EXTRACURRICULAR ACTIVITIES AND ACADEMIC SELF-EFFICACY

OF GRADE 9 STUDENTS OF EASTERN VISAYAS STATE

UNIVERSITY

_______________________
A Thesis Proposal
Presented to
the faculty of the Languages and Literature Department
College of Arts and Sciences
Eastern Visayas State University
________________________
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Arts in English Language
_______________________
by
BERNALYN A. BUGHO
FRANCES INA R. MAGALLANES

TABLE OF CONTENTS

PAGES
TABLE OF CONTENTS ..
i
TABLE OF CONTENT .
ii
LIST OF FIGURES .
iv
LIST OF APPENDINCES .
V
CHAPTER
I.

INTRODUCTION
Background of the Study ...
1
Statement of the Problem .
2
Scope and Delimitations of the Study .
3
Significance of the Study
4

II.

REVIEW OF RELATED LITERATURE

AND CONCEPTUAL FRAMEWORK
Related Literature .
5
Theoretical and Conceptual Framework ...
6
Hypothesis
7

Definition of Terms .
III.

8
METHODOLOGY
Research Design
Respondents of the Study
Research Locale
Sampling Procedure
Research Instrument .
Data Gathering Procedure

Method of Scoring

Statistical Treatment Data

BIBLIOGRAPHY .
APPENDICES ..

CHAPTER 1
INTRODUCTION
Background of the Study
Extracurricular Activities began in the United States in the 19th
century. At first they were just an additional part to the normal
academic schedule for the year. Extracurricular activities usually had
some practical or vocational interest that was included into the
activities. The first extracurricular activities that were well known in
schools started at Harvard and Yale University. Extracurricular activities
are found in all levels of our schools in many different forms. Eastern
Visayas State University (EVSU) has a lot of extracurricular activities
that are commonly joined nowadays to the students of the university.
Extracurricular activities include the sports which in EVSU they have a
lot of athletic students. There is the Basketball team, Football team,
Soccer Team, Volleyball, and Baseball for boys and Softball for girls. It
also includes the Dance groups like the SamLeyaw and the Habaynon

Dance Corps of EVSU which had joined many different contests not
only inside the campus but also around the Philippines. It also includes
the Music Club which is the EVSU Chorale in which they had
participated in

many singing competitions

along with different

universities around the country. An extracurricular activity includes

drama or theatre groups which had many several plays that occurred
in the university. It also includes the school publications where in EVSU
they have the Student Publication Office (SPO). It also includes the
Student Council, the Junior Council Officer (JCO) and Senior Council
Officer (SCO). There are too many extracurricular activities that we
have in our school and every student can join any of them as long as
they can manage it. A student's future can be determined in the things
that they do in hours after school and before their parents get home.
This paper describes the role of extracurricular activities and the
positive effects that they can have on students all kinds of ranging
from the above average student to the brink of dropping out of school.
Extracurricular

activities

have

many

positive

effects

on

education. The positive effects that extracurricular activities have on

students are behavior, better grades, school completion, positive
aspects to become successful adults and a social aspect.
Participation in extracurricular activities provides students an
opportunity to create a positive and voluntary connection to their

school. It was revealed that students who participate in extracurricular

activities are three times more likely to have a grade point average of
a 3.0 or higher. This is higher than students who did not participate in
extracurricular
background

activities.
or

This

achievements.

is

regardless
Student

of

who

their

previous

participate

in

extracurricular activities also showed positive changes in their selfconfidence, teacher perception, a greater confidence and then a
developed positive school related adult attachments.
Extracurricular activities increase a students connection to
school, raises their self-esteem and bring positive social natures.
Extracurricular activities have effects on students because they have
position aspects that students need to become productive students
and adults. By participating in extracurricular activities, students learn
lessons in leadership, teamwork, organization, analytical thinking,
problem solving, time management, learning to juggle many tasks at
once and it allows them to discover their talents. When a student
decides they want to join extracurricular activity, they look for the one
that interests them and one that they like or enjoy. When students are
in high school or college, this could be the thing that helps them find a
career. By participating in extracurricular activities, they will find
something they enjoy and see how they can use that as a career.
Participating in certain extracurricular activities having to do with the
field that the student is interested in could help them find a job. If

someone is looking at a resume for a potential employee, and they see

that they have experience or interest in what they are looking for, they
will be more likely to hire that person. These students will then have
higher career aspirations. Certain extracurricular activities participate
in certain things before they are accepted. Participation in some of
these activities could also help a student get a scholarship for college.
When student participate in extracurricular activities, especially at a
young age, it teaches them about long term commitments. If they
want to participate in a certain activity, they sign up for a long time,
not just for a few days. This is good for students to learn because
school is a long term commitment, jobs and other things that they will
have to deal with adults. The final effect that extracurricular activities
have on students is the social aspect. Student that are involved in
extracurricular activities meet many new people. Each club or sport is
different, so students meet different people in all different groups. By
joining different activities, once they meet people with the same
backgrounds they can share to them their likes and their interests. In
different extracurricular activities, students learn about group work and
sometimes they end up having less conformity to gender stereotypes.
Extracurricular activities are part of a students everyday life.
They play important roles to student's lives. They have positive effects
on student's lives by improving behavior, school performance, school

completion, positive aspects to make successful adults and social

aspects.
Student who are confident in their capability to organize,
execute and regulate their problem-solving or task performance at a
designated level of competence are demonstrating high self-efficacy.
On the other hand, Self-efficacy is defined as a persons belief
about their capabilities to achieve a certain level of performance
(Bandura, 1994). This belief can influence events that affect a persons
life. Perceived self-efficacy determines how people feel, think, motivate
themselves, and behave. It influences the choices they make, the
effort they put forth, how persistent they are when confronted by
obstacles, and how they feel. A strong sense of self-efficacy can
enhance a persons accomplishments in many ways. A strong sense of
self-efficacy can influence a persons aspirations; increase their level of
motivation and their perseverance in the face of difficulties and
setbacks (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996). Bandura
et al. (1996) state that unless a person believes that they can produce
a desired effect by their actions, they have little incentive to act. A
childs self-efficacy can affect the different aspects of their lives as
well. Bandura et al. (1996) states that a childs belief in their efficacy
to regulate their own learning activities and to master difficult subject
matters affect their academic motivation, interest,

and scholastic achievement. A childs perceived self-efficacy affects

adaptation and can influence perseverance and resilience to adversity
(Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). The benefits of
having an increased level of self-efficacy many benefit a childs life in
many ways. Helping create this better sense of self-efficacy may be
achieved in numerous ways. A supportive and encouraging social
network positively influences a childs sense of self-efficacy.
Some factors that influence a childs academic achievement are
pro-socialness

and

positive

interpersonal

relationships.

Positive

interpersonal relationships have a direct influence on a childs life. The

benefits of high quality interpersonal relationships are important in a
childs capacity to function effectively including their academic lives
(Martin & Dowson, 2009). Equally as important is the childs prosocial
behavior. Pro-socialness is portrayed in cooperativeness, helpfulness,
ability to share, and empathy (Caprara, Barbaranelli, Pastorelli,
Bandura, & Zimbardo, 2000). Individuals learn about themselves
during social interactions with others. They learn what is needed to fit
into a group. Martin and Dowson (2009) state that through social
interactions a person develops beliefs and values. It is within this
relatedness that teaches students how to function effectively in
academic environments. These beliefs and values direct behavior in
the form of enhanced persistence, goal striving and self-regulation
(Martin & Dowson, 2009). Caprara et al. (2000) found that early

prosocial behavior strongly predicted levels of academic achievement.

Caprara et al. (2000) also found that pro-socialness fosters mutually
supportive social and intellectual relationships. It also reduces
vulnerability to depression and other problem behaviors, which
undermine the pursuit of academic activities. Martin and Dowson
(2009) further state that relatedness affects a childs motivation by
creating positive feelings of self-worth and self-esteem, which are
related to continued achievement motivation. A childs academic
achievement is shaped by their perceived academic ability, social and
self-regulatory efficacy and academic aspirations.
The vicarious influence from other people through positive social
models is a key influence on self-efficacy. Bandura (as cited in Martin
and Dowson, 2009) states that self-efficacy can be achieved through
the communication with significant others as well as through
observation of problem solving techniques. One way for students to
promote and practice their prosocial and interpersonal relationships
are to be involved in extracurricular activities outside of school.
Additionally, the involvement of extracurricular activities has
other benefits. In a study of academically successful urban high school
males, Hibert (2000) found that involvement in youth organizations
after school gave students the awareness that they had options in their
lives outside of their urban environments. These organizations we
perceived by these young men as safe places where they could be

with their peers and engage in activities centered on cooperative team

building and reinforced with consistent adult support (Hibert, 2000, p.
93). These organizations provided opportunities for these students to
build a sense of self-efficacy in addition to providing success in
different types of activities. McLaughlin (cited in Hibert, 2000) found
that urban teenagers who participated in extracurricular activities built
a positive sense of self through their accomplishments and successes
within the program. Perry-Burney and Takyi (2002) found that girls who
are involved in team sports tend to have a higher sense of selfconfidence while playing. These feelings resulted in higher grades
academically, increased participation in extracurricular activities in
school, and more involvement at home. It was found that these
behaviors were demonstrated because of their high level of selfefficacy. These girls were also found to have a clearer and more
consistent view of their long-term goals. It was also found in PerryBurney and Takyis study that not only did these girls have higher
grades, they also scored higher on standardized tests when compared
to their non-athletic peers.

Statement of the Problem

The study aims to assess the academic self-efficacy of Grade 9
who are involve on extracurricular activities.
Specifically, it will answer the following questions:

1. What is profile of the respondents in terms of?

1.1 Age
1.2 Sex
1.3 Location of residence
1.4 Year level
1.5 Membership in organization
2. What is the level of academic performance of the Grade 9 SLS
students who are involved in extracurricular activities?
3. Is there a significant difference in the academic self-efficacy of those
students who are involved and not involved in extracurricular
activities?

Scope and Delimitations of the Study

The

study

determines

the

involvement

in

extracurricular

activities and the academic self-efficacy of the Grade 9 students of

Secondary Laboratory School (SLS) enrolled in the school year 20162017. Specifically, it determines the profile of the respondents as to
age, sex, locations of residence, year level, and membership in
organization. This study is further limited to the Grade 9 students as

they can still benefit and improve their academic self-efficacy even if
they are involved in the extracurricular activities.

Significance of the Study

This is deemed beneficial to the following:
Curriculum Planners. The findings of this study may serve as
an underlying reference of academic learning related problems which
can

contribute

their

plans

in

improving

their

programs

in

extracurricular activities of the students to help them improve their

academic self-efficacy.
Administration. This study will be beneficial to them because it
will serve as a guide on how they will be able to come up with
strategies to develop and improve administrative support to the
students.

Teachers. This study hopes to

provide the teachers with objective data on which to base their efforts
to improve and help the academic self-efficacy of those students who
are involved in extracurricular activities.
Students. This study hopes to lend better understanding on the
identified variables that affect the academic self-efficacy of students
who are involved in extracurricular activities in school and take desired

steps to use this knowledge to optimize the development of the

students' academic self-efficacy.
Parents. This study is seen to provide parents with the ideas of
what is the benefit and importance of extracurricular activities and on
academic the self-efficacy to provide a wholesome support on their
children.
Future Researchers. This study will serve as a source of inputs to
the future researchers who will delve into the study of the involvement
in extracurricular activities and academic self-efficacy.

CHAPTER II
REVIEW OF RELATED LITERARTURE

This chapter presents the various literature and studies which

provided adequate background information and facts to establish a
more comprehensive basis for the current study.
Related Literature
Extracurricular define as extra activities that can be done by
students in a school but are not part of the regular class curriculum
and activities as something that is done for pleasure or a particular
purpose and that usually involves a group of people or students. On
the other hand, extracurricular activates are extra activities done by a
group of students in school either for pleasure or a particular purpose
outside the class curriculum.
Extracurricular activities pertain to those activities which are not
part of the curriculum, but which form an integral part of the curricular
activities of the school or college life, as athletics, campus publications
and many more.
In Eastern Visayas State University, extracurricular activities are
those activities done under the supervision of the office in order to
maintain a well-balanced academic training. These are also program of

activities that meet the studys needs, interests and capabilities of the
students. The activities provide the students with opportunities to
develop their skills and interests, discover new and exciting talents and
a chance to meet their own needs. There are many different
extracurricular activities and what is considered one may differ from
community.
Briones (2015) he states that, An active participant is someone
who finds time, devotes, and commits to extra-curricular activities. He
further adds that, involvement with extra-curricular activities has
taught him to be committed, involved, accountable, responsible, and
have a vision to both inspire and empower people. Aside from that he
had

also

discovered

skills

such

as

speaking

in

public,

event

organization and management, and team building facilitation.

Namuco (2015) contradicts that active participation exists not
only in being physically present but also by living the ideals and
advocacy of an extra-curricular organization. Moreover, she points out
that inactive participation is unhealthy because a person is hindering
their selves from doing something they are passionate about. In
addition, in this current generation there is a need for more doers
rather than those dawdle waiting for something to take place (Namuco,
2015).

Merriam-Webster

(2014)

defines

extra-curricular

as:

extra

activities that can be done by students in a school but are not part of
the regular class curriculum. and activities as: something that is
done for pleasure or a particular purpose and that usually involves a
group of people. Therefore, extra-curricular activities are extra
activities done by a group of students in school either for pleasure or a
particular purpose outside the regular class curriculum.
The types of extra-curricular activities include: (1) sports, (2) jobs
working before and after class hours, and (3) anything that a student
does not to get a grade or graduate (Wierschem, n.d). Sports that
involve training before and after class hours are considered extracurricular activities because it is done by a student not for a grade or
graduation requirement, but for a particular purpose such as becoming
better or just to have funthe same concept applies to the latter that
of jobs but have different purposes as well (Wierschem, n.d).
According to Sharp (2012) states that students do extracurricular activities that is relevant to their specialization. In addition,
students are also trained to handle multiple commitmentsbalancing
both academic units and extra-curricular activities. This is because job
recruiters look for graduates who have experienced work that involves
their specialization. Sharp (2012) also quotes from Yeates (n.d) that:
job recruiters are more interested in graduates who can balance

multiple

commitments,

build

successful

relationships,

lead

and

manage projects, and solve problems.

Being a student is difficult because a student is in school for an
average of 8-9 hours a day, maintaining good grades is challenging
task as it leaves little time for other activities to be pursued (Career
India, 2014). Extra-curricular activities only become effective when: (1)
they

are

differentiateda

difference

between

commitments

in

academic and extra-curricular activities is made; (2) what is more

urgent and important is prioritized; (3) activities are properly
scheduled so as not to impede regular academic tasks; and (4) things
are questionedwhether or not the student can handle it or
accomplish the activity together with regular academic tasks (Career
India, 2014).
Lunenburg (2010) states that extracurricular activities are essential
because they develop: (1) hobbies and interests, (2) skills in working in
groups, and (3) participation in athletics that lead to the discovery and
cultivation of talents.
Joseph L. Mahoney (2005) extracurricular activities are activities
that are characterized by structure, adult supervision and an emphasis
on skill building (Mahoney, 2005). These activities should be totally
voluntary and have schedule and regular meetings and have
supervision and guidance from the adult responsible of the activity.

These activities often increase the participants ability; they have a

challenge and complexity (Larson, 1994). These activities share a goal
that everyone works for in order to achieve it.
A lot of labels have been used to describe what is considered
extracurricular activities (Eccles, 2005). These activities usually denote
the who (school-age, child, adolescent, youth), where (schools-based,
community-based, what (activities, programs, organizations), and
when (after- school, extracurricular, summer, non-school, out-of-school)
elements of participation. These descriptors are meaningful and do
clarify the phenomenon of interest. There are a lot of extracurricular
activities available to the kids and youth here in the United States
(Mahoney, 2005). There are federally after-school programs like Boys
and Girls Clubs and nationally sponsored youth organizations.
Dworkin, Larson, and Hansen (2003) argue that extracurricular
activities stand out from other aspects of adolescents' lives at school
because they provide opportunity for identity work, develop initiative,
and allow youth to learn emotional competencies and develop new
social skills. At a more macro level, they argue that activity
participation also allows youth to form new connections with peers and
acquire social capital. In addition, extracurricular activities are one of
the few contexts in which adolescents regularly come in contact with
unrelated adults outside of the classroom.

Hamrick

(2002)

said

that

involvement

of

students

in

extracurricular activities occasions where in students learn more.

Through activity, the students learn to develop their own selves by
experiences. This is supported by love and strategies to ensure that
experiences inside and outside of class is complementary and
contribute to student growth. However, he also stressed that the
students should give more of their psychological and physical energies
to academic experiences. He also added that activities such as working
with a professor in a research, peer tutoring, completing an internship
and community service allow the students to go beyond what they do
in class, which is to pass. Engaging in extracurricular activities and
activities done in class both lead to a greater learning.
Holloway

(2000)

also

states

that,

clubs,

teams,

and

organizations support the academic mission of a school because

Gerber (1996) found that participation in extracurricular activities
promoted greater academic achievement because school-related
activities were more strongly associated with achievement compared
to outside-school activities. Moreover, when students are not given
enough opportunities to participate in extra-curricular activities they
eliminate the connection to creating a sense of belongingness towards
the school (Gerber, 1996). Thus the extra-curricular activities are
effective as they promote greater academic achievement and enable
students to connect with the sense of belongingness towards their

school. John H. Holloway, stated that extracurricular activities do

contribute to students success at school. Duncan wrote in the journal
Family matters that recent research confirms that involvement in
extracurricular activities is more than just childs play.
Mahoney and Stattin (2000) characterize highly structured
activities as including "regular participation schedules, rule-guided
engagement, direction by one or more adult activity leaders, an
emphasis on skill development that is continually increasing in
complexity and challenge, activity performance that requires sustained
active attention, and clear feedback on performance".

Larson (2000), facilitate the development of initiative and lead to

healthy adolescent development. Many school-based extracurricular
activities, such as sports, student publications, radio stations, or
performing groups, can be characterized as highly structured activities.
Although outside of the narrowly defined academic curriculum (e.g.,
math, science, social studies, and English), extracurricular activities
have traditionally been offered by schools as a way to offer
developmental and leadership opportunities for youth, and to build
school spirit. Extracurricular activities are seen as a way of offering
academically gifted students a way of excelling within the school
environment, a way for academically challenged students to achieve
within the school setting, and as a way of creating a sense of shared

community within schools. The positive impact that "extracurricular

activities can have on a school's academic mission is sometimes
emphasized by use of the term "co-curricular" to describe nonacademic school-based activities, although the term "co-curricular" is
sometimes limited to activities outside of the classroom explicitly
designed to complement student learning.
Bandura, & Zimbardo (2000) state that the importance of
investing resources to develop and promote childrens pro-socialness
will enhance other realms of their lives. Not only will it enhance the
social aspects of their lives, but will also facilitate subsequent
academic success. Moreover, it can generate additional gains in selfregulation and aptitude. Given the previous research that found that
involvement in activities outside of school could increase a childs
sense of belongingness and self-confidence, the research on how it
affects self-efficacy is limited.
Mahoney

&

Cairns

(1997)

have

advocated

school-based

extracurricular activities as context that both promotes positive youth

development

and

protects

youth

from

risks

associated

with

unsupervised freedom.
Brown (n.d) explains that extra-curricular activities fulfil two (2)
basic conditions: (1) they are not part of regular school curricular
program; and (2) there is a structure towards a pro-social mission or
goal. Furthermore, an extra-curricular activity becomes effective when:

(1) students have the opportunity to cultivate relationships with adults

and pro-social peers; (2) the activity has goals that encourage the
students to achieve great things; (3) students are given the
opportunities to be leaders by having a committee to organize an
activity; (4) the extra-curricular activity is age appropriate activities
which are not too arduous; and most importantly (5) the activity is
enjoyable for the students (Brown, n.d).

Related Studies
Extracurricular activities have been studied by many researchers
around the world. In Barber, Eccles, and Stone as well as other
researchers (as cited in Martin and Dowson 2009) found that
extracurricular activities such as sports, music, dance, clubs, and
church groups are positive influences in a childs life. This positive
influence affects their educational, social and emotional lives. This
sense of belonging is a key factor that helps create positive effects in a
childs life. The adults involved in these extracurricular activities model
effective behaviors, and help develop social skills that in turn build a
students sense of control.
The study of Bondoc et.al (2007), they found out in their study
that the participation in extracurricular activities does not affect the
academic performance of the students. Students who are participating

in extracurricular activities have satisfactory grades than those who

are inactive and being an active member does not hamper the
academic performance of students.
In addition, the study of Manahan and Manalo found out that the
students of Radiologic Technology of De La Salle Health Sciences
Institute were involved to a moderate extent in extracurricular
activities and academic performance of the respondents. However,
students should know that participation in extracurricular activities
would improve their personality but should not affect their academic
performance. Students were encouraged to investigate into the kind of
lessons strategies that would help them attain higher grades.
In addition, the study of Floret Angelica G. Villarde et al with the
title Social Adjustments and Academic Performance of Selected High
School Students of Del Pilar Academy Imus, Cavite are still childish and
that some of them are having a hard time with the new curriculum in
high school and with the new environment. It stated there that social
adjustments have an effect on the academic performance of their
respondents.
Fisher (2007) found that those who become more involved in various aspect of
high school life tend to have better outcome, both in the short and long terms.
This is referred to as input-process-output model through which the quality and

degree of involvement in their high school experience is directly proportional to

students learning and development.
In the study of Lipscomb (2007) shows that participation in
school-sponsored clubs and sports is associated with higher math and
science

test

scores

and

higher

Bachelors

degree

attainment

expectations.
In the study of Astudillo et al. (2006) it was found out that the
students

are

involved

to

limited

extent

in

the

following

extracurricular activities such as: (a) academic related studies. (b)

Performing art group activities, (c) service oriented activities and (d)
sports related activities.
Males have higher level of involvement in performing arts activities,
service oriented activities and sports related activities than the
females.
On the other hand, the study of Remolona, Geneveo and Solis (2006)
focused on the factors associated with the academic performance of
the third year radiologic technology students. They recommended that
students who are not committed in extracurricular activities should
also learn to participate to those activities and join different school
organizations and extracurricular activities, because it may enhance
their God-given capabilities and talents and improve as individual,
should make use of existing school facilities being tendered for them

by the school for resources to widen their knowledge for their

development, and respect the authority of teachers as well as
classmates in school to maintain very good relationship with one
another.
Walter et al., (2006) studied the after-school programs which
provide an important educational setting for an increasing number of
children and have been viewed as a way to help solve school problems,
reduce drug use, and prevent violence and youth crime. This toolkit is
designed to help school-based after-school program staff plan and
make decisions in six critical areas management, collaboration,
programming, integration with the traditional school day, evaluation;
and communication.
Taras (2005) conducted a review of studies on younger students
and the effect that physical activity had on school performance (Taras).
The research review conducted by the author demonstrated that there
may be some short-term improvements due to physical activity,
specifically with respect to concentration, but there is no well
substantiated long-term improvement of academic achievement as a
result of more vigorous physical activity (Taras). The author also noted
that the relationship between physical activity in students and
academic outcomes requires further elucidation. In order to add to the
literature on high school student achievement with respect to athletic

performance, the academic performance of athletes in season and out

of season will be investigated by this study.
Feldman and Matjasko (2005) note two possible pathways in
which extracurricular activity participation can impact on risky
behaviours. Extracurricular activity might promote developmentally
appropriate pro-social behaviours and reduce the likelihood that
adolescents

will

engage

in

risky

behaviours.

Alternatively,

extracurricular activities might link participants to peer groups who

engage in risky behaviours, increasing the probability that they will
engage in those behaviours. The first pathway is consistent with the
social control theory, which argues that peoples attachment to
conventional institutions encourage them not to break the law. While
some students enjoy the academic environment of schools, others
prefer the social aspect of them. Extracurricular activity gives
adolescents opportunities outside the academic setting to strengthen
bonds with schools and peers and to shun anti-social behaviours. This
pathway also concurs with social learning theory which contends that
people learn within a social context. Thus, 6 by exposing adolescents
to good peers and role models, extracurricular activities encourage
good behaviours and discourage bad behaviours. The social learning
theory can also be used to explain the second pathway. In particular, if
extracurricular activities expose adolescents to peer groups who

engage in risky behaviours, extracurricular activity participants are

likely to emulate those behaviours.
Gilman (2004) states that extracurricular activities put students
in touch with supportive social networks and allow them to interact
with competent non-parental adults. Being in contact with nondeviant peers and with adults who are inclined to support school
culture has a socializing effect (Mahoney & Stattin, 2000).
Guest and Schneider (2003) conducted research on what
influence various social factors had on the relationship between
extracurricular activities and academic performance. They found that
most of the studies previously conducted on the relationship between
these two factors had not taken into account the meaning that
participation

in

extracurricular

activities

held

for

individual

participants within distinct social contexts. They believed that every

school and community assigned certain values to the various activities,
putting more importance on some over others. The value that is placed
on each activity affects the relationship between that specific activity
and academic performance. Guest and Schneider (2003) concluded
that there are three factors which influence this relationship. These
factors are the what, the where, and the when. The what
suggests that the type of participation or activity undertaken
influences developmental outcomes. The where suggests that the

school and community context in which extracurricular activity takes

place matters. Finally, the when suggests that the developmental
and historical context in which extracurricular participation takes place
influences both how it is valued and its effects on subsequent
development. All three of these factors work together to influence the
relationship between participation in extracurricular activities and
academic performance, because each one places a different value both
on activities and academics.
A study done by the Center for the Social Organization of Schools
at Johns Hopkins University (2003) found that sports had a small but
consistent impact on a variety of other positive school outcomes. The
more involved that l0th graders were in athletics, for example, the
more likely they were to feel confident of their academic abilities or to
be engaged in their schools.
Perry-Burney and Takyi (2002) concluded from their survey that
teenage girls from suburban schools who participated in team sports
have a higher sense of self-confidence; they also observed
improvement in GPA and the desire to attend college.
Broh (2002) thinks that involvement in sports activities enhances
students development and social bond among them, theirs parents,
and schools, and these are the factors which produce positive impact
on their performance in their studies. Research has shown that the

involvement in sports activities does not guarantee good marks in the

examination but it may be possible good students are involved in
sports related activities. Recent studies have shown that there exists
selection bias of good students who participate in the co-curricular
activities as well as sports.
Hibert (2000) found that young urban males in his study who were
involved in extracurricular activities felt that their involvement allowed
them to develop their talent and exposed them to another world
outside of their urban community. Furthermore, they began to see
themselves as valued individuals. This perception enabled their belief
in self to become stronger. This in turn led them to believe they were
better prepared to succeed. It was concluded by Hibert that the most
important factor influencing the success of the urban males in his
study was a strong belief in self. The students that participated in this
study claimed that it was in fact their membership in the schools swim
team that fostered their strong sense of self and had a powerful impact
on shaping their belief in self.
In the study of Duenos (1998) almost half percent of the
respondents are more involved in athletics and science club got the
smallest percentage. In addition, the respondents are allowed to join in
different activities despite the academic assignments and values of the
students are very much developed upon joining extracurricular.

In the study of Galarpe (1998) found out that involvement in

extracurricular activities showed a significant relationship in the
following areas: physical, moral and spiritual but not with psychological
and social areas. Males are more involved in co-curricular and
extracurricular activities than their female counterparts. The noncatholic respondents were more involved than the competitive cocurricular activities most preferred and actually involved by the
respondents were sports and athletics, followed by cheering contest,
group singing contest. The non-competitive co-curricular activities
most preferred by the respondents to be involved in were field trips,
followed by the parades and playground demonstrations while
symposia were the least preferred and actually involved in by the
respondents.

The

respondents

had

actually

been

involved

as

participants in most of the non-competitive co-curricular activities.

Silliker and Quirk (1997) investigated the academic improvement
of students who participated in extracurricular activities. In this case,
they looked at male and female high school students who participated
in interscholastic soccer and who did not engage in another sport or
major activity at the conclusion of the soccer season. They discovered
that female participants in season maintained a GPA of 87.7 mean (M)
with a 5.6 standard deviation (SD). Out of season these statistics
dropped to 87.5 Mwith a 6.4 SD. The male participants in season
maintained a GPA of 84.7 M with a 7.5 SD, and out of season their GPAs

dropped to 83.8 M with an 8.7 SD. These data show that participants
had significantly higher GPAs in season than out of season. The girls
earned higher GPAs than did the boys, but the boys' GPAs rose
significantly in season versus out of season. The study supports the
belief that involvement in athletics for high school students does not
endanger, and may enhance, academic performance.
Susan Gerber (1996) also found that extracurricular participation
is not detrimental to student performance and that participation in
these types of activities promotes greater academic achievement. In
addition, she discovered that participation in school-related activities
was more strongly associated with achievement than was participation
in activities outside of school.
Astin (1993) found that students who participated in clubs and
organizations showed an increase in both leadership and interpersonal
skills. Other research continued to examine the nature of skill building
through involvement in different types of extracurricular activities
(Kuh, 1995; Kuh & Lund, 1994). This research sought to understand
what skills students gained from participating in out of classroom
activities. A sample consisting of 149 students from 12 institutions
were interviewed about their learning experiences, development of
competences

and

their

involvement.

Researchers

found

that

participation in out-of-classroom activities helped students to develop a

number of competencies. For example, participation in student

government has been shown to be beneficial to students in helping

them develop time management skills (Kuh & Lund, 1994). Studying
led them to a higher level of academic achievement (Kuh,1995).
Herbert Marsh (1992) compared predicted outcomes for students who
did not participate in extracurricular activities with those of students
who were moderately active. He found that this difference in
participation level is associated with outcome differences of .582 SD in
social self-concept and .390 SD in academic self-concept. He concluded
that the effects of participation on social and academic self-concepts
are significant. Evidently, participation in extracurricular activities,
even those not obviously associated with academic achievement, leads
to increased commitment to school and school values, which leads
indirectly to increased academic success. On the other hand Pascarella
and Terenzini (1991) found that the frequency and quality of students
participation in activities was associated with high educational
aspirations, enhanced self-confidence, and increased interpersonal and
leadership skills.
William Camp (1990) studied the effects of participation in
activities on overall student success in school, as measured by grades,
while controlling for the effects of other variables that could reasonably
affect those grades. He used the symbol b* to represent standardized
regression coefficients calculated in his structural analysis. He found
that students' activity levels produced a positive, significant effect on

academic achievement (b* = .122). Particularly interesting in his study

was the fact that this effect was more than twice as great as that of
study habits (b* = .055), which are generally regarded as an important
causal variable of academic achievement.
Gamps (1990) study on academic achievement found that
participation in student activities had a positive effect on grades even
when taking into account background variables. This position is
strengthened by the fact that other researchers such as Huang &
Carlton (2003) have found, and continue to find, such a relationship.
Bartko and Eccles (2002) confirmed this result with their study of high
school teenagers.
One explanation of this finding comes from researchers who have
developed identification or commitment models which state that
students are more likely to do well when they engage in schoolsponsored ECAs because they foster commitment to the schools goals
and identification with the schools culture. Effectively, there is a
socialization effect which makes participants more likely to adopt proschool values (McNeal, 1995). Certain papers argue that this is due to
the type of people that students mix with while participating (Eccles &
Barber, 1999; Mahoney & Stattin, 2000; Feldman & Matjasko, 2005).

Theoretical and Conceptual Framework of the Study

Involvement Theory using longitudinal data focused on student

persistence, Astin (1999) identified factors in the college environment
that affected students persistence in college. Involvement theory
combines concepts found in the Freudian concept of Cathexis which
refers to psychological energy and the learning-theorist concept of
vigilance or time -on -task which is a measurement of physical time
spent on an activity. Since Astin (1999) introduced involvement theory,
researchers and practitioners have used it to develop programs,
modify curriculums, make administrative decisions, and conduct
research. A discussion of the quantitative and qualitative features of
involvement theory and how those relate to the undergraduate
extracurricular experience follows.
Astin (1999) defined quantitative features of involvement as the
physical amount of energy a student devotes to an activity. Research
has examined the role of quantitative involvement features related to
extracurricular experiences, including the number of clubs in which
students participated (Dugan & Komives, 2007), meeting participation
(Winston et al., 1977), and the number of hours students spent
participating in clubs and organizations (Astin 1999; Pascarella &
Terenzini, 1991; Rubin et al., 2002). Each of these quantitative
measures

of

involvement

was

related

to

increased

leadership

development. However, involvement in too many different types of

organizations was negatively related to leadership outcomes (Dugan &

Komives, 2007).
Astin (1999) defined qualitative features of involvement as the
psychological energy a student devotes to an activity. One example of
a qualitative feature of extracurricular involvement is the positional
leadership role experience. Research has found that students who
served as an officer in a club or organization showed increased
outcomes compared to those who did not serve as an officer. Serving
as a club officer was related to increased decision-making skills (Rubin
et al., 2002) and leadership skills (Dugan, 2006; Ewing et al., 2009).
Cooper et al. (1994) found that students who served as an officer
scored higher on scales related to developing purpose, educational
involvement, life management, and cultural participation.
In contrast, some research did not indicate an increased benefit for
students who held an office. Rubin et al. (2002) found no difference in
initiative for officers. And, Foubert and Grainger (2006) found no
increased psychosocial benefits for officers.
The literature includes few examples of studies that examined both
quantitative and qualitative features of extracurricular involvement.
Pascarella and Terenzini (1991) examined both the frequency and
quality of students participation and Rubin et al. (2002) studied an
extracurricular index score that represented number of clubs, officer

status, and hours spent. In both studies, the combination of frequency

and quality of students participation was associated with higher levels
of various leadership and interpersonal skills.
Sometimes differentiating the relationship between quantitative and
qualitative features is difficult. For example, Astin (1996) found that
holding an office, public-speaking ability, leadership abilities, and
interpersonal skills were all correlated to hours per week spent
participating in student clubs and organizations. Serving as an officer
has also been associated with spending more time participating in
extracurricular clubs and organizations. Both independent variables
were related to increased leadership development. Shertzer and Schuh
(2004) suggested that students who held leadership positions in
college

were

often

given

additional

leadership

development

opportunities and that the increased skills attributed to serving as an

officer may be associated with that additional training.
Capital theory provides a framework for understanding the social
benefits of participation in extracurricular activities. In Capital theory
individuals seek social, human, and cultural capital in an effort to
maintain resources and bolster their position in their environment (Liu
et al., 2004). Social capital refers to relationships and connections that
lead to social class benefits (Broh, 2002). In the workplace, social
capital exists in the form of a friendship with a supervisor or in a vast

array of business contacts that yield new accounts. In schools, social

capital ranges from a large friend network to belonging to the in
crowd. These social connections afford the holder a better position in
the social structure of the school. Human capital is a perceived value
gained from education, intelligence, or physical attributes such as
beauty or strength (Liu et al., 2004). For adults, human capital is often
manifested as a high paying or respected career and results in greater
social capital. Human capital is often more superficial for students and
comes in the form of physical strength, athletic ability, or beauty.
Individuals with high human capital often have high social capital (Liu
et al., 2004). Brohs (2002) study of the effects of extracurricular
activity participation on academic performance utilized Capital theory
to explain the benefits of involvement in extracurricular activities. Broh
used the National Educational Longitudinal Study of 1988 (NELS; 1988)
to examine the effects of extracurricular participation on academic
achievement. The study supported previous research concluding that
participation in sports, specifically interscholastic sports, is related to
higher math test scores and overall better classroom grades. In
addition to supporting these previously established findings, Broh uses
Capital theory to hypothesize that students from disadvantaged
backgrounds often lack social capital and that participation may serve
as a vehicle for social capital acquisition through greater interactions
with peers and school personnel. Further, Broh stated that students

who gain social capital from participation in extracurricular activities

identify with the source of their social capital and, in turn, are less
likely to exhibit negative behaviors. In other words, students who
participate in extracurricular activities form connections with the
school environment and, in turn, are more likely to engage in pro-social
behaviors.
Maags (2006) review of social skills training programs described
the need for improved generalization programming for social skills
training that includes opportunities to practice socially valid social
skills in authentic environments with peers. Capital Theory as it
specifically

relates

connection

between

to

social
social

capital
skills

acquisition

training

and

helps

make

participation

a
in

extracurricular activities. Extracurricular activity participation may be

one avenue for social skills training programs to overcome the hurdle
of generalization of social skills for students with EBD in two ways.
First, participation in extracurricular activities provides students with
an opportunity to practice social skills that have been learned through
social skills training
programs in authentic environment with peers. Second, participation in
extracurricular activities can potentially lead to increased social capital
that can reinforce the use of social skills in a new environment.
Ecological Systems Theory. The study of extracurricular activities
in secondary schools has taken many forms and utilized numerous

theoretical

frameworks.

In

the

most

comprehensive

review

of

extracurricular activity research to date, Feldman and Matjasko (2005)

suggested that while targeted theories are valuable they are not
sufficient to explain the complex phenomenon of extracurricular
activity participation. They argue that an overarching theoretical
framework must be established in order to move the field of study
forward

in

unified

direction.

Ecological

Systems

theory

(Bronfenbrenner, 1979) states that many different levels of the

environment influence an individuals development. Feldman and
Matjasko (2005) propose that this theory is valuable in guiding the
study of extracurricular activities given the complexity of the topic.
Student

participation

and

the

benefits

they

derive

from

that

participation are the result of many different aspects of a students

environment including home life, school culture, and peer group. For
example, students with parents who themselves participated in
extracurricular activities may encourage participation more than
parents who did not participate. Schools who value and encourage
academic performance over extracurricular activity participation may
limit involvement in non-academic activities based on student grades.
Students from low SES backgrounds may not be able to afford the
activity fees associated with participation. In each of the preceding
examples systems outside of the student interact to influence
participation.

Feldman and Matjasko (2005) suggest applying Ecological

Systems theory as a way of expanding our knowledge of the selection
mechanisms

that

affect

student

participation

in

extracurricular

activities. The authors outlined four contextual levels beyond the

individual level
that include family, peer, school, and neighborhood. The individual
level includes characteristics such as gender and age. The remaining
contextual levels present complex set of factors to be considered when
attempting to explain selection mechanisms. Each of these levels
interacts

to

influence

students

decision

to

self-select

into

participation in extracurricular activities. Various factors play a role in

self-selection at the family level including the relationship quality
between the parent and student and the parents level of education. As
students transition into adolescence the peer group plays an increasing
role. At the peer contextual level, factors such as college plans,
academic

performance,

risk-taking behaviors, and

emphasis

on

activities begin to influence a students decision to participate. The

school and neighborhood contextual levels described by Feldman and
Matjasko influence decisions to participate through the availability of
activities and the involvement of adults such as teachers and members
of the community. Each of these contextual levels represents a
valuable area of study united under a single theoretical framework that
can serve to guide future extracurricular research. Given the high rates

of

participation

in

extracurricular

activities

during

adolescence

(between 50% and 70% of adolescents participate in some sort of

activity) (Feldman & Matjasko, 2007, Larson & Verma, 1999) it is
reasonable to assume that extracurricular activity participation is itself
an important context for adolescent development. Feldman and
Matjasko (2007), building on previous research examining breadth and
depth of participation in extracurricular activities, examined portfolios
of adolescent participation. The authors utilized Ecological Systems
theory as a framework for explaining participation as a specific context
of adolescent development. The study identified a new way to
categorize extracurricular activities by dividing them into mutually
exclusive portfolios that include sports only, academics only, school
only, performance only, multiple activities, and non-participants.
Ecological Systems theory is utilized in this application as a way to
organize the study as opposed to a way to explain a phenomenon, as is
the case with the other theories described below. Ecological Systems
Theory provides a framework for understanding the potential valueadd extracurricular activity participation provides to academic and
social interventions. There are many similarities between current
evidence-based practices in the classroom context and extracurricular
activities. The characteristics of extracurricular activities described by
Mahoney and Stattin (2000) (i.e., regular participation schedules, ruleguided engagement, direction by one or more adult activity leaders, an

emphasis on skill development that is continually increasing in

complexity and challenge, activity performance that requires sustained
active attention, and clear feedback on performance) parallel many of
the

characteristics

of

evidence-based

classroom

management

practices outlined by Simonsen, et al. (2008). Extracurricular activities

maximize structure through rule guided engagement, scheduling, and
adult leadership; increase engagement by requiring sustained active
attention and an emphasis on progressive skill development; and
provide regular performance feedback
Social

Learning

Theory

is

learning

theory

of

Bandura

emphasizes the importance of observing and modeling the behaviors,

attitudes, and emotional reactions of others. Bandura (1977) states:
"Learning would be exceedingly laborious, not to mention hazardous, if
people had to rely solely on the effects of their own actions to inform
them what to do. Fortunately, most human behavior is learned
observationally through modeling: from observing others one forms an
idea of how new behaviors are performed, and on later occasions this
coded information serves as a guide for action." (p22). Social learning
theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, an environmental influence.
The component processes underlying observational learning are: (1)
Attention, including modeled events (distinctiveness, affective valence,
complexity, prevalence, functional value) and observer characteristics

(sensory capacities, arousal level, perceptual set, past reinforcement),

(2) Retention, including symbolic coding, cognitive organization,
symbolic rehearsal, motor rehearsal), (3) Motor Reproduction, including
physical capabilities, self-observation of reproduction, accuracy of
feedback, and (4) Motivation, including external, vicarious and selfreinforcement. Because it encompasses attention, memory and
motivation, social learning theory spans both cognitive and behavioral
frameworks. Bandura's theory improves upon the strictly behavioral
interpretation of modeling provided by Miller & Dollard (1941).: Social
learning theory has been applied extensively to the understanding of
aggression (Bandura, 1973) and psychological disorders, particularly in
the context of behavior modification (Bandura, 1969). It is also the
theoretical foundation for the technique of behavior modeling which is
widely used in training programs. In recent years, Bandura has focused
his work on the concept of self-efficacy in a variety of contexts (e.g.,
Bandura, 1993).
Social Control Theory (Hirschi, 1969) states that involved and
connected students are less likely to exhibit deviant behavior or drop
out of school (Finn, 1989). According to Finns (1998) participationidentification model extracurricular activities are one avenue to
increased engagement in school that can result in decreased likelihood
of behavioral issues and lower dropout rates. He argues that
participation in extracurricular activities leads to a greater sense of

belonging or connection with the school that translates to lower

dropout rates. The participation-identification model is an adaptation of
Social Control theory (Finn, 1989). Social control theory states that an
individual who bonds with an institution is less likely to exhibit deviant
behavior. The bonds consist of four elements: (a) concern for others
opinions; (b) a decision to behave in an acceptable manner; (c) using
time in ways encouraged by the organization or institution; and (d) a
view that the organizations principles are valid and worthwhile
(Hirschi, 1969). Research
shows that when these bonds are weakened the student is more likely
to engage in negative behaviors (Hirschi, 1969; Liska & Reed, 1985).
Finn

(1989)

suggests

encouraging

students

to

participate

in

extracurricular activities to increase connection with school. He argues

that students who spend more time in the school environment have a
greater

chance

of

developing

connection

with

the

school.

Extracurricular activities may be even more important for students

whose academic abilities are weak, making classroom efforts to
increase the connection to school less effective.
The

theories

described

above

provide

framework

for

understanding how extracurricular activities can serve as (a) a valueadded

to

existing

classroom

behavioural

interventions,

(b)

an

opportunity for authentic peer and adult interactions to practice social

skills, and (c) a vehicle to increase school engagement. Ecological

Systems theory provides researchers with a theoretical framework for

studying extracurricular activities. By focusing on the contexts of
adolescent development (peers, family, self, etc.) researchers are
better able to focus their efforts and narrow their lens when studying a
complex subject such as extracurricular activities. Feldman and
Matjasko (2007) suggested that given the high rates of participation by
adolescents, extracurricular
activities

could

development.
connection

even serve as its own context of adolescent

Ecological

between

the

Systems

Theory

classroom

and

also

illuminates

extracurricular

the

activity

contexts. Capital theory, specifically social capital provides a rationale

for the social benefits of extracurricular activity participation. Broh
used Capital theory to hypothesize that participation may serve as a
vehicle for social capital acquisition through greater interactions with
peers and school personnel. Students with EBD who lack social skills
and have few opportunities to acquire social capital may benefit from
the peer interaction opportunities available through extracurricular
activity

participation.

Capital

Theory

provides

framework

for

understanding the potential

usefulness of extracurricular activity participation in overcoming the
challenge of generalization in social skills training programs. Social
control theory states that an individual who bonds with an institution is
less likely to exhibit deviant behavior. Finn (1998) discussed the

potential for extracurricular activities to serve as a vehicle for

increasing a students sense of belonging and
identification with the school and peers. This sense of belonging and
identification, also known as school connectedness (Lohmeier & Lee,
2011), has the potential to lead to decreases in problem behaviors and
lower dropout rates for students with EBD. These theories provide
researchers with both a rationale for improved outcomes and a
framework for organizing research. The following sections present the
research surrounding extracurricular activities. This research includes
longitudinal and cross-sectional studies examining the effects of
participation on student outcomes, the roles of peers in extracurricular
activities,

identity

formation

and

extracurricular

activities,

and

extracurricular activity participation and antisocial/deviant behavior.

The

limitations

of

the

existing

body

of

research

surrounding

extracurricular activities as it relates to students with EBD will also be

discussed.
Students Profile

Age
Sex
Location of Extracurricular
Activities
Residence
Year Level
Membership in
Organizations

Academic Self
Efficacy

Figure 1. Schema showing the framework of the study.

Null Hypothesis
The study will test the following null hypothesis:
Extracurricular activities have an effect in academic self-efficacy of
Grade 9 Secondary Laboratory School students in Eastern Visayas
State University School Year 2016-2017.

Definition of Terms
The

following

terms

are operationally

defined

to

provide

thorough understanding of the study.

Academic Self-Efficacy. This refers to an individual belief
(conviction) that they can successfully achieve at a designated level on
an academic task or attain a specific academic goal.
Age. The time of life at which some particular qualification,
power, or capacity arises or rests.
Extracurricular Activities. This is found in all levels of our
schools in many different forms. Any structured activity supervised by
one or more adults outside regular school hours or the home. The
activity can be sponsored by the school or community and include
team sports, prosocial activities such as religious activities or volunteer
work, performing arts, school involvement, and academic clubs.

Extracurricular activity. Any structured activity supervised by

one or more adults outside regular school hours or the home. The
activity can be sponsored by the school or community and include
team sports, prosocial activities such as religious activities or volunteer
work, performing arts, school involvement, and academic clubs.
Extracurricular involvement. The number of hours he/she
spends in each extracurricular activity
Location of Residence. It refers to the place where the
respondents come from which is categorized into two: (coming from
towns and municipalities outside the city) and urban (which include all
barangays under Tacloban city jurisdiction).
Membership in organization. The name, position and number of
organizations they are involved in.
Sex. Is the range of characteristics pertaining to, and
differentiating between, masculinity and femininity.

CHAPTER III
METHODOLOGY
This chapter presents the research design, locale, respondents,
instrument used, data gathering procedure employed and method of
scoring.
Research Design
The descriptive survey will be used in this study. Descriptive
survey describes with emphasis of current issues or conditions. The
researchers choose this because the study will be done at the present
time and are the most appropriate for the title of the study, as a
response to the statement of the problem. The involvement in
extracurricular activities could have effects on the academic selfefficacy of the Grade 9 Secondary Laboratory School students in
Eastern Visayas State University School Year 2016-2017.
Respondents of the Study
The study will involve the Grade 9 Secondary Laboratory School
students of the Eastern Visayas State University School Year 20162017. The researchers will choose the Grade 9 students as the
respondents of the study because they are expected to have adjusted
in the school learning environment and they are in the level of learning
from social experiences compared to the other grade levels.

Research Locale
This study will be conducted at the Secondary Laboratory School
(SLS), Eastern Visayas State University (EVSU) Tacloban City in the
School Year 2016-2017 is a public university in the Philippines and the
oldest higher educational institution in the Eastern Visayas region. It is
mandated to provide advanced education, higher technological,
professional instruction and training in trade, fishery, agriculture,
forestry, science, education, commerce, architecture, engineering, and
related courses. It is also offers a Secondary Laboratory School for High
School students.
Research Instrument
The study will utilize an adapted survey questionnaire to gather
the desired data. The instrument is composed of
Data Gathering Procedures
The researchers will ask first permission and approval from the
Principal of Secondary Laboratory School allowing them to conduct the
study and second will seek prior consent from the respondents. The
Grade 9 SLS students are made to answer the research instrument.
The researchers will personally conduct the gathering of data and will
give the respondents considerable time to answer and complete the
information needed. The researchers will also explain some points

raised by the students during the data gathering. To ensure the validity
of the results, the researchers will not leave the venue where the data
gathering is being administer to eliminate cheating and sustain the
validity of the result.

Statistical Treatment Data

The data obtained will be treated statistically to answer the
objectives of the study and to test the hypothesis postulated.
The data on the extracurricular activities and academic selfefficacy of Grade-9 SLS students will be tailed and computed using
frequency counts, percentage distribution, and mean.

BIBLIOGRAPHY
A. BOOKS