APPROVAL SHEET

This thesisof Api, Louise Germaine C., Arroyo, Christine Paula B., and
Estella, Robert Lawrence M. entitled ” THE IMPACT OF CO - CURRICULAR
ACTIVITIES TO THE ACADEMIC PERFORMANCE OF THE JUNIOR AND SENIOR
HIGH SCHOOL STUDENTS OF COLEGIO DE NAIC”, prepared and submitted in
partial fulfilment of the requirements in RESEARCH I, has been examined and
recommended for corresponding acceptance and approval.

MS. RAESHEL MAMITA MS. APRIL-LYN DURAN

Adviser Research Adviser

Approved and accepted by the committee on research oral or written presentation with
the grade of ______________.

MS. ALMIRA ANCAYA MS. XYRUS ABELLA

Panel Panel

SIR ARNEL MARTINEZ

Panel

1
ACKNOWLEDGEMENT

The researchers would like to extend their deepest gratitude and sincere

appreciation in these people who greatly helped in making this research possible:

Ms.BituinJanabajal, research teacher and principal, for granting the approval to

conduct this study and for giving them support and fruitful knowledge throughout the

study proper.

Ms. April-Lyn Duran,research teacher, for giving support, guidance and

encouragement for the betterment of this study.

The RESPONDENTS, who lend their time to us for conducting surveys. Without

them, this research could not have been finished and become reliable.

Special acknowledgement is sincerely given to the researchers beloved

FAMILIES, for giving them financial and moral support, and motivations that pushed the

researchers to reach the peak of the study.

The researchers’ friends and classmates, for their overflowing moral support and

meaningful advices which contributed to the study’s success.

And above all, to our ALMIGHTY GOD, for giving them strength, knowledge, and

hope all throughout the study.

To God Be All the Glory!

The Researchers

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ABSTRACT

Louise Germaine Api, Christine Paula Arroyo, and Robert Lawrence Estella.

Senior High School Division, Colegio de Naic, Cavite, 2019“THE IMPACT OF CO-

CURRICULAR ACTIVITIES TO THE ACADEMIC PERFORMANCE OF THE JUNIOR

AND SENIOR HIGH SCHOOL STUDENTS OF COLEGIO DE NAIC”.

This study entitled“THE IMPACT OF CO-CURRICULAR ACTIVITIES TO THE

ACADEMICPERFORMANCE OF THE JUNIOR AND SENIOR HIGH SCHOOL

STUDENTS OF COLEGIO DE NAIC”generally aims to find out the effect of the Co-

curricular activities to the grades of the students.

The researchers used convenient random technique where they chose the first

available primary source to gather data. There are seventy five (75) specifically chosen

high school students of Colegio de Naicas respondents because they were the most

convenient and most available respondents at the time of the study.

This study used in this research is descriptive - qualiitative methods. It is

descriptive because it involved the use of survey questionnaires. They are used to

assess people’s thoughts, opinions and feelings. They can also be specific and limited

in scope.

The data gathered was statistically treated and analysed. Weighted mean,

percentage above the mean and Chi Square (X2) wereused as statistiscal treatments.

The study showed that participating inco-curricular activities have impacts, both

positive and negative. And also, the students’ participation in the co-curricular activities

and their academic performance have a significant difference .

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4
Contents
APPROVAL SHEET....................................................................................................................................1
ACKNOWLEDGEMENT.............................................................................................................................2
ABSTRACT................................................................................................................................................3
CHAPTER 1...............................................................................................................................................6
Background of the Study.........................................................................................................................6
Statement of the Problem.......................................................................................................................7
Hypotheses..............................................................................................................................................8
Significance of the Study.........................................................................................................................8
Scope and Limitation...............................................................................................................................9
Definition of Terms..................................................................................................................................9
CHAPTER 2.................................................................................................................................................10
Co-Curricular Activities..........................................................................................................................10
Importance of Co-Curricular Activities...................................................................................................10
Difference between Co-Curricular and Extracurricular Activities..........................................................11
Positive Impacts of Co-curricular Activities............................................................................................11
Negative Impacts of Co-curricular Activities..........................................................................................12
Relationship between Co-curricular activities and Academic performance..........................................12
CHAPTER 3.................................................................................................................................................14
METHODOLOGY........................................................................................................................................14
Research Method..................................................................................................................................14
Subject...................................................................................................................................................14
Instruments...........................................................................................................................................15
Data Gathering Procedure.....................................................................................................................15
Statistical Treatment of Data.................................................................................................................16
CHAPTER IV...............................................................................................................................................18
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA.................................................................18
CHAPTER 5.................................................................................................................................................37
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS....................................................37
BIBLIOGRAPHY..........................................................................................................................................41
CURRICULUM VITAE..................................................................................................................................42

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 CHAPTER 1

INTRODUCTION

Background of the Study

The function of education is to bring change in child’s behaviour and personality

in a more desirable form. These are also recognized as a source of enrichment and vitalization

of the schools curriculum, mainly through the cultivation of hobbies, interests, etc. these

activities are no longer looked upon as extras but as an integral part of the school program.

The distinction between curricular and extra curricular is gradually disappearing in

modern educational practice and the coordination and integration of all the experiences of

the pupils’ intellectual, social, moral, emotional and physical abilities has become the object

of the persistent efforts of the school. Co-curricular activities, as the name implies, are

those, not directly related with the prescribed curriculum and include; sports, athletics,

scouting, cubing, various hobbies, excursions literary societies, dramatics, debates etc. to

bring social and physical adjustments in the child. The basic idea behind such activities in

educational institutions is the building up of the student character and personality as well as

training of their mind that may help / facilitate academic achievements of the child.

6
Statement of the Problem

This study entitled “The Impact of Co-curricular Activities to the Academic

Performance of the Junior and Senior High School Students of Colegio de Naic”

generally aims to find out the effect of the Co-curricular activities to the grades of the

students.

This also specifically answers the following questions:

1. What are some of the co-curricular activities launched by the school?

2. What are the importance of co-curricular activities in school?

3. What is the degree of participation of the junior and senior high school students

given co-curricular activities?

4. What are the impact of co-curricular activities on academic performance of junior

and senior high school students?

5. Is there significant difference in the students’ participation on co-curricular

activities and their academic performance?

Hypotheses

To answer these problems of the study, the following hypotheses were tested:

7
H0: There is no significant difference in the students’ participation in the co-curricular

activities and their academic performance.

H1: There is a significant difference in the students’ participation in the co-curricular

activities and their academic performance.

Significance of the Study

Colegio de Naic, just like any other schools have co-curricular activities made

for students to further enhance their skills.

Students. This study will benefit the students because the result will determine if

the impacts have a positive or negative effect to their academic performance.

Teachers. This will benefit the teachers because they would be able to know the

ability of their students and how well they deserve the grade

The school and the community. The study will benefit the school and the

community because it could encourage the other students to participate in extra-

curricular activities producing a more productive community.

Scope and Limitation

This research focused on the views of the Junior and Senior Highschool students

of Colegio de Naic about the impact of the Co-curricular activities to their grades. The

questionnaire respondents on this study include every high school student, Junior and

Senior High school, in Colegio de Naic, S.Y 2019-2020.

8
Definition of Terms

Academic performance -  is the measurement of student achievement across various

academic subjects

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. 

Curriculum - the subjects comprising a course of study in a school or college.

Literature - written works, especially those considered of superior or lasting artistic

merit.

Organization - an organized body of people with a particular purpose, especially a

business, society, association, etc

Sports - an activity involving physical exertion and skill in which an individual or team

competes against another or others for entertainment.

CHAPTER 2

REVIEW OF RELATED LITERATURE

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Co-Curricular Activities

According to Cadwallader, et al., (2002) Extracurricular activities are defined as

the activities in which the students participate after the regular school day has. Among

those activities considered to be high school extracurricular activities include high

school athletics, school clubs, marching band, chorus, orchestra, and student

leadership organizations. For the purpose of this study, the researcher will make a

distinction between extracurricular activities and co-curricular activities.

Frame, (2007) stated that Co-curricular activities are activities that occur during

the normal class time such as high school band, chorus, and orchestra where students

spend countless hours outside of the normal structure of the school day for practice and

performances. This involvement includes participation in sports and other school

sponsored activities. It has been noted that students who are consistently exposed to

music perform better academically in school 17 than students who do not engage in

music training or performance.

Importance of Co-Curricular Activities

Khan (2019) stated that co-curricular activities help students learn effectively.

Students also get to learn about cultural events including national and traditional events

from different faiths. He also stated that co-curricular activities help students sharpen

their communication skills, expression skills, public speaking, participation and sense of

belongingness through different activities like debates, recitation. Art and craft, creative

art competitions, classroom activities like reading, group discussions etc. Furthermore,

Co-curricular activities require students to stay active at school by participation since,

students have no option to skip these activities as it’s a part of their curriculum, students

10
have to be part of co-curricular activities like athletics, gymnastics, yoga, indoor games,

and meditation etc. These activities are beneficial for students’ physical fitness as well

as mental health and relieve academic stress.

Difference between Co-Curricular and Extracurricular Activities

According to Mishna (2018) Co-curricular activities refer to those activities which

complement learning experience of the students in the schools. These activities are

connected with academic and are organised or designed to help the students have a

better understanding of his course.

Extra curricular activities are the activities which are ro maintain their physical balance.

Extra-curricular activities are ones that happen outside of school, however necessary

they may be. Co-curricular activities are ones that go hand in hand with the curriculum,

the classes you are taking.

Mishra (2018) described Co-curricular activities as school-based activities that

helps to better understand a student’s course while extra-curricular activities are ones

that occur outside the school.

Positive Impacts of Co-curricular Activities

Co-Curricular Activities: Definition, Advantages & Disadvantages (n.d.) states

that Co-curricular activities can provide students a lot of interesting and important

experiences outside the traditional classroom. It is also mentioned that there are

advantages in the involvement with co-curricular activities like allowing students to

explore strengths and talents outside of academics, Helping students develop stronger

time-management and organizational skills, Teaching the importance of following

11
through on commitments, Giving students the opportunity to build friendships and

participate in group activities outside of the tight circle of the regular classroom, Helping

to build confidence and self-esteem, Providing a way to keep students supervised

outside of school hours, Channeling their energies in positive directions rather than

toward drug abuse or crime, Building skills that are not necessarily taught in classroom

but are still important for the future and Looking good on a school transcript or college

application.

Negative Impacts of Co-curricular Activities

An article (2014) stated that co-curricular activities bring negative impacts to

students. It is said that co-curricular activities can cause frustration to the students if

they overworked with scools, friends and co-curriculars. Co-curricular Activities can also

be stressful for some students when they need to study or complete a requirement in

time. It is also explained that co-curricular activities give students less time for their

other hobbies and can be a burden for poor families as the co-curricular activities

consume a lot of time and some require parents to provide equipment and uniforms.

Relationship between Co-curricular activities and Academic performance

Total extracurricular activity participation (TEAP) is associated with high CGPA’s.

It increases the attendance and reduces the absentees from the class (Broh, 2002).

Researchers have found positive associations between participation in co-curricular

activities and academic performance of the students (Guest & Schneider, 2003). Most

of the co-curricular activities have found to be good in constructing and enhancing

academic performance of the students although they do not have direct relationship with

their academic subjects (Marsh & Kleitman, 2002). The research explored this fact that

12
the students who participate in co-curricular activities also perform well in their

academics as compared to those students who do not participate in such activities

(Marsh & Kleitman, 2002). Darling et al. (2005) also conducted the study to find out the

association between the involvement in co-curricular activities and the enhancement in

the performance of the students in their academics. For this purpose they conducted a

survey and the list of co-curricular activities was distributed among the students.

CHAPTER 3

METHODOLOGY

This chapter describes the research methodology that was used in the research

such as method, design, population frame and sampling scheme, description of the

13
participants, and the data gathering procedure.

Research Method

Descriptive method was used in this study. It is a qualitative research study that

involved the use of survey questionnaires. They were used to assess people’s thoughts,

opinions and feelings. They can also be specific and limited in scope.

Locale and Sample

This research study used convenient sampling technique, a type of non-

probability sampling scheme. With this, the researchers chose the first available primary

data source, seventy seven (75) high school students of Colegio de Naic for school year

2019-2020, They were specifically chosen, because they were the most convenient

and most available respondents at the time of the study.

Subject

The researchers conducted a survey on the effect of co-curricular activities to

the academic performance of students, with the Junior and Senior High school students

of Colegio de Naic as respondents. There are 55 students in Junior High school and 20

in Senior High school, 75 in total.

Instruments

The tool used for data collection of the present study was a two-part scalar

questionnaire developed by the researchers themselves. The present study aimed

at finding the impact of co-curricular activities on the academic achievement of

14
students; therefore selection of the tool was of great significance for the researcher. The

researchers reached many sources and sites and prepared the tool. This tool was found

to be appropriate and statistically acceptable for studying the relationship

between academic achievement and co-curricular activities of students. In a

research different instruments/tools are used to test the hypothesis. In present

study for data collection the researcher used the checklist. In this tool, on the first part,

background information of students were asked, followed by a table, where they

have to fill their average grades obtained in their 1 st and 2nd quarter examination. On the

second part of the questionnaire, 7 co-curricular activities were listed. Students have

to mark right if they have ever participated in their previous classes then they will have

to scale their degree of participation, followed by the degree of importance, then their

degree of agreement in the given statements. The tool is given in the appendix.

Data Gathering Procedure

The procedures involved in gathering of data are the following: First, the

permission was sought from the class advisers of Junior and Senior High school

students of Colegio de Naic. Informed consent was used as well, to provide participants

the necessary information regarding the research. Upon distributing the questionnaires

to the target participants, briefing on the purpose of the research was guaranteed as

well. The researchers sent out 75 copies of the survey questionnaire, 55 for the Junior

High school and 20 for the Senior High School students.

Statistical Treatment of Data

Data was statistically treated and analyzed using the following statistics:

15
1.) Chi Square (X2) - a test that measures how expectations compare to actual

observed data (or model results). The data used in calculating a chi-square statistic

must be random, raw, mutually exclusive, drawn from independent variables, and drawn

from a large enough sample.

Where:

X2 = Chi-squared

O = Observed Frequency

E = Expected frequency

2.) Percentage – is used to describe a relationship of a part to a whole. This formula

will be used for the description of the respondents’ profile.

Percentage (%) = (F/N) * 100

Where:

F = Frequency

N = Total number of respondents

16
 3. Weighted Mean – is relatively easy to find. But in some cases the weights

might not add up to 1. In those cases, you’ll need to use the weighted mean formula.

The only difference between the formula and the steps above is that you divide by the

sum of all the weights.

Weighted mean = Σwx/Σw

Σ = the sum of (in other words…add them up!).

w = the weights.

x = the value

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the

collected data with regards to the Impacts of the Co-Curricular Activities to the

Academic Performance of the Junior and Senior Highschool Students of Colegio de

Naic.

17
Figure 4.1 Participation in the Co-Curricular Activities In Your School.

Figure 4.1 shows that 94.7% or 71 students participated in the co-curricular

activities and 5.3% or 4 students did not participate in the co-curricular activities

launched by the school.

Figure 4.2 Co-Curricular Activities the students participated in

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 Figure 4.2 shows that 90.67% or 68 students participated in Sports Fest, 57.33%

or 43 students participated in MTAP, students who participated in Math and Spelling

quiz bee have the same total of 37.33% or 28 students and students who participated in

Science quiz bee and Elocution Contest have the same total of 33.33% or 25 students.

Figure 4.3-1 The students’ Degree of Participation in the Elocution Contest

Frequency Percentage
Yes 21 28%
No, but considered 25 33.3%
No, and not considered 24 32%
No response 5 6.7%

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 Total 75 100%

Figure 4.3-1 shows the response with regards to the students’ degree of

participation in the elocution contest. It shows that 21 students (28%) participated in the

Elocution Contest; 25 students (33.3%) didn’t but considered; 24 students (32%) did not

consider joining; and 5 students (6.7%) did not respond.

Figure 4.3-2 The students’ Degree of Participation in the Spelling Quiz bee

Frequenc Percentage
y
Yes 26 34.7%
No, but considered 23 30.7%
No, and not considered 20 26.7%
No response 6 8%
Total 75 100%

Figure 4.3-2 shows the response with regards to the students’ degree of

participation in the spelling quiz bee. It shows that 26 students (34.7%) participated in

20
the Spelling Quiz Bee; 23 students (30.7%) didn’t but considered; 20 students (26.7%)

did not consider joining; and 6 students (8%) did not respond.

Figure 4.3-3 The students’ Degree of Participation in the Math Quiz bee

Frequenc Percentage
y
Yes 27 36%
No, but considered 24 32%
No, and not considered 18 24%
No response 6 8%
Total 75 100%

Figure 4.3-3 shows the response with regards to the students’ degree of

participation in the math quiz bee. It shows that 27 students (36%) participated in the

Math Quiz Bee; 24 students (32%) didn’t but considered; 18 students (24%) did not

consider joining; and 6 students (8%) did not respond.

21
Figure 4.3-4 The students’ Degree of Participation in the Science Quiz bee

Frequency Percentage
Yes 27 36%
No, but considered 24 32%
No, and not considered 19 25.3%
No response 5 6.7%
Total 75 100%

Figure 4.3-4 shows the response with regards to the students’ degree of

participation in the spelling quiz bee. It shows that 27 students (36%) participated in the

Spelling Quiz Bee; 24 students (32%) didn’t but considered; 19 students (25.3%) did not

consider joining; and 5 students (6.7%) did not respond.

22
Figure 4.3-5 The students’ Degree of Participation in Sports Fest

Frequency Percentage
Yes 66 88%
No, but considered 6 8%
No, and not considered 2 2.7%
No response 1 1.3%
Total 75 100%

Figure 4.3-5 shows the response with regards to the students’ degree of

participation in Sports Fest. It shows that 66 students (88%) participated in the Sports

Fest; 6 students (8%) didn’t but considered; 2 students (2.7%) did not consider joining;

and 1 students (1.3%) did not respond.

Figure 4.3-6 The students’ Degree of Participation in MTAP

Frequency Percentage
Yes 34 45.3%
No, but considered 19 25.3%
No, and not considered 15 20%

23
 No response 7 9.3%
Total 75 100%

Figure 4.3-6 shows the response with regards to the students’ degree of

participation in MTAP. It shows that 34 students (45.3%) participated in MTAP; 19

students (25.3%) didn’t but considered; 15 students (20%) did not consider joining; and

7 students (9.3%) did not respond.

Figure 4.3-7 The students’ Degree of Participation in Campus Journalism

Frequency Percentage
Yes 30 40%
No, but considered 23 30.7%
No, and not considered 15 20%
No response 7 9.3%
Total 75 100%

Figure 4.3-7 shows the response with regards to the students’ degree of

participation in Campus Journalism. It shows that 30 students (40%) participated in the

24
Campus Journalism; 23 students (30.7%) didn’t but considered; 15 students (20%) did

not consider joining; and 7 students (9.3%) did not respond.

Figure 4.4 The Importance of the co-curricular activities

Weighted Interpretation

Mean
a. Ensures that the students’ get to learn 4.52 Very Important

effectively.
b. Sharpen students’ communication skills. 4.29 Important

c. Sharpen students’ expression skills. 4.16 Important

d. Sharpen students’ sense of 4.11 Important

belongingness.
e. Sharpen students’ public speaking. 4.20 Important

f. Sharpen students’ participation. 4.35 Important

g. Relieve academic stress. 3.81 Important

h. Improve students’ learning experience 4.41 Important

and attendance.
i. Develop leadership skills. 4.43 Important

j. Develop motivational skills. 4.44 Important

Grand Mean 4.27 Important

Scale:

25
5 – Very Important

4 – Important

3 – Moderately Important

2 – Slightly Important

1 – Not Important

Figure 4.4 shows the perception of the students in importance of the co-curricular

activities. The computed mean in ensuring that the students get to learn effectively was

4.52, in sharpening students’ communication skills the weighted mean was 4.29, in

sharpening students’ expression skills it was 4.16, in sharpening students’ sense of

belongingness it was 4.11, in sharpening students’ public speaking it was 4.20, in

sharpening students’ participation it was 4.35, in relieving academic stress it was 3.81,

in improving students’ learning experience and attendance it was 4.41, in developing

leadership skills it was 4.43 and in developing motivational skills the weighted mean

was 4.44. The computed grand mean was 4.27 which means the students find these

guidelines “Important”.

26
Figure 4.5-1 Positive Effects of Co-Curricular Activities

Weighted Mean Interpretation

a. Allow students to explore strengths and weaknesses outside academics. 4.36 Agree

b. Help students develop strong time management and organizational skills. 4.33 Agree
c. Teach the importance of following through commitments. 4.20 Agree

d. Give students the opportunity to build friendships and participate in group 4.19 Agree

activities outside of the tight circle of the regular classroom.

e. Help build confidence and self-esteem. 4.13 Agree

f. Provide a way to keep students supervised outside of school hours. 4.03 Agree

g. Channel their energies in positive directions rather than toward drug abuse or 4.08 Agree

crime.
h. Build skills that are not necessarily taught in the classroom but are still 4.16 Agree

important for the future.

i. Look good on a school transcript or college application. 3.97 Agree

Grand Mean 4.16 Agree

Scale:

5 – Strongly Agree

4 – Agree

3 – Undecided

2 – Disagree

1 – Strongly Disagree

Figure 4.5-1 shows the positive effects of the co-curricular activities. The

weighted mean in allowing students to explore strengths and weaknesses outside

27
academics was 4.36, in helping students develop strong time management and

organizational skills it was 4.33, in teaching the importance of following through

commitments it was 4.20, in giving students the opportunity to build friendships and

participate in group activities outside of the tight circle of the regular classroom it was

4.19, in helping build confidence and self-esteem it was 4.13, in providing a way to keep

students supervised outside of school hours it was 4.03, in channelling their energies in

positive directions rather than toward drug abuse or crime it was 4.08, in building skills

that are not necessarily taught in the classroom but are still important for the future it

was 4.16, and in looking good on a school transcript or college application the weighted

mean was 3.97. The computed grand mean was 4.16 which means that the students

“Agree” to the positive effects of the co-curricular activities.

28
Figure 4.5-2 Negative Effects of Co-Curricular Activities

Weighted Interpretation

Mean
a. Can cause frustration. 3.53 Agree
b. Can be stressful. 3.75 Agree
c. Can be a burden for poor families. 3.47 Undecided
d. Time-consuming. 3.49 Undecided
e. Students could become consumed by an activity. 3.51 Agree
f. Might be the wrong activity. 3.25 Undecided
g. Less unstructured play time. 3.23 Undecided
h. Academic is more important. 3.75 Agree
Grand Mean 3.50 Agree
Scale:

5 – Strongly Agree

4 – Agree

3 – Undecided

2 – Disagree

1 – Strongly Disagree

Figure 4.5-2 shows the negative effects of the co-curricular activities. The

weighted mean in co-curricular activities causing frustration was 3.53, in co-curricular

activities causing stress it was 3.75, in co-curricular activities being a burden to poor

families it was 3.47, in co-curricular activities being time-consuming it was 3.49, in

Students could becoming consumed by an activity it was 3.51, in being in the wrong

activity it was 3.25, in having less unstructured play time it was 3.23, and in academics

being more important the weighted mean was 3.75. The computed grand mean was

3.50 which means that the students “Agree” on the negative effects of the co-curricular

activities.

29
Table 4.6 The Comparison of Average Grade in Different Grade/ Level

Grade/ Level Average Grade Interpretation

Medium
Grade 7 84
Performance
Medium
Grade 8 87
Performance
Grade 9 86 Medium

30
 Performance
Medium
Grade 10 86
Performance
Medium
Grade 11 87
Performance
Medium
Grade 12 84
Performance
Medium
Grand Mean 86
Performance
Scale:

70-79 – Low performance

80-89 – Medium performance
90-100 – High Performance

Table 4.6 shows the comparison of the average grade in different grade/ levels.

Grade 8 and Grade 11 have the highest average of 87, medium performance .It is

followed by Grade 9 and 10, both with average grade of 86, medium performance and

Grade 7 and Grade 12 with average grade of 84, medium performance.The grand mean

of junior and senior high school students in Colegio de Naic is 86 which means they

have medium performance.

Table 4.7 Participation in the Co-curricular Activities and the Academic

Performance of the Junior and Senior High School Students in Colegio de

Naic

Academic Performance
Participation Total
High Medium Low
Participated 24 42 5 71
Did not 0 1 3 4

31
 Participate
Total 24 43 8 75

Table 4.7 shows the participation of the students in the co-curricular activities

and their academic performance. Of the 75 Junior and Senior Highschool Students: 71

have participated in the school’s co-curricular activities, and from that 24 have high

academic performance, 42 have medium academic performance and 5 have low

academic performance. 4 have not participated and from those, 1 has medium

performance and 3 have low performance.

32
Table 4.8 Chi-square computation of the students’ participation in the co-

curricular activities and their academic performance.

Chi-Square Tabular Value (TV) Status Result

(X2)
18.35* 9.21* TV <X2 Accept H1
**df.05 (4) =9.49

Table 4.6 shows the Chi-square computation of the students’ participation

and their academic performance. The chi-square (X 2) value obtained is 18.35

which is significant at 0.01 level of probability. To be significant, the tabular value

with 2 degrees of freedom is 9.21 (df.01 (2) =9.21). This means that there is a

significant difference in the students’ participation in the co-curricular activities

and their academic

33
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and

recommendation on the results of the study.

Summary of Findings

The results of this study shows the following findings:

a. 94.7% or 71 students participated in the co-curricular activities and

5.3% or 4 students did not.

b. 90.67% or 68 students participated in Sports Fest, 57.33% or 43

students participated in MTAP, students who participated in Math

and Spelling quiz bee have the same total of 37.33% or 28 students

and students who participated in Science quiz bee and Elocution

Contest have the same total of 33.33% or 25 students.

c. 28% or 21 students participated in the Elocution Contest; 33.3% or

25 students didn’t but considered; 32% or 24 students did not

consider joining; and 6.7% or 5 students did not respond.

d. 34.7% or 26 students participated in the Spelling Quiz Bee; 30.7%

or 23 students didn’t but considered; 26.7% or 20 students did not

consider joining; and 8% or 6 students did not respond.

34
e. 36% or 27 students participated in the Math Quiz Bee; 32% or 24

students didn’t but considered; 24% or 18 students did not consider

joining at all; and 8% or 6 students did not respond.

f. 36% or 27 students participated in the Spelling Quiz Bee; 32% or

24 students didn’t but considered; 25.3% or 19 students did not

consider joining; and 6.7% or 5 students did not respond

g. 88% or 66 students participated in the Sports Fest; 8% or 6

students didn’t but considered; 2.7% or 2 students did not consider

joining; and 1.3% or 1 student did not respond.

h. 45.3% or 34 students participated in MTAP; 25.3% or 19 students

didn’t but considered; 20% or 15 students did not consider joining;

and 9.3% or 7 students did not respond.

i. 40% or 30 students participated in the Campus Journalism; 30.7%

or 23 students didn’t but considered; 20% or 15 students did not

consider joining; and 9.3% or 7 students did not respond.

j. In terms of the importance of the co-curricular activities, the

computed grand mean was 4.27 which means that it is important

for the students.

k. In the positive effects of co-curricular activities, the computed grand

mean was 4.16 which mean that they were agreeable and the

students agree. In the negative effects, the computed grand mean

was 3.50 which mean they were also agreeable and the students

agree.

35
 l. Grade 8 and Grade 11 have the highest average of 87, medium

performance .It is followed by Grade 9 and 10, both with average

grade of 86, medium performance and Grade 7 and Grade 12 with

average grade of 84, medium performance.The grand mean of

junior and senior high school students in Colegio de Naic is 86

which means they have medium performance

m. Of the 75 Junior and Senior Highschool Students: 71 have

participated in the school’s co-curricular activities, and from that 24

have high academic performance, 42 have medium academic

performance and 5 have low academic performance. 4 have not

participated and from those, 1 has medium performance and 3

have low performance.

n. There is a significant difference in the students’ participation in the

co-curricular activities and their academic performance.

Conclusion

Therefore, it can be concluded that joining and participating in co-

curricular activities have impacts, both positive and negative. And also, the

students’ participation in the co-curricular activities and their academic

performance have a significant difference.

Recommendations

Based on the findings of this research the following recommendations are

36
1. To study the impact of the co-curricular activities launched by the

school

2. To conduct a parallel study about the impacts of co-curricular activities

to the academic performance using different respondents in different

locality.

37
 BIBLIOGRAPHY

Cadwallader, T., Garza, N., and Wagner, M. (2002). Participation In

Extracurricular Activities. Retrieved from

www.nlts2.org/reports/2003_04-2/nlts2_report_ 2003_04-2_ch4.pdf

Khan, A. (2019). Role and Importance of Co-Curricular Activities at School.

Retrieved from https://www.jagranjosh.com/articles/role-and-importance-

of-cocurricular-activities-at-school-1507643588-1

Mishra, K. (2018). [Differences between Co-Curricular Activities and

Extracurricular Activities]. Retrieved from https://www.quora.com/What-is-

the-difference-between-co-curricular-activities-and-extracurricular-

activities

Co-Curricular Activities: Definition, Advantages & Disadvantages (n.d.).

Retrieved from https://study.com/academy/lesson/co-curricular-activities-

definition-advantages-disadvantages.html?fbclid=IwAR3-

eCBlzbtO5R8y8v5KIbKzGPjKhiOj_kLR2z2AL4YNGcuB7sKdvUFadF4

Disadvantages of Co-Curricular Activities (2014). Retrieved from

https://www.scribd.com/doc/211140413/Disadvantages-of-Co-curricular-

Activities

38
 CURRICULUM VITAE
1. Personal Data

1.1 Name: Louise Germaine Api

1.2 Birthdate: March 11, 2003

1.3 Birthplace: Quezon City

1.4 Civil Status: Single

2. Education Qualifications

2.1 Year Completed: 2018-2019

2.2 Level: Grade 10

2.3 School: Colegio de Naic

3. Research Conducted

3.1 The Effectiveness of the Anti-bullying Campaign as Perceived by the

Selected Junior and Senior High School Students of Colegio de Naic

3.2 Utilization of Eggplant as Ketchup: Taste, Odor, Appearance, Color,

and General Acceptance.

39
1. Personal Data

1.1 Name: Christine Paula Arroyo

1.2 Birthdate: February 20, 2003

1.3 Birthplace: Naic, Cavite

1.4 Civil Status: Single

2. Education Qualifications

2.1 Year Completed: 2018-2019

2.2 Level: Grade 10

2.3 School: Naic Coastal National High School

3. Research Conducted

40
1.

41
2. Personal Data

2.1 Name: Robert Lawrence Estella

2.2 Birthdate: March 15, 2003

2.3 Birthplace: Naic, Cavite

2.4 Civil Status: Single

3. Education Qualifications

3.1 Year Completed: 2018 2019

3.2 Level: Grade 10

3.3 School: Pueblo del Mar National Highschool

4. Research Conducted

42