EXTRACURRICULAR ACTIVITIES AND PUPILS’ ACADEMIC
PERFORMANCE IN KULAMAN 1 DISTRICT
Helen Grace N. Idio
Division of Sultan Kudarat, Region XII, Philippines
https://doi.org/10.17613/4vc2g-dre19
ABSTRACT
This study explores the relationship between participation in extracurricular
activities (ECAs) and the holistic development of students. It examines how involvement
in academic clubs, sports, community services, and socio-cultural activities affects
students' physical, mental, emotional, and spiritual growth, as well as their academic
performance in subjects like English, Math, and MAPEH. A descriptive statistics design
was used, involving 30 class advisers of pupil-athletes from Kulaman District 1. Data were
gathered through structured surveys and academic records to analyze the connection
between ECA participation and student development. The results indicate that ECA
participation significantly contributes to students' holistic development, enhancing their
physical, mental, emotional, and spiritual well-being. Students also demonstrated
improved academic performance in English, Math, and MAPEH due to their involvement
in ECAs. Extracurricular activities play a vital role in fostering students' overall
development and academic success. Active participation in ECAs positively influences
students' personal growth and academic achievement. Integrating ECAs into educational
practices can effectively promote both personal development and academic performance.
Keywords: Extra-curricular, development, performance, participation, academic
success
INTRODUCTION
Extracurricular activities (ECAs) play a pivotal role in the holistic development of
students, extending benefits far beyond academic performance. They provide
opportunities to enhance social, personal, and employability skills, making them an
integral part of modern education systems. These activities equip students with
competencies such as teamwork, leadership, and communication, which are essential for
success in both academic and professional spheres.
The significance and perception of ECAs vary across cultural and geographical
contexts. In Western countries, research shows that ECAs are strongly linked to
educational and personal success, fostering critical skills such as leadership, social
interaction, and communication (Clark et al., 2015; Nuijten & Alfes, 2017). Conversely,
studies in non-Western contexts, such as China, reveal that the investment in ECAs may
not produce the same outcomes due to differing cultural and societal values (Tan et al.,
2021). This highlights the importance of tailoring ECA programs to reflect local needs and
contexts, ensuring their relevance and effectiveness.
In the Philippines, ECAs hold a unique and significant position in education,
reflecting the country’s emphasis on community and social cohesion. Participation in
ECAs has been linked to improved communication skills, stronger peer relationships, and
an enhanced sense of belonging among students (Wang et al., 2023). These outcomes
align with the cultural values of the Philippines, where fostering a sense of community
and engagement is crucial for personal and academic development.
ECAs provide Filipino students, especially those from disadvantaged
backgrounds, with opportunities to build social capital and develop essential life skills
(Smith et al., 2019; Williams & Bryan, 2013). By engaging in group activities, students
enhance their cooperation, responsibility, and empathy, contributing to a more inclusive
and supportive educational environment.
Kulaman District 1, a rural area in the Philippines, faces distinct educational
challenges that necessitate localized research on the role of ECAs. The district’s socio-
economic context may limit students’ access to diverse extracurricular opportunities,
potentially impacting their social and academic development. Conducting research in
Kulaman District 1 can provide valuable insights into how ECAs influence the holistic
development of students in this area, identifying barriers and opportunities unique to the
community.
This research is essential for designing context-specific ECA programs that
address the needs of students in Kulaman District 1. It would help promote social
development, enhance employability skills, and foster community engagement, ultimately
contributing to the overall growth and success of the district’s educational system.
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Research Questions
Considering past research, the researcher has developed an educational strategy,
created investigations, and discuss findings. The researcher, therefore, targeted the
following research objectives:
1. To what extent is the participation of pupils in extracurricular activities in terms
of:
a. academic clubs;
b. sports activities;
c. community services; and
d. socio-cultural activities.
2. To what extent is the pupils’ development in terms of:
a. physical;
b. mental;
c. emotional; and
b. spiritual.
3. To what extent is the pupils’ Academic Performance in terms of:
a. English;
b. Math; and
c. MAPEH.
METHODOLOGY
This study employed a descriptive research design to explore the relationship
between extracurricular activities (ECAs) and the holistic development of pupil-athletes in
Kulaman District 1. Data were collected from 30 class advisers through structured survey
questionnaires, which gathered information on pupil-athletes' involvement in ECAs, their
academic performance, social skills, and the challenges faced. Secondary data, such as
academic records and performance assessments, were also analyzed. The study utilized
descriptive statistics, including frequency, percentage, mean, and standard deviation, to
provide a detailed account of ECA participation and its influence on student development.
RESULTS
The study underscores the importance of extracurricular activities and holistic
development in fostering both academic and personal growth among students. The
findings show that pupils are highly engaged in extracurricular activities, with the most
significant participation observed in community services (mean = 3.60), followed by sports
(3.07) and academic clubs (2.89). While socio-cultural activities (2.66) had the lowest
level of participation, all activities were categorized as "evident." These activities,
particularly academic clubs and sports, play a crucial role in enhancing cognitive skills,
problem-solving abilities, discipline, and social responsibility. Parental involvement was
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found to further support academic success, and sports activities contributed to both
physical fitness and academic resilience, while community service helped nurture social
awareness.
In terms of development, emotional (3.44) and physical (3.35) growth were the
most pronounced, while mental development (2.99) was still notable, and spiritual
development (3.33) was also significant. These developments are interrelated with overall
health, stress reduction, cognitive function, and the ability to manage life's challenges.
Academic performance in subjects like English (2.80), Math (3.03), and MAPEH
(3.11) was found to be evident, with MAPEH showing the highest performance.
Participation in extracurricular activities, including tutoring and STEM clubs, contributed
to the improvement of academic achievement, particularly in math and English, while also
enhancing teachers' effectiveness in non-specialized subjects like MAPEH.
DISCUSSION
Table 1: Level of Participation of Pupils in Extra Curricular Activities
Level of Participation Mean Interpretation
Academic Clubs 2.89 Evident
Sports Activities 3.07 Evident
Community Services 3.60 Evident
Socio-cultural Activities 2.66 Evident
Mean 3.06 Evident
The data in Table 1 highlights the level of participation of pupils in various
extracurricular activities. Academic clubs have a mean score of 2.89, interpreted as
evident, indicating a noticeable level of engagement in academic pursuits. Sports
activities show a slightly higher mean of 3.07, also interpreted as evident, suggesting
active participation in sports. Community services stand out with the highest mean of
3.60, also deemed evident, signifying strong involvement in community-oriented
activities. Socio-cultural activities, with a mean of 2.66, still fall under the evident category,
indicating a moderate but significant level of participation. Overall, the average mean of
3.06 shows that pupils are generally engaged in extracurricular activities, with the highest
level of participation observed in community services, while socio-cultural activities
demonstrate the least involvement, though still substantial.
Extracurricular activities play a pivotal role in fostering students' academic, social,
and personal development across multiple domains. Academic-focused programs have
been shown to significantly enhance cognitive skills, memory retention, and overall
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academic performance. Research highlights that students who participate in structured
academic extracurricular activities often achieve better learning outcomes and
demonstrate improved problem-solving abilities. Parental involvement further amplifies
these benefits, as supportive engagement—such as creating a learning-friendly
environment and discussing schoolwork—boosts students’ motivation, confidence, and
academic achievements (Zhang et al., 2023; Chuan et al., 2012; Wang & Sheikh-Khalil,
2013).
Participation in sports activities also provides numerous developmental
advantages. It has been consistently linked to improved self-discipline, time management,
teamwork, and psychological resilience, all of which are key contributors to academic and
personal success. Studies reveal that students involved in sports not only excel in
physical fitness but also experience enhanced cognitive functions, leading to better
academic skills and higher grades. Long-term involvement in sports promotes sustained
academic improvements by fostering mental well-being and social interaction skills (Burns
et al., 2020; Ishihara et al., 2020; Nguri, 2024).
Engagement in community service activities nurtures a sense of responsibility,
empathy, and civic awareness, which are vital for holistic education. These activities
provide students with opportunities to contribute positively to their communities, helping
them develop character, social consciousness, and leadership abilities. By actively
participating in service-oriented projects, students grow into socially responsible citizens
who are better equipped to navigate and contribute to society (Novikova et al., 2018;
Anatolievna, 2019).
Socio-cultural extracurricular activities further enhance students' intercultural
understanding and adaptability. By promoting cultural exchange and fostering interactions
in diverse environments, these activities prepare students to thrive in multicultural
settings. Research suggests that involvement in socio-cultural programs builds essential
interpersonal skills and broadens students’ perspectives, making them more empathetic
and globally aware individuals (Novikova et al., 2018).
Table 2. Level of Pupils’ Development
Level of Development Mean Interpretation
Physical 3.35 Evident
Mental 2.99 Evident
Emotional 3.44 Evident
Spiritual 3.33 Evident
Mean 3.28 Evident
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The data in Table 2 illustrates the level of pupils' development across different
domains. Physical development has a mean score of 3.35, interpreted as evident,
indicating a strong focus on physical growth and well-being. Emotional development has
the highest mean of 3.44, also interpreted as evident, suggesting significant progress in
emotional maturity and stability. Spiritual development follows closely with a mean of
3.33, which is also evident, reflecting meaningful growth in spiritual well-being. Mental
development has a mean of 2.99, still within the evident category, indicating noticeable
mental growth. The overall mean of 3.28 further supports the conclusion that pupils show
a well-rounded and evident level of development in these areas.
Research highlights the importance of physical, mental, emotional, and spiritual
development in students. Physical fitness is strongly linked to overall health, with low
physical activity often leading to challenges in endurance and motor skills. Promoting
quality physical education programs can enhance students' physical abilities and
encourage lifelong healthy habits (Griban et al., 2022; Prontenko et al., 2020).
Furthermore, regular physical activity is associated with better mental health, improving
cognitive function and reducing stress (Griban et al., 2020; Song et al., 2022). The
COVID-19 pandemic has underscored the need for mental health support, as increased
anxiety and depression among students require proactive interventions (Hamid, 2023;
Gestsdóttir et al., 2021). Emotional intelligence and resilience can be strengthened by
creating supportive learning environments, especially during challenging times such as
online learning (Bogardus et al., 2021; Cruz et al., 2022). Spiritual development, while
often overlooked, plays a key role in shaping students' values and sense of purpose,
which supports their mental and emotional well-being (Bogardus et al., 2021; Cruz et al.,
2022). A holistic educational approach that integrates physical, mental, emotional, and
spiritual growth fosters well-rounded individuals, ready to face life’s challenges with
resilience and purpose.
Table 3. Level of Academic Performance
Level of Academic
Mean Interpretation
Performance
English 2.80 Evident
Math 3.03 Evident
MAPEH 3.11 Evident
Mean 2.98 Evident
Table 3 presents the level of academic performance across different subjects. The
mean scores for each subject indicate that academic performance in all areas is evident.
English has a mean score of 2.80, Math has a mean of 3.03, and MAPEH has the highest
mean of 3.11, all interpreted as evident. The overall mean score of 2.98 suggests that
students' academic performance is generally visible across these subjects, with MAPEH
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showing slightly higher performance compared to English, but all subjects showing a
similar trend of evident academic achievement.
Research highlights the crucial role of physical fitness in students' overall health
and academic success. Engaging in regular physical activity enhances cognitive function,
reduces stress, and promotes mental health, especially in the wake of the COVID-19
pandemic, which worsened mental health issues among students. A supportive learning
environment that incorporates emotional, mental, and spiritual development is essential
for fostering resilience and emotional intelligence. Holistic educational approaches
addressing these aspects improve students' ability to manage stress and challenges.
Extracurricular activities, particularly those related to academics, offer additional
benefits by reducing academic stress and enhancing students' learning. Studies show
that participation in activities like tutoring and STEM clubs improves academic
performance, especially in subjects like math and English. The motivational boost from
such activities aids in language and skill development, which positively impacts academic
achievement. Furthermore, the involvement in extracurriculars helps teachers, even non-
specialized ones, enhance their teaching effectiveness, particularly in MAPEH subjects,
by creating a better learning environment.
Conclusions
The following conclusions are drawn based on the findings of the study.
Engagement in extracurricular activities contributes significantly to students'
academic, physical, emotional, and spiritual development. These activities foster
resilience, enhance cognitive and academic skills, and provide a supportive environment
for holistic growth. The combination of active participation in extracurriculars, a supportive
learning environment, and a focus on mental and physical health creates well-rounded
students prepared for academic and life challenges.
Recommendations
From the salient findings of this study and the conclusion reached, the following
recommendations are presented.
1. To address the limited participation, increase awareness through orientations,
campaigns, and the use of digital platforms to promote the benefits of ECAs, aiming
for higher engagement among students.
2. Introduce free or low-cost extracurricular programs to accommodate students from
various socio-economic backgrounds, ensuring that all students have access to
meaningful extracurricular experiences.
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3. Gather feedback from students to better tailor ECAs to their interests, needs, and
future aspirations, and implement mentoring programs to connect students with
relevant role models and career guidance.
4. Provide additional training and resources for teachers, particularly those managing
non-specialized subjects like MAPEH, to enhance their ability to effectively
incorporate and manage extracurricular activities.
5. A basis for future research that aims to provide a better understanding of
extracurricular activities in the overall learning experience of students.
Compliance with Ethical Standards
The author affirms that there are no conflicts of interest related to this study. Ethical
approval was obtained before the commencement of the research, and informed consent
was acquired from all respondents involved. No specific funding was received for this
research from any public, commercial, or not-for-profit organizations. The data supporting
the findings of this study are available from the corresponding author upon reasonable
request.
Acknowledgments
The acknowledgment goes to the participants for their shared time and contribution
to the researchers whose work has been referenced in this paper and most especially to
Leodie D. Mones, PhD, and Limwell R. Telmo for their technical assistance in completing
this paper. Their valuable insights and findings have substantially contributed to the
analysis of this study.
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APA Citation:
Idio, H. G. N. (2025). EXTRACURRICULAR ACTIVITIES AND PUPILS' ACADEMIC PERFORMANCE
IN KULAMAN 1 DISTRICT. Ignatian International Journal for Multidisciplinary Research, 3(1), 309–318.
https://doi.org/10.17613/4vc2g-dre19
helengrace.idio@deped.gov.ph
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