International Journal of World Research, Vol: I Issue XXV, January 2016, Print ISSN: 2347-937X
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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
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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.
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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
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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,
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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.
International Journal of World Research, Vol: I Issue XXV, January 2016, Print ISSN: 2347-937X
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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.
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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.
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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
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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.
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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
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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.
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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
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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
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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
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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
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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.
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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
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participation in extracurricular physical activities. The Physical Educator, 60(2), 13-19.
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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.
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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