FREQUENCY OF EXTRA-CURRICULAR ACTIVITIES AND THE ACADEMIC

MOTIVATION OF FIRST YEAR ACCOUNTANCY STUDENTS IN

THE UNIVERSITY OF MINDANAO

Research Proposal

In Partial fulfillment of the requirements

in Mathematics in the Modern World (GE 4)

BENDOY, KARLO KYM S.

DULAY, LEA REGINA A.

LLANO, CHARMAE S.

QUEROL, LEAH MHEL S.

RASONABE, CARREN P.

December 2018
INTRODUCTION

Background of the Study

Transitioning from high school to college is difficult due to the entirely different
environment. New faces are introduced and attending to extracurricular activities may seem to
be a great opportunity to adjust.

According to Cadwallader, Garza, and Wagner (2002), extracurricular activities are

defined as the activities in which the students participate after the regular school day has ended.
These activities may include high school athletics, school clubs, marching band, chorus,
orchestra, and student leadership organizations. It is important to note the differences between
extracurricular activities and co-curricular activities. Cocurricular activities are activities that
occur during the normal class time (Frame, 2007). Most students that participate in high school
band, chorus, and orchestra spend countless hours outside of the normal class day. For this
reason, these activities are classified as extracurricular activities.

Students involved in extracurricular activities (ECA) withdraw from college at a lower

rate than those who are not involved (Cole & Fanno, 1999; Hunt, 2007). Some non-classroom
interactions with peers have a positive impact on learning and have been reported in
standardized and self-reported research (Pascarella & Terenzini, 2005, Elkins et al., 2011).

Participation in extracurricular activities need the involvement of a student.

Involvement in an activity can be a way of showing one’s dedication to one’s community and
self. Studies state that a student can earn a lot of benefits when one is involved in extracurricular
activities. Benefits like learning how to manage their time, prioritizing and gaining self-
confidence. Student’s involvement in extracurricular activities usually gives a positive effect
to the student. That is why the researcher would want to know how extra-curricular activities
are frequently active in the University of Mindanao and if the frequency of extra-curricular
activities has a significant relationship to the academic motivation of first-year accountancy
students.

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Statement of the Problem

The thrust of this study is to identify the significant relationship between the Frequency
of Extra-Curricular activities and the Academic Motivation of first year accountancy students
in the University of Mindanao, and to answer the said problem, the researchers have formulated
three (3) questions:

1. What is the frequency of Extra-Curricular activities in the University of Mindanao?

2. What is the level of Academic Motivation of the first-year students?
3. Is there a significant relationship between the Frequency of Extra-Curricular
activities and the Academic Motivation of first year Accountancy students?

REVIEW OF THE RELATED LITERATURE

According to Reeves (2008), there is a strong association between student involvement

in extracurricular activities and improved attendance, behavior, and academic performance.
Reeves (2008) explained that all students who participate in some type of extracurricular
activity perform better than students who are not involved.

This involvement includes participation in sports and other school sponsored activities.
Students who are consistently exposed to music perform better than students that are not
exposed (Cash, 2009).

Students who become involved in ECA are more likely to become invested in the
institution, which increases their commitment and provides a positive influence on persistence.
Students who become involved earlier with ECA rather than later in their academic career are
more likely to persist and be retained (Gerdes & Mallinckrodt, 1994; Pascarella & Terenzini,
2005).

“An active participant is someone who finds time, devotes, and commits to extra-
curricular activities.” He further adds that, involvement with extra-curricular activities has
taught him to be committed, involved, accountable, responsible, and have a vision to both
inspire and empower people. Aside from that he had also discovered skills such as speaking in
public, event organization and management, and team building facilitation.

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 Namuco (2015) contradicts that active participation exists not only in being physically
present but also by living the ideals and advocacy of an extra-curricular organization.
Moreover, she points out that inactive participation is unhealthy because a person is hindering
their selves from doing something they are passionate about. In addition, in this current
generation there is a need for more doers rather than those dawdle waiting for something to
take place (Namuco, 2015).

On Co-curricular Activities Co-curricular according to Merriam-Webster (2014) is

usually complementing the regular curricular despite being an outside activity, and activities
as something that is done for pleasure or a particular purpose and that usually involves a group
of people. Cocurricular activities defined are activities involving a group of people that
complement the regular curriculum despite existing outside them. The researcher himself has
observed co-curricular activities are characterized by the following: (1) being more prevalent
in university life, (2) activities that take place within the school day are co-curricular—thus
complementing the regular curriculum. Moreover, co-curricular activities are activities that
occur during class hours in a university, for instance the Merchandising Committee
(MerchComm) in University of Asia and the Pacific (UA&P) always organizes their
merchandise selling from the morning until the afternoon on a school day—during class hours.
It complements the curriculum in a way that practical skills such as public speaking, time
management, and accountability are developed that can be used in academic units—
specifically major units (majors).

The effectiveness of co-curricular activities according to Moreno (2014) lies in the

application of what is learned since co-curricular activities complement the curriculum, it is
complemented in such a way that public speaking, time management, and accountability are
used not only for academic units but also personal development as well. On Extra-curricular
Activities Merriam-Webster (2014) defines extra-curricular as: “extra activities that can be
done by students in a school but are not part of the regular class curriculum.” and activities as:
“something that is done for pleasure or a particular purpose and that usually involves a group
of people.”

Therefore, extra-curricular activities are extra activities done by a group of students in

school either for pleasure or a particular purpose outside the regular class curriculum. The types
of extra-curricular activities include: (1) sports, (2) jobs—working before and after class hours,
and (3) anything that a student does not to get a grade or graduate (Wierschem, n.d). Sports

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that involve training before and after class hours are considered extra-curricular activities
because it is done by a student not for a grade or graduation requirement, but for a particular
purpose such as becoming better or just to have fun—the same concept applies to the latter that
of jobs but have different purposes as well (Wierschem, n.d). Brown (n.d) explains that extra-
curricular activities fulfill two (2) basic conditions: (1) they are not part of regular school
curricular program; and (2) there is a structure towards a pro-social mission or goal.
Furthermore, an extra-curricular activity becomes effective when: (1) students have the
opportunity to cultivate relationships with adults and pro-social peers; (2) the activity has goals
that encourage the students to achieve great things; (3) students are given the opportunities to
be leaders by having a committee to organize an activity; (4) the extra-curricular activity is age
appropriate— activities which are not too arduous; and most importantly (5) the activity is
enjoyable for the students (Brown, n.d).

Extracurricular Activities and Peer According to Fredricks and Eccles (2005) students
who are involved in extracurricular activities help the students to determine or to know how
they use their time, choose their preferred peers or friends and guide in building their character.
Without a doubt, extracurricular activities helps a student (who is part or involved in it) in
determining and choosing one’s peers to help the student in his or her growth and development
especially in the stage of adolescence. One study stated that extracurricular activities lessens
the intake of substances like drugs, alcohol and etc. even if the student’s peers influences one.
(Borden, et.al. 2001). Another study stated that, it is an advantage of the student with higher
socioeconomic standing and greater academic ability when one participates in extracurricular
activities (Macneal 2010).

Moreover, adolescents or teenagers are reported to have higher school fulfillment or

satisfaction when a particular student participates in greater numbers of structured
extracurricular activities. (Gilman 2001) Extracurricular or after-school activities gives a
student positive benefits in his or her performance especially in balancing academics and
extracurricular activities. (Moriana, et al 2006). Furthermore, there are positive effects that a
student receives when one participates or is involved in extracurricular activities namely: the
right attitude, good scores in one’s academics , school works achievement, becoming mature
with having the right values and morals, and lastly, knowing how to interact or socialize.
(Massoni, 2011 ).

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PROPOSED STUDY

Data Collection

To establish the study appropriately, the researchers will first secure a letter. It will be
given to the Dean of College of Accounting Education to ask permission to conduct the study.
The respondents of this study will be the selected first year accountancy students of the
University of Mindanao. It will be ensured that only accounting majors will be surveyed. The
questionnaire will be distributed in randomly selected participants only.

Methods of Data Collection and Instruments

This quantitative research study uses data collection methods rely on random sampling
and structured data collection instruments that fit diverse experiences into predetermined
response categories. They produce results that are easy to summarize, compare, and generalize.

Quantitative research is concerned with testing hypotheses derived from theory and/or
being able to estimate the size of a phenomenon of interest. Depending on the research
question, participants may be randomly assigned to different treatments. If this is not feasible,
the researcher may collect data on participant and situational characteristics in order to
statistically control for their influence on the dependent, or outcome, variable. If the intent is
to generalize from the research participants to a larger population, the researcher will employ
probability sampling to select participants.

A probability sampling method is any method of sampling that utilizes some form of
random selection. In order to have a random selection method, you must set up some process
or procedure that assures that the different units in your population have equal probabilities of
being chosen.

The research Instrument uses survey questionnaire that was formulated by the
researchers based on the question raised in the study. The question in the questionnaire were
check list and scoring so that the respondents will check the best answer or response suited to
the performance/perceptions to come up the most accurate results.

Procedure

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DISCUSSION OF THE PROPOSED STUDY

The significance of this proposal was to determine if participation in extracurricular

activities has an impact on student achievement. This study helped to define the relationships
between student academic achievement and extracurricular activities. Educational leaders need
to consider not only what happens in the classroom, but they also need to understand the role
that extracurricular activities play in the students’ overall educational experiences and success.
Extracurricular activities are a key component of universities in which it recognizes the
importance of providing many opportunities for their students to find success.

These activities allow students to develop leadership, create lasting friendships, give
back to their community, belong to the school family, and find success outside of the
classroom. Extracurricular activities can enhance a student’s life, and they can give the students
additional skills that they will use for the remainder of their lives. It was found that there was
a positive relationship between participation in extracurricular activities and success in high
school, college, career, and the community.

Many students need these extracurricular activities to motivate them to be successful

in the classroom. Some students earn college scholarships based on their extracurricular
activities (sports, fine arts, etc.). Many of these students would not have the opportunity to
attend college unless they had enjoyed remarkable success in these activities there was a
positive relationship between participation in extracurricular activities and success in high
school, college, career, and the community.

REFERENCES

Cole, L., & W. Fanno (1999). Survey of Early Leavers: Implications for Recruitment &
Retention. NATA J. 43:53-56.

Hunt, H. (2007). The Effect of Extracurricular Activities in the Educational Process: Influence
on Academic Outcomes? Sociological Spectrum: Mid-South Sociological Association. 25:
417-45.

Parcarella, E.T. & P.T. Terenzini (2005). How College Affects Students: Volume 2 A Third
Decade of Research. San Francisco, CA: Jossey-Bass.

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Gerdes, H. & B. Mallirekrodt (1994). Emotional, social and academic adjustment of college
students: A longitudinal study of retention. J. of Counseling and Development. 72: 284-288.

Elkins, D., S. Forrester, & A. Noel-Elkins (2011). Student’s Perceived Sense of Campus
community: The Influence of Out- of -Class Experiences. College Student Journal. 45: 105-21.

Cadwalker, T. Garza, N., & Wagner, M. (2002). Participation in Extracurricular Activities.

Retrieved for www.ntts2.org/ reports/2003_04-2_ch4.pdf

Frame, R. (2007). Developing Character & Values Through Co-Curricular Activities.

Retrieved from www.christiancollegeguide.net/article/3232.

Reeves, D. (2008). The Learning Leader/ The Extracurricular Advantage Educational

Leadership, 66 (1). 86-87.

Cash, A. (2009). The Brain and Music. Retrieved from

www.healingmusicenterprises.com/articles.html#music and accelerated learning.