EXTRA-CURICCULAR ACTIVITIES OF SELECTED GRADE 12 STUDENTS

IN RELATION TO THEIR PERFORMANCE IN WORK IMMERSION

SY-2017-2018

A Research Paper presented the faulty of

Bataan National High School
Senior High School
Department

Ephraim Chester B.Cabreta

Louie Angelo N. Pacho
Krisha Mae G. Lingad
Ma. Desiree S. Atienza
Dimpol R. Carbonell
Mico C. Fabricante
Diana Rose L.Wee
 Chapter I

The Problem and Its Background

Introduction

According to Barge (2015), the word “extracurricular” can be broken

down into its roots for a literal explanation: “extra” means “outside” and
“curricular” refers to all of the work you do in the classroom. So extracurricular
activities are just activities that you do outside of class. The Common App says
that extracurricular activities “include arts, athletics, clubs, employment, personal
commitments, and other pursuits.” Extracurricular activities are school activities
that are created to show the student’s talents or skills. Some of the student’s show
their dancing, acting, singing or hosting talents in some programs. Some use their
skills in sports in their school sports fest, provincial meet or even in national or
international competitions. They understand that not all students have the luxury
of pursuing traditional extracurricular activities, and they will think that the way
you have spent your time is just as valuable. Try to reflect on what these
experiences have taught you that will be valuable for college. The reason why the
researchers conduct this study because some students are more active on
extracurricular activities than academic purposes. The researchers want to help
students and make them realize the good and bad effects of joining extracurricular
activities.

Massoni(2011) extracurricular activities are activities that students

participate in that do not fall into the realm of normal curriculum of schools. They
are found in all levels of our schools. There are many forms of extracurricular
activities such as sports, clubs, governance, student newspaper, music, art, and
drama. Extracurricular activities are totally voluntary so students that do not want
to participate in them do not have to. Lunenburg states in his article that
“Extracurricular activities serve the same goals and functions as the required and
elective courses in the curriculum. However, they provide experiences that are not
included in formal courses of study. They allow students to apply the knowledge
that they have learned in other classes and acquire concepts of democratic
life.”(2010, 2) Extracurricular activities have many positive effects on education.
The positive effects that extracurricular activities have on students are behaviour,
better grades, school completion, positive aspects to become successful adults,
and a social aspect.

McCarthy (2010) studied the student’s activity, participation, gender,

ethnicity, and socio-economic level on high school students. All high schools in
the largest school district in Colorado were invited to participate in a study of
whether students who participated in school-sponsored activities were different
from no participants with respect to grade point averages (GPAs) and school
attendance. Sixteen schools sent complete data on student GPAs. The project also
studied differences in these areas for gender, ethnicity, and socioeconomic level
as reflected by participation in the school extra-curricular program.

The focus of the study is the extra-curricular activities of grade 12 students

in relation to their performance in work immersion. The primary goal were to
focus on individuals (students). How the development of an individual is the
principal goal of extra- curricular activities on faculties and or university
campuses, the numerous experiences these activities afford positively impact the
student’s emotional, social, intellectual and interpersonal development. How
working with other, students can learn to negotiate, communicate, and manage
conflict and lead.

The importance of the study is the involvement in activities helps students,

mature socially by producing setting for student interaction, relationship,
formation and discussion. Working outside of the classroom with diverse groups
of individuals allows students to gain more self-confidence and appreciations for
others difference and similarities.
 Statement of the Problem

This research sought to study the relationship between extra-curricular

activities and grade 12 Work Immersion. The study was designed to determine if
there was a significant relation in immersion between extra-curricular activities of
Grade 12 students in Bataan National High School.

If specially, this study sought answer to the following questions:

1. What is the profile of the students in terms of:

1.1 Age
1.2 Sex
2. How may the students be described in terms of their work immersion
performance?
3. Is there any significant relationship between students’ extra-curricular activities
and their work immersion performance?
4. What are the implications of the study?

Significance of the study

This study contributes in great extent in the effectiveness/ relation of

extra-curricular activities in work immersion of grade 12 students. In particular,
the following stakeholders will benefit from this research study.

STUDENTS. This study can help students cultivate, train, enrich, and
develop other talents and skill through these activities, students can be discussed
through their enriched talents and skills.

TEACHER. They can benefit when extra-curricular activity/work

immersion are related to their subject.
 FUTURE RESEARCHERS. The future researchers will benefit from
this study because it can help them to understand more about this research. They
can also gain more knowledge about this.

SCHOOL. It will give benefits to school. Through this study, they will
focus on those students who are involved in extra-curricular activities. They can
help the students to gain more self-confidence.

Scope and Delimitation

In this research, the researchers will gather statistical values about the
effects of extra-curricular activities of selected Grade 12 students only in Bataan
National High School.

Age and gender will be the factors that will determine the result of the
study.

Definition of terms

Extra – things that students do outside the school

Curricular - refers to all of the work you do in the classroom.

Extra-Curricular - activities that students do outside of class

Immersion – refers to a required SHS subject in the curriculum. It is done

outside the school campus.
Notes in chapter

Barge (2015) What are extra-curricular activities and why do you need
them?Retrieved 6, 2018 from https://blog.prepscholar.com/what-are-
extracurricular-activities-and-why-do-you-need-them

Massoni E. (2011) Positive Effects of Extra Curricular Activities on

Students from https://dc.cod.edu/cgi/viewcontent.cgi?article=1370&context=essai

McCarthy (2010)A STUDY ON EXTRA-CURRICULAR ACTIVITIES

AVAILABLE IN HIGH SCHOOLS OF NAMAKKAL from
https://epublications.regis.edu/cgi/viewcontent.cgi?referer=https://www.google.co
m.ph/&httpsredir=1&article=1019&context=theses
 CHAPTER II: REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the comprehensive
exploration done by the researchers. This will also present the combination of the art,
theoretical and conceptual outline to fully comprehend the study to be done for better
understanding of the study.

Age

Rodriguez (2015), this study suggests that chronological age differences can
impact the academic performance of first-grade students, although other factors are also
involved. If younger students are struggling with mathematics and older students
somewhat with reading, teachers can be more alert to the need for extra scaffolding in
these areas for these students. It is also important to recognize that single-grade
classrooms do not necessarily have students at a single level because those slight age
differences of even a few months could make a difference in how the students learn. With
this in mind, educators can plan for lessons and activities that fit more than one age
group. Academic differences may be a given in every classroom, but meeting students
where they are and teaching to their level are important steps towards promoting
academic success for all children.

Howden L. & Meyer J. (2011) Focusing on a population’s age and sex

composition is one of the most basic ways to understand population change over time.
Since Census 2000, the population has continued to grow older, with many states
reaching a median age over 40 years. At the same time, increases in the number of men at
older ages are apparent. Understanding a population’s age and sex composition yields
insights into changing phenomena and highlights future social and economic challenges.

Nordin M. et al (2011) The action of delaying school entry to give certain

advantage to some students or retaining students in certain grade to ensure students
achieve certain level of achievement could be a futile effort to enhance students’
achievement. Empirical studies have conclusively indicated that when students are older
than their classmates, their average academic performance declines and continue to
decline the older they get. The research literature also suggests that older students also
are more likely to drop out of school. There were statistically significant evidence for
females to score better than males on GPA and to achieve more school and post-school
qualifications. However, more studies are needed in gender and achievement that include
factors such as cognitive ability, classroom behavior, biological factors and school factors

The above mentioned literatures that age is the basis of every person in our existing. It
says that focusing on a population’s age and gender composition is one of the most basic
ways to understand population change over time. Human age, as an important personal
trait, can be directly inferred by distinct patterns emerging from the facial appearance.

Sex.

Mitchell M. et al (2008) there are still an absence of reliable data on the size of
the LGB population and of the prevalence of different sexual orientations on which it
would be possible to accurately measure inequalities or progress on equality in the UK.
In the absence of suitably comprehensive Census or administrative data, the work of the
ONS Sexual Identity Project is a key development. The decision to trial a question for
inclusion on the Integrated Household Survey is also to be welcomed. However, the
decision not to include a question on sexual orientation on the 2011 Census can be
questioned on methodological and citizenship grounds. The evidence reviewed does not
generally support the view that inclusion of a question on sexual orientation would affect
overall response rates to the Census or social surveys. While there are legitimate concerns
relating to the refusal to answer individual questions on sexual orientation, there was
evidence of ways in which these concerns could be mitigated. Evidence also suggests that
inclusion of a question on sexual orientation may be able to provide a relatively accurate
and consistent measure of ‘out’ LGB, with key difficulties relating more to the
measurement of heterosexuality. There is also the possibility of the development of
models to account for misreporting or under-reporting where people fail to disclose their
sexual orientation. Notably, inclusion of a question on sexual orientation on the Census
and/or on government social surveys may also have role to play in promoting SEXUAL
ORIENTATION RESEARCH REVIEW 2008 70 recognition of sexual orientation as an
equality strand and of addressing significant issues of parity and citizenship, as well as
meeting user needs.

Resource Center for Adolescent Pregnancy Prevention (ReCAPP) and ETR

Associates (2011)"Sexuality" is different from "sex." Sexuality is a much broader term,
has many components, and includes much more than sexual intercourse. Everyone is a
sexual being. Sexuality begins at birth and ends at death. People begin learning about
sexuality from birth. People learn about sexuality from a variety of sources their family,
their community, their faith, friends, and the media — to name a few. It's important to
question and think critically about the different messages we receive about sexuality,
especially those messages from the popular media. People have different feelings and
opinions about sexuality. We have seen that even when people grow up near each other
and share a similar culture or faith, they may have different values about sexuality. It's
important for each of us to show respect for people and opinions that are different from
our own, particularly as we learn more about sexuality in the lessons ahead.

Meyer L. (2016) Accurate, replicable scientific research results can and do

influence our personal decisions and self-understanding, and can contribute to the public
discourse, including cultural and political debates. When the research touches on
controversial themes, it is particularly important to be clear about precisely what science
has and has not shown. For complex, complicated questions concerning the nature of
human sexuality, there exists at best provisional scientific consensus; much remains
unknown, as sexuality is an immensely complex part of human life that defies our
attempts at defining all its aspects and studying them with precision.

From the above literature about sex it says that it is an important part of every
people’s lives. Sex and sexuality is two different thing, sexuality is broader and it is more
than sexual intercourse. It begins on the birth and ends with the death of the people. Sex
can also affect or influence people’s life decisions and the way they understand the things
and how they contribute to the society. When people lives in the same community and
they have the same faith they also have the same sexuality and that is according to the
study. It learns from a variety of sources and that is their family, their faith, their group of
friends and even the media and many more.

Work Immersion Performance

Shaw (2013), our meta-analysis shows that turnover rates and organizational
performance are significantly and negatively related. We encourage future researchers
examining the turnover rates–organizational performance relationship to (a) distinguish
types of turnover (e.g., voluntary vs. involuntary) when they measure turnover rates
(Shaw, 2011; Shaw et al., 1998); (b) examine possible curvilinearity in the relationship—
for example, by including a squared turnover term in, regression-based analyses; and (c)
consider organization- and context related factors. From a practitioner’s viewpoint, the
most straightforward implication is that turnover rates are negatively associated with
organizational performance; our post hoc calculations on a single sample imply
substantial negative effects on workforce and financial performance. Despite diverse
views on the role of turnover (e.g., benefits vs. costs), we show that turnover rates of any
type can damage organizational performance under any contextual conditions. Hence,
organizations must recognize that when turnover rates rise, their work force and financial
performance are at risk. They should search for strategies to mitigate and eliminate
turnover, recognizing that lower turnover is always better.

Pope (2016) Productivity is higher in the morning than the afternoon and that this
variation in productivity can be exploited to increase efficiency. Despite these findings,
there are areas of this paper that future work can improve on. Although all specifications
find statistically significant time of-day effects, depending on the specification used,
estimates are sometimes as much as 40% smaller than the estimates from the baseline
specification. Also the English GPA falsification tests are positive and statistically
significant, which likely decreases the English GPA effect size. It is therefore hard to
know the exact size of the time-of-day effects. In addition, the paper is unable to
distinguish between the underlying mechanisms. The results seem to indicate that
differential alertness due to the circadian rhythm does not drive those results. However,
the paper is unable to distinguish between mechanisms such as changes in teachers’
teaching quality and students’ learning ability due to fatigue throughout the day or
differences in morning and afternoon class attendance. Finally, it is unclear how learning
in the classroom will extend to other domains. Despite these shortcomings, the results
tend to show that students are more productive earlier in the school day, especially in
math. These time-of-day differences in productivity along with a simple rearrangement of
when tasks are performed allow for efficiency gains to be obtained in schools. These
efficiency gains may also be available in other organizations.

This topic show that the turnover rates of any type can damage organizational
performance under any contextual conditions the results tend to show that students are
more productive earlier in the school day. These time of day differences in productivity
along with a simple rearrangement of tasks are performed allow for efficiency gains to be
obtained in the schools.

Conceptual Framework

 Age
 Sex EXTRA-
 Organization CURRICULAR
/ club
 Time spent ACTIVITIES
 Work
Performance

Paradigm of the study

The table 1 represents the independent variables which are the Age, Sex,
Organizaion/ Club, Time spent and Work Immersion Performance cause changes on the
Table 2 which is the Extra-curricular activities done by the students that also cause
changes to the Table 3, the Work immersion performance a required subject of Grade 12
students of Bataan National High School. Therefore it isn’t possible that Extra-curricular
activities could cause change in Work immersion performance of the students.

Hypothesis

There is no significant relationship between Extra-Curricular Activities of Selected Grade

12 students of Bataan National High School S.Y. 2017-2018 in relation to their
performance in work immersion.

Definition of terms

ECA: Extra-Curricular Activity

GPA: Grade Point Average

Extra-Curricular Activity: The activities that students do outside the classroom

Organization: The group where the students are involved to do particular activities

Performance rate: The basis of student’s ability in their activities

 Notes in Chapter II

Astrid I. Rodriguez (2015) Impact of Chronological Age Differences on the

Academic Performance of Students in a First-Grade Classroom

Retrieved February 2, 2018 from

https://knowledge.e.southern.edu/cgi/viewcontent.cgi?article=1026&context=undergrad_
ed

Howden L. and. Meyer J. (2011) and Sex Composition Age Retrieved January
26, 2018 from https://www.census.gov/prod/cen2010/briefs/c2010br-03.pdf

Nordin M. et al (2011) The Influence of Age and Gender on the Students’

Achievement in Mathematics Retrieved January 27, 2018 from
http://www.ipedr.com/vol5/no2/67-H10178.pdf

|Mitchell M. et al (2008) Sexual orientation research review 2008 Retrieved

January 29, 2018 from
https://www.equalityhumanrights.com/sites/default/files/research_report_34_sexual_orie
ntation_research_review.pdf

Resource Center for Adolescent Pregnancy Prevention (ReCAPP) and ETR

Associates (2011) Sex and Sexuality: Understanding the Difference Retrieved January
29, 2018 from
http://www.casey.org/media/CLS_ResourceGuides_subdocs_SexSexuality.pdf

Meyer L. (2016) Sexuality and Gender, Findings from the Biological,

Psychological, and Social Sciences Retrieved January 30, 2018 from
https://www.thenewatlantis.com/docLib/20160819_TNA50SexualityandGender.pdf
 Katehleen F. Malu and Bryce Smedley (2016) Community-Based English Clubs:
English Practice and Social Change Outside the Classroom Retrieved February 1, 2018
from https://files.eric.ed.gov/fulltext/EJ1114170.pdf

Athen State University (2013) Student Clubs and Organizations Time Retrieved
February 1, 2018 from http://www.athens.edu/policy/student-affairs/student-clubs-and-
organizations/

Fraydoon Bayat (2015) STUDENT ENGAGEMENT: A QUALITATIVE

STUDY OF EXTRACURRICULAR ACTIVITIES Retrieved February 2, 2018 from
https://tspace.library.utoronto.ca/bitstream/1807/70846/1/Bayat_Fraydoon_201511_EdD
_thesis.pdf

Stephen Seiler (2010) What is Best Practice for Training Intensity and Duration
Distribution in Endurance Athletes? Retrieved February 2, 2018 from
http://www.fftri.com/files/pdf/Seiler%20IJSPP%202010.pdf

Bureau of Labor Statistics (2016) AMERICAN TIME USE SURVEY — 2016

RESULTS Retrieved February 3, 2018 from
https://www.bls.gov/news.release/pdf/atus.pdf

Barrus J. et al (2013) Examining the Effiacy of a Time Management Intervention

for High School Students Retrieved February 4, 2018 from
https://www.ets.org/Media/Research/pdf/RR-13-25.pdf
 Shaw J. (2013) Turnover Rates and Organizational Performance: A Meta-
Analysis Retrieved February 5, 2018 from
https://www.polyu.edu.hk/mm/jason/doc/Park%20and%20Shaw%20JAP%202013.pdf

Nolan G. Pope (2013) HOW THE TIME OF DAY AFFECTS PRODUCTIVITY

EVIDENCE FROM SCHOOL SCHEDULES, T h e R e v i e w of Economics and
Statistics Retrieved February 6, 2018 from
http://home.uchicago.edu/~npope/morning_afternoon.pdf
 CHAPTER III

METHODS AND TECHNIQUES OF THE STUDY

This chapter includes discussion on research design, the participants and the sampling
techniques. It also presents the procedure and testing instruments that were utilized, the
procedure of data gathering and its statistical treatment.

Research Design

This study on Extra-curricular Activities of Selected Grade 12 Students of Bataan

National High School in Relation to their Performance in Work Immersion shall utilize
Correlational Research Method. This method is used to assess relationships and patterns
of relationship among variables in a single group subjects such as the grade 12 students
taking Extra-curricular activities of students in BNHS Senior high school in this study. In
this instance, the correlational research will be used to answer questions such as the
following: Is there a relationship between students profile, Organization, Time spent in
training and on Extra-curricular Activities of Selected Grade 12 Students of Bataan
National High School in Relation to their Performance in Work Immersion. This method
of study shall focus on these variables to determine the extent of the relationship between
extra-curricular activities in work immersion and the given variables.

According to Creswell (2012) correlational designs provide an opportunity for the

researcher to predict scores and explain the relationship among variables. In correlational
research designs, investigators use the correlation statistical test to describe and measure
the degree of association (or relationship) between two or more variables or set of values.
In this design, the researchers do not attempt to control or manipulate the variables as in
the experiments; instead, they relate using the correlation statistics, two or more values
for each person. A correlation is a statistical test to determine the tendency or pattern of
two (or more) variables or two sets of data to vary consistently. In the case of only two
variables, this means that two variables share common variants, or they co-vary together.
To say that two variables co-vary has a somewhat complicated mathematical basis. Co-
vary means that we can predict one variable from another about the individual values on
another variable. The basic idea of correlational research is to compare participants in a
single group on two or more characteristics, measures of variables in the research
question need to be identified and instruments that measure the variables need to be
obtained. Ideally, these instruments should have proven validity and reliability, this can
be obtained from permission from publishers or authors to use the instruments. Typically
one variable is measured on each instrument, but a single instrument might contain both
variables being correlated in the study.

Moreover according to Ary (2010) Correlational research is useful in wide variety of

studies. The most useful applications of correlational are (1) assessing relationship (2)
assessing consistency and (3) prediction. Correlational studies are used to assess
relationships and patterns of relationship among variables in a single group of subjects. A
correlational study would determine the extent of any relationship between variables.
Correlation can also be used to measure consistency in a wide variety of cases.

Population and Sample of the Study

The sampling method that was utilized in this study is purposive sampling which
is also referred to as judgment sampling, in this sampling method sample elements judges
to be typical or representative, are chosen from the population. The assumption in this
study is that errors of judgement in the selection will counterbalance one another.
Researchers shall use purposive sampling for this study on Extra-curricular Activities of
Selected Grade 12 Students of Bataan National High School in Relation to their
Performance in Work Immersion because the sample which is the Grade 12 students are
targeted and are expected to be representative sample that possess the characteristics
under investigation. If a sample is taken from a population, a formula must be used to
take into account confidence levels and margins of error. When taking statistical samples,
sometimes a lot is known about a population, sometimes a little and sometimes nothing at
all. For example, we may know that a population is normally distributed (e.g., for heights,
weights or IQs), we may know that there is a bimodal distribution (as often happens with
class grades in mathematics classes) or we may have no idea about how a population is
going to behave (such as polling college students to get their opinions about quality of
student life). Slovin's formula is used when nothing about the behavior of a population is
known at all. The researchers used this formula to get the sample population from the
Grade 12 students of Bataan National High School. It is computed as n = N / (1+Ne2).

Participants of the Study

The participants of the study are Grade 12 students, GAS 2, HUMSS, TVL, ABM
and Arts & design. In total, thirty (50) participants were involved in this study, ten (10)
students from Grade 12, GAS 2, ten (10) students from Arts & design, ten (10) students
from HUMSS and ten(10) students from TVL and ten (10) from ABM. The researchers
were selected using purposive sampling method to select respondents.

Research Locale

This study on Extra-curricular Activities of Selected Grade 12 Students of Bataan

National High School in Relation to their Performance in Work Immersion was
conducted at the Bataan National High School, Roman High Way, City of Balanga,
Bataan.

Data Gathering Procedure

The researchers seek permission from the research teacher to continue on the
surveying procedure after thorough check on the research instrument to be used. The
researchers also ask permission to conduct this study to the immersion teachers.
Questionnaires were provided to the participants and the confidentiality of the responses
were assured prior to the surveying procedure. The answered survey instrument were
collected and checked if there are any item that was missed by the respondent. After
careful check, all the data gathered were tabulated for statistical treatment.
Statistical Treatment

Pearson product moment correlation will be utilized in this study, which is the
most widely used descriptive statistics of correlation. The Pearson coefficient is
appropriate for use on an interval ratio scale. The Pearson product-moment correlation
coefficient is a measure of the strength of the linear relationship between two variables. It
is referred to as Pearson's correlation or simply as the correlation coefficient. If the
relationship between the variables is not linear, then the correlation coefficient does not
adequately represent the strength of the relationship between the variables. The symbol
for Pearson’s correlation is "ρ" when it is measured in the population and "r" when it is
measured in a sample. Because we will be dealing almost exclusively with samples, we
will user to represent Pearson's correlation unless otherwise noted. Pearson’s r can range
from -1 to 1. An r of -1 indicates a perfect negative linear relationship between variables,
an r of 0 indicates no linear relationship between variables, and an r of 1 indicates a
perfect positive linear relationship between variables.
 Chapter IV

RESULTS AND DISCUSSION

This chapter presents the important results and discussion of the study
entitled Extra-Curricular Activities of Grade 12 Students in Relation to their
Performance in Work Immersion.

The following are the significant results of the study entitled Extra-
Curricular Activities of Grade 12 Students in Relation to their Performance
in Work Immersion.

Respondents' Age

2%
2%
18%

78%

17 18 19 20

Figure 1. Distribution of Respondents’ Age

From the above pie-graph, it can be observed that majority of the respondents are 18
years old which is 78 %, while 18 % of the respondents are 17 years old. Only 2 % are 19 years
old and 2 % are age 20.
 Respondents' Sex

48%
52%

Male Female

Figure 2. Distribution of Respondents’ Sex.

From the above pie-graph, it can be seen that 52 % of the respondents are male while 48
% are female.
 Spare Time (in hours)
80

70

60

50

40

30

20

10

0
< 20 20-30 30-40 > 60

Spare Time (in hours)

Figure 3. Distribution of Respondents’ Spare Time (in hours)

From the above bar graph, it can be observed that the respondents usually have 20 hours
per week spare time, which is 74 % in total. Twelve percent (12 %) have more than 60 hours of
spare time, eight percent (8 %) have 20-30 hours spare time while six percent (6 %) have 30-40
hours of spare time.
 Place of Stay During Spare Time
50
45
40
35
30
25
20
15
10
5
0
Library Dormitory Classroom Not Fixed

Place of Stay During Spare Time

Figure 4. Distribution of Respondents’ Place of Stay During Spare Time

From the above bar graph, it can be observed that 46 % of the respondents usually spend
their spare time inside the classroom, 28 % have no fixed place where they stay during the spare
time, and only 20% spend their free time at the library while the rest which is 6 % stays at their
dormitory.
 Activities for Extracurricular Time
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Internet Surfing Sports Study Others

Extracurricular Time

Figure 5.Distribution of Respondents’ Activities for Extracurricular Time

From the above bar-graph it can be observed that 54 % of the respondents spends their
spare time on surfing the internet, 22 % spends their time in some sports activities, 14 % spends
time in the library while the rest which are 10 % of the respondents did not particularly
mentioned of their activities on the spare time.
 Frequency of Participation In Extracurricular Activities
70

60

50

40

30

20

10

0
Often (> 3x/week) General (once/week) Sometimes (> once/week) Never

Frequency of Participation In Extracurricular Activities

Figure 6. Distribution of Respondents’ Frequency of Participation in Extracurricular

Activities

From the above bar-graph it can be observed that 58 % of the respondents frequently
engage in extracurricular activities which is more than three times a week, 22 % of the
respondents engage in extracurricular activities in less than once a week, 12 % has never
participated in extracurricular activities 8 % participates at least once a week.
 Purpose in joining extracurricular activities
40

35

30

25

20

15

10

0
Broaden Knowledge For Entertainment Improve ability Others

Purpose in joining extracurricular activities

Figure 7. Distribution of Respondents’ Purpose in Joining Extracurricular Activities

From the bar-graph above it can be observed that 38 % of the respondents join or
participates in extracurricular activities because they want to improve their practical abilities, 30
% of the respondents would like to broaden their knowledge, 30 % of the respondents do it for
entertainments and the rest which is 2 % have not particularly mentioned their reason for
participating in extracurricular activities.
 Type of Preferred Activities
40

35

30

25

20

15

10

0
Academic Physical Exercise Literary Others

Type of Preferred Activities

Figure 8. Distribution of Respondents’ Preferred Activities

From the above bar-graph it can be observed that 38 % of the respondents preferred
Physical Exercise, 32 % preferred Academic related activities, 18 % preferred Literary related
activities while 4 % did not particularly cited what type of activities they prefer.
 Other Activities
40

35

30

25

20

15

10

0
Stay Inside the Room Read books in Library Surf the Internet Others

Other Activities

Figure 9. Distribution of Respondents’ Other Activities.

From the above bar-graph it can be observed that 38 % of the students usually stay inside
the classroom, 18 % read books inside the library, 32 % usually surf the internet and the rest did
not particularly indicated their activities.
 Average Surfing Internet Hours
40

35

30

25

20

15

10

0
< 1 hours 1 -2 hours 2-3 hours > 4 hours

Average Surfing Internet Hours

Figure 10. Distribution of Respondents’ Average Surfing Internet Hours

From the above bar-graph it can be observed that 36 % of the respondents spends 1-2
hours per week in surfing the internet, 30 % surf the internet 2-3 hours per week, 20% spends less
than an hour in surfing the internet and only 14 % spends more than 4 hours in surfing the
internet.
 Internet Activities
45

40

35

30

25

20

15

10

0
Research Materials Play Games Chat with friends/relatives Others

Internet Activities

Figure 11. Distribution of Respondents’ Internet Activities

From the above bar-graph it can be observed that 42 % of the respondents chat with
friends or relatives when they use the internet, 32 % of the respondents play online games, 20%
use the internet to research materials they need for academic purposes and 6 % did not
particularly cited the activities involved in surfing the internet.
 Effect of Extracurricular Activities to Studies
40

35

30

25

20

15

10

0
Much effect Some effect Little effect Very little effect

Effect of Extracurricular Activities to Studies

Figure 12. Distribution of Respondents’ Response on the Effect of Extracurricular

Activities to Studies

From the above bar-graph it can be observed that 38 % of the respondents chose that
extracurricular activities have very little effect on their studies, 28 % of the respondents chose
that extracurricular activities have much effect on their studies, 20% chose that extracurricular
activities have little effect to their studies and 14 % of the respondents answered that
extracurricular activities have some effect to their studies.
 Positive Effects of Extracurricular Activities
50
45
40
35
30
25
20
15
10
5
0
Widen horizon & increase Improve practicla ability Entertainment Others
knowledge

Postive Effects of Extracurricular Activities

Figure 13. Distribution of Respondents’ Positive Effects of Extracurricular Activities

From the above bar-graph it can be observed that 46 % of the respondents sees that
participating in extracurricular activities widen their horizon and increase their knowledge, 24 %
believe that joining extracurricular activities improve their practical ability, 24 % sees that
extracurricular activities is a form of entertainment, 6 % of the respondents chat with friends or
relatives when they use the internet, 32 % of the respondents play online games, 20% use the
internet to research materials they need for academic purposes and 6 % did not particularly cited
the activities involved in surfing the internet.
 Negative Effects of Too Much Extracurricular Activities
50
45
40
35
30
25
20
15
10
5
0
Intense Interpersonal Make people feel tired Actvities of liitle value Others
Relationship

Negative Effects of Too Much Extracurricular Activities

Figure 14. Distribution of Respondents’ Negative Effects of Extracurricular Activities

From the above bar-graph it can be observed that 26 % of the respondents sees that too
much extracurricular activities can lead to too much intimate relationship, 44 % answered that it
can make them feel too tired, 24 % answered that some activities have very little value or not
very important while the rest did not particularly answered the negative effect of extracurricular
activities.
 Feeling after doing Activities
60

50

40

30

20

10

0
Satisfied Relaxed Tired Nothing

Feeling after doing Activities

Figure 15. Distribution of Respondents’ Feelings after doing Extracurricular Activities

From the above bar-graph it can be observed that 48 % of the respondents sees that
extracurricular activities makes them feel satisfied, 30 % answered that it can make them feel
relaxed, 20 % answered that some activities have makes them feel tired while the rest feels
nothing after doing extracurricular activities.
 Work Immersion Average

81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

Figure 16. Distribution of Respondents’ Grades in Work Immersion

From the above pie-graph varied grades of the respondents can be observed.
There is a wide range of grades which is extending from 81 as the lowest and 100 as the
highest.
 Grades in Immersion versus Frequency in
Participation to Extracurricular Activities
4.5

3.5

2.5

1.5

0.5

0
0 20 40 60 80 100 120

Figure 17. Distribution of Respondents’ Grades in Work Immersion versus

Frequency of participation in Extracurricular Activities
From the above correlation graph, it can be observed that there is no significant
relationship between the frequency of participation in extracurricular activities and the
work performance as reflected in grades in work immersion. This is connected to almost
zero (0) value of the computation in Pearson product-moment correlation coefficient
which measures of the strength of the linear relationship between two variables.
 Chapter 5
Findings and Recommendations
This chapter presents the important findings and recommendation as well the
conclusion of the study entitled Extra-Curricular Activities of Grade 12 Students in
Relation to their Performance in Work Immersion.

Findings
1. The majority of the respondents in this study are 18 years old which is 78 %,
while 18 % of the respondents are 17 years old. Only 2 % are 19 years old and
2 % are age 20. From these respondents 52 % of the respondents are male
while 48 % are female.
2. Another important result is that respondents usually have 20 hours per week
spare time, which is 74 % in total. Twelve percent (12 %) have more than 60
hours of spare time, eight percent (8 %) have 20-30 hours spare time while six
percent (6 %) have 30-40 hours of spare time. Also 46 % of the respondents
usually spend their spare time inside the classroom, 28 % have no fixed place
where they stay during the spare time, and only 20% spend their free time at
the library while the rest which is 6 % stays at their dormitory.
3. Moreover, 54 % of the respondents spends their spare time on surfing the
internet, 22 % spends their time in some sports activities, 14 % spends time in
the library while the rest which are 10 % of the respondents did not
particularly mentioned of their activities on the spare time. In addition, 58 %
of the respondents frequently engage in extracurricular activities which is
more than three times a week, 22 % of the respondents engage in
extracurricular activities in less than once a week, 12 % has never participated
in extracurricular activities 8 % participates at least once a week.
4. Another significant result of this study shows that 38 % of the respondents
join or participates in extracurricular activities because they want to improve
their practical abilities, 30 % of the respondents would like to broaden their
knowledge, 30 % of the respondents do it for entertainments and the rest
 which is 2 % have not particularly mentioned their reason for participating in
extracurricular activities. In relation to this, respondents preferred Physical
Exercise, 32 % preferred Academic related activities, 18 % preferred Literary
related activities while 4 % did not particularly cited what type of activities
they prefer.
5. The respondents answer also revealed that 38 % of the students usually stay inside
the classroom, 18 % read books inside the library, 32 % usually surf the internet and
the rest did not particularly indicated their activities and that the respondents spends
1-2 hours per week in surfing the internet, 30 % surf the internet 2-3 hours per week,
20% spends less than an hour in surfing the internet and only 14 % spends more than
4 hours in surfing the internet.
6. Furthermore, 42 % of the respondents chat with friends or relatives when they use the
internet, 32 % of the respondents play online games, 20% use the internet to research
materials they need for academic purposes and 6 % did not particularly cited the
activities involved in surfing the internet.
7. On the respondents’ perception on extracurricular activities effect on their study,
38 % of the respondents chose that extracurricular activities have very little effect on
their studies, 28 % of the respondents chose that extracurricular activities have much
effect on their studies, 20% chose that extracurricular activities have little effect to
their studies and 14 % of the respondents answered that extracurricular activities
have some effect to their studies. Likewise, 46 % of the respondents sees that
participating in extracurricular activities widen their horizon and increase their
knowledge, 24 % believe that joining extracurricular activities improve their practical
ability, 24 % sees that extracurricular activities is a form of entertainment, 6 % of the
respondents chat with friends or relatives when they use the internet, 32 % of the
respondents play online games, 20% use the internet to research materials they need
for academic purposes and 6 % did not particularly cited the activities involved in
surfing the internet.
8. It can also be noted that 26 % of the respondents sees that too much extracurricular
activities can lead to too much intimate relationship, 44 % answered that it can make
them feel too tired, 24 % answered that some activities have very little value or not
very important while the rest did not particularly answered the negative effect of
extracurricular activities. Additionally, 48 % of the respondents sees that
extracurricular activities makes them feel satisfied, 30 % answered that it can make
 them feel relaxed, 20 % answered that some activities have makes them feel tired
while the rest feels nothing after doing extracurricular activities.
9. To describe the respondents in terms of their work immersion performance,
there is a wide range of grades which is extending from 81 as the lowest and
100 as the highest.
10. Lastly, it can be observed that there is no significant relationship between the
frequency of participation in extracurricular activities and the work
performance as reflected in grades in work immersion. This is connected to
almost zero (0) value of the computation in Pearson product-moment
correlation coefficient which measures of the strength of the linear
relationship between two variables.
11. The implication therefore of the study shows that the participation and
perception in extracurricular activities do not directly show association or
relationship thus students who participates more in extracurricular activities
can also get low grades and those who participates seldom or not participating
at all can also have good grades in work immersion.

Recommendations

1. It is recommended to the future researchers of the same research that thorough

study on the relationship of work immersion and extracurricular activities be
studied using a more detailed questionnaire to establish the relationship of the
extracurricular activities and work immersion performance.
2. It is also recommended that more participants be engaged in the study similar to
this one, this research only focused to fifty (50) respondents thus the result may
cover little generalizability.
3. To sum up, studies on work immersion and extracurricular activities can be
further explored to monitor the students’ performance in this new program of the
Department of Education.