Effects Of Extracurricular Activities

This chapter presents a preview of related literature and studies which provided the researchers with an understanding of the effects of extracurricular activities (ECA) on the performance of students in school. The references used in related studies are books, journals and online sources. It includes both foreign and local studies in relation to the present study.

Review of Related Literature

Asian Institute for Teacher Educators (1999) found out that students involved in extracurricular activities are assessed as good candidates. These students show that they are interested and sincere in participating in activities during school time. This is learned with the help of questionnaire prepared and distributed at Quezon City, Philippines.

Kinds of Extracurricular Activities

Barge (2015) described an extracurricular activity as any activity that is not necessary or even required for paid employment and/or, in some cases, high school credentials. In the same study, nineteen categories of ECA were also introduced. These categories include academics, arts, culture and language, community, government, leadership, media, military, music, performance of the arts, religious, role-playing/fantasy, social activism, special interest, speech and political interest, sports and recreation, technology , travel and volunteering. McNeal (1995), categorized the variety of ECA as well, but unlike the nineteen categories Barge presented, McNeal presented only seven categories namely athletics, cheerleading, fine arts, service/student government, academics, newspaper/yearbook and vocational. Another study was also conducted by Mahoney and Cairns (1997). They divided it into nine categories. These are athletics, arts, student government, press, vocational, academics, service, royalty and

In his study on children between the ages 5 and 14. Coltin (2006) found out that 80% of their time are spent outside of school. The time spent outside school serves as a gateway, a chance for them to gain important skills, in social, emotional, cognitive and physical aspects that also help them develop lifelong interests. Their time may also serve as a recreational period, an escapade from academic challenges. Dang (2015) and Thatham (2015) listed the ways how ECA help the student’s life inside and outside school. According to Thatham 92015), universities nowadays are interested in knowing a student’s personality outside their respective classrooms. Students may miss lessons and activities in school but they can attain their admission offers from their dream universities. Dang (2015) mentioned six significances of ECA: 1.) It enhances the student’s skills in leadership 2.) One can travel at an early age since schools let their students attend national and sometimes even international events, 3.) ECA can groom one’s personality and increase self-confidence and motivation to perform better, 4.) Students participating in ECA can have better time management, 5.) Students have more time for their hobbies, and 6.) Companies look for qualities that one could get by being involved in extracurricular activities. This includes leadership, multitasking, time