EVELAND CHRISTIAN COLLEGE

SAN MATEO, ISABELA

S.Y 2023-2024

RESEARCH PROPOSAL FORM

A. BASIC INFORMATION
TITLE OF THE PROJECT EVALUATING THE IMPACT OF
EXTRACURRICULAR ACTIVITIES ON
THE ACADEMIC PERFORMANCE OF
STEM 11 STUDENTS IN EVELAND
CHRISTIAN COLLEGE
PROPONENTS
1. Name of Lead Researcher/Project Ghilliane M. Mariñas
Leader:
Year level, Strand and Section: 12 HUMSS Thriftiness
Contact Number: 09605822737
E-mail Address: gianmarinas0@gmail.com
2. Name of Co-Researcher: Jullien D. Cabael

Year level, Strand and Section: 12 HUMSS Thriftiness

Contact Number: 09758157473

E-mail Address: julliencabael17@gmail.com

3. Name of Co-Researcher: Reign Ysabelle C. Ramirez
Year level, Strand and Section: 12 HUMSS Thriftiness

Contact Number: 09365379740

E-mail Address: reignyramirez@gmail.com
4. Name of Co-Researcher: Rainier C. Causo
Year level, Strand and Section: 12 HUMSS Thriftiness
Contact Number: 09352262505
E-mail Address: rainiercalosa10@gmail.com
5. Name of Co-Researcher: Christian V. Fragata
Year level, Strand and Section: 12 HUMSS Thriftiness
Contact Number: 09707032793
E-mail Address: fragatachristianf13@gmail.com
6. Name of Co-Researcher: Jomarc P. Lua
Year level, Strand and Section: 12 HUMSS Thriftiness
Contact Number: 09668772828
E-mail Address: marcplua003@gmail.com
7. Name of Co-Researcher: Malic A. Sarande
Year level, Strand and Section: 12 HUMSS Thriftiness
Contact Number: 09301189507
E-mail Address: sarande051021@gmail.com
8. Name of Co-Researcher: John Michael N. Toralba
Year level, Strand and Section: 12 HUMSS Thriftiness
Contact Number: 09263556974
E-mail Address: johnmichaeltoralba0@gmail.com

(Expand as needed for more

researchers)
NATURE OF RESEARCH: (Please Check)

Applied Basic Developmental

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B. TECHNICAL DESCRIPTION OF THE PROJECT

INTRODUCTION (What is the research all about? What is the situation of the
problem you want to study? Review recent related literature, 10 years back)

In this day and age of growing academic expectations and rivalry, the
relationship between extracurricular activities and student academic
accomplishment has gained significant attention in the current academic climate.
Extracurricular activities are non-academic efforts in which students participate
willingly outside of their usual academic curriculum, such as sports, clubs, arts, and
community service. While these activities are frequently thought to provide many
benefits such as personal growth, skill development, and social connection, their
potential impact on academic performance remains a topic of considerable
investigation.

Several studies have found that the impact of extracurricular activities on

academic performance is complex and multifaceted. While they can have both
positive and negative effects, it ultimately depends on the individual student, the
nature of the activities, and how well they manage their time and commitments.
Relatively, according to Eccles (2003), in the United States, children and
adolescents spend more than half of their waking hours engaged in leisure
activities. Along with an interest in how kids use their leisure time, academics are
curious about why there is such a high level of apathy, underachievement,
disengagement, and an increase in the amount of time teens spend unsupervised
by adults. Over-participation in activities has been connected to social and
academic success, but it may be excessively stressful for young adults because it
consumes too much of their free time. Both sides of the activity participation debate
have advantages and disadvantages.

On the other hand, there are various opinions of what constitutes an extra-
curricular activity. Pro-social activities such as dances, team sports, and performing
arts are examples of activities outside of the school day, whereas intramurals and
academic groups are examples of in-school involvement activities. Different levels
of activity involvement and participation may have a positive impact on people who
participate's future success. According to research, both the type of extracurricular
programs and the level of engagement can have an impact on an individual's
development (Eccles, 2003).

In connection to these, according to Gardner et al. (2008), positive youth

development theory and research emphasize human development transitions and
propose that building positive, supportive interactions with people and social
institutions promotes healthy development. In this light, organized activities, such
as extra-curricular activities, can stimulate healthy growth because of the support
and possibilities available, as opposed to less favorable after-school options for
teens. Students who participate in organised activities, such as athletics, scouts, or
clubs, are more likely to respect diversity, follow the rules, and contribute as
members of a team.

Moreover half of American high school students participate in organized

activities (Gardner, Roth, and Brooks-Gunn at el., Mahoney, Harris, and Eccles,
2006). Clubs, athletic possibilities, dance line or cheer teams, Scouts, theatre or
theater, youth groups, student government, and club sports are examples of
organized activities. There is a lot of interest in how teens use their free time
outside of school, and what kinds of activities are vital for their development. There
are studies that support either being involved, being over-involved, or not being
involved at all in extracurricular activities and how engagement in activities outside
of the school day might effect what teens become in the future.

In the study of Mahoney et al. (2006), it was found out that a recent national
study revealed that more than 80% of children and youth participated in
extracurricular situations. In addition to this Eccles and Gootman (2002) and
Holland and Andres (1987), says that there is a growing recognition that
participation in structured activity contexts provides excellent chances for growth
and beneficial youth development. Participating in extracurricular activities is
beneficial. Adolescence is a time when youth explore their evolving interests and
identities, as well as meet new acquaintances.

However, early studies found a conflicting relationship between extracurricular

activity engagement and academic achievement as measured by grade point
average (Holland & Andre, 1987). Extracurricular activities, according to Jacobs,
Vernon, and Eccles (2004), are thought to influence academic self-concept.
Stakeholders are worried about educational achievement in public schools. Many
school improvements have been based on concerns about students' academic
achievement.

According to Eccles (2003), children and adolescents in the United States

spend more than half of their waking hours in leisure activities. Along with interest
in how leisure time is being spent, researchers are wondering why there are high
levels of disinterest, underachievement, disengagement, and increased amount of
time teens spend unsupervised by adults. Participation in activities has been linked
to social and academic success, yet over-participation may be too stressful for
young adults as it may consume too much of their free time. There are pros and
cons to both sides of the activity participation discussion.

Considering the above evidences, the researchers believe that it is

necessary to conduct a study with regards to the impact of extracurricular activities
on the academic performance of STEM 11 students in Eveland Christian College. It
is then the purpose of the study to determine whether there is a statistically
significant relationship between students' participation in extracurricular activities
and their academic achievement. Furthermore, it seeks factual data to support or
refute the widely held belief that participation in extracurricular activities
affects students' academic progress positively or negatively. In addition to this, the
subject matter that we want to investigate revolves in the ongoing debate about the
impact of extracurricular activities on students' academic results.

OBJECTIVES/RESEARCH QUESTIONS

Generally, this study aims to identify the impact of extracurricular activities on

the academic performance of the STEM 11 Students of Eveland Christian College.

Specifically, it seeks to answer the following questions:

1. What extracurricular activities participated by the Grade 11 STEM students

of ECC?

2. What are the underlying reasons why many students choose to participate
in the different extracurricular activities?

3. What is the impact of joining extracurricular activities on the academic

performance of the respondents?

METHODOLOGY

● METHOD

Descriptive quantitative research will be used to gather information

with regards to the impact of extracurricular activities on Grade 11 STEM
students academic performance.
● RESEARCH ENVIRONMENT
 This research study was conducted at Eveland Christian College, San
Mateo, Isabela during the school year 2023-2024.
● RESPONDENTS

Respondents of this study were the 60 STEM 11 students selected

from the different sections of Eveland Christian College. The sample size is
15% of the total population, 388. all the enrolled Grade 11 STEM students
during the first semester of school year 2023-2024. Random sampling
method will be used in dividing the respondents proportionately into groups
based on their year levels and to which field they are enrolled.

● DATA GATHERING PROCEDURE

Following proposal approval, the researchers will submit a request letter

to the principal's office for conducting the study. After the principal signs off the
letter, the researchers will IMPACT OF EXTRACURRICULAR ACTIVITIES ON
THE ACADEMIC PERFORMANCE OF STEM 11 STUDENTS IN EVELAND
CHRISTIAN COLLEGE distribute the questionnaires to the respondents. Following
that, the researchers will extract all of the surveys by class. The results would then
be tallied before being submitted for statistical analysis and data inquiry utilizing the
statistical treatment.
● DATA GATHERING INSTRUMENT/QUESTIONAIRE

The survey questionnaire will be the primary tool for collecting data
from respondents. The questionnaire consists of questions that the
respondents would freely and truthfully answer; it also contained items that
the respondents would fill in or check for answers that corresponded to their
responses. The first instrument uses a 4-point scale.
● STATISTICAL TOOLS OR DATA ANALYSIS (QUANTITATIVE STUDY)

Mean computation will be used in the analysis and interpretation of the

data to determine the factors affecting the impact of extracurricular activities
on the academic performance encountered by the Grade 11 STEM Students
of Eveland Christian College.

Scoring and Interpretation

The criterion that will serve as the basis for the interpretation of results
formulated as follows:
Level Range Quantitative Interpretation (QI)
4 3.50– 4.00 Very Effective
3 2.50– 3.49 Effective
2 1.50– 2.49 Slightly Effective
1 1.49 and below Ineffective
C. PLAN OF WORK

C.1 SCHEDULE OF ACTIVITIES

Description of Activity Duration in Expected Outputs
Months
Preparation of Proposal 1 month A proposal ready for
defense

Approval of the 2 months Discussion of results,

proposal/purchase of conclusions and
materials needed/prepare recommendations hard
questionnaires/ retrieval of copy
questionnaire, collate data
and analysis

Presentation of Terminal 2 weeks Hard copy of the study

reports/ finalize copy

C.2 FINANCIAL PLAN

DETAILED LINE-ITEM BUDGET

Total Amount Other Sources
Travelling Expenses

Office Supplies
1,500.00
- Enumerate Needed
Supplies

- Chemical/Nutrient/Plant
Analysis And Other
Similar Services if
applicable
Other Fees/ Supplies (Ex. Prc 1,500.00
Data, Etc)
Communication Expense

Other Professional Services

- Research Aide 1,500.00

- Statistician

- Consultant
 TOTAL COST OF THE STUDY
4,500.00
D. REFERENCES (USE APA FORMAT)
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular Activities
and Adolescent Development. Journal of Social Issues, 59(4), 865–889.

Gardner, M., Roth, J., & Brooks-Gunn, J. (2008). Adolescents’ participation in

organized activities and developmental success 2 and 8 years after high school: Do
sponsorship, duration, and intensity matter? Developmental Psychology, 44(3),
814–830.

Holland, A., & Andre, T. (1987). Participation in Extracurricular Activities in

Secondary School: What Is Known, What Needs to Be Known? Review of
Educational Research, 57(4), 437–466.

Jacobs, J. E., Vernon, M. K., & Eccles, J. S. (2004). Relations Between Social Self-
Perceptions, Time Use, and Prosocial or Problem Behaviors During Adolescence.
Journal of Adolescent Research, 19(1), 45–62.

Lock, E. (2004). Book Review: COMMUNITY PROGRAMS TO PROMOTE YOUTH

DEVELOPMENT, Jacquelynne Eccles and Jennifer A. Gootman (eds), Washington
D.C.: National Academic Press, 2002, 411 pp. Child and Adolescent Social Work
Journal, 21(5), 551–555.

Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized Activity

Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis.
Social Policy Report, 20(4), 1–32.
E. ENDORSEMENT FROM COLLEGE TO THE DEPARTMENT OF RESEARCH
AND DEVELOPMENT
This is to certify that we have reviewed the proposal as to its completeness and
potential usefulness.
Reviewed By:

_________________________________ JESSICA L. PICIO, LPT.

Name and Signature of Lead Proponent Research Coordinator/Chairperson

Date: __________________________ Date: __________________________

Recommending Approval: Recommending Approval:

RENEE ROSE A. CUNNANI, LPT. MARK NIGEL A. GAMALOG

Subject Teacher Subject Teacher

Date: __________________________ Date: _________________________

Required Attachments: Accomplished Research Profile Form