Among the 10 students that had responded to the survey, we compared the extracurricular activities in both high school and college, and the number of activities participated in was counted. All the extracurricular activities that were part of the options were: student council, varsity, arts and academic week, extracurricular competitions, academic competitions, fair core, and others. The extracurricular activities were identified as the activities that are not academic and are not required at all, that’s why we grouped the arts and academic week, academic competitions, clubs, and the like as school required activities.
Not all extracurricular activities in high school have a direct equivalent or counterpart in college, the arts and academic week participation was not counted for it was a required activity that a student must participate in, which may or may not be voluntary. The same goes for college extracurricular activities having no direct equivalent in high school. College organizations are different from the clubs in high school for clubs are required for all students, while college organizations are optional and based on one’s interests.
Based on the respondents, other extracurricular activities that they were part of are batch activities such as the legacy and benefit dinner; another was being part of a band and part of the school exchange program with Assumption Kokusai, the extracurricular activities in college that were part of the options were: student government, varsity, college organizations, academic competitions, and extracurricular competitions.
-The respondents state that in Senior high they were able to balance their academic work while being active in extracurricular activities like varsity or holding a leadership position. The activities offered during Senior high served their interests and addressed their learning needs. Some say that they took the opportunity to gain more experience, widen their perspective, and hone their skills; while most of them indicate that they joined because they were interested in what is being offered. We can conclude that the students in Senior High were more active in the extracurriculars they participated in because they have more time available and were able to balance their academic workload.Similarly, many of the respondents think that the Colleges they are in offer a variety of interests. This shows that these Colleges are inclusive and would cater to, if not all, the majority of the students so there is less reason for a respondent to say that the College does not have a platform for the individual. One respondent specifies, though, that the accommodation of their interests can be intercepted by Academic workload. Even if there are multiple platforms it would be hard to juggle both responsibilities and roles if workload becomes heavier for them. Many of the respondents left the question blank indicating that many are satisfied with the range of extracurricular activities offered to them. Some hint at the lack of academic and hobby-ist organizations but they are a few of the minority interests left out.According to the respondents there is a huge difference comparing Senior High and College. Many students find it hard to balance their extracurricular activities compared to Senior high. College atmosphere can be an important factor for an individual to take extracurricular opportunities. If Academic workload becomes heavy and the environment is competitive it may discourage the individual from pursuing more extracurriculars in order to focus on Academics. One respondent mentions that the schooling she received in Senior High has helped her ease into College life; even if the atmosphere was relatively calm.This means that one’s High school environment can be connected to how they handle or view their College environment. For example, the heavy expectations and pressures that a head of the school fair committee may experience in accomplishing her tasks. This type of experience can be carried on into college and the individual may have less apprehensions in participating in more extracurriculars as they know they can balance it both.
- In comparing the extracurricular activities in both high school and college, the number of activities participated in was counted. All the extracurricular activities that were part of the options were: student council, varsity, arts and academic week, extracurricular competitions, academic competitions, fair core, and other. Based on the respondents, other extracurricular activities that they were part of are batch activities such as the legacy and benefit dinner; another was being part of a band and part of the school exchange program with Assumption Kokusai. A new category was added for batch events, however, the other mentioned extracurricular activities were not considered.
- Not all extracurricular activities in high school have a direct equivalent or counterpart in college, the arts and academic week participation was not counted for it was a required activity that a student must participate in, which may or may not be voluntary. The same goes for certain college extracurricular activities having no direct equivalent in high school. College organizations are different from the clubs in high school for clubs are required for all students, while college organizations are optional and based on one’s interests.
- the only extracurricular activities that we correlated are the student council, the varsity, and competitions (that consists of both academic and extracurricular) because
- With the gathered data on the number of extracurricular activities in high school compared with college. The data used for correlation is found in Table 4; the only data that was correlated were the categories only present in both, or categories with equivalents of each other in high school and college. Based on the scatter plot diagram, two variables have a negative correlation. The Pearson Correlation Coefficient of the given data is -0.87 which also indicates a strong downhill linear relationship. In Table 6, the value for R square is 0.75 meaning 75% of the results coincides with the regression line.
- The data shown in Table 1,2 and 3 corresponds to the qualitative findings in regards to the influence of academic workload. Majority of respondents’ extracurricular count were reduced to frequencies of 1-2. Respondent 6 has otherwise shown an increase compared to all other respondents in Table 1. In relation, the frequency of the type of extracurricular decreased in competitions and varsity while school council remains to be the highest; although all types of extracurricular decreased greatly.
- This can infer the impact of one’s college atmosphere to the types of extracurricular an individual may take. We can assume that there is an indirect relationship between the increase of academic workload and the frequency of taking extracurricular; proven through the Multiple r and R-squared test conducted on the frequency of extracurricular between Senior High school and college.
