Table 2 a The table 2 a presents that the respondents who were involved in Sulyap/Speech Choir has the highest

level of involvement and the respondents who were involved in Marist Street Dance/ Hiphop has the lowest level of involvement in terms of their Practices, Meetings and Shows/Performances. The Sulyap/Speech Choir has the highest level of involvement in terms of their Practices, Meetings and Shows/ Performances. Deciding to become involved in Sulyap/Speech choir was truly a catalyst for their transformation from a typical student into an eager young adult ready to embark on their next adventure. The shy and studious Student Nurses is still there, but they are now realizes how much they were surrounded by new friends, supported by coaches and teachers, and loved by family.They are also enjoying the learning that they gained in involvement thats why they are committed and they were present and participates in their Practices, Meetings, and Shows/ Performances. Table 2 b The table 2 b shows that the respondents who were involved in Table tennis has the highest level of involvement and the respondents who were involved in soccer has the lowest level of involvement in terms of Practices, Meetings and Shows/Performances. Table 2 c The table findings shows that the respondents who were involved in Supreme Student Government has the highest result of involvement in terms of their Practices ,Meetings and Shows /Performances and the respondents who were involved in Muslim Student Organization has the lowest level of involvement in terms of their Practices, Meetings and Shows/ Performances. Table 2 d The table presents level of involvement of Student Nurses in Extracurricular Activities. It shows that the respondents who were involved in Socio-cultural has the highest level of involvement in their Practices, Meetings, and Shows/Performances. And the respondents who were involved in Clubs/Organizations has the lowest level of involvement in terms of their Practices, Meeting, and Shows/Performances.

Table 4 The table gives an idea about the developed academic attitudes of the respondents who are involved in extra-curricular activities. The number of respondents involved in sociocultural developed self- discipline is twenty-seven(27), twenty-two(22) for focus, twenty(20) for responsible, eighteen(18) for competent, fourteen(14) for self-esteem, thirteen(13) for self-management, ten(10) for goal-oriented, eight (8)for achiever, seven(7 ) for self-respect , six(6) for strong , three(3) for persistent and independent. For the sports the respondents developed competent which has the result of fourteen (14), ten(10) for self-discipline, eight(8) for responsible and focus, seven(7) for achiever, four(4) for persistent and independent, three(3) for self-esteem, one(1) for strong, selfrespect, persistent and self-management. Lastly for the clubs and organizations most respondents developed responsible with a total of twenty-three(23), sixteen(16) for competent, fourteen(14) for self-discipline , thirteen(13) for self-management, twelve(12) for focus, eleven (11) for self-esteem, ten(10) for independent and goal-oriented, seven(7) for strong and self-respect, three(3) for achiever, and one(1) for persistent. The table illustrates that the most developed academic attitude in socio-cultural was self-discipline with a result of twenty-seven(27) while the least developed was persistent and independent which has the result of three (3). The most developed academic attitude in sports was competent which gained a total of fourteen(14) while the least developed was strong, self-respect, persistent and self-management which gained one(1). On the other hand, the most developed academic attitude in clubs and organizations was being responsible which garnered a total of twenty-three(23) and the least developed academic attitude was persistent which garnered one(1). . It also presents the mean of each academic attitudes developed in extra-curricular activities which was categorized as socio-cultural, sports and clubs and organizations. The selfdiscipline and responsible garnered 17.0 from the respondents, 16.0 for the competent and focus, 9.30 for self-esteem, 9.00 for self-management, and 8.00 for goal-oriented, 6.00 for achiever, 5.70 for independent, 5.00 for self-respect, 4.70 for strong and 1.70 for persistent. It shows that the most developed academic attitude by the respondents was self-discipline and responsible with a highest mean of 16.0 while the least developed academic attitude was persistent with a lowest mean of 1.70.