DATAMEX COLLEGE OF SAINT ADELINE, INC

Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

The study's problem and introduction are presented in this chapter. It will provide

an overview of the subject matter, outlining the research purpose, research objectives,

scope and delimitation and lastly the significance of the study.

1.1 INTRODUCTION

Academic achievement is the degree of success attained by a student in their

academic pursuits, as indicated by their grades, test results, and other evaluations. It

showcases a student's breadth of subject-matter knowledge, depth of expertise, and

versatility in application of that information. Innate skills, perseverance, motivation,

family support, resource accessibility, instructor quality, school climate, and

socioeconomic status are some of the variables that can affect academic success. Any

kind of physical activity, movement, or sport that is included into the school curriculum

with the goal of fostering students' general health and physical fitness is referred to as

physical activities in school. These exercises help students develop holistically and are

critical in helping them form healthy habits early in life. Structured activities like classes

in physical education, team sports like basketball, soccer, or volleyball, fitness regimens,

dancing classes, and recreational games are examples of physical activities that can be

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found in schools. These exercises aim to build motor skills, increase balance and

coordination, boost physical fitness, and foster a spirit of sportsmanship and cooperation

in the classroom. The connection between physical activity and academic achievements

has been a subject of growing interest in educational research. The students are able to

bond through and have agreements with one another about the activities by sharing

thoughts and ideas with each other, not only to receive information but also to share

information with other individuals. This study focuses on Grade 11 students at Datamex

College of Saint Adeline - Valenzuela Branch to explore whether regular physical activity

contributes to better academic achievements. Understanding this relationship is crucial, as

it could lead to strategies that improve student performance through physical fitness.

According to Wi-Young So (2012), when undertaken 5 or more times a week, vigorous

physical activities in boys and strengthening exercises in both boys and girls were

correlated with academic performance. It may be challenging to maintain academic

achievement while participating in physical activities, but there are some situations or

aspects in which students tend to struggle with their extracurricular activities. One of the

popular reasons for this is the term procrastinating. Not only does procrastinating stack

you up with a student's workload, but it'll also interfere with the student's productivity,

but if a student is responsible and well-organized, it can be extremely helpful. Academic

achievement may be a helpful metric for assessing what students have learned in an

academic setting. Various elements have been identified as significant drivers of

academic performance in this particular situation. First, it is believed that physical

activity is a crucial factor that could significantly improve academic performance.

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Previous studies have shown that physical activity improves a variety of cognitive skills,

including execution, decision-making, perception, concentration, and memory, all of

which would support regular activity practice. Additionally, the studies have found a

positive correlation between higher academic performance and vigorous physical activity.

Secondly, stress has also been identified as a significant factor that could negatively

affect academic performance. By analyzing the academic records and physical activity

levels of students, the research seeks to provide evidence-based insights. The findings

may offer guidance on enhancing both the physical and academic well-being of students.

Procedures and outcomes can likewise be used to describe learning. When it comes to the

process, learning is deemed successful when students actively participate in completing

the steps of the learning procedure. These days there are many students who are

passionate about what they are doing. There are students who love to read, write, play,

and study. Some of them are multitaskers and still excel in their studies.

1.2 BACKGROUND OF THE STUDY

Growing up, people said that school is our second home. We meet a lot of people

and interact with them. Inside of school we learn so many things and develop something

new about ourselves. Schools maintain a high quality of education that they can give their

very best to give back the recognition for the school. It helps us to practice our critical

thinking and teaches us to have healthy socialization. School society is the way we can

get knowledge and share with others, your skills and talent can improve inside of it.

School has a lot of Academic performances that help students to improve their well being

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and as individuals it encourages them to have more time management and be responsible

on their duty performing in front of a lot of people. Understanding this field of study

helps us understand how students manage to be academic achievers while having other

academic responsibilities because it shows many of the strategies and support that help

them to balance their careers. Analyzing basic concepts that contribute to success, such as

strong motivation, effective time management skills, and solid support about how

students handle the challenges of managing schoolwork, extracurricular activities, and

personal obligations. It is also beneficial to talk about this area of study to understand

how students succeed in spite of their other academic challenges.

Researchers experience playing sports and studying, they can tell that it is really

challenging since it is always distracted and extremely exhausted, making it challenging

to concentrate on studies. Engaging in rigorous sports training while managing academic

responsibilities often results in a significant drain on my physical and mental energy. This

exhaustion, combined with frequent distractions, creates a considerable barrier to

effective concentration and academic performance. The struggle to maintain focus and

manage time efficiently under these conditions has highlighted the difficulty of balancing

multiple demanding responsibilities. Additionally, many educators and parents in China

are worried that pupils' excessive time spent on physical activities would have a negative

impact on their academic performance and the unavoidable pressure on schools to turn

out students who meet academic standards. Nonetheless, Chinese students increasingly

exhibit lower levels of physical activity involvement as a result of a lack of available

workouts. There is now more focus on the relationship between students' participation in

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physical activity and their academic success. The school's role in enhancing children's

participation in physical activity, particularly activities considered vigorous, is examined

in this article. Children often elect not to take physical education classes. Even students

who take physical education frequently fail to show marked gains of fitness since the

intensity, duration, and nature of activities are inadequate to elicit cardiorespiratory

adaptations. However, the school can and should play a major role in promoting

children's interest in aerobic physical activities and the school can sustain this

involvement by encouraging students to enroll in physical education by teaching the

value of regular, vigorous physical activity, and by providing opportunities to engage

daily in vigorous yet enjoyable activities. Recommendations are offered for increasing

exercise participation and for improving children's attitudes toward physical activity

within the school environment. These challenges sparked the curiosity about how other

students successfully navigate the balance between academics and extracurricular

activities. Researchers started to get curious about how some students managed to

balance their academics with other schoolwork, and even performed better while they

were carrying many responsibilities. By investigating their methods and approaches,

researchers aim to uncover insights into effective time management, prioritization, and

stress reduction techniques. This exploration seeks to identify practical solutions that

could enhance the readers ability to manage the dual demands of extracurricular activities

and studies, ultimately contributing to improved academic and personal outcomes.

The study looked at how students' participation in physical activity and their

academic achievement relate to each other from a sociological and humanities

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perspective in an effort to find a solution to balance the two. To investigate the

connection between students' involvement in physical exercise and their academic

achievement, we carried out a case study and a review of the literature. Books that have

been published and already written about students' physical activities. The findings

suggest that engaging in modest physical activity can help students perform better

academically. In particular, physical activity may improve students' interpersonal

interactions, professional awareness, stress tolerance, self-ideal realization, worth of life,

and volitional quality. Ultimately, this study suggested an approach to synchronize

students' growth between physical exercise and academic achievement based on the

research findings.

1.3 STATEMENT OF THE PROBLEM

The focus of the research is to determine whether participation in physical

education by students has an effect on their academic achievement. The aim of this study

is to examine

whether students who engage in regular physical activity achieve higher grades than their

non-participating students and to identify potential contributing variables to this

relationship.

1. Which students perform well academically:

a. students who participate in physical activity; or

b. students who did not participate in physical activity

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2. What is the FITT (Frequency, Intensity, Type and Time) of the students' physical

activity and academic activity engagement?

a. Frequency

b. Intensity

c. Type

d. Time

3. What is the correlation between physical activity and academic achievement for

these students?

1.4 HYPOTHESES

H1: There is a significant relationship of Physical Activity in the Academic

Achievements of the students.

HO: There is no significant relationship of Physical Activity in the Academic

Achievement of the students.

1.5 THEORETICAL FRAMEWORK

This study highlights the Achievement Goal Theory by Carole Ames, Carol

Dweck, Martin Maehr, and John Nicholls, a psychological paradigm that focuses on

people's motivation, goal orientation, and achievement-related actions in school

environments. In accordance with the Achievement Goal Theory, people pursue many

kinds of objectives when taking on tasks or challenges, and this can have an effect on

their attitudes, behaviors, and results.

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There are typically three main types of goals within Achievement Goal Theory:

Mastery Goal: People who have goals of mastery concentrate on being competent,

learning new skills, and expanding their comprehension of an activity or subject. Their

Motivation stems from a desire to learn, grow, and better themselves. Mastery

goal-setters emphasize hard work, perseverance, and learning from mistakes as vital

elements of their academic endeavors; Performance goal-setters are motivated by a desire

to surpass others, prove their skills, and receive positive assessments or results. They

might aim to perform better than their classmates, win praise, or get good marks as

indicators of accomplishment. Students who set performance goals could concentrate on

comparing themselves to others in an effort to feel validated or receive praise from other

sources; Instead of building relationships with other people, people with social

aspirations are more inclined to either show a positive self-image called display-approach

or avoid a negative self-image called display-avoid. One can, therefore, easily look at

these three on another media and find ways of attracting the attention of others in that

sense, even if those are on a mere superficial level.

The Achievement Goal Theory places a significant value on the influence of

social factors on people's goal orientations and performance outcomes, including student

analyses and teacher feedback. Researchers can examine how social interactions,

supports, and environmental cues affect students' behaviors and accomplishments by

taking into account the social dynamics at work in both the academic and physical

environments of students. This can offer a more thorough grasp of the intricate

interactions between students' participation in physical activity and their academic

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achievement. On top of that, the Achievement Goal Theory promotes a more thorough

investigation of the fundamental motivations behind people's goal pursuits. Researchers

can investigate the motivations of students, such as a desire for personal objectives,

physical fitness, social recognition, or academic success. Through identifying students'

intrinsic and extrinsic reasons for participating in extracurricular activities and academic

endeavors, the study can provide important insights into the variables that influence

students' actions and results.

Application of the Achievement Goal Theory in research study could further aid

in analysis and add weight to results. By investigating goal orientations, perceived

competence, social influence, and the motivational factors impacting upon student

behaviors, this study enables a greater contextualization of the interplay between

variables and reciprocal effects.

This means that embedding something like the Achievement Goal Theory into

practice may be very effective in implementing evidence-based strategies and

interventions for enhancing the academic achievement of students, as well as encouraging

them to participate more in physical activities.

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Figure 1.0 Theoretical Framework

1.6 CONCEPTUAL FRAMEWORK

The proposed conceptual framework outlines the connection of students'

academic performance to their involvement in physical activities. It brings together a

myriad of aspects that influence and define this connection. It serves as the conceptual

framework for the testing of the relationship that exists between involvement in physical

activities and the academic success of students. Thus, the framework provides an in-depth

understanding of the complicated relationship between these two significant aspects of

students' lives. This framework sets the grounds for a quantitative research investigation

needed to measure these associations and understand their implications on education

practices and policies.

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Figure 2.0 Conceptual Framework

1.7 OBJECTIVES

● To determine the extent to which students' academic achievements are

influenced by their participation in physical activities.

● To examine the relationship between the frequency and intensity of

students' physical activity participation and their academic performance.

● To identify any potential differences in academic achievements between

students who regularly engage in physical activities and those who do not.

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● To assess the perceived benefits of participating in physical activities on

students' cognitive abilities and academic success.

● To explore potential implications for educational policies and programs

based on the relationship between students' physical activity levels and

academic achievements.

1.8 OPERATIONAL DEFINITION OF TERMS

Time management - the ability of students to plan and organize their time
effectively to balance academic tasks, physical activity, and other responsibilities.

Study habits - refer to the behaviors and routines that students adopt when
studying, such as time management, note-taking methods, and concentration strategies.
These habits greatly influence academic performance.

Mastery goals - an ambition to improve the level of competence, to develop new

skills, or to achieve a sense of mastery based on self-referenced (intrapersonal) standards.

Performance goals - setters - are short-term objectives set for specific duties or
tasks in your current job position.

Social goals - focused on following directions and completing tasks; expressing

anger appropriately; and engaging in cooperative play.

Academic achievement - the academic average grade and achievements of

students
physical activity - movement, or sport that is included into the school curriculum
with the goal of fostering students' general health

Achievement goal theory - When performing achievement-related tasks,

individuals can fluctuate in their state of involvement directed toward task or ego goals.

Volitional quality - It is the cognitive process by which an individual decides on

and commits to a particular course of action.

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Sociological - Relating to sociology or to the methodological approach of

sociology

Self-ideal realization - It is concerned with the full development in society of

both individuality and community so that each can achieve personal self-realization while
developing a sense of identification with and responsibility toward the larger social and
natural whole.

Humanities Perspective - Perspectives in the Humanities is a community

focused on the elevated appreciation of the arts and the humanities through shared
experiences.

School Society - means a society whose membership is restricted to pupils and

staff of a school.

Personal Obligation - an obligation that is only enforceable by the original

obligee or against the original obligor.

Extracurricular Activities - used to describe extra activities (such as sports) that

can be done by the students in a school but that are not part of the regular schedule of
classes.

1.9 SCOPE AND DELIMITATION

The study will take place at Datamex College of Saint Adeline, located in Gotaco

Bldg. II on McArthur Highway in Brgy. Marulas, Valenzuela City, which is conveniently

accessible within a one-minute walk. ​This research is focused exclusively on the

academic performance and perspectives of 314 Grade 11 students enrolled at the

institution.​ All findings and conclusions will solely pertain to this specific group,

ensuring tailored insights into their educational experiences. The timeframe for the study

spans the academic year 2023-2024, specifically covering the second semester from

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August 12, 2024, to October 29, 2024, allowing for a comprehensive analysis of the

students during this period.

1.10 SIGNIFICANCE OF THE STUDY

Students - This study adds insight on the benefits of physical activity for overall

development. It allows students to learn about the possible benefits of physical activity

for both physical health and academic achievement. Students can become more mindful

of the need of keeping a balanced lifestyle after learning about the possible favorable

association between academic results and physical activity. This understanding can

encourage students to emphasize physical activities alongside their academic endeavors,

resulting in increased overall well-being and possibly improved academic achievement.

Parents - This research will also provide vital insights for parents. Understanding the

impact of physical activities on their children's academic performance might help parents

make more informed decisions about their children's extracurricular activity. They can

play a supportive role by encouraging and facilitating their children's engagement in

physical activities, knowing that it may improve their academic performance. This

understanding can help parents create an atmosphere that promotes their children's

physical and academic development.

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Educators - Educators play an important role in moulding students' experiences and

outcomes in both academic and non-academic settings. This study can provide educators

with evidence-based information about the potential relationship between kids'

participation in physical activities and their academic progress. With this knowledge,

educators can investigate novel ways to incorporate physical activities into the academic

curriculum or encourage extracurricular programs that enhance physical well-being.

Using the findings of this study, educators can help to create a more holistic and

supportive learning environment that meets the different needs of children.

Future Researchers - This study provides the path for additional investigation and

refining of the link between academic achievement and engagement in physical activities.

It lays the groundwork for additional in-depth research into the processes underlying this

association, such as the effects of specific forms of physical activity on various elements

of academic performance. Future researchers can expand on the study's findings to

further our understanding of how physical activities can be used to improve academic

performance, leading to the creation of focused interventions and techniques that help

students in a variety of educational contexts.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature provides information relevant to our research. To

support the findings of this research and other information, this section of the study

includes the findings of other researchers that are noteworthy and pertinent to the

investigation. Many websites, journals, articles, and other secondary sources of research

and literature were used to compile the information for this chapter

2.1 FOREIGN LITERATURE

2.1.1 Exploring the Relationship between Student Success and Participation

in Extracurricular Activities

As determined by King et. al. (2021). Universities motivate learners to carry

learners clubs and interests as a means of building institutions, while donating chances

for the enhancement of expertise. Moreover, they found that several of the learners who

joined in out-of-class campaigns designated those activities were relevant to their

achievements.

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In addition, this means that their achievements when it comes to academics have a

significant relationship on their engagement in extracurricular activities. Furthermore,

those students who are involved in outside the school activities have higher academic

success.

2.1.2 Effects of physical activity interventions on cognitive outcomes and

academic performance in adolescents and young adults: A meta-analysis

The research is to present a meta-analysis of studies looking at the impact of

physical activity interventions on cognitive outcomes and academic performance in

adolescents and young adults. We separated between studies that investigated the effects

of acute and chronic physical activity. If possible, we differentiated between subdomains

of cognitive outcomes and subdomains of academic performance. Moderator analyses

were carried out to get insight into the potential moderating effects of the sample nature,

study and intervention characteristics, and research quality.

2.1.3 According to slavinski. T. et al (2021) Life satisfaction promotes students'

long-term personal improvement by encouraging them to put more effort into their

studies. Universities provide an environment in which students can increase their life

satisfaction by improving their academic achievement and participating in extracurricular

activities. This study assesses life satisfaction (LS) among university students aged 18 to

28 years old to determine whether academic performance, participation in sports, and

physical activity are associated with higher levels of LS among students. The study

employs the Brief Multidimensional Life Satisfaction Scale. Over a three-year period, a

questionnaire was distributed to 875 students from various fields of study at Serbian

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higher education institutions. The data were analysed using the Mann-Whitney and

Kruskal-Wallis tests. Students' LS improves dramatically when the strain of paying

tuition is removed, they have a higher Grade Point Average (GPA), and they participate in

sports. Furthermore, four to five hours of physical activity each week have been shown to

have a favorable effect on LS.

2.1.4 The Relationship between Physical Activity and Academic Achievement

among Elementary School Children in Japan

This study looked at the connection between academic success and physical

exercise among Japanese primary school students. 1,024 fifth-graders from 29 Tokyo

public schools made up the participants. Standardized examinations of Japanese

language, arithmetic, and science were used to determine academic success, while a

questionnaire and pedometer were used to gauge physical activity. Once gender,

socioeconomic class, and school-level characteristics were taken into account, the

findings indicated a favorable correlation between physical exercise and academic

success, Hiroshi E. (2024)

2.1.5 Investigating the Mediation Effects of Student-Teacher Relationships

between Extracurricular Activities and Students' Academic Achievement in High

School

According to Iri Ruchan, et. al. The study aims to explore the gender variable

interactions between male and female students at the age of 14–17 in terms of Physical

Activity Levels (PAL), academic accomplishments, perceived academic competency, and

Motor Skills (MS). The International Physical Activity Questionnaire (IPAQ), intellectual

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Competency Scale, and General Academic Averages were used to assess the PALs,

perceived intellectual competency, and academic accomplishments, respectively.

Sit-and-reach flexibility, vertical leap, hand-grip strength, and measures of leg and back

strengths were used to evaluate MS. To find the gender difference, a paired t-test was

performed after the data were loaded into the SPSS 16,0 software. Additionally, Pearson

correlation analysis was used to examine the relationship between male and female

students' PAL, academic competency, academic achievement, and MS. As a result, it was

discovered that while female students' academic performance levels are greater than those

of male students, male students' PAL and strength parameters are higher. Furthermore, a

favorable correlation was seen between academic achievement and both genders'

perceived academic competency, despite the lack of a substantial relationship between

academic performance and PAL.

2.1.6 Not everything helps the same for everyone: relevance of

extracurricular activities for academic achievement

According to the study of Álvaro Balaguer, Edgar Benítez, Aranzazu Albertos,

and Sonia Lara (2020) Engaging in structured extracurricular activities has improved

academic performance. Nevertheless, depending on factors like parental education level,

age, or sex, this does not always occur in the same manner. Girls fare better academically

in their early adolescence when they have superior parental education, read more books,

and engage in longer activities. On the other hand, academic achievement increases in the

middle and late stages of adolescence when parents reduce their level of schooling and

stop their children from playing team sports, even though this pattern continues from the

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early adolescent years. Scores of studies have been conducted on the association between

improvement in academic achievements and engagement in extracurricular activities. The

pattern in which youth decide to use free time is protective on both improving low GPAs

as well as achieving higher grades in school. The engagement in extracurricular activities

also facilitates the adolescent to continue education within the school system by

enhancing their behavior and attendance. It also improves other related areas of

performance in school, such as reduced dropouts and school climate with respect to the

relationships between prosocial behavior and friendships from the peers and less hostile

behavior towards them. The same would not occur in late adolescence when duration is

the more dependable predictor. In terms of participation in extracurricular activity and

academic achievement with regards to sex and age, depending upon the activity type, the

highest academic achievement are considered to be seen in younger girls. Compared to

people who engage in artistic activities, athletes perform less well academically. Reading

increases academic achievement in early and late adolescence and is protective against

school failure. Teenagers who read books as part of their extracurricular activities have

been linked to ambitions for further education. On the other hand, inadequate reading

comprehension has been linked to challenges during the college transition. The

long-standing debate over the relationship between breadth and enhanced academic

performance has been replaced by new research demonstrating the connection between

breadth and advancement during the early stages of adolescence.

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2.1.7 CRESDA: Towards a Personalized Student Advisory for Professional

Development

As explained by Hui et. al. (2021). Their study indicates that the other distinguished

sets of proficiency are required by learners in distinct regulations. On the other hand, the

other one signifies that significant relationship on after-school activities engagement and

school performance within authority. Additionally, based on their study, they are proposing

an approach towards personalized student advisory on professional development. Therefore,

students should engage in extracurricular activities which are important to their success in

academics.

2.1.8. Relationship between Physical Activity, Anxiety, and Academic

Performance in University Students: A Scoping Review

Anxiety is associated with memory problems and cognitive impairment, and it

affects more than 280 million individuals globally. University students are especially at

risk; research indicates that they experience worry on a regular basis. However, studies

have demonstrated that physical activity is beneficial in lowering stress and anxiety,

which may enhance cognitive performance. According to the findings, physical activity,

exercise, or sports of various intensities may be used as therapies to lessen anxiety

symptoms and enhance academic achievement. Nevertheless, experimental studies that

precisely examine how these treatments affect university students' anxiety and academic

performance are conspicuously lacking. Findings: The data suggests that physical

activity, sports, and exercise programs may have a beneficial impact on lowering anxiety,

and some of the research also suggests that, Vinoeza I. (2024)

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2.1.9 Implementation of a PAP Index in High School and College: A Way to

Foster Students' Physical literacy

The approach proposed by Godbout and Nadeau (2022) emphasizes the

importance of a structured physical activity profile that learners can develop and manage

as they engage in various physical activities. By employing the FITT method—an

acronym standing for Frequency, Intensity, Time, and Type—students can not only

participate in physical activities but also effectively regulate and enhance their

engagement in such activities. This method facilitates a more tailored approach to fitness,

allowing students to create a comprehensive profile that reflects their physical activity

levels and patterns over time.

When students consistently engage in physical activities using the FITT method,

they are likely to see significant benefits in their overall physical activity profile. This

consistent participation allows for the accumulation of data regarding their activities,

which can then be analyzed to establish a more detailed understanding of their fitness

levels and progress. To quantify their engagement in physical activities, a Physical

Activity Practice (PAP) index can be computed. This index utilizes the

Physical-Activity-Practice Corrected Hour (PAP-CH) as the unit of measurement. By

maintaining a physical activity log, students can record the frequency, intensity, duration,

and type of their activities, which aids in calculating their PAP index.

Reflecting on the recorded data over a few weeks, students can gain valuable

insights into their activity levels and patterns. This reflective process is crucial as it

enables them to adjust their physical activities in alignment with their fitness goals. By

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regularly reviewing their physical activity log and resulting PAP index, learners can

refine their approach to physical activity, ensuring that they meet their health and fitness

objectives efficiently. ​Thus, the integration of the FITT method and the PAP index serves

as a powerful tool for enhancing physical literacy among students, paving the way for

lifelong engagement in physical activities.

2.2 FOREIGN LITERATURE

2.2.1 How physical activity affects school performance

According to the US Centre for Disease Control and Prevention

(CDC),(2021-2023 physical activity has an impact on cognitive skills such as

concentration and attention, and it also enhances classroom attitudes and behaviors, all of

which are important components of improved academic performance. A study from the

University of Illinois showed that children who are physically fit are more likely to

perform better in school and achieve higher grades. Children participating in the study

were given electroencephalograms (EEGs) to measure brain waves and how fast the brain

responds to certain stimuli. Researchers found that the brain synapses of physically fit

children fired faster and stronger, and as a result those children had better language skills.

The more physically fit children were not only better at reading, but they were also better

at reading passages with several grammatical errors. The researchers looked at the

brainwave patterns that deal with language and the ability to spot errors in grammar. The

fit children had strong results with both brain wave groups and a better understanding of

nonsensical or error-filled sentences.

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2.3 LOCAL STUDY

2.3.1 Blending Extracurricular Activities with Academic Performance: Pain

or Gain?

According to Bonimar (2020). That both male and females are involved in

extracurricular activities for them to enhance their leadership skills and to spread their

friendship. This means that engaging in out-of-class activities are important for those

younger students. However, for those learners who are older, it can have a negative

impact on their academic success. Therefore, joining outside the school activities can

have advantages and disadvantages for students.

2.3.2 Physical Activity Interventions in Educational Settings: Effects on

Academic Achievement

The review and analysis looked at how physical activity programs impact student

academic performance in various subjects. An in-depth search of the literature was

carried out using PubMed MEDLINE, Scopus, and Web of Science databases, adhering

to PRISMA guidelines. Peer-reviewed research papers made available up to December

13, 2021, were incorporated. Thirty-one studies that satisfied the criteria were examined.

The meta-analysis showed a notable increase in math achievement in students who took

part in physical activity programs, as opposed to those in control groups. Nevertheless,

there were no notable impacts on language and reading abilities. Despite the differences

in studies, there was a clear overall increase in academic performance after physical

activity interventions.

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The results highlight how structured physical activity programs can improve

certain areas of academic success, specifically in mathematics. Additional research is

necessary to clarify how physical activity impacts different academic subjects and

improve strategies for enhancing academic achievement in schools. These results are

important for educators, policymakers, and researchers looking for evidence-based

methods to help students develop holistically.

2.3.3 Senior High School Students: Their Fitness Level and their academic

performance

According to Lacasan (2023) Adolescents around the world often go through

adolescence, which helps them grow academically and prepares them for the future. The

No Child Left Behind Act and increased educational accountability in the Philippines

have resulted in less physical education programs, which has had an impact on kids'

cognitive development and physical fitness. Because physical fitness improves blood

flow, oxygen extraction, and lung ventilation, it is essential for academic success. A

higher level of cardiorespiratory fitness improves academic performance by lowering

anxiety, depression, and low self-esteem. Learning cannot occur without play, and

exercise strengthens the immunological, vascular, metabolic, endocrine, and

cardiovascular systems. Teenage device-induced sedentary habits can result in subpar

academic achievement. Thus, the goal of this research is to investigate the connection

between senior high school students' levels of physical fitness and their academic

achievement.Poor academic achievement can result from adolescent sedentary lifestyles

brought on by devices. This study's goal is to investigate the connection between senior

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high school students who are formally enrolled in SY 2022–2023 and their levels of

physical fitness and academic achievement.

2.3.4 Activity-Based Strategy in Teaching Earth Science among Junior High

School Students in Philippines

According to Sugano & Mamolo, 2021, Tan & Balasico, 2018). This is a

challenge to a teacher indeed. A teachers' role is to guide, lead, direct, and maneuver

every student's road to success. Uplifting science education in the Philippines is one of

every Filipino science teacher's dream. Teachers are known to be very innovative. In this

situation, teachers must resolve technologies with negative results for learners. Teachers

need to upgrade the teaching strategies to encourage every 21-century learner to be

actively involved in the teaching-learning process. Educators are challenged to produce

activities in the classroom that will arouse every learner's attention to participate and

enjoy the class in gaining meaningful learning actively. Through group activities, learners

are encouraged to talk, brainstorm, and think critically in addressing every question.

Collaboration is also developed. The learner's imagination will keep moving in, looking

for the best solution. Macro skills will be developed, this can also improve

communication and interpersonal social skills, enhance leadership skills, increase

creativity, and improve writing skills. With this awareness, the researchers feel that using

the activity-based teaching strategy will facilitate the teaching and learning process, and

the value of Earth Science in human existence will be appreciated The researchers

conducted this study to investigate the effectiveness of the activity-based strategy in

teaching.

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2.3.5 Extent of Students Involvement in Extracurricular Activities and

Academic Performance Among Grade 8 Students

The impact of extracurricular activities on students' academic performance was

investigated in this study. The purpose of the study was to investigate the students'

participation in extracurricular activities and academic achievement. It was carried out

with Zambales National High School students in grade 8. Based on the data, it was

determined that 13–14-year-old female pupils from middle-class families made up the

bulk of the responses. The most active student activities were sports; discussions were not

attended by them. There was a little amount of extracurricular activity participation. The

pupils gave their academic performance an acceptable rating. Based on profile

characteristics or academic achievement, there was no discernible variation in

engagement. The report suggests that extracurricular activities be taken into consideration

by secondary schools as a means of fostering student development and offering

experiences.The study suggests that extracurricular activities be taken into consideration

by secondary schools as a means of fostering student development and offering

experiences outside of the classroom. Counselors in schools have to collaborate with

pupils to find pursuits that suit their interests and ability levels, Vispo et al. (2024)

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2.3.6 Extracurricular Activity Involvement on the Compassion, Academic

Competence, and Commitment of Collegiate Level Students: A Structural Equation

Model.

As stated by Boy et. al. (2022). Those learners that were the respondents in their

study who are involved in extracurricular activities had a subordinate, positive effect on

empathy as well as on devotion. There are disadvantages when it comes to the supposed

competence of the students. Moreover, based on their results, ECA engagement could

give advantageous results, while it would be permitted to inhibit academic competence of

the learners. Therefore, collaboration outside the school activities can have a positive and

negative impact on the learners, especially on their academic performance that will lead

to them to have a low academic success.

2.3.7 An Extra-curricular activities extension in public elementary schools

The primary goal of this research is to establish the level of implementation and

contribution of extracurricular activities in public elementary schools. This study uses

descriptive research. The entire enumeration approach was used to pick 64 instructors

and 7 school heads as responders. Information was gathered from respondents using

questionnaires. The study also reveals that extracurricular activities might generate a

better atmosphere for school development, particularly in terms of student nurturing.

Pupils from public elementary schools in Aguinaldo District 2 have been actively

participating in many extracurricular activities, allowing each school to acquire honors at

various levels. The success of school performances necessitates meticulous planning and

preparation. Therefore, in order to sustain exceptional accomplishment and strong

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academic results, parents, students, and school officials must all provide support,

collaboration, and inspiration, Martin M et al. (2020)

2.4 LOCAL LITERATURE

2.4.1 Effects of Sports Participation on the Academic Performance of Grade

12 Students after the K-12 Implementation

According to Billonid, Josewa et.al. (2020) Some believe that individuals are

either academically or athletically inclined, but rarely both. However, student-athletes are

expected to excel in both areas. They are considered a “Diverse Special Population” due

to their dual roles as students and athletes, which create different lifestyles compared to

non-athletes. Sedlacek and Adams-Gaston categorize them as "nontraditional" because of

the unique demands and responsibilities they face on campus. Student-athletes must focus

on four key areas: academics, sports, personal development, and career growth. While

academic achievement is the main focus in school, extracurricular activities help shape

well-rounded individuals. Balancing sports and academics is challenging, as most of their

time is dedicated to training, which can impact academic performance. Good academic

standing is crucial for eligibility to compete, maintain scholarships, and complete their

degree programs. Student-athletes must juggle responsibilities such as attending classes,

studying, and passing exams. According to Aries et al., athletes who dedicate more than

10 hours a week to sports tend to have lower academic performance than non-athletes.

Emerson et al. found that external factors motivate athletes to succeed

academically, with grades serving as a measure of their performance. Athletes also

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communicate with one another about their grades, which highlights the importance of

academic achievement in their social circles.

Additionally, sports participation is said to foster positive traits such as improved

time management, motivation to complete their studies, and better classroom

performance, as Grimit’s findings suggest. However, there is limited literature on the

impact of sports on the academic performance of senior high school students following

the K-12 curriculum in the Philippines. This literature addresses that gap by comparing

the academic performance of student-athletes and non-athletes in Grade 12, using

midterm scores and data from self-reported surveys.

2.4.2 Correlational Study between Academic Performance, Co-Curricular

Activities and Extra-curricular Activities in a Select Educational Institution

According to Ernell Bautista Gutierrez (2023) The literature examined how

students' academic performance is linked to their participation in Co-curricular and

Extra-curricular Activities. The research also looked into the potential impact of factors

on students' Academic Performance, Co-curricular Activities, and Extra-curricular

Activities. A total of 75 students from the Business Administration program were part of

the study, representing academic majors such as Marketing Management, Financial

Management, Operation Management, and Human Resource Management. Findings

indicated a significant relationship between students' academic performance and their

engagement in Co-curricular and Extra-curricular Activities.

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2.4.3 Boost your brain, while having a break! The effects of long-term

cognitively engaging physical activity breaks on children’s executive functions and

academic achievement

The found literature have indicated that sustained physical activity regimens

improve academic performance and executive functions. Numerous physiological

processes, such as exercise-induced neurogenesis, angiogenesis, improved nervous

system metabolism, and higher catecholamine neurotransmission, have been suggested to

explain these beneficial effects. The association between physical activity and academic

accomplishment appears to be mediated by executive functions, suggesting that physical

activity increases motor skills and improves executive function performance, both of

which have an effect on academic achievement. Therefore, creating physical activities

expressly to include them into the classroom may be a practical strategy to improve

adolescents Executive Function and ultimately improve their academic achievement.

Not all types of physical activity are equally beneficial to cognition, according to

recent intervention research. Children's Executive Functions have been demonstrated to

be impacted by both quantitative and qualitative factors, such as the type and duration of

exercise. One of the qualitative elements that has received the most attention to date is the

cognitive involvement that is present in many types of physical activity. The degree of

cognitive effort required to acquire challenging abilities is known as Cognitive

Engagement, and it is believed that increased cognitive demand will cause it. An

explanation for the cognitive enhancement brought about by the cognitive demands posed

by Physical Activity exercises is offered by the "cognitive stimulation hypothesis." It is

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assumed that identical brain areas that regulate higher-order cognitive functions are

activated by cognitively demanding exercises. Engaging in mentally taxing activities that

activate these particular regions promotes improvements in cognition within the

executive functioning domains that are bounded.

2.5 SYNTHESIS

Throughout the investigation and studies in Foreign, students who are physically

fit or capable of doing extra curricular activities like physical activities. Increase their

academic performance as well as their GPA by participating. In some countries like

Japan, they tend to make balance by engaging students to do physical activities and

academic studies to achieve academic success. Most of the academics achieved in some

schools are seen to be younger girls, compared to the athlete person less well

academically.

According to Local RRL that we collected, the past studies indicated that there are

improvements to the students who participated at Physical Activities. According to it,

Physical Activities have a big impact on the studies of students because it can help the

cognitive development and being an active student in class. Some of the teachers thought

that students - athlete's can't actively participate in their studies, they enroll them in

various academic programs to test if they can actively participate in their academics. The

test for the students becomes successful when the students prove that they can actively

participate in academics while being an athlete. Their academic accomplishment became

success through calculating their GWA( General Weight Average).

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CHAPTER III

RESEARCH METHODOLOGY

The methodologies that the researchers will employ to carry out this investigation

are included in this chapter. The research design, instruments, locale, population

sampling, method of data collection, and data analysis plan are all presented in this

chapter.

3.1 RESEARCH DESIGN

This study will employ a quantitative correlational research design. This means

the researchers will be using numerical data to explore the relationship between two

variables: academic achievement and physical activity participation. The researchers will

not be manipulating any variables or trying to establish cause-and-effect relationships.

Instead, The researchers will be looking for patterns and associations between the two

variables.The research design will provide valuable insights into the potential link

between physical activity and academic achievement within the specific context of

Datamex College of Saint Adeline, Valenzuela Branch.

3.2 RESEARCH INSTRUMENT

To gather data from the participants, the researchers employed a Likert scale

questionnaire as their study tool. A popular instrument in research for gauging attitudes,

beliefs, and behaviors. The Likert scale is especially helpful when examining the

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connection between students' participation in physical activities and their academic

performance for a number of reasons. Instead of just selecting "yes" or "no," participants

can express their ideas on a continuum. This makes it possible to gain a more nuanced

knowledge of how students view the connection between academic achievement and

physical activity. The Likert scale helps to guarantee consistency in replies among

participants by offering a standard scale with distinct anchors. It is simpler to evaluate

and compare data gathered from many people when there is consistency. The quantitative

data generated by the Likert Scale is readily evaluated by statistical techniques. This

makes it possible for researchers to methodically and objectively find patterns, trends,

and correlations between variables and yields data that is simple to understand, making it

available to study readers and researchers alike. To give an understandable summary of

the attitudes and opinions of the participants, the responses might be compiled and

graphically displayed using tables or graphs.

3.2.1 Research Instrument Validation

The researchers actively seek validation of their survey questionnaire to ensure

accuracy and reliability. Their goal is to strengthen the credibility of their work within the

academic community and confirm that the methodologies employed yield consistent and

reproducible outcomes. By seeking expert remark and conducting additional studies, the

researchers hope to validate their ideas and strengthen the overall validity of their

discoveries.

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Validators Mean Interpretation

Validator 1 4.62 Strongly Agree

Validator 2 4.15 Strongly Agree

Validator 3 4.69 Strongly Agree

Grand Mean 4.49 Strongly Agree

Table 3.2.1 Research Instrument Validation

Table 3.2.1 Research Instrument Validation : All validators strongly agreed with

our survey questionnaire, verifying its relevance and clarity. This consensus emphasizes

the validity and efficacy of the questions designed to elicit significant insights.

3.3 RESEARCH LOCALE

The study will be conducted at Datamex College of Saint Adeline located at

Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City in the Philippines.

Datamex College of Saint Adeline is a Private school. This place was selected by

Researchers because a large number of kids exhibit academic success in their junior high

years. It is about a minute walking to reach the school. All information and conclusions

drawn from this study were obtained only for Grade 11 students.

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3.4 POPULATION SAMPLING

​This study will employ purposive sampling as the method for selecting

participants, allowing the researchers to intentionally choose individuals who meet

specific criteria pertinent to the research objectives.​The focus will be on students from

Datamex College of Saint Adeline Valenzuela (DCSA), with the explicit requirement that

selected participants must have an academic average of 90% or higher. This criterion

ensures that the sample represents high academic achievers, thereby enhancing the

relevance and validity of the findings regarding the relationship between physical activity

and academic performance. By using purposive sampling, the researchers can not only

streamline the selection process but also ensure that the participants possess the

characteristics necessary to contribute valuable insights to the study. Ultimately, this

approach aims to provide a more targeted examination of how academic success might

correlate with participation in physical activities within a high-achieving student

population.

3.5 DATA GATHERING PROCEDURE

The Researcher conducted a study at Datamex College of Saint Adeline, Valenzuela

Branch, to examine the relationship between academic achievements and physical

activities among Grade 11 students. The study aimed to identify the problem and validate

the research findings by conducting a survey of Grade 11 students who experienced

studying while participating in extracurricular activities. To generate the data of the study

The researcher found the respondents have a 90 % above average in Grade 10 and also

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experience participating in extracurricular activities in school and the researcher used the

likert scale to determine if the respondents agree or disagree in the study. In this study,

the researcher's goal is to understand the relationship between academic achievement and

physical activities. The participants were given the response to the researcher and the

researcher collected the answer. The researchers will divide the students according to

their sex and measure how the students can participate in the extracurricular activities.

Five response options, including a neutral or middle option, are used in the

5-point Likert scale to evaluate respondents' opinions. The researcher will create ten

questionnaires for the students who will respond to their research..

3.6 STATISTICAL ANALYSIS PLAN

The study will use descriptive statistics to evaluate the relationships between

physical activity participation and various academic outcomes. This statistical analysis

plan describes the methodology to be used in our research, which aims to evaluate the

impact of physical activity on students' academic performance. In order to produce

precise insights and significant findings regarding the advantages of physical

involvement in an educational setting, we will make sure that reliable data gathering and

analysis methods are used.

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3.6.1 Formula of Correlation Coefficient (Pearson's r):

x = hours of physical activity

y = students' average scores

3.6.2 Formula of Mean

3.6.2 Formula for Frequency Percentage

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CHAPTER IV

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

The chapter focuses on the Data Presentation, Analysis, and Interpretation, which

offers a thorough examination of the gathered data pertinent to this investigation.

Through efficient visualization and analytical methodologies, the goal is to clearly grasp

the findings by presenting the data in a methodical manner utilizing a variety of ways. A

critical interpretation of the results will also emphasize their importance by connecting

them to the hypotheses and research questions that were established prior to in the study.

4.1 ACADEMIC AVERAGE GRADE OF THE STUDENT

4.1.1 Academic Achiever who Participate in Physical Activity

Academic Average Grade Frequency Percentage

98 - 100 1 2%

95 - 97 2 5%

90 - 94 39 93%

Total 42 100%
Table 4.1

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Figure 4.1

Figure 4.1 shows the significant majority (93%) of these students achieved an

academic average between 90 and 94, indicating that most academic achievers who

engage in physical activities perform quite well academically. Only 2% of the population

have an average grade between 95 and 97 and 1% of the student have an average grade

between 98 and 100, thus, this shows that students can still maintain high grades while

engaging in physical activity.

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4.1.2 Academic Achiever who does not Participate in Physical Activity

Academic Average Grade Frequency Percentage

98 - 100 0 0%

95 - 97 0 0%

90 - 94 14 100%

Total 14 100%
Table 4.2

Figure 4.2

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Figure 4.2 The frequency given for the 90 - 94 range is 14, which gives the 100%

of the total number of students (14). This indicates that every student in this group has

performed well academically, achieving grades within this specified range. The absence

of any students in the higher ranges implies that while these students are competent and

successful, none are attaining the absolute highest grades.

4.1.3 Student who Perform Well Academically

The Students who engage in physical activities achieve more highly academically,

especially when there are more students in the upper grade categories of 95–97 and

98–100. .​This indicates that a select few in this group are achieving above a grade of 94,

suggesting that participation in physical activities may correlate with enhanced academic

outcomes. While both groups show commendable performance within the 90 - 94 range,

the students involved in physical activities not only achieve higher grades but also

display a broader range of academic excellence, reflecting greater variability in

performance levels. This broader grade range may imply that students who engage in

physical activity benefit from improved concentration, discipline, and stress management,

which contribute positively to their academic success. Overall, both groups demonstrate

significant academic achievement; however, those participating in physical activities

appear to have an edge that highlights the potential for excelling in both academics and

sports, underscoring the importance of a well-rounded approach to student development.

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4.2 SURVEY QUESTIONNAIRE RESULT OF ACADEMIC ACHIEVER

WHO PARTICIPATE IN PHYSICAL ACTIVITY

Factors of Academic R Value P Value Remarks Decision

Physical average
Activity

Frequency Academic - 0.1367 .390461 Very low Not

Average negative significant
correlation

Intensity Academic 0.01656 .917398 Very low Significant

Average positive
correlation

Type Academic 0.13288 .401811 Very low Not

Average positive Significant
correlation

Time Academic 0.50923 .748876 Moderate Significant

Average positive
correlation

Table 4.2

Figure 4.2

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Figure 4.2 shows the presentation of the correlation analysis varying degrees of

relationships between different factors of physical activity and academic average.

Notably, the time spent on physical activity shows a moderately positive correlation that

is significant, suggesting it may be more important for academic performance compared

to frequency, intensity, and type of physical activity, which exhibited negligible

relationships.

4.3 SURVEY QUESTIONNAIRE RESULT OF ACADEMIC ACHIEVER

WHO DO NOT PARTICIPATE IN PHYSICAL ACTIVITY

Factors in Academi R Value P Value Remarks Decision

Engaging in c average
Academic
Activities
Frequency Academic 0.058087 .843869 Very low Not
Average positive Significant
correlation

Intensity Academic 0.3337 .24362 Low positive Significant

Average correlation

Type Academic 0.098049 .738909 Very low Not

Average positive Significant
correlation

Time Academic - 0.01529 .95941 Very low Not

Average negative Significant
correlation

Table 4.3

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Figure 4.3

Figure 4.3 shows the correlation analysis that the intensity of engaging in

academic activities exhibits a low but significant positive correlation with academic

average, implying its importance for academic success.​In contrast, the frequency, type,

and time spent on academic activities show minimal correlations with academic

performance, which are not statistically significant. This suggests that merely increasing

frequency, type, or time of engagement may not suffice to improve academic results,

whereas focusing on the intensity of engagement could be more beneficial.

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4.4 RESULT OF THE RESPONDENTS SURVEY QUESTIONNAIRE

GRAND
RESPONDENTS MEAN INTERPRETATION

ACADEMIC ACHIEVER WHO DO

NOT PARTICIPATE IN PHYSICAL
ACTIVITY 2.9 AGREE
ACADEMIC ACHIEVER WHO
PARTICIPATE IN PHYSICAL
ACTIVITY 3 STRONGLY AGREE

Table 4.4

Figure 4.4

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Figure 4.4 shows an evident variance in opinions about the importance of physical

activity for academic performance. People who practice physical activity are more likely

to feel positively about how it affects their academic performance than people who don't.

This would suggest that students believe physical activity plays a big role in their

academic achievement.

4.5 DATA ANALYSIS

Figure 4.2 illustrates the findings from a correlation analysis that examines the

relationships between various factors of physical activity and students' academic

averages. This analysis sheds light on the intricate dynamics between physical activity

participation and academic performance, providing valuable insights into how these

factors interact. One of the most significant observations from the data is the moderately

positive correlation between the time spent on physical activity and academic

performance.​ This correlation is not only moderate but also statistically significant,

indicating a meaningful relationship. It implies that as students increase the amount of

time they dedicate to physical activities, there is a corresponding improvement in their

academic performance. This finding suggests that investing time in physical activity may

yield beneficial returns for students’ academic outcomes, acting as a crucial factor in their

overall educational success.

In contrast, other dimensions of physical activity such as frequency, intensity, and

type exhibit only negligible relationships with academic averages. This indicates that

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simply participating in physical activities with varying frequency or intensity does not

have a strong impact on academic performance. For example, students who may engage

in frequent but less intensive exercise may not experience the same academic benefits as

those who dedicate more time to their physical activities, regardless of how often or at

what intensity they participate.

Figure 4.3 presents findings from a correlation analysis that explores the

relationship between the intensity of engagement in academic activities and students'

academic averages. The results indicate a low yet significant positive correlation between

the intensity of academic engagement and academic performance. This implies that the

depth and vigor with which students approach their academic tasks hold importance for

their success in the classroom. The notion of intensity in this context refers to how

actively and effectively students participate in their academic work. Higher intensity may

involve deeper concentration, greater effort in problem-solving, and heightened cognitive

engagement with learning materials. The fact that this intensity correlates positively with

academic averages suggests that students who engage more thoroughly in their studies

tend to perform better academically. It highlights the potential advantages of promoting a

more focused approach to learning, where the quality and dedication of students’

engagement could lead to superior academic outcomes.

On the other hand, there is little link between academic achievement and the other

factors that were examined, such as the frequency, kind, and amount of time spent on

academic activities. The absence of meaningful correlations suggests that merely raising

students' frequency of academic activity, kind of activity, or amount of study time may

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not be enough to improve their academic performance. As an instance, even if students

attend all of their classes and put in a lot of study time, their efforts may not be as

successful academically as they would want if they are not sufficiently engaged.

Figure 4.4 illustrates a notable divergence in perceptions regarding the impact of

physical activity on academic performance among different demographics. The analysis

indicates that individuals who engage in physical activity tend to express more favorable

views on its contribution to their academic success compared to those who do not

participate in such activities. ​This disparity in opinion underscores a significant belief

among students that physical activity is integral to their overall academic achievement.​

Those actively involved in physical pursuits are likely to recognize a positive correlation

between their engagement in exercise and their academic outcomes. This may stem from

the various cognitive and psychological benefits associated with regular physical activity,

including enhanced concentration, improved mood, and reduced stress levels. As students

participate in physical activities, they often experience increased levels of endorphins and

other neurotransmitters that contribute to better emotional regulation and mental clarity,

both of which are crucial for effective learning and academic performance.

Students who don't participate in physical activity, on the other hand, can think

less favorably of its connection to their academic success. This viewpoint might be

impacted by a lack of knowledge about the cognitive advantages of exercise or by a

preoccupation on academic work rather than the comprehensive benefits of including

physical activity in daily routine.

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In summary, the data shown in Figures 4.1, 4.2, and 4.3 provides convincing

evidence of the connections among academic success, academic engagement, and

physical activity. While other parameters like frequency, intensity, and type of activity

seem to have little bearing on academic averages, time spent on physical activity is found

to have a strong positive association, showing its vital role in improving student

performance. Likewise, there is a positive, if smaller, correlation between academic

achievement and the level of engagement in academic activities, indicating that learning

processes require a high level of attentiveness.

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CHAPTER V

SUMMARY OF THE RESULT AND FINDINGS, CONCLUSION, AND

RECOMMENDATION

This chapter presents a comprehensive summary of the findings and results

derived from our research on student participation in physical activities and its impact on

academic performance.​This chapter synthesizes the key insights gained, highlighting the

significant correlations identified between physical activity engagement and academic

success among students. Additionally, it draws conclusions based on the analysis of the

collected data, offering a clear understanding of the implications for educators, students,

and other. Lastly, this chapter provides actionable recommendations aimed at enhancing

physical activity participation within schools, thereby fostering a more holistic approach

to student growth and achievement.

5.1 SUMMARY OF THE FINDINGS

Research conducted by Ernell Bautista Gutierrez highlights the significant role of

extracurricular activities in the academic performance of students. In the survey, it

became evident that physical activities correlate positively with academic engagement;

students who engage more in physical activities tend to be more active in their academic

pursuits. The findings suggest that participation in co-curricular activities not only

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enhances students' overall personalities but also their motivation toward education. As

illustrated in Figure 4.1, there is a clear trend indicating that students who dedicate more

time to physical activities also demonstrate improved academic performance,

emphasizing the importance of integrating physical engagement into the educational

framework. Supporting this notion, research by Egger et al. (2019) reveals that both

quantitative and qualitative factors related to physical activity significantly affect

children's executive functions. It notes that these executive functions serve to mediate the

relationship between academic achievement and physical activity, implying that engaging

in regular physical exercise can enhance cognitive abilities that are essential for academic

success. The researchers concluded that students’ academic performance improves in

conjunction with their time spent participating in physical activities, asserting that such

activities are pivotal components of educational achievement and cognitive development.

The relationship between academic achievement and participation in physical

activity is further substantiated by various local and international studies. For instance,

findings from the U.S. Centers for Disease Control and Prevention (CDC) demonstrate

that physical activity positively influences students' concentration and behavior, which

are crucial factors for academic success. Lacasan's research also supports this by showing

that physical activity improves blood flow and lung ventilation, leading to decreased

anxiety and enhanced overall performance. This body of evidence indicates that a

physically active lifestyle is associated with improved cognitive function and emotional

well-being, which together contribute to better academic outcomes.

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Finally, the current study indicates a moderate positive correlation between the

time dedicated to physical activity and academic performance, consistent with the work

of Billonid et al. (2020), which stresses the importance of effective time management for

students balancing academic and athletic commitments. For those students not

participating in physical activities, a low positive correlation is noted regarding their

academic engagement. This suggests that fostering a balanced approach involving

physical activity and quality engagement in academic tasks is essential. Overall, these

findings reinforce the notion that physical activity is a vital contributor to academic

achievement, encouraging educational institutions to promote a holistic approach that

encourages both physical health and academic success in their students.

5.2 CONCLUSION

In summary, the data presented provides convincing evidence supporting the

hypothesis that there is a significant role of physical activity in the academic

achievements of students.​Several studies show that students who regularly exercise have

better academic results, supporting the idea that physical condition influences cognitive

development. The results demonstrate a vital relationship between academic achievement

and physical activity in various phases, suggesting that being inactive can hinder

academic achievement. This connection highlights how important it is for educational

institutions to acknowledge physical activity as an essential part of students' academic

experiences rather than just as an elective extracurricular activity.

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Furthermore, the total amount of time spent participating in physical activities

shows a consistently strong positive association with academic performance, whereas

individual factors like frequency, intensity, and type of physical activity show minimal

direct influence on academic averages. This implies that just being physically active

greatly enhances cognitive performance and attentiveness, independent of the type of

activities you engage in. Physical activity can improve memory and concentration, which

can improve learning conditions and academic performance. Therefore, including

additional physical education opportunities in the curriculum can help to build a positive

environment for improved academic performance.

Additionally, the research findings support the claim that active participation in

learning processes is essential for academic performance by showing a positive, only

minor, correlation between academic achievement and the degree of engagement in

academic activities. Students' capacity to take in and remember knowledge increases as

they get more involved in their academic work, which emphasizes the importance of a

comprehensive educational strategy that incorporates both active learning techniques and

physical exercise. As a result, the many advantages of physical activity go beyond simple

health and are essential for developing successful, focused, and attentive students. This

comprehensive understanding supports the idea that physical activity greatly improves

academic performance, and it calls on education stakeholders to give physical wellness

top priority as a means of fostering cognitive growth and academic success.

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5.3 RECOMMENDATION

As students encounter more demands in their classes, it is critical to take into

account how an active lifestyle supports not only physical well-being but also cognitive

and emotional development. The results of this study on the relationship between

students' academic achievement and physical activity participation have highlighted the

major impact that physical activity has on academic results. This section outlines a

number of suggestions for educators, parents, and legislators to create an atmosphere that

encourages physical activity participation based on the research that has been given. By

encouraging holistic development, these tactics make sure that students may reach their

full academic potential and enjoy all of the advantages that come with leading an active

lifestyle.

1. USING SOCIAL MEDIA PLATFORMS

To encourage students to engage in physical activity, researchers

recommended promoting it through social media by sharing pictures and videos

of students engaging in various physical activities. These posts can help create a

supportive online community that motivates others to participate. By highlighting

the positive effects of physical activity, such as better focus and overall

well-being, the importance of physical activity in achieving academic success can

be emphasized. Schools and organizations should consider running physical

activity awareness campaigns on their social media platforms to inspire students

to include more movement in their daily routines.

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2. COLLABORATION IN ORGANIZATIONS

Working together with various organizations to promote physical activity

for students is essential for utilizing a range of networks, resources, and

experience to build a more complete support system. In addition to promoting a

wellness culture within the school community, these collaborations can raise

awareness of the many advantages of physical activity, such as enhanced

academic performance, mental health, and physical health. Schools can give

children access to specialized programs, facilities, and mentorship that encourage

active lives by collaborating with neighborhood sports teams, health groups, and

community centers. Furthermore, by incorporating physical exercise into curricula

and after-school programs, these partnerships can help children understand the

value of leading an active lifestyle for their entire development.

3. PARTNERSHIPS IN SCHOOL

Researchers collaborate in school to create a fun physical activity after

school like dance, yoga, clubs, events and team sports that emphasizes physical

activity to stay the students interested and active in physical activity and

enjoyable while doing physical activity. Being involved in sports or clubs can also

increase students' sense of belonging and school spirit, leading to greater overall

engagement with their education.

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4. DISTRIBUTION OF FLYERS

Seminars on the Benefits of Physical Activity: Schools can organize

seminars led by health professionals or fitness experts to educate students on the

physical, mental, and social benefits of staying active. Topics could include the

role of exercise in stress reduction, academic performance, and overall

well-being. When students understand the positive impact of physical activity on

their lives, they may be more likely to incorporate it into their routines.

5. SEMINARS

Seminars on the Benefits of Physical Activity: Schools can organize

seminars led by health professionals or fitness experts to educate students on the

physical, mental, and social benefits of staying active. Topics could include the

role of exercise in stress reduction, academic performance, and overall

well-being. When students understand the positive impact of physical activity on

their lives, they may be more likely to incorporate it into their routines.

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APPENDIX A

JANE C. AGARRO
School head of datamex college saint Adeline- val
32 Gottaco bld mcarthur highway marulas Valenzuela City

Dear: Mrs AGARRO

Greetings of pieces and gratitude

I am writing to request your approval to our research to obtain of copies of report card of
all grade 11 student enroll in datamex college saint Adeline for our research title THE
RELATIONSHIP BETWEEN PHYSICAL ACTIVITY AND ACADEMIC
ACHIEVEMENT Submitted by JAZZLAYN ARELLANO, LORIEGIEL ARTILLO,
GRACE YAN BARANDA, AJ DALODADO, CURTNEE GUAÑEZ, MELANIE
MONTEZON , LJ MENDROS, GABRIK PINTO , JOHN BENEDICT SISON,
LORRAINE RALLOS

I kindly seek your approval for our research, ensuring that the card we received will be
kept confidential.

Thank you for your consideration and I look forward to your positive response.

Sincerely

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APPENDIX B

B.1 SURVEY QUESTIONNAIRE OF STUDENTS WHO PARTICIPATE IN

PHYSICAL ACTIVITY

THE RELATIONSHIP BETWEEN THE STUDENTSʼ ACADEMIC ACHIEVEMENTS

AND PARTICIPATION IN PHYSICAL ACTIVITIES BY GRADE 11 AT DATAMEX
COLLEGE OF SAINT ADELINE - VALENZUELA

Name (Optional):
_________________________________________________________________
Strand/Grade/Section: _____________________________________ Date:
__________________

Instruction: Begin by carefully reading each statement provided in the questionnaire.

Ensure that you fully understand what is being asked before proceeding to the next step.
For each statement, evaluate your level of agreement or satisfaction based on the
provided scale.​Place a check mark (✓) in the column that corresponds to your response.
Please ensure that you only select one option per statement. After you have filled in the
entire questionnaire, take a moment to review your answers. Ensure that you have
responded to all statements and that your checks are accurate.
Your genuine responses will contribute to a better understanding of the subject matter.

1 - Strongly Disagree 2 - Disagree 3 - Agree 4 - Strongly

Agree

Question 1 2 3 4

Frequency

1. Participating in Physical Activities every 2 days in a week

helps you cope up in studying.

2. Spending 1 day in a week to perform physical activity such as

sport helps me to have an active participating in academics.

3. Every day after class, I participate in physical activities to helps

me encourage to attend classes and get higher grades

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4. In my free time, I attend or join physical activity such as sports

and contests that gain my knowledge in academic subjects which
is my advantage to get high grades.

5. Doing physical activity everyday helps me to improve my

physical well being that benefits my academic performance.

Intensity

6. Engaging in moderate-intensity physical activity at school gives

more opportunity to deal with academic challenges.

7. Intense movements such as playing sports contributes to having

a proper function for your brain that helps you think critically in
academics.

8. I participate in vigorous-intensity activities (e.g., running,

aerobics, competitive sports) in my free time that helps me to have
an active mind during my class and attain high grades.

9. I engage in moderate-intensity activities regularly each week

that is beneficial in my physical and mentally well being an in
result of good mindset inside the classroom

10. Engaging in high-intensity exercises like jumping rope or

running increases blood flow to the brain. These cognitive benefits
can lead to improved concentration, memory, and problem-solving
skills, all of which enhance academic performance.

Type

11. Participating in physical activities such as sports, contests, or

dancing enhance my ability to manage time effectively for my
academic responsibilities.

12. Competition can help students experience singing and poetry

that boost their confidence in performing inside the classroom.

13. Participating in any Physical activities in school like

roleplaying, dancing etc. helps me to get incentives such as
increasing my school work score or grade that can benefit in being
an academic achiever.

14. My involvement in contests and physical activities help me

reduce my stress levels, allowing me to perform better

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academically.

15. Participating in sports or physical contests improves my focus

and concentration in academic settings.

Time

16. Engaging in physical activity for 30 mins to 1 hour I feel

motivated and prepared for my studies.

17. Involvement and spending more than 1 hour in physical

activities positively affects your academic performance.

18. When I participate in physical activity for more than 1 hour it

can boost my energy to tackle our studies that cause effectively
to get a higher grade.

19. Engaging in physical activity for less than 30 minutes gives

you time to study the academic subjects that result in a big impact
on your academic success.

20. After 1 hour participating in physical activity can improve my

mood and also to motivate me to study toward academic
challenges.

Signature:___________________

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B.2 RESULT OF THE SURVEY QUESTIONNAIRE OF THE STUDENTS WHO

PARTICIPATE IN PHYSICAL ACTIVITY

B.2.1 Result of Frequency

Academic
FREQUENCY Average Ave.
QuesFre1q QuesFreq2 QuesFreq3 QuesFreq4 QuesFreq5
3 2 3 4 4 3.2 93
3 2 4 3 4 3.2 97
3 3 3 3 3 3 91
4 3 3 3 4 3.4 90
3 3 3 3 3 3 90
3 3 3 3 4 3.2 90
3 3 3 3 4 3.2 92
3 3 3 3 3 3 95
1 4 3 3 3 2.8 93
2 2 2 2 4 2.4 94
3 2 3 3 4 3 92
3 3 4 2 3 3 93
2 3 4 4 4 3.4 93
3 3 3 2 3 2.8 92
3 2 4 3 4 3.2 90
3 3 4 4 4 3.6 91
3 3 2 3 3 2.8 94
3 3 4 3 2 3 90
4 4 3 4 2 3.4 90
3 3 4 4 3 3.4 91
3 3 3 3 3 3 94
3 3 4 3 4 3.4 92
3 4 2 3 2 2.8 91
3 3 3 2 4 3 93
2 3 2 3 2 2.4 90

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3 2 2 3 2 2.4 91
2 2 2 2 2 2 91
2 1 3 3 3 2.4 91
3 3 4 4 3 3.4 91
2 3 3 2 3 2.6 91
3 3 2 4 4 3.2 91
4 4 2 2 3 3 93
2 3 4 4 4 3.4 90
3 4 2 4 4 3.4 91
4 4 4 4 4 4 90
3 3 3 3 4 3.2 92
2 2 2 2 2 2 95
3 3 2 3 3 2.8 90
2 1 4 4 4 3 93
3 3 2 3 3 2.8 92
3 1 1 3 3 2.2 90
2 2 2 3 3 2.4 91

Column 1 1
Column 2 0.050923 1

The P-Value is .748876. The result is not significant at p < .05.

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B.2.2 Result of Intensity

Academic
INTENSITY Average Ave.
QuesIntense QuesIntense QuesIntense QuesIntense QuesIntense
1 2 3 4 5
3 4 3 3 3 3.2 93
4 4 3 3 2 3.2 97
4 4 3 4 3 3.6 91
3 4 4 3 4 3.6 90
3 3 3 3 3 3 90
4 3 3 3 3 3.2 90
3 3 3 3 4 3.2 92
4 2 3 4 3 3.2 95
3 2 1 4 4 2.8 93
4 3 2 3 4 3.2 94
3 4 4 3 3 3.4 92
3 4 2 3 3 3 93
3 2 2 4 4 3 93
3 4 3 3 3 3.2 92
4 3 2 3 2 2.8 90
3 3 2 3 3 2.8 91
2 3 2 3 3 2.6 94
2 3 3 3 3 2.8 90
3 4 2 4 1 2.8 90
3 2 2 3 3 2.6 91
2 3 3 3 3 2.8 94
3 3 3 3 3 3 92
3 3 3 3 3 3 91
2 2 3 3 4 2.8 93
3 3 3 3 3 3 90
3 3 2 3 3 2.8 91
3 2 3 2 3 2.6 91

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3 4 1 1 3 2.4 91
3 3 3 3 4 3.2 91
3 2 2 3 2 2.4 91
3 3 2 3 3 2.8 91
3 3 3 3 3 3 93
3 3 1 3 3 2.6 90
3 4 3 4 3 3.4 91
4 4 4 4 3 3.8 90
4 3 3 4 4 3.6 92
3 2 2 2 3 2.4 95
3 3 3 3 3 3 90
2 3 4 3 3 3 93
3 3 3 3 3 3 92
3 3 1 3 3 2.6 90
2 2 1 3 2 2 91

Column 1 1
Column 2 -0.1367 1

The P-Value is .390461. The result is not significant at p < .05.

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B.2.3 Result of Type

Academic
TYPE Average Ave.
Questype1 Questype2 Questype3 Questype4 Questype5
3 3 4 2 3 3 93
4 4 3 3 3 3.4 97
3 3 4 2 3 3 91
3 3 3 3 3 3 90
3 4 4 3 2 3.2 90
2 4 2 3 3 2.8 90
3 4 2 4 4 3.4 92
4 4 4 4 3 3.8 95
4 4 4 4 4 4 93
4 4 4 4 4 4 94
2 4 4 3 2 3 92
3 4 2 3 2 2.8 93
4 4 4 4 2 3.6 93
3 4 4 3 2 3.2 92
3 4 4 4 2 3.4 90
2 3 4 3 3 3 91
3 3 3 3 2 2.8 94
4 4 3 4 2 3.4 90
2 2 4 3 4 3 90
4 4 4 4 3 3.8 91
3 2 2 3 3 2.6 94
3 3 4 4 3 3.4 92
2 4 3 3 4 3.2 91
3 4 4 4 3 3.6 93
2 4 4 3 3 3.2 90
2 4 3 3 2 2.8 91
3 3 3 3 3 3 91
3 4 3 3 2 3 91

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4 3 3 3 4 3.4 91
3 3 3 2 4 3 91
4 4 4 3 2 3.4 91
3 4 4 3 3 3.4 93
4 4 4 4 2 3.6 90
4 1 3 4 4 3.2 91
4 4 4 4 3 3.8 90
2 4 4 4 2 3.2 92
3 4 3 4 2 3.2 95
3 4 4 3 3 3.4 90
3 4 3 3 1 2.8 93
3 4 3 3 2 3 92
3 3 3 3 3 3 90
2 4 3 2 2 2.6 91

Column 1 1
Column 2 0.016559 1

The P-Value is .917398. The result is not significant at p < .05.

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B.2.4 Result of Time

Academic
TIME Average Ave.
Questime1 Questime2 Questime3 Questime4 Questime5
3 4 4 3 3 3.4 93
4 2 3 3 3 3 97
4 3 4 4 3 3.6 91
4 2 2 3 4 3 90
3 3 2 3 3 2.8 90
2 2 3 3 3 2.6 90
3 3 2 3 3 2.8 92
2 3 3 2 4 2.8 95
2 3 2 4 3 2.8 93
3 3 3 3 4 3.2 94
3 3 3 4 4 3.4 92
3 3 3 3 4 3.2 93
3 2 2 2 3 2.4 93
2 3 3 3 3 2.8 92
3 2 2 3 3 2.6 90
4 4 3 3 3 3.4 91
3 2 3 2 3 2.6 94
1 3 3 3 3 2.6 90
4 3 2 4 2 3 90
3 4 4 4 4 3.8 91
3 3 3 3 3 3 94
4 3 4 3 4 3.6 92
3 3 3 3 3 3 91
3 3 3 4 4 3.4 93
3 3 3 3 4 3.2 90
2 3 2 2 4 2.6 91
3 2 3 3 2 2.6 91
3 2 2 3 3 2.6 91

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3 3 3 2 3 2.8 91
3 3 2 3 3 2.8 91
2 4 3 4 3 3.2 91
4 2 4 4 4 3.6 93
3 3 3 3 3 3 90
3 4 4 4 4 3.8 91
4 3 3 3 3 3.2 90
1 3 3 4 3 2.8 92
2 3 2 3 2 2.4 95
3 3 3 3 3 3 90
3 3 3 3 3 3 93
3 2 3 3 3 2.8 92
1 2 2 3 2 2 90
1 1 1 3 3 1.8 91

Column 1 1
Column 2 0.132878 1

The P-Value is .401811. The result is not significant at p < .05.

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

B.3 GRAND MEAN OF THE STUDENTS WHO PARTICIPATE IN PHYSICAL

ACTIVITY

TOTAL
SD D A SA TOTAL (F) MEAN INTERPRETATION
1 2 3 4
1 10 27 4 42 118 2.81 AGREE
3 9 25 5 42 116 2.76 AGREE
1 14 16 11 42 121 2.88 AGREE
0 7 25 10 42 129 3.07 STRONGLY AGREE
1 6 19 16 42 134 3.19 STRONGLY AGREE
0 7 28 7 42 126 3.00 STRONGLY AGREE
0 10 22 10 42 126 3.00 STRONGLY AGREE
5 13 20 4 42 107 2.55 AGREE
1 2 31 8 42 130 3.10 STRONGLY AGREE
1 4 29 8 42 128 3.05 STRONGLY AGREE
0 9 21 12 42 129 3.07 STRONGLY AGREE
1 2 12 27 42 149 3.55 STRONGLY AGREE
0 4 16 22 42 144 3.43 STRONGLY AGREE
0 4 24 14 42 136 3.24 STRONGLY AGREE
2 16 17 7 42 113 2.69 AGREE
4 7 24 7 42 118 2.81 AGREE
1 11 25 5 42 118 2.81 AGREE
1 12 23 6 42 118 2.81 AGREE
0 5 27 10 42 131 3.12 STRONGLY AGREE
0 4 27 11 42 133 3.17 STRONGLY AGREE
GRAND
MEAN 3.00 STRONGLY AGREE

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B.4 SURVEY QUESTIONNAIRE OF THE STUDENT WHO DOES NOT

PARTICIPATE IN PHYSICAL ACTIVITY

THE RELATIONSHIP BETWEEN THE STUDENTSʼ ACADEMIC ACHIEVEMENTS AND

PARTICIPATION IN PHYSICAL ACTIVITIES BY GRADE 11 AT DATAMEX COLLEGE OF
SAINT ADELINE - VALENZUELA

Name (Optional): ___________________________________________________________

Strand/Grade/Section: ______________________________ Date: ____________________

Instruction: Begin by carefully reading each statement provided in the questionnaire. Ensure that
you fully understand what is being asked before proceeding to the next step. For each statement,
evaluate your level of agreement or satisfaction based on the provided scale.​Place a check mark
(✓) in the column that corresponds to your response. Please ensure that you only select one
option per statement. After you have filled in the entire questionnaire, take a moment to review
your answers. Ensure that you have responded to all statements and that your checks are accurate.
Your genuine responses will contribute to a better understanding of the subject matter.

1 - Strongly Disagree 2 - Disagree 3 - Agree 4 - Strongly Agree

Question 1 2 3 4

1. I read the lessons after class every day because I want to

concentrate on getting good grades

2. I watch a learning video once a week because I want to

improve my grades through learning

3. To improve my academic performance, I study extra every

weekend

4. I read books twice a week because it helps me understand the

upcoming lessons.

5. To improve my grades, I constantly recite during class.

6. I feel highly engaged when writing essays that boost my

confidence inside the classroom that benefits my academic
performance.

7. I experience a strong sense of engagement when answering

quizzes because I spent a lot of my time studying.

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8. I am fully engaged while preparing and delivering reports that

help me to get higher grades.

9. I feel a high level of engagement when conducting research

that helps me to gain more knowledge and information in result
of getting more grades

10. I feel deeply involved during recitation activities because I

like reading in advance and that is my advantage to get higher
grades.

11. I'm prioritizing tasks like essay writing and research helps me
allocate my time more efficiently for my academic
responsibilities without needing to engage in physical activities.

12. I concentrate on my academic activities or school work such

as maths learning, problem-solving, research, etc. rather than
participating in physical school events, which allows me to
achieve higher scores through pure academic effort.

13. I am focusing on academic contests, projects, and

assignments that enable me to manage stress effectively and
perform better, without the need for physical involvement.

14. I dedicate my time to academic activities like reading,

research, and essay writing that can sharpen my focus and
concentration in academic settings, without participating in
sports or physical contests.

15. I choose to immerse myself in academic tasks such as

presentations, reporting, research papers, etc. that allows me to
develop essential skills that directly enhance my academic
performance.

16. After 1hr doing academic task and completing my projects

and other paper works that can help my academics to increase
my grade everytime

17. I engaged 1-2hr to dedicate to my studying, completing my

assignments, and preparing for exams, potentially leading to
better academic performance?

18. After an hour without engaging in any physical exercise, I

feel relaxed and fresh, which helps me focus academically.

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19. I spend 1-2 hours after class doing homework, research, and
school-related activities, which limits my time to participate in
physical activity.

20. I spent at least 2 hours preparing for an exam that increased

my score.

Signature: _____________________

B.5 RESULT OF THE SURVEY QUESTIONNAIRE OF THE STUDENTS WHO

DOES NOT PARTICIPATE IN PHYSICAL ACTIVITY
B.5.1 Result of Frequency

Academic
FREQUENCY Average Ave.
QuesFre1q QuesFreq2 QuesFreq3 QuesFreq4 QuesFreq5
3 4 3 3 3 3.2 93
3 3 3 3 3 3 90
3 2 3 3 3 2.8 92
3 2 3 3 4 3 91
3 3 3 4 3 3.2 93
3 1 3 1 1 1.8 91
1 1 1 1 4 1.6 94
3 2 3 3 3 2.8 90
3 3 3 3 4 3.2 93
3 3 2 3 3 2.8 92
3 3 4 3 2 3 91
3 3 2 2 3 2.6 93
2 3 1 1 3 2 90
3 2 2 3 2 2.4 90

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 DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

Column 1 1
Column 2 0.058087 1

The P-Value is .843869. The result is not significant at p < .05.

B.5.2 Result of Intensity

Academic
INTENSITY Average Ave.
QuesIntense QuesIntense QuesIntense QuesIntense QuesIntense
1 2 3 4 5
4 4 4 3 3 3.6 93
3 3 3 3 3 3 90
3 4 2 4 4 3.4 92
3 3 3 3 4 3.2 91
4 3 2 3 3 3 93
3 1 1 4 3 2.4 91
3 2 4 3 1 2.6 94
2 3 3 3 2 2.6 90
4 3 4 3 4 3.6 93
3 3 4 3 4 3.4 92
3 3 4 4 2 3.2 91
3 2 3 3 2 2.6 93
2 3 2 3 3 2.6 90
2 3 3 3 2 2.6 90

Column 1 1
Column 2 0.3337 1

The P-Value is .24362. The result is not significant at p < .05.

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 DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

B.5.3 Result of Type

Academic
TYPE Average Ave.
Questype1 Questype2 Questype3 Questype4 Questype5
4 3 4 4 4 3.8 93
3 3 3 3 3 3 90
4 4 4 4 3 3.8 92
4 4 3 3 3 3.4 91
4 4 4 4 3 3.8 93
1 1 2 4 2 2 91
4 2 2 2 3 2.6 94
3 4 3 3 3 3.2 90
3 3 2 3 3 2.8 93
3 3 3 3 3 3 92
3 3 4 4 3 3.4 91
3 4 4 3 3 3.4 93
2 4 3 2 3 2.8 90
4 3 4 4 3 3.6 90

Column 1 1
Column 2 0.098049 1

The P-Value is .738909. The result is not significant at p < .05.

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

B.5.4 Result of Time

Academic
TIME Average Ave.
Questime1 Questime2 Questime3 Questime4 Questime5
3 2 4 3 2 2.8 93
3 3 3 3 3 3 90
3 4 4 3 3 3.4 92
2 2 2 2 2 2 91
3 4 3 4 4 3.6 93
1 1 2 3 1 1.6 91
3 2 2 1 1 1.8 94
3 3 4 3 2 3 90
3 3 4 4 4 3.6 93
3 3 3 3 3 3 92
4 4 3 4 4 3.8 91
3 3 2 2 3 2.6 93
3 2 2 3 4 2.8 90
3 2 3 3 3 2.8 90

Column 1 1
Column 2 -0.01529 1

The P-Value is .95941. The result is not significant at p < .05.

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 DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

B.6 GRAND MEAN OF THE STUDENTS WHO DOES NOT PARTICIPATE IN

PHYSICAL ACTIVITY

TOTAL
SD D A SA TOTAL (F) MEAN INTERPRETATION
1 2 3 4
1 1 11 0 14 36 2.57 AGREE
2 4 7 1 14 35 2.50 AGREE
2 3 8 1 14 36 2.57 AGREE
3 1 9 1 14 36 2.57 AGREE
1 2 9 2 14 40 2.86 AGREE
0 4 7 3 14 41 2.93 AGREE
2 1 9 2 14 39 2.79 AGREE
1 3 5 5 14 42 3.00 STRONGLY AGREE
0 0 11 3 14 45 3.21 STRONGLY AGREE
1 5 4 4 14 39 2.79 AGREE
1 1 6 6 14 45 3.21 STRONGLY AGREE
2 0 6 6 14 44 3.14 STRONGLY AGREE
1 1 6 6 14 45 3.21 STRONGLY AGREE
1 1 6 6 14 45 3.21 STRONGLY AGREE
0 1 12 1 14 42 3.00 STRONGLY AGREE
1 1 11 1 14 40 2.86 AGREE
1 5 5 3 14 38 2.71 AGREE
0 5 5 4 14 41 2.93 AGREE
1 1 9 3 14 42 3.00 STRONGLY AGREE
1 3 6 4 14 41 2.93 AGREE
GRAND
MEAN 2.90 AGREE

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DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

APPENDIX C

CURRICULUM VITAE

JAZZLYN M. ARELLANO
RESEARCHER

ABOUT ME
Age:18
Birthday: December 25, 2006
Sex: Feale
Civil Status: Single
Nationality: Filipino

CHARACTER REFERENCES
Nora Arellano
Mother
116 Malanday Valenzuela
09067790252
noraarellano32@gmail.com

Jessie Selaur Ruales

116 Malanday Valenzuela
09162373951
jessieruales625@gmail.com

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

LOREGIL P. ARTILLO
RESEARCHER

ABOUT ME
Age: 18
Birthday: April 28, 2006
Sex: Female
Civil Status: Single
Nationality: Filipino

CHARACTER REFERENCES
Joeylyn A. Delacruz
Senior Management Engineer
09610269857
joeylyndelacruz@gmail.com

Ronald Lamson
Non Uniform Police Officer
09625184652
ronaldlamson04@gmail.com

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

GRACE YAN B. BARANDA

RESEARCHER

ABOUT ME
Age: 17
Birthday: March 03, 2007
Sex: Female
Civil Status: Single
Nationality: Filipino

WORK EXPERIENCES
POMPOM’S PRINTING SHOP – COMPANY
(2024-PRESENT)
Printing documents create resume sticker
and name tag

CHARACTER REFERENCES
Mary Julianna Baranda
Older sister

Hazel Baranda
Cousin

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DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

AJ A. DALUDADO
RESEARCHER

ABOUT ME
Age:18
Birthday: December 25 2006
Sex:F
Civil Status:single
Nationality:Filipino

CHARACTER REFERENCES
Michelle Daludado
Cashier
Mother
09458009418

Divine Grace Daludao

Account Receivable
Sister
09380519853

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

CURTNEE JINNETTE C. GUANEZ

RESEARCHER

ABOUT ME
Age: 17
Birthday: April 30, 2007
Sex: Female
Civil Status: Single
Nationality: Filipino

CHARACTER REFERENCES
Ma. Lourdes G. Hernandez
Accountant
Auntie
09991958808
amirahjoie@gmail.com

Giovannie A. Guanez
Computer Technician
Father
09914074565
giodj@gmail.com

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

LJ JEIL A. MENDROS
RESEARCHER

ABOUT ME
Age: 17
Birthday: June 12, 2007
Sex: Female
Civil Status: Single
Nationality: Filipino

CHARACTER REFERENCES
John Benedict M. Sison
09636472416
johnbenedictmarquez5@gmail.com

Curtnee Jinnette C. Guañez

09939868117
curtneejinnetteg@gmail.com

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

MELANIE E. MONTEZON
RESEARCHER

ABOUT ME
Age:18
Birthday: December 25 2006
Sex:F
Civil Status:single
Nationality:Filipino

WORK EXPERIENCES
DRAGONSID – COMPANY
(2020)
I'm repacking school supplies, my salary is
only 400 a day and it's a bit low so I quit

CHARACTER REFERENCES
Rommel Montezon
Father
09069481996

Nelia Montezon
Mother
09355065261

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

ROBIN C. NERY
RESEARCHER

ABOUT ME
Age: 18
Birthday: May 29, 2006
Sex: Male
Civil Status: Single
Nationality: Filipino

CHARACTER REFERENCES
John Michael Cullen
Supervisor
199 Dulalia St. Lingunan Valenzuela
09389774344

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DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

JESSIE B. OGALE
RESEARCHER

ABOUT ME
Age:18
Birthday: December 25 2006
Sex:F
Civil Status:single
Nationality:Filipino

CHARACTER REFERENCES
Bernaldez, Irish Mae
Sister
0965 117 4780
0961 247 8914

Baranda, Grace Yan

Classmate/friend
0946 375 1525
0961 247 8914

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DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

GABRIKL L. PINTO
RESEARCHER

ABOUT ME
Age:18
Birthday: December 25 2006
Sex: M ale
Civil Status: Single
Nationality: Filipino

CHARACTER REFERENCES
Jessy Gallego
09773709454

Christine L. Pinto
09515275249

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Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

LORRAINE Q. RALLOS
RESEARCHER

ABOUT ME
Age:18
Birthday: December 25 2006
Sex:F
Civil Status:single
Nationality:Filipino

CHARACTER REFERENCES
Name: Lorbeth Q. Rallos
Address: blk. 2 lot 1 P. baldomero Street
sunrise cmpd malanday Valenzuela city
Contact Number: 09920076700

Name: Lorena O. Rallos

Address: blk. 2 lot 1 P. baldomero Street
sunrise cmpd malanday Valenzuela city
Contact Number: 09461431806

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DATAMEX COLLEGE OF SAINT ADELINE, INC
Gotaco Bldg. II McArthur Highway Brgy. Marulas, Valenzuela City

JOHN BENEDICT M. SISON

RESEARCHER

ABOUT ME
Age: 19
Birthday: October 27, 2005
Sex: Male
Civil Status: Single
Nationality: Filipino

CHARACTER REFERENCES
Marvin Sison jr.
Executive Assistant
46 B Magiliw st lena subd. Valenzuela city
09761486607
marvinsison258@gmail.com

Arvie Joy Anareta

Senior Human Resource Manager
19 C San juan St Brgy 21 pasay city
09817682915
Email: arviejoyanareta@gmail.com

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95