Professional Documents
Culture Documents
Proponents:
Escalante, Maria Jhasmin Evangelista, Daniela
Eusebio, Mariela Genova, Shelly Kate
Evaluator 1
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Evaluator 2
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Approved Disapproved
Evaluator 3
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Approved Disapproved
Title of the Proposed Study: Impacts of Extracurricular Activities to the Academic Performance of the
Students of Junior Philippine Institute of Accountants of De La Salle Lipa
Literature Review:
Upon reviewing and readings of the researchers, it is said that engagement of students to activities has
positively impacts the academic performances of each student. According to Astin (1985), Tinto (1993), and
Pascarella & Terenzini (2005), student engagement and learning has a positive correlation. Participating students
had a higher first-semester grade point average and higher first-to-second year retention rates. The mean aggregate
retention rate over an eight-year period was 91% for students who completed College Achievement Training
Seminars versus 52% for those who did not participate in the program. (Tinto, 1993)
Furthermore, Astin (1985) said, “The principal advantage of the student involvement theory over traditional
pedagogical approaches (including the subject-matter, the resource, and the individualized or eclectic theories) is
that it directs attention away from subject matter and technique and toward the motivation and behavior of the
student.”
Framework:
Every university spends so much money just to push through the extracurricular activities prepared for the
students. They will not spend great amount of money for nothing. These extracurricular activities have a purpose
and the researchers believe that it is not just for camaraderie.
The study’s focuses on the impacts of extracurricular activities in the academic performances. The figure
below shows Astin’s Theory of Involvement. This was published in the year 1985. It tackles about the importance of
student involvement in college. It has three elements namely: inputs, environment and outcomes that serves as the
theory’s core concept, it also comes along with five basic postulates about involvement.
Figure 1.
Astin’s Theory of Involvement: I-E-O Model
Astin also created five basic assumptions about involvement. He argues that involvement requires an
investment of psychosocial and physical energy. Secondly, involvement is continuous, and that the amount of
energy invested varies from student to student. Thirdly, aspects of involvement may be qualitative and
quantitative. Next, what a student gains from being involved (or their development) is directly proportional the the
extent to which were involved (in both aspects of quality and quantity). Lastly, academic performance is correlated
with the student involvement. This theory has many applications in the world of higher education, and is one of the
strongest pieces of evidence for co-curricular student involvement. (Student Development Theory, 2007)
According to Ashorn, L., Astin’s (1984) theory has five, simple assumptions. It first defined involvement
as something made through putting an effort to be engaged. In the second one, it was elaborated how involvement is
important to a student and how each differently put an effort to it. In Astin’s third assumption, the features of
quantitative and qualitative are described (e.g. daydreaming or listening in a class and how many hours are spent in
studying and in engagements in an organizations or club). The fourth assumption is explained as, “the amount of
student learning and personal development associated with any educational program is directly proportional to the
quality and quantity of student involvement in that program (p.519). And lastly, it was made true in the last
assumption that the impact of an educational practice correlates with the capability of that practice increasing
student involvement (Astin, 1984).
Bibliography
Student Development Theory. (n.d.). Retrieved from: https://studentdevelopmenttheory.weebly.com/astin.html
Wang, J and Shiveley, J. Sacramento State. (n.d.). Retrieved from: https://cair.org/wp-
content/uploads/sites/474/2015/07/Wang.pdf
Ashorn, L.J. (May, 2009). The Impact of Extracurricular Participation on the First Year College Experience of
Freshman in a College of Agriculture. Retrieved from: https://ttu-ir.tdl.org/ttu-
ir/bitstream/handle/2346/17416/Ashorn_Laura_Thesis.pdf?sequence=1
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nded.). Chicago:
University of Chicago Press.
Astin, A.W. (1984). Student Involvement: A Developmental Theory for Higher Education. Retrieved from:
shttps://www.middlesex.mass.edu/ace/downloads/astininv.pdf