CHAPTER 5
Conclusions
The following are the findings that the study produced according to the analysis and presentation of data:
- Extracurricular activities in High school and College only differ as requirements or due to personal interest.
- The environment and academic load of a student can greatly impact their frequency of participation when they move on to college. According to the regression statistics shown in Chapter 4 there is an indirect relationship between the former and latter variables.
- Despite the variety of extracurricular that a student can participate in, extracurricular count decreases greatly as students have to balance academic workload at the same time. In that line of thought, the prominent extracurricular that the students participated in back in High school changed from varsity, to Student council which we can infer is because it requires less obligation as collegiate sports can become competitive and require utmost commitment;
- Although more options for extracurricular are given in college, this did not ensure that the number of participants per extracurricular activity increased.
- Considering that the extracurricular done in high school are taken into consideration when applying to colleges, this might explain why there is a larger number of participants during high school than in college.
Recommendations
The following are the findings that the proponents recommend to further improve the study, methodology, and analysis of data:
- For the aspiring proponents they must allocate more time to collect data and gather more respondents to improve the analysis of data, inquire on the frequency of the respondents participation in their respective extracurricular; obtain regression for the frequency of participation to see further correlation of the data.
- They must also acquire a specific list of extracurricular activities from the high school and college to categorize said activities from academic or required. It may be helpful to extract respondents from different universities equally; not just the “Big 4” so that aspiring proponents can list different and varying extracurricular from different colleges.
- For the conceptual recommendations, create different types of conceptual framework; it can be in the form of a flowchart, mind map or concept map. The framework must be able to display the flow of your research and show which variables influence the different components of the research. Focus on the extracurricular activities of the respondents and explore different areas of study that the students have in both high school and college to expand the discussion from extracurricular.
