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-co-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
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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?
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
Academic Performance of the Selected High School Students in Benedictine Institute of Learning School
Year 2011-2012 Academic Clubs Communique, InfoTech, UNESCO Varsity Basketball and Volleyball Performing Clubs Artistas, Glee Club, Performing Arts,
Drum and Lyre Joining School Organization
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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
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.
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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:
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
Scholastic Growth refers to the growth of a student relating to the philosophical tradition or school of scholasticism
School Organization is an organized group of people that has one particular purpose. It gives or offers free training to the students on a specific field or interest
Social Adjustment refers to the adaptation of the person to the social environment. Adjustment may take place by adapting the self to the environment or by changing the environment
Social Dynamics refers to the behavior of groups those results from the interactions of individual group members as well to the study of the relationship between individual interactions and group level behaviors
Varsity enhances the skills in playing sports and develops sportsmanship amongst the players
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature School Organization
In one of the articles gathered in Wikipedia.com (January 15, 2001) created by Jimmy Wales, it is stated that there are student-based school organizations, consisting of administration-approved organizations functioning with myriads of tasks, varying on the specific purpose of each respective club. Clubs composed of students, with adults as advising figures to maintain the functionality of clubs. Clubs primarily focus on four aspects: fundraising, community service, career interest, and interpersonal dynamics (also known as group dynamics).
From a website made by the Xavier School Philippines (XS.EDU.PH) they said that school clubs or school organizations aim to expose the students to various fields of interests and endeavor to enhance the students’ potential and talent through dynamic activities which encourage creativity and cooperation. It is the chance also to develop their God-given talents for the service of others.
About.com said that a child's education does not take place only in the classroom, during regular school hours. The home, the playground, and the school campus in general can all be invaluable settings for a child's
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
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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.
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
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 non-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
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.
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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.
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 = X 100%
Where: P= percentage
F= frequency
n= number of respondents
2. Mean, Standard Deviation, Number of Scores, Highest score
and Lowest score were used to determine the level of academic performance of the high school students.
Where: x 100
Where Mean:
Where SD: S= √
3. ANOVA was used to determine the significant effect of joining
school organizations on the academic performance of the selected high school students who are members of a school organization
CF= TSS=
– CF TrSS= ESS= TSS-TrSS Degrees of Freedom: Treatment df= t-1 Error df = n-1 2
22 MSTr= MSE= FC = CV= √ X 100%
CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA Table 1
Frequency and Percentage Distribution of the High School Population that has Active Membership on the Different School Organizations
T
Table 1 shows the frequency and percentage distribution of the high school population that has active membership on the different school organization.
Data show that in Info Tech Society, there are one hundred five (105) or thirty two point thirty one percent (32.31%) active members. In UNESCO, there are sixty six (66) or twenty point thirty one percent (20.31%) active members. In Glee Club, there are eighteen (18) or five point fifty four percent (5.54%) active members. In Performing Arts, there are fifteen (15) or four point sixty two percent (4.62%) active members. In
School Organization Frequency of Active Members Percentage of Active Members Frequency of Selected Members Percentage of Selected Members 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%
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ARTISTAS, there are fifteen (15) or four point sixty two percent (4.62%) active members. In Drum and Lyre, there are eighteen (18) or five point fifty four percent (5.54%) active members. In 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 (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 2.0
Summary 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 2.1
The Level of Academic Performance of Varsity Members in Benedictine Institute of Learning School Year 2011-2012
For the First Quarter
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
Number of Respondents 15
Highest Grade 93.33
Lowest Grade 80.17
Mean 85.45
Standard Deviation 3.74
Level Range of Grades F P
Outstanding 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%
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(92.67); one (1) or six point sixty seven percent (6.67%) falls under above average level with range of grade of eighty nine point twenty (89.20) to ninety two point ninety three (92.93); twelve (12) or eighty percent (80%) fall under average level with range of grade of eighty one point seventy one (81.71) to eighty nine point nineteen (89.19); and there is one (1) or six point sixty seven percent (6.67%) who falls under below average level with range of grade of seventy seven point ninety seven (77.97) to eighty one point seventy (81.70).
Table 2.2
Summary of Descriptive Statistics of the First Quarter Grades of Academic Club Members in Benedictine Institute of
Learning S.Y. 2011-2012
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). Number of Respondents 45 Highest Grade 96.17 Lowest Grade 72.33 Mean 84.56 Standard Deviation 5.61
Table 2.3
The Level of Academic Performance of Academic Club Members in Benedictine Institute of Learning School Year
2011-2012 for the First Quarter
The table 2.3 shows the level of academic performance of selected academic club members for the first quarter. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level with the range of grade of ninety five point seventy nine (95.79) to one hundred (100.0); seven (7) or fifteen point fifty six percent (15.56%) fall under above average level with the range of grade of ninety point eighteen (90.18) to ninety five point seventy eight (95.78); twenty nine (29) or sixty four point forty four percent (64.44%) fall under average level with range of grade of seventy eight point ninety five (78.95) to ninety point seventeen (90.17); seven (7) or fifteen point fifty six percent (15.56%) fall under below average level with the range of grade of seventy three point thirty four (73.34) to seventy eight point ninety four (78.94); and there is one (1) or two point twenty two percent (2.22%) falls under poor level with range of grade of sixty seven point seventy three (67.73) to seventy three point thirty three (73.33).
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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Table 2.4
Summary of Descriptive Statistics of the First Quarter Grades of Performing Club Members in Benedictine Institute of
Learning S.Y. 2011-2012 Number of Respondents 60 Highest Grade 95.83 Lowest Grade 76.05 Mean 86.85 Standard Deviation 5.21
Data in table 2.4 show the summary of descriptive statistics of the first quarter grade of performing club members in Benedictine Institute of Learning School Year 2011-2012.
It shows that the number of respondents is sixty (60); the highest grade is ninety five point eighty three (95.83); lowest grade is seventy six point zero five (76.05); mean is eighty six point eighty five (86.85) and standard deviation is five point twenty one (5.21)
Table 2.5
The Level of Academic Performance of Performing Club Members in Benedictine Institute of Learning School Year
2011-2012 for the First Quarter
The table 2.5 shows the level of academic performance of the selected performing club members for the first quarter. There are ten
Level Range of Grades F P
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%
(10) or sixteen point sixty seven percent (16.67%) who fall under above average with the range of grade of ninety two point zero seven (92.07) to ninety seven point twenty seven (97.27); thirty nine (39) or sixty five percent (65%) fall under average level with the range of grade of eighty one point sixty four (81.64) to ninety two point zero six (92.06); ten (10) or sixteen point sixty seven percent (16.67%) fall under below average with the range of grade of seventy six point forty three (76.43) to eighty one point sixty three (81.63); and there is one (1) or one point sixty seven percent (1.67%) who falls under poor level with the range of grade of seventy one point twenty two (71.22) to seventy six point forty two
(76.42).
Table 2.6
Summary of Descriptive Statistics of the Second Quarter Grades of Varsity Members in Benedictine Institute of Learning
S.Y. 2011-2012
Data in table 2.6 show the summary of descriptive statistics of the second quarter grades of varsity members in Benedictine Institute of Learning School Year 2011-2012.
The table shows that the number of respondents is fifteen (15); the
Number of Respondents 15
Highest Grade 92.33
Lowest Grade 76.83
Mean 85.89
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highest grade is ninety two point thirty three (92.33); the lowest grade is seventy six point eighty three (76.83); the mean is eighty five point eighty nine (85.89) and the standard deviation is three point seventy nine (3.79).
Table 2.7
The Level of Academic Performance of Varsity Members in Benedictine Institute of Learning School Year
2011-2012 for the Second Quarter
The table 2.7 shows the level of academic performance of varsity members based on the average second quarter grades. There are two (2) or thirteen point thirty three percent (13.33%) who fall under above
average level with grades ranging from eighty nine point sixty nine (89.69) to ninety three point forty seven (93.47). Eleven (11) or seventy three point thirty three percent (73.33%) fall under average level with grades ranging from eighty two point ten (82.10) to eighty nine point sixty eight (89.68); One (1) or six point sixty seven percent (6.67%) falls under below average level with grades ranging from seventy eight point thirty one (78.31) to eighty two point nine (82.09); and there is one (1) or sixty point sixty seven percent (6.67%) that falls under poor level with grades ranging from seventy four point fifty two (74.52) to seventy eight point thirty (78.30).
Level Range of Grades F P
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%
Table 2.8
Summary of Descriptive Statistics of the Second Quarter Grades of Academic Club Members in Benedictine Institute of Learning
S.Y. 2011-2012
Data in table 2.8 show the summary of descriptive statistics of the second quarter grades of academic club members in Benedictine Institute of Learning School Year 2011-2012. It shows that the number of respondents is forty five (45); the highest grade is ninety seven (97); the lowest grade is seventy six (76); the mean is eighty six point twenty nine (86.29) and the standard deviation is five point twenty four (5.24).
Table 2.9
The Level of Academic Performance of Academic Club Members in Benedictine Institute of Learning School Year
2011-2012 for the Second Quarter
The table 2.9 shows the level of academic performance of selected academic club members for the second quarter. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level with grades from ninety six point seventy eight (96.78) to one hundred
Number of Respondents 45
Highest Grade 97
Lowest Grade 76
Mean 86.29
Standard Deviation 5.24
Level Range of Grades F P
Outstanding 96.78-100.00 1 2.22% 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%
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(100.00); Six (6) or thirteen point thirty three percent (13.33%) fall under above average level with grades ranging from ninety one point fifty four (91.54) to ninety six point seventy seven (96.77); Thirty one (31) or sixty eight point eighty nine percent (68.89%) fall under average level with grades ranging from eighty one point zero five (81.05) to ninety one point fifty three (91.53); Six (6) or thirteen point thirty three percent (13.33%) fall under below average level with grades ranging from seventy five point eighty one (75.81) to eighty one point zero four (81.04) and one (1) or two point twenty two percent (2.22%) falls under poor level with grades ranging from seventy point fifty seven (70.57) to seventy five point eighty (75.80).
Table 2.10
Summary of Descriptive Statistics of the Second Quarter Grades of Performing Club Members in Benedictine Institute of Learning
S.Y. 2011-2012 Number of Respondents 60 Highest Grade 96.33 Lowest Grade 78.17 Mean 87.70 Standard Deviation 4.64
Data in table 2.10 show the summary of descriptive statistics of the second quarter grades of performing clubs members in Benedictine Institute of Learning School Year 2011-2012.
grade is ninety six point thirty three (96.33); the lowest grade is seventy eight point seventeen (78.17); the mean is eighty seven point seventy (87.70); and the standard deviation is four point sixty four (4.64).
Table 2.11
The Level of Academic Performance of Performance Club Members in Benedictine Institute of Learning School Year 2011-2012 for the
Second Quarter
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).
Level Range of Grades F P
Above Average 92.35-96.98 9 15%
Average 83.06-92.34 40 66.67%
Below Average 78.42-83.05 8 13.33%
Poor 73.78 – 78.41 3 5%
34
Table 2.12
Summary of Descriptive Statistics of the First and Second Quarter Average Grades of Varsity Members in Benedictine Institute
of Learning S.Y. 2011-2012
Data in table 2.12 show the summary of descriptive statistics of the first and second quarter average grades of varsity members in Benedictine Institute of Learning School Year 2011-2012.
The table shows that the number of respondents is fifteen (15); the highest score is ninety two point seventy five (92.75); the lowest score is eighty point forty two (80.42); the mean is eighty five point sixty seven (85.67) and the standard deviation is three point fifty (3.50)
Table 2.13
The Level of Academic Performance of Varsity Members in Benedictine Institute of Learning School Year 2011-2012 for the First and
Second Quarter Average
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
Number of Respondents 15
Highest Score 92.75
Lowest Score 80.42
Mean 85.67
Standard Deviation 3.50
Level Range of Grades F P
Above Average 89.18-92.97 2 13.33%
Average 82.17-89.17 11 73.33%
Below Average 78.67-82.16 2 13.33%
(89.18) to ninety two point ninety seven (92.97). Eleven (11) or seventy three point thirty three percent (73.33%) fall under average level with grades ranging from eighty two point seventeen (82.17) to eighty nine point seventeen (89.17) and Two (2) or thirteen point thirty three percent (13.33%) fall under below average level with grades ranging from seventy eight point sixty seven (78.67) to eighty two point sixteen (82.16).
Table 2.14
Summary of Descriptive Statistics of the First and Second Quarter Average Grades of Academic Club Members in Benedictine
Institute of Learning S.Y. 2011-2012
Data in table 2.14 show the summary of descriptive statistics of the first and second quarter average grades of the Academic clubs members in Benedictine Institute of Learning School Year 2011-2012. The table shows that the number of respondents is forty five (45); the highest score is ninety six point fifty nine (92.59); the lowest score is seventy four point seventeen (74.17); the mean is eighty five point forty two (85.42); and the standard deviation is four point eighty five (4.85).
Number of Respondents 45
Highest Score 96.59
Lowest Score 74.17
Mean 85.42
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Table 2.15
The Level of Academic Performance of Academic Club Members in Benedictine Institute of Learning School Year 2011-2012 for
the First and Second Quarter Average
The table 2.15 shows the level of academic performance of academic club members based on the average of first and second quarter grades. There is one (1) or two point twenty two percent (2.22%) who falls under outstanding level with grades ranging from ninety five point thirteen (95.13) to ninety nine point ninety seven (99.97). Nine (9) or twenty percent (20%) fall under above average level with grades ranging from ninety point twenty eight (90.28) to ninety five point twelve (95.12); Twenty seven (27) or sixty percent (60.00%) fall under average level with grades ranging from eighty point fifty seven (80.57) to ninety point twenty seven (92.27); Seven (7) or fifteen point fifty six percent (15.56%) fall under below average level with grades ranging from seventy five point seventy two (75.72) to eighty point fifty six (80.56) and there is one (1) or two point twenty two percent (2.22%) who fall under poor level with grades ranging from seventy point eighty seven (70.87) to seventy five point seventy one (75.71).
Level Range of Grades F P
Outstanding 95.13-99.97 1 2.22% 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%
Table 2.16
Summary of Descriptive Statistics of the First and Second Quarter Average Grades of Performing Club Members
in Benedictine Institute of Learning S.Y. 2011-2012
Data in table 2.16 show the summary of descriptive statistics of the first and second quarter average grades of the Performing club members in Benedictine Institute of Learning School Year 2011-2012.
The table shows that the number of respondents is sixty (60); the highest grade is ninety six point zero eight (96.08); the lowest grade is seventy seven point fifty eight (77.58); the mean is eighty seven point twenty eight (87.28) and the standard deviation is four point eighty three (4.83).
Table 2.17
The Level of Academic Performance of Performing Club Members in Benedictine Institute of Learning School Year 2011-2012 for
the First and Second Quarter Average
The table 2.17 shows the level of academic performance of performing club members based on the average of first and second quarter grades. There are eleven (11) or eighteen point thirty three percent
Number of Respondents 60
Highest Grade 96.08
Lowest Grade 77.58
Mean 87.28
Standard Deviation 4.83
Level Range of Grades F P
Above Average 92.12-96.94 11 18.33%
Average 82.45-92.11 35 58.33%
Below Average 77.62-82.44 13 21.67%
Poor 72.79-77.61 1 1.67%
38
(18.33%) who fall under above average level with grades ranging from ninety two point twelve (92.12) to ninety six point ninety four (96.94); Thirty five (35) or fifty eight point thirty three percent (58.33%) fall under average level with grades ranging from eighty two point forty five (82.45) to ninety two point eleven (92.11); Thirteen (13) or twenty one point sixty seven percent (21.67%) fall under below average level with grades ranging from seventy seven point sixty two (77.62) to eighty two point forty four (82.44%); and one (1) or one point sixty seven percent (1.67%) falls under poor level with grades ranging from seventy two point seventy nine (72.79) to seventy seven point sixty one (77.61)
Table 3.0
Frequency and Percentage Distribution of the Varsity Members’ Responses Regarding the Effects of Joining Varsity on their Academic
Performance School Year 2011-2012
Effects YES NO TOTAL
F P F F P
VARSITY
Knowing 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% 15 100
% 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
thirteen point thirty three percent (13.33%) who do not; there are eight (8) or fifty three point thirty three percent (53.33%) students who get incentives and seven (7) or forty six point sixty six percent (46.66%) who do not; there are eleven (11) or seventy three point thirty three percent (73.33%) who are being responsible and four (4) or twenty six point sixty six percent (26.66%) who do not; there are fourteen (14) or ninety three point thirty three percent (93.33%) who can manage their time and one (1) or six point sixty six percent (6.66%) who does not; there are fifteen (15) or one hundred percent (100%) students who are keeping satisfactory grades despite of games and practices they need to attend and no one said no; fourteen (14) or ninety three point thirty three percent (93.33 %) said that varsity motivates them to study more and one (1) or six point sixty six percent (6.66%) said no; fifteen (15) or one hundred percent (100%) students maintain good grades and no one said no; fifteen (15) or one hundred percent (100%) students said that they can still complete school works and no one said no; nine (9) or sixty percent (60%) students said that it helps them in their achievement while six (6) or forty percent (40%) do not; and there are three (3) or twenty percent
40
(20%) who get exemptions and twelve (12) or eighty percent (80%) who do not.
Table 3.1
Frequency and Percentage Distribution of the Academic Club Members’ Responses Regarding the Effects of Joining Academic Clubs on their
Academic Performance for School Year 2011-2012
Effects YES NO TOTAL
F P F P F P
ACADEMIC CLUBS
Getting incentives 34 75.56% 11 24.44% 45 100% 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% Being responsible 39 86.67% 6 13.33% 45 100% Gaining knowledge 38 84.44% 7 15.56% 45 100% Getting incentives 23 51.11% 22 48.89% 45 100% Having educational Activities 28 62.22% 17 37.78% 45 100% Helping them in their academic
achievement 38 84.44% 7 15.56% 45 100% Helping them in their grades 34 75.56% 11 24.44% 45 100%
The table 3.1 shows the frequency and percentage distribution of the academic club members’ responses regarding the effects of joining academic clubs on their academic performance for school year for 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%) 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.
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Table 3.2
Frequency and Percentage Distribution of the Performing Club Members’ Responses Regarding the Effects of Joining Performing Clubs on
their Academic Performance for School Year 2011-2012
The table 3.2 shows the frequency and percentage distribution of the performing club members’ responses regarding the effects of joining performing clubs on their academic performance for school year 2011-2012.
Data show that there are thirty five (35) or forty percent (40%) who get incentives and twenty five (25) or sixty percent (60%) do not; fifty five (55) or eighty six point sixty seven percent (86.67%) are being responsible and five (5) or thirteen point thirty three percent (13.33%) are not; forty one (41) or sixty percent (60%) get credits and incentives while nineteen (19) or forty percent (40%) do not; fifty nine (59) or ninety eight point thirty three percent (98.33%) students can manage their time in terms of studying and
Effects YES NO TOTAL
F P F P F P
PERFORMING CLUBS
Getting incentives 35 40% 25 60% 60 100% Being responsible 55 86.67% 5 13.33% 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% Getting incentives 52 93.33% 8 6.67% 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% Helping them in their academic
attending club workshops and one (1) or one point sixty seven percent (1.67%) cannot; fifty two (52) or ninety three point thirty three percent (93.33%) students get incentives and eight (8) or six point sixty seven percent (6.67%) do not; forty five (45) or sixty percent (60%) students said that it serves as an advantage to be in a performing club while fifteen (15) or forty percent (40%) do not; twenty one (21) or forty percent (40%) know how to manage their time in terms of compromising study time while thirty nine (39) or sixty percent (60%) do not; fifty two (52) or eighty six point sixty seven percent (86.67%) students said it has advantages while eight (8) or thirteen point thirty three percent (13.33%) disagree; fifty three (53) or eighty eight point thirty three percent (88.33%) students gain knowledge and seven (7) or eleven point sixty seven percent (11.67%) do not; and there are forty one (41) or sixty percent (60%) who said that it is helpful for their academic achievement and nineteen (19) or forty percent (40%) disagree.
Table 4
Test of the Significant Effect of School Organizations on the Academic Performance of the Selected High School Students in Benedictine
Institute of Learning School Year 2011-2012
Variable Degrees of Freedom Critical Value Computed Value Level of Significance Varsity dfw=1 dfB=11 at 0.05 = 4.84 at 0.01 = 9.65 80.41 Highly significant at both 0.05 and 0.01 Academic Clubs dfw=1 dfB=13 at 0.05 = 4.67 at 0.01 = 9.07 18.05 Highly significant at both 0.05 and 0.01 Performing Clubs dfw=1 dfB=12 at 0.05 = 4.75 at 0.01 = 9.33 17.80 Highly significant at both 0.05 and 0.01
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Table 4.0 shows the test of the significant effect of school organizations on the academic performance of the selected high school students in Benedictine Institute of Learning School Year 2011-2012.
In terms of Varsity, the computed f value is 80.41 which is higher than the critical value at 0.05 which is 4.84 and 0.01 which is 9.65. Since the computed value is higher than the critical value at 0.05 and 0.01 the null hypothesis must be rejected, this can be interpreted as joining varsity has a significant effect on the academic performance of the selected high school students in Benedictine Institute of Learning. This can be further interpreted that joining varsity significantly affects the academic performance for the reasons that they know what to prioritize, that they are getting incentives, they learn how to be responsible, they learn how to manage their time, they keep satisfactory grades despites of the games and practices they need to attend, they are motivated to study more, maintain good grades, complete their schoolwork, helps them in their academic achievement and gives them exemptions.
In terms of Academic Clubs, the computed f value is 18.05 which is higher than the critical value at 0.05 which is 4.67 and 0.01 which is 9.07. Since the computed value is higher than the critical value at 0.05 and 0.01 the null hypothesis must be rejected, this can be interpreted as joining academic clubs has a significant effect on the academic performance of
the selected high school students in Benedictine Institute of Learning. This can be further interpreted that joining academic clubs significantly affects the academic performance for the reasons that that they are getting
incentives, they are having peer tutoring, they are developing their skills, They are motivated to study more, they are being responsible, they are gaining knowledge that are related with their academics, they are getting incentives, having educational activities, it helps them in their academic achievement and helps them in their grades.
In terms of Performing Clubs, the computed f value is 17.80 which is higher than the critical value at 0.05 which is 4.75 and 0.01 which is 9.33. Since the computed value is higher than the critical value at 0.05 and 0.01 the null hypothesis must be rejected, this can be interpreted as joining performing clubs has a significant effect on the academic performance of the selected high school students in Benedictine Institute of Learning. This can be further interpreted that joining performing club significantly affects the academic performance for the reasons that they are getting incentives, they are being responsible, they are getting credits and incentives, they know how to manage their time between their studies and involvement in their club, having advantages to be a part of performing club, they are gaining knowledge, it helps them in their academic achievement.
46
Table 5.0
Difference between the First and Second Quarter Grades of Varsity Members for School Year 2011-2012
Table 5.0 shows the difference between first and second quarter grades of the selected varsity members for school year 2011-2012.
The data show that in first quarter there is one (1) or six point sixty seven percent (6.67%) in outstanding level with grades ranging from ninety two point ninety four (92.94) to ninety six point sixty seven (96.67) while in second quarter there is none. In first quarter there is one (1) or six point sixty seven percent (6.67%) who fall under above average level with grades ranging from eighty nine point twenty (89.20) to ninety two point ninety three (92.93) while in the second quarter there are two (2) or thirteen point thirty three percent (13.33%) students who fall under above average with grades ranging from eighty nine point sixty nine (89.69) to ninety three point forty seven (93.47). In first quarter there are twelve (12) or eighty percent (80%) who fall under average level with grades ranging from eighty one point seventy one (80.71) to eighty nine point nineteen
Varsity 1st Quarter 2nd Quarter
Level Range of Grades F P Range of Grades F P Outstanding 92.94-96.67 1 6.67% Above Average 89.20-92.93 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 Average 77.97-81.70 1 6.67% 78.31-82.09 1 6.67% Poor 74.52-78.30 1 6.67% Total 15 100% 15 100%
(89.19) while for the second quarter there are eleven (11) or seventy three point thirty three percent (73.33%) students who fall under the average level with grades ranging from eighty two point ten (82.10) to eighty nine point sixty eight (89.68). In the first quarter, there is one (1) or six point sixty seven percent (6.67%) student who fall under below average level with grades ranging from seventy seven point ninety seven (77.97) to eighty one point seventy (81.70) while in second quarter, there is one (1) or six point sixty seven percent (6.67%) who fall under below average level with grades ranging from seventy eight point thirty one (78.31) to eighty two point zero nine (82.09) and lastly for the first quarter there is no score recorded in the poor level while in the second quarter there is one (1) or six point sixty seven percent (6.67%) student who fall under poor level with the grades ranging from seventy four point fifty two (74.52) to seventy eight point thirty (78.30). It can be understood that there is no improvement in the academic performance of the selected respondents in the Varsity because you can see that from the first quarter the highest range of grade is outstanding with grades ranging from ninety two point ninety four (92.94) to ninety six point sixty seven (96.67) while in the second quarter there is no range of grade equivalent to outstanding. And even in the second quarter the lowest grade reached poor level in the range of grade.
48
Table 5.1
Difference between the First and Second Quarter Grades of Academic Club Members for School Year 2011-2012
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
Academic Club 1 st Quarter 2nd Quarter Level Range of Grades F P Range 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 9 20.00 % Average 78.95-90.17 29 64.44% 80.57-90.27 27 60.00 % Below Average 73.34-78.94 7 15.56% 75.72-80.56 7 15.56 % Poor 67.73-73.33 1 2.22% 70.87-75.71 1 2.22% Total 45 100% 45 100%
four point forty four percent (64.44%) who fall under average level with grades ranging from seventy eight point ninety five (78.95) to ninety point seventeen (90.17) while in second quarter, there twenty seven (27) or sixty percent (60.00%) with grades ranging from eighty point fifty seven (80.57) to ninety point twenty seven (90.27). In the first quarter, there are seven (7) or fifteen point fifty six percent (15.56%) who fall under below average level with grades ranging from seventy three point thirty four (73.34) to seventy eight point ninety four (78.94) while in second quarter, there are seven (7) or fifteen point fifty six percent (15.56%) with grades ranging from seventy five point seventy two (75.72) to eighty point fifty six (80.56). In the first quarter, there is one (1) or two point twenty two percent (2.22%) who fall under poor level with grades ranging from sixty seven point seventy three (67.73) to seventy three point thirty three (73.33) while in second quarter, there is one (1) or two point twenty two percent (2.22%) with grades ranging from seventy point eighty seven (70.87) to seventy five point seventy one (75.71).
According to the data it can be understood that there is an improvement in the grades of the respondents in Academic Clubs. It can be observed in the column of above average level; in the first quarter the number of students who belong in average level are seven (7) while in the second quarter it increased to nine (9). Those two (2) that are added in the above average level of second quarter belonged to the average level from
