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CHAPTER I PROBLEM AND ITS BACKGROUND Introduction School, as we all know, is the place where individuals learn about the things around them and also good moral. But school is also the place where students socialize make friends and develop their special skills and hidden talents hence the existence of school organization. School Organization offers free training for a specific interest of a student. Specifically, in Benedictine Institute of Learning, Co-curricular activities include the clubs that affect the academic performance of the members by having incentives and gaining knowledge. However, extracurricular activities in the Benedictine Environment are the same with cocurricular activities because participants of extra-curricular activities also get incentives, gain knowledge and a lot more. In Benedictine Institute of Learning, extracurricular activities are being offered since the school has opened and are still developing now by having more clubs. Some of these clubs are Volleyball Team, Basketball Team, Drum and Lyre, Performing Arts, Artistas, Glee Club, InfoTech Society and the Communiqu. School organizations can either have a benefit or can be harmful to the academic performance of the respondents. Harmful, because nowadays these organizations are becoming more demanding, requiring students to devote more of their time in attending

meetings, practices and other activities. Students will have to cope up with the schedules of the organization where they belong especially the officers thus some of their time for studying is compromised. On the contrary, the benefits are the students develop their talents and increase intelligence. Some teachers also give incentive grades. The researchers sorted the school organizations to Academic clubs, (Communiqu, Info Tech Society and UNESCO) Varsity (Volleyball and basketball team) and Performing Clubs (Glee Club, Performing Arts, Drum and Lyre, and Artistas). The researchers intend to acquire knowledge on the effects of joining school organizations on the academic performance of the selected high school students in Benedictine Institute of Learning school year 2011-2012. Statement of the Problem This study deals with the effects of joining school organizations on the academic performance of the high school students in Benedictine Institute of Learning school year 2011-2012. Specifically the study seeks to answer the following problems: 1) What Percentage of the high school population has an active membership on the different school organizations? 2) What is the level of academic performance of the selected high school

students in Benedictine Institute of Learning S.Y. 2011-2012? 3) How significant are the effects of joining school organization on the academic performance of the selected high school students in Benedictine Institute of Learning S.Y. 2011-2012? 4) Which school organization for the school year 2011-2012 has the greatest improvement in terms of academic performance? Framework of the Study

Joining School Organization

Academic Clubs
Communique, InfoTech, UNESCO

Varsity
Basketball and Volleyball

Performing Clubs
Artistas, Glee Club, Performing Arts, Drum and Lyre

Academic Performance of the Selected High School Students in Benedictine Institute of Learning School Year 2011-2012 The paradigm above shows that joining a school organization has a direct effect on the academic performance of the selected high school students in Benedictine Institute Learning school year 2011-201

In this study, the independent variable is joining school organizations. This refers to the extracurricular activities that may affect the academic performance of the selected respondents. The school organizations were divided into three divisions: the Academic Clubs which include Communiqu, Info Tech Society, UNESCO; Varsity where volleyball and basketball teams belong; and lastly Performing Clubs such as Artistas, Glee Club, Performing Arts, Drum and Lyre. The researchers would distribute a profiling questionnaire to know which school organization the respondent belongs. Academic performance is the one measured in this study, making it the dependent variable. The researchers would measure this by getting the selected respondents grades from the registrars office. The researchers would only focus on first quarter and second quarter grades of the selected high school students in Benedictine Institute Learning school year 2011-2012. The researchers would compare the grades. And lastly, the researchers would determine whether joining school organization affects the academic performance of the respondents. Theoretical Framework The researchers determine first the effects of joining a school organization on the academic performance of the selected high school students in Benedictine Institute of Leaning school year 2011-2012. This can be achieved by using a profiling questionnaire which will determine the

membership of the high school students and the respondents of the researchers. The researchers used a questionnaire which was composed of three parts: the questionnaire for the varsity members, academic clubs members, performing clubs members. The researchers sorted the questionnaire into three parts so that the questions will be based according to the activities done by each club. These questionnaires were used to determine the effects of joining a school organization on the academic performance of the selected high school students of Benedictine Institute of Learning school year 2011-2012. The researchers acquired the

academic performance of the selected high school students from the registrar for them to attain the effects of joining a school organization of the selected high school students in Benedictine Institute of Learning. The researchers applied the F-test one way ANOVA for the statistical treatment to determine the effects of joining school organizations on the academic performance of the selected high school students in Benedictine Institute of Learning. Significance of the Study The information acquired from this study could benefit the researchers, respondents, parents and the school administrator. They would find out if joining a school organization could positively or negatively affect the respondents academic performance. For the respondents. This study seeks to help the respondents

be aware of the positive effects (e.g. Joining 3 or more clubs could increase your position in the honor roll list) and negative effects (e.g. Joining clubs could demand extra time thus, unable to focus on their scholastic responsibilities) of joining a school organization. For the parents of the respondents. The study will help them know that they should encourage and give their support to their children in benefit that they would develop their hidden talents and skills. Or on the other hand the parents would stop their children from attending school meetings, gatherings and any other activities related to their school organization for it already affects their childs academic performance negatively. For the school administrators. This study would help them to think of more ways to provide quality education academically moreover, providing better programs in molding a students abilities. This would help them realize if the school organizations are effective or not. For the future researchers. This research study will serve as a reference for their own thesis. The future researchers will be more knowledgeable to conduct their study through having a reference as their guide. Hypotheses of the Study It is hypothesized in this study that: 1. Joining a school organization has no effect on the academic performance

of the selected high school students in Benedictine Institute Learning school year 2011-2012. 2. Joining a school organization has an effect on the academic performance of the selected high school students in Benedictine Institute Learning school year 2011-2012. Scope and Limitation This study is limited and conducted only at Benedictine Institute of Learning high school department during the school year of 2011-2012. The respondents of the study include the 120 selected high school students who are included in a school organization for the school year 2011-2012 regardless of the sex, age and the duration of stay in school. The school organizations that are included in this study are Academic clubs, (Communiqu, Info Tech Society and UNESCO) Varsity (Volleyball and basketball team) and Performing Clubs (Glee Club, Performing Arts, Drum and Lyre, and Artistas). The researchers would only get the first quarter and second quarter grades of the selected first year to fourth year high school students of Benedictine Institute of Learning school year 2011-2012 to compare whether joining school organization has an effect on the respondents academic performance. Though there are many factors that might affect the academic performance of the selected high school students in

Benedictine Institute of Learning school year 2011-2012, the researcher will only deal with the effects of joining school organization. Definition of Terms Academic Clubs are clubs that are related to academic subjects such as Computer, English, and Social Studies Academic Performance refers to the grades of the respondents Co curricular activities pertain to activities that are academically related and that all students must participate in and have benefits towards that academic performance of a student Competitive co-curricular activities refer to the trips involving the approved intramural or interscholastic competition, as formally organized and sponsored by the School District Extracurricular activities are activities performed

by students that fall outside of the normal curriculum of school or university education but still are beneficiary for the academics Interpersonal dynamics are clubs that offer no academic organizational or community benefit. These clubs tend to focus around culture social dynamics and self-interest an example is volleyball team and basketball team which focus on the sportsmanship of a students Performing club are clubs that enhance the skills and talents of its members

Scholastic Growth refers to the growth of a student relating to the philosophical tradition or school of scholasticism School Organization is an organized group of people that has one particular purpose. It gives or offers free training to the students on a specific field or interest Social Adjustment refers to the adaptation of the person to the social environment. Adjustment may take place by adapting the self to the environment or by changing the environment Social Dynamics refers to the behavior of groups those results from the interactions of individual group members as well to the study of the relationship between individual interactions and group level behaviors Varsity enhances the skills in playing sports and develops sportsmanship amongst the players

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CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature School Organization In one of the articles gathered in Wikipedia.com (January 15, 2001) created by Jimmy Wales, it is stated that there are student-based school organizations, consisting of administration-approved organizations

functioning with myriads of tasks, varying on the specific purpose of each respective club. Clubs composed of students, with adults as advising figures to maintain the functionality of clubs. Clubs primarily focus on four aspects: fundraising, community service, career interest, and interpersonal dynamics (also known as group dynamics). From a website made by the Xavier School Philippines (XS.EDU.PH) they said that school clubs or school organizations aim to expose the students to various fields of interests and endeavor to enhance the students potential and talent through dynamic activities which encourage creativity and cooperation. It is the chance also to develop their God-given talents for the service of others. About.com said that a child's education does not take place only in the classroom, during regular school hours. The home, the playground, and the school campus in general can all be invaluable settings for a child's

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personal and scholastic growth. One way to enhance a student's school experience is joining through extracurricular activities such as clubs or school organizations.

In the website: http://www.transtutors.com, they defined organization in different but related meanings. Organization is a rational coordination of the activities of a number of people to achieve some common, explicit goal through division of labor and function and through hierarchy of authority and responsibility. It is the grouping of activities necessary to attain enterprise objectives and assignment of each grouping to a manager with authority necessary to supervise it. Organization is the process of identifying and grouping work to be performed, defining and delegating responsibility and authority, and establishing relationships for the purpose of enabling people to work most effectively together in accomplishing objectives. Organization is a system, having an established structure and conscious planning, in which people work and deal with one another in a coordinated and cooperative manner for the accomplishment of recognized goals.

Extra and Co-curricular Activities

Extracurricular activities pertain to those activities which are not a part

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of the curriculum, but which form an integral part of the curricular activities of the school or college life, as athletics, campus publications, etc. (Websters Dictionary, 2003). In Benedictine Institute of Learning, extracurricular activities are those activities done under supervision of the Office in order to maintain a wellbalanced academic training. These are also program of activities that meet the needs, interest and capacities of the students. The scope of extracurricular activities in Benedictine Institute of Learning include varsity, dramatic clubs (artistas), Dance groups (performing arts), Musical bands (performing arts). The activities provide the students with opportunities to develop their skills and interest, discover new and exciting talents and a chance to meet their own needs. Fisher (2007) found that those who become more involved in various aspects of high school life tend to have better outcome, both in the short and long terms. This is referred to as input-process-output model through which the quality and degree of involvement in their high school experience is directly proportional to students learning and development. Hamrick (2002) said that the involvement of students in

extracurricular activities occasions where in students learn more. Through activity, the students learn to develop their own selves by experiences.

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This is supported by love and strategies to ensure that experiences inside and outside of class is complementary and contribute to student growth. However, he also stressed that the students should give more of their psychological and physical energies to academic experiences. He also added that activities such as working with a professor in a research, peer tutoring, completing an internship and community service allow the students to go beyond what they do in class, which is to pass. Engaging in extracurricular activities and activities done in class both lead to greater learning. School is a central organizing experience in most adolescents lives. It offers opportunities to learn information, master new skills and sharpen old ones; to participate in sports, art and other activities; to explore vocational choices and to be with friends (Papalia, Old and Feldman, 2006).

Extracurricular activities are 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, from 4th-6th, junior high/high school, college and university education.

Such activities are generally voluntary as opposed to mandatory, non-paying, social, philanthropic as opposed to scholastic, and often

14

involve others of the same age. Students often organize and direct these activities under faculty sponsorship, although student-led initiatives, such as independent newspapers, are common. (Wikipedia.com) Academic Performance Academic performance really means three things: the ability to study and remember facts, being able to think for yourself in relation to facts and thirdly being able to communicate ones knowledge verbally or practically (http:// www.hypnosisdownloads.com) Tuckman (1975) posited that, performance is used to label the observable manifestation of knowledge, skills, concepts, understanding and ideas. It is the acquisition of particular grades on examinations that indicate candidates ability, mastery of the content, skills in applying learned knowledge to particular situations. A students success is generally judged on examination performance. Success on examinations is a crucial indicator that a student benefited from a course of study stated by Wiseman 1961. (www. able2know.org) Related Studies It is said in a thesis entitled Perceptions of Students Regarding School Organizations of De La Salle Emilio Aguinaldo College School Year 1991-1992 by Ma. Therese P. Pestano et.al. that School

15

organizations provide avenues for the so called co-curricular activities to produce graduates who are somehow molded in the concept of total human development. These graduates are expected to obtain good social traits, to the effect that the supposed role is totally negated by the misdirected or ill-motivated doings. They also stated that School organizations are to provide the kind of education to students on the sense of cooperation, dedication to service, self-reliance development of potentials, importance of

communications and other related traits necessary for being a member of an organization. Students can build confidence, cooperation and organization upon joining any school organizations. In the study of Astudillo et al. (2006) entitled, The Level of Involvement of Radiologic Technology Students in Extra-curricular activities it was found out that the students are involved to a limited extent in the following extra-curricular activities such as: (a) academic related activities, (b) performing arts group activities, (c) service oriented activities and (d) sports related activities. Males have higher level of involvement in performing arts activities, service oriented activities and sports related activities than the females.

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On the other hand, the study of Galarpe (1998) found out that involvement in extra-curricular activities showed a significant relationship in the following areas: physical, moral and spiritual but not with psychological and social areas. Males are more involved in co-curricular and extra-curricular activities than their female counterparts. The noncatholic respondents were more involved than the catholic respondents. In the study of Cabarles (2000) entitled, Involvement in Cocurricular Activities and its Relationship to Self-Concept of High School Students they found out than the competitive co-curricular activities most preferred and actually involved by the respondents were sports and athletics, followed by cheering contest, group singing contest. The noncompetitive co-curricular activities most preferred by the respondents to be involved in were field trips, followed by parades and playground demonstrations while symposia were the least preferred and actually involved in by the respondents. The respondents had actually been involved as participants in most of the non-competitive co-curricular activities. In this study of Duenos (1998) entitled, The Management of Extracurricular Activities at Talim Point National High School: Its Relationship to Total Development almost half percent of the respondents are more involved in athletics and science club got the smallest

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percentage. In addition, the respondents are allowed to join in different activities despite the academic assignments and values of the students are very much developed upon joining extra-curricular activities. On the other hand, the study of Remolona, Geneveo and Solis (2006) focused on the factors associated with the academic performance of the third year radiologic technology students. They recommended that students who are not committed in extra-curricular activities should also learn to participate to those activities and join different school organizations and extra-curricular activities, because it may enhance their God-given capabilities and talents and improve as individuals, should make use of existing school facilities being tendered for them by the school for resources to widen their knowledge for their development, and respect the authority of teachers as well as classmates in school to maintain very good relationship with one another. The study of Bondoc et.al. (2007), they found out in their study that the participation in extracurricular activities does not affect the academic performance of the students. Students who are participating in

extracurricular activities have satisfactory grades than those who are inactive and being an active member does not hamper the academic performance of students. In addition, the study of Manahan and Manalo (2002), found out that

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the students of Radiologic Technology of De La Salle Health Sciences Institute were involved to a moderate extent in extra-curricular activities and academic performance of the respondents. However, students should know that participation in extra-curricular activities would improve their personality but should not affect their academic performance. Students were encouraged to investigate into the kind of lessons strategies that would help them attain higher grades. In addition, the study of Floret Angelica G. Villaverde et al. with the title Social Adjustments and Academic Performance of Selected High School Students of Del Pilar Academy Imus, Cavite School Year 20042005 stated that most freshmen in Del Pilar Academy Imus, Cavite are still childish and that some of them are having a hard time with the new curriculum in high school and with the new environment. It stated there that social adjustments have an effect on the academic performance of their respondents. From the thesis of Pamela Gueco (2009) entitled Effects of CoCurricular Activities on the Academic Performance of Selected High School Students in Jesus Good Shepherd School S.Y. 2008-2009 she found out that there is a significant effect between the two variables, academic performance and co-curricular activities and most of the effects are positive towards the academic performance.

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CHAPTER III RESEARCH METHODOLOGY Research Design The Descriptive survey was used in this study. Descriptive survey describes with emphasis current issues or conditions. The researchers chose this because the study is done at the present time and is the most appropriate for the title of the study. As a response to the statement of the problem, joining school organizations could have effects on the academic performance of the selected Benedictine Institute of Learning high school students. Sampling Size The sample size of the study is the 120 high school students, 15 Communiqu members, 15 Info Tech Society members, 15 members of UNESCO, 15 Performing Arts Club members, 15 ARTISTAS, 15 Varsity Players, 15 Glee Club Singers, 15 Drum and Lyre members who are involved in school organization activities of school year 2011-2012. Sampling Design The researchers used purposive sampling because the researchers chose the active members of school organizations in Benedictine Institute of Learning school year 2011-2012. This sampling design was chosen because it is more economical for the researchers.

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Data Collection Technique The data collection techniques that were used in this study are clerical tools because the researchers want to measure the significant effect of joining school organization on the respondents academic performance. The instruments used in this study are questionnaire method and library method. The researchers distributed questionnaire to find out if there are effects brought by school organization involvement, questionnaire method was chosen because it is easy to conduct but can give necessary information that can help the researcher in their study. The researchers also visited some libraries in different universities to gather information needed for their study. Statistical Treatment The researcher used the following for their statistical treatment: 1. Frequency Percentage Distribution were used to determine

the Percentage of the High School Population that has an Active Membership on the Different School Organizations and Percentage Distribution of the High School Students Responses Regarding the Effects of Joining School Organization. P= X 100%

Where: P= percentage

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F= frequency n= number of respondents 2. Mean, Standard Deviation, Number of Scores, Highest score

and Lowest score were used to determine the level of academic performance of the high school students. Where: x 100

Where Mean:

Where SD: S= 3.

ANOVA was used to determine the significant effect of joining

school organizations on the academic performance of the selected high school students who are members of a school organization CF= TSS= CF
2

TrSS= ESS= TSS-TrSS Degrees of Freedom: Treatment df= t-1 Error df = n-1

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MSTr=

MSE=

FC =

CV=

X 100%

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CHAPTER IV PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA Table 1 Frequency and Percentage Distribution of the High School Population that has Active Membership on the Different School Organizations Frequency of Active Members 105 66 18 15 15 18 45 43 325 Percentage Frequency Percentage of Active of Selected of Selected Members Members Members 32.31% 20.31% 5.54% 4.62% 4.62% 5.54% 13.85% 13.23% 100% 15 15 15 15 15 15 15 15 120 14.29% 22.73% 83.33% 100% 100% 83.33% 33.33% 34.88% 36.92%

School Organization T InfoTech Society UNESCO Glee Club Performing Arts Artistas Drum and Lyre Communiqu Varsity Total

Table 1 shows the frequency and percentage distribution of the high school population that has active membership on the different school organization. Data show that in Info Tech Society, there are one hundred five (105) or thirty two point thirty one percent (32.31%) active members. In UNESCO, there are sixty six (66) or twenty point thirty one percent (20.31%) active members. In Glee Club, there are eighteen (18) or five point fifty four percent (5.54%) active members. In Performing Arts, there are fifteen (15) or four point sixty two percent (4.62%) active members. In

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ARTISTAS, there are fifteen (15) or four point sixty two percent (4.62%) active members. In Drum and Lyre, there are eighteen (18) or five point fifty four percent (5.54%) active members. In Communiqu, there are forty five (45) or thirteen point eighty five percent (13.85%) active members. In Varsity, there are forty three (43) or thirteen point twenty three percent (13.23%) active members. In Info Tech Society, there are fifteen (15) or fourteen point twenty nine percent (14.29%) members who were selected as

respondents. In UNESCO, there are fifteen (15) or twenty two point seventy three percent (22.73%) members were selected as respondents. In Glee Club, there are fifteen (15) or eighty three point thirty three percent (83.33%) members who were selected as respondents. In Performing Arts, there are fifteen (15) or one hundred percent (100%) members who were selected as respondents. In Artistas, there are fifteen (15) or one hundred percent (100%) members who were selected as respondents. In Drum and Lyre, there are fifteen (15) or eighty three point thirty three percent (83.33%) members who were selected as respondents. In Communiqu, there are fifteen (15) or thirty three point thirty three percent (33.33%) members who were selected as respondents. In Varsity, there are fifteen (15) or thirty four point eighty eight percent (34.88%) members who were selected as respondents.

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Table 2.0 Summary of Descriptive Statistics of the First Quarter Grades of Varsity Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Grade Lowest Grade Mean Standard Deviation 15 93.33 80.17 85.45 3.74

Data in table 2.0 show the summary of descriptive statistics of the First Quarter Grades of Varsity members in Benedictine Institute of Learning School Year 2011-2012. It shows that the number of respondents is fifteen (15); the highest grade is ninety three point thirty three (93.33); lowest grade is eighty point seventeen (80.17); mean is eighty five point forty five (85.45) and the standard deviation is three point seventy four (3.74). Table 2.1 The Level of Academic Performance of Varsity Members in Benedictine Institute of Learning School Year 2011-2012 For the First Quarter Level Outstanding Above Average Average Below Average Total Range of Grades 92.94-96.67 89.20-92.93 81.71-89.19 77.97-81.70 F 1 1 12 1 15 P 6.67% 6.67% 80% 6.67% 100%

The table 2.1 shows the level of academic performance of selected varsity members for the first quarter. There is one (1) or six point sixty seven percent (6.67%) who falls under outstanding level with range of grade of ninety two point ninety four (92.94) to ninety six point sixty seven

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(92.67); one (1) or six point sixty seven percent (6.67%) falls under above average level with range of grade of eighty nine point twenty (89.20) to ninety two point ninety three (92.93); twelve (12) or eighty percent (80%) fall under average level with range of grade of eighty one point seventy one (81.71) to eighty nine point nineteen (89.19); and there is one (1) or six point sixty seven percent (6.67%) who falls under below average level with range of grade of seventy seven point ninety seven (77.97) to eighty one point seventy (81.70). Table 2.2 Summary of Descriptive Statistics of the First Quarter Grades of Academic Club Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Grade Lowest Grade Mean Standard Deviation 45 96.17 72.33 84.56 5.61

Data in table 2.2 show the summary of descriptive statistics of the first quarter grades of Academic Club members in Benedictine Institute of Learning School Year 2011-2012. It shows that the number of respondents is forty five (45); highest grade is ninety six point seventeen (96.17); lowest grade is seventy two point thirty three (72.33); mean is eighty four point fifty six (84.56) and the standard deviation is five point sixty one (5.61).

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Table 2.3 The Level of Academic Performance of Academic Club Members in Benedictine Institute of Learning School Year 2011-2012 for the First Quarter Level Outstanding Above Average Average Below Average Poor Total Range of Grades 95.79-100.0 90.18-95.78 78.95-90.17 73.34-78.94 67.73-73.33 F 1 7 29 7 1 45 P 2.22% 15.56% 64.44% 15.56% 2.22% 100%

The table 2.3 shows the level of academic performance of selected academic club members for the first quarter. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level with the range of grade of ninety five point seventy nine (95.79) to one hundred (100.0); seven (7) or fifteen point fifty six percent (15.56%) fall under above average level with the range of grade of ninety point eighteen (90.18) to ninety five point seventy eight (95.78); twenty nine (29) or sixty four point forty four percent (64.44%) fall under average level with range of grade of seventy eight point ninety five (78.95) to ninety point seventeen (90.17); seven (7) or fifteen point fifty six percent (15.56%) fall under below average level with the range of grade of seventy three point thirty four (73.34) to seventy eight point ninety four (78.94); and there is one (1) or two point twenty two percent (2.22%) falls under poor level with range of grade of sixty seven point seventy three (67.73) to seventy three point thirty three (73.33).

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Table 2.4 Summary of Descriptive Statistics of the First Quarter Grades of Performing Club Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Grade Lowest Grade Mean Standard Deviation 60 95.83 76.05 86.85 5.21

Data in table 2.4 show the summary of descriptive statistics of the first quarter grade of performing club members in Benedictine Institute of Learning School Year 2011-2012. It shows that the number of respondents is sixty (60); the highest grade is ninety five point eighty three (95.83); lowest grade is seventy six point zero five (76.05); mean is eighty six point eighty five (86.85) and standard deviation is five point twenty one (5.21)

Table 2.5 The Level of Academic Performance of Performing Club Members in Benedictine Institute of Learning School Year 2011-2012 for the First Quarter Level Above Average Average Below Average Poor Total Range of Grades 92.07-97.27 81.64-92.06 76.43-81.63 71.22-76.42 F 10 39 10 1 60 P 16.67% 65% 16.67% 1.67% 100%

The table 2.5 shows the level of academic performance of the selected performing club members for the first quarter. There are ten

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(10) or sixteen point sixty seven percent (16.67%) who fall under above average with the range of grade of ninety two point zero seven (92.07) to ninety seven point twenty seven (97.27); thirty nine (39) or sixty five percent (65%) fall under average level with the range of grade of eighty one point sixty four (81.64) to ninety two point zero six (92.06); ten (10) or sixteen point sixty seven percent (16.67%) fall under below average with the range of grade of seventy six point forty three (76.43) to eighty one point sixty three (81.63); and there is one (1) or one point sixty seven percent (1.67%) who falls under poor level with the range of grade of seventy one point twenty two (71.22) to seventy six point forty two (76.42). Table 2.6 Summary of Descriptive Statistics of the Second Quarter Grades of Varsity Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Grade Lowest Grade Mean Standard Deviation 15 92.33 76.83 85.89 3.79

Data in table 2.6 show the summary of descriptive statistics of the second quarter grades of varsity members in Benedictine Institute of Learning School Year 2011-2012. The table shows that the number of respondents is fifteen (15); the

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highest grade is ninety two point thirty three (92.33); the lowest grade is seventy six point eighty three (76.83); the mean is eighty five point eighty nine (85.89) and the standard deviation is three point seventy nine (3.79). Table 2.7 The Level of Academic Performance of Varsity Members in Benedictine Institute of Learning School Year 2011-2012 for the Second Quarter Level Above Average Average Below Average Poor Range of Grades 89.69 - 93.47 82.10 - 89.68 78.31 82.09 74.52-78.30 F 2 11 1 1 P 13.33% 73.33% 6.67% 6.67%

The table 2.7 shows the level of academic performance of varsity members based on the average second quarter grades. There are two (2) or thirteen point thirty three percent (13.33%) who fall under above average level with grades ranging from eighty nine point sixty nine

(89.69) to ninety three point forty seven (93.47). Eleven (11) or seventy three point thirty three percent (73.33%) fall under average level with grades ranging from eighty two point ten (82.10) to eighty nine point sixty eight (89.68); One (1) or six point sixty seven percent (6.67%) falls under below average level with grades ranging from seventy eight point thirty one (78.31) to eighty two point nine (82.09); and there is one (1) or sixty point sixty seven percent (6.67%) that falls under poor level with grades ranging from seventy four point fifty two (74.52) to seventy eight point thirty (78.30).

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Table 2.8 Summary of Descriptive Statistics of the Second Quarter Grades of Academic Club Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Grade Lowest Grade Mean Standard Deviation 45 97 76 86.29 5.24

Data in table 2.8 show the summary of descriptive statistics of the second quarter grades of academic club members in Benedictine Institute of Learning School Year 2011-2012. It shows that the number of respondents is forty five (45); the highest grade is ninety seven (97); the lowest grade is seventy six (76); the mean is eighty six point twenty nine (86.29) and the standard deviation is five point twenty four (5.24). Table 2.9 The Level of Academic Performance of Academic Club Members in Benedictine Institute of Learning School Year 2011-2012 for the Second Quarter Level Outstanding Above Average Average Below Average Poor Total Range of Grades 96.78-100.00 91.54-96.77 81.05-91.53 75.81-81.04 70.57-75.80 F 1 6 31 6 1 45 P 2.22% 13.33% 68.89% 13.33% 2.22% 100%

The table 2.9 shows the level of academic performance of selected academic club members for the second quarter. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level with grades from ninety six point seventy eight (96.78) to one hundred

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(100.00); Six (6) or thirteen point thirty three percent (13.33%) fall under above average level with grades ranging from ninety one point fifty four (91.54) to ninety six point seventy seven (96.77); Thirty one (31) or sixty eight point eighty nine percent (68.89%) fall under average level with grades ranging from eighty one point zero five (81.05) to ninety one point fifty three (91.53); Six (6) or thirteen point thirty three percent (13.33%) fall under below average level with grades ranging from seventy five point eighty one (75.81) to eighty one point zero four (81.04) and one (1) or two point twenty two percent (2.22%) falls under poor level with grades ranging from seventy point fifty seven (70.57) to seventy five point eighty (75.80). Table 2.10 Summary of Descriptive Statistics of the Second Quarter Grades of Performing Club Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Grade Lowest Grade Mean Standard Deviation 60 96.33 78.17 87.70 4.64

Data in table 2.10 show the summary of descriptive statistics of the second quarter grades of performing clubs members in Benedictine Institute of Learning School Year 2011-2012. It shows that the number of respondents is sixty (60); the highest

33

grade is ninety six point thirty three (96.33); the lowest grade is seventy eight point seventeen (78.17); the mean is eighty seven point seventy (87.70); and the standard deviation is four point sixty four (4.64). Table 2.11 The Level of Academic Performance of Performance Club Members in Benedictine Institute of Learning School Year 2011-2012 for the Second Quarter Level Range of Grades F P Above Average 92.35-96.98 9 15% Average 83.06-92.34 40 66.67% Below Average 78.42-83.05 8 13.33% Poor 73.78 78.41 3 5% Total 60 100%

The table 2.11 shows the level of academic performance of performance club members for the second quarter. There are nine (9) or fifteen percent (15%) who fall under above average level with grades ranging from ninety two point thirty five (92.35) to ninety six point ninety eight (96.98). Forty (40) or sixty six point sixty seven percent (66.67%) fall under average level with grades ranging from eighty three point zero six (83.06) to ninety two point thirty four (92.34); Eight (8) or thirteen point thirty three percent (13.33%) fall under below average level with grades ranging from seventy eight point forty two (78.42) to eighty three point zero five (83.05); and there are three (3) or five percent (5%) who fall under poor level with grades ranging from seventy three point seventy eight (73.78) to seventy eight point forty one (78.41).

34

Table 2.12 Summary of Descriptive Statistics of the First and Second Quarter Average Grades of Varsity Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Score Lowest Score Mean Standard Deviation 15 92.75 80.42 85.67 3.50

Data in table 2.12 show the summary of descriptive statistics of the first and second quarter average grades of varsity members in Benedictine Institute of Learning School Year 2011-2012. The table shows that the number of respondents is fifteen (15); the highest score is ninety two point seventy five (92.75); the lowest score is eighty point forty two (80.42); the mean is eighty five point sixty seven (85.67) and the standard deviation is three point fifty (3.50) Table 2.13 The Level of Academic Performance of Varsity Members in Benedictine Institute of Learning School Year 2011-2012 for the First and Second Quarter Average Level Above Average Average Below Average Total Range of Grades 89.18-92.97 82.17-89.17 78.67-82.16 F 2 11 2 15 P 13.33% 73.33% 13.33% 100%

The table 2.13 shows the level of academic performance of varsity members based on the first and second quarter average grades. There are two (2) or thirteen point thirty three (13.33%) percent who fall under above average level with grades ranging from eighty nine point eighteen

35

(89.18) to ninety two point ninety seven (92.97). Eleven (11) or seventy three point thirty three percent (73.33%) fall under average level with grades ranging from eighty two point seventeen (82.17) to eighty nine point seventeen (89.17) and Two (2) or thirteen point thirty three percent (13.33%) fall under below average level with grades ranging from

seventy eight point sixty seven (78.67) to eighty two point sixteen (82.16). Table 2.14 Summary of Descriptive Statistics of the First and Second Quarter Average Grades of Academic Club Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Score Lowest Score Mean Standard Deviation 45 96.59 74.17 85.42 4.85

Data in table 2.14 show the summary of descriptive statistics of the first and second quarter average grades of the Academic clubs members in Benedictine Institute of Learning School Year 2011-2012. The table shows that the number of respondents is forty five (45); the highest score is ninety six point fifty nine (92.59); the lowest score is seventy four point seventeen (74.17); the mean is eighty five point forty two (85.42); and the standard deviation is four point eighty five (4.85).

36

Table 2.15 The Level of Academic Performance of Academic Club Members in Benedictine Institute of Learning School Year 2011-2012 for the First and Second Quarter Average Level Outstanding Above Average Average Below Average Poor Total Range of Grades 95.13-99.97 90.28-95.12 80.57-90.27 75.72-80.56 70.87-75.71 F 1 9 27 7 1 45 P 2.22% 20.00% 60.00% 15.56% 2.22% 100%

The table 2.15 shows the level of academic performance of academic club members based on the average of first and second quarter grades. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level with grades ranging from ninety five point thirteen (95.13) to ninety nine point ninety seven (99.97). Nine (9) or twenty percent (20%) fall under above average level with grades ranging from ninety point twenty eight (90.28) to ninety five point twelve (95.12); Twenty seven (27) or sixty percent (60.00%) fall under average level with grades ranging from eighty point fifty seven (80.57) to ninety point twenty seven (92.27); Seven (7) or fifteen point fifty six percent (15.56%) fall under below average level with grades ranging from seventy five point seventy two (75.72) to eighty point fifty six (80.56) and there is one (1) or two point twenty two percent (2.22%) who fall under poor level with grades ranging from seventy point eighty seven (70.87) to seventy five point seventy one (75.71).

37

Table 2.16 Summary of Descriptive Statistics of the First and Second Quarter Average Grades of Performing Club Members in Benedictine Institute of Learning S.Y. 2011-2012 Number of Respondents Highest Grade Lowest Grade Mean Standard Deviation 60 96.08 77.58 87.28 4.83

Data in table 2.16 show the summary of descriptive statistics of the first and second quarter average grades of the Performing club members in Benedictine Institute of Learning School Year 2011-2012. The table shows that the number of respondents is sixty (60); the highest grade is ninety six point zero eight (96.08); the lowest grade is seventy seven point fifty eight (77.58); the mean is eighty seven point twenty eight (87.28) and the standard deviation is four point eighty three (4.83). Table 2.17 The Level of Academic Performance of Performing Club Members in Benedictine Institute of Learning School Year 2011-2012 for the First and Second Quarter Average Level Above Average Average Below Average Poor Total Range of Grades 92.12-96.94 82.45-92.11 77.62-82.44 72.79-77.61 F 11 35 13 1 60 P 18.33% 58.33% 21.67% 1.67% 100%

The table 2.17 shows the level of academic performance of performing club members based on the average of first and second quarter grades. There are eleven (11) or eighteen point thirty three percent

38

(18.33%) who fall under above average level with grades ranging from ninety two point twelve (92.12) to ninety six point ninety four (96.94); Thirty five (35) or fifty eight point thirty three percent (58.33%) fall under average level with grades ranging from eighty two point forty five (82.45) to ninety two point eleven (92.11); Thirteen (13) or twenty one point sixty seven percent (21.67%) fall under below average level with grades ranging from seventy seven point sixty two (77.62) to eighty two point forty four (82.44%); and one (1) or one point sixty seven percent (1.67%) falls under poor level with grades ranging from seventy two point seventy nine (72.79) to seventy seven point sixty one (77.61) Table 3.0 Frequency and Percentage Distribution of the Varsity Members Responses Regarding the Effects of Joining Varsity on their Academic Performance School Year 2011-2012
Effects VARSITY Knowing what to prioritize Getting incentives Being responsible Managing their time Keeping satisfactory grades despite of the games and practices Being motivated to study more Maintaining good grades Completing school works Helping them in their academic achievement Getting exemptions YES F P 13 86.67% 8 53.33% 11 73.33% 14 93.33% 15 100% 14 93.33% 15 100% 15 100% 9 3 60% 20% NO F 2 7 4 1 0 1 0 0 6 12 13.33% 46.66% 26.66% 6.66% 0% 6.66% 0% 0% 40% 80% TOTAL F 15 15 15 15 15 15 15 15 15 15 P 1100% 100% 100% 100% 100% 100% 100% 100 % 100% 100%

39

The table 3.0 shows the frequency and percentage distribution of the varsity members responses regarding the effects of joining varsity on their academic performance for school year 2011-2012. Data show that there are thirteen (13) or eighty six point sixty seven percent (86.67%) students who know what to prioritize and two (2) or thirteen point thirty three percent (13.33%) who do not; there are eight (8) or fifty three point thirty three percent (53.33%) students who get incentives and seven (7) or forty six point sixty six percent (46.66%) who do not; there are eleven (11) or seventy three point thirty three percent (73.33%) who are being responsible and four (4) or twenty six point sixty six percent (26.66%) who do not; there are fourteen (14) or ninety three point thirty three percent (93.33%) who can manage their time and one (1) or six point sixty six percent (6.66%) who does not; there are fifteen (15) or one hundred percent (100%) students who are keeping satisfactory grades despite of games and practices they need to attend and no one said no; fourteen (14) or ninety three point thirty three percent (93.33 %) said that varsity motivates them to study more and one (1) or six point sixty six percent (6.66%) said no; fifteen (15) or one hundred percent (100%) students maintain good grades and no one said no; fifteen (15) or one hundred percent (100%) students said that they can still complete school works and no one said no; nine (9) or sixty percent (60%) students said that it helps them in their achievement while six (6) or forty percent (40%) do not; and there are three (3) or twenty percent

40

(20%) who get exemptions and twelve (12) or eighty percent (80%) who do not. Table 3.1 Frequency and Percentage Distribution of the Academic Club Members Responses Regarding the Effects of Joining Academic Clubs on their Academic Performance for School Year 2011-2012
Effects ACADEMIC CLUBS Getting incentives Having peer tutoring Developing their skills Being motivated to study more Being responsible Gaining knowledge Getting incentives Having educational Activities Helping them in their academic achievement Helping them in their grades 34 10 42 34 39 38 23 28 38 34 75.56% 22.22% 93.33% 75.76% 86.67% 84.44% 51.11% 62.22% 84.44% 75.56% 11 35 3 11 6 7 22 17 7 11 24.44% 77.78% 6.67% 24.44% 13.33% 15.56% 48.89% 37.78% 15.56% 24.44% 45 45 45 45 45 45 45 45 45 45 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% YES F P NO F P TOTAL F P

The table 3.1 shows the frequency and percentage distribution of the academic club members responses regarding the effects of joining academic clubs on their academic performance for school year for 20112012. Data show that there are thirty four (34) or seventy five point fifty six percent (75.56%) members who get incentives and eleven (11) or twenty four point forty four percent (24.44%) do not; ten (10) or twenty two point

41

twenty two percent (22.22%) students experience peer tutoring and thirty five (35) or seventy seven point seventy eight percent (77.78%) do not; forty two (42) or ninety three point thirty three percent (93.33%) students develop their skills and three (3) or six point sixty seven percent (6.67%) do not; thirty four (34) or seventy five point seventy six percent (75.76%) students said that it serves as a motivation for them and eleven (11) or twenty four point forty four percent (24.44%) do not; thirty nine (39) or eighty six point sixty seven percent (86.67%) students are being responsible and six (6) or thirteen point thirty three percent (13.33%) do not; thirty eight (38) or eighty four point forty four percent (84.44%) students gain knowledge while seven (7) or fifteen point fifty six percent (15.56%) do not; twenty three (23) or fifty one point eleven percent (51.11%) get incentives and twenty two (22) or forty eight point eighty nine percent (48.89%) do not; twenty eight (28) or sixty two point twenty two percent (62.22%) said they experience educational activities while seventeen (17) or thirty seven point thirty eight percent (37.38%) do not; thirty eight (38) or eighty four point forty four percent (84.44%) said it helps them in their academic achievement and seven (7) or fifteen point fifty six percent (15.56%) do not; and there are thirty four (34) or seventy five point fifty six percent (75.56%) who said that it helps them in their grades while eleven (11) or twenty four point forty four percent (24.44%) do not.

42

Table 3.2 Frequency and Percentage Distribution of the Performing Club Members Responses Regarding the Effects of Joining Performing Clubs on their Academic Performance for School Year 2011-2012
Effects PERFORMING CLUBS Getting incentives Being responsible Getting credits and incentives Managing their time between studying and attending club workshops Getting incentives Being advantageous Not compromising their study time Having advantages Gaining knowledge Helping them in their academic achievement 35 55 41 59 52 45 21 52 53 41 40% 86.67% 60% 98.33% 93.33% 60% 40% 86.67% 88.33% 60% 25 5 19 1 8 15 39 8 7 19 60% 13.33% 40% 1.67% 6.67% 40% 60% 13.33% 11.67% 40% 60 60 60 60 60 60 60 60 60 60 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% YES F P NO F P TOTAL F P

The table 3.2 shows the frequency and percentage distribution of the performing club members responses regarding the effects of joining performing clubs on their academic performance for school year 2011-2012. Data show that there are thirty five (35) or forty percent (40%) who get incentives and twenty five (25) or sixty percent (60%) do not; fifty five (55) or eighty six point sixty seven percent (86.67%) are being responsible and five (5) or thirteen point thirty three percent (13.33%) are not; forty one (41) or sixty percent (60%) get credits and incentives while nineteen (19) or forty percent (40%) do not; fifty nine (59) or ninety eight point thirty three percent (98.33%) students can manage their time in terms of studying and

43

attending club workshops and one (1) or one point sixty seven percent (1.67%) cannot; fifty two (52) or ninety three point thirty three percent (93.33%) students get incentives and eight (8) or six point sixty seven percent (6.67%) do not; forty five (45) or sixty percent (60%) students said that it serves as an advantage to be in a performing club while fifteen (15) or forty percent (40%) do not; twenty one (21) or forty percent (40%) know how to manage their time in terms of compromising study time while thirty nine (39) or sixty percent (60%) do not; fifty two (52) or eighty six point sixty seven percent (86.67%) students said it has advantages while eight (8) or thirteen point thirty three percent (13.33%) disagree; fifty three (53) or eighty eight point thirty three percent (88.33%) students gain knowledge and seven (7) or eleven point sixty seven percent (11.67%) do not; and there are forty one (41) or sixty percent (60%) who said that it is helpful for their academic achievement and nineteen (19) or forty percent (40%) disagree. Table 4 Test of the Significant Effect of School Organizations on the Academic Performance of the Selected High School Students in Benedictine Institute of Learning School Year 2011-2012
Variable Varsity Academic Clubs Performing Clubs Degrees of Freedom dfw=1 dfB=11 dfw=1 dfB=13 dfw=1 dfB=12 Critical Value at 0.05 = 4.84 at 0.01 = 9.65 at 0.05 = 4.67 at 0.01 = 9.07 at 0.05 = 4.75 at 0.01 = 9.33 Computed Value 80.41 Level of Significance Highly significant at both 0.05 and 0.01 Highly significant at both 0.05 and 0.01 Highly significant at both 0.05 and 0.01

18.05

17.80

44

Table 4.0 shows the test of the significant effect of school organizations on the academic performance of the selected high school students in Benedictine Institute of Learning School Year 2011-2012. In terms of Varsity, the computed f value is 80.41 which is higher than the critical value at 0.05 which is 4.84 and 0.01 which is 9.65. Since the computed value is higher than the critical value at 0.05 and 0.01 the null hypothesis must be rejected, this can be interpreted as joining varsity has a significant effect on the academic performance of the selected high school students in Benedictine Institute of Learning. This can be further interpreted that joining varsity significantly affects the academic

performance for the reasons that they know what to prioritize, that they are getting incentives, they learn how to be responsible, they learn how to manage their time, they keep satisfactory grades despites of the games and practices they need to attend, they are motivated to study more, maintain good grades, complete their schoolwork, helps them in their academic achievement and gives them exemptions. In terms of Academic Clubs, the computed f value is 18.05 which is higher than the critical value at 0.05 which is 4.67 and 0.01 which is 9.07. Since the computed value is higher than the critical value at 0.05 and 0.01 the null hypothesis must be rejected, this can be interpreted as joining academic clubs has a significant effect on the academic performance of

45

the selected high school students in Benedictine Institute of Learning. This can be further interpreted that joining academic clubs significantly affects the academic performance for the reasons that that they are getting incentives, they are having peer tutoring, they are developing their skills, They are motivated to study more, they are being responsible, they are gaining knowledge that are related with their academics, they are getting incentives, having educational activities, it helps them in their academic achievement and helps them in their grades. In terms of Performing Clubs, the computed f value is 17.80 which is higher than the critical value at 0.05 which is 4.75 and 0.01 which is 9.33. Since the computed value is higher than the critical value at 0.05 and 0.01 the null hypothesis must be rejected, this can be interpreted as joining performing clubs has a significant effect on the academic performance of the selected high school students in Benedictine Institute of Learning. This can be further interpreted that joining performing club significantly affects the academic performance for the reasons that they are getting incentives, they are being responsible, they are getting credits and incentives, they know how to manage their time between their studies and involvement in their club, having advantages to be a part of performing club, they are gaining knowledge, it helps them in their academic achievement.

46

Table 5.0 Difference between the First and Second Quarter Grades of Varsity Members for School Year 2011-2012
Varsity Level Outstanding Above Average Average Below Average Poor Total 1st Quarter Range of Grades 92.94-96.67 89.20-92.93 81.71-89.19 77.97-81.70 F 1 1 12 1 15 P 6.67% 6.67% 80% 6.67% 100% 89.69-93.47 82.10-89.68 78.31-82.09 74.52-78.30 2 11 1 1 15 13.33% 73.33% 6.67% 6.67% 100% 2nd Quarter Range of Grades F P

Table 5.0 shows the difference between first and second quarter grades of the selected varsity members for school year 2011-2012. The data show that in first quarter there is one (1) or six point sixty seven percent (6.67%) in outstanding level with grades ranging from ninety two point ninety four (92.94) to ninety six point sixty seven (96.67) while in second quarter there is none. In first quarter there is one (1) or six point sixty seven percent (6.67%) who fall under above average level with grades ranging from eighty nine point twenty (89.20) to ninety two point ninety three (92.93) while in the second quarter there are two (2) or thirteen point thirty three percent (13.33%) students who fall under above average with grades ranging from eighty nine point sixty nine (89.69) to ninety three point forty seven (93.47). In first quarter there are twelve (12) or eighty percent (80%) who fall under average level with grades ranging from eighty one point seventy one (80.71) to eighty nine point nineteen

47

(89.19) while for the second quarter there are eleven (11) or seventy three point thirty three percent (73.33%) students who fall under the average level with grades ranging from eighty two point ten (82.10) to eighty nine point sixty eight (89.68). In the first quarter, there is one (1) or six point sixty seven percent (6.67%) student who fall under below average level with grades ranging from seventy seven point ninety seven (77.97) to eighty one point seventy (81.70) while in second quarter, there is one (1) or six point sixty seven percent (6.67%) who fall under below average level with grades ranging from seventy eight point thirty one (78.31) to eighty two point zero nine (82.09) and lastly for the first quarter there is no score recorded in the poor level while in the second quarter there is one (1) or six point sixty seven percent (6.67%) student who fall under poor level with the grades ranging from seventy four point fifty two (74.52) to seventy eight point thirty (78.30). It can be understood that there is no improvement in the academic performance of the selected respondents in the Varsity because you can see that from the first quarter the highest range of grade is outstanding with grades ranging from ninety two point ninety four (92.94) to ninety six point sixty seven (96.67) while in the second quarter there is no range of grade equivalent to outstanding. And even in the second quarter the lowest grade reached poor level in the range of grade.

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Table 5.1 Difference between the First and Second Quarter Grades of Academic Club Members for School Year 2011-2012
Academic Club Level Outstanding Above Average Average Below Average Poor Total 1st Quarter Range of Grades 95.79-100.0 90.18-95.78 78.95-90.17 73.34-78.94 67.73-73.33 F 1 7 29 7 1 45 P 2.22% 15.56% 64.44% 15.56% 2.22% 100% 2nd Quarter Range of Grades 95.13-99.97 90.28-95.12 80.57-90.27 75.72-80.56 70.87-75.71 F 1 9 27 7 1 45 P 2.22% 20.00 % 60.00 % 15.56 % 2.22% 100%

Table 5.1 shows the difference between the first and second quarter grades of academic club members for school year 2011-2012. Data show that there is one (1) or two point twenty two percent (2.22%) who falls under outstanding level with the range of grade of ninety five point seventy nine (95.79) to one hundred (100.0) while in the second quarter there is one (1) or two point twenty two percent (2.22%) with range of grade of ninety five point thirteen (95.13) to ninety nine point ninety seven (99.97).In the first quarter there are seven (7) or fifteen point fifty six percent (15.56%) who fall under above average level with range of grade of ninety point eighteen (90.18) to ninety five point seventy eight (95.78) while in the second quarter there are nine (9) or twenty percent (20.00%) with grades ranging from ninety point twenty eight (90.28) to ninety five point twelve (95.12). In the first quarter, there are twenty nine (29) or sixty

49

four point forty four percent (64.44%) who fall under average level with grades ranging from seventy eight point ninety five (78.95) to ninety point seventeen (90.17) while in second quarter, there twenty seven (27) or sixty percent (60.00%) with grades ranging from eighty point fifty seven (80.57) to ninety point twenty seven (90.27). In the first quarter, there are seven (7) or fifteen point fifty six percent (15.56%) who fall under below average level with grades ranging from seventy three point thirty four (73.34) to seventy eight point ninety four (78.94) while in second quarter, there are seven (7) or fifteen point fifty six percent (15.56%) with grades ranging from seventy five point seventy two (75.72) to eighty point fifty six (80.56). In the first quarter, there is one (1) or two point twenty two percent (2.22%) who fall under poor level with grades ranging from sixty seven point seventy three (67.73) to seventy three point thirty three (73.33) while in second quarter, there is one (1) or two point twenty two percent (2.22%) with grades ranging from seventy point eighty seven (70.87) to seventy five point seventy one (75.71). According to the data it can be understood that there is an improvement in the grades of the respondents in Academic Clubs. It can be observed in the column of above average level; in the first quarter the number of students who belong in average level are seven (7) while in the second quarter it increased to nine (9). Those two (2) that are added in the above average level of second quarter belonged to the average level from

50

the past quarter. It only explains that there are two (2) students who improved in their academic performance. Table 5.2 Difference between the First and Second Quarter Grades of Performing Club Members School Year 2011-2012
Performing Clubs Level Above Average Average Below Average Poor Total 1st Quarter Range of Grades 92.07-97.27 81.64-92.06 76.43-81.63 71.22-76.42 F 10 39 10 1 60 P 16.67% 65% 16.67% 1.67% 100% 2nd Quarter Range of Grades 92.12-96.94 82.45-92.11 77.62-82.44 72.79-77.61 F 11 35 13 1 60 P 18.33% 58.33% 21.67% 1.67% 100%

The table 5.2 shows the difference between the first and second quarter grades of performing club members. For the first quarter there are ten (10) or sixteen point sixty seven percent (16.67%) who fall under above average level with the range of grade of ninety two point zero seven (92.07) to ninety seven point twenty seven (97.27) while in the second quarter, there are eleven (11) or eighteen point thirty three percent (18.33%) with range of grade of ninety two point twelve (92.12) to ninety six point ninety four (96.94). For the first quarter, there are thirty nine (39) or sixty five percent (65%) who fall under average level with range of grade of eighty one point sixty four (81.64) to ninety two point zero six (92.06); while in the second quarter, there are thirty five (35) or fifty eight point thirty

51

three percent (58.33%) with range of grade of eighty two point forty five (82.45) to ninety two point eleven (92.11). For the first quarter, there are ten (10) or sixteen point sixty seven percent (16.67%) who fall under below average level with the range of grade of seventy six point forty three (76.43) to eighty one point sixty three (81.63); while in the second quarter, thirteen (13) or twenty one point sixty seven percent (21.67%) students fall under below average level with range of grade of seventy seven point sixty two (77.62) to eighty two point forty four (82.44). For the first quarter, there is one (1) or one point sixty seven percent (1.67%) who fall under poor level with range of grade of seventy one point twenty two (71.22) to seventy six point forty two (76.42); while in the second quarter there is one (1) or one point sixty seven percent (1.67%) student fall under poor level with range of grade of seventy two point seventy nine (72.79) to seventy seven point sixty one (77.61). According to the data, it can be understood that there is no improvement in the grades of the respondents in Performing clubs. This can be seen in the columns of average and below average levels. Observe that in the column of average level first quarter there are thirty nine (39) students who belong in this level while in the second quarter it decreased by four (4) making it thirty five (35). Those four (4) members who are deducted from the average level, one (1) exceled to above average but three (3) members went down to below average. This

52

only explains that even though there is an additional member in above average level second quarter there are still three (3) members added in the below average level.

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CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Problem of the Study This study deals with the effects of joining school organizations on the academic performance of the high school students in Benedictine Institute of Learning school year 2011-2012. Specifically the study seeks to answer the following problems: 1) What percentage of the high school population has an active membership on the different school organizations? 2) What is the level of academic performance of the selected high school students in Benedictine Institute of Learning S.Y. 2011-2012? 3) How significant are the effects of joining school organization on the academic performance of the selected high school students in Benedictine Institute of Learning S.Y. 2011-2012? 4) Which school organization school year 2011-2012 has the greatest improvement in terms of academic performance?

Summary of Findings This research was conducted in order to determine the effects of joining a school organization on the academic performance of a student in Benedictine Institute of Learning. In addition, this study also aimed to identify whether school organization affects the students academic

54

performance positively or negatively. In order to answer these research questions, the descriptive survey of research was applied. Through quantitative and qualitative approaches, the researchers developed a questionnaire that would gather pertinent data. And after conducting the survey among 120 selected high school students regarding the correlation between the school organization and academic performance, the findings are the following: 1.) What percentage of the high school population has an active membership on the different school organizations S.Y. 2011- 2012?

Active Members
Varsity 13.23% Communique 13.85% Drum and Lyre 5.54% Artistas 4.62% Performing Arts 4.62% Glee Club 5.54% UNESCO 20.31% Info Tech Society 32.31%

55

Data show that in Info Tech Society, there are one hundred five (105) or thirty two point thirty one percent (32.31%) active members. In

UNESCO, there are sixty six (66) or twenty point thirty one percent (20.31%) active members. In Glee Club, there are eighteen (18) or five point fifty four percent (5.54%) active members. In Performing Arts, there are fifteen (15) or four point sixty two percent (4.62%) active members. In ARTISTAS, there are fifteen (15) or four point sixty two percent (4.62%) active members. In Drum and Lyre, there are eighteen (18) or five point fifty four percent (5.54%) active members. In Communiqu, there are forty five (45) or thirteen point eighty five percent (13.85%) active members. In Varsity, there are forty three (43) or thirteen point twenty three percent (13.23%) active members. In Info Tech Society, there are fifteen (15) or fourteen point twenty nine percent (14.29%) members who were selected as respondents. In UNESCO, there are fifteen (15) or twenty two point seventy three percent (22.73%) members were selected as respondents. In Glee Club, there are fifteen (15) or eighty three point thirty three percent (83.33%) members who were selected as respondents. In Performing Arts, there are fifteen (15) or one hundred percent (100%) members who were selected as respondents. In Artistas, there are fifteen (15) or one hundred percent (100%) members who were selected as respondents. In Drum

56

and Lyre, there are fifteen (15) or eighty three point thirty three percent (83.33%) members who were selected as respondents. In Communiqu, there are fifteen (15) or thirty three point thirty three percent (33.33%) members who were selected as respondents. In Varsity, there are fifteen (15) or thirty four point eighty eight percent (34.88%) members who were selected as respondents. 2.) What is the level of academic performance of the selected high school students in Benedictine Institute of Learning S.Y. 2011-2012? For selected varsity members for the first quarter there is one (1) or six point sixty seven percent (6.67%) who falls under outstanding level; one (1) or six point sixty seven percent (6.67%) falls under above average level; twelve (12) or eighty percent (80%) fall under average level; and there is one (1) or six point sixty seven percent (6.67%) falls under below average level. For selected academic club members for the first quarter. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level; seven (7) or fifteen point fifty six percent (15.56%) fall under above average; twenty nine (29) or sixty four point forty four percent (64.44%) fall under average level; seven (7) or fifteen point fifty six percent (15.56%) fall under below average level; and there is one (1) or six point sixty seven percent (6.67%) who falls under poor level.

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For selected performing club members for the first quarter. There are ten (10) or sixteen point sixty seven percent (16.67%) who fall under above average; thirty nine (39) or sixty five percent (65%) fall under average level; ten (10) or sixteen point sixty seven percent (16.67%) fall under below average and there is one (1) or one point sixty seven percent (1.67%) who falls under poor level. For the varsity members based on the second quarter grades. There are two (2) or thirteen point thirty three percent (13.33%) who fall under above average level. Eleven (11) or seventy three point thirty three percent (73.33%) fall under average level and two (2) or thirteen point thirty three percent (13.33%) fall under below average level. For academic club members for the second quarter. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level; Six (6) or thirteen point thirty three percent (13.33%) fall under above average level; Thirty one (31) or sixty eight point eighty nine percent (68.89%) fall under average level); Six (6) or thirteen point thirty three percent (13.33%) fall under below average level and one (1) or two point twenty two percent (2.22%) who falls under poor level. For the performing club members for the second quarter. There are nine (9) or fifteen percent (15%) who fall under above average level with grades; Forty (40) or sixty six point sixty seven percent (66.67%) fall

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under average level ; Eight (8) or thirteen point thirty three percent (13.33%) fall under below average level and there are three (3) or five percent (5%) who fall under poor level. For the varsity members based on the average of first and second quarter grades. There is one (1) or six point sixty seven percent (6.67%) who falls under outstanding level; one (1) or six point sixty seven percent (6.67%) falls under above average level. Eleven (11) or seventy three point thirty three percent (73.33%) fall under average level; One (1) or six point sixty seven percent (6.67%) falls under below average level and one (1) or six point sixty seven percent (6.67%) falls under the poor level. For academic club members based on the average of first and second quarter grades. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level; Nine (9) or twenty percent (20%) fall under above average level; Twenty seven (27) or sixty percent (60.00%) fall under average level; Seven (7) or fifteen point fifty six (15.56) fall under below average level; and there is one (1) or two point twenty two percent (2.22%) who falls under poor level. For performing club members based on the average of first and second quarter grades. There are eleven (11) or eighteen point thirty three percent (18.33%) who fall under above average level; thirty five (35) or fifty eight point thirty three percent (58.33%) fall under average level; Thirteen (13) or twenty one point sixty seven percent (21.67%) fall

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under below average level and there is one (1) or one point sixty seven percent (1.67%) who falls under poor level. 3.) What are the effects of joining school organization on the academic performance of the selected high school students in Benedictine Institute of Learning S.Y. 2011-2012?2 In the varsity team, the effects of joining school organization are the following: they know what to prioritize, they get incentives, they are being responsible, they can manage their time, they are motivated, it is helpful in their academic achievement, and they are getting exemptions. In academic clubs, the effects of joining school organizations are the following: they are getting incentives, they are experiencing peer tutorials, their skills are being developed, they are being motivated, they are being responsible, they are being knowledgeable, they are being exposed to the crowd, it helps them in their academic achievement, and it is helpful in their grades. In performing clubs, the effects of joining school organizations are the following: they are getting incentives, they are being responsible, they are getting credits, they can manage their time, they get incentives, they are getting advantages, they are being knowledgeable, it helps them in their academic achievement.

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4.) How significant are the effects of joining school organization on the academic performance of the selected high school students in Benedictine Institute of Learning S.Y. 2011-2012? Based on the data gathered by the researchers specifically in table 4, the effects of joining Varsity, Academic clubs and Performing clubs are highly significant to the academic performance of the selected high school students. It can be concluded that for the varsity members. The significant effects are for the varsity, it serves as motivation for them to study more and maintain good grades; for the academic clubs, the students get incentives that can be a help in their grades which can affect the students academic performance positively and it also serves as motivation for them to be active on their membership in a particular organization and their studies at the same time; for the performing clubs, the students can manage their time between their involvement in a particular organization and their studies 5.) Which school organization for school year 2011-2012 has the greatest improvement in terms of academic performance? Based on table 5.0 for the first quarter, in varsity club there are four ranges of grades namely outstanding level, above average level, average level and below average level; however in the second quarter there are no longer an outstanding range of grade and poor level was added in the

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range of grades which only explains that there is no improvement between the ranges of grades from the first quarter to the second quarter. Based on table 5.1 for the first quarter, in academic club there are five ranges of grades namely: outstanding level, above average level, average level, below average level and poor level; Still, for the second quarter, there are no changes with the ranges of grades however, there is an improvement since two (2) of the twenty nine (29) students in the first quarter had gone up to above average level during second quarter. Based on table 5.2 for the first quarter in performing club there are four ranges of grades for both first and second quarter namely: above average level, average level, below average level and poor level. The differences are: First, is that in above average level in second quarter there is only one additional frequency that came from the average level. Second, is that in below average level in second quarter there are three additional frequencies that also came from the average level range of grade. That only explains that it still has no improvement since below average gained three (3) members while above average only got one (1) Thus, the school organization that has the greatest improvement is the academic clubs. Since, in the first quarter there are twenty nine (29) respondents who fall under average level while in the second quarter there are only twenty seven (27) respondents. Those two that are

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deducted from average level went to above average level. Conclusion The researchers concluded that majority of the high school students came from the InfoTech Society and only a few of high school students joined Artistas, Performing Arts and Glee Club. It is therefore concluded that after conducting the study the researchers found out that joining school organizations have significant effects on the academic performance of the selected high school students 2011-2012. These significant effects are serving as a motivation, maintaining good grades, getting incentives and managing their time. Lastly the club that has the greatest improvement are the academic clubs (Communiqu, InfoTech society and UNESCO). Recommendations For the future members of the school organization, the students should choose a kind of organization which is appropriate for their skills. Once the students have chosen the organization which is suitable for their skills, they will not have difficulty in improving their skills thus, they can give more attention on their studies than giving their time in practicing the skills which they are already good at. For the future researchers, that would like to continue this study, a) Conduct a study that would show the factors why students join a certain school organization.

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b) Add more respondents c) Add questions to the questionnaire like how frequent they attend club meeting and activities. d) The treatment of grade should be per subject. e) Get the difference between the first and second quarter grades, in order to get this the researchers recommend to use T-Test as their statistical treatment.

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Bibliography Books Merriam Webster Third New International Dictionary Unabridged, pg. 806 Papalia,Dianne E.,Sally Wendkos Olds,Ruth Duskin Feldman,Human Development (2006) Theses Astudillo, Kristina Cassandra et. al. (2006) The Level of Involvement of Radiologic Technology Students In Extra-Curricular Activites, Undergraduate Thesis De La Salle University Health And Science Institute Pg. 66 Bondoc , Maria Ysabelle et. al. (2006). A Cross Sectional Study On The Relationship Between Level Of Participation In Extracurricular Activities And Academic Performance Of First Snd Second Year Medical Students Of Dls-Hsc For Sy 2006-2007 Undergraduate Thesis De La Salle University Health And Science Institute Pg. 30 Cabarles, P.C. (2000). Involvement in Co-Curricular Activities and Its Relationship To Self-Concept Of High School Students Unpublished Doctoral Dissertation, Iloilo High School Duenos L.B, (1998) The Management Of Extracurricular Activities At Talim Point National High School: Its Relationship To Total Development. Unpublished Masters Thesis, Thomas Claudio Memorial College Galarpe,G.A (1998). Involvement in Co-Curricular and Extracurricular Activities in Relation To Students Total Development at Cagayan Capitol College, Unpublished Doctoral Dissertation Cagayan Capitol College Gueco, Pamela Anne R.: Effects of Co-Curricular Activities to the Academic Performance of Selected High School Students in Jesus Good Shepherd School S.Y. 2008-2009; Benedictine Institute of Learning, Imus, Cavite Manahan and Manalo (2002) Relationship of Extra-Curricular Activities And

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Academic Performance Of Radiologic Technology Students, Undergraduate Thesis De La Salle University Health And Science Institute. Pg. 6 Pestano, Ma. Therese P.(1992) et al: Perceptions of Students Regarding School Organizations of De La Salle Emilio Aguinaldo College School Year 1991-1992; De La Salle University, Dasmarinas , Cavite Remolona, Geneveo and Solis (2006) Factors Associated With The Academic Performance Of Third Year Radiologic Technology Students, Undergraduate Thesis De La Salle University Health And Science Institute Pgs. 5-6 Villaverde ,Floret Angelica G. et al: Social adjustments and academic performance of selected high school students of Del Pilar Academy Imus, Cavite School Year 2004-2005; De La Salle University, Dasmarinas, Cavite Internet sites Bourne, Paul Andrew http://paulbourne.tripod.com/studentsperformance/ Lewis,Beth http://k6educators.about.com/od/helpfornewteachers/a/ startclub.htm Wales, Jimmy et.al.; Arnold, Oren (1949), The Widening Path. Kiwanis International. pp. 70. Retrieved 2011-01-24. Junior State of America http://en.wikipedia.org/wiki/High_school_club

Wales et.al. Human Resource Management, Rubin, R.S., Bommer, W.H. & Baldwin, T.T. (2002), http://en.wikipedia.org/wiki/Extracurricular_activity
Wiseman, http://able2know.org/topic/47490-1 http://web.xs.edu.ph/issues0607/2006%20%20June%2022/Highlights/GradeSchoolClubsAnyone.php http://www.transtutors.com/homeworkhelp/Industrial+Management/Organi zation/definition-of-organization.aspx http://www.hypnosisdownloads.com/learning-help/academic

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APPENDIX A LOCALE OF THE STUDY In the early part of year 2000, a group of retired educators thought of establishing an educational institution in Cavite as a response to the growing need for more quality schools in Imus. As a starter, these educators were in search for a small piece of land where the school was to be constructed. The idea was brought to the attention of the Abad family and the latter felt the project is laudable. With over 1600 square meters of idle land at the back of the Abads residence coupled with the notable objective of providing educational service to the residents of Imus and its nearby towns and municipalities, the Abads agreed to allocate the piece of land for the purpose. For reasons not known to the Abad family, the educators backed out from the idea. Thinking that the proposal is truly meritorious and noteworthy, the Abads thought of pursuing the concept. In April of 2000, the family, together with some close friends, met and decided to form a non-stock corporation geared at establishing an educational institution within the familys compound. Because of Mr. Napoleon P. Abads affiliation, as a professor and Dean of Discipline of 22 years with the Benedictines of the San Beda

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College, the name St. Benedict came up in the discussion table for consideration. Moreover, Mr. Noel M. Abad, who was elected the Chairman of the Board and President of the corporation, had been a student and a graduate of the same school for almost two decades. In view of the Bedan blood circulating in Abads bloodstream and St. Benedict as the congregation saint of San Beda College of Mendiola and St. Benedict College of Alabang, It was unanimously decided to name the school the Benedictine Institute of Learning. Armed with only a measly fund of P1.3 M but with a mission to provide educational excellence, a determination to mold the professionals of the future and the belief in the intervention of the Divine Providence, the Abads bravely risked and pursued their dream. After a seven-month long struggle from the perspiring heat, the devastating typhoons, the never-ending peso devaluation and the escalating cost of labor and construction materials, the dream finally transformed into reality. On the 27th of January 2001, the school was blessed by no less than Rev. Fr. Tarcisio Ma. H. Narciso O.S.B., Rector of St. Benedict College, with Dr. Emelina Ramirez, education consultant of the Department of Education, Culture and Sports, as special guest.

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APPENDIX B Transmittal Letter September 14, 2011 TERESA CIELO FE J. VALENZUELA School Principal Benedictine Institute of Learning Abad Homes Subd. Medicion I-B Imus, Cavite Madam: Greetings! We, the undersigned are accomplishing the thesis entitled The Effects of Joining School Organizations on the Academic Performance of the selected High School Students in Benedictine Institute of Learning School Year 2011-2012. In connection, we would like to secure your kind permission to allow us to conduct our research in your Institute. Rest assured that all the information/data will be treated with strictest confidentially. Thank you for your kind consideration. Very respectfully yours,

Ceejay Nadeen E. Aburahma

Ara Gabriella C. Reyes

Annalise Kylie E. Hornilla

Jhoeylene Mae A. Habulan

Marc Anthony S. Reyes

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Transmittal Letter September 28, 2011

SOFIA S. VELOSO School Registrar Benedictine Institute of Learning Imus, Cavite

Madam: Greetings! We, the undersigned from fourth year A- Marie Curie are conducting a study entitled The Effects of Joining School Organizations on the Academic Performance of the Selected High School Students in Benedictine Institute of Learning School Year 2011-2012. In connection with this, we would like to request your good office to give us access and copy of the first quarter and second quarter grades of the selected high school students of Benedictine Institute of Learning S.Y. 2011-2012. Thank you for your kind consideration. Very respectfully yours,

Ceejay Nadeen E. Aburahma

Jhoeylene Mae A. Habulan

Ara Gabriella C. Reyes

Annalise Kylie E. Hornilla

Marc Anthony S. Reyes

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APPENDIX C Profiling THE EFFECTS OF JOINING SCHOOL ORGANIZATION ON THE ACADEMIC PERFORMANCE OF THE SELECTED HIGH SCHOOL STUDENTS IN BENEDICTINE INSTITUTE OF LEARNINGSCHOOL YEAR 2011-2012 To the Respondents: The researchers aim to gain knowledge about certain topics stated, through administering this set of questions. By this, the researchers will be able to gather more data based on your answers. The researchers assure you that the answers you stated will be highly confidential. Class #: Year and Section: Name: Directions: Kindly mark your corresponding answer in the given set of questions. Yes (2) 1. Are you a member of any of the club? (check all your clubs) a) Communiqu club b) Info Tech club c) Glee club d) Monte Casino (drum and lyre band) e) Performing Arts club f) Varsity (Volleyball and Basketball only) g) UNESCO h) Artistas 2. If you are included in any of those clubs above, what is your position in that club? a) Officer b) Member 3. H3. How often is your clubs meetings and activities? a) Once a week b) Twice-thrice a week c) Once a month d) None No (1)

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Questionnaire 1 THE EFFECTS OF JOINING SCHOOL ORGANIZATION ON THE ACADEMIC PERFORMANCE OF THE SELECTED HIGH SCHOOL STUDENTS IN BENEDICTINE INSTITUTE OF LEARNINGSCHOOL YEAR 2011-2012 To the Respondents: The researchers aim to gain knowledge about certain topics stated, through administering this set of questions. By this, the researchers will be able to gather more data based on your answers. The researchers assure you that the answers you stated will be highly confidential. Class #: Year and Section: Name: Directions: Kindly mark your corresponding answer in the given set of questions. I. Volleyball and Basketball team Yes No

1. Do you prioritize your studies more than your involvement in the varsity team? 2. When your team wins, do you get incentives on your subjects especially in PEHM? 3. Do you spend more time in studying than participating in trainings? 4. Do you maintain good grades despite of having a hectic schedule in varsity trainings? 5. Do you keep satisfactory grades despite of the games and practices that you need to attend? 6. Does being a varsity player motivate you to study more? 7. Do you maintain good grades to continue being a varsity player? 8. Do you complete school works like, seat works, quizzes, etc. despite of participating in varsity games or meetings? 9. Does being a player serve as a good factor for your academic achievement such as being included in the honor roll list? 10. Do you get exemptions in your PEHM subject for being a varsity player? *Adapted from the thesis of Pamela Gueco

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THE EFFECTS OF JOINING SCHOOL ORGANIZATION ON THE ACADEMIC PERFORMANCE OF THE SELECTED HIGH SCHOOL STUDENTS IN BENEDICTINE INSTITUTE OF LEARNINGSCHOOL YEAR 2011-2012 To the Respondents: The researchers aim to gain knowledge about certain topics stated, through administering this set of questions. By this, the researchers will be able to gather more data based on your answers. The researchers assure you that the answers you stated will be highly confidential. Class #: Year and Section: Name: Directions: Kindly mark your corresponding answer in the given set of questions. Yes No II. Communiqu, InfoTech Society, UNESCO 1. Do you get incentives for being a member of an academic club (Communiqu, InfoTech Society, and UNESCO)? 2. Do you have group studies with other club members? 3. Do you learn some new things from your club/s like learning how to debate, operate technical machines, and speak fluently in English that can be applied to your studies? 4. Does being member of communiqu, InfoTech society and Unesco motivate you to study more? 5. Do you complete school works, quizzes, seat works and etc. despite of participating in club meetings and activities? 6. Do you have more confidence to participate during class recitations because of the knowledge you learned from your academic clubs? 7. Do you get extra credits/ grades for being active in attending meetings and participating in club activities? 8. Does your club hold educational activities related to its subject field? (e.g. exhibits and remedial classes) 9. Does being a member of an academic club for at least a quarter improve your academic achievement? 10. Does your involvement in academic clubs help your grades positively? *Adapted from the thesis of Pamela Gueco

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THE EFFECTS OF JOINING SCHOOL ORGANIZATION ON THE ACADEMIC PERFORMANCE OF THE SELECTED HIGH SCHOOL STUDENTS IN BENEDICTINE INSTITUTE OF LEARNINGSCHOOL YEAR 2011-2012 To the Respondents: The researchers aim to gain knowledge about certain topics stated, through administering this set of questions. By this, the researchers will be able to gather more data based on your answers. The researchers assure you that the answers you stated will be highly confidential Class #: Year and Section: Name: Directions: Kindly mark your corresponding answer in the given set of questions III. Performing Arts, Glee club, Drum and Lyre, Artistas Yes No 1. Does winning in any school competition with an involvement in your club give you credit or merits in terms of academics? 2. Do you complete activities like seat works, quizzes, and etc. despite of having events like practices, meetings, workshops and out of school trips? 3. Do you get extra credits/ grades for being active in attending meetings and participating in club activities? 4. Do you balance your time between studying and having workshops given by the club? 5. Do you get benefits in your PEHM (music, arts) because of your membership in glee club, performing arts, artistas and drum and lyre? 6. Do you find membership in performing arts club, glee club artistas and drum and lyre an advantage when it comes to your studies? 7. Does your time in studying not compromised because of your club involvement? 8. Do you think that it is advantageous to be a member of organizations such as performing arts, glee club, drum and lyre, and artistas? 9. Do the activities of the club help you gain basic and extra knowledge which may help you in academics? 10. Does your involvement in those clubs helpful to your academic achievements? (e.g. honor rolls) *Adapted from the thesis of Pamela Gueco

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APPENDIX D Tabulation of Data Table 6 Tabulation of High School Students Responses about the Effects of Joining Varsity on the Academic Performance in Benedictine Institute of Learning for S.Y. 2011-2012

No. of Respondents In Varsity 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Number of Questions 1 2 2 2 2 1 2 2 2 2 1 2 2 2 2 2 2 2 2 1 2 2 1 1 2 2 2 2 1 1 1 1 3 1 2 2 1 2 2 2 2 1 1 2 2 2 2 2 4 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2 5 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 6 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 7 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 8 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 9 2 2 2 2 1 1 2 1 2 2 2 2 1 1 1 10 1 1 1 1 2 1 1 1 2 1 2 1 1 1 1

Total Yes 8 9 8 8 8 7 8 7 9 7 9 8 7 7 7 No 2 1 2 2 2 3 2 3 1 3 1 2 3 3 3

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Table 7 Tabulation of High School Students Responses about the Effects of Joining Communiqu on the Academic Performance in Benedictine Institute of Learning for S.Y. 2011-2012

No. of Respondents In Communique 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Number of Questions 1 2 2 2 2 2 1 2 2 1 2 1 2 2 2 2 2 1 1 1 1 1 1 2 1 1 2 1 1 1 1 1 3 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 4 2 2 1 2 2 2 2 1 2 2 2 1 1 2 2 5 2 2 2 2 2 2 2 2 1 2 2 1 2 2 2 6 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 7 2 2 2 1 1 1 2 1 1 2 1 1 2 1 2 8 2 2 1 2 2 1 1 1 1 2 1 2 2 2 1 9 2 2 1 2 2 2 2 2 2 2 2 1 1 1 2 10 1 1 1 1 1 2 2 1 2 2 2 2 2 1 2

Total Yes 8 7 5 7 7 6 9 5 5 10 6 5 6 6 8 No 2 3 5 3 3 4 1 5 5 0 4 5 4 4 2

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Table 8 Tabulation of High School Students Responses about the Effects of Joining I.T. on the Academic Performance in Benedictine Institute of Learning for S.Y. 2011-2012

Number of Questions No. of Respondents In I.T 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 2 2 2 1 1 2 1 2 2 2 2 1 2 2 2 2 1 1 1 2 1 2 1 1 1 1 2 2 1 2 1 3 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 4 2 2 2 2 1 2 1 2 2 2 2 1 2 2 2 5 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 6 1 2 2 2 1 2 1 2 2 2 2 2 2 2 2 7 1 2 2 2 1 2 1 2 2 1 2 1 1 2 2 8 2 2 2 2 1 2 2 1 2 1 2 2 1 2 1 9 2 2 2 2 2 2 1 1 2 2 2 2 2 2 2 10 2 2 2 2 2 2 1 2 2 2 2 1 2 2 2

Total

Yes 7 9 9 9 3 10 7 7 9 7 10 5 7 10 8

No 3 1 1 1 7 0 3 3 1 3 0 5 3 0 2

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Table 9 Tabulation of High School Students Responses about the Effects of Joining Drum and Lyre on the Academic Performance in Benedictine Institute of Learning for S.Y. 2011-2012

No. of Respondents In Drum and Lyre 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Number of Questions

Total

1 2 2 2 2 2 2 2 1 2 1 2 2 2 2 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1

3 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2

4 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2

5 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

6 2 2 2 2 1 1 2 2 2 1 2 2 2 2 2

7 1 1 1 2 2 1 1 2 1 2 2 1 1 1 1

8 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2

9 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2

10 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1

Yes 9 8 9 10 9 8 9 9 8 6 10 9 9 9 6

No 1 2 1 0 1 2 1 1 2 4 0 1 1 1 4

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Table 10 Tabulation of High School Students Responses about the Effects of Joining Glee Club on the Academic Performance in Benedictine Institute of Learning for S.Y. 2011-2012

No. of Respondents In Glee Club 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Number of Questions 1 2 2 2 2 1 1 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 2 2 1 1 2 1 2 2 1 2 2 1 2 4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 5 2 2 2 2 1 1 2 2 2 2 2 2 2 1 2 6 2 2 2 2 2 2 2 1 2 1 2 2 2 2 2 7 1 1 2 2 1 1 2 2 2 1 1 2 2 2 1 8 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 9 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2 10 2 2 2 2 1 1 2 1 2 1 2 1 2 2 2

Total Yes 9 9 10 10 5 5 10 6 9 7 8 9 9 8 9 No 1 1 0 0 5 5 0 4 1 3 2 1 1 2 1

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Table 11 Tabulation of High School Students Responses about the Effects of Joining Artistas on the Academic Performance in Benedictine Institute of Learning for S.Y. 2011-2012

No. of Respondents In Artistas 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 2 2 2 1 1 1 1 2 1 1 1 1 1 2 1 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 1 3 2 2 1 1 1 1 2 1 1 2 1 2 2 2 2

Number of Questions

Total

4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

5 2 2 2 2 2 1 1 2 1 2 1 2 2 2 2

6 2 1 2 2 2 2 1 2 1 2 1 2 2 2 2

7 1 1 2 1 1 1 1 1 1 2 1 1 1 1 1

8 2 2 2 2 2 2 1 2 2 2 2 1 2 2 2

9 2 2 2 2 2 2 1 2 2 2 2 2 2 2 2

10 2 2 1 1 1 2 2 1 2 2 1 1 2 2 1

Yes 8 8 9 6 6 6 4 7 5 1 4 6 8 9 6

No 2 2 1 4 4 4 6 3 5 9 6 4 2 1 4

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Table 12 Tabulation of High School Students Responses about the Effects of Joining Performing Arts on the Academic Performance in Benedictine Institute of Learning in S.Y. 2011-2012 No. of Respondents In Performing Arts 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Number of Questions 1 2 2 1 1 1 1 1 1 2 1 1 2 2 2 1 2 1 2 2 1 2 2 2 2 2 2 2 2 2 2 2 3 1 2 1 1 1 2 1 2 2 2 1 2 2 2 2 4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 5 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 6 1 2 2 1 2 2 1 2 2 1 2 1 1 2 2 7 1 1 1 2 1 1 2 1 2 2 2 1 1 2 1 8 2 2 2 1 2 2 1 1 2 2 2 1 2 2 2 9 1 2 2 1 2 2 2 2 2 2 2 1 1 2 2 10 1 2 2 1 2 2 1 2 1 1 2 1 2 2 2

Total Yes 4 9 7 2 7 8 5 7 9 7 8 5 7 10 8 No 6 1 3 8 3 2 5 3 1 3 2 5 3 0 2

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Table 13 Tabulation of High School Students Responses about the Effects of Joining UNESCO on the Academic Performance in Benedictine Institute of Learning in S.Y. 2011-2012

No. of Respondents In UNESCO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Number of Questions 1 1 2 2 1 2 1 2 2 2 2 2 2 2 2 1 2 1 1 2 1 1 1 1 1 1 1 2 2 1 1 1 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 4 2 2 2 2 2 2 1 1 2 2 2 2 2 2 1 5 2 2 2 2 2 2 1 1 2 2 2 2 1 2 2 6 2 2 2 2 2 1 1 1 2 2 2 2 2 2 2 7 1 2 2 1 1 1 1 1 2 2 2 2 1 2 1 8 2 2 2 1 2 2 1 1 1 2 2 2 2 2 1 9 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 10 2 2 2 2 2 1 2 2 2 2 2 2 2 2 1

Total Yes 7 9 10 6 8 5 4 4 8 9 10 10 7 9 2 No 3 1 0 4 2 5 6 6 2 1 0 0 3 1 8

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Table 14 Computed Values of the Level of Significance of Varsity on the Academic Performance of the Selected High School Students Average Grades S.Y. 2011-2012 X 13 8 11 14 15 14 15 15 9 3 =117 Y 2 11 2 0 0 0 0 0 0 0 = 15 X2 169 64 121 196 225 196 225 225 81 9 =1,511 Y2 4 121 1 1 0 0 0 0 0 0 = 127

CF= (132)2 13 = 10.15 TSS= 1640-10.15= 1629.85

MSE = 196.1 = 17.83 11

FC=

1433.75 = 80.41 17.83

TrSS= (117)2 + (15)2 10.15 = 1433.75 10 5 ESS= 1629.85 1433.75 = 196.1 DF: TrDF=2-1=1 Error of df= 13 2 = 11 MsTr= 1433.75 =1433.75 1

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Table 15 Computed Values of the Level of Significance of Academic Clubs on the Academic Performance of the Selected High School Students Average Grades S.Y. 2011-2012 X 34 10 42 34 39 38 23 28 8 34 = 320 Y 1 9 27 7 1 0 0 0 0 0 = 45 X2 1156 100 1764 1156 1521 1444 529 784 1444 1156 = 11,054 Y2 1 81 729 49 1 0 0 0 0 0 =861

CF= (365)2 15 = 8881.67 TSS= 11915 - 8881.67 = 3033.33 TrSS= (320)2 + (45)2 8881.67 = 1763.33 10 5 ESS= 3033.33- 1763.33 = 1270 DF: TrDF=2-1=1 Error of df= 15-2 =13 MsTr= 1763.33 = 1763.33 1

MSE= 1270 = 97.69 13

F= 1763.33= 18.05 97.69

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Table 16 Computed Values of the Level of Significance of Performing Clubs on the Academic Performance of the Selected High School Students Average Grades S.Y. 2011-2012 X 35 55 41 59 52 45 21 52 53 41 = 454 CF= (514)2 15 = 18871.14 TSS= 23292-18871.14 = 4420.86 TrSS= (454)2 + (60)2 18871.14=2640.46 10 5 ESS= 4420.86-2640.46= 1780.4 DF: TrDF=2-1=1 Error of df= 14-2 =12 MsTr= 2640.46 = 2640.46 1 MSE= 1780.4 = 148.37 12 Y 11 35 13 1 0 0 0 0 0 0 = 120 X2 1225 3925 1681 3481 2704 2025 441 2704 2809 1681 = 21,776 Y2 121 1225 169 1 0 0 0 0 0 0 =7,222 FC= 2640.46 148.37 = 17.80

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