THE ROLE OF SCHOOL-BASED EXTRACURRICULAR ACTIVITIES IN

PROMOTING SCHOOL CONNECTEDNESS AMONG PUPILS OF

SUNNY BROOKE ELEMENTARY SCHOOL,
GENERAL TRIAS, CAVITE

A Thesis Proposal
presented to the
Faculty of the Graduate School of the
Eulogio Amang Rodriguez
Institute of Science and Technology

In Partial Fulfillment
of the Requirements for the Degree
of Master of Arts in Education

by

March 2015

CHAPTER 1
The Problem and Its Background
Introduction
Students have been involved in student organizations for hundreds of years,
beginning with the inception of secret societies and political groups. According to
Guido-DiBrito and Bachelor as cited by Cameron and Randolph, (2008), student
organizations and extracurricular activities play an especially critical role in leadership
development where students learn, are tested, succeed, and sometimes fail.
Although most students are primarily involved in study and classwork,
involvement in student clubs and organizations are also common. Virtually all schools in
the Philippines have offered a wide variety of campus activities and events that stimulate
and encourage social, cultural, intellectual and recreational interactions by providing
learning experiences outsider of the classroom.
Involvement in extracurricular activities provides an important socialization
experience for many students. These activities allows students to broaden their social
networks and develop new peer relations; practice their social, physical, interpersonal,
and intellectual skills; learn how to communicate effectively; and learn vital social norms
(Barber et al. 2005).
As the development of the well-rounded individual is a principal goal of
extracurricular activities, the numerous experiences these activities afford positively
impact students' emotional, intellectual, social, and inter-personal development. By
working together with other individuals, students learn to negotiate, communicate,
manage conflict, and lead others. Taking part in these out-of-the-classroom activities
helps students to understand the importance of critical thinking skills, time management,

and academic and intellectual competence. Involvement in activities helps students

mature socially by providing a setting for student interaction, relationship formation, and
discussion. Working outside of the classroom with diverse groups of individuals allows
for students to gain more self-confidence, autonomy, and appreciation for others'
differences and similarities.
Students spent a significant amount of time in school, therefore school has a
substantial impact on the social and academic development of young people. Students
who feel like they are cared for and belong to their school have more success in school
and have fewer problem behaviors in and out of school. This concept, best understood as
school connectedness, is a powerful predictor in a variety of students health and
academic outcomes. Although promoting school connectedness is important at every age,
it is particularly vital during adolescence. As children develop, they rely less on their
family for autonomy and more on extra-familial relationships such as those found with
friends, at school, and through other experiences.
Of major concern are statistics reporting that as children progress through school,
they become increasingly disengaged. Furthermore, school connectedness is recognized
by educators and school health professionals as an important factor in reducing the
likelihood that adolescents will experience health-compromising behaviors (i.e.,
substance use, behavior problems, violence, and emotional distress) and increasing the
likelihood of academic success. Therefore, schools and communities face the challenge
of how to keep students connected and how to reconnect chronically disconnected
students.
Student involvement in extracurricular activities also positively impacts
educational achievement. A considerable amount of research has examined the benefits of

participation in campus activities. Researchers have found that youth who participate in
extracurricular activities are more likely to: have better grades (Stephens & Schaben,
2002; Camp, 2001; Zaff, Moore, Papillo, and Williams, 2003); have higher standardized
test scores (Holloway, 2000); have higher educational attainment (Pascarella and
Terenzini, 2005); and attend school more regularly. Students who are actively engaged
are more likely to have higher educational ambitions than uninvolved students.
Although involvement in campus activities is strongly encouraged by some
parents and teachers, others pay little or no attention at all to campus activities. A number
of people assume that regular involvement in student clubs and organizations may divert
or distract students from serious academic work (Black, 2002 as cited by Yin & Lei,
2007). Thus, despite the call for integration of academic and extracurricular life and
mounting evidence indicating the contributions of extracurricular activities to student
psychosocial and cognitive development, extracurricular involvement is often considered
unnecessary or secondary to academic involvement. Students who are frequently
involved in campus events have relatively little time and energy for academic work
because their psychic and physical time and energy are finite. Similarly, students who are
intensely involved with academic work have relatively little time and energy to engage in
various campus activities (Yin & Lei, 2007).
The role of extracurricular activities in promoting student achievement and
connectedness remains highly debatable through the present day. Research studies have
shown that certain student organizations and extracurricular activities not only promote
student achievement, but also increase general satisfaction with the academic experience
(Clubs and Organizations, 2006; Campus Activities and Events, 2006). Such activities

encourage social interaction and involve students in their campus community resulting in
more positive relationship while in school.
This research will be performed on the claim of fact that students campus
involvement or participation in extracurricular activities are more connected and engaged
in school than those not involved in these activities. This also aims to identify which type
of extracurricular activities has the greatest influence on the school connectedness of the
pupils.
There is little current research examining the relationship between school-based
extracurricular participation and school connectedness, and that lack of research is
preventing a complete understanding of this complex relationship. Once this gap in the
literature is addressed, schools may have the necessary evidence to demand an
improvement or reintroduction of their extracurricular programs.
Theoretical Framework
The framework for the study was from two theoretical perspectives focusing on
leading crowd hypothesis and social capital model.
Brohs (2002) explanation for the effect of activity involvement on higher
achievement involves the impact on their actions or frame of mind by those persons
around an individual. In the leading-crowd hypothesis, sports participation offers
students higher peer status that facilitates membership in the leading-crowd which
comprised of the most popular students, the leading crowd disproportionately consists of
high achievers. By this Broh (2002) asserted that the largest proportion of academically
and future oriented students are drawn to and involved in activities, influencing students
who may be less driven to high achievement. According to Broh, it is argued that by

increasing social status, sports participation provides the student-athlete with membership
in an academically oriented peer group that, in turn, facilitates higher academic
performance.

In extension, he noted that participation also benefits a students

education by connecting them to parents, coaches, advisors, and teachers who are future
oriented and promote high academic performance.
Broh (2002) leans most heavily on the social capital model, to explain the
benefits of extracurricular involvement as it operates through social networks. This
theory on social capital explains the strong relationship between activity involvement
and higher school engagement as an opportunity to accumulate sources of information
and contacts through the formation of and membership in social networks. For this
model, Beckett exemplified the family structure, which is a primary site of social
capital followed by human capital which is further developed through activity
involvement and plays vital roles in a childs educational success. The human capital
refers to parents, teachers, coaches, and advisors while the social capital is the social
interaction and networking created by being involved in extracurricular activities.
Broh (2002) then argued that children who have well educated parents and are
active in their childrens lives, have greater success in school.

In effect, what

participation in extracurricular activities does is to develop social capital through

providing opportunities for greater social stimulation and interaction within the family
among its members, thereby, strengthening the family unit. Beckett also noted another
advantage as the creation of social networks that are extra-familial, acting as an extra
and significant resource of social capital for the development of the student. Similarly,

Fredricks et al. (2002), noted students identifying activity involvement as giving them an
added opportunity to spend time with their family around a shared activity.
Extracurricular activities are therefore described as being sources of social capital
between the student, parent(s) and the school, which amplify the creation of intricate
social ties between these three groups, resulting in the formation of social capital outside
the family. Beckett goes on to explain the educational benefits of the social capital that
exist outside the family as distributing information and resources and serve as an extra
source of social control for the development and guidance of the student.

This

framework of social relationships reinforces and develops compliance, trust, school

norms, and values. Therefore, activity involvement is a support mechanism to assist
parents in the raising of their children. This closely resembles the ancient African
proverb that it takes a village to raise a child. Activities can make life easier for
children and parents by creating a network of friends, family, and neighborhood.

Conceptual Framework
To operationalize the leading-crowd hypothesis and social capital model, this
study is designed to determine the relationship between extracurricular participation and
school connectedness of intermediate pupils from Sunny Brooke Elementary School. To
provide a clear conceptual understanding of the variables that will be used in this study,
the framework is translated into input-process-output model shown in Figure 1.

Figure 1. The Conceptual Paradigm

PROCESS
INPUTS
OUTP
Descriptive-correlational
Research
Design using
a survey met
Demographic profile of selected intermediate
pupils from Sunny
Brooke Elementary
School
Age
Statistical analysis of data
Gender
Proposeddemographic
Plan of Actionprofile
to Enhance
School
Conn
Test of relationship
and level
of school
Grade levelbetween
Testofofintermediate
relationship pupils
between
extent of extracurricular
participation
Extent of participation
in school-based
extracurricular
activities and level
and Analysis ofactivities
results
Level of school connectedness of intermediate pupils in Interpretation
school-based extracurricular

FEEDBACK
The conceptual framework that will be used in the study is the Input-ProcessOutput Model. In the IPO model, a process is viewed as a series of boxes (processing
elements) connected by inputs and outputs. The IPO model will provide the general

structure and guide for the direction of the study. Substituting the variables of this study
on the IPO model, the researcher came up with the following:
As shown in Figure 1, the INPUTS that will be considered for this study includes:
1) the demographic profile of selected intermediate pupils from Sunny Brooke
Elementary School; 2) the extent of participation of intermediate pupils in school-based
extracurricular activities; and 3) the level of school connectedness of intermediate pupils
in school-based extracurricular activities
The PROCESS refers to the methods that will be used to answer the problems
posed in this study which involves the application of descriptive-correlation research
design using a survey methodology; the statistical analysis of data testing the
relationships between demographic profile and level of school connectedness, and
between extent of extracurricular participation and level of school connectedness; and
finally, the interpretation and analysis of results.
The OUTPUT of the study is the desired end-goal of the research work itself to
propose a Plan of Action to enhance school connectedness of public elementary school
pupils.

Statement of the Problem

The main research question of this study is whether pupils who participate in
extracurricular activities during their elementary years are more connected than their
peers who were not involved in such activities. In other words, schools invest in support

of extracurricular activities in an effort to foster student engagement; therefore, it is also

necessary to assess if such intervention actually enhances students connectedness.
Specifically, this study will seek answers to the following research questions:
1. What is the demographic profile of intermediate pupils in Sunny Brooke
Elementary School in General Trias, Cavite in terms of age, gender, grade
level?
2. What is the extent of participation of intermediate pupils in school-based
extracurricular activities?
3. What is the level of school connectedness of selected pupils from Sunny
Brooke Elementary School?
4. What is the significant relationship that exists between the pupils'
demographics such as age, gender and grade level and their level of school
connectedness?
5. What is the significant relationship that exists between the extent of
participation of pupils in school-based extracurricular activities and their level
of school connectedness?
6. What plan of action can be proposed to enhance the school connectedness of
selected pupils of Sunny Brooke Elementary School?
Hypotheses
The hypotheses that will be raised and tested are:
Ho1. There is no significant relationship between the pupils' demographics such as
age, gender and grade level and level of school connectedness of pupils.
Ha1. There is a significant relationship between the pupils' demographics such as
age, gender and grade level and level of school connectedness of pupils.
Ho2. There is no significant relationship between the extent of participation of
pupils in school-based extracurricular activities and their level of school connectedness.

10

Ha2. There is a significant relationship between the extent of participation of

pupils in school-based extracurricular activities and their level of school connectedness.

Scope and Limitations of the Study

The scope of this investigation will focus on the relationship between pupils
involvement in extracurricular activities and their level of school connectedness as well
as the relationship between pupils demographics and their level of school connectedness.
The participants of this study will include 100 intermediate pupils from Sunny Brooke
Elementary School in General Trias, Cavite comprising of 50 pupils who are involved in
school-based extracurricular activities and 50 pupils who are not. The study will be
conducted between March 2015 and October 2015. Data will be gathered with the use of
self-report survey questionnaire.
One of the limitations of this study is that the subjects may not represent a
representative sample of pupils involved in extracurricular activities in public
elementary schools in General Trias. The researcher expects the sample size to be large
enough to be able to make generalizations among pupils at Sunny Brooke Elementary
School. Moreover, uncontrolled circumstances, such as students intellectual capacity
and effort, family background and school facilities also may have affect students level
of school connectedness. The choice to use a single school also brings with it several
limitations, including the possibility that the school is not representative of the public
elementary schools in Cavite. Most importantly, the study will only show correlation
evidence and not causal evidence linking extracurricular participation with school
connectedness.
Significance of the Study

11

The results of this study will add to the body of literature regarding the value of
extracurricular activities in promoting school connectedness among students. This study
is significant to the following:
The Students. Findings of the study will increase the awareness of students on
the value of extracurricular activities in their academic life particularly in promoting their
connectedness to school. This could motivate students to participate in extracurricular
activities that bring increased benefits to their academic life.
The Parents. The information that will be obtained from this study could be used
by parents in understanding how their childs involvement in extracurricular activities
affects his/her interest and performance in school. This will hopefully enable parents to
support the extracurricular activity that are suitable for their children, those activities that
promotes physical, emotional, social, and cognitive skills to the children that participate.
The Teachers. This study hopefully will provide valuable information to the
teachers to assess whether or not the extracurricular activities that students choose and
their nature of involvement to these activities have an effect on their connectedness to
school. This can be used as basis and guide in the provision of appropriate support to
students in choosing the appropriate activities that will promote positive academic
outcomes.
The School Administrators. The school administrators may also gain from this
study since they will have clear insights on what effects do extracurricular activities have
on students. It is quite important that they are aware of the positive and negative effects
of extracurricular activities to be able to assist the students as well as parents so that they
can become more effective in their approach to their studies and extracurricular activities.
Likewise, this will provide educators with information to assist their elementary students
in making more informed choices in their school programs.

12

The Department of Education. The findings can be used by the Department of

Education as basis in the provision and development of appropriate guidelines and
policies in the elementary level on the extracurricular or campus activities that will
promote school connectedness.
The Future Researchers. Finally, the future researchers could use the results of
this study as reference material for related studies.

Definition of Terms
For the purposes of readers to have a common understanding of terms that are
used in the study, the following word or phrases are defined operationally based on how
these terms are used in this study:
Extracurricular activities refer to activities that are voluntary (i.e., not required
for school) and involve some structure, that is, where students participation occurs
within a system involving constraints, rules, and goals. They are high structured activities
characterized by regular participation schedules, rule-guided engagement, direction by
one or more adult activity leaders, an emphasis on skill development that is continually
increasingly in complexity and challenge, activity performance that requires sustained
active attention, and clear feedback on performance. For this study, extracurricular
activities will be limited only to school based activities.
Demographic profile refers to personal characteristics of the respondents which
include age, gender, and grade level.
Pupils / Students refer to elementary pupils of Sunny Brooke Elementary School
in General Trias, Cavite enrolled for the school year (SY) 2015-2016. They will serve as
the respondents for this study.

13

School connectedness refers to the extent to which students feel personally

accepted, respected, included and supported by others in the school social environment. It
is a psychological state of belonging in which students perceive that they and other
students are cared for, trusted, and respected by collections of adults that they believe
hold the power to make institutional and policy decisions. Moreover, connectedness is
conceptualized as something not merely received but reciprocated as well.
CHAPTER 2
Review of Related Literature and Studies
The purpose of this study is to examine the association between students
involvement in school-based extracurricular activities and school connectedness. A
current gap in the research prevents a complete understanding of the relationship between
these two variables; therefore, this study aims to bridge this gap. In this chapter, the
concepts

of

extracurricular

activity,

extracurricular

involvement

and

school

connectedness are explored. Second, previous studies on the relationship between

students extracurricular involvement and school connectedness are presented. In the final
section of this chapter, the synthesis of the literature and studies is presented.
Local Literature
There are many schools in the Philippines today that provide a plethora of
extracurricular activities. Some occur before school, some after school, and a few may
even take place on the weekends. While some parents are a bit dubious about their
children participating in extracurricular activities, these activities actually bring with
them many benefits. Allowing the child to get involved in extracurricular activities at
school is a wise choice, and it can be very important in helping them to develop many

14

working skills, people skills, and more. While a few activities is a great idea, there is a
point where one needs to draw a line.
One great benefit of students being involved in extracurricular activities is that
they will learn about time management and prioritizing things in their life. As adults, they
will get very used to juggling a variety of different tasks and commitments. Students
need to learn how to do this as well, and getting involved in these activities can give them
some practice at it. Getting involved in extracurricular activities also allows students to
get involved in diverse interests. It is important for the students to be very diverse in their
interests. These activities allow them to explore various interests that they may have.
Students learn about long term commitments when they are involved in
extracurricular activities as well, which is another excellent benefit. When he joins one of
the activities or clubs, they commit themselves to that activity for a period of time. If they
do not hold up to their end of the deal, no doubt they will hear about it from their peers
and perhaps even teachers. Learning to take on commitments is important, and these
activities can teach the child this important lesson.
Extracurricular activities allow the child to make a contribution in some way. It
shows that they are getting away from just thinking about themselves and contributing to
something else. This is important in their growth as a person.
Many times, being involved in extracurricular activities helps to raise the selfesteem of students. There are many teens that feel worthless or that there is nothing they
are good at. Students struggle with self-esteem, and these activities are a way that they
can build self-esteem. Everyone wants to find something that they are really good at, and
extracurricular activities provide them with a way that they can get involved in something
and really shine, giving their self-esteem a boost.
The student will have the benefit of building solid relationship skills as well when
they get involved in extracurricular activities. Students need to get involved in social

15

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.
While there are many excellent benefits to extracurricular activities for students,
they also need to consider how much is too much. Getting involved in a few different
activities can be a great choice, and is definitely beneficial, but too many activities can
end up having negative effects. Students involved in too many activities often end up
having academic problems, or they may not get the rest and recreation that they need.
Some kids feel like they have to be involved in many activities to be a success, and this is
not beneficial to them. It is important that kids do not try to "do it all," but that they have
a passion and commitment to a few activities, which definitely builds character.
Foreign Literature
During childhood and adolescence, a significant amount of time is spent in school
(Brown & Evans, 2002), therefore school has a substantial impact on the social and
academic development of young people. Students who feel like they are cared for and
belong at their school have more success in school and have fewer problem behaviors in
and out of school (Brown & Evans, 2002). This concept, best understood as school
connectedness, is a powerful predictor in a variety of health and academic outcomes
(Whitlock, 2006).
The activities that occur outside the regular classroom and within school campus
are called extracurricular activities. These activities can encourage the development of
skills and interests that are not fully nurtured during the school day. Involvement in
campus activities provides students the opportunity to explore interests that can enrich
their lives. It allows the student to explore possible career choices in sports, journalism,
theatre, music or other activities. The activity might turn into a lifelong love or hobby. It
might simply enhance ones enjoyment for some other aspects of life as one goes on to

16

love concerts, watch ballgames, or read magazines with a deepened appreciation

(Dentemaro & Kranz, 2003).
School-based extracurricular activities involve regular participation, schedules,
rules, direction from adults, sustained attention, feedback on performance, and
opportunities for skill development (Darling et al., 2005). Sports teams, fine arts
activities, and school organizations (e.g., student government), represent the prominent
areas of school based extracurricular activities. Being involved in campus activities
benefits the students in their social development. These social benefits point toward the
social interaction between the students. Being involved in after school activities is fun. It
is nice to find an activity that the kids like and enjoy and brings a smile to their faces. Its
also a time to socialize and to meet new friends. During the activity the child learns
cooperative behavior and also learns sportsmanship. A child needs to learn how to win as
well as lose, and how to succeed as well as fail. One needs to know how to accept a
situation where he or she has no control. A child also learns flexibility and adaptability
through mastering skills and becoming a good sport. One of the most important social
benefits of being involved in extracurricular activities is that it boosts a childs selfesteem and confidence. Having children involved in extracurricular activities can
enhance their school experience. The number one principle is to have fun. It gives the
child a positive and worthwhile experience in extracurricular involvement that will lead
him on the path of a happy and fulfilled academic journey through school and beyond
(Brooks, 2000).
Extracurricular activities are a unique setting where adolescents engage in
activities both emotionally and cognitively. These activities create an environment where

17

adolescents are actively involved in constructing personal change (Dworkin et al., 2003).
Furthermore, extracurricular activities are a way to create shared community within the
school by giving academically gifted students and academically challenged students the
opportunity to excel within a variety of school environments and settings (Darling et al.,
2005).
Participation in school activities provides an opportunity for youth and peers to
form a positive connection with the school, its faculty, and values that may be otherwise
unavailable (Mahoney, 2000). While participation in school-based activities can benefit
all students, these activities can be particularly important for students who do not identify
or are new to their school. Involving these students in campus activities may enhance
their connectedness with school, which may lead to positive academic and psychosocial
outcomes (Gilman et al., 2004). School engagement also takes time away from risky
opportunities, provides learning in constructive activities, and increases the possibility to
establish positive social networks.
School connectedness has been defined in different ways, but common indicators
include liking school, a sense of belonging at school, positive relations with teachers and
friends at school, and an active engagement in school activities (Thompson, Iachan,
Overpeck, Ross, & Gross, 2006, p. 379). School connectedness is the feeling of
belonging and acceptance in your school environment (Bonny et al., 2000), and a
students interest, emotional involvement, and motivation to learn in school (Klem &
Connell, 2004). Having a strong sense of connection to school is related to positive
outcomes including increased school success (Brown & Evans, 2002), and decreased
risky behaviors (Bonny et al., 2000). Despite its widespread appeal, empirical evidence

18

supporting the relationship between school connectedness and adolescent development is

limited and there is little understanding of why some adolescents feel connected while
others do not (McNeely, 2002, 2005).
The construct of school connectedness is referred to by several terms including
school engagement, school bonding, school involvement and school attachment (Libbey,
2004). Although each term shares similar components of sense of belonging, liking
school, and teacher supportiveness, the lack of a consistent definition and method of
measurement creates little theoretical consistency among the connectedness-related terms
(Libbey, 2004). In addition, because research on school connectedness spans numerous
fields including medicine, education, psychology, and sociology, there is no clearly
defined empirical base from which to conduct research (Blum, 2005).
School connectedness is recognized by educators and school health professionals
as an important factor in reducing the likelihood that children will experience healthcompromising behaviors (i.e., substance use, behavior problems, violence, emotional
distress) and increasing the likelihood of academic success (Blum, 2005). Therefore,
schools and communities face the challenge of how to keep students connected and how
to reconnect chronically disconnected students (Blum, 2005).
According to Gilman and colleagues (2004), the benefit of participation in
extracurricular activities is twofold in that as students have more positive school
experiences, participation in extracurricular activities increases, and as participation
increases, so do feelings of school satisfaction. The impact of participating in schoolbased activities potentially can lead students to feel more connected to the social fabric of
their school, thereby facilitating school identity and ultimately preventing dropout.

19

Local Studies
Very limited studies have been conducted on the relationship between
extracurricular participation and school connectedness of students.
One study conducted by Paraiso (2011) revealed that sports/athletics is the most
popular co-curricular activity among Grade IV pupils in Maragondon, Cavite while
media and governance are the least participated by pupils. Grade IV pupils in
Maragondon, Cavite are actively engaged in co-curricular activities. They usually spend
an average of less than five hours a week when participating in co-curricular activities.
Substantial evidence was found that the type of co-curricular activity engaged in by the
pupils significantly influenced their academic performance. Pupils who did not
participate and pupils involved in sports/athletics performed poorly as far as grades are
concerned while pupils involved in academic clubs, governance and media organizations
had better academic achievement. This shows that participation in academic clubs,
governance and media organizations promotes academic achievement. Except for
sports/athletics, pupils who participate in co-curricular activities benefit academically.
(b)
The length of time that pupils spend in co-curricular activities did not have any
effect in their academic performance. This suggests that those who spend more time or
less time in co-curricular activities have generally similar academic performance.
Foreign Studies
Participation in extracurricular activities has been shown to improve
connectedness among students and is often identified as a primary way to encourage
school connectedness (Brown & Evans, 2002). As extracurricular involvement is a
malleable factor that can be encouraged and promoted in schools (Bonny et al., 2000), it
is often targeted by prevention and intervention strategies aimed at promoting school

20

connectedness (Bonny et al., 2000). Participation in extracurricular activities provides

students with an opportunity to learn about themselves and their social environment
(Dworkin, Larson, & Hansen, 2003).
Creating a school environment that promotes school connectedness is the outcome
of efforts by school officials, administrators, teachers, and health professionals (Blum,
2005). Recent researchers examining the relationship between school connectedness and
four developmental supports (meaningful roles at school, safety, creative engagement,
and academic engagement) suggest that students feelings of being cared for, trusted, and
respected at school are influenced by a variety of experiences, pressures, and
relationships in the school environment (Whitlock, 2006). These researchers identified
two variables that affect school connectedness independent of the demographic and
context variables gender, race, extracurricular participation, and grade level (Whitlock,
2006). The two variables are having an opportunity to provide meaningful input into
school policies and practices, and the extent to which students are engaged in class
material (Whitlock, 2006). In addition, finding ways to promote attachment to school
versus simply enforcing zero-tolerance policies is more effective in reducing school
violence (Shochet et al., 2006).
Research of Akos (2006) demonstrates a host of negative student outcomes
associated with the transition to middle school. The investigation reveals that
participation in multiple extracurricular activities relates to academic achievement and
school connectedness. The results of Akos study indicate that GPA, students feelings of
connectedness, and to some degree, perception of positive aspects of the school transition
are related to participation in extracurricular activities. In addition to achievement,

21

psychosocial adjustment and in particular, students feelings of connectedness and

perceptions of positive aspects following a transition into middle school were also
moderately related to participation in extracurricular activities.
According to research done by Connell, Halpern-Felsher, Clifford, Crichlow, and
Usinger (2005), engaged students reported more positive perceptions of competence,
autonomy, and relatedness in the school setting than did students who were less engaged.
Furthermore, students (especially high-risk students) involved in school extracurricular
programs were less likely to drop out of school and be involved in delinquent activity
(Mahoney, 2000).
In their research, Bonny, Britto, Klostermann, Hornung, & Slap (2000) identified
gender, race, cigarette and alcohol use, and extracurricular involvement as factors
associated with school connectedness. Among these factors are some that are fixed and
unchanging while others have the potential to be influenced in ways that will improve a
students connection to school. It is for this reason that researchers in the field of school
connectedness began by differentiating between malleable and fixed factors.
However, some research has indicated that playing team sports results in greater
involvement with drinking alcohol and getting drunk through the high school years
(Eccles & Barber, 2003). This same research goes further to explain that students who
participate in team sports liked school better, were more likely to attend and graduate
from college, and was predictive of having a productive job at age 24 (Eccles & Barber,
2003). Overall, extracurricular activities are known to encourage prosocial behaviors,
increase engagement with school, promote interaction with non-parental adults, and

22

develop personal strengths (Gilman et al., 2004). Furthermore, they help build resilience
in adolescents who are at higher risk for adjustment problems (Darling et al., 2005).

Synthesis of Related Literature and Studies

The literatures contained in this chapter focus on research findings on the role of
extracurricular

involvement

of

students

in

promoting

school

connectedness.

Extracurricular activities are discretionary activities that are physically or mentally

stimulating to the individual and contain some structured parameters that occur outside
the regular classroom such as: sports/athletics, governance, academic clubs, performing
arts, media and volunteering/service-related activities.
Evidence from the literatures has examined the benefits of children and youth
participation in extracurricular activities. Researchers have found that children who
participate in extracurricular activities provide them with opportunities to develop social
and practical skills, a sense of competence, of worth, perform better on cognitive and
verbal tests, have higher self-esteem, and have a stronger connectedness to school than
children who do not take part in these activities. Moreover, various scholars concluded
that for students involved in extracurricular activities, participation is positively linked to
academic performance or achievement.
The researcher will examine the findings of these scholars to lend empirical
support to the findings of the current study.

23

CHAPTER 3
Methodology

Research Design

24

A descriptive correlational research design utilizing a quantitative method shall be

used in this study. According to Creswell (2008), a descriptive study is consists of a set of
gathered data or information, which were analyzed, summarized and interpreted along
certain lines of thought for the pursuit of a specific purpose or study. The purpose of
correlational research is to determine the relations among two or more variables. Data are
gathered from multiple variables and correlational statistical techniques are then applied
to the data. In this study, this design is chosen as it would provide the relationship
between respondents extracurricular participation and school connectedness as well as
the relationship between respondents demographics and school connectedness shall be
used in this study.

Population and Sampling

The population from which the respondents will be selected is comprised of
intermediate pupils from Banaba Central Elementary School from Grades IV to VI
enrolled as of SY 2015-2016.
The participating pupils will comprise of three grade levels: Grade IV, Grade V,
and Grade VI. These grade levels have been chosen in this study because retrospective
research has shown that extracurricular involvement is most frequently remembered from
approximately 1013 years of age, which indicates the significance of extracurricular
experiences and their influence on people in this age group.
Purposive sampling technique will be used in the recruitment of participants. The
purposive sampling technique, also called judgment sampling, is the deliberate choice of
respondents due to the qualities the informant possesses. It is a nonrandom technique that

25

does not need underlying theories or a set number of respondents. Simply put, the
researcher decides what needs to be known and sets out to find people who can and are
willing to provide the information by virtue of knowledge or experience (Creswell,
2002).
For this study, purposive sampling will be applied in the selection of 100
respondents. Fifty of the intermediate pupils will be purposively selected based on their
involvement in different extracurricular activities within school campus while the other
50 pupils will be purposively selected based on their non-participation in extracurricular
activities during the SY 2015-2016.

Respondents of the Study

The study respondents will consist of intermediate pupils from Sunny Brooke
Elementary School in General Trias, Cavite enrolled as of SY 2015-2016. A total of 100
pupils will be purposively selected as the study participants comprising of 50 pupils who
are involved in extracurricular activities and 50 pupils who are not involved in
extracurricular activities. Table 1 shows the distribution of respondents for this study.

Table 1
Distribution of respondents by
Grade level

Extracurricular participation
Involved
Not involved
Total

Percentage

Grade IV

16

16

32

32

Grade V

17

17

34

34

26

Grade VI
Total

17

17

34

34

50

50

100

100

Research Instrument
A survey instrument prepared by the researcher will be used to gather the
necessary data. The instrument is intended for the intermediate pupils of Sunny Brooke
Elementary School in General Trias, Cavite.
The survey instrument contains three parts which include the following: Part 1Demographic Background; Part 2 School Connectedness Scale and; Part 3- Schoolbased Extracurricular Participation.
Demographic Information Demographic information will be gathered from selfreported information. Respondents will be asked to indicate their age, gender and grade
level.
School Connectedness Scale. School Connectedness will be assessed by the
modified version of Psychological Sense of School Membership (PSSM). The PSSM is
an 18-item scale developed for use students (Goodenow, 1993). The PSSM includes
items that address both perceived liking (e.g., I feel like a real part of this school) and
respect and encouragement for participation (e.g., Other students in this school take my
opinion seriously). Items on the PSSM are responded to using a 5-point Likert-type
format, with choices ranging from not at all true (0) to completely true (4).
School-based Extracurricular Participation. The modified version of The
instrument involved a list of possible extracurricular activities where participants
indicated if they participated in each activity and reported the number of hours per week
they participated in each school-based extracurricular activity

27

Validation of the Instrument

A pilot testing of the survey instrument will be conducted among ten pupils who
are not included in the sample to check the reliability of the questionnaire. The main
purpose of pilot testing is to identify potential problems with the methods and to identify
and amend problematic questions and refine the questionnaire. This is to ensure that the
questions are understood by the respondents and there are no problems with the wording
or measurement.
Face and content validity will be secured via a panel of experts who will judge the
survey instruments appearance, relevance and representativeness of its elements based
on the problems posed in the study. The panel of experts will be composed of the thesis
panel members from EARIST with expertise in the area in which the instrument will be
used for measurement.
Data Gathering Procedure
Prior to gathering of data, permission to conduct the study will be secured from
the principal of Sunny Brooke Elementary School in General Trias, Cavite. Thereafter,
the researcher will secure permission to conduct the study from the Schools Division
Superintendent. Once permission is granted, the teachers of the respondents will be
notified of the study.
The questionnaires will be administered to the respondents from August to
October 2015. Respondents will complete the questionnaire in approximately 20 minutes.
The researcher will administer the paper and pencil questionnaire in groups of 10
participants. Prior to completing the questionnaire, participating pupils will be given a

28

brief summary of the purpose of the study and will then be asked to complete the
questionnaire. The pupils will be informed that by completing the questionnaire, they are
providing their consent to participate.

Statistical Treatment of Data

Data that will be collected from the demographic portion of the survey, the School
Connected Scale and School-based Extracurricular Participation questionnaire will be
scored and categorized. Descriptive statistical analysis will be used to gain a better
understanding of the data gathered.
Firstly, descriptive statistics in the analysis of research questions 1, 2 and 3, such
as: demographics of the respondents, the extent of participation of the respondents in
school-based extracurricular activities and the level of school connectedness of the
respondents.
Secondly, chi-square tests will be performed to verify the research hypotheses as
per research questions 4 and 5. The chi-square test will assess whether significant
relationship exists between the respondents demographics and their level of school
connectedness. The same test will be applied to examine if significant relationship exists
between the extent of participation of respondents in school-based extracurricular
activities and their level of school connectedness. The significance level will be set at 5
percent.
Finally, interpretation and discussion will be conducted based on the results of the
analysis which will highlight the critical relationships concerning this study.

29

REFERENCES
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Research in Middle Level Education, 29(9), The University of North Carolina at
Chapel Hill, NC.
Blum, R.W. (2005). A case for school connectedness. Educational Leadership, 62, 16-20.
Bonny, A. E., Britto, M. T., Klostermann, B. K., Hornung, R. W., & Slap, G. V. (2000).
School disconnectedness: Identifying adolescents at risk. Pediatrics, 106, 10171021.
Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who
benefits and why? Sociology of Education 75(1): 69-91.
Brooks, A. L. (2000). A study of the relationship between the increased growth and
development of elementary students when participating in extracurricular
activities and the adaptations that parents, schools, and communities make to

30

meet these after school needs. Unpublished Masters Thesis, Master of Science
Degree with a Major in Education, The Graduate School, University of
Wisconsin-Stout, Menomonie, WI.
Brown, R., & Evans, W. P. (2002). Extracurricular activity and ethnicity: Creating greater
school connection among diverse student populations. Urban Education, 37, 4158.
Canover, K. (2006). Want to do better in school? Try listening to Mozart or studying
Monet. Christian Science Monitor, Vol. 88, Issue 227, p. 10.
Connell, J., Halpern-Felsher, B., Clifford, E., Crichlow, W., & Usinger (2005). Hanging
in there: Behavioral, psychological, and contextual factors affecting whether
African-American adolescents stay in high school. Journal of Adolescent
Research, 10, 41-63.
Creswell, J. W. (2002). Research design: Qualitative, quantitative, and mixed method
approaches. Thousand Oaks: Sage Publications.
Creswell, J. W. (2008). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (3rd ed.). Sage Publications, Inc.
Damon, W. (2004). What is positive youth development? The ANNALS, 591, 13-24.
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based
extracurricular activities and adolescent adjustment. Journal of Leisure Research,
37, 51-76
Dentemaro, C & Kranz, R. (2003). Straight talk about student life. New York: Facts on
File, Inc.
Dworkin, J.B., Larson, R., & Hansen, D. (2003). Adolescents accounts of growth
experiences in youth activities. Journal of Youth and Adolescence, 32, 17-26.
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and
adolescent development. Journal of Social Issues, 59, 865-889.
Gilman, R., Meyers, J., & Perez, L. (2004). Structured extracurricular activities among
adolescents: Findings and implications for school psychologists. Psychology in
the Schools, 41(1), 31-41.
Goodenow, C. (1993). The psychological sense of school membership among
adolescents: Scale development and educational correlates. Psychology in the
Schools, 30, 79-90.

31

Haug, N. S. & N. D. Wright. (2001). Erasing the guilt. Hawthorne, New Jersey: Career
Press.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to
student engagement and achievement. Journal of School Health, 74, 262-273.
Libbey, H.P. (2004). Measuring student relationships to school: Attachment, bonding,
connectedness, and engagement. Journal of School Health, 74, 274-283.
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What do children need to flourish?: Conceptualizing and measuring indicators of
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connectedness: Evidence from the national longitudinal study of adolescent
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Retrieved from http://www.ncfy.com/pyd
Paraiso, A.A. (2011). Types of co-curricular activities and extent of involvement as
related to the academic performance of grade IV Pupils in selected private and
public elementary Schools in Maragondon, Cavite. Unpublished Masters Thesis,
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an underemphasized parameter in adolescent mental health: Results of a
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32

Appendix 1
QUESTIONNAIRE

A SURVEY OF PARTICIPATION IN SCHOOL-BASED EXTRACURRICULAR

ACTIVITIES AND SCHOOL CONNECTEDNESS
Instructions
1. You have the option not to write your name or any identifying information on this
survey.
2. Please remember that your participation is completely voluntary.
3. Please completely fill-in each of the questions you choose to answer.
Part I DEMOGRAPHIC PROFILE
1. Name: (optional)__________________________________________________
2. Age: ___________
3. Gender:

( ) Male

( ) Female

33

4. Grade level:

( ) Grade IV

( ) Grade V

( ) Grade VI

Part II SCHOOL CONNECTEDNESS SCALE

Instruction: The following are some statements about your school. Please answer
how true you feel each statement is in your school by checking the corresponding column
that most describes your honest answer using the rating scale below:
5 = Completely True of me
4 = True of me
3 = Sometimes True of me
2 = Untrue of me
1 = Completely Untrue of me

School Connectedness Statement

I feel like a real part of this school.
People here notice me when I am good at something.
It is hard for people like me to be accepted here.
Other pupils in this school take my opinion seriously.
Most teachers at this school are interested in me.
Sometimes I feel as though I dont belong here.
Theres at least one teacher or other adult at this school that I can
talk to if I have a problem.
8. People at this school are friendly to me.
9. Teachers here are not interested in people like me.
10. I am included in lots of activities at this school.
11. I am treated with as much respect as other pupils.
12. I feel very different from most other pupils here.
13. I can really be myself at this school.
14. The teachers here respect me.
15. People here know I can do good work.
16. I wish I were in a different school.
17. I feel proud of belonging to this school.
18. Other students here like me the way I am.
1.
2.
3.
4.
5.
6.
7.

5 4 3 2 1

34

Part III SCHOOL-BASED EXTRACURRICULAR PARTICIPATION

Instruction: Think about this school year. Which of the following extracurricular
activities, which are offered at your school, did you or are you participating in? On
average, how many hours per week were you involved in each activity. Please check the
column corresponding to the answer that most describes your response.

ACTIVITY

Involvemen
t
Yes

Student government / Student

council (leadership)
Sports
Baseball/Softball
Basketball
Soccer/Football
Swimming
Tennis
Track
Volleyball
Gymnastics
Other sports, specify below

Academic Clubs
Book club
Computer club
Debate team
Future Farmers of the
Philippines
History Club
Math Club
Science Club
Other academic clubs
Performing Arts
Theatre / Drama

No

Extent of Participation
1-2
hrs

3-4
hrs

5-6
hrs

7 hrs
or
more

Not
Availabl
e

35

Photography
Band/ Music/Play musical
Instrument
Painting/Pottery/ Sculpture/
Mosaic classes
Dance
Chorus or choir
Other creative endeavors,
specify below

Media
School newspaper writing
Yearbook preparation
Literary journal
Other media organizations,
specify below

Thank you for your support and participation.