IMPACT OF THE CO-CURRICULAR PROGRAMS AND SERVICES

OF MUNTINLUPA NATIONAL HIGH SCHOOL TUNASAN ANNEX

ON STUDENT WELFARE AND DEVELOPMENT

SAHAWI S. MALIK
TEACHER III

ABSTRACT

Co-curricular activities prepare students practically for the

future. The normal curriculum can only go so far as to teach and educate
students about academic theories. But students whose only experience
of school or college is one of rigid academic study may not be able to
apply what they have learned in practice. This research study aims to
determine the impact of the co-curricular programs and activities of
Muntinlupa National High School Tunasan Annex on student welfare
and development.

KEYWORDS: Physical Development; Mental

co-curricular,
Development; Social Development; Emotional Development; Moral
Development; and Political Development;
INTRODUCTION

Co-curricular activities prepare students practically for the

future. The normal curriculum can only go so far as to teach and

educate students about academic theories. But students whose

only experience of school or college is one of rigid academic study

may not be able to apply what they have learned in practice. If the

co-curriculum was given an equal footing in student life there will

be an improvement in the student ability to grasp things as a whole,

because students will have received a more rounded education. Co-

curricular activities are particularly good at providing opportunities

for students to work in teams, to exercise leadership, and to take

the initiative themselves. These experiences make students more

attractive to universities and to potential employers.

The academic curriculum has never been all that the

educational institution offers to their students. Often a range of

other classes, clubs and activities is available to students, sometimes

in lessons but more often outside the classroom. These are referred

to as the co-curricular or as extra-curricular activities, and they are

mostly voluntary for students. Examples would include sports,

musical activities, literary competitions, community service,

religious study groups, charitable fundraising, entrepreneurial

projects, military cadet activities, drama, science clubs, and hobbies

such as gardening, handcrafts, cooking, dancing and singing.

Because they are not examined in the same way that the academic

curriculum is, and because most of them take place outside lessons,

such activities have less status in education than the main

curriculum. However, they are often held to be very important to

the wider education of young men and women.

Student development integrates both in-class and out-of-

class experiences of students. These educational efforts are

directed at developing both intellect and character of students. To

accomplish this, the school makes available a wide range of

educational experiences through programs and activities that

complement and support the academic experience in the

classroom. Although the primary focus of these activities is to

advance student learning, they also provide needed services,

support, and recreational opportunities to help students meet the

challenges of the school and to enhance the quality of student life.

Student life is the focus of the programs and activities of this school

thrust, so does this study on the Impact of the Co-Curricular

Programs and Services of the Muntinlupa National High Tunasan

Annex on Student Welfare and Development.

Statement of the Problem

This research study aims to determine the impact of the co-

curricular programs and activities of Muntinlupa National High

School Tunasan Annex on student welfare and development.

Specifically, it seeks to answer the following questions:

1. What is the level of effectiveness of the co-curricular

programs and services of Muntinlupa National High

School Tunasan Annex on student welfare and

development in terms of Physical Development; Mental

Development; Social Development; Emotional

 Development; Moral Development; and Political

Development;

2. What are other co-curricular programs and services to

be proposed to address insufficiencies and sustain

strong points of the existing co-curricular programs and

services of Muntinlupa National High School Tunasan

Annex.

Significance of the Study

In order to carry out efficiently the thrust of the school to

promote the welfare and total development of students through

the provision of co-curricular programs and activities, there is a

need to assess the impact of existing programs and activities to

come up with concrete feedback that will serve as basis for the

upgrading and improving of such programs and activities being

offered to students.

It is therefore imperative to conduct a research such as

this in order to benefit the following:

Students. They will be able to appreciate the existing co-curricular

programs of the school and be aware of the key areas which they

need to give more emphasis for their total development in the

school.

Faculty and Staff. They will be provided with the necessary

information on what they should need to reinforce and how they

should help the administration in addressing to the welfare and

development of students.

Scope and Limitation of the Study

This study is limited in the identification of the impact of the

implementation of the co-curricular programs and activities of the

Basic Education in the Secondary Level to the welfare and

development of the students. The respondents were the Grade 11

students of Muntinlupa National High School Tunasan Annex for the

School Year 2017-2018 for they are the ones who have experienced

participating or witnessing on the implementation of the co-

curricular programs and activities of the school along student

welfare and development. Respondents come from the twelve

sections of the school and they were identified through a random

sampling.

RESEARCH METHODOLOGY

Data Gathering

This study was conducted from June to October 2017. Using

the random sampling, 50 respondents were chosen from the 276

members of the grade 11 students. Respondents were reached in

their respective classrooms by the enumerators for them to provide

needed information through a questionnaire

Research Method

The study was accomplished through a descriptive

approach. To quantitatively handle the data, the study made use of

the descriptive method to effectively present the impact of the co-

curricular programs and services of Muntinlupa National High

School Tunasan Annex categorized as student welfare and student

development programs and services.

The sampling method used was able to figure out at least

20% of the grade 11 students of the school as prescribed by Gay

(1976) as cited by Cudia (2012) in her Assessment for Student

Learning Workbook. After identifying the reliable number of student

respondents, simple stratified sampling method was carried out to

select the number of respondents coming from each Sections.

Research Instrument

The data gathering tool is a descriptive questionnaire which

uses the Likert-Type Scale Response Anchors (Vagias, Wade, 2006)

with some sort of modification to suit the research instrument.

Statistical Tools

The researcher used statistical measures to properly

conduct a scientific presentation, analysis and interpretation of data

gathered. The statistical tools are:

1. The frequency, percent arithmetic mean, and standard

deviation were employed to determine the profile of the

respondents, and the extent of effectiveness of the co-

curricular programs offered by the school.

2. The t-test was used to determine the significant difference

in the extent of effectiveness of such programs and services

 on the students’ holistic development when grouped

according to sex. The formula is:

𝑋1− 𝑋2
t=
(𝑛 −1)𝑠2 2
1 +(𝑛2 −1)(𝑠1 )( 1 + 1 )
√( 1
𝑛1 +𝑛2 −2 𝑛1 𝑛2

3. The statistical analyses and computations were computer-

assisted through the use of Statistical Packages for Social

Sciences (SPSS) Version 19.0 for Microsoft 2010.

Interpretations Used in the Study

To assign verbal interpretations on the numerically-written

level of predominant learning style preferences, the following scales

are used:

Predominant Learning Style Preferences

Range Interpretation

4.21 – 5.00 Very Effective

3.41 – 4.20 Moderately Effective
2.61 – 3.40 Effective
1.81 – 2.60 Slightly Effective
1.00 – 1.80 Not Effective
Descriptive Summary of the Perception of the Students of Extent of
Effectiveness of Co-Curricular Programs and Services on Their
Development
Development Verbal
Mean SD Rank
Domains Interpretation

Physical Moderately
3.96 0.646 5
Development Effective

Mental Moderately
3.95 0.660 6
Development Effective

Social Moderately
3.97 0.654 4
Development Effective

Emotional Moderately
4.04 0.673 2
Development Effective

Moral Moderately
4.11 0.654 1
Development Effective

Political Moderately
3.99 0.680 3
Development Effective

Moderately
Over-All 4.03 0.594
Effective
 Generally, the students perceived that the co-curricular

programs and services offered by the by the institution are

“moderately effective” on their holistic development as evident on

the obtained mean of 4.03. The standard deviation of 0.594

indicates that the students have homogeneous perception on the

said aspect.

By domains, the students perceived the highest level of

effectiveness of these programs and services on their moral

development although it is still on the “moderately effective” scale.

This is evident on the arithmetic average of 4.11 and a standard

deviation of 0.654.

Following the list is “emotional development” with mean

equals 4.04 and sd = 0.673. These two domains indicate that the

students generally placed higher ranks on the effectiveness of such

programs and services on their affective personality.

On the other hand, the bottom listers are “physical

development” with mean = 3.96 and mental development with

mean = 3.95. This shows that students generally least perceived co-
curricular programs and services as academically-inclined activities

or sports-oriented ones. This is of course, expected since co-

curricular programs are conducted to supplement what has been

taught inside the classroom, and not to replace thorough or rigid

academic discussions.

Table 2. Summary of t-test value of the Extent of Effectiveness of Co-

Curricular Programs and Services when grouped according to
Sex
Development
t-value p- value Decision
Domains

Physical
0.638 0.524
Development NS
Mental
1.373 0.172
Development NS
Social NS
0.734 0.464
Development
Emotional NS
0.888 0.376
Development
Moral NS
1.348 0.180
Development
Political NS
0.753 0.453
Development
Over-All 1.194 0.230 NS
 To determine whether there is a significant difference on

the perception of the students regarding the extent of effectiveness

of co-curricular programs and services on their development when

grouped according to sex, the t-test for independent or

uncorrelated means was employed. The level of significance is set

at 0.05.

As can be seen, there is really no significant difference

between the perception of the students when grouped according to

sex. On the over-all t-test, the obtained t-value is 1.194 which when

translated to p-value is 0.230. Since the p-value is greater than the

level of significance of 0.05, then the null hypothesis is accepted.

This only means that there is similarity on the perceptions of

male and female students on the effectiveness of the co-curricular

programs and services offered by the Office of the Students Affairs

and Services in rendering desirable effects on their holistic

development. The same can also be said to each of the specified

development domains since each respectively obtained a p-value

higher than the level of significance of 0.05.

RECOMMENDATIONS

1. A thorough evaluation on the effectiveness and impact of

specific co-curricular programs and activities must be

conducted in order to pinpoint the strengths and

weaknesses of such endeavours and thus specific corrective

feedbacks may be given.

2. As much as possible, co-curricular programs and activities

must be ethnically and culturally sensitive since significant

difference on the perception of the students exists with

respect to ethnic affiliation. Incidentally, co-curricular

groups based from such ethnic affiliation may also be

formed by the school to this effect.

3. Encourage the students to participate or become members

of school or community organizations since most of the

students have fewer than two membership in school or

community organizations.