Philippine Merchant Marine School

San Antonio Valley Road, Talon Uno, Las Pinas City

Senior High School Department

Effect of Extracurricular Activities Participation

on the Academic Performance of Student

Chapter 1 to 5

Presented to The faculty of the Senior High School Department

Philippine Merchant Marine School, Las Pinas City

In Partial Fulfillment of the Requirements in

RESEARCH IN DAILY LIFE 1

Rhianne A. Abit
Miel Vin V. Cueva
Rica Mae O. Dagapioso
Christian T. Gremio
Mabelle T. Hulleza
Princess P. Lumabad
Chelsea B. Padal
Jhon Ritz M. Sansaet

11-STEM-A2

Winstone Arradaza
Research 1, Teacher

MARCH, 2025

1
 ABSTRACT

This qualitative study examines the relationship between extracurricular activities and student

development, focusing on academic performance and overall well-being. A review of existing

literature reveals that participation in extracurricular activities can have a profound impact on

students' lives. The study highlights the importance of balancing participation with academic

responsibilities and the need for educators to support students in managing their time effectively.

The findings provide valuable insights for educators, policymakers, and parents seeking to

promote holistic student development. This study contributes to the understanding of the role of

extracurricular activities in shaping student outcomes, including academic achievement, social

skills, and emotional intelligence. The study's implications can inform the development of

policies and programs supporting student engagement and success. Essentially the study

demonstrated that participation in extracurricular activities of a student can have an impact on

various aspects of their lives, this includes their academic performance and overall well-being.

The research findings found that participation in extracurricular activities generally influences

these aspects of a student.

2
 Acknowledgments

This research paper would not have been possible without the effort, support, and guidance

of several individuals. We extend our deepest gratitude to our Classmates, whose insightful

discussions and collaborative spirit enriched our understanding of the subject matter and helped

me refine my arguments. Their willingness to share ideas and offer constructive criticism was

invaluable.

We are also profoundly grateful to our family, whose unwavering love and encouragement

provided us with the strength and motivation to persevere through the challenges of this research.

Their patience and understanding, especially in the long hours of work, contributed so much to

bringing our success into reality. So much thanks is directed toward our research teacher: Sir

Winstone Arradaza, in whose expert guidance this project has become possible. He is one of the

visionary institution builders who dedicate their lives by giving and contributing to the

development of society through education. His feedback and support helped shape this research

into its final form, inspiring in every aspiring student his contribution to teaching and stimulating

intellectual curiosity.

Finally, We are very thankful for having completed Chapters 1-5 of this research paper. The

completion of these chapters can be viewed as one of the significant milestones in our academic

endeavor and a testament to the hard work and dedication invested in this project.

3
 TABLE OF CONTENTS

Chapter Page no.

Abstract……………………………………………………………………………………………2
Acknowledgement………………………………………………………………………………...3

I.​ Introduction
1.1 Background of the Study………………………………………………………......………7
1.2 Statement of the Problem……………………………………………………….…………9
1.3 Scope and Delimitation……………………………………………………………..…….10
1.4 Significance of the Study……………………………………………… ………………..11
1.5 Definition of Terms…………………………………………………… ………………..13

II.​ Review of Related Literature/Studies

2.1 Introduction……………………………………………………………………..……….. 15
. 2.2 Review of Related Literature……………………………………………………………..15
2.3 Review of Related Studies………………………………………………………………..22
2.4 Synthesis………………………………………………………………………………….29
2.5 Theoretical Framework……………………………..…………………………………….30
2.6 Conceptual Framework………………………..………………………………………….32

III.​ Methodology
3.1 Research Design…………………………………………………………………………..35
3.2 Research Approach and Framework…………………..………………………………….36
3.3 Sources of Data……………………………………….…………………………………..37
3.4 Data Analysis………………………………………..……………………………………37
3.5 Ethical Considerations………………………...………………………………………….37

IV.​ Presentation, Analysis, and Interpretations of data

4.1 Presentation of Data………………………………………………………..……………..39
4.2 Analysis of Data…………………………………………………………..………………39
4.3 Discussion of Findings…………………………………………………..………………..41
4.4 Summary of Findings…………………………………………………..…………………43

4
V.​ Summary, Conclusion, and Recommendation

5.1 Summary…………………………………………………………………………………44
5.2 Conclusion………………………………………………….……………………………46
5.3 Recommendations………………………………………..………………………………48

5
 CHAPTER 1
Introduction

Extracurricular activities (ECAs) are extra participational activities for students aside from

their regular classes. It includes individual and team sports, clubs, community services,

volunteering, student organizations inside school, etc. Extracurricular activities are generally

voluntary, social, and often involve other students with the same age. It is a good way for the

school officials, professional school counselors, and community agency personnels to help

collaborate in targeting the academic performance of uninvolved or off-track students. It is

widely believed that participation in extracurricular activities enhances academic performance

and general wellness in students.

Extracurricular activities play an important role for the improvement of students. It will help

them develop their personality, teamwork capabilities, time management, and have social

maturity. Having social awareness will help students interact with confidence not just inside the

school but also in their community. Extracurricular activities can help students gain

self-awareness and enhance their overall experience, fostering self-discovery. On the other hand,

those students may have difficulty managing their time with the normal classes because activities

such as basketball and volleyball require a lot of effort and energy. But this is useful as their

active mind adapt and teaches them how to manage both studies and extracurricular activities at

the same time.This study explores the influence of participating in extracurricular activities on

6
the skill-building of students, identification with their passions, academic performance, and

overall well-being in order to shed light on the understanding of the relationship.

Background of the study

Extracurricular activities (ECAs) would comprise all different types of voluntarily chosen

student activities outside the formal classroom course completion requirements. Activities under

this designation range from individual and team sports to interest-based student clubs,

community service, volunteerism, and student organized organizations in the school. A

distinguishing characteristic, which makes ECAs extremely important in most people's

conceptions of education, is that they are voluntary, social, and possibly involve peer

involvement. These would also serve as an organizational point for school officials and

counselors with various community agencies to see how they can collectively facilitate students'

academic journey, especially in case some of these students become disengaged or have poor

performance on their own. Researchers find a positive relation between ECAs and higher

academic performance besides general well-being of students.

ECAs have great advantages in helping develop the core life skills. In participation in such

activities, personal development could be adopted along with teamwork and time management

skills. It also helps in promoting the social maturity of students to develop confidence in

themselves when interacting among fellow students at school and at larger community levels.

Students actively involved in ECAs often demonstrate better academic performance. However,

some of the ECAs such as basketball and volleyball, which require high levels of energy and

time are difficult because they can prove to be an uphill task to time management. However, the

7
challenge may be beneficial since it provides an opportunity to develop flexibility and learn to

balance academic and co-curricular activities as required.

This study reviews different types of extracurricular programs and also students who benefit

from participation in such programs, their skills development, passions identification, and

message to academic performance as well as general psychological well being. The research was

intended to understand the complex relationship between participation in ECAs and outcomes for

students. Earlier studies also revealed that extracurricular participation is relevant to altogether

social and academic triumphs; hence, this could result from multifactorial causes. Therefore,

This study will shed more light on this relationship to develop a more coherent understanding of

how such activities may account for success in students.

8
Statement of the problem

The effect of extracurricular activities participation on the academic performance of

students is a very critical area of investigation in educational research. This qualitative study

explores the intricate relationship between students' involvement in extracurricular activities and

their academic outcomes

.
General Question:

How does student participation in extracurricular activities affect their academic performance,

and overall well-being?

Objectives of the Problem:

1. To identify common extracurricular activities of a student

2. To determine factors from extracurricular activities that affect the academic performance of

students

3. To assess the impact of extracurricular activities on the academic performance of students

according to Social cognitive theory of Albert Bandura

The purpose of this research is to find out views on how engagement in different

extracurricular activities impacts the academic performance, study skills, and general learning of

a student. Such an exploration will provide important insights to educators and policymakers to

promote student development and academic success.

9
Scope and Delimitation

This study will investigate how participation in extracurricular activities affects the academic

performance of students. Using the Social Cognitive Theory (SCT) of Albert Bandura (1986),

the conceptual analysis will focus on the factors such as self efficacy, observational learning, and

social interaction, these are the key parts of Bandura's theory. It may also influence the

motivation of students and improve their academic behavior. The study is only based on existing

ideas and will not gather new data. It will explore how sports could help students to do better in

their studies by developing important skills in the means of others, goal settling, and self

efficacy.

The researchers will only be focusing solely on theoretical perspectives of Social Cognitive

Theory of Albert Bandura (1986). This study will only rely on existing academic literature, and

reputable sources. Unpublished works, and non-academic sources will also be excluded from this

conceptual analysis.

10
Significance of the study

This result of this study will benefit the following:

School - School provides the setting for both, influencing their accessibility, availability, and

impact on student development. By recognizing the significance of school in these studies,

researchers can gain a more comprehensive understanding of the complex interplay between

academic learning and extracurricular engagement, ultimately contributing to a more holistic and

supportive educational experience for students.

Policymaker - Policymakers are instrumental in shaping the role and impact of ECAs on the

academic performance of students. By prioritizing funding, developing supportive policies,

advocating for their benefits, and ensuring equity and access, policymakers can create an

environment where ECAs flourish and contribute to the overall well-being and academic success

of students.

Educators - Educators have a vital role in terms of participating in extracurricular activities and

students academic performances. Educators act as a mentor to their students to have a successful

participation and to ensure that ECAs contribute to a more accurate and well- rounded

experience for every student.

Students - Moderation and alignment with their interests, abilities ,and academic goals are the

key. Students derive maximum benefits from these activities while maintaining strong academic

performance can lead to their better academic performance. Students are the center of this study,

11
it helps them to contribute and practice how to balance their time and contribute to a more

holistic experience.

Future researchers - This study can be a source of information and be a basis for future

researchers. This study can also help them in finding relevant studies on the same topic and to

build on the findings of previous research. It will identify the relationship of Extracurricular

activities to the academic performance of students. By addressing the gap of this study, the future

research can contribute to the field of education.

12
Definition of terms

Theoretical definition

Extracurricular activity (ECA) or extra academic activity (EAA) or cultural activities- Is an

activity, performed by students, that falls outside the realm of the normal curriculum of school,

college or university education.

Participation - Is the act of taking part in something, sharing with others, being involved in an

activity or process, or contributing to a project.

Holistic Experience - Refers to the means of understanding the interconnection of physical,

emotional, mental, and spiritual states of an individual and how much these states are

interdependent.

Academic success- It refers to achieving your goals in your education.

Well being- It refers to the experience of health, happiness, and prosperity. It includes having

good mental health, high life satisfaction, a sense of meaning or purpose, and the ability to

manage stress. More generally, well-being is just feeling well.

13
Operational definition

Extracurricular Activities (ECAs) - In this study, ECAs refer to voluntary activities that

students participate in outside of their regular academic classes. These activities are not part of

the formal curriculum and include individual and team sports, clubs, community service,

volunteering, and student-organized groups within the school.

Participation - In this study, it refers to the involvement of a student in any of the

aforementioned activities, regardless of the intensity or duration of their involvement. This could

include regular attendance, active engagement, or taking on leadership roles within the activity.

Holistic Experience - In this study, it refers to the overall impact of ECAs on the well-being of

students.This includes their academic performance, personal development (e.g., skills,

confidence), social skills, and sense of purpose. It encompasses the positive and negative aspects

of their experience, considering how ECAs contribute to their growth beyond just academic

achievement.

Academic Success - In this study, it refers to the performance and achievement of a student in

their academic coursework. This includes their grades, progress towards academic goals, and

overall engagement in their studies. It also considers their perception of their own academic

success

Well-being - In this study, refers to a student's overall state of mental, emotional, and physical

health. This includes their sense of satisfaction with life, ability to cope with stress, positive

relationships with peers and teachers, and overall feelings of happiness and fulfillment.

14
 CHAPTER 2

Review Related Literature and Studies

This study explores the effect of extracurricular activities participation on students' academic

performance. The following Review of Related Literature (RRL) examines existing theoretical

frameworks and empirical research on the relationship between extracurricular involvement and

academic achievement. This review will synthesize findings from various studies on student

motivation, time management, skill development, and cognitive benefits associated with

extracurricular activities. The subsequent Review of Related Studies (RRS) will analyze previous

research directly investigating the link between extracurricular participation and academic

performance, highlighting methodologies, key findings, and areas where further research is

needed. This combined review will provide a comprehensive understanding of the current state

of knowledge and inform the theoretical underpinnings of this study.

Review of Related Literature

Extracurricular sports are often viewed as a vital component of the educational experience.

Beyond the classroom, sports foster physical and mental well-being, teamwork, discipline and

leadership skills. The connection of athletics and academics is particularly significant through

the lens of Albert Bandura's Social Cognitive Theory (1986), which suggests that observing and

participating in sports influences students' self-efficacy, motivation and behavior. Bandura's

theory emphasizes observational learning, where students learn by observing coaches, teammates

15
and peers (Bandura, 1986). Through imitation, students mimic behaviors, adopting skills and

strategies. Modeling also occurs, where students internalize values and norms, shaping their

identity (Bandura, 1986). These processes contribute to enhanced self-efficacy, boosting

confidence and resilience, improved motivation, driving academic and athletic achievement

(Vallerand et al., 1997), effective coping mechanisms, managing stress and adversity and

stronger social bonds, fostering teamwork and communication (Collins & Daly, 2020).

Research indicates higher GPAs, academic motivation and educational aspirations among

student-athletes compared to non-athletes (Adjei & Davis, 2020). Extracurricular sports foster

discipline, time management, goal-setting and self-regulation skills, translating to improved

academic outcomes (Spence & McLean, 2021). Enhanced cognitive function, concentration and

self-esteem also result from athletic participation (Dixon, 2020). Academic benefits include

improved GPAs, higher academic motivation, and greater educational aspirations (Harrison &

Lawrence, 2020). However, excessive training and competition schedules can negatively impact

academic performance (Dixon, 2020). Institutions must balance athletic demands with academic

support services. Effective support includes academic advising and mentorship programs (Martin

et al., 2022), tutoring and study hall services (Bimper et al., 2020) and flexible scheduling and

course options (Kim et al., 2022).

16
Academic Performance

Participating in extracurricular sports positively impacts the academic performance of student

athletes. Research indicates higher GPAs, academic motivation and educational aspirations

among student-athletes compared to non-athletes (Harrison & Lawrence, 2020). Extracurricular

sports foster discipline, time management, goal-setting and self-regulation skills, translating to

improved academic outcomes (McLean, 2021). Enhanced cognitive function, concentration and

self-esteem also result from athletic participation (Hill, 2019).

Academic benefits include improved GPAs, higher academic motivation, and greater

educational aspirations (Harrison & Lawrence, 2020). According to Kim et al., (2022),

participating in extracurricular sports can also result in better attendance that will constitute

better academic performance. However, excessive training and competition schedules can

negatively impact academic performance (Dixon, 2021). Institutions must balance athletic

demands with academic support services. Effective support includes academic advising and

mentorship programs (Martin et al., 2022), tutoring and study hall services (Bimper et al., 2020)

and flexible scheduling and course options (Kim et al., 2022).

17
Time Management

Time management is the practice of planning, organizing, and controlling the amount of

time spent on specific activities in order to achieve specific goals. It involves prioritizing tasks

and setting goals, breaking down tasks into smaller, and more manageable, setting boundaries

around time, and minimizing distractions. Escribano-Ott et al., (2021) says that the lack of

professional support and time management difficulties were identified as some of the main

barriers. That some athletes can't manage stuff and can not multitask due to excessive practice.

According to Quinaud & Sharma (2023), time management is one of the essential agents in

developing life skills that will have Impact in real life, and also in sports.

Time management is effective for student-athletes to manage everything, especially in

planning and managing their time when studying (Zimmermann & Greenberg, 2023).

Meanwhile, according to Billonid (2020), it was not easy to be a student-athlete, if they spent

most of the time preparing for sports rather than studying, it might affect their academic

performance. Sports involvement can make students work more by being motivated, attending

school, and striving for better grades, and by working on their time management (Weinstein,

2023).

18
Social Maturity

Participating in athletics presents student-athletes with unique challenges and opportunities.

Social maturity plays a crucial role in navigating these experiences. This concept encompasses

various skills, including teamwork, communication, leadership and emotional intelligence.

Research highlights the significance of social maturity in student-athletes' academic, athleticism

and personal development. Social maturity profoundly impacts student-athletes, fostering

improved teamwork, communication and leadership skills (Turner, 2020). Enhanced leadership

abilities guide teammates toward common goals, while better conflict resolution minimizes

distractions and promotes cohesive team environments (Bimper et al., 2020). Emotional

intelligence increases, enabling student-athletes to manage emotions effectively (De Guzman,

2022). Consequently, academic success follows, with higher retention and graduation rates

(Martin et al., 2022).

Social maturity facilitates identity formation, resilience and adaptability (Kim et al., 2022).

Student-athletes develop healthy relationships with teammates, coaches, faculty and family

(Bimper et al., 2020). These skills prepare them for professional environments, ensuring career

readiness (Cruz, 2022). Social maturity also enhances self-awareness, empathy and emotional

regulation, contributing to overall well-being. The benefits of social maturity extend beyond

collegiate athletics. Professionally, mature student-athletes excel, advancing into leadership

roles. Community engagement and contributions increase, demonstrating their positive impact

(Turner, 2020). Moreover, developed emotional intelligence reduces stress and anxiety,

promoting lifelong mental health and well-being.

19
Personal Growth

Participating in sports fosters personal growth, transforming student-athletes physically,

emotionally and psychologically. Research highlights personal growth's significance in

student-athletes' academic, athletic and life-long development.Personal growth enhances

student-athletes' self-awareness, self-esteem and resilience (Gould & Damarjian, 2020).

Improved emotional regulation and coping skills enable them to navigate adversity (Lavallee &

Robinson, 2020). Philippine studies show increased confidence, discipline and goal-setting

abilities (Mendoza, 2022). Academic performance also benefits, with higher GPAs and retention

rates (Bissonnette, 2022).

Personal growth facilitates identity exploration, clarifying values and life goals (Kidd &

Woodman, 2020). Student-athletes develop autonomy, independence and self-motivation.

Healthy relationships with teammates, coaches and family are fostered (Collins & Daly, 2020).

These skills prepare them for post-athletic careers and adulthood. Personal growth benefits

extend beyond collegiate athletics. Student-athletes develop transferable skills, enhancing career

prospects and community engagement. Emotional intelligence, resilience and adaptability

promote lifelong mental health and well-being (F Fletcher & Maher, 2020).

20
Peer Relationship

Peer relationships play a pivotal role in shaping student-athletes' experiences, transcending

fellowship to influence emotional support, social integration and athletic performance (Collins &

Daly, 2020). In the Philippine context, "bayanihan" (collectivism) in team sports promotes

companionship, shared responsibility and national pride (Mendoza, 2022). Positive peer

interactions foster emotional support, enhancing self-esteem, motivation and resilience (Lavallee

& Robinson, 2020). Student-athletes develop essential life skills, including communication,

conflict resolution and empathy (Kidd & Woodman, 2020). Conversely, negative peer

interactions can lead to decreased performance, anxiety and burnout (Gould & Damarjian, 2020).

Peer relationships facilitate social integration, reducing feelings of loneliness and isolation

(Collins & Daly, 2020). Supportive peers encourage exploration of interests, values and identities

(Kidd & Woodman, 2020). In Philippine sports teams, bayanihan fosters unity, cooperation and

collective achievement (Mendoza, 2022). Quality peer relationships impact student-athletes'

long-term outcomes. Positive relationships foster lifelong friendships, networking opportunities

and career advancement (Kidd & Woodman, 2020). These values promote cohesive team

dynamics, mutual respect and collective responsibility.

21
Review of Related Studies

This review examines several studies exploring this complex relationship, highlighting the

diverse methodologies employed and the varying conclusions reached. Well-designed and

effectively implemented extracurricular activities are essential for raising educational standards

and advancing school improvement. Understanding social-cognitive theories may aid in the

creation of interventions to improve long-term physical activity maintenance. The current work

covers theory and research on physical activity patterns. It specifically provides an overview of

contemporary conceptualizations of motivational and cognitive theories, as well as reviews of

recent perspectives on how physical activity can be adopted and maintained. Key questions, such

as whether physical activity can be executed purely based on cognitive functions, are also

addressed. Furthermore, this review identifies possible and effective intervention strategies to

promote physical activity.

According to Rodrigues, (2023). also comprehensive perspective on human nature by one

of the undisputed masters of the psychological sciences The final book by psychology's most

eminent modern figure, Dr. Albert Bandura, is the definitive concise presentation of his

theoretical views. In Social Cognitive Theory: An Agentic Perspective on Human Nature,

Bandura explains how his half-century of research and theory on the determinants of thought and

action highlight people's capacity for agency: the ability to exert control over one's actions and

the courses of one's development. He further explains how his basic theory and research have

been applied, world-wide, for the betterment of the human condition. According to John Wiley &

Sons, (2023). In addition, Albert Bandura's Social Cognitive Theory (SCT) emphasizes the

importance of observational learning, imitation, and modeling in the development of behavior. In

22
sports, athletes often learn new skills by observing role models or coaches, reinforcing the idea

of self-efficacy (belief in one’s abilities) and outcome expectations influence performance.

School administrators can use implementation data to make informed decisions that refine these

programs and ensure positive results (Schroth & Slade, 2021). A study conducted by (Abizada et

al., 2020) found that participation in sports and fine arts positively influenced academic

performance, as measured by state examination scores in language and mathematics. While,

other studies have indicated a negative correlation, particularly for students already struggling

academically. Özkan (2020), using found that students participating in sports, on average, scored

lower in mathematics, reading, and science compared to their non-participating peers. However,

this negative correlation was significantly moderated by pre-existing academic success;

high-achieving students participating in sports outperformed their non-participating counterparts,

while low-achieving students participating in sports performed worse.

A qualitative study by Buckley et al. (2021) in higher education institutions emphasized the

broader benefits of sports on the lived student experience, extending beyond purely academic

gains to encompass social development, skill acquisition, and a sense of belonging. Another

study (Paronda et al., 2020) explored student perceptions of the impact of ECAs on academic

performance, revealing that many students perceived sports as potentially hindering their studies

due to time limitation. This review aims to synthesize these diverse findings, highlighting the

complexities and contradictions within the existing literature on the impact of sports on student

outcomes. By analyzing the methodologies, sample populations, and key findings of these

studies, we aim to identify areas of consensus and contradiction, and ultimately to inform future

research directions in this important area.

23
Academic Performance

Student performance in school is essential for ranking in a classroom, where academic staff,

administrators, or decision-makers can place students effectively in other courses for the

semester. Research suggests that sports activities performed during school time have a higher

impact on academic performance compared to performing them outside school time (Husaini et

al., 2022). Although it is based on some low-grade studies, there is still enough evidence

showing the improvement of academic achievement through moderate in-school sports activity.

According to Owen et al., (2022), enhancing physical education (PE) classes can also improve

students' cognitive ability without negatively affecting academic performance.

According to Hermosa et al., (2021), sustainable education teaches youngsters about the

values of diverse forms of physical activities and long-lasting skills for active living. Basketball

has been selected because of its incorporation of a mixture of different technical and tactical

components that play an important role in cognitive development. Furthermore, sports

participation can improve cognitive function, time management, and self-discipline, ultimately

benefiting academic performance (Porfireanu et al., 2024). However, it is essential to maintain a

balance between sports and academics to avoid negative effects (Nguri, 2024).

24
Time Management

Time management Time management is the practice of planning, organizing, and

controlling the amount of time spent on specific activities in order to achieve specific goals. It

involves prioritizing tasks and setting goals, breaking down tasks into smaller, and more

manageable, setting boundaries around time, and minimizing distractions. Escribano-Ott, J., et al

(2021), says that the lack of professional support and time management difficulties were

identified as some of the main barriers. That some athletes can't manage stuff and can not

multitask due to excessive practice. According to Quinaud & Sharma (2023), time management

is one of the essential agents in developing life skills that will have Impact in real life, and also in

sports.

Time management is effective for student-athletes to manage everything, especially in

planning and managing their time when studying (Zimmermann & Greenberg, 2023). .

Meanwhile, according to Billonid (2020), it was not easy to be a student-athlete, if they spent

most of the time preparing for sports rather than studying, it might affect their academic

performance. Sports involvement can make students work more by being motivated, attending

school, and striving for better grades, and by working on their time management (Weinstein,

2023).

25
Social Maturity

Social Maturity Sports activities has long been recognized for its potential to positively

influence youth development across physical, social, and psychological domains. This

longitudinal study explores the effects of sports participation on the holistic development of

young individuals, examining the changes in physical fitness, social interactions, and

psychological well-being over time. According to Sinha, (2024) Participation in sports activities

has long been recognized for its potential to positively influence youth development across

physical, social, and psychological domains relationships between sports involvement and

various developmental outcomes, including physical health, teamwork skills, self-confidence,

and resilience. According to Dey, (2024) sports contributes to the development of social

character. Consequently, the promotion and promotion of exemplary moral and ethical behavior

displayed in the sports community becomes essential for the formation of social character.

According to Dilnoza, (2023).

26
Personal Growth

Participating in extracurricular sports fosters students' personal growth, enhancing

self-awareness, self-esteem and emotional intelligence (Zhang et al., 2020). Student-athletes

exhibit improved self-concept, resilience and life satisfaction, setting them up for long-term

success (Zhang et al., 2020). Additionally, sports participation predicts increased emotional

regulation, motivation and goal-setting skills, essential for academic and professional

achievement (Kim et al., 2022). Extracurricular sports promote psychological well-being,

character development and social skills.

Student-athletes demonstrate increased confidence and self-worth (Lee et al., 2021),

improved emotional intelligence and empathy (Kim et al., 2022), and enhanced problem-solving

and decision-making skills (Park et al., 2021),. Moreover, sports participation teaches better

stress management and coping strategies (Jang et al., 2021), equipping students to navigate life's

challenges. By participating in extracurricular sports, students lay the foundation for lifelong

personal growth, developing essential life skills, emotional intelligence and resilience.

27
Peer Relationship

Peer relationships are the relationship or connection we have with people the same age

as us, this includes your friends, teammates, classmates etc. It helps us learn about ourselves or

even about our whole world around us. They can also help and/or provide us a sense of

belonging or support. This indicates that peer relationships are, not exclusively but at least

partially, grounded on the individual’s competence to reflect on oneself and one’s beliefs and

emotions (Mitic et al. 2021) This finding is further supported by the study of Schmidt et al.,

(2020), according to which positive peer relationships are associated with affective well-being.

28
Synthesis

This study examines how participation in extracurricular activities affects students'

academic performance. The Review of Related Literature (RRL) offers a theoretical background,

using Bandura's Social Cognitive Theory to explain how factors like observational learning and

self-efficacy influence student behavior and motivation. The literature shows a generally positive

link between extracurricular activities, especially sports, and better academic outcomes, as these

activities help develop skills like discipline, time management, and self-esteem. However, it also

notes that excessive participation or lack of school support can negatively affect performance.

The Review of Related Studies (RRS) looks at various empirical studies, which show

mixed results: some studies find a positive effect of sports on academic achievement, while

others indicate negative effects, particularly for struggling students. Factors such as the type of

activity, level of involvement, and institutional support play a vital role in these outcomes. The

RRS calls for more research to better understand these complexities and the influence of time

management and social support.

Overall, the synthesis highlights a complex relationship between extracurricular activities

and academic performance, emphasizing the need for a balanced approach that considers both

the benefits and potential drawbacks of participation

29
Theoretical Framework

This theoretical framework is guided by Bandura's Social Cognitive Theory (SCT)

(Bandura, 1985) to explain how different factors interact to influence behavior and its outcomes.

SCT emphasizes the dynamic interplay between personal factors, behavior, and the environment.

The model illustrates how these three elements influence each other, creating a continuous cycle.

Figure 1: Social Cognitive Theory

The middle box, "Behavioral Factors," shows the behavior we're interested in. This

behavior isn't just caused by one thing, but by things inside the person (Cognitive Factors) and

things outside (Environmental Factors). The "Cognitive Factors" box talks about things like how

confident someone feels (Bandura, 1997), what they know, and what they want to achieve. These

30
things aren't set in stone; they change based on experiences. For example, if someone has

succeeded in the past (Performance accomplishments), they'll likely feel more confident (Locke

& Latham, 2002). Seeing others succeed (Vicarious experience) can also help (Bandura, 1977).

Encouragement from others (Verbal persuasion) matters too (Maddux, 2002), as does how

someone feels physically (Physiological states).

Feeling tired or stressed will affect what they can do. The "Environmental Factors" box

covers things outside the person, like support from family and friends, the resources available,

and any obstacles they face. Having people cheer them on makes a big difference, as does having

the right tools and not having too many problems getting in the way. Environmental factors also

influence the individual's perception of self-efficacy and their ability to set and achieve goals

(Zimmerman, 2000). The "Outcome Expectations" box shows what someone thinks will happen

because of their behavior. If they think something good will happen (Elliot & McGregor, 2001),

they'll be more likely to do it.

The arrows show how everything is connected. Solid arrows mean a direct effect, while

dotted arrows mean a less direct effect. The whole thing shows a cycle: what we think and what's

around us affects what we do, and what we do affects what we think and what's around us. It's a

helpful way to understand why people behave the way they do, because it considers all these

different parts. It's been used in many areas, like health, education, and work, to understand

behavior (Caprara & Cervone, 2000).

31
Conceptual Framework

The figure presents a conceptual framework illustrating the relationship between

extracurricular sports participation and academic performance. The framework is guided by

Bandura's Social Cognitive Theory (SCT) (Bandura, 1985), which emphasizes the connection

between personal factors, environmental influences, and behavior. This reciprocal determinism

(Bandura, 1977) highlights that a student's involvement in sports is not simply a cause or effect

of academic success but rather one component of a complex system where various internal and

external factors continually influence one another. The central box, "Extracurricular Sports

Participation," serves as a key behavioral variable, shaped by both internal (cognitive) and

external (environmental) factors, and, in turn, significantly impacting "Academic Performance

Outcomes."

32
 Figure 2. Social Cognitive Theory

The diagram shows a bidirectional arrow between Cognitive Factors and Environmental

Factors. This indicates that these factors interact and influence each other. For instance, a

supportive school environment (Environmental) could boost a student's self-confidence

(Cognitive), leading to increased participation. Conversely, difficulties in time management

(Cognitive) could be exacerbated by a lack of family support (Environmental).Extracurricular

sports participation, shaped by both cognitive and environmental factors, directly influences

Academic Performance Outcomes. Success in sports might positively impact motivation and

self-efficacy, leading to improved academic performance. The "Cognitive Factors" box focuses

on internal psychological processes influencing both sports participation and academic

achievement. These factors include: Self-Efficacy, representing a student's belief in their ability

to succeed academically (Bandura, 1997). For instance, a student who consistently performs well

on tests and receives positive feedback from teachers is likely to have high self-efficacy and be

more likely to participate in extracurricular activities. This belief is developed through

experiences—both positive and negative—in both academic and athletic settings, and is also

influenced by role models (Bandura, 1986).

Academic Goals (Locke & Latham, 2002) reflect a student's aspirations and objectives,

for example, a student aiming for a high GPA will likely study more diligently than one with less

ambitious academic goals. Motivation also (Deci & Ryan, 2000) encompasses the student's

intrinsic drive to learn; a student who genuinely enjoys learning will be more likely to engage in

academic activities even outside of class. Finally, effective Time Management (Macan et al.,

1990) is crucial for balancing the demands of sports and academics. A student who uses a

33
planner and prioritizes tasks is more likely to succeed in both areas than one who struggles with

organization.

The "Environmental Factors" box examines external influences on a student's sports

participation and academic performance. These include Family Support (Epstein, 1987),

encompassing encouragement, resources, and a positive home environment. Peer Influences

(Brown, 2000) represent the impact of social groups. School Resources, such as tutoring and

counseling services, significantly impact a student's ability to succeed. Finally, Access to

Extracurricular Sports refers to the ease of participation; limited access can be a significant

barrier. The model emphasizes the reciprocal nature of these relationships: success or challenges

in sports can affect cognitive factors, influencing future sports participation and academic

outcomes. Environmental factors also shape both cognitive factors and opportunities for sports

involvement, resulting in a complex interplay of influences on academic performance. This

framework offers a comprehensive understanding of the intricate relationship between sports

participation and academic success, moving beyond simplistic cause-and-effect to acknowledge

the dynamic interaction of multiple factors.

34
 CHAPTER 3

Methodology

This chapter outlines the research methodology used in this study. It covers the research

design, secondary sources, including the relevant literature review, and the qualitative research

approach employed. This qualitative study aims to explore the effect of extracurricular activities

participation on the academic performance of students.

Research Design

This study employs a narrative review to explore the effect of extracurricular activities

participation on students' academic performance. The research draws upon existing data instead

of gathering new ones to provide a comprehensive understanding of the topic. The primary

objective is to examine existing studies that explore the relationship between participation in

extracurricular activities and academic performance, considering components such as cognitive,

environmental, and behavioral factors. Additionally, this study aims to identify consistent

patterns in previous literatures that explain the relationship between extracurricular activities

participation and academic success

To achieve this, the research will draw on existing literature from reputable sources such

as Google Scholar, ResearchGate, Education Resources Information Center (ERIC), and Journal

Storage (JSTOR). The selected literature will focus on studies published between 2020 and 2025

that examine the impact of extracurricular activities participation in students' academic

performance. The data analysis will involve a narrative review to explore factors such as

self-efficacy, observational learning, reciprocal determinism, and holistic development. This

35
analysis will be guided by Albert Bandura's Social Cognitive Theory, which will help examine

how participation in extracurricular activities together with cognitive, environmental, and

behavioral factors affect the academic performance of students

.
This study is significant because it synthesizes existing knowledge, leading to a deeper

understanding of the topic. By examining the impact of extracurricular activities on the academic

performance of students, the findings of this study can offer valuable insights to schools,

policymakers, educators, parents, students, and future researchers to help improve educational

experience and promote holistic development among students that constitutes academic success.

Research Approach and Framework

This study employs a qualitative approach by utilizing a narrative review of secondary

sources. This qualitative study investigates the impact of extracurricular participation on the

academic performance of students, guided by the Social Cognitive Theory (Bandura, 1986)

which posits that learning and behavior are influenced by observing others, interacting with the

environment, and self-regulating one's actions (Bandura, 1986). Extracurricular participation

shapes students' academic behaviors and outcomes through observational learning, enhanced

self-efficacy, and social environment feedback (Bandura & Zimmerman, 2000). The conceptual

framework, as illustrated in Figure 2, shows how cognitive factors like self efficacy, motivation,

academic goals affect students' participation in extracurricular activities (behavioral factor)

which can be modified by environmental factors such as recognition, peer influences, family

support, and access to extracurricular activities. The concept of self efficacy, observational

learning, and reciprocal determinism, are key factors in SCT, which will help understand how

36
extracurricular activities participation affects the academic performance of students (Bandura,

1986).

Sources of Data

To understand the effects of extracurricular activities participation on the academic

performance of students, this study synthesizes findings from peer-reviewed journals published

between 2020 and 2025. Articles and existing literature from reputable sources such as Google

Scholar, Education Resources Information Center (ERIC), ResearchGate, and Journal Storage

(JSTOR). These sources provide insights into positive affects students behavior and Academic

performance in Participating Extracurricular Activities.

Data Analysis

Method A thematic analysis was conducted on 26 peer-reviewed journal articles focusing

on the influence of extracurricular activity participation on academic performance of students.

The analysis, guided by Social Cognitive Theory (Albert Bandura, 1986), identified several key

themes such as self-efficacy, observational learning, beliefs, attitudes, and social interaction.

These themes were categorized based on recurring concepts across many sources, aiming to

understand how extracurricular activities affect the academic performance of students.

Ethical Considerations

This study analyzes the effect of extracurricular activities participation on the students'

academic performance based on existing data. These are the several ethical considerations, The

37
study ensures to properly cite all the sources that have been used in the study to avoid plagiarism.

Citations will follow the APA guidelines. Only credible and peer-reviewed sources will be used

to ensure reliability and validity. The study will carefully consider the potential misinterpretation

of findings to avoid jumping conclusions.

38
 CHAPTER 4

Presentation, Analysis, and Interpretation of Data

This chapter presents an analysis and interpretation of data based on secondary sources,

including scholarly articles, theoretical frameworks, and documented case studies of reputable

databases such as Google Scholar, ResearchGate, Education Resources Information Center

(ERIC) and Journal Storage (JSTOR). The reliance of this study on pre-existing research

highlights the importance of focusing on established literature to examine key themes regarding

how student participation in extracurricular activities affect on their academic performance, time

management, and overall well-being. The findings are structured thematically, prioritizing

qualitative insights that contribute to a deeper understanding of the topic. These findings are then

analyzed using relevant theories and perspectives discussed in Chapter 2.

In this chapter, the study, "Effect of extracurricular activities participation on the academic

performance of students", guided by the Social Cognitive Theory of Albert Bandura is assessed

and examined. This study analyzes how extracurricular activities participation affects the

academic performance of a student. The key findings indicate the importance of extracurricular

activities participation which will help the students to achieve and improve their academic

performance. The information gathered focuses on the common extracurricular activities of a

student, factors that affect academic performance, and the impact of extracurricular activities

participation on the academic performance of students through Social Cognitive Theory of

Albert Bandura. This theory shows how students can learn through observing others and

39
adapting to their environment. These results support the concept that extracurricular activities

participation is essential to achieve an improved academic performance.

Extracurricular Activities contribute to individual growth and development fostering

peer-relationship and socio-emotionality (Berger et al., 2020). Analysis reveals that several key

factors derived from extracurricular involvement affects students Academic Performance: skill

development and leadership, motivation and engagement, and alignment with academic goals.

skills development and leadership are the developed skills that translate into improved academic

performance, reflected in better project management, improved communication in presentations,

and enhanced critical thinking abilities. Effective leadership skills are valuable in all aspects of

life and are a key focus of education. Educational approaches consistently prioritize leadership

development as a significant goal in student growth (Hishamuddin & Shukor, 2021).

Extracurricular activities are known to positively affect general development, the impact on

education will depend on acquiring transferable skills, nurturing intrinsic motivation, and

carefully considering alignment with academic goals. Therefore, a balanced and strategic

approach to participation in these activities is necessary to benefit personal and academic

development. Extracurricular involvement heightened engagement not only enhances their

enjoyment of learning but also cultivates a positive feedback loop; as students experience

success and fulfillment in their extracurricular pursuits, they often carry that motivation into their

academic work.

40
Academic Performance and Time Management

The first theme that emerges from the literature is academic performance and time

management. Research has shown that students who participate in extracurricular activities tend

to experience a range of benefits. A study by Dixon (2021) found that participation in

extracurricular activities can improve students' academic performance. This improvement can be

attributed to the development of self-efficacy, self-regulation, and motivation, as posited by

Social Cognitive Theory (Bandura, 1986). By participating in extracurricular activities, students

can observe and learn from others, receive feedback and reinforcement, and develop a sense of

identity and belonging, which in turn enhances their academic performance (Bandura, 1986).

Furthermore, research has also shown that time management skills are essential for academic

success. A study by Spence & McLean (2020) found that students who are able to manage their

time effectively tend to have better academic performance. This is consistent with Social

Cognitive Theory, which emphasizes the role of self-regulation in achieving academic goals

(Bandura, 1986). Therefore, this suggests that extracurricular activities that require students to

manage their time effectively, such as sports and music, can have a positive impact on students'

academic performance by promoting self-regulation and motivation.

Social Maturity and Peer Relationships

The second theme that emerges from the literature is social maturity and peer relationships.

Moreover, research has also shown that social maturity and peer relationships are critical

foundations for personal growth and development. A study by Turner (2020) found that students

who have positive relationships with their peers tend to have higher self-esteem and are more

41
likely to engage in extracurricular activities that promote personal growth and development. In

addition to that, a study by Martin et al., (2022) found that students who have positive

relationships with their peers tend to have better academic performance. This suggests that

extracurricular activities that provide opportunities for socialization, such as team sports and

clubs, can have a positive impact on students' social maturity and peer relationships. Therefore,

the development of social maturity and peer relationships through extracurricular activities can

also have a positive impact on students' academic performance. Students who have positive

relationships with their peers tend to have better attendance, higher grades, and greater academic

motivation.

Personal Growth and Overall Well-being

The third theme that emerges from the literature is personal growth and overall well-being.

Research has shown that personal growth and overall well-being are closely linked to academic

performance and social maturity (Collins & Daly, 2020). This alignment is consistent with Social

Cognitive Theory, which posits that personal factors, such as self-efficacy and motivation,

influence individual growth and development (Bandura, 1986). A study by Gould & Damarjian

(2020) found that students who participate in extracurricular activities that promote personal

growth and development tend to have higher levels of life satisfaction and well-being. This can

be attributed to the development of self-efficacy and motivation, as students observe and learn

from others, receive feedback and reinforcement, and develop a sense of identity and belonging

(Bandura, 1986). Furthermore, research has shown that students who have higher levels of life

satisfaction and well-being tend to have better academic performance and greater social maturity

42
(Collins & Daly, 2020). Therefore, this suggests that extracurricular activities that provide

opportunities for personal growth, such as volunteer work and leadership roles, can have a

positive impact on students' overall well-being, academic performance, and social maturity.

Overall, the analysis of secondary sources confirms that extracurricular activities have a

significant positive impact on students' academic performance, social relationships, and overall

well-being. Research indicates that participation in activities like sports, music, and social clubs

can improve time management skills, enhance academic success, foster positive peer

relationships, boost self-esteem, and promote personal growth. These findings align with theories

on social learning giving importance to the effect of extracurricular activities on the academic

performance of students for social interactions, cultural norms, and personal experiences in

shaping their individual growth. These insights lay the foundation for the next chapter which will

summarize the key findings and offer recommendations based on the study’s thematic analysis.

43
 CHAPTER 5

Summary, Conclusion, and Recommendation

This chapter concludes with a summary of findings, key conclusions, and suggestions for

future research and practical applications.

Summary

This research aims to assess the effect of extracurricular activities participation on the

academic performance of students. To achieve this goal, it was necessary to first attain several

underlying objectives. Identifying common extracurricular activities of students, determine the

factors from these activities that affect their academic performance, and assess the impact of

extracurricular activities on academic performance, specifically examining how these activities

influence student behavior and motivation through the lens of Albert Bandura's Social Cognitive

Theory.

The study examined several factors such as self-efficacy, observational learning, and

reciprocal determinism. Finding that students' behavior is affected by their cognitive thinking,

this is moderated by recognition and reinforcement by their environment, which in turn affect

study habits, confidence, and motivation that constitutes an enhanced academic outcome.

Extracurricular activities participation significantly affects the academic performance and

well-being of a student, as they meet different types of people that can influence their thinking,

behavior, and personal perception. This aligns with Albert Bandura's Social Cognitive Theory,

which suggests that learning is an active process, people learn by observing, imitating, and

44
experimenting . In this context, extracurricular activity participation shapes academic

performance by fostering a dynamic interplay of observational learning, self-efficacy, and

environmental influences.

Extracurricular activities and academic performance significantly influence students' social

development and well-being. A balance between both is crucial for positive outcomes. Key

strategies for mitigating negative effects include effective time management and prioritization,

fostering a supportive social environment, and promoting good mental and physical health. A

positive learning environment is essential for success in both academic and extracurricular

pursuits. Social Cognitive Theory highlights the role of self-efficacy and observational learning.

In this context, the strength of in-group identification significantly mediates the impact of

extracurricular involvement. Strong identification with high-achieving peers can foster positive

influence and motivation, while identification with low-achieving peers may lead to negative

consequences.

This section focuses on the limitations of a study examining the effects of extracurricular

activities on academic performance. While the research considered factors such as student

motivation, and support system, its primary focus was on the effect of extracurricular activities

among senior high school students. The reliance on self-reported data and a review of existing

literature may restrict the generalizability of the findings, suggesting avenues for future research

to explore the broader impact of extracurricular activities on academic achievement.

This study illuminates the impact of extracurricular activity participation on the academic

performance of senior high school students. However, acknowledging the study's limitations

45
provides valuable direction for future research. To enhance our understanding of this

relationship, future studies should investigate the mediating role of self-efficacy, a key

component of Social Cognitive Theory, by exploring how extracurricular involvement influences

students' belief in their academic capabilities.

Conclusion

The Extracurricular activities are generally voluntary, social, and often involve other

students with the same age. It is a good way for the school officials, professional school

counselors, and community agency personnels to help collaborate in targeting the academic

performance of uninvolved or off-track students. This is useful as their active mind adapts and

teaches them how to manage both studies and extracurricular activities at the same time. This

study explores the influence of participating in extracurricular activities on students'

skill-building, identification with their passions, academic performance, and overall well-being

in order to shed light on the understanding of the relationship. It can be deeply understood

through the lens of Albert Bandura theory (1986), the Social Cognitive Theory (SCT). This study

aimed to answer the general problem: How does student participation in extracurricular activities

affect their academic performance, time management, and overall well-being, according to the

Social Cognitive Theory (SCT) of Albert Bandura.

The research confirms that extracurricular activities can have a significant impact on

various aspects of their lives, including academic performance,and overall well-being. The

research findings confirm that participation in extracurricular activities significantly influences

these aspects of student life. Extracurriculars correlate positively with academic performance,

46
This aligns with Bandura's SCT, which emphasizes the role of observational learning,

self-efficacy, and reciprocal determinism in shaping behavior and outcomes. Research indicates

higher GPAs, academic motivation and educational aspirations among student-athletes compared

to non-athletes (Harrison & Lawrence, 2020; Adjei & Davis, 2020).Extracurricular sports foster

discipline, time management, goal-setting and self-regulation skills, translating to improved

academic outcomes (Turner, 2020; Spence & McLean, 2021).

The study investigates the relationship between extracurricular activities participation and

academic performance. Extracurricular activities participation has a significant affect on

students' academic performance, guided by Bandura's Social Cognitive Theory. Participation in

extracurricular activities, particularly sports, has been linked to improvements in self-efficacy,

time management, and general well-being, according to the study. Extracurricular activities

enhance students' personal development, social interaction, and general well-being, all of which

contribute to a fulfilling and balanced academic experience. This study emphasizes how

important school support services, policymakers are responsible for providing funding and

creating policies that support these programs, and how teachers and students are encouraged to

take advantage of the advantages of participating in extracurricular activities. Future researchers

should gather primary data, examine the function of school support, and broaden their focus to

include additional extracurricular activities like music, the arts, and community service.

47
Recommendations

The following recommendations are offered for School, Policymakers, Educators,

Students, and Future Researchers to improve this study.

Recommendations for School:

This study provides the following recommendations for schools to consider when

developing programs and policies related to extracurricular activities and academic performance,

including providing resources and support for students to participate in activities that align with

their interests and strengths.

• Schools should strengthen their extracurricular programs, such as clubs, organizations, and

sports teams. These programs should provide opportunities for students to develop their

teamwork, leadership, and confidence-building skills.

• Schools should provide adequate funding for extracurricular activities. This funding should

provide opportunities for students to participate in extracurricular activities without placing a

financial burden on their parents.

• Schools should enhance their collaboration with communities. Schools should provide

opportunities for students to participate in extracurricular activities that address community

needs.

Recommendations for policymakers:

This study provides the following recommendations for policymakers to consider when

developing policies related to extracurricular activities and academic performance.

48
• It is recommended to encourage schools to provide different extracurricular activities to

provide students' interests and talents, fostering supportive environment that promotes both

academic success and personal growth.

• It is recommended to prioritize the funding for extracurricular activities that have shown

positive outcomes on students' academic success and social relationships, investing in programs

that have proven to make a difference in students' overall development and educational

experience.

• It is recommended to assign resources for training teachers and staff on how to integrate

extracurricular activities into the academic curriculum, ensuring a balanced approach that

enhances student well-being and academic performance.

Recommendations for Educators:

This study provides the following recommendations for educators to support students in

balancing extracurricular activities and academic responsibilities, including providing guidance

on time management and prioritization.

•It is recommended to them to encourage students to join or participate in some extracurricular

activities.

•This recommendation also includes that educators should help their students balance

participation in extracurricular activities and also in schoolwork. It's as if young people aren't

always just studying, they're not enjoying their childhood anymore. We also need to have fun in

life, but we still need to balance to have a good outcome in life.

49
 • It is also recommended to the educators that they should help or assess the student if the

student is going well in participating in extracurricular activities. If the students are still

balancing their studies while participating in extracurricular activities or they are neglecting their

school work by just doing or always spending their time in extracurricular activities.

Recommendations for the student:

This study provides the following recommendations for students to understand the effect

of their participation in extracurricular activities on their academic performance.

• It is recommended for them to learn to manage or practice their time management skills

• Students are also recommended to carefully consider the number of extracurricular activities

they will take on. Where they know they can balance participation in extracurricular activities

and still do well in class.

•Engaging in extracurricular activities is recommended for students to build positive peer

relationships, boost self-esteem, and enhance academic performance in school.

Recommendations for future researchers:

This study provides the following recommendations for future researchers to explore the

relationship between extracurricular activities and academic performance, including examining

the impact of specific types of activities and fill the gaps on our study.

• It is recommended to prioritize data gathering such as surveys or interviews, to supplement the

findings of this study. This will strengthen the validity of the findings and provide evidence to

support the relationship between extracurricular activities and academic performance.

50
• It is recommended to focus more on specific types of extracurricular activities to determine

which ones have the most significant impact on academic performance and overall student

well-being. This will help in determining the most beneficial extracurricular activities for

students to participate in.

• It is recommended to explore the long-term effects of extracurricular activities on academic

performance by conducting follow-up studies with participants over an extended period. This

will provide insights into the sustained benefits of these activities on students' academic success

and social development.

51
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