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CHAPTER I
THE PROBLEM
“Extracurricular activities play an important role in
today's education programs,” (Holland & Andre, 1987).
This section provides important information relevant to
the study of extracurricular activity and its effect on the
academic performance of the College of Hospitality and
Tourism Management students. Included in this section is the
background of the study, significance of the problem,
theoretical framework, conceptual paradigm, statement of the
problem, and necessary definitions.
Background of the Study
Music, arts, organizational involvement, sports: all of
these have an influence on how students perform
academically. The way students choose to spend their time
can affect their academic performance. It is not simply
traditional in-class instruction that impacts academic
performance. Numerous studies have examined the factors
influencing students’ academic performance and many
extracurricular activities were found to have a significant
influence. Numerous studies have been conducted concerning
the relationship between extracurricular activities and
academic performance.
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Extracurricular activities are those activities
performed by students that fall outside the realm of the
normal curriculum of school or university education.
Extracurricular activities exist at all levels of education,
elementary, high school, college and university education
(www.wikipedia.org).
Such activities are generally voluntary as opposed to
mandatory and social. Students often organize and direct
these activities under faculty sponsorship, although
student-led initiatives, such as independent newspapers, are
common.
The development of extracurricular activities was slow
in the beginning, with many seeing it simply as a fad that
would pass and quickly fade out of style (Millard, 1930, p.
xi). One of the early philosophies behind extracurricular
activities was that they should, wherever at all possible,
“grow out of curricular activities and return to curricular
activities to enrich them” (Millard, 1930, p. 12).
Eventually, people began to see the benefits of
extracurricular activities, but it took a while to realize
it themselves. In fact, before 1900, educators were
skeptical of participation in extracurricular activities,
believing that “school should focus solely on narrowly
defined academic outcomes. Non-academic activities were
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often viewed as recreation and therefore were detrimental to
academic achievement and consequently, were discouraged”
(Marsh & Kleitman, 2002, para. 5).
Many extracurricular activities have proven to be
beneficial in building and strengthening academic
performance, even if the activities are not obviously
related to academic subjects. Researchers have particularly
studied the relationship between extracurricular activities
and academic performance in college students.
At the beginning of the twenty-first century, many
colleges and universities worldwide had a broad educational
mission: to develop the "whole student," thereby stimulating
personal development. On college campuses, extracurricular
involvement is a key tool in this personal development. For
the majority of college and university students, involvement
in extracurricular activities plays an integral role in the
collegiate experience. Students become involved in
extracurricular activities not only for entertainment,
social, and enjoyment purposes, but most important, to gain
and improve skills. A wide and diversified range of
extracurricular activities exists on all college campuses,
meeting a variety of student interests. The University of
the Cordilleras offers a plethora of extracurricular
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activities with the aim of trying to develop the students’
whole persons.
The importance of extracurricular activities on college
campuses is well established. The primary goals of
extracurricular activities focus on the individual student
level, the institutional level, and the broader community
level. These activities exist to complement the university's
academic curriculum and to augment the student's educational
experience.
Extracurricular activities provide a setting to become
involved and to interact with other students, thus leading
to increased learning and enhanced development.
Specifically, a student's peer group is the most important
source of influence on a student's academic and personal
development. By identifying with a peer group, that group
may influence a student's affective and cognitive
development as well as his or her behavior.
As the development of the individual is the main goal
of extracurricular activities on college and university
campuses, the numerous experiences these activities have
impacts on students' emotional, intellectual, social, and
interpersonal development. Students also develop skills
specific to their career path and imperative for future job
success. Students have opportunities to improve their
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leadership and interpersonal skills while also increasing
their self-confidence.
Because of the diverse interests of students, the range
of extracurricular activity offerings varies extensively,
depending upon the size and type of college or university.
Extracurricular activities range from primarily social
organizations to governance organizations to intercollegiate
athletic programs. Each activity offers students an
opportunity to work with others and to gain essential life
skills.
Though numerous extracurricular activities exist, the
following activities are those that are most commonly found
on college campuses:
a. Student Government
One of the most widespread types of
extracurricular experience available on college
campuses is student government. Students involved in
governance organizations are typically elected by
their peers to function as the official
representatives of students to the university
administration. These government participants often
serve on campus-wide committees in an effort to
represent the ideas and concerns of their fellow
students. Student government functions include
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allocating funds to other organizations, planning
programs related to student interests, providing
forums for student issue discussion, and helping to
build and sustain a successful campus community.
Additional examples of campus governance
organizations include honor councils, which seek to
enforce a university's honor code, and judiciary
boards, where students hear disciplinary cases and
render verdicts. A typical example of this would be
the University of the Cordillera’s Supreme Student
Governance or university-known as “Pamunuan” and
“Kalipunan.”
b. Athletic Activities
All college and universities offers some type of
intercollegiate and intramural athletics. Student
athletes may "try out" for intercollegiate sports
teams such as volleyball, basketball, etc. Being a
varsity athlete requires a great commitment of time
and energy for practicing, conditioning, and
competing. Intramural sports provide opportunities
for all student athletes to play a sport they enjoy,
while competing against their peers. Typically,
colleges and universities offer several intramural
options which typically include basketball, table
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tennis, badminton, chess, and volleyball. Students
are invited to participate and often, these
activities may be quite competitive.
c. Academic and Professional Organizations
Academic major and professional organizations
assist their members in acquiring experience in
their chosen occupational field and sometimes in
aiding in the job search.
Students gather to discuss issues related to their
field of interest and to learn job-related skills in
an effort to be fully prepared for future success.
Such professional organizations typically focus on
one career area of interest. Examples of
professional organizations of the College of
Hospitality and Tourism Management of the University
of the Cordilleras include the Front Liners, Voices,
Movers, Young Chefs, UCians Flairtending
Organization, Newsletter and Debate Team which all
fall under the college’s official club organization,
the Toureshma Executive Club.
d. Volunteer and Service-Related Activities
Volunteer and service-related activities exist to
help improve the local community, an important goal
of extracurricular activities. In the UC Project
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H.E.L.E.N, volunteer students from various colleges
engage in community service projects such as
planting trees or donating unused clothes or books
which promote service and volunteerism during the
college years. Service-learning programs offer
students an opportunity to contribute to their
community.
e. Multicultural Activities
Multicultural activities focus on increasing
awareness and understanding of various cultures and
ethnic and racial backgrounds. Many schools sponsor
festivals, concerts, lectures, and discussions that
promote multicultural awareness on campus in which
students may participate. In addition, involvement
in these activities may be an important step toward
positive racial, ethnic, or sexual-identity
development. An example of this activity would be
the recently re-established BIMAK (Benguet, Ifugao,
Mountain Province, Abra and Kalinga) Brotherhood
where students who came from these five provinces
and who belong to different colleges can join the
brotherhood.
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f. Arts
Students interested in arts have a plethora of
extracurricular opportunities in which they can
actively participate. Activities including plays,
musicals, and dance concerts offer a chance for
students to demonstrate their dramatic abilities.
Marching band, jazz band, orchestra, and singing
groups allow students to pursue their musical
interests at the college level. Pottery, sculpture,
and mosaic classes and workshops are also offered
for students to learn and enjoy.
g. Other Activities
In addition to the specific extracurricular
activities previously mentioned, other activities
exist on many college campuses. Honorary
organizations recognize student scholars, often in a
certain academic discipline, who maintain a specific
grade point average. Religious organizations offer
students an opportunity to gather in fellowship with
students of similar religious backgrounds. Media
organizations on campus consist of print,
television, and radio venues, and these activities
may include writing or taking pictures for the
school newspaper, serving on the yearbook staff, or
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working as a disc jockey for the campus radio
station. Individuals interested in politics may join
the UC Debate Team.
It is obvious that extracurricular activities have an
impact on academic performance and education.
Due to the dynamic nature of the Hospitality an Tourism
industry, the College of Hospitality and Tourism Management
students of the University of the Cordilleras need to
participate in the various extracurricular activities to
showcase their skills and talents as well as to immerse
themselves to the real-life situations that happen outside
the school environment. It is through extracurricular
activities that these students learn and acquire new sets of
skills that they can use in their career.
Having said that, the question really is, how are
extracurricular activities affecting the academic
performance of Hospitality and Tourism Management students
of the University of the Cordilleras today?
Significance of the Study
The results of this study will add to the body of
information regarding the value of extracurricular
activities for Hospitality and Tourism Management students.
It will provide educators, most especially the University of
the Cordillera and its College of Hospitality and Tourism
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Management as well as the public, with information to assist
students in making more informed choices in their
extracurricular school programs.
This study will also be a benefit to other researchers
who will be conducting future studies of similar subject
matter in that this study will offer multiple perspectives
regarding the effects of extracurricular activities on the
academic performance of the said college’s students. The
proposed study will benefit and help the future researchers
as their reference or guide.
It will also help students to identify and decide which
extracurricular activity will suit them most.
The research proposal will contribute to knowledge
production in general. The purpose of this is to gain a
better understanding of perspective on the effects of
extracurricular activities on the academic performance of
the University of the Cordillera’s College of Hospitality
and Tourism students. It will contribute to a deeper
comprehension of the effects of extracurricular activities
on the academic performance of the students.
Theoretical Framework of the Study
It has been generally assumed that participation in
extracurricular activities has a positive impact on the
academics of students. However, many also believe that these
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activities may actually affect student academic performance
in a negative manner due to conflicting time requirements
and competing schedules, even if they do in fact enhance
student persistence. Interestingly, relatively few studies
have been performed in either of these areas due to a lack
of applicable data.
The importance of personal responsibility and activity
for academic achievement stems from the perspective of self-
regulated learning through academic and extracurricular
activities. According to this perspective, the student is
responsible because he or she perceives him or herself as a
learner (Zimmerman, 1989). The student can use different
learning strategies and engage in various activities to
create environments that are conducive to learning
(Zimmerman, 1989). Hence, because reinforcing values of
extracurricular activities are different, students choose
different activities that they think suit them best.
There has been a considerable amount of research
devoted to studying the relationship between student
involvement in activities and student academic performance.
Although a positive correlation has been shown in many of
these studies, there is still a fierce battle among
educators concerning the benefits and impacts of
extracurricular activities.
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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.
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.
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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 nonacademic outcomes; or
(c) have positive effects on nonacademic outcomes and
facilitate academic growth, perhaps indirectly, as
well. (p. 553).
Different activities in which students participate,
both inside and outside the school itself, are among
multiple situations or agents that can have an effect on
academic performance.
This situation has given rise in today’s universities
to an almost massive involvement in extracurricular
activities, complementing and strengthening not only the
students’ school performance, but also his or her personal
development and other aspects such as leisure, health,
values, etc.
The world is currently witnessing an increasing
proliferation of activities, be they academic or
extracurricular. Instructors on occasion complain that some
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students are over-involved in extracurricular activities and
that these are sometimes pre-determined by parents or are
not well-planned, thus failing to coordinate with or
complement with academic performances. Along these lines,
Marsh and Kleitman (2002), state that extracurricular
activities selected and planned at the school are more
helpful than those that take place outside, since the latter
often lack sufficient planning, order, and logical meaning.
Some researchers have divided extracurricular
activities into informal and formal activities. The formal
activities include activities which are relatively
structured, such as participating in athletics or learning
to play a musical instrument. Informal activities, on the
other hand, also known as leisure activities, include less
structured activities, such as watching television. Some
literature on leisure studies has “suggested that formal and
informal activity settings have different influences on
motivation and feelings of competence,” two factors which
influence academic performance (Guest & Schneider, 2003,
para. 8). One study found “that more time in leisure
activities was related to poorer academic grades, poorer
work habits, and poorer emotional adjustments,” while more
time in “structured groups and less time watching TV were
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associated with higher test scores and school grades” (Marsh
& Kleitman, 2002, para. 15).
Guest and Schneider (2003), in their study, found that
“the type of participation or activity undertaken influences
developmental outcomes (Para. 8). This involves the “what”
factor and is the concern of this research project. There
have been many studies conducted on the influence that
extracurricular activities have on academic performance.
Their effects have “differed substantially for different
activities. There were a total of seventy-six statistically
significant effects, fifty-eight positive and eighteen
negative” (Marsh & Kleitman, 2002, para. 11).
It is reported that the average college student spends
only 30 percent of his or her waking hours in class
(Collison, 1990). A large body of research exists supporting
the argument that a student’s time outside of the classroom
should be spent engaged in an extracurricular activity.
Researchers agree that student involvement can enhance the
overall college experience.
In his Developmental Theory for Higher Education, Astin
(1984) states that “the greater the student’s involvement in
college, the greater will be the amount of student learning
and personal development” (p. 529). Astin also argues that
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educational impact will be greater if the student is able to
connect with his or her institution (Astin, 1984).
Clubs, organizations and other extracurricular
activities allow students to establish this connection
through interaction with peers and members of the faculty
(d’Amico & Hawes, 2000).
Although research has shown that student involvement
positively impacts the overall development of a student, a
debate exists regarding the effects extracurricular
activities have on academic performance. Some people believe
that the time required to actively participate in
extracurricular activities can interfere with academic
studies which will result in lower grades (Huang & Chang,
2004; Mehus, 1932).
Definition of Terms
The following terms are applicable to the study:
Extracurricular activity
Any non-graded activity that requires students to
extend their school day. These activities take place
either before school, after school, weekends, or
during holiday vacations.
Academic performance
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A measurement of how well a student meets
standards set out by local government and the
institution itself.
Academic achievement
Excellence in all academic disciplines, in class
as well as extracurricular activities. It includes
excellence in sporting, behavior, confidence,
communication skills, punctuality, assertiveness, Arts,
culture, and the like.
Participation
The investment of physical and psychological
energy in the collegiate environment.
CONCEPTUAL PARADIGM OF THE STUDY
INPUT
Extracurricular Activities of Tourism and Hospitality students of the University of
the Cordilleras
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Statement of the Problem
INPUT
Extracurricular Activities of Tourism and Hospitality students of the University of
the Cordilleras
PROCESS
Collection of data through
Questionnaire
OUTPUT
Academic Performance of the students of Hospitality and Tourism
Management studentsA. PositiveB. Negative
FEEDBACK
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The research aims to study the extracurricular
activities and its effect on the academic performance of
Hotel and Restaurant Management students of the University
of the Cordilleras.
Specifically, it sought to answer the following
questions:
1. Is there a significant relationship between
extracurricular activities and student’s academic
performance?
2. Are extracurricular activities done by students a
significant predictor of their academic performance?
3. Are there any effects of extracurricular activities on
the student’s academic performance?
4. What are the extracurricular activities that students
are involved in?
5. Is there a significant difference on the effects of
extracurricular activities on academic performance in
terms of:
a. Age
b. Gender
c. Year Level
6. What are the positive and negative effects of having
extracurricular activities on the students’ academic
performance?
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7. What are the common problems encountered by Hospitality
and Tourism Management students caused by being
involved in extracurricular activities?
Statement of the Hypotheses
In this section, efforts will be made to answer the
extracurricular activities involvement of the Hospitality
and Tourism Management students of the University of the
Cordilleras, and how such activities could affect their
academic performance. It will be the primary purpose of this
study to therefore investigate the significant effect of
extracurricular activities on the academic performance of
Hospitality and Tourism Management students. To effectively
anchor this purpose, five hypotheses were formulated. They
are:
1. There will be no significant relationship between
extracurricular activities and students’ academic
performance.
2. Extracurricular activities are not significant
predictor of student’s academic performance.
3. There will be no relative effect of extracurricular
activities on the academic performance of students.
4. There will be no significant difference on the effects
of extracurricular activities on academic performance
in terms of:
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a. Age
b. Gender
c. Year Level
5. There are no common problems encountered by students
who do extracurricular activities.
CHAPTER II
RESEARCH DESIGN AND METHODOLOGY
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This chapter of the study aims to explain the methods
and procedures to be used in conducting the study. Included
herein are the method of research, the population and locale
of the study, the research instruments and techniques, the
sampling procedure and the statistical treatment.
Research Design
The research design that will be used for this study
would be the descriptive method.
Descriptive research, also known as statistical
research, describes data and characteristics about the
population or phenomenon being studied. Descriptive research
answers the questions who, what, where, when and how.
It systematically, factually, accurately and
objectively describes a problem or a phenomenon and it aims
to describe the nature of a situation as it exists at the
time of the study and to explore the cause of a particular
situation.
Population and Locale of the Study
The study will be conducted in Baguio City,
particularly at the College of Hospitality and Tourism
Management at the University of the Cordilleras Legarda
Annex. The study will focus on the Hospitality and Tourism
Management students of all year levels.
Sampling Technique
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The researchers will be applying simple random sampling
procedure in selecting its sample population.
Simple random sampling is the basic sampling technique
where researchers select a group of subjects (or a sample)
for study from a larger group (a population). Each
individual is chosen entirely by chance and each member of
the population has an equal chance of being included in the
sample. Every possible sample of a given size has the same
chance of selection.
Making use of this sampling technique, it will make
sure that every student belonging to the College of
Hospitality and Tourism Management of the University of the
Cordilleras will have an equal chance of being the
respondent for the study.
In this manner, determining the sample population for
the study is easier as the sample size is entirely chosen by
chance. Students who are having their break time at the time
that questionnaires will be distributed are likely to be the
sample population of this study.
Data Gathering Tools
The researchers will be using questionnaire as their
major data gathering instrument. All questions will be
pertinently formulated based on the problems that need to be
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answered. All questions would be directly related to the
problem which is the “Extracurricular activities and its
effect on the academic performance of Hospitality and
Tourism Management students of the University of the
Cordilleras”. The questionnaire consists of several
questions with checklist options relevant to the topic of
the research. The questionnaire will be distributed to the
respondents at the locale of the study. Also, brief
interviews will be conducted as well to gather supporting
data.
Data Gathering Procedure
The questionnaires will be floated to the respondents
(students of all year level) during lunch time and break
time or vacant time at the University of the Cordilleras
Legarda Annex, particularly at the student lounge as well as
the library. All questionnaires will be thoroughly inspected
upon its return to the researchers to make sure that all
questions were answered.
Statistical Treatment of Data
Since the research design of the study would be a
descriptive method, it will use the frequency percentage
method. The frequency will be taken by gathering the number
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of the respondents and divided by the total number of
respondents multiplied by 100% then ranked from highest to
lowest.
The Formula will be:
P= f/N x 100%
Where:
P= percentage
F= Frequency
N= total number of respondents
100%= constant multiplier
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