students know how to

handle extracurricular activity and deciding how much the should, they

should alocated in a certain study.

Extracurricular activities play a significant role in influencing

students' academic performance. Participation in extracurricular activities,

such as academic clubs, sports, and structured after-school programs, can

have a positive impact on students' academic achievement (Cooper et

al., 1999). These activities provide students with opportunities to apply

academic skills in real-world settings, reinforcing classroom learning and

enhancing their overall educational experience (Rao, 2022). It has been

associated with increased academic productivity, reduced academic

stress, and improved learning outcomes (Utomo et al., 2019). Students

who engage in extracurricular activities tend to perform better

academically, attend classes regularly, accomplish more, and exhibit

higher levels of self-confidence (Rao, 2022). Furthermore, involvement in

extracurricular activities has been linked to improved grade point

averages, higher educational aspirations, increased college attendance,

and reduced absenteeism (Ginosyan et al., 2019). Such activities not only

contribute to academic success but also help in developing students'

leadership skills and fostering a sense of belonging within cohesive groups

(Rao, 2022).

Based also on the study of Recio et al. (2021), academic

engagement among students is high, with most attending class daily amd

contributung their academic performance. However, there is no significant

relationship between academic engagement and GPA among Senior High

School students in the University of Cebu- Main Campus during the 2021-

2022 School Year. Students with high academic engagement achieve

better academic performance, while those with moderate performance

may struggle.

However, it is essential to acknowledge that there are also potential

negative effects of extracurricular activities on academic performance.

Participation in these activities may consume academic time and lead to a

decline in academic performance (Abizada & Mirzaliyeva, 2020).

Extracurricular activities could have adverse effects on the academic

performance of unsuccessful students (Özkan, 2020). Excessive

involvement in extracurricular activities might interfere with regular

classes, potentially affecting students' academic outcomes

(Carmona, 2019).
1.2 Statement of the Problem
This study aims to determine the impact of extracurricular activities on

the academic performance of students of Matarinao School Year 2023-

2024.
Specifically, the study ought to answer following:

1. What is the profile of the respondents in terms of the following:

1.1 Gender

1.2 Age

1.3 Grade level

2. What is the extent of students’ involvement in extracurricular

activities?

3. What is the impact of extracurricular activities to the academic

performance of the students

? 4. What is the level of Students Academic Performance?

5. Is there a significant relationship between extracurricular activities and

students’ academic performance?

1.3 Null Hypothesis

There is no significant relationship between the impact of

extracurricular activities and academic performance of the students

1.4 Significance of the Study

The result may private information with the following:

SCHOOL ADMINISTRATION. The findings of the study may provide

information and insight to the school administration on the extracurricular

activities to the academic performance of the students.

TEACHER. The findings of the study will guide teachers of the

intervention they could employ to improve the academic performance of

their students.

COACHES. The study will encourage and motivate coaches to give more

time to practice for the improvement of the students’ skills.

STUDENTS. The findings of the study will provide awareness to the

students of Matarinao School of Fisheries (MASOF) on how to apply time-

management to improve academic performance.

PARENTS. The findings of the study will encourage parents to support

their children in their different studies to improve academic performance.

FUTURE RESEARCHERS. The findings of the study would serve as a

baseline data for future researchers. The weak and strong points of this

study will serve as a guide for more comprehensive research.

1.5 Scope and Delimitations

This study focuses on the impact of extracurricular activities in students’
academic performance among the grade 7 to grade 12 students who
participates in Extracurricular activities at Matarinao school of fisheries
S.Y. 2023-2024
The study will be conducted at Matarinao school of Fisheries. It is located
at barangay Matarinao, Salcedo provincial of Eastern Samar. This
quantitative research will use correlational design. This study will utilize a
structure survey questionnaire that will be provided to the respondents.
This research will last from August to December for the First Semester of
S.Y. 2024 - 2025

1.6 Definitions of Terms

Academic performance. This is defined as the knowledge gained

which is assessed by marks by a teacher and\or educational goals set

by students and teacher to be achieved over a specific period (narad &

abdullah, 2016), in this study, it refers to the GPA achieved by the

student for the first semester of the school year 2023-2024.

Age this refers to the amount of there a person has lived or existed

(Marriam-Webster Dictionary, 2015). In this study, age refers to the

actual number of years that the respondents has lived at the time of

the research.

GPA (Grade Point Average). this is defined as the number

representing the average value of the accumulated final grades earned

in courses over time (Glossary of Education, Reforms, 2013). in this

study, it refers to the average grade the respondents got for the first

semester of the school year 2023-2024.

1.7 Theoretical and Conceptual Framework

Theoretical Framework Our study suggests three major theoretical framework to

explain the impact of ECA participation on students' academic performance. The

three theoretical frameworks posited that the level of ECA participation has (a)

negative on academic performance (Zer-Sum framework); (b) positive effect on

academic performance indirectly as a result of non-academic achievements

( Developmental framework); and (c) positive effect on academic performance

up till a certain point beyond which participation leads to negative outcomes

(Theoretical framework). Zero-Sum Framework The earliest theoretical

framework in the general education literature is the zero-sum framework, which

arises from Coleman's (1961) seminal study. Coleman's (1961) viewed the

students' society ad a finite system in which commitment to academic, athletic,

or social values represents a loss to the other two. As athletic participation was

the main determinant of social status in school. Coleman (1961) argued that

male student may prefer to invest time and energy in sports ECA and ended up

neglecting their academic studies. The Zero-Sum framework theorized that ECA

participation has a negative effect on academic performance because the

students were devoting more time for their ECA activities at the expense of their

academic studies Coleman (1961). Many schools in the early 1980s implemented

the "2.0 Rule" Where the students must maintain overall grade point average of

2.0 before they were allowed to participate the ECA (Joekel, 1985). The

motivation behind the "2.0 Rule" was that ECA participation resulted in

diminishing academic performance (Joekel, 1985; Camp, 1990). Porter (1991)

argued that heavy ECA participation interfere with academic work, resulting in

students spending less time on their homework. ECA participation requires time

commitments from students, and these time requirements are in direct

competition with time that otherwise could have been spent on academic

pursuits (Camp, 1990; Coleman, 1961; Joekel, 1985; Marsh, 1992; Marsh and

Kleitman, 2002; Porter, 1991 ). Developmental Framework The dominant

theoretical framework in the general education literature is the Developmental

framework, which theorized that ECA participation has a positive effect on

academic performance indirectly as a result of the non-academic and social

benefits associated with ECA participation (Anderman, 2002; Broh, 2002; Fejgin,
1994; Finn, 1989; Fredricks and Eccles, 2005; Hansen et al., 2003; Holland and

Andre, 1987; LaLewisrson, 2006; Lewis, 2004; Mahoney and Cairns, 1997;

Mahoney et al., 2003; Marsh, 1992; Osterman, 2000; Valentine et al., 2002).

Broh (2002) argued that there are three ways which ECA participation indirectly

boosts students' academic performance. First, ECA participation helps students

develop skilllife skill and characteristics such as a strong work ethics, Self-steem,

perseverance, , locus of control, which are consistent with positive academic

outcomes. Second, participating in ECA increases students social status' and

accords them membership into the leading-crowd of academically-oriented peer

group, thereby facilitating higher academic performance. Third, ECA participation

provides students with greater interaction with fellow students and the school,

thereby building socialites and developing social capital. This social capital then

acts as a form of social control that encourage students to follow school norms

and thus attained academic success. ECA participation facilitates students to

achieve better academic performance through acquiring life skills and attitudes (

Holland and Andre, 1987; Larson, 2006; Lewis, 1994; Mahoney et al., 2003;

Marsh, 1992). Holland and Andre (1987) suggested that ECA participation helps

the students to acquire organizational, planning time- management skills. They

also suggested that ECA participation helps students to develop attitudes such

as discipline and motivation; and to receive social rewards which influence

personality characteristics (Holland and Andre, 1987). Marsh (1992) and

Valentine et al., (2002) found that ECA participation enhances students' self-

concept, which in tum mediates positive effect on other academic outcomes,

ECA participation also promotes personal initiatives such as setting personal

goals, evaluating what is needed to attain goals, and then actively acquiring the

abilities and resources to achieve goals (Larson, 2006). Over time,the benefits of

ECA participation could generalize beyoy the ECA setting towards academic
pursuits such as in academic goal setting (Mahoney et al., 2003). Mahoney et al.,

2003 conducted a longitudinal study and found that consistent ECA participation

was associated with high interpersonal competence, educational status, and

educational aspirations. Lewis (2004) proposed the application of resilience

theory to examine the positive impacts of ECA participation. Resilience is one's

ability to respond positively to stress, adversity, and obstacles, learned as a

result of exposure to challenging situations (Rutter, 1987), Lewis (2004) argued

that ECA participation acts as an agent of resilience by providing students with

new environment for self-discovery opening opportunities for achievement and

allowing them to assume meaningful roles in their school communities, Lewis

(2004) also argued that ECA participation enhances students' self-esteem and

self-efficacy and motivates them to work towards academic goals and social

relations. This result in a stronger sense of school belonging, which can motivate

students to work towards academic goals (Lewis, 2004). Threshold framework An

emerging theoretical framework in the extant literature is the threshold

framework. Which theorized that ECA participation has a positive effect on

academic performance up till a certain point beyond which participation leads to

negative academic outcomes (Cooper et al 1999; Fredrick's, 2012; Fredrick's and

Eccles, 2010; knifsend and graham, 2012; marsh, 1992; Marsh kleitman, 200;

Randall and Bohnert, 2012). The threshold framework posits that the association

between ECA participation and academic outcomes resembles an inverted U-

shaped function, in which academic outcomes increase at low and moderate

levels of ECA participation, level off, the decline at the highest participation

levels (Marsh, 1992; Fredrick's, 2012). The threshold framework attributes the

point of diminishing academic benefits to students excessive time commitment

which leaves students too little time for academic pursuits, similar to the Zero-

sum framework (Marsh, 1992). As opening up opportunities for achievement, and

allowing them to assume meaningful roles in their school communities. Lewis

(2004) also argued that ECA participation enhance students self-esteem and self-

efficacy and motivates them to work towards academic goals and social

relations. This results in a stronger sense of school belonging, which can

motivate students to work towards academic goals (Lewis), 2024). The

achievement-oriented nature of ECA, especially activities, is an ideal context for

building students character (Fejgin, 1994). Fejgin (1994) found that students who

participated in competitive sport activities development a greater internal locus

of control. By making experiences of both success and failure highly visible to

participants and their peers, students realize that achievements depend upon

individual effort. This link between performance and achievement in competitive

sports might help students to establish a greater internal locus of control and

achieve better academic performance (Fejgin, 1994). Hansen et Al. (2003)

examine the developmental benefits of ECA participation and suggested that

ECA participation provides students with sex basic domains of learning

experience which may lead to positive academic outcomes. ECA participation

assists the personal development of students by (a) facilitating identity

development through trying out new experience; (b) providing a context for

developing personal initiative; (c) developing basic emotional, cognition, and

physical skills; (d) building social connection to others through developing

teamwork and social skills; (e) promoting interpersonal relationships; and (f)

extending social network with both peers and adults which are a source of social

capital (Hansen et al., 2003). ECA participation may be a key factor in increasing

students sense of school belonging (Finn, 1989; Fredrick's and Eccles, 2005).

Student who have a process. We then examined the selected article in-depth to

determine the theoretical framework

Clonclusion
The current study examined prior studies in the general education literature

which investigated the impact of ECA participation on studies' academic

performance. Our study of the general education literature suggests three major

theoretical frameworks. First, the Zero-Sum framework porited that ECA

participation has a negative effect on academic performance because students

were devoting more time for their ECA activities at the expense of their

academic studies. Second, the Development framework theorized that ECA

participation has a positive effect on academic performance indirectly as a result

of the non-academic and social benefits associated with ECA participation. Last,

the Threshold framework hypothesized that ECA participation has a positive

effect on academic performance up till a certain point beyond which participation

leads to negative academic outcomes. While much has been done in

understanding the impact of ECA participation in the general education

literature. there were limited studies involving the accounting education context.

By examining the impact of ECA participation, the current study aims to inform

the accounting education literature of another potential determinant of student'

academic performance in an undergraduate accountancy programme. This will

extend the commonly examined determinants beyond prior academic

achievement, mathematical aptitude, critical thinking, age , gender, prior

knowledge of accounting and working experience. We urge researchers to

conduct future research on the impact of ECA participation so as to extend the

stream of research in the accounting education literature on determinants of

student' academic performance.

 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies, including the local
and foreign literature, and the history of the extracurricular activities
worldwide. This chapter also presents the numerous studies about the
benefits and disbenefits of extracurricular activities in students and to
their academic performance, and also some studies about the main
effects of extracurricular activities to the students
2.1 Related Literature

Sports, student government, community service, employment, the arts,

hobbies, and educational clubs are example of extracurricular activities.

Extracurricular activities are all beneficial to an academic program. While

some events, such as high school programs, are organized by age group,

this is not always the case. Your teen might, for example, volunteer with a

local charity or work part-time. According to ASVAB (2022), extracurricular

in high school are a terrific opportunity to expand your teen’s social circle,

broaden their interests, and develop leadership skills. Participation in high

school extracurricular activities has been linked better long-term effects in

studies. Extracurricular activities demonstrate your teen’s ability to make

important contributions, maintain a commitment, and manage their time

and priorities, in addition to showcasing their interests and personality.

Colleges are looking for students that are motivated both within and

outside of the classroom. Admissions officers look for kids who are

motivated, show leadership, and have interests outside of school. They

understand that kids who are actively involved in their high school and

communities are more likely to behave similarly in college. In line with

that, social are usually linked to extracurricular activities. Both personal

and professional connections require social skills. Strong interpersonal

skills can assist your goals, contributing company access, performing

effectively during the recruiting process, and expanding your professional

network.
Students that that participate in extracurricular activities benefit from the

chance of interact, gain knowledge and develop soft skills. Community

service initiates outside of the classroom have only integrated themselves

into students’ life. Students can join volunteer clubs, professional clubs,

interest clubs, and talent clubs. Additionally, a lot of young people take

part in both big and little projects with clear objectives that directly help

the neighborhood (Le Phuong Theo, 2022).

Students can greatly benefit from extracurricular activities on

professional, moral and social level. Any planned activity directed by

adults by takes place outside of the typical classroom environment during

the school year is referred to as an extracurricular activity (El- Batri and

Alami, 2019). Extracurricular activities are used to develop kid's talents

and sharpen their thinking skills (Inriyani, 2017). Students intellectual and

social abilities can be enhanced by the casual of extracurricular activities

outside of the classroom to develop learning opportunities and a sense of

self-confidence (Saputra, 2020). Although there is a ton of study on the

subject extracurricular activities in schools, the majority of the literature is

written from a western cultural perspective, and there is still little

research on extracurricular activities in the Asian region (Jallani, 2017).

The effects of extracurricular activities on participants and schools are

extensive. Extracurricular activities promote favorable academic,

psychological, and socio- emotional results (Donelly, 2019). These is

significant relationship between extracurricular activities and the

application of character education, as extracurricular activities produce

values and the formation of high morals in participants social lives

through the embodiment of academic knowledge learned in class,

attitudes, and skills (Dhallyana, 2017).

ECAs are activities that students perform other than earning a degree

during their education at a particular institute. Stuart et al. (2011) defined

ECAs as “all activities beyond ‘the classroom’, such as involvement in

university clubs and societies, paid and voluntary employment, family

commitments, religious activity.” As the name suggests, these are

separate from students' primary curriculum to earn a degree. There is no

second opinion about the importance of ECAs in a student's life. Via ECAs,

students' employability or work skills can be enhanced (Tran, 2017). Many

universities worldwide have already included ECAs in their strategies to

improve students' employability skills (Al-Ansari et al., 2016). ECAs allow

students to work in natural settings, and according to Osman (2011), skills

gained through practical learning have a more profound impact on

students. They can build better collaborative working skills. In their study

on business graduates, Lau et al. (2014) found that students who

participate in ECAs rate their creativity, communication skills, leadership

and self-promotion skills higher than their fellow students who do not

participate in ECAs. Few studies highlighted that participation in certain

ECAs could help students access large firms, secure jobs, avoid

unemployment and increase academic achievements (Eide and Ronan,

2001). Academic achievement is the most compelling factor for the

parents and the students as all students' future endeavors depend on

it. Stuart et al. (2011) linked high involvement in ECAs with higher marks

in academics.

Kaufman and Gabler (2004) emphasized the importance of ECAs. They

stated that institutions should allow their students to participate in ECAs

to build their human, cultural and social capital. In a study on alumni of

various UK-based universities, Stuart et al. (2011) found that alumni

related their self-confidence, well-being and happiness with university's

social activities. They linked the social aspect of the ECAs with the

networking that ultimately helped them secure a good job. Participation in

various activities like sports, music, dance and community services

increases students' chances of admission to higher education institutions

(HEIs). These activities increase students' self-confidence and exposure

(Kaufman and Gabler, 2004). Aoyagi et al. (2020) studied the factors that

motivate students to participate in various ECAs. Among different factors,

the prominent ones were the sense of responsibility and continuity, the

spirit of challenge, and advancement. Participation in such activities

enhances the students' skills and increases their motivation (Wallhead et

al., 2014), and this increased motivation leads towards better academic

results. These activities enhance certain skills or interests and improve

affiliation with the institution.

Researchers have always focused on ECAs at the school or college level,

while less work has been done on its role at the university level. The

studies are scarce when we talk about the ECAs at online distance

learning institutions. The academicians focus on developing learning

objectives to ascertain a student's knowledge from the course work. Still,

they rarely give their students a conducive environment to groom or

transform personally and professionally. It is easier for traditional

institutions to arrange ECAs at their premises to engage their students. In

an ODL setting, geographic dispersion and time constraints make it

difficult for the institutions to arrange such activities (Fontaine and Cook,

2014). According to Tucker (2003), non-traditional students are less

interested in ECAs as they balance their family, degree and work

obligations. Holding this view for many years, ODL institutions have

ignored the importance of ECAs. But now, the trend is changing; these

days, we can find diversity in ODL in terms of students. Today, in ODL

institutions, we can find a young 20-year-old student who is full time

perusing the bachelor's degree or a 50-year-old who is doing the MPhil to

progress in career, a housewife with children, or a young girl doing her

diploma in psychology. Considering this diversity, researchers and

academicians have realized that non-traditional students should also be

provided with the chance of participation in ECAs as it provides them with

the same depth of experiential learning as the campus-based students

(Dare et al., 2005). These students are also part of the institutional

community, and they should be provided with all the programs or

activities offered to traditional campus-based students.

Participation in ECAs increases students' affiliation with their institution,

and the absence of such activities can cause a disconnection or weaken

the identification with their alma mater (Ruth, 2005). The lack of
interaction can cause the feeling of isolation in the ODL students. In

previous literature on distance learning, the relationship between student

success and a sense of connection with the institution is missing. Krauth

and Carbajal (1999) found a strong relationship between the sense of

connection and completion and satisfaction. This connection between

institution and student can be enhanced with student services and ECAs.

It can be the most effective way to employ the highest level of

socialization, interest, sense of achievement and involvement in the

participants, enhancing student engagement.

Student engagement has gained the academic researchers' special

attention as an essential source of decreasing boredom, dropout rates and

increasing achievement levels (Fredricks, 2011). Student engagement

plays a vital role in the academic and intellectual development of the

student and improves student performance (Dassanayake and

Senevirathne, 2018; Sun and Rueda, 2012).

Sense of engagement encourages students to actively participate in the

classroom, ultimately leading to better academic and social outcomes

(Siddiqi, 2018).

Gunuc and Kuzu (2015) defined engagement as “the quality and quantity

of students' psychological, cognitive, emotional and behavioral reactions

to the learning process, as well as to in-class/out-of-class academic and

social activities, to achieve successful learning outcomes” (p. 3). The

construct of student engagement consists of three dimensions: emotional,

behavioral and cognitive. Fredricks et al. (2004) conducted a

comprehensive study on the concept of engagement and gave a detailed

literature review of all the dimensions of engagement. They defined

behavioral engagement as the student's involvement in learning and

academic tasks, school-related activities and positive conduct. Emotional

engagement deals with a student's feelings towards belongingness with

the institution and the positive or negative reactions towards the institute

and the activities.

In contrast, Fredricks et al. (2004) explained cognitive engagement as a

student's level of investment in learning and acquiring complex skills.

Measuring student engagement is challenging in ODL settings than

traditional face-to-face learning and should be measured differently

(Henrie et al., 2015). Different factors can enhance student engagement

like campus environment, association with peers or institutions, etc. For

this study, authors have taken ECAs as a source of student engagement.

Various ODL institutions have started offering ECAs for their

students. Fontaine and Cook (2014) studied the co-curricular activities'

strategy of a distance learning school of pharmacy and health professions.

The school required students to get registered with any professional

association to get their field's real-time experience. This model is specified

to the medical profession only. Moreover, they have not included ECAs in

this model.
Dare et al. (2005) gave two perspectives concerning student services in

distance education: (1) offering the same services to the distance learner

and campus-based students, and (2) providing different services to both

types of learners considering their specific needs. But in the researcher's

opinion, the low involvement of ODL students in ECAs as premised by

previous researchers (Ndudzo, 2013) might result from not realizing the

different needs of ODL students compared to campus-based students. The

research on the connection between the ECAs and their impact on ODL

students is still at its early stage. Although, researchers and professionals

are aware of this gap, as can be derived from above mentioned literature,

this study has tried to fill this gap by finding the relationship between the

participation in ECAs and student engagement.

CHAPTER III
METHODOLOGY
This chapter describes the features of this study precisely. It takes the
rationale behind the chosen research method, and provides a description
on how the research was carried out. The respondents in this study are
mentioned and their demographics are described. The final part of this
chapter shows the data gathering procedure of the study, what method
and statistical treatment the researchers are going to used.

3.1 Research Design

This study will employ a descriptive correlational method of research

design. Descriptive correlational method can be explained as non-

experimental research in which the researcher measures two variables

and assess the statistical relationship, between two topics with little or no

effort to control extraneous variable. The reason about using correlational

method in this study, is that the researchers are interested in statistical

relationship between variables would choose to conduct a correlational

study rather than an experiment. For example, the research that is being

conducted that evaluates the relationship between academics and extra-

curricular activities, and manage it to students who are participants and

non-participants of extra-curricular activities that has a big effect in

academic. This research might then check the extra-curricular activities

participant's grades between the non-participants. Nether school grades

are thought to cause the result, so there is no independent variable to

manipulate. In fact, the terms independent variable and independent

variable do not apply to this kind of research.

In addition, the common reason that researchers would choose use a

correlational study rather than an experiment is that the statistical

relationship of interest is thought to be causal, but the research cannot

manipulate the independent variable because it is impossible, impractical,

or unethical.

3.2 Research Locale

The study will be conducted at Matarinao School of Fisheries (MASOF) it

serves as a public institution located at Barangay Matarinao which is a

coastal and the last Barangay in Salcedo. It is one of the five secondary

school in the municipality of Salcedo province of Eastern Samar. It offers

comprehensive courses in fisheries and marine sciences, with particular

emphasis on the surrounding locality. The school also offers a senior high

school particularly Academic and Technical Vocational Livelihood.

Matarinao School of Fisheries (MASOF) is a public high school that

accommodates all educational levels by proving teaching for students in

grade 7 through grade 12. It has facilities for junior high and senior high

school. The school also offers several extracurricular activities raging from

sports, dance, journalism, band, clubs and organizations.

3.2 Research Respondents

The respondents of this study will be the students at Matarinao

School of Fisheries, Junior High and Senior High School students S.Y 2023-

2024.

The respondents will be chosen randomly and the study will be

using Slovins Formula to determine the number of respondents that will

be involve in this study.

Slovins Formula:

N
N=_________
(1+Ne2)
n= sample
N= population size
e= derived margin of error

3.3 Sampling Method

3.4 Research Instrument

This study will be using survey questionnaires which will be adopted

from the previous researcher. However, some of the questions were

modified to suit the demands of the current study. There are 3 parts of

instrument, part I considered of the demographic profile of the students,

then Part II measure the extent of student involvement in extracurricular

activities, and Part III measure the impact of students’ involvement in

extracurricular activities to their academic performance in school. The

survey questionnaires consisted of questions relevant on the impact of

extracurricular activities to the academic performance of the junior high

and senior school students at Matarinao School of Fisheries (S.Y. 2023-

2024).

3.5 Data Collection Procedure

In order to gather information from the participants, necessary

procedure will be followed. We will ask permission to the principal to

conduct the research. The researchers will personally gather the data

through survey questionnaires to the respondents from the grade 7 to

grade 12 students at Matarinao School of Fisheries. The respondents of

this study will gather in one room to maximize time the survey

questionnaire will be distributed to the respondents and will be explained

to them to ensure that they understand what the study all about. The data

that will be gathered will be carefully tallied, analyzed and interpreted. A

structured survey questionnaires will also be employed with the selected

students to explore the impact of extracurricular activities to their

academic performance of the respondents

3.6 Method of Scoring and Analysis

The data will be gathered in response to the questions in this study

will be scored, tallied, analyzed, and interpreted using appropriate

statistical tool. Student's extent of involvement in extracurricular activities

determine the level of student's involvement in extracurricular activities

which is determined through the mean score and ranking. Items were

ranked and were interpreted based on the corresponding mean.

3.7 Statistical Tool

Calculation of mean: the formula for finding the mean is shown below
(Pursala, 1989)
Σx
x = ----------- N
Where:
 x = mean
Σx = the sum of the scores
N = total number of the classes
n (Σ x y) - (Σ x) (Σ y)
r = ____________
[ n E x² - ( Σ x )² ] [ x Σ y² - ( Σ y )²

Where:
r = product amount correlation coefficient
x and y = the two distributions\variables
n = number of paired variables
The level of significant test in this study was set at 0.05 level of
confidence

ASVAB. (2002). Extracurricular activities: Life Outside the Classroom.

Retrieved from https;//www.asvabprogram.com/media-center-article/56
Indeed. (2021). What are Social Skills? Retrieved from
https://www.indeed.com/career-advice/career-development/social skills

Ahadiat. N. & Smith. K. J. (1994). A factor-analytic investigation of employee

selection factors of significance to recruiters of entry-level accountants. Issues in
Accounting Education. 9(1). 59-79.
Anderman. E. M. (2002). School effects on psychological outcomes during
adolescence. Journal of Educational Psychology. 94(4). 795-809.

Blomfield, C. and Barber, B. (2014). Brief report: performing on the stage,

the field, or both? australian adolescent extracurricular activity
participation and self‐concept. Journal of Adolescence, 32(3), 733-739.
Bartkus. K.R.. Nemelka. B. Nemelka. M. & Gardner. P. (2012). Clarifying the
meaning of extracurricular activity: A literature review of definitions. American
Journal of business Education. 5(6). 693-704.
 Bergin. J.L. (1983). The effects of previous accounting study on student
performance in the first college-level financial accounting course. Issues in
Accounting Education.1. 19-28.

Both. B. A. (2002). Linking extracurricular programming to academic

achievement: Who benefits and why? Sociology of Education. 75(1). 69-95.

Brown-Liburd. H. L. & Porco. B. M. (2011). It's what's outside that counts: Do

extracurricular experiences affect the cognitive moral development of
undergraduate accounting students? Issues in Accounting Education. 26(2). 439-
454.
Byrne. M.. & Flood. B. (2008). Examining the relationships among background
variables and academic performance of first year accounting students at an Irish
University. Journal of Accounting Education. 26. 202-212.
Camp. W. G. (1990). Participation in student activities and achievements: A
covariance structural analysis. The Journal of Educational Research. 83(5). 272-
278.
Chia. Y. M. (2005). Job offers of multi-national accounting firms: The effects of
emotional intelligence, extracurricular activities, and academic performance.
Accounting Education: An international Journal. 14(1). 75-93.
Christensen. R. E. Fogarty. T. J. & Wallace. A. W. (2002). The association
between the directional accuracy of self-afficacy and accounting course
performance. Issues in Accounting Education. 17(1). 1-26.
Clark. R. L. & Sweeney. R. B. (1985). Admission to accounting programs: using a
discriminant model as a classification procedure. The Accounting Review. 60(2).
April. 508-525.
Coleman. J. (1961). The Adolescent Society. New York: Free Press of Glencoe.
Cooper. H. Valentine. J. C.. Nye. B.. & Lindsay. J. J. (1999). Relationships between
five after-school activities and academic achievement. Journal of Educational Psy
chology. 91(2). 369-378.

Duff. A. (2004). Understanding academic performance and progression of first-

year accounting and business economics undergraduate: The role of approaches
to learning and prior academic achievement. Accounting Education: An
International Journal. 13(4). 409-430.

Eskew. R. & Farley. R. (1988). Some determinants of student performance in the

first college-level financial accounting course. The Accounting Review. 63(1).
137-147.
Fejgin. N. (1994). Participation in high school competitive sports: Subversion of
school mission or contribution to academic goals? Sociology of Sport Journal.
11(3). 211-230.

Feldman. A. F.. & Matjasko. J. L. (2005). The role of school-based extracurricular

activities in adolescent development: A comprehensive review and future
directions. Review of Educational Research. 75(2). 159-210.
Fisher, K. (2017). The importance of extracurricular stem activities for
students with disabilities. Proceedings of the Interdisciplinary Stem
Teaching and Learning Conference, 1(1).

Feldman. A. F.. & Matjasko. J. L. (2012). Recent advances in research on school-

based extracurricular activities and adolescent development. Developmental
Review. 32(1). 1-48.
Finn. J. D. (1989). Withdrawing from school. Review of educational Research,
59(2), 117-142.
Fredericks. J.A., & Eccles. J. S. (2005). Developmental, benefits of extracurricular
involvement: Do peer characteristics mediate the link between activities and
youth outcomes? Journal of Youth and Adolescence. 34(6). 507-520.
Fredericks. J. A., & Eccles. J. S. (2010). Breadth of extracurricular participation
and adolescent adjustment among African-American and European-American
youth. Journal of Research on Adolescence. 20(2). 307-333.
Fredricks. J. A. (2012). Extracurricular participation and academic outcomes:
Testing the over-scheduling hypothesis. Journal of Youth and Adolescence. 41(3).
295-306.
Gammie. E. Jones. P.. & Robertson-Millar. C. (2003). Accountancy undergraduate
performance: A statistical model. Accounting Education: An international Journal.
12(1). 63-78.
Gist. W. E.. Goedde. H.. & Ward. B. H. (1996). The influence of mathematical
skills and other factors on minority student performance in principles of
accounting. Issues in Accounting Education. 11(1). 4959.
Gracia. L. & Jenkins. E. (2002). An exploration of student failure on an
undergraduate accounting program of study. Accounting Education: An
international Journal. 11(1). 93-107.
Gracia. L.. & Jenkins. E. (2003). A quantitative exploration of student
performance on an undergraduate accounting program os study. Accounting
Education: An international Journal, 12(1). 15-32.
Guney. Y. (2009). Exogenous and endogenous factors influencing students'
performance in undergraduate accounting modules. Accounting Education: An
international Journal, 18(1).51-73.
Hansen. D. M. Larson. R. W.. & Dworkin. J. B. (2003). What adolescents learn in
organized youth activities: A survey of self-reported developmental experiences.
Journal of Research on Adolescence. 13(1). 25-55.
Hamett. N.. Romcke. J.. & Yap. C. (2004). Student performance in tertiary-level
accounting: an international student focus. Accounting and finance. 44(2). 163-
185.
Harris. H. (2001). Content analysis of secondary data: A study of courage in
managerial decision making. Journal of Business Ethics, (34), 191-208.
Holland. A. & Andre. T. (1987). Participation in extracurricular activities in
secondary school: What is known. What needs to be known?. Review of
Educational Research.57(4). 437-466.
 Jenkins. E. (1998). The significant role of critical thinking in predicting auditing
students' performance. Journal of Educational for business. 73(5). 274-279.
Joekel. R.G. (1985). Student activities and academic eligibility requirements.
NASSP Bulietin. 69(483). 3-9.
Kimball, V. (2015). How much is too much? getting children involved, but
not too involved. Pediatric Annals, 44(9), 354-358.

Knifsend. C. A.. & Graham. S. (2012). Too mush of a good thing? How breadth of
extracurricular participation relates to school-related affect and academic
outcomes during adolescence. Journal of Youth and Adolescence. 41(3). 379-389.
Koh. M. Y.. & Koh. H. C. (1999). The determinants of performance in an
accountancy degree program. Accounting Education: An international Journal.
8(1). 13-29.
Lane. A.. & Porch. M (2002). The impact of background factors on performance
of nonspecialist undergraduate students on accounting modules - a longitudinal
study: a research note. Accounting Education:An international Journal. 11(1).
109-118.

Larson. R. W., Hansen. D. M., & Moneta. G. (2006). Differing profiles of

development experiences across types of organized youth. Developmental
psychology, 42(5). 849-863.
Lewis. C. P. (2004). The relation between extracurricular activities with
academic and social competencies in school age children: A meta-analysis.
Texas A&M University.
Mahoney. J. L. & Cairns, R.B. (1997). Do extracurricular activities protect against
early school dropout?. Developmental psychology. 33(2). 241-253.
Mahoney. J. L., Cairns. B. D., & Farmer. T. (2003). Promoting interpersonal
competence and educational success through extracurricular activity
participation. Journal of educational psychology.
Marsh. H. W. (1992). Extracurricular activities: Beneficial extension of the
traditional curriculum or subversion of academic goals. Journal of educational
psychology. 84(4), 553-562.
Marsh. H. W., & kleitman , S. (2002). Extracurricular school activities: The good,
the bad, and the nonlinear. Harvard educational Review. 72(4), 464-511.
Osterman. K. F. (2000). Student's need for belonging in the school community.
Review of educational Research. 70(3), 323-367.
Porter. A. C. (1991). Creating a system of school process indicators. Education
and policy analysis, 13(1). 13-29
Potter. B., & Johnston. C. (2006). The effect of interactive on-line learning
system on student learning outcomes in accounting. Journal of accounting
Education. 24(1). 16-34.
Rna, F., Kobayasi, R., Sc, E., & Pz, T. (2021). Student profile: motivations,
contributions and barriers to engage in extracurricular activities
 Randall. E. T., & Bohnert. A. M. (2012). Understanding threshold effects of
organized activity involvement in adolescents: Sex and family income as
moderators. Journal of adolescence. 35(1). 107-118.
Rohde, F. H. & Kavanagh. M (1996). Performance in first year University
accounting: Quantifying the advantage of secondary school accounting.
Accounting and finance. 36. 275-285.
Rutter. M. (1987). Psychology resilience and protective mechanism. American
Journal of orthopsychiatry. 57(3). 316-331.
Seow. P.-S., Pan. G.. & Tay. J. (2013). Revisiting the determinants of students'
performance in an undergraduate accountancy degree programme in Singapore.
Working paper.
Shulruf. B. (2010). Do extracurricular activities in schools improve educational
outcomes? A critical review and meta-analysis of the literature. International
Review Of education. 56(5/6). 591-612. Doi: 10. 1007/s11159-010-9180-×
Shulruf. B., Tumen. S.. & Tolley. H. (2008). Extracurricular activities in school, do
they matter? Children and youth services Review. 30(4). 418-426.
Springer. C. W. & Borthick. A. F. (2007). Improving performance in accounting:
Evidence for insisting on cognitive conflict tasks. Issues in accounting Education.
22(1). 1-19.
Valentine. J. C., Cooper. H. & Bettencourt. B. A. (2002). Out-of-school activities
and academic achievement: The mediating role of self-beliefs. Educational
Psychology. 37(4). 245-256.
Wooten. T. C. (1998). Factors influencing student learning in introductory
accounting classes: A comparison of traditional and non-traditional students.
Issues in Accounting Education. 13(2). 357-373