Abstract
This study examined the relationship between participation in extra-curricular activities and learners’ academic performance using a descriptive correlational research design. A researcher-developed survey questionnaire was employed to gather data from 50 teachers. The instrument was validated using the criteria set by Carter V. Good and Douglas E. Scates, while reliability testing was conducted with 30 teachers using Cronbach’s Alpha. Data analysis involved descriptive, comparative, and relational statistical procedures, including frequency, percentage, mean, the Mann–Whitney U test, and Spearman’s rho. Findings revealed that teachers were highly engaged in supporting learners’ holistic development through their involvement in various extra-curricular activities, regardless of age, gender, or economic background. Learners were generally found to meet or exceed academic expectations, indicating the effectiveness of instructional strategies and the presence of a supportive learning environment. Results further showed that teacher participation in extra-curricular activities was relatively uniform across different activity types and demographic groups. However, statistical analysis indicated that teachers’ involvement in extra-curricular activities did not have a significant relationship with learners’ academic performance. The study concludes that while extra-curricular activities play an important role in promoting students’ social, emotional, and character development, they are not the primary determinant of academic achievement. Academic performance appears to be influenced by a broader range of factors, including teaching strategies, learner motivation, and family background. Based on the findings, the study recommends sustaining effective classroom practices, encouraging teacher involvement in extra-curricular activities for holistic learner development, offering diverse enrichment programs, and considering contextual factors when examining academic outcomes. Professional development opportunities are also recommended to enhance teachers’ capacity to contribute meaningfully both in academic and non-academic school activities.
Keywords: Extra-curricular activities, academic performance, teacher participation, learner development, descriptive correlational study, philippines