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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, extra-

curricular activities in the Benedictine Environment are the same with co-

curricular 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 Communiqué. 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

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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, (Communiqué, 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

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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

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

Performing Clubs

Artistas, Glee Club, Performing Arts, Drum and Lyre

Varsity

Basketball and Volleyball

Academic Clubs

Communique, InfoTech, UNESCO

Joining School Organization

Academic Performance of the Selected High School

Students in Benedictine Institute of Learning School

Year 2011-2012

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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

Communiqué, 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

registrar’s 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

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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 respondent’s academic performance.

For the respondents. This study seeks to help the respondents

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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 child’s 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 student’s 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

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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, (Communiqué, 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

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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

http://en.wikipedia.org/wiki/Curriculum

http://en.wikipedia.org/wiki/Student

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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

http://en.wiktionary.org/wiki/scholasticism

http://en.wiktionary.org/wiki/school

http://en.wiktionary.org/wiki/philosophical

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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.

(Webster’s Dictionary, 2003).

In Benedictine Institute of Learning, extracurricular activities are those

activities done under supervision of the Office in order to maintain a well-

balanced 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

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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 one’s 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 student’s 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

http://www.hypnosisdownloads.com/

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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 non-

catholic respondents were more involved than the catholic respondents.

In the study of Cabarles (2000) entitled, “Involvement in Co-

curricular 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 non-

competitive 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: It’s

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 2004-

2005 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 Co-

Curricular 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

Communiqué 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 =Fn

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: ΣN

x 100

Where Mean: Σ x iN

Where SD: S= √Σ(x−x)2

N

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= X2

N

TSS= ΣΣ x ij2– CF

TrSS= Σ(X ¿¿ i)n1

¿

ESS= TSS-TrSS

Degrees of Freedom:

Treatment df= t-1

Error df = n-1

2

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MSTr=TrSSTrdf

MSE= ESS

error df

FC = MSTrMSE

CV= √MSEX

X 100%

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CHAPTER IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

Table 1Frequency and Percentage Distribution of the High School Population that

has Active Membership on the Different School Organizations

T

Table 1 shows the frequency and percentage distribution of the high

school population that has active membership on the different school

organization.

School Organization

Frequencyof Active Members

Percentage of Active Members

Frequency of Selected Members

Percentageof SelectedMembers

InfoTech Society

105 32.31% 15 14.29%

UNESCO 66 20.31% 15 22.73%

Glee Club 18 5.54% 15 83.33%

Performing Arts 15 4.62% 15 100%

Artistas 15 4.62% 15 100%

Drum and Lyre 18 5.54% 15 83.33%

Communiqué 45 13.85% 15 33.33%

Varsity 43 13.23% 15 34.88%

Total 325 100% 120 36.92%

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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 Communiqué, 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

25(83.33%) members who were selected as respondents. In Communiqué,

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.

Table 2.0Summary of Descriptive Statistics of the First Quarter Grades of Varsity

Members in Benedictine Institute of Learning S.Y. 2011-2012

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 2.1The Level of Academic Performance of Varsity Members in

Benedictine Institute of Learning School Year 2011-2012 For the First Quarter

Number of Respondents 15Highest Grade 93.33Lowest Grade 80.17

Mean 85.45Standard Deviation 3.74

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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

(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 2.2Summary of Descriptive Statistics of the First Quarter Grades of

Academic Club Members in Benedictine Institute of Learning S.Y. 2011-2012

Level Range of Grades F POutstanding 92.94-96.67 1 6.67%

Above Average 89.20-92.93 1 6.67%Average 81.71-89.19 12 80%

Below Average 77.97-81.70 1 6.67%Total 15 100%



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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).

Table 2.3The Level of Academic Performance of Academic Club Members

in Benedictine Institute of Learning School Year2011-2012 for the First Quarter


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

Level Range of Grades F P

Outstanding 95.79-100.0 1 2.22%

Above Average 90.18-95.78 7 15.56%

Average 78.95-90.17 29 64.44%

Below Average 73.34-78.94 7 15.56%

Poor 67.73-73.33 1 2.22%

Total 45 100%

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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).

Table 2.4Summary of Descriptive Statistics of the First Quarter Grades of

Performing Club Members in Benedictine Institute of Learning S.Y. 2011-2012




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)

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Table 2.5The Level of Academic Performance of Performing Club Members in

Benedictine Institute of Learning School Year2011-2012 for the First Quarter

The table 2.5 shows the level of academic performance of the

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 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


Above Average 92.07-97.27 10 16.67%

Average 81.64-92.06 39 65%

Below Average 76.43-81.63 10 16.67%

Poor 71.22-76.42 1 1.67%

Total 60 100%

30

with the range of grade of seventy one point twenty two (71.22) to

seventy six point forty two

(76.42).

Table 2.6Summary of Descriptive Statistics of the Second Quarter Grades of

Varsity Members in Benedictine Institute of Learning S.Y. 2011-2012


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

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 2.7The Level of Academic Performance of Varsity Members in

Benedictine Institute of Learning School Year2011-2012 for the Second Quarter




Above Average 89.69 - 93.47 2 13.33%

Average 82.10 - 89.68 11 73.33%

Below Average 78.31 – 82.09 1 6.67%

Poor 74.52-78.30 1 6.67%

31The 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).


Academic Club Members in Benedictine Institute of Learning S.Y. 2011-2012


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

Number of Respondents 45Highest Grade 97Lowest Grade 76


32

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 2.9The Level of Academic Performance of Academic Club Members

in Benedictine Institute of Learning School Year2011-2012 for the Second Quarter


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

(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


Above Average 91.54-96.77 6 13.33%Average 81.05-91.53 31 68.89%

Below Average 75.81-81.04 6 13.33%Poor 70.57-75.80 1 2.22%Total 45 100%

33ranging from seventy point fifty seven (70.57) to seventy five point eighty

(75.80).


Performing Club Members in Benedictine Institute of Learning S.Y. 2011-2012




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

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 2.11The Level of Academic Performance of Performance Club Members in

Benedictine Institute of Learning School Year 2011-2012 for theSecond Quarter

Level Range of Grades F PAbove 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%

34

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).

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


first and second quarter average grades of varsity members in Benedictine

Institute of Learning School Year 2011-2012.

Number of Respondents 15Highest Score 92.75Lowest Score 80.42


35The 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 2.13The Level of Academic Performance of Varsity Members in Benedictine

Institute of Learning School Year 2011-2012 for the First andSecond Quarter Average

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

(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

Level Range of Grades F PAbove Average 89.18-92.97 2 13.33%


Total 15 100%

36

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


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).

Table 2.15The Level of Academic Performance of Academic Club Members in

Benedictine Institute of Learning School Year 2011-2012 for the First and Second Quarter Average


academic club members based on the average of first and second

Number of Respondents 45Highest Score 96.59Lowest Score 74.17



Above Average 90.28-95.12 9 20.00%Average 80.57-90.27 27 60.00%

Below Average 75.72-80.56 7 15.56%Poor 70.87-75.71 1 2.22%Total 45 100%

37quarter 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).

Table 2.16Summary of Descriptive Statistics of the First and Second Quarter

Average Grades of Performing Club Members in Benedictine Institute of Learning

S.Y. 2011-2012



38


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 2.17The Level of Academic Performance of Performing Club Members

in Benedictine Institute of Learning School Year 2011-2012 forthe First and Second Quarter Average


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 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

Level Range of Grades F PAbove Average 92.12-96.94 11 18.33%


Poor 72.79-77.61 1 1.67%Total 60 100%

39seventy 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 3.0Frequency and Percentage Distribution of the Varsity Members’

Responses Regarding the Effects of Joining Varsity on their Academic Performance School Year 2011-2012

EffectsYES NO TOTAL

F P F F P

VARSITYKnowing what to prioritize 13 86.67% 2 13.33% 15 1100%

Getting incentives 8 53.33% 7 46.66% 15 100%

Being responsible 11 73.33% 4 26.66% 15 100%

Managing their time 14 93.33% 1 6.66% 15 100%Keeping satisfactory grades despite of the games and practices

15 100% 0 0% 15 100%

Being motivated to study more 14 93.33% 1 6.66% 15 100%

Maintaining good grades 15 100% 0 0% 15 100%

Completing school works 15 100% 0 0% 15100%

Helping them in their academic achievement

9 60% 6 40% 15 100%

Getting exemptions 3 20% 12 80% 15 100%

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

40

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

(20%) who get exemptions and twelve (12) or eighty percent (80%) who do

not.

Table 3.1Frequency 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

41

EffectsYES NO TOTAL

F P F P F P

ACADEMIC CLUBS


Having peer tutoring 10 22.22% 35 77.78% 45 100%

Developing their skills 42 93.33% 3 6.67% 45 100%

Being motivated to study more 34 75.76% 11 24.44% 45 100%


Gaining knowledge 38 84.44% 7 15.56% 45 100%


Having educational Activities 28 62.22% 17 37.78% 45 100%


38 84.44% 7 15.56% 45 100%

Helping them in their grades 34 75.56% 11 24.44% 45 100%


academic club members’ responses regarding the effects of joining

academic clubs on their academic performance for school year for 2011-

2012.

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

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%)

42

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.

Table 3.2Frequency 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

43


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

EffectsYES NO TOTALF P F P F P

PERFORMING CLUBS

Getting incentives 35 40% 25 60% 60 100%


Getting credits and incentives 41 60% 19 40% 60 100%

Managing their time between studying and attending club workshops

59 98.33% 1 1.67% 60 100%


Being advantageous 45 60% 15 40% 60 100%

Not compromising their study time 21 40% 39 60% 60 100%

Having advantages 52 86.67% 8 13.33% 60 100%

Gaining knowledge 53 88.33% 7 11.67% 60 100%


41 60% 19 40% 60 100%

44

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 4Test of the Significant Effect of School Organizations on the Academic

Performance of the Selected High School Students in BenedictineInstitute of Learning School Year 2011-2012

VariableDegrees of Freedom

CriticalValue

Computed Value

Level of Significance

Varsitydfw=1dfB=11

at 0.05 = 4.84at 0.01 = 9.65

80.41Highly significant at both 0.05 and 0.01

Academic Clubs

dfw=1dfB=13

at 0.05 = 4.67at 0.01 = 9.07


Performing Clubs

dfw=1dfB=12

at 0.05 = 4.75at 0.01 = 9.33


45

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

46

the null hypothesis must be rejected, this can be interpreted as joining

academic 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 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

47their club, having advantages to be a part of performing club, they are

gaining knowledge, it helps them in their academic achievement.

Table 5.0Difference between the First and Second Quarter Grades of Varsity

Members for School Year 2011-2012

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

Varsity 1st Quarter 2nd Quarter

LevelRange of Grades

F PRange of Grades

F P

Outstanding 92.94-96.67 1 6.67%Above

Average89.20-92.93 1 6.67% 89.69-93.47 2 13.33%

Average 81.71-89.19 12 80% 82.10-89.68 11 73.33%Below

Average77.97-81.70 1 6.67% 78.31-82.09 1 6.67%

Poor 74.52-78.30 1 6.67%Total 15 100% 15 100%

48

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

(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

49because 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.

Table 5.1 Difference between the First and Second Quarter Grades of

Academic Club Members for School Year 2011-2012

Academic Club

1st Quarter 2nd Quarter


F PRange of Grades

F P

Outstanding 95.79-100.0 1 2.22% 95.13-99.97 1 2.22%

Above Average 90.18-95.78 7 15.56% 90.28-95.12 920.00

%

Average 78.95-90.17 29 64.44% 80.57-90.27 2760.00

%

Below Average 73.34-78.94 7 15.56% 75.72-80.56 715.56

%

Poor 67.73-73.33 1 2.22% 70.87-75.71 1 2.22%

Total 45 100% 45 100%

50

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

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

51five 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

the past quarter. It only explains that there are two (2) students who

improved in their academic performance.

Table 5.2Difference between the First and Second Quarter Grades of Performing

Club Members School Year 2011-2012

52

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

Performing Clubs

1st Quarter 2nd Quarter


F PRange of Grades

F P

Above Average

92.07-97.27 10 16.67% 92.12-96.94 11 18.33%

Average 81.64-92.06 39 65% 82.45-92.11 35 58.33%Below

Average76.43-81.63 10 16.67% 77.62-82.44 13 21.67%

Poor 71.22-76.42 1 1.67% 72.79-77.61 1 1.67%Total 60 100% 60 100%

53

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

54

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.

55

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

56

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?

Info Tech Society32.31%

UNESCO20.31%

Glee Club5.54%

Performing Arts 4.62%

Artistas4.62%

Drum and Lyre5.54%

Communique13.85%

Varsity13.23%

Active Members

57

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 Communiqué, there are

58

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 Communiqué,

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?

59For 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.

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

60

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

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

61point 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

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

62

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.

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.

63The 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

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

64

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

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.

65It 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 (Communiqué, 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.

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.

66

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.

Bibliography

Books

Merriam Webster Third New International Dictionary Unabridged, pg. 806

67Papalia,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: It’s Relationship To Total Development”. Unpublished Master’s 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

Academic Performance Of Radiologic Technology Students”, Undergraduate Thesis De La Salle University Health And Science

Institute. Pg. 6

68

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/Organization/definition-of-organization.aspx

http://www.hypnosisdownloads.com/learning-help/academic

APPENDIX A

LOCALE OF THE STUDY

69

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 Abad’s 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 family’s compound.

Because of Mr. Napoleon P. Abad’s affiliation, as a professor and

Dean of Discipline of 22 years with the Benedictines of the San Beda

College, the name St. Benedict came up in the discussion table for

70

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 Abad’s 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.

APPENDIX B

71 Transmittal Letter

September 14, 2011

TERESA CIELO FE J. VALENZUELASchool PrincipalBenedictine Institute of LearningAbad Homes Subd. Medicion I-BImus, 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

Transmittal Letter

72

September 28, 2011

SOFIA S. VELOSOSchool RegistrarBenedictine 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

APPENDIX C

Profiling

73THE EFFECTS OF JOINING SCHOOL ORGANIZATION ON THE

ACADEMIC PERFORMANCE OF THE SELECTEDHIGH SCHOOL STUDENTS IN BENEDICTINE

INSTITUTE OF LEARNINGSCHOOLYEAR 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)

No(1)

1. Are you a member of any of the club? (check all your clubs)

a) Communiqué club

b) Info Tech clubc) Glee clubd) Monte Casino (drum and lyre band)e) Performing Arts clubf) Varsity (Volleyball and Basketball only)g) UNESCOh) Artistas

2. If you are included in any of those clubs above, what is your position in that club?

a) Officerb) Member

3. H3. How often is your club’s meetings and activities?

a) Once a weekb) Twice-thrice a weekc) Once a monthd) None

Questionnaire 1

74

THE EFFECTS OF JOINING SCHOOL ORGANIZATION ON THE ACADEMIC PERFORMANCE OF THE SELECTED

HIGH SCHOOL STUDENTS IN BENEDICTINEINSTITUTE OF LEARNINGSCHOOL

YEAR 2011-2012To 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 teamYes

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


75HIGH SCHOOL STUDENTS IN BENEDICTINE

INSTITUTE OF LEARNINGSCHOOLYEAR 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.

II. Communiqué, InfoTech Society, UNESCO Yes No1. Do you get incentives for being a member of an academic

club (Communiqué, 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 communiqué, 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?



76

HIGH SCHOOL STUDENTS IN BENEDICTINEINSTITUTE OF LEARNINGSCHOOL

YEAR 2011-2012To 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 confidentialClass #: Year and Section: Name: Directions: Kindly mark your corresponding answer in the given set of questions


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

I. Performing Arts, Glee club, Drum and Lyre, Artistas Yes No1. 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)

77

Table 7

Tabulation of High School Students’ Responses about the Effects of Joining Communiqué on the Academic Performance in

Benedictine Institute of Learning for S.Y. 2011-2012

No. of Respondents Number of Questions Total

No. of Respondents

In Varsity

Number of Questions Total

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

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

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

3 2 1 2 2 2 2 2 2 2 1 8 2

4 2 2 1 2 2 2 2 2 2 1 8 2

5 1 2 2 2 2 2 2 2 1 2 8 2

6 2 1 2 2 2 2 2 2 1 1 7 3

7 2 1 2 2 2 2 2 2 2 1 8 2

8 2 2 2 1 2 2 2 2 1 1 7 3

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

10 1 2 1 2 2 2 2 2 2 1 7 3

11 2 2 2 2 2 1 2 2 2 2 9 1

12 2 1 2 2 2 2 2 2 2 1 8 2

13 2 1 2 2 2 2 2 2 1 1 7 3

14 2 1 2 2 2 2 2 2 1 1 7 3

15 2 1 2 2 2 2 2 2 1 1 7 3

78

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

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

2 2 1 1 2 2 2 2 2 2 1 7 3

3 2 1 2 1 2 2 2 1 1 1 5 5

4 2 1 2 2 2 2 1 2 2 1 7 3

5 2 1 2 2 2 2 1 2 2 1 7 3

6 1 1 2 2 2 2 1 1 2 2 6 4

7 2 2 2 2 2 2 2 1 2 2 9 1

8 2 1 2 1 2 2 1 1 2 1 5 5

9 1 1 2 2 1 2 1 1 2 2 5 5

10 2 2 2 2 2 2 2 2 2 2 10 0

11 1 1 2 2 2 2 1 1 2 2 6 4

12 2 1 2 1 1 2 1 2 1 2 5 5

13 2 1 2 1 2 1 2 2 1 2 6 4

14 2 1 2 2 2 2 1 2 1 1 6 4

15 2 1 2 2 2 2 2 1 2 2 8 2

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

79

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 I.T


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

1 2 1 2 2 2 1 1 2 2 2 7 3

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

3 2 1 2 2 2 2 2 2 2 2 9 1

4 1 2 2 2 2 2 2 2 2 2 9 1

5 1 1 1 1 2 1 1 1 2 2 3 7

6 2 2 2 2 2 2 2 2 2 2 10 0

7 1 1 2 1 2 1 1 2 1 1 7 3

8 2 1 2 2 2 2 2 1 1 2 7 3

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

10 2 1 2 2 2 2 1 1 2 2 7 3

11 2 2 2 2 2 2 2 2 2 2 10 0

12 1 2 2 1 1 2 1 2 2 1 5 5

13 2 1 2 2 2 2 1 1 2 2 7 3

14 2 2 2 2 2 2 2 2 2 2 10 0

15 2 1 2 2 2 2 2 1 2 2 8 2

80

No. of Respondents

InDrum and

Lyre


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

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

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

3 2 2 2 2 2 2 1 2 2 2 9 1

4 2 2 2 2 2 2 2 2 2 2 10 0

5 2 2 2 2 2 1 2 2 2 2 9 1

6 2 2 2 2 2 1 1 2 2 2 8 2

7 2 2 2 2 2 2 1 2 2 2 9 1

8 1 2 2 2 2 2 2 2 2 2 9 1

9 2 2 2 2 2 2 1 2 1 2 8 2

10 1 2 1 2 2 1 2 1 2 2 6 4

11 2 2 2 2 2 2 2 2 2 2 10 0

12 2 2 2 2 2 2 1 2 2 2 9 1

13 2 2 2 2 2 2 1 2 2 2 9 1

14 2 2 2 2 2 2 1 2 2 2 9 1

15 1 1 2 2 2 2 1 2 2 1 6 4

Table 10

Tabulation of High School Students’ Responses about the Effects of Joining Glee Club on the Academic Performance in Benedictine


81

Table 11

Tabulation of High School Students’ Responses about the Effects of Joining Artistas on the Academic Performance in Benedictine


No. of Respondents

InGlee Club


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

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

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

3 2 2 2 2 2 2 2 2 2 2 10 0

4 2 2 2 2 2 2 2 2 2 2 10 0

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

6 1 2 1 2 1 2 1 2 2 1 5 5

7 2 2 2 2 2 2 2 2 2 2 10 0

8 2 2 1 2 2 1 2 2 1 1 6 4

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

10 2 2 2 2 2 1 1 2 2 1 7 3

11 2 2 1 2 2 2 1 2 2 2 8 2

12 2 2 2 2 2 2 2 2 2 1 9 1

13 2 2 2 2 2 2 2 1 2 2 9 1

14 2 2 1 2 1 2 2 2 2 2 8 2

15 2 2 2 2 2 2 1 2 2 2 9 1

82

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

InArtistas

Number of QuestionsTotal

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

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

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

3 2 2 1 2 2 2 2 2 2 1 9 1

4 1 2 1 2 2 2 1 2 2 1 6 4

5 1 2 1 2 2 2 1 2 2 1 6 4

6 1 2 1 2 1 2 1 2 2 2 6 4

7 1 2 2 2 1 1 1 1 1 2 4 6

8 2 2 1 2 2 2 1 2 2 1 7 3

9 1 2 1 2 1 1 1 2 2 2 5 5

10 1 2 2 2 2 2 2 2 2 2 1 9

11 1 2 1 2 1 1 1 2 2 1 4 6

12 1 2 2 2 2 2 1 1 2 1 6 4

13 1 2 2 2 2 2 1 2 2 2 8 2

14 2 2 2 2 2 2 1 2 2 2 9 1

15 1 1 2 2 2 2 1 2 2 1 6 4

83

No. of Respondents

InPerforming

Arts


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

1 2 1 1 2 2 1 1 2 1 1 4 6

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

3 1 2 1 2 2 2 1 2 2 2 7 3

4 1 1 1 2 1 1 2 1 1 1 2 8

5 1 2 1 2 2 2 1 2 2 2 7 3

6 1 2 2 2 2 2 1 2 2 2 8 2

7 1 2 1 2 2 1 2 1 2 1 5 5

8 1 2 2 2 2 2 1 1 2 2 7 3

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

10 1 2 2 2 2 1 2 2 2 1 7 3

11 1 2 1 2 2 2 2 2 2 2 8 2

12 2 2 2 2 2 1 1 1 1 1 5 5

13 2 2 2 2 2 1 1 2 1 2 7 3

14 2 2 2 2 2 2 2 2 2 2 10 0

15 1 2 2 2 2 2 1 2 2 2 8 2

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

84

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 Y X2 Y2

13 2 169 4

No. of RespondentsIn UNESCO


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

1 1 1 2 2 2 2 1 2 2 2 7 3

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

3 2 2 2 2 2 2 2 2 2 2 10 0

4 1 1 2 2 2 2 1 1 2 2 6 4

5 2 1 2 2 2 2 1 2 2 2 8 2

6 1 1 2 2 2 1 1 2 2 1 5 5

7 2 1 2 1 1 1 1 1 2 2 4 6

8 2 1 2 1 1 1 1 1 2 2 4 6

9 2 1 2 2 2 2 2 1 2 2 8 2

10 2 1 2 2 2 2 2 2 2 2 9 1

11 2 2 2 2 2 2 2 2 2 2 10 0

12 2 2 2 2 2 2 2 2 2 2 10 0

13 2 1 2 2 1 2 1 2 2 2 7 3

14 2 1 2 2 2 2 2 2 2 2 9 1

15 1 1 1 1 2 2 1 1 1 1 2 8

858 11 64 12111 2 121 114 0 196 115 0 225 014 0 196 015 0 225 015 0 225 09 0 81 03 0 9 0

Σ=117 Σ= 15 Σ=1,511 Σ= 127

CF= (132)2 MSE = 196.1 = 17.8313 11

= 10.15

TSS= 1640-10.15= 1629.85 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=1Error of df= 13 – 2 = 11

MsTr= 1433.75 =1433.75 1

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

86

CF= (365)2 MSE= 1270 = 97.69 15 13 = 8881.67

TSS= 11915 - 8881.67 = 3033.33 F= 1763.33= 18.0597.69

TrSS= (320)2 + (45)2 – 8881.67 = 1763.33 10 5

ESS= 3033.33- 1763.33 = 1270

DF:TrDF=2-1=1Error of df= 15-2 =13

MsTr= 1763.33 = 1763.33 1

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 Y X2 Y2

34 1 1156 110 9 100 8142 27 1764 72934 7 1156 4939 1 1521 138 0 1444 023 0 529 028 0 784 08 0 1444 0

34 0 1156 0Σ= 320 Σ= 45 Σ= 11,054 Σ=861

87

CF= (514)2 FC= 2640.46 = 17.80 15 148.37 = 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=1Error of df= 14-2 =12

MsTr= 2640.46 = 2640.46 1

MSE= 1780.4 = 148.37 12

X Y X2 Y2

35 11 1225 12155 35 3925 122541 13 1681 16959 1 3481 152 0 2704 045 0 2025 021 0 441 052 0 2704 053 0 2809 041 0 1681 0

Σ= 454 Σ= 120 Σ= 21,776 Σ=7,222

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