THE IMPACT OF EXTRA-CURRICULAR ACTIVITIES IN THE …apjor.com/ijrp/downloads/2103201611.pdf · Student, Philippine Normal University North Luzon Campus-Isabela, Philippines ABSTRACT

International Journal of World Research, Vol: I Issue XXV, January 2016, Print ISSN: 2347-937X

www.apjor.com Page 74

THE IMPACT OF EXTRA-CURRICULAR ACTIVITIES IN THE

PERSONAL DEVELOPMENT OF THE MEMBERS OF PERFORMING

GROUPS OF PHILIPPINE NORMAL UNIVERSITY-NORTH LUZON

DR. JANE N. CARIAGA

Faculty, Philippine Normal University

North Luzon Campus-Isabela, Philippines

JONATHAN MOLINA

Student, Philippine Normal University

North Luzon Campus-Isabela, Philippines

ABSTRACT

This study endeavors to find out the positive impact of extra-curricular activities in the personal

development of the members of performing groups Of Philippine Normal University-North Luzon, Isabela

Campus School Year 2013-2014. It aimed to find out the profile of the members of the performing groups of

Philippine Normal University-Isabela Campus in terms of the following: age, gender, civil status,

religion,socio economic status, occupation of the parents of the members, scholarship. Also the study aimed

to determine the positive impact of extra-curricular activities in the personal development of the performing

members of extracurricular activities of Philippine Normal University- Isabela Campus. Further, this study

also aimed to find out the benefits of the members that they get/ derived in joining these performing groups.

Keywords: extra-curricular activities, performing groups, PNU- danggayan cultural group, PNU

kalibnusan chorale, choir group, danggayan, PNU-Isabela- dance troupe,

Introduction

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. As being

defined extracurricular activities are those that fall outside the realm of the normal curriculum of school or



university education, performed by the students. Extracurricular activities exist at all levels of education, from

elementary, high school, college and university education. Such activities are generally voluntary,

philanthropic as opposed to scholastic, and often involve other of same age. Students often organize and direct

these activities under faculty sponsorship; although students led activities such as independent newspapers are

common. But how extracurricular activities affect the daily lives of the students? Our parents do not allow us

to quit something after we have made a commitment to a team, a club, or a group of people. We have learn to

think things out before we ask to join something. We think it is very important to be involved in

extracurricular activities, but it’s also important to make time for family and friends. Sometimes it would be

nice to watch television for an afternoon. But we think it is better to be involved than to sit around all the time

playing video games, watching television, or just hanging around on the streets. The main reason to join a club

or team is that give you something better to do than staring at the wall, or napping all afternoon. “Participation

of extracurricular activities improves both academic and social development of students” (Rombokas, 1995).

A large amount of components have a say about the reasons why extracurricular activities benefit

students academically. One of the reasons is that, students learn character building lessons that they can apply

in their studies and to their lives. Activities such as athletics, music and theater teach students how to

discipline themselves through drills, practice or rehearsal. The students have a responsibility to the activity

and must perform the tasked assigned to them whether it means to run, sing, act or organize an event. By

participating and preserve in any of these activities, the students gain a sense of self-respect, self-esteem and

self-confidence.

Extracurricular activities give them pride in their accomplishments and they learn that if an activity is

worth doing, it is worth doing well.

Through extracurricular activities, students learn life skills that help their studies. Matt Craft stated

that, being involved teaches students organization and time management skills. Because activities take time

out of the students schedules. The involved students must plan their time wisely and efficiently to complete

the assigned tasks. In addition to organizational skills, extra curricular activities in art skills and creative

problem solving skills, since they have to think creatively to successfully perform music, act in play, or

produce a work of art.

Although social aspects of a student’s life do not affect his or her grade point average, they do affect

the overall well being of the students. Education is not exclusively learned by reading the textbook for

students can learn an incredible amount from their peers through extracurricular activities. Students learn how

to compromise and work in a group. It also allow students to meet and interact with students that may not be

within their close group of friends. In addition, extracurricular activities help to enhance these social skills and

teach lessons not learned in a classroom. Laura Bestler(1999), said that extracurricular activities are effective

way to network and meet other people with whom the students can study. Reinforcing Bestler’s statement

ErenFowkes(1999) commented that extra curricular activities teach students to work in teams and work

cooperatively, skills that will help students be successful in school and attain jobs in the future.



Conceptual Framework

The framework of this study is anchored in the belief that joining extracurricular activities is

one of the tools needed in the personality development of the students.

It plays an important role not only for entertainment, and enjoyment purposes but also most importantly is to

gain and improve the skills not only physically, mentally, socially, and emotionally but also mentally.

With regards to the input, different extracurricular activities, and the various factors as well as the benefits

behind joining this kind of activities were included.

It is necessary to identify the impact of joining different activities for the development of an

individual. So that when these things were recognized, necessary measures will be undertaken to improve the

said different activities to develop more the students on how to gain different skills with regards to the various

aspects of the personality of an individual. Thus the various extracurricular activities will be improved.

Statement of the Problem

This study aims to find out the Positive Impact of Extra-Curricular Activities in the Personal

Development of the Members of Performing Groups Of Philippine Normal University-North Luzon, Isabela

Campus School Year 2013-2014.

Objectives:

1. Know the profile of the members of the performing groups of Philippine Normal University-Isabela

Campus in terms of the following:

a) Age

b) Gender

c) Civil Status

Profile of the

members of

Performing

Groups of

PNU-IC

Performing

Groups

Kalibnus

an

Choral

e

Danggay

Problems

Encountered

Benefits derived

Positive Impact

in the

Personality

Development

Figure1. Research Paradigm



d) Religion

e) Socio Economic Status

f) Parents Occupation

g) Scholarship

2. Determine the positive impact of extra-curricular activities in the personal development of the

performing members of extracurricular activities of Philippine Normal University- Isabela Campus.

3. Recognize the benefits the members get in joining these performing groups.

4. Discover the problems encountered by the members of the performing group.

5. Discover the problems encountered by the members.

Scope and Delimitation

The scope of this study is limited only on the positive impact of extra-curricular activities in the

personality development of the performing students of Philippine Normal University-North Luzon , Isabela

Campus.

This study focuses on how the respondents build their personal life, such as their behavior,

personality, how they handle their time and also how they develop their life in the different aspects of their

personality, such as physical, social, emotional, mental and spiritual. The benefits in joining these

extracurricular activities were also included in the study.

Significance of the Study

This study enable the performing students to develop their personality aspects through joining different

performing groups specifically the Danggayan Cultural Group and the Kalibnusan Chorale.

Research Design

This study aims to find out the positive impact of extra-curricular activities in the personal

development of the members of performing groups. The researchers considered as most fit in descriptive

survey method in soliciting the needed data. The descriptive method best brings out the nature status and

characteristics of an individual group or a phenomenon through an accurate recording analyze of data. Gather

from a large scale. It is the descriptive methods which best present what is as is.

The Respondents

In this study, 42 respondents were involved from the members of Danggayan and the Kalibnusan Chorale of

Philippine Normal University Isabela-Campus School Year 2013-2014.

Data Gathering Instrument

The researchers employed a questionnaire as a tool for gathering the needed data for the study to

identify the positive impact of joining extracurricular activities in personality development of the members of

this clubs.

Data Gathering Procedure

To gather the needed data, the following procedures were undertaken. First the researchers sent a letter to the

Associate Director to secure permission for the floating of the questionnaires. After the approval was granted,

the researchers floated questionnaires to the students who are members in the said extracurricular activities.

The researchers administered the questionnaires to render more reliability to the result of the study. Before the

students accomplish the forms, explanation was given about the rationale in answering the questions honestly,



so that the desired outcome will be valid and reliable. The students were given the assurance that all their

responses will be treated with strict confidentiality and secrecy.

Statistical Treatment Data

The data gathered were tallied, tabulated, organized and analyzed with the following statistical

treatment:

1. Frequency and Tally Distribution. These statistical measures were used to tabulate the effects of

extracurricular activities to the personal development of the students and the factors behind joining

the different clubs.

2. Percentage and Rank were used to rank the problems and difficulties encountered by the

respondents in joining the different clubs and what are the effects of joining the said activities in

the personal development of the students.

Results and Discussion

Table 1. Personal Profile of the Respondents on Age

Age Frequency Percentage

16 3 7.1%

17 9 21.4%

18 14 33.3%

19 13 31.0%

20 2 4.8%

22 1 2.4%

Total 42 100%

Table 1 indicates the personal profile of the respondents according to age. Most of the respondents are

18 years old with an equivalent percentage of 33.3%. Almost the same percentage is registered by 19 year old

consisting of 13 students or 31%. Some are 16 years old with a frequency of 3 (7.1%), 17 years old (21.4%),

and 20 years old (4.8%). Meanwhile, there is only one respondent with the age of 22 years old or 2.4% of the

whole sample.

The table revealed that most of the respondents are 18 and 19 years old.

Table 2. Personal Profile of the Respondents on Gender

Gender Frequency Percentage

Female 19 45.2%

Male 23 54.8%

Total 42 100%

Frequency distribution of the respondents according to gender is presented in Table 2. As shown in the

table above, 23 out of 42 respondents or 54.8% were male, and 19 out of 42 respondents or 45.2 were female.

Most of the respondents of the study were male which can be deduced that there were more males

interested in joining these performing groups.

Table 3. Personal Profile of the Respondents on Civil Status

Civil Status Frequency Percentage

Single 42 100%

The table presents the civil status of the respondents. The subjects of the study were all single.



Table 4. Religion of the Respondents

Religion Frequency Percentage

Roman Catholic 31 73.8%

INC 3 7.1%

Born Again 2 4.8%

Church of Christ 2 4.8%

Methodist 1 2.4%

Jehovah Witness 1 2.4%

Baptist 1 2.4%

FI 1 2.4%

Total 42 100%

The table presents the Religion of the respondents. As shown above, majority of the respondents are

Roman Catholic with an equivalent of 73.8%. Some are Iglesia Ni Cristo with an equivalent of 7.1%,

followed by Born Again and Church of Christ with the same equivalent which is 4.8%. Meanwhile Methodist,

Jehovah’s Witnessess, Baptist, and Iglesia Filipina Independiente got one frequency which is equivalent to

2.4%.

The respondents of the study were predominantly Roman Catholic.

Table 5. Personal Profile of the Respondents on their Socio Economic Status

Age Frequency Percentage

Above Average 4 9.5%

Average 23 54.8%

Below Average 15 35.7%

Total 42 100%

The table presents the Socio-economic Status of the respondents. Majority of the respondents belong

to average group which got the highest frequency of 23 equivalents to 54.8%. Some respondents were

belonging to below average group with an equivalent of 35.7%. Meanwhile 4 out of the 42 respondents were

belonged to above average group with an equivalent of 9.5%.

As can be gleaned from the table, majority of the respondents belonged to average group.

Table 6. Personal Profile of the Respondents on Fathers Occupation

Occupation Frequency Percentage

Farming 29 69%

House keeping 4 9.5%

Driver 4 9.5%

Carpenter 3 7.1%

Vendor 1 2.4%

Employee 1 2.4%

Total 42 100%

Table 6 shows the profile of their father’s occupation. The 29 or 69% of the respondents’ father are

farmers, 4 or 9.5% are drivers and housekeepers, 3 or 7.1% of are Carpenters and 1 or 2.4% are vendor and a

carpenter.

This confirms that majority of the father of the performers are farmers.



Table 7. Personal Profile of the Respondents on Mothers occupation

Occupation Frequency Percentage

House keeping 29 69%

Farming 3 7.1%

Teacher 3 7.1%

Businesswoman 3 7.1%

OFW 3 7.1%

Vendor 1 2.4%

Total 42 100%

Table 7 shows the profile of their mother’s occupation. There were 29 or 69% of the respondents

mother are Housekeepers,3 or 7.1% of the respondents mother are farmers, teachers, businesswoman and

OFW’s and 1 or 2.4% are vendor.

This confirms that majority of the occupation of the mother of the performing groups are

housekeepers.

Table 8. Clubs

Club Frequency Percentage

Danggayan Cultural Group 23 54.8%

Kalibnusan Chorale 19 45.2%

Total 42 100%

Table 8 shows the clubs joined by the respondents. There are 23 or 54.8% who belong to the

Danggayan Cultural Group members and 19 or 45.2% Kalibnusan Chorale Members.

Table 9. Scholarship

Frequency Percentage

Yes 32 76.2%

No 9 21.4%

Total 41 97.6%

Missing system 1 2.4%

Total 42 100%

Table 9 shows whether the respondents are scholars or not. There are 32 or 76.2% of the respondents

are tuition-waivers/scholars, and 9 or 21.4% not scholars and one of the respondents did not indicate

whether he/she is a recipient or not.

Thus ,Majority or 76.2 % of the respondents are tuition-waivers/scholars of their clubs.



Impact of extracurricular activities

Table 10. Physical Aspect

A. PHYSICAL ASPECT Mean Standard deviation Rank Qualitative

Description

1. It increases my flexibility,

strength, endurance and

balance.

2.62 .54 5 Great

2. It relieves me from too

much stress due to

academics.

2.48 .51 7 Slight

3. Singing/dancing is good for

my health. 2.74 .50 2.7 Great

4. Singing/dancing is my stress

buster. 2.50 .59 6 Slight

5. Joining this dance/singing

groups makes me more

physically fit.

2.74 .45 2.7 Great

6. Singing/dancing makes me

feel more energized. 2.67 .53 4 Great

7. Singing/dancing gives my

lung and heart a workout. 2.69 .47 10 Great

8. Joining these activities

improves my physical

confidence.

2.76 .43 1 Great

9. It helps me improve my

body shape and my body

size.

2.36 .62 8 Slight

10. Singing/dancing is a fat

burner. 2.30 .64 9 Slight

Mean 2.59 Great

In table 10 the rank shows that items 1. (It increases my flexibility, strength, endurance and balance),

3. (Singing/dancing is good for my health), 5. (Joining this dance/singing groups makes me more physically

fit), 6. (Singing/dancing makes me feel more energized), 7. (Singing/dancing gives my lung and heart a

workout) and 8. (Joining these activities improves my physical confidence) has the great impact on the

physical aspect, while the remaining items listed on the table have a slight impact.

The table reveals in this aspect that joining these performing groups makes an individual more

physically fit and also improves their physical confidence or their physical intelligence..

Table 11. Social Aspect

B. SOCIAL ASPECT Mean Standard deviation Rank Qualitative

Description

1. Improves my skills in socializing

with other people. 2.77 .43 5.5 Great

2. Provides a setting for interaction

with other people. 2.76 .43 5.5 Great

3. It helps me find more friends. 2.79 .42 4 Great



4. I gain recognition from others. 2.62 .492 10 Great

5. Increase my confidence to mingle

with others. 2.74 .45 9 Great

6. It increases my connectedness in

school. 2.76 .48 5.5 Great

7. It helps me overcome my shyness. 2.81 .40 3 Great

8. Joining these activities raises my

self-esteem. 2.86 .35 2 Great

9. I learn more on how to act in

social situations. 2.76 .43 5.5 Great

10. Joining these activities gives me a

chance to meet other people. 2.88 .40 1 Great

Mean 2.78 Great

In table 11, it shows that all the items have a “great” impact on the social aspects of the respondents.

Thus, joining these performing groups gives a chance to the members to mingle with others and all of

the items above.

Table 12. Emotional Aspect

C. EMOTIONAL ASPECT Mean Standard

deviation Rank

Qualitative

Description

1. It increases my self-confidence. 2.67 .53 8 Great

2. I gain self-respect. 2.71 .51 6.5 Great

3. Helps me discipline myself. 2.79 .42 4 Great

4. I feel satisfied when I performed. 2.81 .40 3 Great

5. It helps me express more of my emotions

while I am singing/dancing. 2.55 .50 9 Great

6. Makes me happy during performances. 2.88 .33 1.5 Great

7. Joining this performing group increases my

popularity inside and outside school. 2.31 .52 10 Slight

8. When I am performing I am doing the best. 2.88 .33 1.5 Great

9. I feel over whelmed when I performed. 2.71 .46 6.5 Great

10. I was able to feel comfortable with the group

I belong. 2.76 .48 5 Great

Mean 2.71 Great

In table 12 all items has great impact on the emotional aspect except item 7(Joining this performing

group increases my popularity inside and outside school.)

Thus joining these extracurricular activities provides an enjoyment and a feeling of happiness to the

members.



Table 13. Spiritual Aspect

A. SPIRITUAL ASPECT Mean Standard

deviation Rank

Qualitative

Description

1. It affects my religion when I am

performing. 2.83 0.7 1 Great

2. It contributed a lot in my beliefs in

life. 2.21 0.47 10 Slight

3. Before and after performing, I seek

the presence of the Lord. 2.76 0.43 3.5 Great

4. It helps me to develop the spirit of

healthy competition. 2.69 0.47 6.5 Great

5. Joining these activities helps me to

be aware of my attitudes toward

others and toward Almighty God.

2.67 0.48 8 Great

6. This activities reprimand me to

take the right path of God. 2.67 0.48 8 Great

7. It reminds me the essence of being

a good performer all the time. 2.81 0.4 2 Great

8. It helps me to accept failure, than

blaming others and God. 2.69 0.47 6.5 Great

9. It helps me to realize that winning

is nothing, but joining is the real

thing.

2.76 0.43 3.5 Great

10. It helps me to be more faithful to

our Almighty God. 2.67 0.48 8 Great

Mean 2.94 Great

In table 13 it shows that item number 3 (Before and after performing, I seek the presence of the Lord),

4. (It helps me to develop the spirit of healthy competition), 5. (Joining these activities helps me to be aware

of my attitudes toward others and toward Almighty God), 6. (This activities reprimand me to take the right

path of God), 7. (It reminds me the essence of being a good performer all the time), 8. (It helps me to accept

failure, than blaming others and God), 9. (It helps me to realize that winning is nothing, but joining is the real

thing), and 10 (It helps me to be more faithful to our Almighty God.) has a great impact on the spiritual

aspect, while item number 2 (It contributed a lot in my beliefs in life) has the slight impact..

Thus joining these activities makes the members more closer to God.

Table 14. Mental Aspect

D. MENTAL ASPECT Mean Standard deviation Rank Qualitative

Description

1. Gives a great effect on my studies. 2.26 .445 10 Slight

2. It gives me more information

about songs and dances. 2.83 .38 2.5 Great

3. Memorizing songs and dances

motivates and enhances my 2.67 .48 6.5 Great



thinking process.

4. It engages me more likely to have

higher educational ambitions. 2.62 .49 8.5 Great

5. I learn more facts about

singing/dancing. 2.83 .38 2.5 Great

6. There is a change in my whole

being since I join this performing

group.

2.69 .47 5 Great

7. It motivates me to attend school

regularly. 2.62 .54 8.5 Great

8. It improves my leadership skills. 2.67 .48 6.5 Great

9. Memorizing songs and dances

adds an additional knowledge or

information for me as being a

teacher someday.

2.86 .35 1 Great

10. It serves as my way for better

understanding of different songs

and dances.

2.81 .40 4 Great

Mean 2.69 Great

In table 14 shows that only item number 1 has lowest impact on the mental aspect, while the remaining

items has the great impact.

Thus, memorizing songs and dances adds an additional knowledge or information to the respondents,

which they may use as a future teacher someday.

Table 15. Over All impact on the Personality Development

Personality aspects Mean Standard Deviation

Rank

Qualitative

description

Physical Aspect 2.59 .31 4 Great

Social Aspect 2.77 .26 1 Great

Emotional Aspect 2.71 .24 2 Great

Spiritual Aspect 2.58 .26 5 Great

Mental Aspect 2.69 .25 3 Great

Impact of extracurricular

Activities 2.66 .20 Great

The result shown in table 15 presents the personality aspects of the respondents in terms of mean,

standard deviation, rank and qualitative description.

The social aspect is the highest in ranking while the spiritual aspect is the lowest. They have the same

qualitative description which is great impact. Hence, the Impact of extracurricular activities on the personal

development of the students has a mean of 2.66 with a standard deviation of .20.

Thus, all of the aspects of the personal development of the members including physical, social,

emotional, spiritual and mental aspects had a great impact on their personality.



Table 16. Benefits

E. BENEFITS Mean Standard deviation Rank Qualitative

description

1. I gain extra income for my

allowance by accepting, teaching

dances, chorale songs to the

chorale groups.

1.86 .72 10 Slight

2. I am more exposed to different

environment. 2.60 .50 4 Great

3. It gives me scholarships/tuition

waiver. 2.31 .68 8 Slight

4. Joining this group helps me

improve my talent. 2.86 .35 1.5 Great

5. It gives me an opportunity to see

places for free. 2.86 .42 1.5 Great

6. Joining these activities enhances

my skills in singing and dancing. 2.81 .40 3 Great

7. It gives me recognitions. 2.55 .50 5 Great

8. It helps me to spend all of my

extra time wisely. 2.48 .55 7 Slight

9. In joining these activities I was

able to express my emotions. 2.50 .55 6 Great

10. Joining these activities makes me

more popular in school. 2.10 .53 9 Slight

Mean 2.50 Great

This table 16 presents the benefits the students gets in joining extracurricular activities. As shown in 1

(I gain extra income for my allowance by accepting, teaching dances, chorale songs to the chorale groups), 3.

(It gives me scholarships/tuition waiver), 8. (It helps me to spend all of my extra time wisely) and 10. (Joining

these activities makes me more popular in school) has “slight impact”. All the rest of the benefits listed on

table or assess to have a “great impact” in extracurricular activities.

Hence, most of the benefits listed above helped the students improve their personality development.

Table 17. Problems Encountered By the Respondents

F. PROBLEMS ENCOUNTERED BY THE

MEMBERS

Mean Standard deviation Rank QD

1. Practice time. 2.14 .52 1 Slight

2. Length of time of practice. 1.98 .52 3 Slight

3. Missing classes during performances outside

the campus. 1.93 .51 4.5 Slight

4. Some teachers are not cooperative in excusing

members of performing groups during the

performances outside the school.

1.93 .68 4.5 Slight



Shown in table 17 are the problems encountered by the performing groups/students. The items

number 1 (Practice time).2 (Length of time of practice),3 (Missing classes during performances outside the

campus),4 (Some teachers are not cooperative in excusing members of performing groups during the

performances outside the school) , members spend their own money for:5a (Travel/fare) , 5b (Meal) , 5c

(Snacks) ,6 (Not excuse in classes during final rehearsals) ,7 (Uncomfortable place of practice) ,8 (Training

allowance is not enough),9 (Tuition waiver is not enough) ,10 (Old costumes and props are not been

replaced.) Were the items that ware “slightly” encountered by the members, while the other items are gives a

“little “problem on the members.

Hence, most of the problems encountered by the members of the performing groups were on time of

practice and their length of time of practice.

Table 18. PROPOSED SOLUTIONS

G. PROPOSED SOLUTIONS Mean Standard deviation Rank QD

1. Training allowances should be

enough. 4.31 .98 10.5 Agree

2. Teachers should excuse the members

of performing groups during

performances outside or inside the

campus.

4.69 .52 1.5 Strongly

Agree

3. Time of practice should not

interfere with our schedules in

reviewing whenever we have our

4.31 .78 10.5 Agree

5. Members spend their own money for their

expenses like: 1.93 .63

a. Travel/fare 1.57 .55 11.5 Slight

b. Meal 1.52 .53 13 Slight

c. Snacks 1.64 .59 10 Slight

d. Musical scores/literature 1.45 .66 14 Little

e. Props 1.40 .64 15 Little

f. Cd’s/UCD’s 1.31 .65 17 Little

g. Costumes 1.33 .67 16 Little

6. Not excuse in classes during final rehearsals. 1.57 .72 11.5 slight

7. Uncomfortable place of practice. 1.69 .84 9 slight

8. Training allowance is not enough. 1.79 .74 6 slight

9. Tuition waiver is not enough. 1.71 .69 7 slight

10. Old costumes and props are not been replaced. 2.10 .39 2

slight

Mean 1.88 slight



exams.

4. Place of practice should be

conducive for practicing. 4.67 .48 3

Strongly

Agree

5. Expenses during performances

should be shouldered by the

school.

4.62 .58 6 Strongly

Agree

6. Full tuition fees should be paid. 4.33 1.00 9 Agree

7. Teachers should be considerate in

giving special quizzes, midterms

or final exams in case the

members of the performing

groups missed it because of their

performances.

4.69 .56 1.5 Strongly

Agree

8. There should be Insurance in case

the members met an accident

while performing in and outside

the campus.

4.64 .53 4.5 Strongly

Agree

9. Travel fare, costumes, musical

scores, CD’s, props and other

expenses should be shouldered by

the school and not by the

members.

4.64 .58 4.5 Strongly

Agree

10. Costumes that are already very

old should be replaced by the

school.

4.55 .94 7 Strongly

Agree

Mean 4.55 Strongly

Agree

In table 18 it shows the proposed solutions chosen by the respondents. Majority of the respondents

“Strongly Agreed” that item numbers 2(Teachers should excuse the members of performing groups during

performances outside or inside the campus) and 7(Teachers should be considerate in giving special quizzes,

midterms or final exams in case the members of the performing groups missed it because of their

performances).

As inferred, the respondents agreed that their teachers should be considerate in giving special quizzes,

midterms or final exams in case the members of the performing groups missed it because of their

performances inside and outside the school.

This research aimed to study the positive impact of extracurricular activities in the personal

development of the members of the performing groups at Philippine Normal University-Isabela Campus.

FINDINGS

1. Profile of the Members of Performing Groups

a) Age

Most of the respondents are 18 years old with an equivalent percentage of 33.3%. Almost

the same percentage is registered by 19 year old consisting of 13 students or 31%. Some are 16

years old with a frequency of 3 (7.1%), 17 years old (21.4%), and 20 years old (4.8%). Meanwhile,

there is only a respondent with the age of 22 years old or 2.4% of the whole sample. As inferred



majority of the respondents are 18 and 19 years old.

b) Gender

Of the 42 respondents 23 or 54.8% were male, and 19 out of 42 respondents or 45.2

were female. Most of the respondents of the study were male which can be deduced that there

were more males interested in joining these performing groups.

c) Civil Status

All of the respondents or 100% are single. The subjects of this study are predominantly

single.

d) Religion

Majority of the respondents are Roman Catholic with an equivalent of 73.8%. Some are

Iglesia Ni Cristo with an equivalent of 7.1%, followed by Born Again and Church of Christ

with the same equivalent which is 4.8%. Meanwhile Methodist, Jehovah’s Witness, Baptist,

and Iglesia Filipina Independiente got one frequency which is equivalent to 2.4%. The

respondents of the study were predominantly Roman Catholic.

e) Socio Economic Status

Majority of the respondents belong to average group which got the highest frequency of

23 equivalents to 54.8%. Some respondents were belonging to below average group with an

equivalent of 35.7%. Meanwhile 4 out of the 42 respondents were belonged to above average

group with an equivalent of 9.5%. As inferred, majority of the respondents belonged to average

group.

f) Fathers Occupation

The 29 or 69% of the respondents’ father are farmers, 4 or 9.5% are drivers and

housekeepers, 3 or 7.1% of are Carpenters and 1 or 2.4% are vendor and a carpenter. This

confirms that majority of the respondents fathers occupation are farmers.

g) Mothers occupation

Out of 42 respondents 29 or 69% of the respondents mother are Housekeepers,3 or

7.1% of the respondents mother are farmers, teachers, businesswoman and OFW’s and 1 or

2.4% are vendor. This confirms that majority of the respondents mother’s occupation are

housekeepers.

h) Clubs

There are 23 or 54.8% who belong to the Danggayan Cultural Group members and 19

or 45.2% Kalibnusan Chorale Members.

i) Scholarship

There are 32 or 76.2% of the respondents who are scholars, and 9 or 21.4% not scholars

and one of the respondents are respondent did not indicate whether he/she are scholar or not.

Thus Majority or 76.2 % of the respondents are scholars of their clubs.

2. What benefits the members get in joining these performing groups?

Joining these activities helps the performers to improve their talents in singing and dancing and it

gives them an opportunity to see different places for free. It enhances their skills in singing and dancing. It

gives them recognitions. It enables them to express their emotions. It helps them to spend their time wisely. It

gives them scholarships/tuition waiver. It makes them popular in school.

3. Discover the problems encountered by the members of the performing group? 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.

4. What are the proposed solutions to further solve the problems encountered by the members? The respondents “strongly agreed” that Teachers should excuse the members of performing groups

during performances outside or inside the campus, Place of practice should be conducive for practicing,

expenses during performances should be shouldered by the school, Travel fare, costumes, musical scores,

CD’s, props and other expenses should be shouldered by the school and not by the members, Costumes that

are already very old should be replaced by the school, and Teachers should be considerate in giving special

quizzes, midterms or final exams in case the members of the performing groups missed it because of their

performances.

Summary

The respondents agreed that their teachers should be considerate in giving special quizzes, midterms or

final exams in case the members of the performing groups missed it because of their performances inside and

outside the school

6. What are the positive impacts of extra-curricular activities in the personal development of all

performing members of extracurricular activities of Philippine Normal University- Isabela Campus.?

The social aspect has the highest in ranking while the spiritual aspect is the lowest. They have the

same qualitative description which is “great” impact. Hence, the Impact of extracurricular activities on the

personal development of the students has a mean of 2.66 with a standard deviation of .20.

Thus, all of the aspects of the personal development of the members including physical, social,

emotional, spiritual and mental aspects had a “great impact” on their personality.

CONCLUSIONS

In the lights of the findings, The following conclusion were obtained:

1. There are 42 respondents of the study, majority of them are 18-19 years old, males are favorable in

joining these activities than females. Majority of them are scholars. All of them are single, and were

predominantly Roman Catholics. Majority of them belong to the average family. Their father’s

occupation is predominantly farmers while their mothers occupation are housekeepers in majority.

2. The school does not provide enough support in terms of financial to the performing groups during their

performances before, during, after.

3. The respondents agreed that teachers should be considerate in giving special quizzes, midterms, or

final exams in case the members of the performing groups missed it because of their performances.

4. .In terms of the positive impact of extracurricular activities in the personality development of the

members of the performing groups. The social aspect got the highest ranking, followed by the

emotional aspect , mental aspect ,physical and lastly in spiritual aspect. Thus, all of the aspects of the

personal development of the members including physical, social, emotional, spiritual and mental

aspects had a great impact on their personality.



RECOMMENDATIONS

Based on the findings and conclusion of the study, the following are recommended:

Recommendations for Instructors/ Coaches

There are few recommendations for instructors to consider.

1. It is important for school instructors to know the effects that student involvement in extracurricular

activities can have a positive impact in the personality development of the students performances in

school and their learning environment..

2. Instructors could advocate for those students who might be over-scheduled, or at risk

for Injury or advocate for those who are participating in activities of little or no

interest.

3. Instructors could also work to reduce barriers to participation by seeking ways to assist in paying

fees, attending camps, and keeping involved in school activities.

4. Instructors could work with students to determine a "best fit" for participation in Activities that

build on their interests and skill level.

5. Instructors should consider the length, time and place of practice for the betterment of

performances.

References:

A. BOOKS

1.Allar, B. (2008). Core principals.Louisville Magazine, 64-69.

2.Brown, R. (n.d.). Extracurricular activity: How does participation encourage positive youth development?

(Fact Sheet 99-32). Retrieved November 15,2008, from:Daley, A., &Leahy, J. (2003). Self-perceptions and

participation in extracurricular physical activities. The Physical Educator, 60(2), 13-19.

3.Darling, N., Caldwell, L., &Smith, R. (2005). Participation in school-based extracurricular

activities and adolescent adjustment. Journal of Leisure Research, 37(1),51-76.

4.Eccles, J. (2003). Extracurricular activities and adolescent development.Journal of Social Issues,

59(4),865-889.

5.Fredricks, 1.,&Eccles, 1. (2006). Is extracurricular participation associated with beneficial

outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4),698-713.

6.Fusco, D. R. (2008). School vs. afterschool: A study of equity in supporting children's

development. Journal of Research in Childhood Education, 22(4), 391-404.

7.Gardner, M., Roth, J., & Brooks-Gunn, 1. (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.

8.Gilman, R. (2004). Structured extracurricular activities among adolescent findings and

implications for school psychologists. Psychology in the Schools, 41(1), n.p.

9.Little, P. (2005). Engaging adolescents in out-of-school time programs: Learning what works.

The Prevention Researcher, 12(2), 7-10.

10.Logan, W. L, &Scarborough, J. L. (2008). Connections through clubs: Collaboration and

coordination of a school wide program. Professional School Counseling. 12(2), 157-161.

11.McNeal, R. (1999). Participation in high school extracurricular activities: Investigating school

effects. Social Science Quarterly, 80(2), n.p.

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development: An investigation of the influences of communities and family. Adolescence,

40,67-85.

13.Olson, C. A. (2008). Can music education help at-risk students? Teaching Music,16(3), n.p.

14.Reeves, D. B. (2008).The extracurricular advantage.Education Leadership, 86-87.



Silliker, S. A. (1997). The effect of extracurricular activity participation on the academic

performance of male and female high school students. SchoolCounselor, 44(4), n.p.

15.Smith, S. L. (2008). Athletics &Academics.Research Starters.

16.Thompson, D. (2008). Extracurriculars that count.Business Week Online. Retrieved March

15,2009, from: www.BuisnessWeekOnline.com

Internet Sources

http://www.thefreedictionary.com/activities

http://en.wikipedia.org/wiki/Extracurricular_activity

http://www.iastate.edu/..com

www.unce.unr.edu/publications/files/cy/other/fs9932.pdf

http://www.thefreedictionary.com/activities

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