“Extracurricular Activities: Their Influence on Students Academic Performance”

Background of the Study

Introduction
In today’s educational landscape, the role of extracurricular activities is increasingly
recognized as pivotal to student development. These activities—ranging from sports and arts to
community service—are believed to enhance personal development, promote social skills, and
cultivate leadership qualities (Eccles & Barber, 2014). Despite the perceived benefits, the
relationship between participation in extracurricular activities and academic performance
remains a contentious topic within educational research. A growing body of literature indicates
that engagement in extracurricular activities can positively influence academic outcomes. For
example, Marsh and Kleitman (2014) found that students who participate in these pursuits often
exhibit higher levels of self-esteem and improved time management skills, which are associated
with enhanced academic performance. Conversely, other studies suggest that the time
commitment required for extracurricular involvement may detract from academic focus,
potentially leading to diminished academic achievement (Fredricks & Eccles, 2020). This
division highlights a critical area for inquiry, as understanding the complex impacts of
extracurricular activities is essential for educators and policymakers seeking to optimize student
outcomes. This research aims to investigate the influence of extracurricular activities on
students’ academic performance, emphasizing the balance between participation in these
activities and academic responsibilities. By examining this relationship, the study seeks to
contribute to the ongoing discourse regarding the role of extracurricular engagement in
education, providing insights that can inform both educational practice and policy.

Numerous studies have investigated the relationship between extracurricular activities and
academic performance, revealing varied outcomes based on context and student engagement
levels. One significant study by Fredricks and Eccles (2014) examined the role of extracurricular
activities in enhancing academic performance among high school students in the United States.
The researchers found that students who participated in structured extracurricular programs
demonstrated improved academic performance compared to their peers who were not involved.
The study highlighted the importance of quality engagement in extracurricular activities,
suggesting that those with a more profound commitment to these activities often developed
better time management skills, which positively impacted their academic performance.In a
similar vein, a study conducted in Canada by . Zaff, Malanchuk, Moore, and Papillo (2015)
explored how different types of extracurricular activities affect academic achievement among
middle school students. The researchers discovered that participation in academic clubs and
sports significantly correlated with higher grades and increased school engagement. This study
emphasized the multifaceted benefits of extracurricular involvement, noting that students who
engaged in a variety of activities not only performed better academically but also reported higher
levels of school satisfaction and motivation. Locally, a study by Alanguilan and Manalastas
(2022) examined the effects of extracurricular activities on the academic performance of Filipino
high school students. The researchers found that students involved in extracurricular activities,
particularly sports and leadership programs, tended to have higher academic achievement
compared to those who did not participate. This study underscored the importance of
extracurricular engagement in fostering both academic success and personal development among
students in the Philippine context.

Despite a substantial body of literature examining the relationship between extracurricular

activities and academic performance, several gaps remain unaddressed. Much of the existing
research emphasizes the impact of extracurricular involvement within Western educational
contexts, particularly in the United States and Canada.A studies by Fredricks and Eccles (2014)
and Zaff et. al(2015) illustrate positive correlations between structured extracurricular
engagement and improved academic outcomes among high school and middle school students in
North America. These studies suggest that activities promoting consistent, high-quality
involvement—such as academic clubs and sports—enhance students’ time management skills
and motivation, contributing to higher grades and increased school engagement (Fredricks &
Eccles, 2014; Zaff, et.al(2015). However, limited research explores the nuanced effects of
various types of extracurricular activities—such as academic versus athletic involvement—
within diverse cultural contexts, particularly in non-Western settings. In addition, few studies
address the potential adverse effects of overcommitment to extracurricular activities, which may
detract from academic responsibilities. In the Philippines, for instance, Alanguilan and
Manalastas (2022) observed a positive link between extracurricular engagement, particularly in
sports and leadership programs, and academic success among Filipino high school students.
Nevertheless, the specific balance between extracurricular participation and academic focus
remains underexplored, leaving educators with insufficient guidance on optimizing student
involvement without compromising academic achievement (Alanguilan & Manalastas, 2022).
This research, will be conducted at La Fortuna National High School, seeks to address these gaps
by investigating the influence of extracurricular activities on students’ academic performance in
a non-Western setting, with a particular focus on the balance between participation levels and
academic outcomes. By providing insights from a distinct educational context, this study aims to
inform educational practice and policy, contributing to a more comprehensive understanding of
extracurricular activities’ role in academic success across diverse cultural backgrounds.

This research is urgently needed as schools worldwide, including La Fortuna National High
School, seek to balance academic rigor with holistic student development. In today’s fast-paced
educational landscape, students face significant pressure to excel academically while managing
commitments to various extracurricular activities that support personal growth, leadership, and
social skills. Research indicates that while these activities can enhance academic performance
through improved self-esteem and time management, such as found by Marsh and Kleitman
(2014), an imbalance—either through excessive or insufficient engagement—can negatively
impact students’ focus, time management, and ultimately, academic outcomes (Fredricks &
Eccles, 2020). Understanding how different levels and types of extracurricular involvement
influence academic outcomes in the specific context of La Fortuna National High School will
provide essential insights for educators and policymakers. By examining this balance, the study
can contribute to more informed guidelines for extracurricular participation, ensuring that
students benefit from these activities without compromising their academic performance. This
research also holds potential to guide interventions that prioritize student well-being, addressing
critical issues such as stress, time management, and educational engagement, which are
increasingly relevant in educational discussions today (Eccles & Barber, 2014). These findings
are timely and essential for supporting a school environment that values both academic success
and overall student development.

Objectives of the Study

1. To determine the level of Extracurricular Activities in terms of:

1.1 About the Sports
1.2 Arts Education
1.3 Educational Clubs

2. To identify the level of Academic Performance in terms of:

2.1 Student Related Factors
2.2 School Related Factors
2.3 Home Related Factors
2.4 Teacher Related Factors

3. To investigate the relationship between Extracurricular Activities and Academic

Performance:

Significance of the Study

School Principal -
The head administrator manages the school and its success. This study highlights how
extracurricular participation impacts academic performance, which is vital for informed
decision-making regarding school programs and resource allocation to boost student engagement
and achievement.

Teachers – The individuals who guide and facilitate extracurricular activities, this study
provides teachers with insights into the impact of extracurricular activities on academic
performance, enabling them to better support students in balancing academics and personal
interests.

Parents – They support their children’s extracurricular activities by offering encouragement,

logistical help, and guidance on balancing commitments. This study helps them understand the
impact of extracurriculars on academic performance, enabling them to better guide their children
in achieving a balance that fosters overall growth and success.
Students - The respondents of the study, the study will help students understand how their
involvement in extracurriculars might impact their academics, empowering them to make
choices that align with both personal growth and academic success.

Scope and Delimitation

This study investigates the Influence of Extracurricular Activities on Students’ Academic

Performance of Grade 11 students at La Fortuna National High School, focusing on key elements
such as the such as sports, arts, clubs, and community service—and their immediate effects on
academic performance indicators like grades and motivation, utilizing quantitative methods
through surveys directed at students, teachers, and parents within the current academic year.
The Independent Variable Extracurricular Activities will have four indicators namely: About the
Sports,Arts Education ,Educational Clubs. On the other hand the dependent variable involves the
Student's Academic Performance and will have indicators namely: Student Related Factors,
School Related Factors, Home Related Factors, Teacher Related Factors

The research is delimited to Grade 11 students at this specific school,

which may affect the generalizability of the findings. Additionally, it will
be conducted within the current School year 2024-2025 and will not
consider external factors like family background or socio-economic
status. By clearly defining these parameters, the study aims to provide
a focused analysis of how the Extracurricular Activities impacts
students Academic Performance.

Time and Place of the Study

The study will be conducted during the second semester of the 2024-
2025 school year at La Fortuna National High School, located in Purok
1A, La Fortuna, Veruela, Agusan del Sur. La Fortuna National High
School was formally opened as AMAFE Community High School in June
1991, received government recognition on March 9, 1995, and was
legislated as a Nationalized High School in June 2004. It is one of the
largest schools in the municipality of Veruela, spanning an area of
approximately 7 hectares. It currently features 30 buildings, a large
covered court, and a spacious area for students. Additionally, the
faculty consists of 35 teachers, led by Mario P. Orcullo.
Courtesy: Albert Rae A. Pama

Operational Definition of Terms

Extracurricular Activities- are activities that students participate in outside of their regular
academic curriculum. These activities can include sports, clubs, music, art, volunteering, and
other programs that enhance personal development, social skills, and leadership abilities.

Academic Performance- refers to the extent to which a student meets the educational goals and
standards set by their institution. It is typically measured through grades, test scores, and overall
achievements in various subjects.

Students- are individuals who are engaged in learning, typically enrolled in an educational
institution such as a school, college, or university.

Conceptual Framework

1.Extracurricular Activities 2.Academic Performance

1.1 About the Sports 2.1 Student Related Factors
1.2 Arts Education 2.2 School Related Factors
1.3 Educational Clubs 2.3 Home Related Factors
2.4 Teacher Related Factors
Figure 1 shows the conceptual framework of the study it consists of two variables, one
independent variable(IV) which is the Extracurricular Activities. Extracurricular Activities is
composed of three(3) Indicators which are; About the Sports which
refers to information or discussions related to various aspects of sports, including rules, history,
types of sports, benefits of participation, and significant events or figures within the sports
community, Arts Education refers to the teaching and learning of creative disciplines like visual
arts, music, dance, and theater, aimed at developing students’ skills, creativity, and cultural
awareness, Educational Clubs
refer to organized groups within schools or communities that focus on specific subjects or skills,
providing students with opportunities to learn, practice, and engage in activities that enhance
their knowledge and interests outside regular classroom instruction.

On the other hand is the Students' Wellbeing which is the Dependent Variable(DV). It composed
of four(4) indicators which are Student Related Factors refer to individual characteristics,
behaviors, and circumstances of students—such as motivation, study habits, socioeconomic
background, and health—that can influence their academic performance and overall school
experience, Schools-related factors refer to elements within the school environment—such as
quality of teaching, availability of resources, school facilities, class size, and administrative
support—that can impact students’ learning outcomes and overall educational experience,
Home-related factors refer to elements within a student’s home environment—such as parental
support, socioeconomic status, access to learning resources, and family dynamics—that can
affect their academic performance and motivation, Teacher-related factors refer to characteristics
and practices of teachers—such as teaching methods, qualifications, experience, attitude, and
relationship with students—that can influence student engagement, learning, and academic
achievement.

The researcher of the study constructed the conceptual framework with a line and arrow in order
to show the relationship and the effect of the two variables as they think is the best way on how it
is going to be constructed. A theoretical framework acts like a roadmap, guiding researchers
to connect established theories to their specific research questions, providing context and
direction for their study (Ravitch and Carl,2016).