Chapter I

INTRODUCTION

Background of the Study

Students, nowadays, are very aggressive and expressive with their

thoughts, skills, and talents. It is already a part of a student life to become socially

engaged in different school line-up activities to show their capabilities and skills to

where they are interested in. They are very active in joining various organizations

in the campus to make their school life more exciting and meaningful. For them,

school would be boring without doing something fun, so they involve themselves

in different clubs and organizations. Some believed that it is only the way for a

student to become socially active and develop their social abilities to gain more

confidence and self-improvement. They could also enhance their leadership

competency and learn time management.

Indeed, according to Nikki L. Wilson et.al (2009), students who

participate in extracurricular activities generally benefit from the many

opportunities afforded them. Benefits of participating in extracurricular activities

included having better grades, having higher standardized test scores and higher

educational attainment, attending school more, and having a higher self-concept.

Participants in out-of-school activities often learned skills such as teamwork and

leadership while decreasing the likelihood of alcohol use, illicit drug use and

related problem behaviors. Those who participate in out-of-school activities often

have higher grade point averages, a decrease in absenteeism, and an increased

connectedness to the school.

 But, today, students tend to spend more of their time in organizational

activities and seems to forget about their academic involvement. Sometimes, they

make it as an excuse to ditch from their classes. They dedicate themselves in

terms of enhancing their participation and attendance in school organizations

than to cope up with their lessons. Most students, especially those who have

offices, missed their classes because of their hectic schedule in the club. They

are much busier in planning their organizational development rather than doing

their home works, projects and PETA’s.

Wilson (2009) added that students who are over-scheduled in too many

activities find that the benefits of participating in out-of-school activities may

actually decrease. Overscheduled children may be tired, irritable and show little

interest in participation. Over scheduling too many physical activities may result in

some students pushing themselves too far with the potential of having a serious

sports-related injury as students may need time for relaxation and recovery from

intense athletic training.

There are studies that support either being involved, being over-involved,

or not being involved at all in extracurricular activities such that joining school

organization and how participation can impact what becomes of teens in the

future based on participation in activities inside and outside the school day.

According to Gardner et al. (2008), theory and research on positive youth

development emphasizes the transition of human development, and suggest that

cultivating positive, supportive relationships with people and social institutions

encourages healthy development. Considering this perspective, organized

activities, can encourage healthy development because of the support and

opportunities that are present compared to less positive after school options for

teens. Students who participate in structured activities are more likely to respect

diversity, play by the rules, and contribute as a member of a team whether it is

sports, scouting or clubs.

When balanced with academic learning, extracurricular activities may help

students raise self-esteem, develop school spirit and connect with the adults in

the community in a positive manner creating a good situation for all. They

become more socially active and involve in the community.

Currently, because of the growing technology, social media has become a

student’s way to be socially active wherein with just one click, they can already

join a social group. In addition, as a part of the millennial generation, social

networking sites (SNS) are necessary. With the use of SNS, they can already

communicate with their group mates and make plans for the organization even

from afar. It is also an instant way to update everyone with the club’s upcoming

programs and latest activities.

Today, some students only join the school organizations for status

purposes because they like to become popular in school and gain some points in

their extra co-curricular activities. They commit themselves in becoming active in

clubs, by being an officer of the student government and by engaging in social

groups to become well-known in the campus.

 Status refers to the relative rank that an individual holds; this includes

attendant rights, duties, and lifestyle, in a social hierarchy based upon honor

or prestige. Status has two different types that come along with it: achieved, and

ascribed. The word status refers to social stratification on a vertical scale. In

addition, to become socially recognized by everyone is like an achievement to

every student. Some are known due to being always active in school

organizations.

However, in every high school history, social status is a big deal especially

to women. Social status helps them gain respect and love. On the other hand, the

thing about being popular is that, mostly, popular kids became famous due to

their family’s wealth, how pretty they look and more importantly the things and

gadgets that they own. They tend to focus more on making and pleasing other

people and forget about education and tend to fail in class. The youth spend

more of their time in fields where their passion is relevant because it is where

they could excel and be known such as in writing.

So, student journalists were bound to miss the majority of academic

updates because they were fed up with hectic schedule as they play an important

role in the school paper. But, according to Gardner, Roth and Brooks-Gunn

(2008), participation in organized activities during high school is positively

associated with educational, civic, and to some extent, occupational success in

young adulthood. Morrissey (2005) noted a reduction in delinquency and less

engagement in risky behaviors. These factors explain why students should

balance their lives with academics and activities as participating in these well-

rounded activities may impact their success in the future.

Having all the prevalent problems in different places, this study convince to

determine if school organizations could affect one’s academic performance. This

study will also show how social media affect student’s grades and doing their

school works. This study also aims to know how social status affects one’s self -

esteem and confidence and if school organizations could help boost the character

of a student and would determine if joining these would help them excel socially.

Conceptual Framework

Figure 1 displays the theoretical framework that introduces and describes

the concepts that explain why the research problem under study exists.
 Independent Variable Dependent Variable

SCHOOL ACADEMIC
ORGANIZATION PERFORMANCE

1. Clubs
1. Grades in major
2. Student Government
subjects:
Organization (SGO)
a. Mathematics
3. School Publication
b. English
c. Science
4. Campus Ministry

5. Classroom Office

Figure 1: The Conceptual Framework

It shows the proposed model including the different school organizations

and their relationship with academic performance. For clarifying the hypothesized

relationships, the unidirectional arrows give the direction of structural influences.

The path model is based on the assumption that the participation in school

organization (independent variable) such as in clubs, student government

organization (SGO), school publication, campus ministry, and classroom office

has a direct effect on the respondents’ academic performance (dependent

variable) or grades in major subject (Mathematics, English, and Science)

Statement of the Problem

 The research study aimed to find the effects of school organizations to the

academic performance of the Junior and Senior high school students in NDSCT.

The purpose of this study was to document how being involved in organizational

activities can influence development in academics. Certainly, it was guided by the

following questions:

1. What is the level of participation of high school students in school

organization in terms of their involvement in:

1.1 clubs,

1.2 student government organization (SGO),

1.3 school publication,

1.4 campus ministry, and

1.5 classroom office?

2. What is the extent of the academic performance of high school students in

terms of their grades in major subjects?

3. What is the relationship between school organizations and academic

performance?

4. Is there a significant relationship between school organizations and

academic performance?

Hypothesis

The researchers hypothesized that school organizations have no great

effect on student’s academic performance.

Significance of the Study

The research study provided an overview of the current involvement of the

Junior and Senior high school students of NDSCT in school organizations inside

the campus and how it affected their academic performances. In addition to

understanding the effects of being involved in these activities, it is important to

know how these activities are influencing educational and career pathways

beyond high school. Having this knowledge may allow counselors and other

educators to promote participation and to support and encourage student

involvement.

In this study, the school administrators, specifically the Student Activity

Coordinator and Academic In-charge are given information about the students’

profile and status in school to become all-aware of their performances either in

socials or academics to provide inevitable solution to the student issues.

Moreover, it informs the parents about the current situation and whereabouts of

their children at school to properly guide them in their decision making.

Likewise, in any way, this study also gives the teachers ideas on how to

manage the students’ involvement in school organizations to well–handle their

participation in class. Over half of a student's time is spent being involved in

some sort of structured activity. It is important for teachers, counselors, and

parents to know the overall impact of participating and being involved in out-of-

school activities.

Determining the long-lasting effects of school organizations may help

parents and students understand how participation can impact students'

development now and in the future. Armed with this information, families can

make wiser choices for creating balance in academics and activities in an

adolescent's life. Furthermore, this study also aimed to help the students in

knowing their priorities and inculcate the management to balance their daily

schedule for them to cope up in both social and academic activities.

Scope and Delimitation

The scope of the research study concentrated on the participation of the

high school students in school organization through their involvement in: clubs,

student government organization (SGO), school publication, campus ministry and

classroom office. Also, it included the students’ academic performances in terms

of their grades in major subjects (Mathematics, English, and Science).

Particularly, this study focused only on the high school students in Notre

Dame-Siena College of Tacurong during the school year 2017-2018 and their

academic performance during the second grading period.

Definition of Terms

The following are the definition of terms and variables used in the study:

School Organization is a part of the students’ extracurricular activities, which

refers to social groups or associations inside the school such as clubs that

meet to organize, plan, and conduct activities for the student body.

Academic Performance refers to the behavior or competence of a student

towards his/her studies based on the outcome of his/her grades in major

subjects.

Extracurricular Activities are exercises and events inside and outside of the

school, participated by the students, organized as a must in the curriculum

but not a part of the regular schedule of classes.

Participation is defined as the involvement of students in extracurricular

activities such as being active in school organization.

Healthy Development means the social and individual well-growth of a person,

showing positivity and good perspective in life.

Social Status refers to the person’s standing and being a well-known, either

inside or outside the school, based on how active he/she in participating in

extracurricular activities.
 Chapter II

REVIEW OF RELATED LITERATURE

This chapter provides discussion and examples of some of the positive

effects in student development based on participating in school organization as

part of their extracurricular activities. In addition, this chapter also highlights some

of the negative effects that may also take place in the student’s development due

to limited opportunity or over-scheduled participation. Furthermore, this chapter

includes what the school’s administration can do to encourage students to

manage their time in participating in the school organizations in hopes of reducing

absenteeism, developing sense of leadership, and enhancing social skills of the

students. Lastly, this chapter describes how school organization can affect

personal, social and academic development in a both positive and negative

manner.

The chosen references included research reports, conference papers,

evaluative reports, reviews of literature, a dissertation, essays and articles

pertaining to school organizations and extracurricular activities and their influence

on student achievement.

Participation in School Organizations

Student organizations are essentially a necessary part in building a

community within the school. There are orgs like the student council, writers’

guild, glee club, and dance troupe among others where camaraderie among the

teachers and the students can be built. (The Advantages and Disadvantages of

Joining School Organizations, smartschool.com, 2011)

When looking at the variety of out-of-school options students may choose,

it is important to consider how connecting with an activity might benefit them. It

has been suggested by Eccles (2003), that participation in voluntary, school-

based, extracurricular activities increase school participation and achievement

(cited in Mahoney et aI. in press). This happens because it facilitates: a) the

acquisition of interpersonal skills and positive social norms, b) membership in

pro-social peer groups, and c) stronger emotional and social connections to one's

school. It then stands to reason that participation may contribute to an increase of

wellness in mental health, improved students' engagement in school and

achievement, strengthen their long-term educational outcomes and find that

participation may decrease problem behaviors.

One study in particular discussed how being involved in physical

extracurricular activities that may actually improve self-perceptions. It is important

to understand that participation in extracurricular physical activities may influence

the mental well-being of young people by reducing stress, keeping fit and feeling

overall better about their appearances (Daley & Leahy, 2003). Those who were

involved in these activities reported significantly higher self-perceptions compared

to those who did not participate.

According to smartschool.com in 2011, school organizations have the

following advantages: (a) Provide a place for meeting new people and friends,

who, in the long run, can help better oneself and have fun; (b) Help one gain new

experiences and knowledge that are not offered in the four corners of the

classroom; (c) Present opportunities to develop your skills such as leadership,

communication, social, management, and others; (d) Spice up curriculum vitae to

make one look better in college application or even in the future job application;

(e) Build networks and connections within and even outside the school

community; and (f) Provide opportunities to give back to the community by

volunteering for fundraising and other community events.

However, school organizations also have the following disadvantages: (a)

Require much time and effort to accomplish the necessary activities – from the

application process to project involvements; (b) Involve money since not all
projects and activities are for free (e.g. dine-out, annual dues, contributions,

outings, etc.); (c) May limit friends, horizon and capacity – same people, same

activities; (d) May result to dependence since one knows that the other members

are always there for him/her; and (e) May cause aspiring and new members

physical, verbal, and emotional abuse or maltreatment, especially during the

application process (depends on what kind of org you want to join).

According to Gardner, Roth and Brooks-Gunn (2008), participation in

organized activities during high school is positively associated with educational,

civic, and to some extent, occupational success in young adulthood. Morrissey

(2005) stated that there is an established link between adolescents'

extracurricular activities and educational attainment as adults in occupational

choice and income. Morrissey also noted a reduction in delinquency and less

engagement in risky behaviors. These factors explain why students should

balance their lives with academics and activities as participating in these well-

rounded activities may impact their success in the future.

Out-of-school (OTS) time can be critical for the development of competencies

that will carry into adulthood (Little 2005). Yet, if students do not participate, they

may not reap the benefits that extracurricular activities or out-of-school programs

offer. The study by Gardner, Roth, and Brooks-Gunn (2008) also indicated that it

is important to look at the intensity and level of involvement the student has with

the activity. Level of participation may make a difference in how much a student is

affected by being involved. For example, longer periods of participation facilitate

the kind of positive interpersonal relationships that are thought to encourage

positive youth development.

A cycle of greater participation will continue if students, parents, and the

community as a whole can see the benefits from the programs in which the

students are participating. However, if the student has little or no free time to do

homework, the activities may be too time-intensive for positive benefits in the

classroom. When stating some of the benefits of participating in extracurricular

activities, some believe that this leads to positive youth development. What

exactly is positive youth development? Morrissey (2005) describes positive youth

development as encompassing five constructs: (1) competence in academic,

social, and vocational areas; (2) confidence; (3) connection to family, community,

and peers; (4) character; and (5) caring and compassion (cited in Roth, 2000).

These are also known as the Five Cs of positive attributes for youth.

It might also be suggested that participation can give adolescents confidence

about their physical and perhaps social selves. Another important part of an

adolescent's identity is social competence, and many report that socialization and

friendships are important in their lives. When adolescents are in extracurricular

activities, they often have greater opportunity to interact with others, develop

friendships, and to develop social confidence.

Also, participation might be interpreted as a sign of maturity and as a self-

affirming behavior. The research showed that those who participated seemed to

have a developed sense of commitment and obligation. In conclusion, it was

shown that those who participated in extracurricular physical activities had a

higher self-perception than those who were not participants (Daley & Leahy,

2003). When considering how extracurricular activities impact students, mention

should be made regarding potential negative impact of participation in out-of-

school activities.

Reeves (2008) determined that parents and teachers might fear students may

lose their focus on academics when they become too busy with out-of-school

activities. Attending too many rehearsals, practices, and meetings may cut into

homework time. When students get overscheduled, they might be spreading

themselves too thin, which may lead to spending less time studying and

preparing for class.

Another down side to participation might occur when the parents push their

children to be involved in nearly every activity available. Using activities to

provide daycare is not recommended, yet some parents schedule their child in

piano lessons, soccer, youth group, scouts and dance class so there is an activity

each night of the week. This may not only impact the child's academic success,

but may even effect the dedication shown to each activity as the child may not be

there by choice.

Thompson (2008) further discussed this concept when stating "The level of

commitment is much more important than the specific activity" (p.l 0). Not only

can over-scheduling impact academics and level of commitment, it can also

impact the student emotionally and physically which could lead to stress, fatigue

and bum-out.
 Parents can be part of the problem if they push their children to be involved in

too many activities or by forcing children to participate when they do not want to

be involved. This can lead students to be afraid to quit for fear of disappointing

the parent, or the other extreme of students quitting everything in defiance of the

controlling parent. Balance in activities of the adolescent's choice is

recommended.

In College

According to Breanne Williams et al. (2016), a columnist, at the beginning

of each new school year, students find themselves comparing the benefits of

joining a student organization to the sometimes-overwhelming time commitment it

requires. While overloading oneself is undoubtedly the fastest way to a failing

GPA, choosing to forgo involvement with campus orgs will ensure an inferior

college experience.

Joining an organization allows you to not only get involved with something

you harbor passion for, but also meet others who share a similar interest. Making

those friendships can be essential to maintaining positive mental health.

UCLA’s annual Cooperative Institutional Research Program survey

showed “the proportion of students who said in the UCLA survey that they spent

16 or more hours a week socializing with friends dropped by nearly half, to 18

percent in 2014,” and is continuing to steadily deteriorate. Kevin Eagan, the

director of the UCLA program, believes the declining emotional health of modern

college students is directly linked to the decline of prioritizing social activities

“because (students are) not allowing themselves to find the release from all of the
stress.” Whether one is fighting for social justice or spending time learning how to

bake, getting involved is essential to your mental health. Students who don’t

prioritize their mental health will quickly see it decline, a lesson many have

unfortunately learned the hard way.

Many student organizations are also focused on making a difference on

campus, the local community and, in some cases, even the world. Those who

volunteer their time working toward positive change can, upon graduation, leave

knowing they’ve directly made the world a better place. In many cases,

involvement in campus organizations segues into leadership roles, which offer

students the opportunity to not only learn skills that will more than likely benefit

them in their future careers but also to network and make connections they can

lean on when trying to start a career.

Nearly half of all recent college graduates end up in jobs that don’t require

degrees due to the country’s highly competitive job market, according to the

Huffington Post. Having an advantage over a peer will be crucial for landing a job

come graduation day.

However, taking on to much responsibility will lead to an impossible schedule and

a plummeting GPA. But the key to balancing school, work and socializing is

simple: Organization.

USF gives students free planners in the Marshall Center for a reason.

They know how crucial scheduling is to maintaining a healthy life. It’s better to

miss an ice cream social than it is to skip studying for the next morning’s exam.
Prioritizing commitments is vital, as students will undoubtedly be forced to say

“no” to things they love in order to accomplish something more important.

Student organizations can be an important part of student’s growth during

college career. Not only do they provide the resources needed to succeed in the

world, but they can also give some of the best people that students ever met,

building friendships that last a lifetime. Student organizations can give access to

opportunities that students won’t find anywhere else. Being involved can be

important to one’s attitude towards college and either make or break their stay.

(Daren Colbert, 2016)

 Student organizations help strengthen leadership skills. 

According to an article released by Sam Houston State University, on-

campus organizations allow students to “take on responsibilities or challenges to

lead and make a difference in the university community” and “provide students

with the knowledge, skills, and abilities to be a good leader”—qualities they can

take with them into life after college. Furthermore, in a survey conducted by the

University of Arizona, more than half the students surveyed agreed that joining

student organizations allowed them to strengthen their leadership skills.

 Joining an organization is one of the best ways to build a bigger network.

One of the most important things in college is networking with people who

share similar interests, because it gives students the chance to explore possible

career opportunities and learn what it takes to reach your goals. Not only can

they be exposed to real-world activities, but they can learn from former students
as they return to help guide them in the right direction. Student organizations give

students the opportunity to broaden their horizons, learning new skills and

meeting people who can further their success as it provides transition from

college to the real world. (Daren Colbert, 2016)

 Student organizations teach time management. 

While dealing with the struggles of being a college student, one might feel

that organizing priorities and managing time has become a bit of a problem.

Being busy allows students to organize time effectively and prioritize each task

according to its importance, which not only helps get through to graduation day,

but looks really good on their résumé. Employers want to see that a graduate can

balance work, life, and any other activities. (Daren Colbert, 2016).

Astin and the Roots of Student Involvement Theory

Astin’s research and theory of involvement (1977, 1984) spurred many

studies regarding student involvement in higher education. Not to be confused

with the term “motivation,” which refers primarily to a psychological state, Astin

noted that involvement includes both physical and psychological energy.

Although motivation is a necessary aspect of involvement, Astin asserted that the

behavioral aspects of involvement, such as what an individual does and how she
or he behaves, are also essential; this facet of involvement comprises the first

point of Astin’s involvement theory.

The theory has four other basic ideas: (a) involvement occurs along a

continuum; different students exhibit different levels of involvement in different

activities at different times; (b) involvement has both quantitative aspects, how

much time a student spends doing something, and qualitative aspects, how

focused the student’s time is; (c) the amount of personal development and

learning that can occur is directly proportional to the quality and quantity of

student involvement; and (d) the effectiveness of educational polices, practices,

or programs is directly related to the policy, practice, or program’s commitment to

increasing student involvement (Astin, 1984, p. 298).

In his landmark book, What Matters in College? Four Critical Years

Revisited, Astin (1993) addressed the impact that involvement in clubs and

organizations has on students. He reported that elected student offices, public

speaking ability, leadership abilities, and interpersonal skills have statistically

significant correlations with hours per week spent participating in student clubs

and organizations. Later, Astin (1996) found that the three most powerful forms of

involvement are academic involvement, involvement with faculty, and

involvement with student peer groups.

Astin stated that the strongest single source of influence on cognitive and

affective development is a student’s peer group; the greater the interaction with

peers, the more favorable the outcome. He proposed that the power of the peer

group can be found in the capacity of peers to involve each other more intensely
in experiences. Interaction with peers has also been shown to contribute to

seniors’ growth in interpersonal competence, cognitive complexity, and

humanitarianism (Kuh, 1995; Terenzini et al., 1996).

Participation in Clubs

Participation in structured extracurricular activities promotes not only

academic achievement but also personal/social development. Students have

unique opportunities to develop their social skills and their social identities.

According to Olson (2008), participation in a school's music program lessened

students' feelings of alienation, promoted individual growth, and provide a

common bond between home and school. It can provide adolescents with a

social network and a support system that is associated with their school (cited in

Darling, Caldwell, & Smith et aI. in Feldman & Mat Jasko, 2005).

Another example of a helpful extracurricular activity is participation in

athletics. Student athletes interact with peers, work for the best interest of the

team, and learn to follow instructions of the team leader. This type of interaction

may contribute to the student athlete's development of self-identity (cited in

Darling, Caldwell, & Smith at eI., Marsh & Kleitman, 2005).

A student's identification and involvement with school sports creates a

social network for these student athletes that emphasizes the value of the school,

academics, and continuing their education after high school (Smith, 2008).

Participation in sports may also provide students with unique development

opportunities that positively impact the student's social self-concept. This may

lead to a higher academic expectations and therefore better academic outcomes

for student athletes (Smith, 2008). Adolescent students who do not have

opportunities to identify with a particular group or who are affiliated with

delinquent social groups are more likely to suffer negative repercussions

including: dropout, suicide, substance abuse, or discipline problems (Smith,

2008).

But, Gilman (2004) found that those who participated in athletics were

almost twice as likely to remain in school as students who did not participate;

however, it was also determined that participation in sports teams corresponded

with greater rates of alcohol consumption and illicit drug use. It needs to be noted

that these outcomes can depend on the quality of coaching, a person's peer

group, and the cultural meaning of the activity within the school and community

(Gilman, 2004).

Another study by Gilman (2004) asked students to identify themselves as

a specific character from the movie "The Breakfast Club." The choices Gilman

offered for characters from that movie were the Princess, the Jock, the Brain, the

Basket Case, and the Criminal. Those who labeled themselves as "Jocks,"

participated in more athletics and had a higher GP A, higher self-esteem, and the

lowest social isolation.

Yet, as in previous studies, athletes were more likely to use alcohol

compared to the other groups (Gilman, 2004). Another potentially negative aspect

of extracurricular activities for consideration is the unfair advantage for those of a

higher economic status. Student athletes are disproportionately of a higher

socioeconomic status (Smith, 2008). Participants in athletic programs need to

have transportation to and from practice sessions, equipment, and pay-to-play

athletic fees.

Performing arts activities such as band may cost a lot of money to

purchase musical instruments or have private lessons. This could be a problem

for many of the students and families with limited income for extracurricular

activities.

Socioeconomic status may limit the possibility of some students being able

to compete as some top athletes have private lessons, attend summer sports

camps or play in club sports year round. It is hard for the average-income student

to compete with the athlete who has had additional training, top-notch equipment,

and enjoys the opportunity to play sports year-round. This economic

disadvantage can bring disappointment and frustration to the student, or even

prohibit some from even trying the sport in the first place.

Participation in School Paper

Journalism education is facing a “perfect storm” of peril. (Frank LoMonte,

The Case for High School Journalism, 2011)

 Journalism classes are being crowded out by the urgency to drill students

on core standardized-testing subjects. Cash-strapped states and districts are

squeezing electives and extracurricular offerings in search of savings; one state,

Kansas, nearly stopped financing journalism on the grounds that the profession

no longer offers gainful career opportunities. And image-conscious school

administrators are removing some of the profession’s best teachers in retaliation

for student writing that’s considered excessively negative or controversial.

In this precarious time, those who study journalism, teach it or just value it must

be extra-vigilant and extra-prepared to defend the continued importance of

journalism education, even when salaried newsroom jobs are melting away faster

than the polar ice caps.

Fortunately, the case is an easy one.

Workplace skills: Name something that an employer – any employer –

wants in a young employee. Analytical thinking? Clear writing? Sensitivity to

deadlines? This should be starting to sound familiar – because it’s the package of

skills that journalism conveys uniquely well through hands-on experience.

Leadership? Check. Teamwork? Check. It’s one of very few school activities that

accurately simulates a work environment – because it is a work environment.

(Frank LoMonte, The Case for High School Journalism, 2011)

Online civility: Imagine that you are a principal whose school is plagued

by cyberbullying. You might well find yourself wishing for some magic antidote

that would reinforce to students the importance of verifying their facts, correcting
their errors, signing their real names to what they publish, entertaining opposing

viewpoints and considering the impact of their words on others. This too should

be starting to sound familiar – this too is journalism. The values imparted by

working in a newsroom are the values that every educator wants every young

citizen of the Internetto learn, practice and live. (Frank LoMonte, 2011).

Accountability of schools: The nonpartisan Brookings

Institution reported in December 2009 that just 1.4 percent of the space and

airtime in the mainstream media is going toward education coverage. Ever tried

walking into a public school in 2011 with a reporter’s notebook and a camera?

You’d get further in the Pentagon. If professionals can’t bring us ample coverage

news of conditions like overcrowded classrooms and ineffective curriculum, who

can? Fortunately, there is an army of “embedded journalists” at the ready – the

last, best watchdogs for the taxpayers who pay about $590 billion a year to

support K-12 education nationally. Adults need candid, uncensored student

journalism if they are to have any idea what is going on inside the schools they

support. (Frank LoMonte, 2011)

Ethics: If we’ve learned nothing else from paying for the party that Wall

Street executives threw bundling up risky mortgage loans and selling them as

securities, it’s that when a small number of influential people act in blind self-

interest, everyone suffers. Fortunately, there’s an app for that – and yes, it too is

journalism. Think of another academic subject that forces young people, on a

daily basis, to weigh – and experience – the impact of their decisions on others,

and to put the adherence to the truth ahead of personal gain. Geometry?

Chemistry? English composition? Nope, nope and nope. By working in journalism

– and by being given the freedom to fail and to learn from their failures – students

experience what it means to be a “professional.” (Frank LoMonte, 2011)

Empowerment: If you are not the homecoming queen or the basketball

captain, school can be a place of social isolation and self-doubt. Alienated,

disempowered kids are at greatest risk for outcomes ranging from bad (dropping

out) to horrible (suicide). But no peg is too square for the newsroom, where the

creativity and smarts that mark students for ostracism suddenly become assets.

Students who are allowed to make their own editorial judgments – with a light

hand of guidance from a well-trained faculty adviser – experience the pride and

validation for which teenagers are starved.

Journalism training may not guarantee a lucrative job as a magazine editor

or a television anchor, but it remains a proven pathway to college and career

success. Ask United States Attorney Preet Bharara of Manhattan, the “Colbert

Report” producer Tom Purcell, the Emmy-winning actress Susan Lucci, the film

reviewer Gene Shalit or the top-gun campaign consultant Mark J. Penn, each of

whom got started as a high school journalist.

With America facing a well-documented deficit of civic engagement,

journalism remains a portal through which students – whether as participants or

simply as readers – engage with the larger world outside schoolhouse walls. It’s

essential that the doorway remain open and inviting. (Frank LoMonte, 2011)

Participation in Religious Practices

Because education is important for all citizens and the government invests

heavily in public schooling, any factor that significantly promotes academic

achievement is important to the common good. A growing body of research has

consistently indicated that the frequency of religious practice is significantly and

directly related to academic outcomes and educational attainment. Religiously

involved students spend more time on their homework, work harder in

school, and achieve more as a result. This is according to the study of National

Longitudinal Survey of Youth shown in related American demographics.

1. Educational Achievement

Increased religious attendance is correlated with higher grades. In one

study, students who attended religious activities weekly or more frequently were

found to have a GPA 14.4 percent higher than students who never

attended. Students who frequently attended religious services scored 2.32 points

higher on tests in math and reading than their less religiously-involved peers.

More than 75 percent of students who become more religious during their college
years achieved above-average college grades. Religiously involved students

work harder in school than non-religious students.

According to the National Longitudinal Survey of Youth, students who

attended religious services weekly or more had a higher average GPA than those

who attended religious services less frequently.

The National Longitudinal Survey of Youth also showed that 26 percent of

students who worshiped at least weekly received mostly A’s, followed by those

who attended religious services between one and three times a month (21

percent), those who attended religious services less than once a month (18

percent), and those who never attended religious services (16 percent).

Similarly, teenagers who attended religious activities weekly or more had the

highest average combined GPA for English and Math (2.9), while those who

never attended religious activities had the lowest (2.6).

2. Educational Attainment

Popular opinion holds that the more educated people are, the less

religious they are. However, according to the Pew Research Center college-

educated Christians in the United States are as—and in some cases more—

observant that less educated Christians. Frequent religious practice is positively

correlated with higher educational aspirations. Students who attended church

weekly while growing up had significantly more years of total schooling by their

early thirties than peers who did not attend church at all. Both Jews and
Christians are more likely to receive higher education than are the

Unaffiliated. Attending religious services and activities positively affects inner-city

youths’ school attendance, work activity, and allocation of time—all of which are

further linked to reduced likelihood to be deviant.

Frequent religious attendance correlates with lower dropout rates and greater

school attachment. Similarly, frequent religious attendance resulted in a five-fold

decrease in the likelihood that youth would skip school, compared to those who

seldom or never attended.

According to the National Survey of Children's Health, parents whose

children attended worship at least weekly were less likely to be contacted by their

children’s school about behavior problems than parents whose children

worshiped less frequently.

The National Longitudinal Survey of Youth showed that 87 percent of

students who attended weekly religious services received a high school degree.

They were followed by those attended at least monthly (81 percent), those who

attended less than monthly (76 percent), and those who never worshiped.

The same survey revealed that 32 percent of individuals who attended

weekly religious services had received a Bachelor’s degree, compared with those

who attended religious services at least monthly (27 percent), those who

attended less than once a month (19 percent), and those who never attended (14

percent).

3. Religious Families
3.1 Non-Religious Motivations for Religious Practice

Religion increases the family’s human capital in many ways. For

instance, religiously involved parents were more likely to plan successfully for the

future and to structure their children’s activities in ways that increased their

children’s likelihood of taking advanced math courses and graduating from high

school. Another study showed that family cohesion, which religious practice

increases, is associated with increased internal locus of control and academic

competence among youth. Family cohesion also influenced the way youth dealt

with problems.

A parent who is “intergenerationally altruistic”—that is, cares about the

welfare of the child—will participate in religious practice to build up the requisite

amount of human capital necessary for a child to become “skilled” (i.e., part of the

non-manual labor market). Thus, the future of the child’s education and income

are a positive incentive for parents to attend religious activities. Incentive is

diminished only if the parent is convinced that the child has no possibility of

becoming “skilled,” or if the child has no expressed desire to become “skilled.”

Therefore, altruistic parents can and often will be religious, even if they have little

intrinsically religious motivation to be so, in order to transfer the social capital

benefits of religious practice to their children.

According to the National Survey of Family Growth, 29.3 percent of women

aged 35-44 who worshiped at least weekly had attained a bachelor’s degree,
followed by those who attended religious services between one and three times a

month (28.5 percent), those who attended religious services less than once a

month (24.1 percent), and those who never attended religious services (21.8

percent).

3.2 Parents' Expectations

In their study of secular academic performance, Hanson and Ginsburg of

Catholic University and the US Department of Education found that parental

educational expectation was among the factors that had the strongest impact on

adolescents’ high-school outcomes. The greater the parents’ religious

involvement, the more likely they would have higher educational expectations for

their children and would communicate with their children about their

education. Christian Smith of Notre Dame University, moreover, found that

parents’ church attendance increased the probability that their adolescent

children knew more clearly what their parents expected and that their parents

would be upset if they were sexually involved, used drugs, drank alcohol, got into

fights, or skipped school.

3.3 Family Structure

Marital stability is another form of human capital that advances educational

attainment, while its opposite, divorce, hinders it. Religious practice plays its part

here also. Religious heterogamy (when the spouses belong to different

denominations) increases the likelihood of divorce, while homogamy (when both

spouses are members of the same denomination) increases the likelihood of

marital stability and happiness. Carmel Chiswick, Professor of Economics at the

University of Illinois at Chicago, found that “people with high levels of religious

human capital tend to select spouses who also have high levels, forming family

units for which the home production of religious education is more efficient.”

This phenomenon of high homogamy and practice seems to be operating

in the American home-schooling movement. It also has led to less conflict and

greater happiness for couples, as well as better relationships between children

and parents. In turn, this adds to family satisfaction, which has a larger effect than

any of the religious variables in protecting against risky behaviors that undermine

educational attainment.

4. Religious Communities

4.1 Religious Schools

Attendance at religious schools influences educational performance and

attainment. Significant literature exists detailing the strength of Catholic education

in advancing the academic achievement of its pupils. One study described the

supportive network of such parochial and private schools as equivalent to a

“social neighborhood” that reduces youths’ risks and promotes academic

achievement. 

Throughout a large body of literature investigating the comparative

educational effectiveness of religious and secular schools, findings such as the

following are typical: “Roman Catholic students in Catholic controlled schools are
more likely to plan for college than Catholic pupils in public schools—even if

Catholics are in the majority at the public school.”

In addition, religious schooling has a positive long-term impact on

adolescents’ religiosity, especially in high school, and especially if students

receive a considerable amount of classroom instruction in religion. Low-income

students in schools that “stress academics and religion, possess high student

morale, and encourage the centrality of religion and the development of

community of faith” tend to be more committed to their faith and church than their

counterparts in schools that do not have such emphases. It is not surprising,

then, that a 2015 Rasmussen Report found that 61 percent of parents with

school-aged children believe there should be more religion in public schools.

4.2 Peers

Good friendships, peer networks, and youth associations that help

adolescents live more fully engaged lives, while discouraging risky behavior, may

have a positive effect on educational outcomes. Though the area of peer

relationships has received some attention throughout the past 50 years, most

research has focused on dysfunctional behaviors and behavioral interventions.

The social science understanding of the operations and dynamics of positive

friendships are limited. Within the limited body of research available, however,

there are indications that networks of religious peers yield positive benefits. One

study showed that a student’s values, as well as peers’ values, can have positive

effects on out-of-school behaviors. Another study reported that peers’ values

mediate, in part, the positive effect of religious involvement on teens’ educational

expectations. Elder and Conger also demonstrated that religious values influence

youths’ perception of their friends and that, even at this stage of their lives, they

develop future marriage plans in light of their religious beliefs. Another study

discovered that youth participation in religious activities promotes friendships that

“aid and encourage academic achievement and engagement.”

Religious participation also increases intergenerational closure, a term that

describes an adolescent’s affinity for his parents and his parents’ friends.

Intergenerational closure, then, encourages role modeling and mentorship, within

both the parent-child relationship and relationships with other adults. Religion

provides a pathway for children to interact constructively with both their peers and

their superiors, which generally encourages improved academic performance.

4.3 Extracurricular Activities

Structured after-school activities, including religious activities, are also

associated with better educational outcomes. In an analysis of data from the

National Educational Longitudinal Study of 1988, student participation in

structured activities, religious activities, and activities with adults during tenth

grade had a significant positive impact on educational outcomes when those

students were in the twelfth grade. Participation in extracurricular activities

produced a greater increase in youths’ educational expectations than

participation in church activities did, although both types of activities had a

significant positive impact. Conversely, students who spent more unstructured

time (e.g., hanging out with peers) were at greater risk of performing poorly in

school.
 Extracurricular church activities help youth reduce those problem

behaviors that were putting their academic attainment at risk. The benefits of

extracurricular church activities were dramatically demonstrated by one study that

found that youths who were highly involved in church-sponsored organizations

outside of school had a low level of problem behaviors. While their academic and

psychological competence scores were lower than those of peers categorized as

“academically competent,” their engagement level in extracurricular activities and

community programs distinguished them positively from their peers.

A study of high school seniors in the 1988 National Educational

Longitudinal Study showed that positive perceptions of religion and frequent

attendance at religious activities were related to the following: a) positive parental

involvement, b) positive perceptions of the future, c) positive attitudes toward

academics, d) less frequent drug use, e) less delinquent behavior, f) fewer school

attendance problems, g) more time spent on homework, h) more frequent

volunteer work, i) recognition for good grades, and j) more time spent on

extracurricular activities.

4.4 The Church Community

The community of church members, like the family, plays its part in

advancing educational attainment. The strong social bonds of religious groups

can supplement the resources available to children, especially those in large

families, helping them to achieve higher levels of education. Participation in

church activities benefits children in all neighborhoods of different income levels,

though it particularly benefits children in low income neighborhoods. Interviews

with black college students found that their religious communities fostered

academic success by providing role models and mentors.

Elder and Conger provided a detailed account of the effect of the church

community on adolescents’ attitudes, expectations, and academic achievement:

Surrounded by adults and peers who care about worthy accomplishments,

religiously-involved youth tend to score higher than other adolescents on school

achievement, social success, confidence in self, and parents’ report of their

personal maturity. Regular participation in church services and programs

strengthened self-concepts of academic achievement, work habits, or discipline.

Within the church, young people found guidance and encouragement from

congregation members with whom they established strong ties.

When they asked the high school freshmen they surveyed to estimate how

their peer groups would rank five activities—athletics, school activities, working

hard to get good grades, community activities, and church activities—adolescents

who were not involved in the church and youth group were most likely to rank

athletics first and school activities second. In contrast, religiously-involved

students gave a higher rank to both education and church activities.

Being anchored in a religious community promotes positive relationships

among adolescents. One study found that the greater a high school student’s

engagement in church activities, the stronger his or her peer

competence.61) Similarly, high school seniors who performed well academically

and socially were more likely to have had greater exposure to the disciplines and
objectives of the church and the church youth group, and to associate with peers

who shared those values.

For immigrant youth and other ethnic groups, the church or synagogue is

often the preferred place to study the language of their heritage and their

community. This simultaneously contributes to the formation of a cultural and a

religious identity and, as a result, increases the likelihood of educational

achievement.

In their study of Vietnamese immigrant youth, Carl Bankston, Professor of

Sociology at Tulane University, and Min Zhou, Professor of Sociology and Asian

American Studies at the University of California Los Angeles, found that, while

church attendance and parents’ membership in a church correlated to higher

grade point averages, church-sponsored programs in language and culture

mediated part of the benefit. Rather than impeding the upward mobility of youth,

these activities correlated strongly and positively to adolescents’ academic

performance. Bankston and Zhou explained this dynamic:

Ethnic religious participation promotes adjustment to the host society,

precisely because it promotes the cultivation of a distinctive ethnicity, and

membership in this distinctive ethnic group helps young people reach higher

levels of academic achievement and avoid dangerous and destructive forms of

behavior.

Religious affiliation is important to the cultivation of welcoming

communities. Western Christians are less intolerant of contradiction and more

willing to take on different perspectives than their Atheist/ Agnostic counterparts.

Related to the community and culture effect is Jonathan Gruber’s finding that

residing in an area where the demographic majority reflects one’s religious

tradition was associated with significantly greater religious involvement and with

better outcomes with regard to education, income, and marital status.65)

4.5 Disadvantaged Communities

For youth in impoverished neighborhoods, religious attendance made the

greatest difference in academic achievement prospects, according to research in

2001 by Regnerus. As rates of unemployment, poverty, and female-headed

households grew in a neighborhood, the impact of a student’s level of religious

practice on academic progress became even stronger.

Regnerus posits that churches uniquely provide “functional communities”

for the poor that reinforce parental support networks, control, and norms in

environments of disadvantage and dysfunction. In these neighborhoods, families

are most likely to build pathways to success for their children when they closely

monitor them and when they develop ties to local churches that expose their

children to positive role models. Youth in high-risk neighborhoods who regularly

attend religious services progress at least as satisfactorily as their peers in low-

risk, middle-class neighborhoods:

“Religious attendance was found to serve as a protective mechanism in high-risk

communities in a way that it does not in low risk ones, stimulating educational

resilience in the lives of at-risk youth. We argue that adolescents’ participation in

religious communities—which often constitute the key sources of neighborhood

developmental resources—reinforces messages about working hard and staying

out of trouble, orients them toward a positive future, and builds a transferable skill

set of commitments and routines.”

Regnerus went on to suggest that religious affiliation had a positive impact

on educational attainment for African–Americans residing in a high-risk

neighborhood, even when controlling for family structure, although its effect was

strongest for youth living in two-parent families. The role of religion in building

relationships and habits of hard work “reinforces a conventional (as opposed to

alternate or illegal) orientation to success and achievement.” Youth religious

affiliation in combination with religious families and friends serves to integrate

youth into the broader society and shapes their aspirations for education and

achievement.

5. Work Ethic of Students

The beneficial effects of religious practice on education are transmitted to

the individual student through various pathways within the family of origin and

through peers, the church community, and the extended community. For at-risk

youth, religious practice reduces socially deviant behavior.69) Regular religious

attendance increases the internalization of traditional values and norms,

strengthens a sense of internal locus of control and discipline, and increases

adolescents’ expectations of higher educational achievement for themselves. In

these ways, religious practice is a positive force for staying on track in school.

Effect on Academic Performance

Extracurricular activities play an important role in today's secondary

education programs (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 always been debate whether participation in extracurricular

activities has a positive correlation with academic success. According to Reeves

(2008), students who took part in three or four extracurricular activities during the

academic year had dramatically better grades than those who participated in no

extracurricular activities at all. Darling, Caldwell, and Smith (2005) suggested that

participation in athletics is related to the following positive academic related

outcomes including higher grade point average, fewer disciplinary referrals, lower

absentee rates, decrease in dropout rates, stronger commitment to the school,

liking school better, being in the academic tract in coursework, taking more

demanding coursework, more likely to attend college full time and graduate,

holding higher aspirations for attending college, applying to more universities and

colleges, and had better occupational status 1S-years after high school.

These positive effects are not just from participating in athletics but also

from joining other activities as well. Olson (2008) found that students enrolled in
fine arts activities had significantly lower absentee rates than those students who

did not participate at all. Also, it was determined that dropouts were involved in

fewer extracurricular activities than were those who stayed in school (cited in

Olson at el., Bowman & Matthews, 2008). Involvement in extracurricular activities

is consistently and positively correlated with good school attendance, and good

attendance is often correlated with a higher grade point average (Olson, 2008).

In the study of James W. O'Dea on 1994, 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 extracurricular activities.

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

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

academic perspective considers extracurricular activities as purely leisure and not

part of the purpose of schools. The developmental perspective considers

extracurricular activities necessary to the total development of the student in

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

Educators who believe in the academic perspective argue that 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 take

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

budgetary reasons. The state of Iowa, like many states, has faced enormous

challenges in the recent legislative sessions to fund education. Special interest

groups supporting consolidation, decrease in funding, and sharing of programs

add fuel to the academic perspective. (O'Dea et al. 1994)

O’Dea added that 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. Extracurricular

activities offer an opportunity to interact in ways that allow the previously

mentioned skills to blossom. The developmental minded believe that many of

these skills would be impossible or very difficult to develop in a classroom setting.

Marsh (1992) stated:

According to different theoretical perspectives, extracurricular activity

participation may be posited to (a) divert attention from academic pursuits, as

evidenced by its negative effects on narrowly defined academic goals; (b) have

little or no effect on academic outcomes but contribute to desirable non-academic

outcomes; or (c) have positive effects on non-academic outcomes and facilitate

academic growth, perhaps indirectly, as well.

In the study of James W. O'Dea on the effects of extracurricular activities

on academic achievement, it was also stated that the zero-sum model was

developed to demonstrate a negative relationship between academic

achievement and extracurricular activities. Participation in extracurricular

activities was said to detract from academic pursuits (Coleman, 1961). If

participation in extracurricular activities is harmful to academic achievement, then

research studies should show a negative correlation between these variables

(Camp, 1990).

The opposite of the zero-sum model is the premise that extracurricular

activities enhance academic achievement. The results of this study show that 17

of the 19 studies had a positive correlation between the two variables.

Participation in extracurricular activities is positively associated with many

student characteristics. Participation is associated with higher levels of self-

esteem (Marsh, 1992; McNamara, 1985; Simeroth, 1987). Participation is

associated with lower delinquency and absenteeism rates (Castle, 1986; Marsh,

1992; Newman, 1991). Howley and Huang, (1991), using the High School and

Beyond data base, found that extracurricular activity across at 1 sizes of

schools exhibited a positive correlation on academic achievement. The academic

perspective theory considers extra-curricular activities as purely leisure and not

part of the purpose of schools. Those educators that profess to the academic

development theory argue that work is a deterrent to academic achievement. In

his 1991 study, Marsh found that work during high school had a negative effect

on academic achievement and also had a negative effect on participation in

extracurricular activities.

McNamara (1985) concluded in his study that students benefit

academically if they participated in high, moderate, or low numbers of

extracurricular activity. He suggested a possible explanation might be that

students who participate in extracurricular activities enhanced their commitment

to the school, while students that work do not have that commitment.

Camp (1990), using the High School and Beyond data base, found a

significant effect on academic achievement when students participated in

extracurricular activities. He did an effect size calculation which found the effect

size for student achievement vs. extracurricular activity was twice as great as the

effect size calculated for student achievement vs. study habits.

In the literature review on the study of the effects of extracurricular

activities on academic achievement by James W. O'Dea, 1994 found 11 of the 19

studies using correlation as the analytic technique. The five studies that reported

an r coefficient represented a unique sampling of the population. Three studies

were high schools, one was a small college, and the fifth used the High School

and Beyond data base. Five studies with a total sampling (N=7103) found

statistically significant results.

Three of the 5 studies reported that the r value was statistically significant

at the -01 level (N=l606) (Castle, 1986; Hanrancik, 1986; Leonardson, 1986).

This would allow the researchers to reject the null hypothesis that there is no

difference between involvement in extracurricular activity and academic

achievement. The study by (Howley & Huang, 1991) was significant at the .001

level (N=5209), and the 5th study (Neish, 1993) reported only the r value of .56

(N=288). The square of the r value yields the explained variance. The variance

for this study is 31. This can be interpreted to mean that in this study,
extracurricular activity can explain 31 % of the variance in academic

achievement.

The results of the study show that participation in extracurricular activity

has a small but consistently positive effect on academic achievement. The study

represented all regions of the country: small schools, large schools, colleges, and

a national survey. The results indicate that extracurricular activities play a

significant role in the development of a student's academic achievement.

These related literatures and journals were important to determine if the

study conceived is relevant and could give solutions to the frequent problems.

These served as the basis on the process and methods used by the researchers

to arrive at certain findings. Furthermore, these narratives were important in the

flow of the research investigation as these provided details and information that

would support the design of the study. For these reasons, the study on “School

Organizations and Academic Performance of High School Students” was

perceived.
 Chapter III

METHODOLOGY

This chapter describes the rationale for the application of specific

procedures and techniques that are used to identify and analyze the data in

understanding the research problem. It presents the research design, the

respondents, the population and sampling technique, the instruments used in

data gathering, procedures for collecting of data and the statistical treatments

applied.

Research Design

The research investigation used the descriptive survey design. Survey

denotes an investigation of a field ascertain the typical condition is obtaining. It

means that surveys were made in order to assess the influence of the school

organizations (independent variable) to the academic performance (dependent

variable) of the high school students with the particular study of their grades in

major subjects such as Mathematics, Science, and English.

Respondents of the Study

 The respondents of the research study were the one hundred (100)

students from the Junior and Senior High School of Notre Dame-Siena College of

Tacurong Inc.

Population and Sample

The population and sample used for this study consist only of the high

school students in NDSCT both junior and senior. There was a total of 607 high

school students distributed in 14 classes which the sample size of 100 was

selected. The sample size was accumulated through the use of the Sloven’s

formula with the given population in each class. A breakdown of this figure

showed that 4-8 students was drawn randomly from all classes in high school.

Population and Sample from the High School students of NDSCT

Class Population Sample

St. Agnes 43 7
St. Margaret 44 7
St. Lorenzo 51 8
Mo. Francisca 48 8
Queen of Peace 47 8
Our Lady of Candles 47 8
St. Catherine 49 8
St. Thomas 47 8
St. Martin 42 7
St. Raymund 35 6
St. Dominic 26 4
St. Rose 43 7
St. Hyacinth 42 7
Mo. Sebastiana 43 7
Total 607 100

Sampling Technique
 The study adopted the stratified sampling technique with the used of

Sloven’s Formula to calculate the target sample size (n) given the population size

(N) and the population in every strata (Ni). This was used in order to enable even

representation of the classes in high school without concentrating the sample on

a particular section.

Data Gathering Instrument

The main instrument used for data collection was the survey

questionnaire. The questionnaire was designed for students in high school

specifically those who are active in various school organizations. The

questionnaire was prepared by the researchers with the help of the adviser which

was based on the stated objectives and given variables.

The questionnaire was divided into two parts; Part I dealt with simple

evaluation questions into 5 categories (clubs, SGO, school publication, campus

ministry and classroom office) which used to measure their effects on academic

performance based on the following rating scales:

A. Numerical Rating 5 – Very Often

 4 – Often 4.20 – 5.0 – Very Often

3 – Seldom
3.40 – 4.19 – Often
2 – Rare
2.60 – 3.39 – Seldom
1 – Never

1.80 – 2.59 – Rare

B. Interpretative Rating 1.0 – 1.79 – Never

The computed correlation coefficient was presented using the following

rating scale and description to determine if there was a relationship between

school organizations and academic performance of both junior and senior high

school students.

Categorical Rating Scale Description

± .01 – ± .20 Negligible

± .21 – ± .40 Low relationship

± .41– ± .60 Marked or substantial

± .61 – ± .80 High relationship

± .81 – ± .99 Very high relationship

± 1.0 Perfect relationship

 While, Part II dealt with the grades of the respondents in three major

subjects (Math, English, Science) to determine the level of their academic

performance based on the following academic interpretations:

Level of Performance Descriptive Rating

95 – 99 Excellent

90 – 94 Above Average

85 – 89 Average

80 – 84 Below Average

75 – 79 Fair

Below - 74 Failed

Data Collection Procedure

The questionnaires were administered to the respondents after getting the

right permission to do so and the respondents were encouraged to evaluate their

answers truthfully in filling up the questionnaire. The questionnaires were given

out personally to each of the classes with 4-8 questionnaires issued to students

who were participative and active in school organizations.

Statistical Treatment

When the survey questionnaires were already retrieved, the following

statistical manipulations were employed: mean, frequency distribution,

percentage and correlational analysis.

To answer question number 1, to determine the level of participation of the

high school students in school organizations, mean and frequency distribution

were used. While, the mean, frequency distribution and percentage were used to

answer the second question which was to determine the extent of the students’

academic performance. To determine the relationship and the significant

relationship between school organization and academic performance which were

the third and fourth questions, the correlational analysis and T-test at .05 margin

of error were applied.

 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter provides a summary and presentation of the findings based

on the data collected from the students in relation to the objectives of the study. It

presents the analysis of the data and the discussion and interpretation of

statistical findings.

Moreover, in this portion, data pertaining to participation on school

organization and its effect on academic performance was analyzed and

interpreted using tables. The main instrument used to seek information on stated

questions was a self-administered questionnaire. A total of one hundred (100)

respondents were sampled. All the sampled respondents responded by

completing and returning the questionnaire within the stipulated time making a

hundred percent response.

To analyze the results, mean and frequency distribution were

compromised to ascertain the degree of participation of the respondents in school

organizations as well as the use of percentage to reveal the level of the students’

academic performance. It was also aided by correlational analysis to obtain the

relationship and if there is a significant relationship between the two variables.

Table 1.1 Responses of the Respondents on School Organizations
in terms of Clubs
Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
1 3 9 40 3 13 100 346 3.46 Often

5
2 6 13 31 3 16 100 341 3.41 Often

4
3 4 23 3 32 6 100 313 3.13 Seldom

5
4 4 13 36 40 7 100 333 3.33 Seldom

5 5 29 4 15 8 100 292 2.92 Seldom

3
6 1 17 4 25 13 100 332 3.32 Seldom

4
7 12 30 3 20 7 100 280 2.80 Seldom

1
Grand Mean 3.20 Seldom

The data presented at the table above displays the involvement of high

school students in school organization in terms of clubs. It shows that among the

seven (7) items, item number 1 has a highest mean with 3.46 followed by item

number 2 having a mean of 3.41, which both fall under the descriptive rating of

“Often”. This implies that the respondents, which are the senior and junior high

school students, often involve themselves in club organizations and they regularly

attend meeting in their clubs.

 Next item with the third highest mean is item number 4 with 3.33 followed

by 3.32 which is item number 6 that both imply a descriptive rating of “Seldom”.

This reveals that joining in club organizations every so often help the students

excel in their academic performance as clubs just occasionally conduct activities

in school.

While the item that has the lowest mean is item number 7 with 2.83 mean,

falling under the descriptive rating of “Seldom”. This result indicates that the high

school students infrequently or seldom missed their lessons because of club

activities.

The grand mean in terms of clubs is 3.20 that goes with the descriptive

rating of “Seldom”. It signifies that club organization affects the performance of

the high school students in academics at times.

Table 1.2 Responses of the Respondents on School Organizations

in terms of Student Government Organization (SGO)
Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
8 9 22 35 25 9 100 303 3.03 Seldom

9 5 21 33 34 7 100 317 3.17 Seldom

10 6 22 3 28 8 100 310 3.10 Seldom

6
11 9 16 39 28 8 100 310 3.10 Seldom
 12 14 30 3 18 8 100 276 2.76 Seldom

0
13 22 28 2 20 3 100 254 2.54 Rare

7
14 15 21 4 20 4 100 277 2.77 Seldom

0
Grand Mean 2.92 Seldom
The data on table 1.2 shows the participation of high school students in

school organization in terms of involving themselves in student Government

Organization (SGO). It reveals that out of seven (7) items, item number 9 takes

the highest mean with 3.17, dropping under the descriptive rating of “Seldom”. It

denotes that engaging in Student Government Organization does not often help

the respondents excel in their academic performance.

Next are items number 10 and 11 as the second highest, both with the

same mean of 3.10 that falls under the descriptive rating of “Seldom”. This result

implies that the SGO seldom conduct meeting in organizing school activities and

that the respondents sometimes miss their class because of some SGO matters.

After items number 10 and 11 is item number 8 with 3.03 mean still

pertaining to the verbal description, “Seldom” which suggests that the students

occasionally involve themselves in conducting or supervising activities in school.

On the other hand, item number 13 possesses the lowest mean with 2.54,

falling under the description of “Rare”. It specifies that the high school students

are unusually lacking time in doing their school stuffs such as home works,

projects or PETAs because they’re busy with SGO assignments.

 Overall, the grand mean in terms of SGO is 2.92, which belongs under the

descriptive rating of “Seldom”. It represents that joining the Student Government

Organization sometimes affects the academic performance of high school

students.

Table 1.3 Responses of the Respondents on School Organizations

in terms of School Publication
Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
15 25 18 26 23 8 100 271 2.71 Seldom

16 24 22 31 16 7 100 260 2.60 Seldom

17 21 24 31 23 1 100 254 2.54 Rare

18 25 30 29 11 5 100 241 2.41 Rare

19 25 25 27 19 4 100 252 2.52 Rare

20 28 23 29 15 5 100 246 2.46 Rare

21 27 20 28 21 4 100 255 2.55 Rare

Grand Mean 2.54 Rare

The datums revealed on the table present the involvement of the junior

and senior high school students in school organization in terms of their

participation in school publication. Among the seven (7) items, item number 15

has the highest mean of 2.71 succeeded by item number 16 with 2.60, both fall

under the descriptive rating of “Seldom”. It connotes that the respondents every
now and then involve themselves in the school paper and that being out of the

class to attend to school paper matters is infrequent to them.

While, item number 21 possesses the third highest mean of 2.55 which

drops under the description of “Rare” the same with item number 17 that has a

mean of 2.54. This result denotes that joining in school publication uncommonly

affects the students’ performance in class as they rarely contribute in the

publication. Whereas, item number 18 holds the lowest mean of 2.41 which also

falls under the verbal description of “Rare”. It entails that most of the respondents

unusually lack time in doing class requirement because of being a journalist in the

publication.

In summary, the grand mean in terms of school publication is 2.54

dropping under the descriptive rating of “Rare”. It reveals that involvement of the

junior and senior high school students in school publication oddly affects their

academic performance.

Table 1.4 Responses of the Respondents on School Organizations

in terms of Campus Ministry
Item Rating No. of TF Weighted Verbal

no. Students Mean Description

1 2 3 4 5
22 28 1 29 20 12 100 277 2.71 Seldom

1
23 14 8 28 21 29 100 343 3.43 Often
 24 17 1 25 31 9 100 297 2.97 Seldom

8
25 30 1 25 22 4 100 251 2.51 Rare

9
26 32 2 25 17 3 100 230 2.30 Rare

3
27 20 16 33 28 3 100 278 2.78 Seldom

28 28 19 29 22 2 100 251 2.51 Rare

Grand Mean 2.75 Seldom

The data on table 1.4 uncovers the involvement of the junior and senior

high school students in school organization in terms of their participation in

campus ministry. In the table, it was revealed that number 23, among the seven

(7) items, has the highest mean of 3.43 that spills under the descriptive rating of

“Often”. It signifies that campus ministry regularly conduct a mass and other

religious activities in school.

While, items number 24 and 27 have the second highest means with 2.97

and 2.78 respectively which both belong to the descriptive rating of “Seldom”.

This marks that the ministry periodically conduct meeting in a month to prepare

for a mass or Eucharistic celebration and other religious activities. It also

indicates that involving in this organization sometimes helps the respondents

excel in their academic performance.

Whereas, items number 25 and 28 both take the second least mean with

2.51 which goes to the verbal description of “Rare”. This implies that the students

scarcely miss important lessons and barely have a short span of time in doing
their school works due to attending meeting and being busy in the campus

ministry.

However, item number 26 has a least mean of 2.30 that also falls under

the descriptive rating of “Rare”. It affirms that the respondents are infrequently out

of the class to serve during the mass even though they are tasked to serve.

The grand mean in terms of campus ministry is 2.75 which belongs to the

descriptive rating of “Seldom”. This result states that involving in Campus Ministry

occasionally affects the academic performance of the high school students.

Table 1.5 Responses of the Respondents on School Organizations

in terms of Classroom Office
Item Rating No. of TF Weighted Verbal
1 2 3 4 5
no. Students Mean Description
29 11 1 29 28 16 100 322 3.22 Seldom

6
30 7 1 33 43 6 100 330 3.30 Seldom

1
31 7 1 32 36 7 100 318 3.18 Seldom

8
32 9 1 44 24 4 100 295 2.95 Seldom

9
33 7 2 40 29 3 100 300 3.00 Seldom

1
34 5 19 41 29 6 100 312 3.12 Seldom

35 7 18 42 23 10 100 311 3.11 Seldom

Grand Mean 3.13 Seldom

 The datums on the table presented above exhibits the involvement of

junior and senior high school students in school organizations in terms of

classroom office. It reveals that among the seven (7) items, item number 30 has

the highest mean with 3.30 followed by item number 29 which has the second

highest mean of 3.30 both fall under the descriptive rating “Seldom”. This

explains that most of the respondents are once in a while elected as officers in

the classroom and it infrequently helps them excel in their academic

performance. Next to this is item number 31 which takes the third highest mean

with 3.18 mean dropping also under the verbal description “Seldom”, connoting

that the respondents are occasionally given task by the teacher regarding class

management.

While, the item number that possesses the least mean is item number 32

with a mean of 2.95 falling under the descriptive rating of “Seldom” which implies

that the respondents are intermittently having a hard time to focus with their

lessons because of classroom responsibilities.

The grand mean in terms of classroom office is 3.13 that belongs to the

descriptive rating “Seldom”. This result explains that involving in classroom office

sometimes affects the academic performance of the junior and senior high school

students.

Table 1.6 Summary of the Mean Ratings on School Organizations

 School Mean Description
Organization
Clubs 3.20 Seldom

SGO 2.92 Seldom

School Publication 2.54 Rare

Campus Ministry 2.75 Seldom

Classroom Office 3.13 Seldom

Grand Mean 2.91 Seldom

The data obtained from table 1.5 illustrates the summary of the mean

ratings on school organizations. Clubs and SGO have means of 3.20 and 2.92

respectively which both fall under the descriptive rating of “Seldom”. The same

goes through with Campus Ministry and Classroom Office with means of 2.75 and

3.13 respectively which are also considered under the descriptive rating of

“Seldom”. However, School Publication acquires the lowest mean with 2.54

reflected under the “Rare” description.

The grand mean in terms of the respondents’ participation in school

organization is 2.91 which belongs to the descriptive rating of “Seldom”. This

result implies that school organizations seldom or sometimes affect the academic

performance of the respondents who are the junior and senior high school

students.

Table 2.1 Level of the Academic Performance of HS Students in

Mathematics
Interval Rating Frequency FX Description
 95-99 0 0 Excellent
90-94 28 2576 Above Average
85-89 41 3567 Average
80-84 26 2132 Below Average
75-79 5 385 Fair
Below-74 0 0 Failed
Total N=100 8660
Average
Grand Mean =
86.60

The data presented on the table above reveals the academic performance

of junior and senior high school students in Mathematics. Out of one hundred

(100) respondents, there are twenty-eight (28) students who have grades ranging

from 90-94 falling under the descriptive rating of “Above Average”.

While the grades ranging from 85-89 falling under the descriptive rating of

“Average” acquired the most frequency with forty-one (41) students. Twenty-six

(26) of them have grades ranging from 80-84 which belongs to the descriptive

rating of “Below Average”. However, there are only five (5) who got grades

ranging from 75-79 which belongs under the descriptive rating of “Fair”.

The grand mean of the academic performance of the respondents in

Mathematics is 86.60 which is considered to have a descriptive rating of

“Average”.

Table 2.2 Level of the Academic Performance of HS Students in English

Interval Rating Frequency FX Description
 95-99 2 194 Excellent
90-94 38 3496 Above Average
85-89 39 3393 Average
80-84 18 1476 Below Average
75-79 3 231 Fair
Below-74 0 0 Failed
Total N=100 8790
Average
Grand Mean =
87.9

The datums shown on table 2.2 unveils the academic performance of high

school students in English. Out of one hundred (100) respondents, only two (2) of

them have grades ranging from 95-99 which belong to the descriptive rating of

“Excellent”. Thirty-eight (38) students got grades ranging from 90-94 with the

descriptive rating of “Above Average” that acquired the second highest

recurrence. Grades with the highest frequency are grades ranging from 85-89

with thirty-nine (39) students of the respondents considered to be under the

descriptive rating of “Average”. While there were eighteen (18) of them are having

grades ranging from 80-84 which fall under the descriptive rating of “Below

Average”, whereas three (3) out of one hundred got “Fair” grades which range

from 75-79.

The grand mean of the academic performance of the respondents in

English is 87.9 falling under the descriptive rating of “Average”.

Table 2.3 Level of the Academic Performance of HS Students in Science

Interval Rating Frequency FX Description
 95-99 4 388 Excellent
90-94 41 3772 Above Average
85-89 36 3132 Average
80-84 13 1066 Below Average
75-79 6 462 Fair
Below-74 0 0 Failed
Total N=100 8820
Average
Grand Mean =
88.2

The datums established on the above table exhibit the level of academic

performance of high school students in Science. It shows that among the one

hundred (100) respondents, only four (4) of them have grades ranging from 95-99

which belong to the descriptive rating of “Excellent”.

While grades with the highest frequency are grades ranging from 90-94

falling under the descriptive rating of “Above Average” with forty-one (41) of the

respondents. The grades ranging from 85-89 have the second highest frequency

with thirty-six (36) of the respondents that are considered to belong under the

descriptive rating of “Average”. Thirteen (13) have grades ranging from 80-84 that

fall under the descriptive rating of “Below Average” and six (6) students got

grades ranging from 75-79 described as “Fair”

The grand mean of the academic performance of the high school students

in Science is 88.2 falling under the descriptive rating of “Average”

Table 2.4 Summary of the Means of Academic Performance of HS Students
School Mean Description
Organization
Mathematics 86.60 Average

English 87.90 Average

Science 88.2 Average

Grand Mean 87.57% Average

The data on the table above presents the summary of the means of

academic performance of high school students. The result shows that Science

has the highest average mean with 88.2 falling under the descriptive rating of

“Average”. The subject that has the second highest mean is English with an

average mean of 87.90 which also belongs to the descriptive rating of “Average”.

While Mathematics has the least mean with 86.6 that still falls under the

descriptive rating of “Average”.

The grand mean of the level of the academic performance of high school

students is 87.57 which considered to belong under the descriptive rating of

“Average”.

Table 3 Correlation between School Organizations and Academic

Performance of High School Students
Variables Correlation Degree of Interpretation
Coefficient Relationship
 School Organizations -0.9075s Very High Significant
Relationship
Vs.

Academic Performance

N = 100

s = significant

Critical Value (2-tail, 0.05) = 0.9500

T- test = 1.1900

Table 3 presents the correlation between the school organizations and

academic performance of high school students.

The responses of the respondents on school organizations and academic

performance obtained a computed correlation of -0.9075 with the T-test (testing

the significance) value of 1.1900 which is more than the critical value of 0.95000

tested at 0.05 level of significance.

It was interpreted as very high relationship and found out to be significant,

so null hypothesis, school organization have no great effect on academic

performance, is rejected. It implies that school organizations significantly affect

the academic performance of high school students.

 Chapter V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary, findings, conclusions and

recommendations of the study based on the presented and analyzed data in the

previous chapter to answer the statement of the problem indicated. In addition,

the chapter will conclude with recommendations for further research in this area.

Summary

The research study on school organizations and academic performance of

high school students was conducted to determine how the participation and

involvement in school organizations influence the academic performance of both

the junior and senior high school. It also aimed to determine the level of the

students’ academic performance and to find out the relationship and if there is a

significant relationship between school organizations and academic performance.

The questionnaire used in gathering data was composed of thirty-five (35)

questions in the area of school organizations, while grades in three major

subjects during the second grading period were used to determine the academic

performance of the students. The one hundred (100) high school students of

Notre Dame-Siena College of Tacurong were the respondents of the study.

The weighted mean was computed to determine the response of the

students in school organizations, while the simple percentage test was used to
measure their academic performance. Correlation analysis was used to test the

relationship and significant relationship between the school organizations and

academic performance of the respondents. The statistical data was tested at 0.05

level of significance.

Findings

The main findings manifested from the study are summarized as follows:

1.) The students’ responses on school organizations:

1.1 The involvement of students in terms of Clubs acquired a grand mean

of 3.20, which falls under the descriptive rating of “Seldom”.

1.2 The participation of students in terms of Student Government

Organization (SGO) obtained a grand mean of 2.92 falling under the

descriptive rating of “Seldom”.

1.3 The engagement of students in terms of School Publication attained a

grand mean of 2.54 which belongs under the descriptive rating of

“Rare”.

1.4 The involvement of students in terms of Campus Ministry accumulated

a grand mean of 2.75, which is considered to belong under the

descriptive rating of “Seldom”.

1.5 The participation of students in terms of Classroom Office acquired a

grand mean of 3.13, which belongs to the descriptive rating of

“Seldom”.
 1.6 Overall, the involvement of students in school organization procured a

grand mean of 2.91 that cascades under the verbal description

“Seldom”.

2.) The findings on students’ academic performance:

2.1 The level of the academic performance of high school students in

Mathematics obtained a grand mean of 86.3 under the descriptive

interpretation of “Average”.

2.2 The level of the academic performance of high school students in

English accumulated a grand mean of 87.81 which is considered under

the descriptive rating of “Average”.

2.3 The level of the academic performance of high school students in

Science attained a grand mean of 87.62 that belongs to the descriptive

interpretation of “Average”.

2.4 Overall, the level of the academic performance of the respondents

acquired a grand mean of 87.24, which falls under the descriptive

rating of “Average”.

3.) The relationship between school organization and academic performance

was interpreted as “Very High Relationship”.

4.) There is a significant relationship between school organizations and

academic performance of high school students.

Conclusions

Based on the aforesaid findings, the following conclusions were drawn:

1. The involvement and participation of high school students in school

organizations sometimes affect their academic performance.

2. The level of academic performance of the respondents is considered to

belong under the descriptive rating of “Average”. This result indicates that

the students handled and balanced their participation in school

organizations and academic performance moderately.

3. The participation of high school students in school organizations and their

academic performance has a very high relationship, it denotes that

students’ engagement in school organizations could affect their academic

performance in either way.

4. The participation of high school students in school organizations and their

academic performance are significantly related to each other. This result

implies that the level of students’ academic performance is influenced by

their involvement in school organizations.

Recommendations

Based on the findings, the following recommendations were designed by

the researchers:

1. Since the researchers found out from the results of the study that the

involvement of the students in school organizations seldom affect their

academic performance, the researchers recommend that the students are

encourage to continue to well-balance their academics and extra co-

curricular activities, such as joining the school organizations, by having a

proper time management and organizing their priorities first.

2. Since the level of academic performance of the respondents is average,

the researchers recommend that the students should exert more efforts

and focus more on their academics and have a good study habit so that

their academic performance will be improved to above average.

3. Since school organizations and academic performance has a very high

relationship with each other, the researchers recommend that students

should have a wise decision making in choosing what school organization

to join to make sure that it will improve them personally and academically

without having troubles in managing their time as involvement in whatever

organization could affect them in either way, positively or negatively.

4. Since school organization is related significantly to academic performance,

the researchers recommend to have a further study to determine the

factors on how school organizations and academic performance could

significantly influence each other to find out the aspects on why school

organizations affect the academic performance of high school students.

Moreover, the researchers also recommend the students to be careful in

spending more of their time in organizational responsibilities as it will also

reflect on their performance in class.

5. Further, this study was conducted among the junior and senior high school

students, therefore the researchers suggest a similar study on college

students and elementary pupils, to find out whether the results of this study

can be replicated among college students or elementary school pupils.

 BIBLIOGRAPHY

A. JOURNALS

Rasul, S., Bukhsh, Q., Batoolc, S., Department of Educational Training, The

Islamia University, Bahawapur, Pakistan. 2011; “A Study To Analyze

The Effectiveness of Audio Visual Aids In Teaching-Learning

Process At University Level”.

Wilson, Nikki L., University of Wisconsin-Stout, 2009; “Impact of Extracurricular

Activities on Students”

O'dea, James W., Drake University, 1994; “The Effect of Extracurricular Activities

on Academic Achievement”

Foubert, John D.; Grainger Lauren U., 2006; “Effects of Involvement in Clubs

and Organizations on the Psychosocial Development of First - Year and

Senior College Students”

Rees, Elizabeth G., Regis University; Regis University ePublications, 2008;

The Effects of Participation in Extracurricular Activities on Academic

Performance in Secondary School Students.

Eccles, J. (2003). Extracurricular activities and adolescent development. Journal

of Social Issues, 59(4), 865-889.

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

findings and implications for school psychologists. Psychology in the

Schools, 41(1), n.p. Little, P. (2005). Engaging adolescents in out-of-

 school time programs: Learning what works. The Prevention Researcher,

12(2), 7-10.

B. BOOKS

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

beneficial outcomes? Concurrent and longitudinal relations.

Developmental Psychology, 42(4), 698-713.

Gardner, M., Roth, J., & Brooks - Gunn, 1. (2008). Adolescents' participation

in organized activities and developmental success 2 and 8 years after

high school: Do sponsorship, duration, and intensity matter?

Developmental Psychology, 44(3), 814-830.

C. ARTICLE

Breanne W., August 2016; The Benefits of Joining a Student Organization

D. INTERNET SOURCES

https://learning.blogs.nytimes.com/2011/08/23/student-journalism-the-value-of-

school-newspapers/

http://marripedia.org/effects_of_religious_practice_on_education

http://www.usforacle.com/news/view.php

http://www.smartschools.ph/tools/studentresources

https://www.fastweb.com/student-life/articles
https://www.collegexpress.com/articles
 SURVEY QUESTIONNAIRE

Name: (Optional) ________________________________ Grade & Section:_______________

I Direction: Please encircle the appropriate number which corresponds to your answer. Be
honest in answering the questions below.

Rating Scale:
5 – Very often
4 – Often
3 – Seldom
2 – Rare
1 – Never

A. CLUBS
1. How often do you involve yourself in club organizations? 1 2 3 4 5
2. How regularly do you attend meetings in your club? 1 2 3 4 5
3. How often are you tasked to lead your club and organize
your planned activities? 1 2 3 4 5
4. How often does it help you excel in your academic
performance? 1 2 3 4 5
5. How often are you out of the class because of club activities? 1 2 3 4 5
6. How frequently does your club conduct activities in
your school? 1 2 3 4 5
7. How often do you miss your lessons because of club activities? 1 2 3 4
5

B. STUDENT GOVERNMENT ORGANIZATION

8. How often do you involve yourself in conducting or supervising
activities in school? 1 2 3 4 5
9. How often does it help you excel in your academic
 performance? 1 2 3 4 5
10. How regularly do you conduct meeting in
organizing school activities? 1 2 3 4 5
11. How frequently do you conduct activities in school
every month? 1 2 3 4 5
12. How often do you miss your class because of some
SGO matters? 1 2 3 4 5
13. How often do you lack time in doing your school stuff such as
homeworks, projects or PETA because you’re busy doing your
SGO assignment? 1 2 3 4 5
14. How often are you having a hard time coping up
with your lessons and requirements in school? 1 2 3 4 5

C. SCHOOL PUBLICATION
15. How often do you involve yourself in the school paper? 1 2 3 4 5
16. How often are you out of the class to attend to
school paper matters? 1 2 3 4 5
17. How often do you contribute in the school publication? 1 2 3 4 5
18. How frequently do you lack time in doing class requirement
because of being a journalist in the publication? 1 2 3 4 5
19. How regularly are you tasked to write or follow-up articles for
the school paper? 1 2 3 4 5
20. How often are you having a hard time to focus in your lesson
because of this? 1 2 3 4 5
21. How often does it affect your performance in class? 1 2 3 4 5

D. CAMPUS MINISTRY
22. How often do you involve yourself in the Campus Ministry
to serve during the mass? 1 2 3 4 5
23. How often does the school conduct a mass? 1 2 3 4 5
 24. How regularly in a month do you conduct meeting in preparing
for a mass or Eucharistic celebration? 1 2 3 4 5
25. How often do you miss important lessons due to this meeting? 1 2 3 4 5
26. How often are you out of the class because you are tasked
to serve during the mass? 1 2 3 4 5
27. How often does it help you excel in your academic
performance? 1 2 3 4 5
28. How often are you having a short span of time in doing
your school works because you are busy in mass preparation? 1 2 3 4 5

E. CLASSROOM OFFICER
29. How often are you elected as an officer in the classroom? 1 2 3 4 5
30. How often does it help you excel in your academic
performance? 1 2 3 4 5
31. How often does your teacher or adviser leave you with task
regarding the class management? 1 2 3 4 5
32. How often are you having a hard time to focus in your lesson
because of this? 1 2 3 4 5
33. How often does your superior call for you because of
classroom issues? 1 2 3 4 5
34. How often are you having a difficulty in managing your time
as an officer and as a student? 1 2 3 4 5
35. How often does it affect your performance in class? 1 2 3 4 5

II Academic Performance of High School Students

Write on the blank provided below your grades in 2 nd grading period on the following
learning areas:

Mathematics__________ English_________ Science_________