FRANCISCO E.

BARZAGA INTEGRATED HIGH SCHOOL

Lagmay Compound, Medina Ville, San Jose, City of Dasmariñas, Cavite

(046) 416-9484

THE EFFECTS OF EXTRACURRICULAR ACTIVITIES TO ACADEMIC PERFORMANCE

OF FRANCISCO E. BARZAGA INTEGRATED HIGH SCHOOL DANCE COMPANY

MEMBERS: A Qualitative Study

Prepared by:

Dublan, Ma. Angelica Louise

Gloria, Philip Mathew

Sy, John Mark R.

Zabala, Christian V.

Arts and Design 11- B

In partial fulfilment of the requirements for Research in Daily Life- 1

Ms. Lovely Ann Ballesteros

Subject Teacher

March 2019
TABLE OF CONTENTS
 INTRODUCTION

Music, parental involvement, sports ---- all of these have an influence on how students perform

academically. The way children choose to spend their free time can affect their school

performance, it can simply help for a student's achievements or either way --- to fail.

Extracurricular activities (ECAs) are defined as activities that students undertake apart from

those required to earn a degree. They may include hobbies and social, sports, cultural or religious

activities. They have some benefit and possess some structure/ organization. ECAs are expected

to enrich student's soft skills, help them cope with stress, and provide them with added

advantages to increase their employability (Veronesi and Gunderman, 2012, Thompson et al.,

2013).

Extracurricular activities designed by universities commonly emphasize on the advancement of

academic achievements as well as to provide social and emotional enrichment (Joseph, 2009).

Being involved in an extracurricular activity in high school like sports or journalism --- can help

you to get accepted to your chosen degree/ college course. It can also shape your lifestyle for it

will help you on building your time management and commitments. Technically speaking,

extracurricular activities really have an effect in every student's performance in school. In the

Philippines, many students are struggling due to lack of time in accomplishing school works
because the extracurricular activity they have joined in needs a lot of their time.

Extracurricular activities do not always mean success by having an additional grade, because it

can also be the reason for you to unfinished paper works, and not to be able to pass all the

requirements in needed time. In year 2011, having an extracurricular activity aside from the

academically group performances, really does help in making your grades higher. The grading

system is well divided in academic performance and extracurricular activities (50%- 50%). But

since Department of Education (DepEd) already changed our curriculum, the grading system is

also changed. In today's grading system, having outside the class activities does not weigh that

much anymore. In Francisco E. Barzaga Integrated High School, there are many clubs that were

established open for both junior and Senior high school students. There were also activities

produced every quarter of the school year to enhance the talents and knowledge of their students.

The students are well informed about the consequences once they got engaged to extracurricular

activities. Francisco E. Barzaga Integrated High School have FDC or the Francisco Dance

Company that provides dancers that performs every school event. Members of this dance

company are also students of grade 7 to grade 12 of the school. Little do they know that since the

activity, dancing, requires a lot of time to be done --- from practices to final rehearsals --- the

members are struggling to have enough time for their academic activities. Many of them were

not be able to join and perform group activities due to excuses from the class so they can have

their dance practices. Some of them were also did not got a chance to do their quizzes on time
because they were excused. Although excuse letters are visible, it is not still enough. Some

teachers are giving credits for the students represent a section or the school but not all teachers

have the understanding to give credits/ additional grades.

In this study, you will find out what are the reasons that pushes the FEBIHS dance members to

join extracurricular activities; what are the effects of joining extracurricular activities; how

extracurricular activities affect the behavior of a student and what are the struggles of Francisco

E. Barzaga Integrated High School dance company members on their academic performance.
 RELATED LITERATURE

Many authors have discussed extracurricular activities (ECAs); Massoni (2011) describes the

role of ECA and their possible effects on students of all kinds --- ranging from elementary to

senior high school. Oudah (2002) studied the Arabic educational institutions and reported the

relationship between students and their source of learning. The study shows that the source of

learning was limited to their teachers' curriculum. Hence, due to the nature of technical

development in life and evolution of communication, knowledge is now available in several

ways other than attending classes, and through other people other than their teachers, at different

times without limitation in school or university.

Learning is now divided into curriculum and extracurricular. ECA must be a free activity chosen

individually or by a group without any barrier. The students should have the liberty to choose

any activity, which may be connected or related to their major/ field of study. Two positions

appeared to be prevalent in today's academic community. These are referred to as either the

academic or developmental perspective. The academic perspective considers extracurricular

activities as purely leisure and not part of the purpose of schools. The development perspective

considers extracurricular activities necessary to the total development of the students in today's

schools (Holland & Andre,1997). When looking at the variety of out - of - school options,
students may choose, it is important to consider how connecting with an activity might benefit

them. It has been suggested by Eccles (2003), that participation in voluntary, school based,

extracurricular activities increase school participation and achievement (cited in Mahoney et. at.,

in press).

According to Reeves (2008) the student joining in Extracurricular in School of Gamma they

participate in extracurricular activities generally benefit from the many opportunities afforded

them. Benefits of participating in extracurricular activities include having better grades having

higher standardized test scores and higher educational attainment, attending school more regularly,

and having higher self -concept. Participants in out-of-school activities often learned skills such as

team work and leadership while decreasing the likelihood of alcohol use an dillicit drug use and

related problem behaviors. Those who participate in out of-school activities often have higher

grade point averages decrease in absenteeism and an increased connectedness to the school.

In the previous years of basic education in the Philippines, having extracurricular activities, have

a lot to do in getting high grades. The more activities you have, the higher the grades you get.

Most of the teachers those active students; especially those athletes, performance and

representatives of the school; that even if they were not complete with their academic

requirements, they can still pass because their co-curricular grades can fill it. But as Philippines

made its way to make educational system like other countries, kinder to grade 12 (k-12)

curriculum entered/implemented in schools has to change the used grading system. For the old

curriculum, grading system was consisted of fifty percent (50%) for academic performance and
fifty percent (50%) for co- curricular activities to cover the percentage of one hundred (100 %)

for final grades. It has been a big help for those students who were always called and excused in

classes to represent a section/ year level/ school in passing their quarters. But since the

curriculum has already changed, the grading system did, either. The first, however, is under D.O.

No. 73, s. 2012 effective school year 2012- 2013 that used Knowledge, Process, Understanding,

and Performances (KPUP) as levels of assessment and grading. Per this order, public and private

elementary and secondary schools in the country should use this system. It consists of fifteen

percent (15%) for knowledge, twenty- five percent (25%) for process or skills, thirty percent

(30%) for understandings and thirty percent (30%) for products/ performances to sum up the

percentage of one hundred (100%). The second system, in contrast, is under D.O. No. 8, s. 2015

effective school year 2015- 2016. Unlike the first one, the new k-12 grading system used fewer

components and launched a new conversion table. Public schools from kindergarten to senior

high school should use it. Under this order, the results of the components of the summative

assessment such as Written Works, Performance Tasks, and Quarterly Assessment will form the

bases for the grade computation. It consists of 30% for written works, 50% for performance tasks

and 20% for quarterly assessment. Although there are no given percentage for ECAs, some

teachers add points depending on the performance. Furthermore, if a student is running for an

honor, his/ her co- curricular activities will be graded for additional grades.

Extracurricular activities given by the school clubs and organizations give a lot of opportunities
to students to showcase their talent and skills, to socialize with other people and to enhance their

abilities for their growth. But somehow, joining other activities aside from their academic ones

give them struggles to perform well, academically. Educators who believe in the academic

perspective argue that time spent away from the classroom decreases the students’ chance for

success. Even those activities that do not require loss of classroom time are perceived to take

away study time. These educators support cutting or eliminating activities for some students’

convenience.

Marsh (1992) stated:

According to different theoretical perspectives, extracurricular activity participation may be

posited to (a) divert attention from academic pursuits, as evidenced by its negative effects on

narrowly defined academic goals; (b) have little or no effect on academic outcomes; or (c) have

positive effects on non- academic outcomes and facilitate academic growth, perhaps indirectly,

as well (p. 553).

The academic perspective theory considers extracurricular activities as purely leisure and not

part of the purpose of schools. Those educators that profess to the academic development theory

argue that work is a deterrent to academic achievement. In his 1991 study, Marsh found that

work during high school had a negative effect on academic achievement and also had a negative
effect on participation in extracurricular activities. McNamara (1985) concluded in his study that

students benefit academically if they participated in high, moderate or low numbers of

extracurricular activity. He suggested a possible explanation might be that students who

participate in ECAs enhanced their commitment to the school and have a good management in

time.

Most states and school districts do set requirements for participation in school athletics based on

grades, attendance and behavior (Cash, 2009). Eligibility requirements are established to ensure

that the high school athletes maintain a certain level of academic integrity (McMillan, 1991).

McMillan (1991) found that most of the requirements were based on a “pass to play” standard. If

the student athletes do not pass their classes, then they are not allowed to participate in the

extracurricular activities. McMillan (1991) also reported that this standard was important to

make sure that the athletes understand the importance of achieving academic success, as well as

athletic success. The use of the “pass to play” standard has shown that there may be a

relationship between student’s achievement and participation in extracurricular activities. As

teachers and school administration have encouraged student athletes to perform better

academically using the opportunity to participate in athletics, this has served as a motivation for

students to perform academically successful. This standard also been shown to promote higher

attendance rate for the athletics (McMillan, 1991).

STATEMENT OF THE PROBLEM

1. What is extracurricular activities?

2. What are the effects of having extracurricular activities to the members of FEBIHS dance

company members?

3. What pushes the students to join extracurricular activities?

4. How does extracurricular activities affect the academic performance of the FEBHS dance

company members?

OBJECTIVES
1. To know what is extracurricular activities.

2. To know what are the effects of having extracurricular activities to the members of FEBIHS

dance company members.

3. To know what pushes the students to join extracurricular activities.

4. To know how does extracurricular activities affect the academic performance of the FEBHS

dance company members.

HYPOTHESIS

This study assumes that Extracurricular Activities (ECA) [1] has a negative effect on academic

performance of Francisco E. Barzaga Integrated High school Dance Company members. It is a

major cause on a student’s lower grade. Also, ECA’s [2] somehow improve the performance of

every individual being engaged on it.

 METHODOLOGY

This study utilized the Qualitative type of study which according (Prail Fhons 2006) qualitative

research is a method that seeks answers to questions and involves the collection of evidence. In

order to collect data, qualitative researchers use a wide range of techniques such as in-depth

qualitative interviews; participant and non-participant observation; field notes; focus groups;

document analysis and a number of other methods of data collection. All of the questions and

answers will be recorded through mobile phones, and will transcribe the information from the

respondents. This study utilizes the case study. Case study defined as a research strategy, an

empirical inquiry that investigates a phenomenon within its real life context.

The researcher-made test questionnaire will be employed to determine the experiences of the

students who may be joining extracurricular activities. There will be fifteen (15) items to be

answered by the participants though an interview based on the prepared questionnaire.

The researchers used descriptive design for the description of student’s situation being engaged

in extracurricular activities which happened to a common scenario in every school. In this paper,

researchers used purposive sampling since the paper will only Focus with one variable

respondents, the dance company members. A letter was made and signed by the principal for the

researchers to be allowed in conducting the survey.

All the information in this paper were accompanied by reliable sources and documented answers

from the respondents.

PURPOSE OF THE STUDY

The purpose of the study about The Effects of Extracurricular activities to Francisco E. Barzaga

Integrated High school Dance Company members/students was conducted by the researches to

help in informing students, teachers, and parents of Francisco E. Barzaga Integrated High School

to know about extracurricular activities and how their children/ students perform in both

academic and co- curricular aspect.

SIGNIFICANCE OF THE STUDY

This research about The Effects of Extracurricular activities to Francisco E. Barzaga Integrated

High school Dance Company members/students aims to show how extracurricular activities play

in every student’s studies. This is for the:

Students

To show them how joining in extracurricular activities affect their academic performance;

Teachers

For them to know how does a student’s study situation with extracurricular activities and to have

some understanding and considerations to those who have ECAs;

Parents

For them to understand their children and why are they getting such grades and what makes them

busy at school.
 RESPONDENTS’ PROFILE

Name: Section:
SCOPE AND LIMITATION

This study about How Extracurricular Activities Affect the Academic Performance of Francisco

E. Barzaga Integrated High School Dance Company Members will focus only on dance company

members with extracurricular activities, started on January 2019 and will end on march 2019.

This study will use 16 dance company members of Francisco E. Barzaga Integrated High School

to be our respondents.
 REFERENCES

 Al- Ansari, A., Al- Harbi, F., […], Elrefae, I. Factors affecting student participation in

extracurricular activities: A comparison between two middle eastern dental schools

 Veronosi & Gunderman (2012), Thompson et al. (2013)

 McNamara, T.F. (1995). The role of extracurricular activities in high school education: A

chart essay on survey findings, Denver, Co: Annual convention of the National

Association for Gifted Children (ERIC Document Reproduction Service No. 268712)

 Marsh, H.W. (1992). Extracurricular activities: Beneficial extension of the traditional

curriculum of subversion of academic goals? Journal of Educational Psychology, 84 (4),

553- 562

 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

 Massoni, E. (2011). Positive effects of extracurricular activities on students. ESSAI 9 (1),

84- 87

 Oudah, A. (2012). Extracurricular activities and their importance in the development of

student’s personality. An- Najah Scholars

 Cash, A. (2009). The Brain and Music. Retrieved from

www.healingmusicenterprises.com/articles.html#musicandacceleratedlearning

 Eccles, T. & Barber, B. (1999). Student council, volunteering, basketball, or marching

band. What kind of extracurricular involvement matters? Journal Adolescent Research,

14 (1), 10- 43

 Creswell, J.W. (2013). Research Design: Qualitative, quantitative and mixed methods

approaches. Sage publications

 (Guba& Lincoln, 1994,Vygotsky’s 1962)

 (Powell &Kalina, 2009; Adams, 2006)

 (DiseereALija, 2005, Roxa Lee 2008)

 DEFINITION OF TERMS

ECA- Extracurricular Activity; are activities that fall outside the realm of the normal

curriculum of school or university education, performed by students.

Curriculum- the subjects comprising a course of study in a school or college

FDC- Francisco Dance Company; it is the dance troupe consists of students from grade 7

to grade 12 of Francisco E. Barzaga Integrated High School that performs every school

event.

Degree- An academic degree is a qualification awarded to students upon successful

completion of a course of study in higher education, usually at a college or university.

DepEd- Department of Education is the executive department of the Philippine

government responsible for ensuring access to, promoting equity in, and improving the

quality of basic education.

K-12- Kinder to Grade 12; covers kindergarten and 12 years of basic education

(six years of primary education, four years of junior high school and 2 years
of senior high school [SHS]) provides sufficient time for mastery of

concepts and skills, develop lifelong learners, and prepare graduates for

tertiary education.

KPUP- a guide in assessing Knowledge, Process, Understanding and Performance/ Product.

RECOMMENDATION

The researchers of How Extracurricular Activities Affect the Academic Performance of

Francisco E. Barzaga Integrated High School Dance Company Members recommend the

next researchers to study about: How does the FDC dance members cope up with stress

while studying and having extracurricular activities and how does the dance members

manage their time equally in academics, extracurricular activities and family.

 CONCEPTUAL/ THEORETHICAL FRAMEWORK

Extracurricular Activities all have common elements including: regular meetings, an emphasis on

skill development, orientation, positive interaction with peers, as well as the direction, supervision,

and the leadership of one or more competent adults (Mahoney, Eccles and Larson (2004) provided

a list of supportive elements that are critical to ECA: physical and psychological safety for

appropriate peer interaction, clear rules for an activity, supporting relationships among

participants, opportunities for inclusion of all participants, promoting independence and valuing

individual opinion, and skills building.

Extracurricular activites and suggests programs with “extraneous features beyond the scope for

which a public school is properly and legally responsible” (p.1). Substitute names like “beyond

academic” (Neito & Bode, 2008), and “beyond the curriculum” (Hallberg & Kirk, 1971) attempt

to change the traditional notion of ECA that consider it as “extra”, by showing the true value and

the meaning of non - academic programs in educating students. ECA according to these scholars,

are more important than their name implies because they help students to become more fully

engaged with the school’s social and intellectual life.

(Selznick, 1957). It also examines the rules and regulations those organizations impose on other

organizations. In order to apply this theory to participation in extracurricular activities in the school

setting, the athletic departments in the schools must become individual entities that fall under the

direction of the individual schools and school districts. The extracurricular activities and the

students that participate in these activities must interact with the authorities that govern them.

According to Meyer and Rowan (1977), the Institutional Theory was expanded to explain not only
the interaction between organizations but also the cultural and cognition aspect of the interactions

of organizations. After the theory was created, theorists provided a new shift that included the

legitimacy of the organization instead of the existence of the organization (DiMaggio & Powell,

1983). The Theory of Institutionalism created a link between the actions of the institution and the

institution itself. The relationship of this theory to extracurricular activities and student

achievement is based on the premise the extracurricular activities must operate under the control

of the individual schools and school districts, and the activities may have positive or negative

impacts on student achievement (Reeves, 2008).