Impact of the Student Activities on the Holistic

Development of the Students

 Chapter 1

Introduction

Holistic development is an essential skill that a twenty first (21st) century

learners need to be developed. Holistic development is a process of self-

actualization and learning that combines an individual's mental, physical, social,

emotional and spiritual growth. The holistic approach to learning is a

transformation of one's frames of reference, rather than a system based on

transmission and transaction. As a development method, it attempts to integrate

and encompass multiple layers of experience and meaning rather than placing a

narrow focus on an individual's potential and possibilities. This means that every

aspect of a learners’ capability and ability should be established.

Extra-curricular and Co-curricular activities are closely linked with the

balance development of mental and spiritual, physical and as well as socials among

learners. Extra-curricular activities are an education that is not taught in the

classroom and infuse education in term of spiritual, leadership, teamwork and self-

confidence. It is also capable in building social skills such as communication,

leadership, thinking, interpersonal, cooperation as well as Information and

Technology management. With the implementation of extra-curricular activities,

individuals who are highly skilled can be produced and can become a holistic
human capital and competitive at the international level. On the other hand, Co-

curricular activities are the activities performed by students that do not fall in the

realm of the ordinary curriculum of educational institution. Once these were

regarded as extra-curricular activities but due to their recognition of their

importance, now these are called co-curricular activities. Whether these activities

have any relation with academic achievement or not, these are important in their

own right due to many reasons. Many educationists believe that these active

increase social interaction, enhance leadership quality, give a chance of healthy

recreation, make students self-disciplined and confident. (Bashir,2012)

In Metro Manila College, the Vision, Mission, Goals and Objectives of

institution is committed on developing its students to become holistically through

transformation of its learners and its community towards becoming morally

upright, humane, responsible, globally competitive and empowered graduates that

are enable to answer and faced the challenges of life (MMC students’

Handbook,2017). Thus, the institution is committed to achieve its prime role of

developing not just a successful but also a well-rounded graduate. Hence,

determining the impact of student’s activities on the holistic development of the

learners is essential to determine the importance of co and extracurricular activities

on the life of students and improved the current student activities in the institution.
 REVIEW OF RELATED LITERATURE AND STUDIES

This segment presents some foreign and local literature & studies about

Student Activities on the Holistic Development of the Students. Relevance to

present studies gave a big picture why these literature and studies from local to

foreign sources used.

Developing The Whole Student

The notion of holistic student development encompasses academic learning

and the development of skills such as problem-solving and analysis while

simultaneously recognizing other aspects of students as people who are growing

and maturing affectively (emotionally) and morally. According to Grootenboer

(2010), there are a number of different terms associated with this educational

philosophy, including character education values education, moral

education/formation, educating for citizenship, affective education and educating

for social and personal responsibility, as well as holistic education. Thus relevant

studies may focus on values, attitudes, beliefs, virtues, character, moral, spiritual

or affective outcomes. Despite differences in terminology and nuances of meaning,

there is a set of common principles underlying these terms (Braskamp &

Trautvetter, 2008). All of them emphasize going beyond knowledge and skills

to include other aspects of being a person in society. Most authors espouse an

integrative view, emphasizing the connections and relationships between thinking,

feeling and action, rather than separating cognitive dimensions of education from

affective or moral dimensions. They all emphasize moral dimensions of higher

learning, arguing that the academy has an obligation to guide students in

developing a sense of personal and social responsibility.

Holistic Student Development in Higher Education

Higher education is a time of transition and change for all its students.

According to Eric Erickson’s theory developmentally, young adulthood is a time

of change, in which students are grappling with identity and shifting from relying

on others to self-authorship Students in higher education confront new ideas and

ways of thinking as they interact with students from other backgrounds. Mature

students may be at a different developmental stage, but they are still in a turbulent

transition period in which existing views are challenged and identities are re-made.

Indeed, it is plausible that higher education is even more disruptive because

established adults have made bigger investments in their pre-university identities,

life choices and beliefs. No matter their age, the focus on critical thinking in

Western higher education prompts students to question received wisdom,

including value positions taught by their families, and practiced in their home

communities or workplaces. So students are in a time of change, in which they

must not only deconstruct old meanings and ways of making meaning, but
reconstruct a sense of purpose in their own life that integrates expanded

perspectives and worldview. In this sense, there is also a dimension of spirituality

involved in holistic student development insofar as spirituality is defined broadly

as connection with something larger than oneself.

Finally, it is argued that higher education does pass on values, whether we

acknowledge it explicitly or not (Grootenboer,2010). Each subject has its own

set of operating assumptions and standards that define what is better or worse or

valid or invalid from a disciplinary viewpoint. It is better to be explicit about the

values we are seeking to instill, as these can then be subject to the kind of

questioning that is the hallmark of higher education.

Effects of Extra Curricular and Co- Curricular Activities on

Academic Achievement

Sonnabend (2012) explained that in addition to higher student

achievement, other related personal and social benefits are found as well. Those

benefits include better grades, a higher likelihood of college attendance, a lower

likelihood of dropping out of school, higher educational aspirations, more

satisfaction with schools and teachers, higher life satisfaction, broader

conventional peer networks, less involvement in delinquent behavior, and less drug

and alcohol use. Furthermore, she maintains that those students who participate
in co-curricular activities have less truancy, lower drop-out rates, fewer disciplinary

issues, and better average GPAs than their peers who do not participate.

Moreover, according to the study of Bakoban, R. A & Aljarallah, S.A (2015),

it states that the results of their study shows that student generally feel satisfied

about the extracurricular activities that King Abdulaziz University offered. They said

that the study found that there is an interaction between the students' faculty and

their current satisfaction about the extracurricular activities. Also, the study found

that there are significant differences in the Grade Point Average of the students

who participated in Extracurricular activities and other non-participants; the

median of the Grade Point Average of those who participated in Extracurricular

Activities is higher than those of the non-participants. In addition, Francisco

(2017), his study found that students who involved in participating extracurricular

activities has a positive effect on academic standings of students. In participating

extracurricular activities, it molds their social being and have a good relationship

to students, teachers, and school staffs. However, Moss, L. (2017) argues that

even there are benefits of joining extracurricular activities to the students

especially to children, there are still a harmful effect of it to the students. First to

that is ECA participation caused the student to have "Early Pressure", student

might feel or think of giving up because of many pressure ECA are giving them.

Students also became frustrated, they cannot do other important things such as

Academic projects, reports, presentations, and exams because they are obliged to
complete that requirement for ECA to have high grades in it even it is not a part

of the academic grading system. And students may gain physical stresses like over

practicing for the football club, over revising of an articles and many more stresses

that can result them to have injuries in physical and may even affect their academic

performance. Students who being over involved in extracurricular activities may

affect their academic performance. Furthermore, Fredricks (2011) associate

director of human development at Connecticut College found that the positive

effects of one to 13hours of weekly extracurricular activities were clear in children’s

exam performance he also added that students taking part in more than 17 hours

of lessons, clubs and classes outside school, their grades and over all well-being

notably dropped. Students may join in extracurricular activities but she/he can

manage their time.

Student Engagement and satisfaction

Zehner (2011) conducted a study at Purdue University using a dataset

that contained 7,392 records for engaged students and 182,666 records for Purdue

students generally. He found that co-curricular activity participation resulted in

higher engagement and that engaged students earned higher GPAs. In addition to

engagement, these students also exhibited better time management skills and

higher levels of satisfaction. According to their study, the most satisfied students

are also those who are most heavily engaged in co-curricular activities and earn
higher GPAs than other students. Moreover, his report focused on the impact of

intensive engagement on academic achievement. He also notes in passing,

however, that engagement seems to go hand in hand with another important

objective: student satisfaction. The effect of activity on satisfaction is important,

but it should not be overstated. The difference between the least and most

engaged students is small. Engagement does not necessarily cause satisfaction. It

may instead be a result of satisfaction: students may join in activities because they

are happy with their classes, their housing situations, and other factors.

Nevertheless, Purdue’s most satisfied students are also those who are most heavily

engaged in co-curricular activities. Another school of thought about academic co-

curricular activity participation is documented by Stewart (2008). Even though

this participation is generally considered to be a positive for students because it

may foster a sense of belonging or community and a sense of pride, it is possible

that that such participation may divert time and energy from valuable academic

activities designed to increase student learning. Furthermore, because there are

different types of activities, not all participation is consequentially equal, and

students therefore do not gain the same advantages from participation.

Meanwhile, Strapp and Farr (2010) suggested that faculty and

administrators should encourage students to get involved in major related

extracurricular activities. In addition, Brown (n.d.) elucidated that some of the

signs of a good extracurricular program are that participants feel like they are part

of a group or something special, and they have the opportunity to develop

relationships with adults and pro-social peers. The program should have goals that

encourage youth and staff to achieve great things, while encouraging young

people to take on leadership roles. The program should be appropriate for the

age group, and the program should involve parents and peers. However, the most

important point overall of these is that the activity should be fun and attractive for

youth. Often the only way to determine if these needs are being met is to talk to

the youth participants themselves. They should have a say in how a program is

conducted and organized to determine if it is meeting their expectations.

Relevance of the study to the Present Study

Reviewing the literature gave the researcher a larger picture that student

activities studies focused only on the students’ performance. On this advent, the

researcher understands that in order to achieve its prime goal to determine the

impact of the student activities on the holistic development it should take note the

research of Francisco (2017) that it was not always the academic standing of

students were developed but also their social being and good relationship to other

stakeholders. It is also good to take note on the study of (Braskamp &

Trautvetter, 2008) that all of them emphasize going beyond knowledge and

skills to include other aspects of being a person in society. Most authors espouse
an integrative view, emphasizing the connections and relationships between

thinking, feeling and action, rather than separating cognitive dimensions of

education from affective or moral dimensions.

From the related studies given, extracurricular activities are proven to have

its advantages and disadvantages to student’s academic performance. The results

of the studies conducted in the literature review says that students gain and

enhance their performance inside the classroom through the application of the

things they have learned and acquired from the different activities that they have

participated in the school. But on the other hand, some studies also contradict the

idea that extracurricular activities have a positive effect on the academic

performance of the student. Stress, improper time management are some of its

negative effects which further states that these factors causes students to have

lower academic performance. Different studies show different conclusion, but

looking on at its clearer side, it can conclude that student’s participation to

extracurricular activities inside the school such as sports, clubs and other school

organization molds the student’s capabilities and knowledge which they can apply

to their academics. It boosts their self-esteem and confidence inside the classroom

which turns to a positive result

Hence this studies gave relevant information on the holistic development

and student activities. Thus, determining the impact of student’s activities on the
holistic development of the learners is essential to conclude the importance of co

and extracurricular activities on the life of students and enhanced the current

student activities in the institution.

 Theoretical Framework

The theoretical framework for this study is found in the student development

theory of Alexander W. Astin, which is based on student involvement. Originally

published in 1984 and subsequently in 1999 in the Journal of College Student

Development, the involvement theory includes basic postulates. The investment

of physical and psychological energy in student experiences can entail various

degrees of involvement and both qualitative and quantitative features. The amount

of learning and development gained from an educational program is proportionate

to the quality and quantity of student involvement in the program. The

effectiveness of educational policy or practice is directly related to the capacity to

increase student involvement (Astin, 1999). This theory emphasizes the active

participation of students and the investment of energy to achieved desired learning

and development. In other words, how much time and energy a student devotes

to the learning process is important (Astin, 1999).

Statement of the Problem

This study aims to determine the impact of student activities on the

holistic Development of students

Specifically, this study aims to answer the following questions:

1. What are the profile of the respondent as to

1.1 Age

1.2 Sex

1.3 Year level

1.4 Course

1.5 Marital Status

2. What are the student activities they participated and to what extent

as to;

2.1 Co- curricular activities

2.2 Extra-Curricular Activities?

 3. How does the respondents perceive the effect of student activities on

their holistic learning as to;

3.1 Cognitive

3.2 Interpersonal

3.3 Intrapersonal?

4. What is the relationship of their involvement to student activities and

demographic profile?

5. What recommendations may the study suggest for the enhancement

of student activities?

HYPHOTHESIS

Ho = There is no significant relationship between the profile of the

respondents and the extent of participation to student activities.

 SIGNIFICANCE OF THE STUDY

The result of the study may contribute to the following people and sectors:

Students- This study will help the students to choose on which activities

they can engage in. Students who have problems on decision making regarding

joining clubs and organizations may use this study.

Faculty Member – this study will guide them on motivating their students

to participated in extra and co-curricular activities for their own growth

Parents- The study will help the parents to be guided which activities their

children will join. They will also understand how to support their children in

participating on those activities, likewise, they can give practical advises to their

children.

School Administrator- The study will help the school administration to

identify the usefulness of different extra- curricular -activities to students that it

will give them the idea on how to promote improve and manage clubs and

organizations to be more efficient as student.

Future Researchers- The study will help the future researchers or other

people that will be gathering some information or will also conduct studies in the

future.
 Scope and Delimitation

This study is focused on impact of student activities on the Holistic

Development of students. It involved twenty percent of freshmen to senior

students from a sampled Higher Education Institution during the academic year

2018-2019. It delimited its study on Cognitive, Intrapersonal and Interpersonal

skills of the students.

Definition of Terms

The significant terms are hereby conceptually defined to give the readers

better and clearer understanding of its concepts

Co-curricular refers to activities, programs, and learning experiences that

complement, in some way, what students are learning in school—i.e., experiences

that are connected to or mirror the academic curriculum.

Extra-curricular activity. Any activity that requires student to exert

extra effort besides the academic activities during school days. It does not fall

within the scope of a regular curriculum; specifically; or relating to officially

approved and organized student activities connected with school and usually

carrying no academic credit.

 Holistic development is a practical approach to a comprehensive learning

system where physical, social, emotional, mind and spiritual growth of a child is

taken care.

Interpersonal skills are the qualities and behaviors a person uses to

interact with others properly.

Intrapersonal skills are those skills and communications that occur within

a person's own mind, and are not to be confused with interpersonal skills, which

refer to interactions with other people or personalities

Participation. Involvement in a co and/or extra-curricular activity

 Chapter 2
METHODS OF REASEARCH

This chapter presents the research methodology of the study. It also

explains how the respondents are selected. Sampling technique, as well as the

instruments, is likewise presented along with how these instruments were

constructed, validated, and administered. This section also provides explanation

of the statistical procedures used to analyze the data.

RESEARCH DESIGN

The researchers used correlational research methodology for this study,

with questionnaire as the means of gathering data.

As its name explains, correlational research seeks to provide a description

and measurement with regards to the degree of association or the relationship

between the variables. While a quantitative study is an inquiry into a social or

human problem, based on testing a theory composed of variables, measured by

numbers, and analyzed with statistical procedures, in order to determine whether

the generalization of the theory hold truth (Creswell, 2012).

RESPONDENTS

This study aims to determine the relationship of student activities and the

demographic profile of the respondents. The respondents of the study were twenty
percent (Calmorin and Calmorin, 2007) of college students from a sampled

Higher Education Institution. This number of respondents will be enough to gather

reliable data and valid for analysis and interpretation.

SAMPLING TECHNIQUE

The researcher used Stratified random sampling is a method of sampling

that involves the division of a population into smaller sub-groups known as strata.

In stratified random sampling or stratification, the strata are formed based on

members' shared attributes or characteristics such as income or educational

attainment. The researcher divides the sample into strata to get the necessary

sample to each course and year level.

INSTRUMENTS USED

The researcher will use questionnaire as his tool in conducting the study.

Questionnaire. It is the primary source data. It consists of a set of

questions which answer the problems stated in Chapter 1. The respondents will

be asked to check the items that correspond to their answers to the questions.

The questionnaire is composed of three parts. Part 1 about the background and

profile of the respondents Part 2 about the participate in the student activity and

to what extent. Part 3 about the holistic development of the students based on

the student activities.

 CONSTRUCTION OF THE INSTRUMENT

The instrument is questionnaire which is based on the statement of the

problem in Chapter 1). It is drafted after the researcher read studies, books,

thesis, published and unpublished research papers and dissertations.

VALIDATION OF THE INSTRUMENT

The researcher will have distributed the questionnaires to selected college

students who were not part of the sample population in order to validate the

questionnaire if there are need for changes and confusing questions.

ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT

The researcher will manage personally the distribution of the questionnaires

to his target respondents and asked them to return right after they completed

answering the questionnaires on the same day the questionnaires were given to

them. This was done to make sure that one hundred percent (100%) of the

questionnaires will be retrieved.

STATISTICAL TREATMENT OF DATA

The researcher will manually tabulate and processed the data for proper

analysis and interpretation in order to ensure validity and reliability. To treat the

collected data, the following statistical tools were applied:

1. Frequency and Percentage Distribution. A percentage frequency

distribution is a display of data that specifies the percentage of observations of

responses for each question. It is a particularly useful method of expressing the

relative frequency of survey responses and other data.

𝑓
Formula: 𝑃= 𝑥 100
𝑛

Where:

P = percentage

n = number of respondents

f = frequency

2. Likert Scale. This will be used to measure the responses by using rating scale.

This scale is intended to indicate the level of agreement with one check answer in

a four-point likert scale data. Therefore, the score was the sum of the weight of

the responses selected.

Verbal Interpretation or
Weighted Mean Scale
Level of Extent

3.25-4.00 4 Very Great Extent

2.50-3.24 3 Great Extent
1.75-2.49 2 Little Extent
1.00-1.74 1 No Extent

3. Ranking. This was used to find out the position of the different score as related
to the whole data gathered. It supplements the percentage when data require

rank ordering.

4. Weighted Mean. This will be used to measure the average by multiplying the

weight associated with a particular event or outcome with its associated

quantitative outcome and then summing all the products together.

Formula:

Σxf
𝑊𝑚 =
𝑛

Where:

Wm= weighted mean

Σxf= summation of the products of the frequency

𝑛 = total number of respondents

5. Chi-square. It is a statistical tool that is widely used to test the difference

between the different categories. Chi-square will help the researcher to make

decisions about whether the observed outcome differs significantly from the

expected outcome.

Formula:

(𝑜−𝑒)2
𝑋2 = ∑
𝑒

Where:
𝑋 2 = Chi-square value

Ʃ = Sum

𝑜 = Observed frequency

𝑒 = Expected frequency
 References

Astin, A. (1999). Astin’s Theory of Involvement.

http://studentdevelopmenttheory.weebly.com/astin.html

Braskamp, L., Trautvetter, L.C. and Ward, K. (2008) ‘Putting Students First:

Promoting Lives of Purpose and Meaning’, About Campus, 13(1), pp. 26-32.

Brown, R. (n.d.). Extracurricular activity: How does participation encourage

positive youth development?(Fact Sheet 99-32). Retrieved March 15 2019

from:www.unce.unr.edu/publications/files/cy/other/fs9932.pd

Calmorin, L. P., Calmorin, M. A., & Calmorin, L. P. (2007). Research

methods and thesis writing. Manila: Rex Book Store.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed

methods approaches. Thousand Oaks, California: SAGE Publications.

Fredricks and Eccles. (2006). Is extracurricular participation associated with

beneficial outcomes? Concurrent and longitudinal relations. Developmental

Psychology,42(4),698-713

Grootenboer, P. (2010) ‘Affective development in university education’, Higher

Education Research & Development,

Sonnabend, D. (2012). Co-curricular participation and student achievement.

District Spring Newsletter online version. Retrieved from

http://www.chilton.k12.wi.us/district-articles/103-district-

springnewsletter/830-extra-curricular-programming-at-chilton-high-school.

Stewart, E. B. (2008). School structural characteristics, student effort, peer

associations, and parental involvement: The influence of school- and

individual-level Factors on academic achievement. Education and Urban

Society, http://eus.sagepub.com.

Zehner, A. (2011). Co-curricular activities & student learning outcomes. Purdue

University. West Lafayette, IN.