BATANGAS COLLEGE OF

ARTS AND SCIENCES, INC.

Basic Education Curriculum

CHAPTER 1

THE PROBLEM

This chapter includes the information about the background of the study.

1.1 Introduction

Music, parental involvement, sports – all of these have an impact and

influence on how children perform academically. The way children in schools

choose to spend more time on extra-curricular activities can affect their school

performance. Participating in interscholastic sports and exercises promotes

student’s development and sociality among students, parents and the school.

Extra-curricular activities was considered as the fundamental to the curriculum. It

can influence learning in core subject and it contributes to the attainment of

goals in learning. Some people said that the extra-curricular activities can

uniquely enhance the brain functions.

Most of the students from primary to tertiary level participate in the extra-

curricular activities of their school, but they have no idea on how it affects them

in their academic performance. Through this research, the effectiveness of

participating in extra-curricular activities was determined.

Relationship seemed to exist between the extra-curricular activities and

their academic performance. Some studies proved that most extra-curricular

activities are said to be beneficial in building and strengthening academic

achievement, even if some of the activities are not obviously related to academic

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subjects. The extra-curricular activities themselves, regardless of social influence

has an impact on academic performance.

The Batangas College of Arts and Sciences, Inc. which has a mission that

provides excellent education that is holistic, interdisciplinary, innovative, and

culture sensitive which allows the students to participate different kinds of ECA.

The high school students of BCAS are known to be participative in extra-

curricular activities but unfortunately it could affect their academic performance.

This study will help the high school students to bring out the possible of effects

of ECA in their academics.

In this study, the researchers determined the effects of extra-curricular

activities on their academic performance. It is essential to conduct this study to

help the high school students to evaluate the pros and cons of the extra-

curricular activities and how could it affect the performance of students

academically. This also helped the researchers to know the different perspectives

and responses of the participants about this topic.

In this research, the effects focused on the advantages and disadvantages

of participating in extra-curricular activities.

1.2 Statement of the Problem

This descriptive research aimed to determine the effects of extra-

curricular activities on the Junior High School students of Batangas College of

Arts and Sciences, Inc. in the S.Y 2017-2018 on its academic performance.

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Academic performance pertains to the physical, mental and social development

of a student.

Specifically, it sought to answer the following questions:

1. What are the common extra-curricular activities participated by the

students?

2. What are the advantages of ECA in terms of:

2.1. Intellectual development

2.2. Physical Development

2.3. Social Development

3. How effective is the ECA in terms of:

3.1 Academic Performance

3.2 Time Management

3.3 Social Development

3.4 Physical Development

4. What are the ways of coping in between extra-curricular activities and

academic activities of the students?

1.3 Conceptual Framework

Fig. 1.1. Conceptual Paradigm of the Study

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A conceptual framework was composed of three variables which served as

the basis of the study. The first variable is the independent variable, which is the

extra-curricular activities, since this variable talked about the main cause of the

problem in the study. The next variable is the intervening variable, which is a

hypothetical variable used to explain causal links between the other variables.

For this part, the researchers determined that physical and social capabilities of

the students, since it could both affect the independent and dependent variable

which is beyond the control of the researchers. The academic performance of

Junior high school students served as the dependent variable, as it is the

measured quantity that was directly affected by the extra-curricular activities,

which was the independent variable.

1.4 Significance of the Study

This study would be beneficial to the following:

Students. The benefits that the students gained in this study was having

knowledge about the effects of ECA to them, giving them an opportunity to

decide whether joining extra-curricular activities or not. This study also nourished

their interest about ECA.

Faculty. This study helped them to understand that students have much

loss when excused due to ECA. They also came into realization that academic

activities and ECA can’t be done at the same time as it increases the burden of

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the students. Furthermore, this enabled these teachers to consider the times

when they are not in the classroom is attend their class.

School Organization / Clubs. School organization or clubs are also one

of the recipients of this study. They were able to think of ways on how to

encourage students to join ECA. They had the ability to change the negative

aspects of ECA and the knowledge on how the students improve themselves in

joining the activity.

School. After knowing the effects of ECA, they were able to help their

students to balance their ECA and academic tasks. They were able to think on

how to support school organizations for improving ECA.

Parents. They knew the impact of ECA to their children. They figured out

the dilemmas of their children between the ECA and academic activities and they

were able to support their children.

1.5 Scope and Delimitations of the Study

This descriptive survey aimed to determine the effects of extra-curricular

activities on the academic performance of BCAS Junior high school this S.Y 2017-

2018. This study answered the common ECA participated by the students and

the importance of ECA in the physical, emotional and intellectual development of

the students. This also included the ways on how students come up with his/her

ECA and academic task.

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This study utilized self-made questionnaires as main tool for data

gathering, and used voluntary sampling in determining the respondents, the

source of the data which was used as the basis of the study. There were 421

undefined respondents. This study was started from August 2017 until April

2018.

The only constraint of the study was the large population of the respondents

which hindered them from determining all the possible opinions from each

person.

1.6 Definition of Terms

1. Academic – relating to, or associated an academy or school especially f

higher education

2. Activity – something that is done as work or for particular purpose

(Merriam-Webster, 2017)

3. Conceptual – relating to, or consisting of concepts

4. Conflict - competitive or opposing action of incompatibles

5. Constraint- something that limits or restricts someone’s action

(Merriam-Webster, 2017)

6. Delegation – a group of people who are chosen to vote from someone

(Merriam-Webster, 2017)

7. Effects – power to bring about a result

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8. Extra-curricular – used to describe extra-activities that can be done by

the students in a school nut that is not part of the regular schedule of

classes, also called as ECA when accompanied by the word activity.

(Merriam-Webster, 2017)

9. Imperceptible – not perceptible by a sense or by the mind

10. Inevitable – incapable of being avoided or evaded can inevitable

outcome (Merriam-Webster, 2017)

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CHAPTER 2

REVIEW OF RELATED LITERATURE

To help the researchers for further information about the topic, they

searched different literatures, articles, and related topics to support their study.

This chapter involves a process of identifying, locating, organizing, and analyzing

information about the research topic. Having a Review of Related Literature in

the study will help the researchers to identify some information about the social,

physical, and mental aspects of the study.

2.1 Conceptual Literature

Human Behavior in Organization

Conflict in the workplace is inevitable, and when it happens there is

always that great tendency for it to disrupt the flow of productive activities in the

organization. As conflicts cannot be disregarded, efforts should be exerted to

manage them. This chapter is presentation of conflict and its alternate activity

negotiation.

Conflict in organizations may be defined as any situation in which

incompatible goals, attitudes, emotions, or behaviors lead to disagreement or

opposition between two or more people. Conflicts may be constructive or

destructive. Constructive conflict is healthy, constructive disagreement between

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two or more people. It can benefit the organization by means of the production

of new ideas, developing a better awareness of themselves and others,

improvement in working relationships, and increasing in productivity. Destructive

conflict on the other hand, is an unhealthy destructive disagreement between

two or more people. An example are two employees who are unable to work

together because of interpersonal hostilities. In conflict is to be managed

effectively, one should understand its many sources. There are broad categories

of conflict, structural factors and personal factors. The sources of conflict may be

attributed to structural factors which refer to the nature of the organization and

the way in which work is organized. Personal factors comprise another broad

category of the causes of conflict, these factors are the result of individual

differences which include skills, and abilities, personalities, values of ethics,

emotion and communication barriers. In terms of fixing it, conflict resolution or

suppression takes place. It occurs when the reasons for the conflicts are

eliminated. And finally we will then have the conflict aftermath, which happens

after the conflicts may be regarded as either positive or negative developments.

(Roberto G. Medina, 2013)

Personality Development and Human Relations

Everyone craves for friendship. This is a desire which makes one popular

with one’s peer group and to be well received by those who are even older.

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Cultivating a good relationship with other people is most rewarding. In

school, it is necessary to establish friendly relations with classmates, teachers,

and advisers. In the world of work, it is important in getting job. It often

happens that before an applicant is accepted for a new job, his perspective

employer gets information among those who have known him previously. His

ability to obtain a desirable position often depends upon the recommendation his

acquaintances give.

When you plan to establish some independent enterprise in which you will

be your own boss, you will still need to cultivate friendly relations with other

people. In building your own business of your own, you will have to make friends

in order to have loyal customers. In every kind of sales work, success is likely to

depend upon making good impressions and convincing customers in favor of

your product.

According to the article, the search for personal identity is one of the major tasks

faced by the adolescent. Without proper evaluation to its nature, adolescents

might experience role confusion. An adolescent tries to make a move after

another to know his personal identity. (Lourdes L. Evangelista, 2001)

The Examined Life

For most of us, most of the time our studies seem like one big necessary

evil. Here we examine study in its dimension as work and, more particularly, its

contribution to our moral growth, especially in fortitude. That’s why whoever is

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no longer a student but engaged in professional work can and should substitute

“work” every time the word “study” comes up. Ideally, through our studies, each

of us discovers and develops talents and dispositions that add up to our personal

and possibly unique calling in life, plus a whole world of truth, beauty, and

goodness intimately allied to our ultimate goal in life. The former discoveries

make it possible for us to commit ourselves lovingly to our very mission in the

workplace (and to our very mission) and to find therein creative energies and

vistas that redound to our own and others’ benefit. However necessary and

commendable these fruits of study and work, they do not occupy as here. In this

and the following chapter, we’re interested, rather, in uncovering and developing

the moral qualities and personal reward of diligently applying ourselves to all the

tasks, chores, duties and toils entailed in being, first, a student and, later, a

professional. The question addressed here is: How does studying and working

hard and well promote at least my enlightened self-interest?

Why study? Why is it necessary? To get good grades in order to get into a

good college, in order to advance graduate school, in order to set ourselves up

for a successful career, in order to make lots of money, in order to land a good

spouse and raise modest family; maybe even to learn some things…study thus

adds up to a basic link in the chain of the relatively unexamined life, a necessary

step and means, maybe even an intermediate end. But it’s not the final end or

purpose, not what’s to fulfill us, not something to live for. No, not even for the

nerds and geeks and workaholics. For them, work and study only seem to be

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their consuming passion, but are really little more than escape mechanisms. By

submerging themselves obsessively in their studies or deals or tasks, they shut

out much more intractable problems of a personal, familial, and social nature by

indulging in what we might call an achievement narcotic. Much closer to the ideal

missing for their exclusive masterpiece. Most of us find ourselves somewhere in

between. We’ve unmarked some bogus pleasures and some exaggerated fears

by confronting them and curbing our imagination. We’ve acquired a certain

readiness to defer gratifications in pursuits of higher objectives. Willy-willy, we’ve

acquired a certain self-disciplined and self-dominion in meeting some of the

demands and requirements of our studies. We’ve even basked now and then in

the higher pleasure of superior achievements wrought by working hard and well.

Yet we still see studies and work as an unavoidable discipline or program to be

imposed on ourselves. Though somewhat against our inclinations: studies remain

something alien and imperfectly digested that impinges on our fulfillment, on

what we confusedly think is our final aim in life. If we didn’t have to study we

probably wouldn’t or at least not at the present tempo and intensity. (Dennis

Helming, 1994)

Time Management

The term time management is named wrongly. You cannot manage time;

you manage the events in your life in relation to time. You may often wish for

more time but you only get 24 hours, 1440 minutes or 86 400 seconds each day.

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How you use that time depends on skills learned through self-control and

planning.

Finding a time management strategy that works best for you depends on your

personality, agility to self-motivate and level of self-discipline. By incorporating

some, or all of the five strategies below, you can more effectively manage your

time. First, know how you spend your time. Keeping a time log is a helpful way

to determine how you are using your time. Determine the time of day when you

are most productive; and analyze where most of your time is devoted- job,

family, personal, recreation, etc. Second, set priorities, managing your time

effectively requires a distinction between what is important and what is urgent.

However, we tend to let the urgent dominate our lives. Third, get organized,

most people find that disorganizations result in poor time management.

Professional organizers recommend that you first get rid of the clutter.

Implement a system that allows you to handle information only once. Fourth,

stop procrastinating, you may be putting of tasks for a variety of reasons.

Perhaps the tasks seems overwhelming or unpleasant. Try breaking down the

task into smaller segments that require less time commitment and result in

specific, realistic deadlines. Lastly, avoid multi-tasking, recent psychological

studies have shown that multi-tasking des not actually save time. In fact, the

opposite is often true. You lose time when switching from one task to another,

resulting in a loss of productivity. (Sue W. Chapman & Michael Rupured, 2011)

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The Benefit of Physical Activities

Studies have shown that one who is physically active has higher chances

of living longer. Del Sacten writes in his article on Exercise Statistics, “People

who engage in physical for 7 hours per week have a 40% lower chance of dying

early than people who are active for less than 30 minutes a week.” This

statement is one of the many statements in his article proving the importance of

fitness; it has the ability to enhance quality of life. Regular exercise can lower the

risk of many diseases, improve the function of the physical body, as well as

psychological health.

Fitness by definition is the condition of being physically fit and healthy. It

does not necessarily mean gym workouts; it means being active. When one is

active, the motion helps blood flow better, increase the intake of oxygen,

thereby lessening the risk of many diseases. Good blood flow is associated with

good cardiovascular health. In other words, physical activities reduce risk of

heart diseases, heart attacks, high blood pressure, strokes, and many other

cardio related diseases. Cardio activities like walking or running is like weight

lifting, building the cardio muscles. It is what makes blood pump, resulting in

better health. (Anonymous, 2013)

2.2 Research Literature

The Effects of Extra-curricular Activities on the Academic Performance

of JHS students

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In the study entitled The Effects of Extra Curricular Activities on the

Academic Performance of Junior High Students by Kimiko Fujita, it was indicated

that participation in extracurricular activities affects students’ academic

performance. More specifically, studies have been conducted assessing the

effects of specific extracurricular activities on academic performance. The

purpose of this study was to determine whether or not the activities in which

junior high school students choose to participate have an effect on their

academic performance. The study’s survey instrument which was distributed to

students enrolled in grade 6 through 8 at Walnut Creek Christian Academy

during the 2004-2005 SY requested demographic information in addition to the

five likert-type scale questions.

The data revealed that according to the students surveyed, playing sports,

watching television, and participating in community service improves academic

performance while playing a musical instrument does not improve academic

performance. Generally, students who participate in Extra Curricular Activities

benefit academically. Students, school administrators and teachers, and parents

all need to be aware of the effects that participation in Extra Curricular Activities

has on the academic performances of students. Furthermore, they also need to

be aware of the specific Extra-Curricular Activities available to them and that

each specific activity has on academic performances.

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Effects of Extra-curricular Activities based on Academic Achievements

Extra-curricular activities play an important role in today’s secondary

education program (Holland & Andre, 1987). When one considers the large

number of activities available, one realizes the diversity of the programs.

Included are athletics, publications, student government, fine arts, academic

clubs, service organizations, and special interest activities.

There has been a considerable amount of research devoted to

studying the relationship between student involvement in activities and student

academic achievement. Although a positive correlation has been shown in many

of these studies, there is still a fierce battle among educators concerning the

need for extra-curricular activities.

Two positions appear to be prevalent in today’s academic community.

There are referred to as either the academic or developmental perspective. The

academic perspective considers extra-curricular activities as purely leisure and

not part of the purpose of schools. The developmental perspective considers

extra-curricular activities necessary to the total development of the students in

today’s schools. (Holland & Andre, 1987)

Educators who believe in the academic perspective argue that the time

spent away from the classroom decreases the student’s chances for success.

Even those activities that don’t require loss of classroom time are perceived to

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take away study time. These educators support cutting or eliminating activities

for budgetary reasons.

Educators who believe in the developmental perspective see activities as

an extension of the educational program. Activities allow students to develop

skills such as leadership, sportsmanship, self-discipline, self-confidence, and the

ability to handle competitive situations. Extra-curricular activities offer an

opportunity to interact in ways that allows the previously mentioned skills to

blossom. The developmental minded believed that many of these skills could be

impossible or very difficult to develop in a classroom setting.

2.3 Synthesis

Synthesis is where we the researchers explained the relevance of the

presented related articles in the study. This part of Chapter 2 served as the basis

of the researchers in determining and analyzing the information gathered which

can help to further support the study.

Conflicts happen in extra-curricular activities and if they are not dealt with

properly, the survival of the organization or club is jeopardized. Conflicts may be

constructive or destructive and can also occur when groups disagree over the

goals to attain or the methods to be used for it to be accomplished. The sources

of conflict may also be broadly categorized into structural or personal factors.

Once these factors affect the club and academic performance there is a good

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chance for either a positive or negative conflict aftermath based on the said

article.

On the other hand, establishing friendly relations to other people might be

a good way to reflect his personal role and identity it may happen in schools

through classmates, teachers, and even the school staff. Human relations in an

art of fulfillment that depends upon a basic understanding towards the other

people we encounter. These human relations cover from home relations to

international relations. These are seen in groups: individual, individual to group,

and group to group relations. In ECA, an adolescent’s can view it as an individual

to individual or individual to group relations.

Based on this article, the researchers found out that in an ECA, human

relations can be developed in students. It is said that ECA is important to

develop human relations in students. Adolescents such as students should have

social evaluation for him/her to know his role in the society. Through ECA,

students will know how to participate, cooperate, and work with other people,

which will make them able to cultivate friendly relations. Through ECA, the social

skills of students will be developed.

Moreover, studying well can be a great, and possibly the best, source of

virtuous self-ownership. It can make real, full persons out of us, such

industriousness, moreover, can cure (particularly) practically everything that ails

us: our laziness, shallowness, ignorance, self-center, critical-carping spirit, pride,

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unfairness, petty addictions, compulsions, boredom. All-out diligence is the gym

where we can acquire by practice, little by little, all that will, finally, ensconce us

in the driver’s seat. It will likewise emancipate us from the downward tending

crowd, from our nagging appetites and instincts.

In dealing with Extra Curricular Activities we should know the importance

of our study in our daily lives. This includes our daily routine that we are doing

every day and how we can accomplish our tasks with Extra Curricular Activities.

Studying this topic will help us to develop our talents and dispositions that add

up to our personal and possibly unique calling life. Plus, we’re interested, rather,

in uncovering and developing the moral qualities and personal reward of

diligently applying ourselves to all tasks, chores, duties and toils entailed in

being, first, a student and, later, a professional.

In the fourth article, it discussed about time management and it’s one of

the effects of extra-curricular activities to the academic performance of the high

school students. The article is about strategies on how to improve in managing

our time, which can be helpful to our study because the purpose of our study is

to identify the effects of ECA in the academic performances.

Also, a physical activity like athletics that is found in extra-curricular

activities helps students be fit and learn to have a healthier lifestyle. Staying fit

just by being active and engaging in sports can help students lessen the

percentage of having diseases. Physical benefits do not only include the act of

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being fit. It also engages with the improvement of physical appearance and

manifestation, which can improve one’s self-esteem.

Based on the Research Literature, it was therefore concluded Extra-

Curricular Activities affect academic performance and the effects depend on the

specific activities in which the student is involved. This case was quite similar to

what has happened to the students of the Batangas College of Arts and Sciences

(BCAS), in which the result of their academic performance would depend on the

effort involved to their Extra-Curricular Activities and the time left for studying

after doing such errands from the previous activities they joined.

Therefore, extra-curricular activities can be viewed as either academic or

developmental perspective. Academic perspective in BCAS includes those

students, whose opinion on the effects of extra-curricular on students, which

focus on the negative effects. They are those who think that joining ECA will only

take up your time in doing other important school activities like your homework

& projects. While developmental perspective includes those students who believe

that, by joining ECA they will be able to enhance and develop the skills they

already have and discover new skills that is difficult to develop in a classroom

setting.

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CHAPTER 3

RESEARCH METHODOLOGY

In the third chapter, the information, procedures, and instruments used

were explain. It included some processes which helped the researchers to further

develop their study. This chapter did not include the setting of the study since it

was already discussed in the first chapter.

3.1 Research Design

Descriptive research is a type of research that was used in this study to

describe the characteristics of a population or phenomenon being studied,

especially in a population with a large number of respondents. In this type of

research, the expected result was based on the opinions of the respondents

according to the survey done by the researchers.

This method gave the researchers an ease to determine the different

effects of ECA in the academic performance of the respondents. It also engaged

in organizing, classifying, or crating typologies of the different groups in the

population it is studying. It also used visual aids where data are summarized

and presented through visual representations, such as tables, graphs and charts

for easier comprehension and analysis, which were clearly shown along the

research papers.

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3.2 Participants of the Study

In this study, the researchers utilized voluntary sampling as a sampling

technique for choosing the respondents which gave the researchers a selection

process wherein it involved people depending on their willingness to answer the

questionnaire which helped the researchers to accuse at valid and reliable

answers from the respondents.

The researchers chose to give the questionnaire to the Junior High School

students as their respondents because they believed that these students are the

ones who were highly affected by ECA since they are participative and

cooperative in this kind of activity. They determined the sample using the sample

size formula.

Ss = [NV+[Se²(1-P)]
—————————
NSe+[V²xP(1-P)

Where in:

Ss = sample size

N = total number of population

V = standard value (2.58)

Se = sampling error (0.01)

From the population of 421, the researchers come up to 185 samples

using the formula shown.

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The researchers distributed the number of respondents in each section to

answer the questionnaires.

Section Number of Respondents Gender Age Bracket

Alexandrite 16 M/F 12-13 y/o

Aquamarine 15 M/F 12-13 y/o

Amethyst 15 M/F 12-13 y/o

Aventurine 15 M/F 13-14 y/o

Carnelian 15 M/F 13-14 y/o

Chrysoprase 15 M/F 13-14 y/o

Magnetite 12 M/F 14-15 y/o

Malachite 12 M/F 14-15 y/o

Pyrite 12 M/F 14-15 y/o

Obsidian 12 M/F 14-15 y/o

Sapphire 16 M/F 15-16 y/o

Tourmaline 15 M/F 15-16 y/o

Turquoise 15 M/F 15-16 y/o

Table 3.1. Distribution of the Respondents

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3.3 Data Gathering Instrument

The main tool used in data gathering was survey questionnaire. The

researchers prepared a self-made survey questionnaire to gather information

from

Junior High School students of BCAS about the physical and mental effects of

Extra Curricular Activities. The questionnaire was composed of two parts: the

demographic of the students that determines their participated ECA and the

effects of extra-curricular activities in terms of their academic performance, time

management, social and physical development.

The researchers drafted their questionnaire and passed it to their teacher

for checking. Some of the items were modified, and some items that are not

related in the study were deleted. After the corrections and modifications has

been applied, to ensure its validity, the researchers did the dry run of the

questionnaire to determine further if there are still items that are unclear. The

researchers tabulated and summarized the response of the respondents then

applied it immediately. After the corrections were applied and the consilience of

the responses were made, the questionnaire was distributed to the sample for

data gathering.

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3.4 Data Gathering Procedure

•Construction of Questionnaire

•Determination of the Sample Size

•Conducting a dry run for Questionnaire

•Revision of the Questionnaire

•Distribution of the new set of Questionnaires

•Retrieval of Questionnaires

•Tabulation of Data

•Analyses and Interpretation of Data

•Conclusion

Fig. 3.1. Process of Data Gathering

As said, survey questionnaires were used as the data gathering tool in this

study. The construction of questionnaires was based on the Statement of the

Problem. After having the questionnaire, the researchers determine the sample

size of the respondents through the given formula. The researchers conducted a

dry run to know if there are mistakes in the questionnaire or revisions to be

made. The researchers were able to revise the questionnaires with the help of

the comments of the respondents in the dry run. After that, the researchers

provided the final output of the Junior High School students. The questionnaire

where retrieved and the data were tabulated. After analyzing and interpreting

the data gathered, conclusions were made by the researchers.

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3.5 Data Analysis

The weighted mean was used as the statistical treatment in analyzing the

data. The weighted mean was used so that all of the counted data could be

systemized and organized properly.

The formula is as follows:

X= W1 + W2 + W3 + W4 + W5
—————————————
N

The following legend was used by the researchers to size up the verbal

interpretation of the respondent’s answers:

For the self-related effects, the legends are as follows:

0 – 1.49 – Strongly Disagree

1.5 – 2.49 – Disagree

2.5 – 3.49 – Somewhat Agree

3.5 – 4.49 – Agree

4.5 – 5 – Strongly Agree

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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The following presentations, analyses, and interpretations of data were

based on the results of the survey conducted by the researchers, which could

answer the questions from the Statement of the Problem and is provided with

factual information and details.

4.1 Students Extra-Curricular Activities:

Athletics
Students Government
Arts, Dance and Theater
Academic Organizations

Fig. 4.1 Respondents’ Preferences on Extra-Curricular Activities

Based on the figure that has been shown above, 42% of the Junior High

School students joined the Academic Organizations, one of the most common

extra-curricular activities participated by the students. Academic Organizations,

involves the Yes-O club, Words Worth Society club, Interact club, etc. One of the

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reasons was that, they joined because of their willingness to serve other

students on school events. Furthermore, students joined because they want to

enhance their skills and they are very determined to do that.

Agreeing on the data, Athletics got 36% of the results. The common

sports found in Athletics were, basketball, volleyball, badminton, football, etc.

According to the respondents of this subject, they joined this type of extra-

curricular activity because it gave them a lot of physical and mental health

benefits. Because of sports, they improved their physical fitness and capabilities.

In terms of mental health, they learned how to discipline themselves and the

proper way on how to interact with other people through competitions.

There were 15% of the population of the respondents who decided to join

Arts and Theater because they want to learn new techniques which helped them

to nourish their talents. Some of the well-known organizations under this

category are the Glee club, BAKAS club, and the BCAS Spectrum. According to

these students, some of them joined this field just because of peer pressure.

While there were only 7% who chose the Student government. The best

example for this club is the Supreme Student Government (SSG). Mostly, the

reason of having a low percentage of this field was the low number of members

needed in the said organization. Students who joined this government wanted to

have the experience of being part of it and to learn new ways to develop their

leadership skills.

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4.2 Advantages of Extra-Curricular Activities:

Intellectual Physical Social

Helps students
Learn strategies
befit and learn to Develops human
on better time
have a healthier relations
management
lifestyle

Helps lessen the

Improves multi- Develops friendly
percentage of
tasking skills relations
having disease

Fig. 4.2 The Advantages of Extra Curricular Activities

The figure shows the 3 main benefits of ECA to the JHS students. In terms of

Academic, we would gain more knowledge and strategies on managing time

better since we would encounter hectic schedules with the clubs we joined.

Another benefit in Academic was it improves the way you multi-task. Because a

student would be assigned different tasks from their organizations but they will

then get used to it. In the physical aspects, one of the benefit of the students

was to be fit and to have a healthier lifestyle, because of their training and the

way the coaches would discipline the regarding the health condition. It would

also lessen the chances of getting sick or have diseases, because you’ll further

have a social, the students will develop better human relations because they will

encounter new students from the clubs. Lastly, it can cultivate friendly relations

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because you would often work with others and you will later in get used to their

company.

4.3 Effects of Extra-curricular Activities on students:

W.M V.I
ACADEMIC PERFORMANCE
1.) Became capable of solving problems in all directed way. 3.85 AGREE
2.) Developed a deep understanding in every aspect of challenges. 3.96 AGREE
3.) Developed a better way in terms of communicating with others. 4 AGREE
4.) Became satisfied with my performance in class. 3.68 AGREE
5.) Learned some knowledgeable facts. 4.06 AGREE
TIME MANAGEMENT
1.) am doing my projects on time. 3.89 AGREE
2.) Became more productive. 3.84 AGREE
3.) Became better at multi-tasking. 3.92 AGREE
4.) Learned to balance my ECA and studies. 3.79 AGREE
5.) Learned time management. 3.99 AGREE
SOCIAL DEVELOPMENT
1.) Became aware of my peer's feelings. 3.83 AGREE
2.) Learned to accept opinion and judgement from others. 4.11 AGREE
3.) Developed my leadership skills. 3.78 AGREE
4.) Learned the importance of sportsmanship. 4.17 AGREE
5.) Embraced my personal identity. 4.05 AGREE
PHYSICAL DEVELOPMENT
1.) Became more comfortable enough with my body & appearance. 3.85 AGREE
2.) Improved my physical abilities. 3.9 AGREE
3.) Increased my strength and endurance. 3.89 AGREE
4.) Had a chance to join tournaments. 3.63 AGREE
5.) Enhance my physical and mental health. 3.9 AGREE
Table 4.1 Effects of ECA to students

The tabular presentation shown above was about how extra-curricular

activities affect the students in terms of Academic Performance, Time

Management, and Social Development:

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The question number 5, “learned some knowledgeable facts”, has the

largest weighted mean, which signifies that while students are performing an

extra-curricular activity, they are learning some new and knowledgeable facts.

The second largest weighted mean was the question number 3 which is

“developed a better way in terms of communicating with others”. An extra-

curricular activity helps students interact with other people and it helps them

gain their self-confidence. Every student will encounter tons of challenges, but

what ECA performers differ from them is that they are capable of understanding

why that is happening and this explains the question number 2, “developed a

deep understanding in every aspect of challenges”. In question number 1, it

states that students are capable of solving problems in all directed way. The

question that has the least number of weighted mean was the question number

4 which is “became satisfied with my performance in class”. Most of the students

find it hard to improve their class performances while participating in different

kinds of ECA.

The respondents agreed that joining ECA enhance the communicating

skills of the students. The respondents learned the importance of sportsmanship,

they also learned how to accept opinion and judgement from others, they got to

embrace their personal identity, they became aware of their peer’s feeling, and

ECA had developed their leadership skill, with a weighted mean of 4.17, 4.11,

4.05, 3.83, 3.78, respectively.

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By joining ECA the respondents agreed that it helped them have a better

time management. The question that has the largest weighted mean is question

number 5, “learned time management”, the students learned how to manage

their time because they encounter some hectic schedules. The second largest

weighted mean was the question number3 which is “became better at multi-

tasking”. By joining ECA you’ll be expecting to have a hectic schedule that’s why

students are doing their project as early as possible so they can pass it on time

and this explains the question number 1 “I am doing my projects on time” and 2,

“became more productive”. The question that has the least number of weighted

mean was the question number 4 which is, “learned to balance my ECA and

studies”.

The respondents agreed that ECA had enhanced their physical and mental

health, it imporved their physical abilities, it increased their strength and

endurance, they became more comfortable enough with their body and

appearance, and they had a chance to join tournaments, with a weighted mean

of 3.9, 3.9, 3.89, 3.89, 3.85, 3.63, respectively.

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4.4 Ways of coping in between joining extra-curricular and academic activities

of the students:

Getting rid of any distractions

Avoid procrastination

Be focused on the task at hand

Get enough sleep

Making an advance reading

Using checklists of to-do tasks

Fig. 4.3 Ways of coping between joining ECA and the academic activities of students

The figure shown above answers the question on how to manage time in

between joining Extra-Curricular Activities & Academic Performances. Primarily,

the students have to get rid of anything that distracts and allows them to

procrastinate from their work. This step should be done so they can focus on

what's important and do other unnecessary things later on, which can improve

their time management. Also, they have to be focused at the task at hand which

can be done if they did the earlier agenda. Focusing on the task will finish it

early, and they'll gain more spare time which they can use for other works and

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will make their more productive. Next, the students must get a good night's

sleep. A good night's sleep is essential to make sure their body and mind is

rested and fresh for the next day. If they will get enough rest, they will be able

to get a lot of energy that they will need to do stuff on the next day and be as

productive as possible.

Another, they must make an advance reading. If ever they missed some

lectures while participating in other activities, it will not be too difficult for them

to adjust and cope up with the lessons. Furthermore, another thing that could

help the students is to use checklists and be organized. This will help them to

keep track of the things that they still have to do and the things they've already

finished. By doing this, they don't have to panic and cram, and they will be able

to manage their time easily. This also includes setting up a schedule to avoid

missed activities and/or works.

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CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

As said in the title of the chapter, this included the summary of the results

in the study, the conclusions formed after the research, and the

recommendations of the researchers based on the study.

5.1 Summary of Findings

1. The most common extra-curricular activity participated by the JHS

students of BCAS is the field of Academic Organizations, because it

enhances the knowledge and skills on the other hand. The least

participated in the Students’ Government. The main reason is the few

members needed for the organization, such as the Supreme Student

Government (SSG)

2. There are lots of advantages for students when they participate in extra-

curricular activities. For their intellectual development, they learn

strategies on better time management and improved ther multi-tasking

skills. In their physical development, they learned to have a healthier

lifestyle and lessen the percentage of having diseases. Lastly, for the

social development, they developed friendly relations and improved

communications towards other people.

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3. Students learn some knowledgeable facts while joining ECA. They

developed a better way in terms of communicating with others. It also

helped them to learn time management and the importance of

sportsmanship. They improved their physical abilities and mental health

after participating in extra-curricular activities.

4. To manage the time in between joining extra-curricular and academic

activities among the students, they should get rid of any kind of

distractions in the first place. They should avoid procrastination and be

focused at the task at hand. They should get enough sleep. Making an

advance reading will also help them, as well as being organized by the

use of checklists or things like it.

5.2 Conclusions

1. The researchers conclude that the JHS students of BCAS participate I

the extra-curricular activity if it suits their interest. They are less likely

to participate in activities that gives them a lot of responsibility and

obligations.

2. Extra-curricular activities give a lot of advantages to students in their

academic performance which includes the intellectual, physical, and

social aspects.

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3. The researchers also concluded that participating in extra-curricular

activities are highly effective for the students to improve their

personality and other aspects.

4. There are a lot of ways to manage the time in between participating in

extra-curricular activities and in academic performance. These will help

them when they’re cramming due to these activities.

5.3 Recommendations

1. The researchers recommend that the administration and clubs in

the school should conduct more activities that suit to the interest f

the students to ensure that it won’t affect them badly.

2. The researchers recommend that the extra-curricular activities

must be knowledge able and beneficial for the students.

3. The school must be aware about the effects of extra-curricular

activities to their students to keep track on it.

4. The school and the faculty members must conduct activities on the

education about the proper time management to help he students

be organizations.

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REFERENCES

This section lists the books, journal articles, publications, online articles

and other materials that the researcher used in the study.

 Medina, R. G. (2011). Conflict and Negotiation. Human Behavior in

Organization. (pp. 237, 240-241, 243 and 252).

 Evangelista, L. L. (2005). Psychological Development of Personality; How

to make friends, Human Relations. Personality Development and Human

Relations. (pp. 17, 76, and 94-95). Manila, Philippines: Booklore

Publishing Corporation.

 Helming, D. (2000). Epilogue. The Examined Life. (p. 254). Dallas, Texas:

Spence Publishing Company.

 Chapman, W. and Rupured, M. (2011). Strategies on Time Management.

Retrieved on September 2017.

https://www.fcs.uga.edu/docs/time_management.pdf

 (2013). Benefits of Physical Activities. Retrieved on December 2017.

https://www.bartleby.com/essay/The-Benefits-of-Physical-Activity-

PKCDRFPYVJ

 Fujita, K. (2016). The Effects of Extra-Curricular Activities on the Academic

Performance of Junior High Students. Retrieved on September 2017.

www.kon.org/urc/v5/fujita.html

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APPENDICES

Cover Letter of the Respondents in the Distribution of Questionnaires

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Questionnaire

Name: (Optional) ___________________________

Grade and Section: _________________________

I. Which type of extra-curricular activities do you take part in? Choose only

one type and put a check mark inside the box. Please write the specific

name of the club you’re involved in the line provided.

Athletic _______________

Students Government _______________

Arts, Dance, Theater _______________

Academic Organization _______________

II. Put a check mark in the column to your answer. Be guided by the rating scale
below.
5 - Strongly Agree 4 – Agree 3 – Somewhat Agree 2 – Disagree 1 – Strongly Disagree
Because of Extra-Curricular Activities, I:
ACADEMIC PERFORMANCE 5 4 3 2 1
1.) Became capable of solving problems in all directed way.
2.) Developed a deep understanding in every aspect of
challenges.
3.) Developed a better way in terms of communicating with
others.
4.) Became satisfied with my performance in class.
5.) Learned some knowledgeable facts.
TIME MANAGEMENT 5 4 3 2 1
1.) am doing my projects on time.
2.) Became more productive.
3.) Became better at multi-tasking.

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4.) Learned to balance my ECA and studies.

5.) Learned time management.
SOCIAL DEVELOPMENT 5 4 3 2 1
1.) Became aware of my peer's feelings.
2.) Learned to accept opinion and judgement from others.
3.) Developed my leadership skills.
4.) Learned the importance of sportsmanship.
5.) Embraced my personal identity.
PHYSICAL DEVELOPMENT 5 4 3 2 1
1.) Became more comfortable enough with my body &
appearance.
2.) Improved my physical abilities.
3.) Increased my strength and endurance.
4.) Had a chance to join tournaments.
5.) Enhance my physical and mental health.

What are the ways to manage the time in between joining ECA and academic performance?

______________________________________________________________________________

Comments / Suggestions:

______________________________________________________________________________

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Tabulation of the Respondents’ Answers

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Survey Results

I. Which type of extra-curricular activities do you take part in? Choose only

one type and put a check mark inside the box. Please write the specific

name of the club you’re involved in the line provided.

Athletics
Students Government
Arts, Dance and Theater
Academic Organizations

Fig. 5

II. Put a check mark in the column to your answer. Be guided by the rating

scale below.

5 - Strongly Agree

4 – Agree

3 – Somewhat Agree

2 – Disagree

1 – Strongly Disagree

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Because of Extra-Curricular Activities, I:

5 4 3 2 1 W.M V.I
ACADEMIC PERFORMANCE
1.) Became capable of solving problems in all
directed way. 53 62 64 2 4 3.85 AGREE
2.) Developed a deep understanding in every
aspect of challenges. 53 79 48 2 3 3.96 AGREE
3.) Developed a better way in terms of
communicating with others. 58 77 44 4 2 4 AGREE
4.) Became satisfied with my performance in
class. 34 74 64 9 4 3.68 AGREE
5.) Learned some knowledgeable facts. 67 75 35 3 5 4.06 AGREE
TIME MANAGEMENT
1.) am doing my projects on time. 60 68 39 12 6 3.89 AGREE
2.) Became more productive. 49 75 48 8 5 3.84 AGREE
3.) Became better at multi-tasking. 59 69 43 11 3 3.92 AGREE
4.) Learned to balance my ECA and studies. 47 69 57 8 4 3.79 AGREE
5.) Learned time management. 68 63 43 7 4 3.99 AGREE
SOCIAL DEVELOPMENT
1.) Became aware of my peer's feelings. 48 76 47 10 4 3.83 AGREE
2.) Learned to accept opinion and judgement
from others. 71 75 31 4 4 4.11 AGREE
3.) Developed my leadership skills. 52 63 52 14 4 3.78 AGREE
4.) Learned the importance of sportsmanship. 78 68 34 3 2 4.17 AGREE
5.) Embraced my personal identity. 73 66 33 8 5 4.05 AGREE
PHYSICAL DEVELOPMENT
1.) Became more comfortable enough with my
body & appearance. 60 62 46 10 7 3.85 AGREE
2.) Improved my physical abilities. 63 66 40 7 9 3.9 AGREE
3.) Increased my strength and endurance. 63 64 41 8 9 3.89 AGREE
4.) Had a chance to join tournaments. 56 49 45 25 10 3.63 AGREE
5.) Enhance my physical and mental health. 61 67 42 7 8 3.9 AGREE

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PROFILE OF THE RESEARCHERS

Full Name JOHN ROBERT C. SALCEDO

Email Address [email protected]

Educational Attainment

Junior High School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2015-Present

Grade School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2009-2015

Academic and Non-Academic Achievements

Title/Description of the Achievement First Honors

School Year SY 2009-2010

Title/Description of the Achievement Second Honors

School Year SY 2010-2011

Title/Description of the Achievement First Honors

School Year SY 2011-2014

Title/Description of the Achievement Salutatorian

School Year SY 2014-2015

Title/Description of the Achievement Top 9 in Academic Ranking

School Year SY 2015-2016

Title/Description of the Achievement With Honors in Academic Ranking

School Year SY 2016-2017

Scholarship/s Received

Title/Description of Scholarship Salutatorian’s Scholarship Award

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School Year SY 2014-2015

Title/Description of Scholarship President’s Scholarship Award

School Year SY 2014-Present

Title/Description of Scholarship ESC Grantee

School Year SY 2015-Present

Affiliation in School/Civic Organizations

Name of Organization YES-O Club

Position Secretary
School Year SY 2014-2015

Name of Organization Glee Club

Position Treasurer
School Year SY 2015-2016

Name of Organization YES-O Club

Position Member
School Year SY 2015-Present

Name of Organization OFW Club

Position Member
School Year SY 2015-Present

Name of Organization Junior Math Wizards Club

Position Member
School Year SY 2015-Present

Name of Organization Mabikas

Position Writer
School Year SY 2017-2018

Banaybanay Concepcion, Lipa City, Batangas 4217

Contact #: (043)756-1232 main / (043)784-6071 annex 47
Website: www.bcas.edu.p
 BATANGAS COLLEGE OF
ARTS AND SCIENCES, INC.
Basic Education Curriculum

Full Name MAXINE H. MARUNDAN

Email Address [email protected]

Educational Attainment

Junior High School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2015-Present

Grade School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2009-2015

Academic and Non-Academic Achievements

Title/Description of the Achievement Third Honor

School Year SY 2009-2016

Title/Description of the Achievement Third Placer (Swimming, Medley Relay)

School Year SY 2015-2016

Scholarship/s Received

Title/Description of Scholarship ESC Grantee

School Year SY 2015-Present

Affiliation in School/Civic Organizations

Name of Organization YES-O Club

Position Member
School Year SY 2015-Present

Name of Organization Junior Math Wizards Club

Position Member
School Year SY 2015-Present

Name of Organization Mabikas

Position Layout Artist
School Year SY 2017-2018

Banaybanay Concepcion, Lipa City, Batangas 4217

Contact #: (043)756-1232 main / (043)784-6071 annex 48
Website: www.bcas.edu.p
 BATANGAS COLLEGE OF
ARTS AND SCIENCES, INC.
Basic Education Curriculum

Full Name MARC ERVIN D. PILIT

Email Address [email protected]

Educational Attainment

Junior High School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2015-Present

Grade School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2007-2015

Academic and Non-Academic Achievements

Title/Description of the Achievement Third Honor

School Year SY 2009-2016

Scholarship/s Received

Title/Description of Scholarship ESC Grantee

School Year SY 2015-Present

Affiliation in School/Civic Organizations

Name of Organization YES-O Club

Position Member
School Year SY 2015-Present

Name of Organization Junior Math Wizards Club

Position Member
School Year SY 2015-Present

Name of Organization Mabikas

Position Cartoonist
School Year SY 2017-2018

Banaybanay Concepcion, Lipa City, Batangas 4217

Contact #: (043)756-1232 main / (043)784-6071 annex 49
Website: www.bcas.edu.p
 BATANGAS COLLEGE OF
ARTS AND SCIENCES, INC.
Basic Education Curriculum

Full Name THERESE MARIE P. YLAGAN

Email Address [email protected]

Educational Attainment

Junior High School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2015-Present

Grade School St. Isidore Catholic School

Cuenca, Batangas
2009-2015

Academic and Non-Academic Achievements

Title/Description of the Achievement Second Honor

School Year SY 2009-2011

Title/Description of the Achievement Sixth Honor

School Year SY 2012-2015

Scholarship/s Received

Title/Description of Scholarship ESC Grantee

School Year SY 2015-Present

Affiliation in School/Civic Organizations

Name of Organization Book Lovers Club

Position Grade 7 Representative
School Year SY 2015-2016

Name of Organization YES-O Club

Position Member
School Year SY 2015-Present

Name of Organization Junior Math Wizards Club

Position Member
School Year SY 2015-Present

Banaybanay Concepcion, Lipa City, Batangas 4217

Contact #: (043)756-1232 main / (043)784-6071 annex 50
Website: www.bcas.edu.p
 BATANGAS COLLEGE OF
ARTS AND SCIENCES, INC.
Basic Education Curriculum

Full Name ANGELA DOREIN P. GUTIERREZ

Email Address [email protected]

Educational Attainment

Junior High School Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2015-Present

Grade School Holy Trinity School

Mataas na Kahoy, Batangas
2007-2011

Batangas College of Arts and Sciences, Inc.

Banaybanay Concepcion, Lipa City
2011-2015

Academic and Non-Academic Achievements

Title/Description of the Achievement with Honors

School Year SY 2007-2009

Title/Description of the Achievement Seventh Honor

School Year SY 2010-2011

Scholarship/s Received

Title/Description of Scholarship ESC Grantee

School Year SY 2015-Present

Affiliation in School/Civic Organizations

Name of Organization Glee Club

Position Secretary
School Year SY 2017-2018

Name of Organization Mabikas Club

Position Member
School Year SY 2017-2018

Banaybanay Concepcion, Lipa City, Batangas 4217

Contact #: (043)756-1232 main / (043)784-6071 annex 51
Website: www.bcas.edu.p