Students’ Participation: The Impacts of Co-Curricular Activities in Personality Development among Junior High School Students in Glendale School
A Thesis
Presented to the Faculty of
Glendale School
Paradise Village Campus
In Partial Fulfillment
Of the Requirements for the Completion of
Junior High School Program
Joana Josue
Miguel Delos Santos
Ralph Angelo Buenaventura
Alyanna Matira
February 19, 2018
Acknowledgment
First and foremost, we would like to thank God for the help, support, and guidance given to us through the days we were struggling in finishing this research.
This research was also supported by Glendale School. The researchers would like to thank Sir Mark Padon who provided ideas and expertise that greatly helped the research. We appreciate his knowledge, skills, and assistance in writing this research.
We would also like to thank the Junior High School students of Glendale School for their overwhelming support and cooperation in answering the surveys.
Lastly, a very special thanks to our parents for the support and understanding they had shown in months of conducting the study.
ABSTRACT
The modern education system recognizes that students come to school for all around and harmonious development. The quality of the schools depends upon the educational experience they provide to students. To provide these purposes, a variety of educative experiences is provided in the school programs which contribute to the development of the students. (Abrea, 2015).
The purpose of the study is to figure out the impacts of co-curricular activities in Personality Development among Junior High School Students and to recognize the importance of incorporating extra-curricular activities in planning the school curriculum of Glendale School Paradise Village Campus.
The scope of this study is limited only to the impacts of co-curricular activities in the personality development among junior high school students in Glendale School Paradise Village Campus.
This study focuses on how the junior high school students develop their personality in different aspects in co-curricular activities, how could they be encouraged to participate extra-curricular activities, and the kinds of extra-curricular activities they are most interested in and benefit them the most. To recognize the importance of how the Glendale School Paradise Village Campus incorporates co-curricular activities in school curriculum is also included.
Females are the majority respondents in this study. Out of 72 respondents, 69 of them are willing to join the co-curricular activities in Glendale School. Most of them answered that they joined in co-curricular activities because they are required to do so. Sports-related activities are the well-sought program that most of the respondents wanted to have. On the other hand, a majority of the respondents wanted to join the Theater Arts activities as they find it very valuable in socializing harmoniously with other people and a venue to showcase their God-given talents and potentials.
The students of Glendale School also responded to the effects of co-curricular activities most of them said that these activities helped them to be healthier and it energizes them. These activities made them more flexible and helped them to cope up with different environments and different kinds of people. However, most of the respondents agreed that it increases their stress-level in studying. They also agreed that these activities helped them build a network of friends, they gain more respect and develop their leadership skills, aided them in determining their career for the future, motivates them to achieve and have higher goals.
CHAPTER I
INTRODUCTION
Background of the Study
“Education is simply the soul of a society as it passes from one generation to another.”
–G. K Chesterton.
–G. K Chesterton.
The modern education system recognizes that students come to school for all around and harmonious development. The quality of the schools depends upon the educational experience they provide to students. To provide these purposes, a variety of educative experiences is provided in the school programs which contribute to the development of the students. (Abrea, 2015).
Education is the imparting and acquiring of knowledge through teaching and learning, especially at a school or similar institution. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning a language; and acquiring the values, behavior, and religious rites or practices of a given culture. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. Education is the equipping with knowledge. The overall development of mind, body and soul is the real education. Modern day education is aided by a variety of technology, computers, projectors, internet, any many more. Diverse knowledge is being spread among the people. Everything that can be simplified has been made simpler. Science has explored every aspect of life. There is much to learn and more to assimilate. The Internet provides abysmal knowledge. There is no end to it. One can learn everything he wishes to. Every topic has developed into a subject. (Singh, 2010).
Schools and other educational institutions are looking for new and innovative ways to make students learn. Educators believe that students should not just be academically active, but they should also be well-rounded, and socially skilled. We cannot just produce one-dimensional students in our schools (Trevor Pilgrim, 2013).
Studies suggest, such as studies of Feliska Daskeo (2011), that positive, supportive relationship with people and social institutions can encourage healthy development. Organized activities, such as co-curricular activities, can encourage healthy development because of the support and opportunities that are present. Students who participate in these activities are more likely to contribute as a member of a team and develop leadership skills. The school is not only a place for students to gain academic knowledge but it is also a place where they involve themselves in co-curricular activities. While these activities are out of the scope of regular curriculum, schools include co-curricular activities because they are very important in helping shape the students’ education.
Some research that has been made before left negative results. Researchers, such as Eccles and Barber (1999) have noted possible negative consequences of some types of co-curricular activities. In some activities, there needs to be a coach, and in some cases Eccles and Barber have found that the coach is degrading the team, causing unhelpful results to the activity. Members of a club exclude others or over-involvement in multiple activities which would take up most of the student’s time. Their study also found out that students in grade 10 involved in sport-related activities increased the probability of a student having a risky behavior, and predicted higher rates of drinking alcohol when they reached grade 12.
Fujita (2005) on his study about the effects of co-curricular activities on the academic performance of junior high school students stated that music, parental involvement, sports-all of these have an influence on how children perform. One of his findings said that the participation in co-curricular activities has brought a positive effect on the junior high school students.
From the past research, this study and its researchers perceived that co-curricular activities s related to the different aspects of the personal development of the students, and this study will focus on the student’s personality. How students benefit from participating different types of co-curricular activities that promote personal development as well as discovering the reasons behind student’s participation in co-curricular activities is included will be able to analyze the involvement of co-curricular activities within the school curriculum which brings the researchers to study the topic.
Statement of the Problem
The purpose of the study is to figure out the impacts of co-curricular activities in Personality Development among Junior High School Students and to recognize the importance of incorporating extra-curricular activities in planning the school curriculum of Glendale School Paradise Village Campus. Specifically, it seeks to answer the following questions:
How can the respondents be identified according to the following:
· Age
· Gender
· Grade Level/Educational Attainment
· Religion (Optional)
How can co-curricular activities be categorized?
· Athletics
· Arts
· Student Government
· Journalism
What kind of co-curricular activities are the junior high school students most interested in?
What is the nature of participation of the respondents in joining co-curricular activities?
What are the impacts of co-curricular activities among junior high school students?
What is the nature of participation of the respondents in joining co-curricular activities?
What are the impacts of co-curricular activities among junior high school students?
Scope and Delimitation
The scope of this study is limited only to the impacts of co-curricular activities in the personality development among junior high school students in Glendale School Paradise Village Campus.
This study focuses on how the junior high school students develop their personality in different aspects in co-curricular activities, how could they be encouraged to participate extra-curricular activities, and the kinds of extra-curricular activities they are most interested in and benefit them the most. To recognize the importance of how the Glendale School Paradise Village Campus incorporate co-curricular activities in school curriculum is also included.
Significance of the Study
This study recognizes the importance of incorporating co-curricular activities into the school’s curriculum. Furthermore, this study could benefit the following:
Students. The results of this study will enable to develop the student’s personality through joining extra-curricular activities. It will also encourage them to do extra-curricular activities given the impacts and benefits on personality development that they can get from it. In doing so, the results of this study may serve as a guide to figuring out their interests.
School Administrators. The results of this study will guide the school administrators on planning extra-curricular activities that will fit the students’ needs and improve their difficulties on such events. It will also encourage them to incorporate co-curricular activities in the school curriculum that promotes personal development among the students.
Future Researchers. This findings and results of this study provide an additional literature for the future researchers which serves as their secondary data and reference upon exploring more relative on this study.
CHAPTER II
REVIEW OF RELATED LITERATURES
The review of the related literature provides more information on the main points of the study. Particularly it revolves around the involvement of co-curricular activities in the school curriculum, different types of co-curricular activities, students’ participation and previous studies on the impacts of co-curricular activities.
Involvement of Co-Curricular Activities in School Curriculum
Co-curricular activities, although they are not a necessary part of the school’s curriculum, showed that the school and these activities can be related to each other.
Co-curricular activities are the key component of many schools. Principals recognize the importance of providing many opportunities for their students to find success. These activities allow students to develop leadership, create lasting friendships, give back to their community, belong to the school family, and find success outside of the classroom. (Craft, 2012)
These co-curricular activities affect how the student performs on overall school activities. Participation by students in co-curricular activities at their school promotes a feeling of connectedness to the school community which has a flow-on effect to more academic parts of the curriculum. Some young people leave school early because they fail to see the relevance of school to them. If we are to encourage lifelong learning skills in students then we need to address low engagement with school. (Ainley, 2002)
Adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations (Darling et al. 2005).
It is also very important to divide co-curricular activities between structured and unstructured activities. These can also be classified as formal and informal activities. The formal or structured activities could include team sports, school clubs, marching band, chorus, or any other school activity. The informal activities would include watching television or hanging out with friends (Fujita, 2005).
Students who participate in formal or structured co-curricular activities have higher academic test scores and grade point averages. Students who spend a great deal of time with informal extracurricular activities demonstrate poorer work habits and lower test scores than those who participated in formal activities. (Marsh & Kleitman, 2002).
There are various kinds of formal activities, the most common ones are school conducted activities such as sports, and performance arts. The question that some researchers struggled with, however, is whether or not their research about academics and sports activities explains a cause-effect relationship. Studies report that it is not necessarily the participation in sports which is responsible for producing better grades, but it could be that “good” students are participating in sports. “More recent studies have indicated that there is a large selection bias of higher-achieving, “good” students into participation in extracurricular activities, including sports” (Broh, 2002)
Stephens and Schaben (2002) performed a study looking at the number of sports each student played and its effect on academic performance. They noticed that students who participate in at least one sport each year outperformed those who participated in one or less, in class rank, overall GPA (Grade Point Average), and math GPA. They also noticed that the students who participated in more sports for many seasons had a “higher level of scholarship than the [students] who had competed in only a few seasons or for only one year. (Stephens & Schaben, 2002)
Skip Dane (2010) research revealed the following about participation in high school sports: 1) Boys, who participate in sports do better in school, do not drop out. 2) The ratio for girls who participate in sports and do well in school is less than the boys. 3) About 92 percent of sports participants do not use drugs. 3) School athletes are more self-assured. 5) Sports participants take average and above-average classes. 6) Sports participants receive above-average grades and do above average on skills tests. 7) Those involved in sports have knowledge of and use financial aid and have a chance to finish college. 8) Student-athletes appear to have more parental involvement than other students. 9) Students involved in athletics appear to change focus from cars and money to life accomplishments during the process. This study focuses on academic, cultural, and demographic variables.
In higher-class communities, where a relatively large proportion of students go to college, non-sports extracurricular activities are likely to be seen as providing a foundation for further education and professional success. (Guest & Schneider, 2003)
When it comes to performance arts, studies reflect a strong positive relationship between participation in music and academic performance. Eady (2004) believes that music can influence learning in core subjects as well as contribute to the attainment of core goals in learning. It is believed that music develops critical thinking skills and improves skills in reading, writing, and math. Music develops and improves spatial intelligence, which transfers to high-level math and science. This gives the impression that music plays an important role in academic performance. (Fujita, 2005).
The benefits of participation in extra-curricular activities are positive and long-lasting. Researchers concluded that educators should become more aware of the important role that extra-curricular activities play in the education of the students. Many of the studies focused on the opportunity of involvement of students in extra-curricular activities which is one of the main benefits of a rural school education (Boling and Larson, 2002).
Types of Co-Curricular Activities
When high school and college students are not studying in the classroom, many of them participate in co-curricular activities (Davis, n.d.). Co-Curricular activities are part of our lives at school. Since we were young we are involved in co-curricular activities from dancing, singing and even acting and until up to this day we are still part of co-curricular activities even in basic education such as junior high school, senior high school or college. Some of the co-curricular activities given by Davis (n,d.) are Athletics, Student Government, Arts and Academic Organizations.
Participating in the right co-curricula’s can help you follow your passions, form friendships, learn new skills, network professionally and — of course — enjoy yourself (Varsity Tutors, 2014). USA Today College (2014) suggested seven co-curricular activities that can enhance a college experience. These activities are Campus Government, Sports, Academic & Professional Organizations, Volunteer & Service-Related Activities, Multicultural Activities, Arts and Greek Life.
Hoyt (2017) in her article entitled “Impressive Extracurriculars” provided more types of extra-curricular activities that colleges may actually want to see. These are the Student Government, Academic Teams and Clubs, The Debate Team, The Arts, Internships, Culture Clubs, Volunteer Work and Community Service, The Student Newspaper, A Part-time Job, and Athletics as well.
Barge (2015) formulated a complete list of extra-curricular activities. These extra-curricular activities are divided into nineteen different categories. These categories of extra-curricular activities are Academics, Arts, Cultural and Language, Community, Government, Leadership, Media, Military, Music, Performance Arts, Religious, Role-Playing/Fantasy, Social Activism, Special Interest, Speech and Political Interest, Sports and Recreation, Technology, Travel, and Volunteer. Under the categories mentioned are different kinds of extra-curricular activities that the students can participate to.
The school curriculum of each school follows to the continuous change of the society the academics and the extra-curricular activities also changes, every school year we can see different changes through the time as we are inching closer to our dreams we are learning to set our goals and to strive more and it is because of what we are doing in school. Barile (2017) set a new type of extra-curricular activity in their school, the Culture Club which goal was to allow students to form strong bonds with one another through extracurricular activities that foster a connection to their school in the process. My Culture Club members have since attended plays, ballets, operas, dance performances, and museums (Barile, 2017).
Coghlan (2017) on his article provided popular clubs and extra-curricular activities for kids such as Volunteering, Scouting, Sports, Religious, Academic, Agricultural, and Music & Arts. These kinds of activities can be done in every school, it can help to enhance their leadership, sportsmanship and survival skills. Activities that are correlated with Religion and Agriculture can also help the students to cope with everyday life like activities that focuses on living, religious activities can also help to strengthen a student’s faith in God and learnings with his word.
Student’s Participation in Co-Curricular Activities
National Center for Education Statistics (1995) mentioned high schools in US offered some type of extra-curricular activities like music, academic clubs and sports. During the first semester of their senior year, participants reported better attendance than their non-participating classmates - half of them had no excuse absences from school and half had never skipped a class, compared with one-third and two-fifths of nonparticipants, respectively (National Center for Education Statistics, 1995).
Alva Soumya (2008) based on her research, researchers become increasingly interested in extracurricular activities in development. The study focuses on the implications of high school participation in extra-curricular activities.
Diniaty and Kurniati (2014) investigated extra-curricular activities at Islamic State University of Suska Riau including the reasons on their participation. “It was found that the type of extracurricular followed by the students were leadership (70%), those of whom had the motivation to add insight, knowledge and more critical thinking were (44.67%). Some students followed extracurricular activity because of their solicitation or to follow the main stream (37%), some students did not get financial benefits from the activity (34.67%). Some other respondents felt that they could follow the extracurricular talents, interests and personal abilities (58.67%), and think about their future after graduating from college (66%). (Diniati & Kurniati, 2014).”.
Outcomes of Co-Curricular Activities
Several studies have already been made regarding on the different impacts of extra-curricular activities.
As Merriam Webster define, extra-curricular which means not falling within the scope of a regular curriculum such as academics, however academic performance can also be affected by extra-curricular activities. Fujita (2005) did a study in relation with this. His study shows how extra-curricular activities affect the academic performance of junior high school students. Data of the results showed that there are specific activities that does improves the academic performance. The data revealed that, according to the students surveyed, playing sports, watching television, and participating in community service improves academic performance, while playing musical instrument does not improve academic performance.
Moriana et al. (2006) studied the possible influence of extra-curricular activities (study-related and/or sports) on academic performance of first and second year pupils (seventh and eighth graders) in Educación Secundaria Obligatoria (ESO). Based on the results that they got, groups involved in activities out of school day, especially those that participated in study-related activities tutoring support or private classes, as well in mixed activities (both sports and academics) yielded better academic performance.
Craft (2012) explored the relationship between student achievement and participation in extracurricular activities. The study focused on the impact that participation in extracurricular activities had grade point average, absentee rate, SAT scores, and success on the Georgia High School Graduation Test (Craft, 2012). Both positive and negative effects have been found on student participation in extra-curricular activities. Results found that students that participate in extracurricular activities have slightly higher grade point averages, SAT scores, success on the Georgia High School Graduation Writing Test however it also miss fewer days of school.
Johnston (2013) on her study entitled “The Effects of Extracurricular Activities on Academic Performance and Retention in the Middle Tennessee State University Horse Science Program, showed that the student GPA, retention and persistence were influenced by ECA (Extra-Curricular Activities) participation in the MTSU Horse Science Program. Student interest, involvement and investment, coined as i3, leads to student success (Johnston, 2013).
Bakoban and Aljarallah (2015) in their study showed the relationship between the participation in the extra-curricular activities and the student’s GPA in King Abdulaziz University, Faisaliah Campus. The results showed that participation in ECA affects the students’ GPA in a positive way (Bakoban & Aljarallah, 2015). It is found that that those who participated in ECA have higher GPA than those who did not and the time spent participating in ECA did not affect the time students usually spend on studying.
As part of growth of the students, aside from academic performance, different universities allow extracurricular activities to be part of the curriculum to develop the personal aspects of the students (Cariaga & Molina, 2016). Cariaga & Molina (2016) studied the impacts of extra-curricular activities in the personality development of the members of performing groups of Philippine Normal University. They found positive impacts on the aspects of the personal development of the members including physical, social, emotional, spiritual and mental aspects which had a “great impact” on their personality. However part of their study is also to discover the problems that can be encountered by members in joining such performance groups. “Joining these kind of activities, the respondents encountered various problems before, during and after their performances namely: Practice time interferes with their time that they should render in their academic performances. Old costumes and props are not been replaced. Length of time practice. Missing classes during performances outside and inside the campus. Some teachers are not cooperative in excusing members of performing groups during the performances outside and inside the school. Members spend their own money for their expenses like: fare, meal, snacks, musical scores/literature, props, CD’s /UCD’s and costumes. Uncomfortable venue during practice time. Training allowance is not enough, tuition waiver is not enough. (Cariaga & Molina, 2016).”.
Groen (2017) studied the effects of extra-curricular activities on student’s spiritual growth. Her results found a positive relationship between student’s extra-curricular activities participation and their spiritual or faith development. She found out that joining extra-curricular activities can promote students to develop the Fruit of the Spirit, Christian values, Christian character, and a deeper level of faith.
Theoritical Framework
The theoritical framework of this study provides a structure that will show the relationship between profile of the respondents, extra-curricular activities that respondents interested to and the nature of participation which will help to determine the impacts of extra-curricular activities in personality development among junior high school students.
The researchers conducted a survey that will determine the main focus of this study which are the impacts of extra-curricular activities in the personality development. It is important to know the profile of the respondents for the researchers to know the right respondents which in this study are the junior high school students of Glendale School on school year 2017-2018. The reason for choosing junior high school students is because the researchers believe that they are the students mostly involved in these activities. Since the profile of the respondents are provided, there are questions in the survey that will lead to the kinds of extra-curricular activities they are interested in, such as Athletics, Performance Arts, Academics, and Arts and Designs. After gathering the extra-curricular activities based on their interests, the researchers will be able to determine the reasons behind the respondents’ participation on the selected activities they provided. Upon knowing the profile of the respondents, extra-curricular activities they are most interested in, and why are they interested in those activities together, the researchers will then figure out from their answers in the survey the impacts of extra-curricular activities in personality development.
Conceptual Framework
Definition of Terms
Co-Curricular Activities: an academic related activity that is done in school to mold the
students skills another way of learning while having fun
Personality: characteristics or qualities that form an individual’s character.
Characteristics may be the set of emotional qualities (hot-headed, or
patient), ways of behaving (introverted or extroverted), that
makes a person different from other people
Development: the act or process of growing or causing something to grow or
become larger or more advanced
Personality Development: the development of organized pattern of behaviors and attitudes that
makes distinct difference of a person from the others.
Impacts: the result of doing something or the cause of something to happen
after an activity
Participation: the state of participating being involved in doing on such activities
Interested: having the desire to do or have something
Junior High School Students: as mentioned by Department of Education (DepEd), it covers from
grades 7 to 10 levels.
CHAPTER III
METHODS AND PROCEDURES
Research Design
This study entitled “Students Participation: The Impacts of Co-Curricular Activities in Personality Development among Junior High School Students in Glendale School” is a qualitative and quantitative research that would find out which co-curricular activities the junior high school students are most interested in and benefit them the most. Using both qualitative and quantitative research, the researchers will examine, understand, and tally all data and responses gathered. This study aims to find out the different impacts of extra-curricular activities.
From the different methods of data gathering that the researchers will use for this study. The sampling method that the researchers would be using is the Stratified Sampling. This sampling technique suits what the researchers will need as the research is only focused on junior high students.
Variables and Measures
The researchers used the following formula to indicate the percentage of the given data coming from the respondents’ answers to the questionnaire that the researchers provided.
The formula that the researchers used in finding the percentage is:
Percentage (%) = f/n * 100
The definition of the variables from the formula are the following:
f = number of response/answers from the respondents
n = total number of the respondents
100 = constant
Data Gathering and Procedure
The researchers employed a questionnaire as a tool for gathering the needed data. There are approximately 72 students ranging from grades 7 to 10 that are selected to answer the said questionnaire. Before administering the survey, the researchers have sought permission from our thesis adviser, and the permissions of the advisers of the junior high students who will be participating in the survey. Upon receiving the replies from the survey form, the results have been tallied, tabulated, and interpreted to be presented in a formal way.
Respondents
The respondents for this study are the junior high school students from Glendale School Paradise Village Campus enrolled for the school year 2017 to 2018. Since the study is more focus on the impacts of personality development among junior high school students of Glendale School, the researchers will find the results of the study more accurate and decided to include all the students from grades 7 to ten 10 are included excluding the researchers. There are a total of 72 junior high school students in Glendale School Paradise Village Campus enrolled for the school year 2017-2018 as the respondents for this study.
The following data are tallied, tabulated, and interpreted results from the survey questionnaires conducted by the researchers.
Table 1: Sex of the Respondents
Table 2: Age of the Respondents
Table 3: Grade Level & Section of the Respondents
Researchers
The researchers of this study are Ralph Angelo Buenaventura, Miguel Luis Delos Santos, Joana Josue, and Alyanna Matira. The researchers are all grade ten students from Glendale School Paradise Village Campus enrolled for the school year 2017-2018.
The researchers used a survey to collect data that is needed for this study. The first part of the survey consists of the basic profile of the respondents and that includes their name, grade level and section, age, and gender. After asking for their profiles, the survey proceeded to have questions about co-curricular activities such as what is their nature of participation, what makes them participate, what are the co-curricular activities they love participating in, and what other co-curricular activities the school needs to have. These particular questions were included in the survey so the researchers would know what co-curricular activities affected them most, which will be useful to find the impacts of these activities which is the core of this study. Furthermore, the survey also had some suggested impacts or statements regarding the impacts of co-curricular activities and was asked if they Strongly Agreed, Agreed, Disagreed, or Strongly Disagreed with the particular statement. There were last 2 questions that allow the respondent to freely express what they wanted to say, the first question was in their own words, how do they define Co-Curricular activities, and the second question was “Why do you think joining and having Co-Curricular activities in school is important?
CHAPTER IV
FINDINGS AND DISCUSSIONS
Table 1: Profile of the Respondents
Presented in Table 1 are the frequency count and percentage distribution of the selected variables of the respondents according to the selected profile variables.
As seen in Table 1, a total of 72 respondents were used for the data gathering process of the study. The respondents were all junior high school students of Glendale School Paradise Village Campus enrolled for the school year 2017 to 2018. The categories included were the respondents’ sex, age, and grade level & section.
Presented in Table 1 is majority were female with a total of 38 respondents or 52.78% as to male with a total of 34 respondents or 47.22%.
Also, 22 respondents were 13 years old that takes up the majority in terms of age with a total of 30.56%. Next was 18 respondents were 15 years old that takes up at exactly 25%, 14 respondents were 14 years old that takes up 19.44%, 8 respondents were 16 years old that takes up 11.11%, 6 respondents were 12 years old that takes up 8.33%, and 4 respondents were 17 years old that takes up 5.56%.
In terms of Grade Level & Section, 21 respondents with a total of 29.17% were from Grade 7-Atom. While 20 respondents with a total of 27.78% were from Grade 9-Proton, 17 respondents with a total of 23.61% were from Grade 10-Electron, and 14 respondents with a total of 19.44% were from Grade 8-Neutron.
Table 2: Willingness to Participate in Any Co-Curricular Activities As Prescribed by Glendale School
Table 2 dictates the willingness of the respondents to participate in any co-curricular activities as prescribed by Glendale School. Majority of the respondents with a total of 69 that takes up 95.83% said yes while only 3 that takes up 4.17% said no.
Table 3: Nature of Participation on Co-Curricular Activities
Table 4: What Makes the Respondents Participate in Co-curricular Activities
Table 4 portrays what makes the respondents participate in co-curricular activities. The majority answered “It looks fun to do” with a total of 31 respondents or 43.05%. Next was 25 respondents or 34.72% answered “It suits my interest”, 12 respondents or 16.67% answered “Moments that I want to challenge myself” and there were 2 each respondent answered “My friends ask me to join” and “Others” with a total of both 2.78%.
Table 5: Co-Curricular Activities that Respondents Love Participating In
Table 5 shows that most of the students in junior high loved participating in activities in Photography, with a total of 39 responses that is 54.17%. Next is Film Making with 33 responses that are 45.83%, and Volleyball, Drawing & Painting with 31 responses that is 43.05%.
Other activities such as Crafts received 28 responses or 38.89%. Basketball and Intramural sports both had 27 respondents or 37.50%. Book Club and Theatre Arts received 25 respondents or 34.72%. The debate had 24 respondents or 33.33%. Glee Club and Dance Troupe had 23 respondents there is 31.94%. Robotics had 19 respondents or 26.39%. Animation had 18 respondents or 25%. Journalism had 17 responses or 23.61%. Sculpture had 15 respondents or 20.83%.
Students have shown the least interest in Drafting and Student Government, which had 11 responses or 15.28%. Subject-Related Clubs and Chess had 9 responses or 12.50%, and Peer-Tutoring had 6 responses or 8.33%
Table 6: Co-Curricular Activities That the Respondents Think Glendale School Needs to Have
From table 6, most of the students wanted to have Band/Playing Instruments and Photography activities, which had 43 responses or 59.72%. Next is Intramural Sports that had 37 responses or 51.39%.
Other activities students wanted to have are Dance Troupes, Drawing & Painting which had 36 responses or 50%. Robotics had 32 responses or 44.44%. Glee Club had 31 responses or 43.05%. Book Club and Crafts received 27 responses or 37.50%. Volleyball and Animation received 26 responses or 36.11%. Basketball, Student-Government, Theatre Arts received 25 responses or 34.72%. Journalism and Sculpture received 23 responses or 31.94%. Subject-related Clubs received 21 responses or 29.17%.
Least activities students wanted to have were Drafting, which had 17 responses or 23.61%. Chess had 15 responses or 20.83%, and Peer-Tutoring that had 14 responses or 19.44%.
Table 7: Respondents’ Reason behind Participating in Co-Curricular Activities They Love
From table 7, the respondents’ reason behind why they love participating in co-curricular activities show that most of them said “I enjoy doing it”, which had 50 responses or 69.44%, “I want to do something new” and “It looks fun to do” had 9 responses or 12.50%. Other answers had 2 responses or 2.78%, and each for “Most of my friends likes doing it.” and “I will look better on doing it” received 1 response or 1.39%.
Table 8: Impacts of Co-Curricular Activities in Personality Development
From the data in table 8, it shows the different impacts of participating in co-curricular activities. Most of the respondents strongly agreed that participating in co-curricular activities made them more physically fit, as well as improved their confidence, and socialization skills. The respondents also strongly agreed that it helps them determine their skills and interests, it improves their talents and potentials, and it also helps them discover new things.
Most of the respondents agreed that participating in co-curricular activities is good for their health, and made them feel more energized. They also agreed that these activities helped them build a network of friends, they gain more respect and develop their leadership skills, aided them in determining their career for the future, motivates them to achieve and have higher goals. These activities have a great positive effect on their studies and it helps them to be more productive. They agreed that these activities made them share their knowledge and made them more comfortable. These activities made them more flexible and helped them to cope up with different environments and different kinds of people. However, most of the respondents agreed that it increases their stress-level in studying.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The main purpose of this study is to determine the impacts of co-curricular activities to Junior high school students of Glendale School. In order for the researchers to complete the task, a survey was conducted to a number of junior high school students of Glendale School as the respondents to answer and did extensive research.
The respondents were stratified dividing into four different grade level and sections which are the Grade 7-Atom, Grade 8-Neutron, Grade 9-Proton, and Grade 10-Electron. The method that the researchers used is both a quantitative and qualitative in format. The survey conducted was personally distributed to the respondents. It took a week for all the questionnaires to be answered. All respondents were to choose which of the given choices are they going to consider when making or joining peers. They were asked to choose the in different given choices if they are willing to do extra-curricular activities, the types of extra-curricular activities they love to participate in and suggested extra-curricular activities. Finally, they were also asked to rate the given impacts of extra-curricular activities in personality development from strongly agree, agree, disagree and strongly disagree that helped to determine how their personality is affected in extra-curricular activities they participate in to.
The results of the study found that most of the respondents are willing to join co-curricular activities. Results showed that majority of the respondents are required which brought them participate co-curricular activities. In terms of the co-curricular activities they love to participate in to, for athletics, majority answered volleyball, for performance arts, the most answered is theatre arts, for academics, the most answered is book club, and for arts and design, the most answered is photography. Results also showed the most answered co-curricular that the respondents think Glendale School needs to have are band/playing instruments, photography, intramural sports and robotics. For impacts of co-curricular activities in students’ personality were found positive however it also showed that extra-curricular activities increases their stress.
Conclusions
The personal data reported by those who responded to the survey were given in Table 1. Female are the majority respondents which is 38 (52.78%). 13 years of age is the leading age of the respondents that tallied about (30.56%) of the total number of respondents. 69 out of 72 or (95.83%) of the respondents are willing to join the co-curricular activities in Glendale school. In Table 3 the reason why students join co-curricular activities is because it is required by the teacher that sums up to (52.78%) it means that 38 of the respondents joins co-curricular activities because they are required to and they have to. Meanwhile in the following Table which is the table 4 the students voluntary joins the co-curricular activities because it looks fun to do with 31 responds.
In table 5.1 here it is shown that when it comes to Sports related activities the students of Glendale School wants to be included in the sport Volleyball with (43.05%) and in Table 5.2 when it comes to preforming arts majority of the respondents of the students want to be involve in Theater arts that averages to (34.72%) while when it comes to academics the students are mostly interested with Book Club that totals to (34.72%) and when it comes to the artistic side of the students Photography is the leading activity that the students of Glendale School is really interested with an average of (54.17%).
In the survey conducted, the researchers also wanted to know the activities that the students are suggesting to have in Glendale School and the leading activities are Intramural Sports (51.39%), Band/Playing Instruments with (59.72%) Robotics and Photography that sums up to (44.44%) and (59.72%). Because of these activities when the students join extra-curricular activities their reason why they kept on participating extra on the activities that they love is because they enjoy doing it (69.44%). The students of Glendale School also responded to the effects of extra-curricular activities most of them said that these activities helped them to be healthier and it energizes them. These activities made them more flexible and helped them to cope up with different environments and different kinds of people. However, most of the respondents agreed that it increases their stress-level in studying. They also agreed that these activities helped them build a network of friends, they gain more respect and develop their leadership skills, aided them in determining their career for the future, motivates them to achieve and have higher goals.
Recommendations
The following recommendations provided are offered for the future researchers that would likely to study a topic in relation to this study.
- More articles or studies regarding to the importance of incorporating co-curricular activities for an additional knowledge to the Review of Related Literatures.
- Since the study provided more positive results on the impacts of co-curricular activities, it would be great to study more on the implications or problems encountered on extra-curricular activities participation.
- For Data Gathering and Procedure, it is recommended for the future researchers to add more respondents as it will cover more opinions and preferences to their study.
- In regards to the tool that will be used for data gathering, it is important to provide the questions that have strong relevance to the study’s objective as some questions might slightly go irrelevant to the study.
- It is suggested to organize a system or way that will help to determine the main objective of the study. In the case of this study, discovering the impacts of co-curricular activities in personality development among junior high school students of Glendale School is through knowing the right profile of the respondents, the co-curricular activities they are interested in, and their nature of participation behind it.
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