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Chapter 1
INTRODUCTION
Rationale
“Success is the sum of small efforts, repeated day in and day out” - Robert
Collier. The student’s gradual effort they put each day will pay off over time. In the
forms of high grades, recognitions, medals, certificates, trophies, and praises, as
we've always seen that honestly pleasing to the eyes and feeling that their efforts
got payed off. But behind that pleasing feeling, that joy of being awarded after a
tough fight and great effort to get those recognitions somehow equates the burden
of pressure they are carrying academically, mentally, and physically. There are
also problems associated with academic excellence, as high achieving students
are more anxious, tend to perfectionism, have high sensitivity, and have a sense
of loneliness and social isolation compared to ordinary students. Despite the high
mental abilities, these students suffer from problems that may be endogenous,
including an imbalance in mental and physical development, imbalance in mental
and emotional development, high sensitivity, a multiplicity of interests, and the
tendency to form systems and laws at an early age, a seek for perfection and
excessive idealism, or external problems, related to their relationships with
colleagues and companions, or with their relationship with parents, or teachers
(Almousa et al., 2022).
Despite being good and best at doing the things we want and ought to do,
there are inevitable struggles and difficulties along the way. Especially those
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individuals, students to be particular, who are molded and inculcated to be
competent in any work and things they are doing. These students strive for an
academic performance validation, they as well as struggles to do and maintain
both their best at doing pure academics and engaging themselves in skills related
activities. In which students who excels in academic and extracurricular relates.
Contributing difficulties of focus and time management in their life not just as a
student but as an individual as well. Some students were worried that participating
in extracurricular activities may take away considerable time from their schoolwork,
which is detrimental to their grades (Vargas et al., 2020).
In Bangladesh one of the study indicates that both the type of extracurricular
programs and level of participation may impact the individuals development.
Involvement in extracurricular activities improves a higher level of academic
achievement. It also finds out that involvement in school related activities was more
strongly related with achievement than was involvement in activities outside of
school. There is a strong correlation between student participation in
extracurricular activities participation and improved attendance, behavior, and
academic achievement and develops intellectual skill, managing the critical
situation, leardership effectiveness, developing relationship management and
creative decision making. Moreover, in Singapore, the results of the study showed
that participating in extracurricular activities improved the academic performance
of the students whilst some students were worried that participating in
extracurricular activities may take away considerable time from their schoolwork,
which is detrimental to their grades (Sabuj et al., 2018).
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In the Philippines, particularly in Quezon City, a study shows that
involvement in extracurricular activities is beneficial in some ways for students. It
showed that the students who are involved with extracurricular activities have
chances of increasing brain function compared with those who are not involved.
This kind of activity increases positive self-development regardless of the location
of the activities. And, extracurricular activities can improve their grades and outlook
in school in general. It appears to be that participating in extracurricular activities
can increase one's self-esteem. The more you succeed through activities that you
are passionate about, the more your self-confidence will increase. However, by
getting involved in these activities, students can become detracted from their
studies, lose focus, and become stressed from this burden, which is
disadvantageous to their academic performance (Vargas et al., 2020).
Locally, in Pantukan, Davao De Oro, specifically in Bongabong National
High School, there are skilled and academic competent students in the school in
such that while there academic performance and involvement in skill related
activities increases, the pressure in theirselves also increases and their focus is
torn between the two. While some students, accustomed to this kind of school life,
we can’t deny the fact that most of them struggles to balance their time, mind, and
effort in being academically and extracurricularly efficient. In fact, as per initial
interview with one of the competent student in BNHS in the person of Joanna Keith
Pastolero, a Grade 11-General Academic Strand, with honors in their class and at
the same time a sports active student, one of the qualifiers on the last provincial
meet for volleyball. She said that being a competent student both in academic and
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extra-curicular activities is not easy. It requires sacrificies in time, properly setting
up priorities and even sometimes it cause worries and pressures on which things
to be done first.
There have been previous studies that assess experiences with this kind of
student academic performance issue just like in the research of Vargas et al
(2020) as aforementioned above which entitled Effects of Extracurricular on
Academic Performance of Senior High School Students which shows advantages
and disadvantages in light to the experiences of students of how extracurricular
affects their academic performance. Nonetheless, here in Bongabong National
High School, no one conducted this research on exploring the lived experiences
of students in BNHS who excels in both academic and extracurricular and the
related impacts of it to their academic performance. It only manifest that present
study shall make distinct contribution on how to manage struggles and challenges
in doing both their best in academic and extracurricular aspect. It is in this context,
that the researchers are interested to know more the diverse experiences and
strategies they have as an academic and extracurricular achiever, thus this study
must be conducted.
Purpose of the Study
The aim of this phenomenological study is to explore and understand the
lived experiences of students who excels in both academic and in extracurricular
field. Aditionally, this study will focus on what challenges, difficulties, and problems
they face along their way and despite the achievements they acquired. Moreover,
we researches are determined and interested to delve more and know the real
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experiences, how they deal things out of it, how did it help them as a student and
how they manage themselves and grind amidst stress and pressure and how it
affects their whole being and much especially their learning outcomes and
academic performance.
Research Questions
1. What are the lived experiences of students who excels both in academic
and in extracurricular activities?
2. How do students excelling in academic and extracurricular activities cope
with the challenges they encountered?
3. What are the insights of student excelling in both academic and
extracurricular activities?
Theoretical Lens
This study is anchored on Zero-Sum Framework of Coleman (1961) which
states that student’s society as a finite system in which commitment to academic,
athletic, or social values represents a loss to the other two. Moreover, the ZeroSum framework theorized that Extra-Curricular Activity participation has a negative
effect on academic performance because students were devoting more time for
their ECA activities at the expense of their academic studies. Hence, ECA
participation requires time commitments from students, and these time
requirements are in direct competition with time that otherwise could have been
spent on academic pursuits. In the context of this study, this theory is relevant
because sometimes students do really dwell more in their extracurricular activities
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leaving them behind in academic lessons and class and like neglecting or hardly
paying attention anymore to their academic responsibilities.
Another theory that supports this study is Developmental Framework of
Broh et al (2002) states that ECA participation has a positive effect on academic
performance indirectly as a result of the non-academic and social benefits
associated with ECA participation. There are three ways which ECA participation
indirectly boosts students’ academic performance. First, ECA participation helps
students develop life skills and characteristics such as a strong work ethic, selfesteem, perseverance, locus of control, which are consistent with positive
academic outcomes. Second, participating in ECA increases students’ social
status and accords them membership into the leading-crowd of academicallyoriented peer group, thereby facilitating higher academic performance. Third, ECA
participation provides students with greater interaction with fellow students and the
school, thereby building social ties and developing social capital. ECA participation
facilitates students to achieve better academic performance through acquiring life
skills and attitudes. Truthfully, the context of this study is affliated because in
participating and engaging with extracurriculars you get to learn and improved
skills and attitudes that helps you academically and in other matters in life.
Furthermore, Threshold framework of Marsh, et.al (1992) theorized that
ECA participation has a positive effect on academic performance up till a certain
point beyond which participation leads to negative academic outcomes. The
Threshold framework attributes the point of diminishing academic benefits to
students’ excessive time commitment which leaves students too little time for
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academic pursuits, similar to the Zero-Sum framework. As such, the Threshold
framework strikes a compromise between the Zero-Sum framework’s prediction
that excessive time commitments result in declining academic performance and
the
Developmental
framework’s
prediction
of
positive
non-academic
developmental benefits. In context to this, having to excel in academics and active
in extracurricular draws a diverge matter in students part because it can have
positive effects but can also result to opposite due to various inconveniences of
the two can bring might be if not handled well orderly.
Significance of the Study
It is believed that the result obtained from the study is of utmost significance
to the following individuals to provide a better understanding of the lived
experiences of students who excels both in academic and extracurricular activities.
Students. This study serves as a guide for students to know how we should
deal, manage, and grind despite stress, pressure, and challenges and difficulties.
More than that, this research is a kind of help as this will tackle about experiences
and strategies of those students on how to maintain and develop right and good
academic performance, as well as to promote time management on the things they
are doing and exert self-discipline and focus to every task they performed, that not
just will help them out in academics but also in their other aspects of life.
Parent. This study serves as an encouragement to them as parents to
render moral and financial support. This study also inform parents about the
struggles and difficulties that their children encountered, and with this, it will give
them proper guidance and monitoring to their children.
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Teacher. This study help teachers to assess and motivate students on what
things they are passionate with, then they should go for it, as long as they could
handle and maintain their focus academically, exert self-discipline and time
management.
Future Researcher. This study serves as a basis for the future research to
be conducted. Particularly on the study of the experiences of students excelling in
both field of education, academics and extracurricular. Moreover, they can also
benefit from it in a way of giving them another idea of what study they will focus
on.
Definition of Terms
To provide clarity and understanding regarding the specific terms used in
this study, the following terms are defined in this research operationally and
conceptually.
Extracurricular Activities - In this study, it refers to a range of activities that the
students engage, it could be sports, school clubs attended like school publications
club, and others. It is also the activities done outside the classroom or lesson
activities. Furthermore, the meaning
of the prefix term
“extra”,
found in
freedictionary.com by a study in the definition of extracurricular activities, it is
defined as something: “More than or beyond what is usual, normal, expected, or
necessary. Hence, extracurricular activities is defined as “activities being outside
the regular curriculum of a school or college (Bartkus et al., 2012).
Academics - In this study, this is the subjects and lessons that students must
actively and efficiently participate to acquire a well academic performance.
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Moreover, as stated by Collins Dictionary, it is describe as things that relate to the
work done in schools, colleges, and universities, especially work which involves
studying and reasoning rather than practical or technical skills.
In the Limelight of Success - In this study it refers to the state of being at the
center of public attention due to the achievement a student received and enjoyed.
Limitations and Delimitation of the Study
The study is delimited to the experiences of students excelling in both
academic and extracurricular actvities, how they cope with the difficulties and the
challenges they faced and what are their insights being a students that both excel
in academic and extra-curricular activities.
The participants of this study were the fourteen (14) academic excellent or
with honors students in Bongabong National High School and at the same time
actively engaging extracurricular activities who are officially enrolled in Junior High
School and Senior High School for the school year 2022-2023. Seven (7)
particpants for In Depth Interview (IDI) and seven (7) for Focus Group Discussion
(FGD). We chose them, since they are literally our subjects of interest in our
research. And truthfully, a lot of them are still struggling in managing their time for
completing academic task and other things they are passionate about to do. With
this, it cultivates certain kinds of attributes like self discipline, focus, and time
management that will help them not just in their academic circumstances but also
in life outside the school.
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Organization of the Study
This research provides evident and full grasp of struggles and
difficulties face and experienced by those academic and extracurricular students
that excels in both area. The researchers organizes this research paper in order
to make better understanding about the study. Five chapters were developed and
depicted for this research study.
Chapter 1 provides an overview of the study, with the help of thoroughly
checked and reliable informations we searched through internet. And immerse
ourselves in the experiences and impacts on the students who are actively
excelling in both field of study, academically and extracurricularly, to come up with
a background of the study. Also, we determine the beneficiaries through the
significance of this study and formulated the purpose of the study through
brainstorming and thoroughly discussing of things on what we wanted to really
know and more, and determine our goal as we conduct this study. This also
comprises of research questions, theoretical lens, definition of terms, and scope
of the study.
Chapter 2 discusses different studies and references and other related
literature on the experiences of students in academic and extracurricular aspects.
We gather data in order to find concepts on which our study is anchored.
Chapter 3 comprises research methodology to use that suits our purpose
of the study. A research proposal was presented to the panelist for the approval of
the study. After the panelist approved the study, we ask for consent through a letter
to the administrator of the school particularly the principal and teacher to conduct
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the study. An interview guide questions was submitted to Mrs. Floramie Gato, our
practical research adviser then submitted and examined by the expert affirmation
and was being used as a tool for data gathering from our research participant. The
participants were picked randomly and before the interview, inform consent was
given to the participants.
Chapter 4 discusses our pre-analysis which specified on advance on how
we analyzed the gathered data. Followed by data analysis, in which it is used to
explore and understand the experiences of students who excels in academic and
extracurricular activities so as to describe their experience, insights, and coping
mechanisms on managing and well balancing their time and efforts in doing their
studies and other things they are doing in life. It also concludes by validating the
accuracy of the gathered information through member checking. Generally, we
presented the results of analysis of the collected data in the form categorization
and we use the corresponding core ideas to describe experience of those students.
Chapter 5 presents the discussion and conclusion of the results which
includes the summary of our findings in each of our main questions and the
equivalent corresponding supporting literature and studies. Afterwards, it was
followed by the synthesis of the study and its implications to the students.
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Chapter 2
REVIEW OF RELATED LITERATURE
Academic Excellence
Academic excellence is defined as a person’s demonstrated ability to
perform, accomplish, and excel in academic activities. Academic excellence is not
limited to achieving good grades only, but academic excellence is characterized
by its ability to achieve high grades and the ability to achieve unique performance
among peers. In addition, academic achievements are the positive, demonstrable
results of your academic performance. These include your grades, honors,
awards, competitive results and experiences that demonstrate your academic
prowess, engagement in student life, contributions to your commonly and
resilience. Anything that you have completed such as a degree, certification or
standardized test is also potentially an achievement. Moreover, academic
achievement is important for the successful development of young people in
society. Also achieving academic excellence is a process of both formal and
informal education (Benjamin, 2016 ; Spacey, 2022).
On the other hand, according to the DepEd Order or DO 36, S. 2016 of
Department of Education in the Philippines(DepEd), academic excellence are
awards that have been designed to formally recognize the outstanding
performance and achievement of learners in academics, leadership, and social
responsibility, among other aspects of student progress and development. These
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awards are given to encourage learners to strive for excellence and to become
proactive members of the school and community (DepEd, 2016).
There are many factors that contribute to academic excellence, including
:Taking responsibility, the student must realize that the responsibility for his
academic achievement rests solely with him, and that the teacher is the guide and
guide, and the help of colleagues is one way to achieve understanding, however,
each person is responsible for his success. Self-control, students should prepare
themselves to study or understand tasks every day for at least two hours, and
study to achieve knowledge and understanding, not just to get a certain degree.
Time management, time management is very important, as it allows the student to
devote time to study and entertain himself, and it is necessary to avoid wasting
time, which is one of the reasons for academic failure. Maintaining progress It is
desirable for the student to advance in his class, and to learn more, by reading one
or more books other than textbooks. Self-reliance, the student must do what he
can to help himself improve his academic performance, by following different
methods, such as increasing study time, forming study groups, studying with a
partner, and then relying on other means such as reinforcement lessons, or
resorting to specialists. Attendance Maintaining, attendance and avoiding
absenteeism or tardiness provides students with first-hand knowledge of teachers’
comments and responses to questions and inquiries. Determination and not giving
up, any personal crisis, problem or frustration that the student may face should not
be an obstacle to him and to the pursuit of his studies, and here comes the role of
parents, teachers and counseling coordinators in helping the student determine
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how to manage or deal with these situations. Communication, in the event that for
some reason it is not possible to attend, the student should communicate with his
teachers and inform them, try to make arrangements to make up for missed
assignments, and communicate with colleagues in order to achieve greater
understanding (Dr. Bensaoucha, 2023).
In addition, in terms of the student, achievement or excellence means
reaching the objectives framed in the curriculum. In education institutions,
however, the aim of this achievement is to improve and advance academically.
Academic achievement is the knowledge, skills, success and development instilled
in students by the teacher in schools. In order to enable academic achievement, it
is expected that students will successfully carry out the tasks given to them, display
a perfectionist approach, show resistance in the face of obstacles and develop
strategies for overcoming difficulties that they face. Among the important factors
affecting students’ academic achievement are the economic conditions they find
themselves in, their habits for studying and for doing homework, their time
management skills, their health conditions and their relationships within the family
(Ozcan, 2021)
Furthermore, Make effort and work hard, the student must focus on
achieving the best grades and make the effort that is commensurate with the
degree he aspires to achieve, even if he is unable to obtain it, and not to be lazy
after the middle of the semester, as he must continue at the same pace that the
student started at the beginning of the semester , and even enhance the effort
expended over time. Resorting to support and reinforcement centers The student
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can resort to some centers that provide academic support, such as credit centers,
student support services, and the Academic Advising Office. Maintaining focus,
you must maintain focus, avoid confusion, and eliminate as much as possible from
negative influences that may prevent the achievement of the goal (Dr.
Bensaoucha, 2023).
To conclude, academically excellent students are more likely to have higher
self-esteem, have lower levels of depression and anxiety, are socially inclined, and
are less likely to abuse alcohol and engage in substance abuse. Positive selfesteem and self-confidence are critical factors in commitment to academic
success. And they are also more likely organized, prepared and have an
organizational plan, does better in school and will continue to be like that in their
career and/or future doings. And thus, students who do well in school are better
able to make the transition into adulthood and to achieve occupational and
economical success (Regier, 2011).
Extracurricular Activities
Extracurricular activities are usually described as activities that are not
belong to academic curriculum, but are offered by an academic institution.
Extracurricular activities are to be done in class or out of school based on the
demands and convenience of extracurricular activities. Meanwhile, it is also
defined as activities that are unique from unorganized and unsupervised public
activities such as interacting or enjoying activities with friends. Instead, they are
structured structurally and contain supervision by teachers and under careful
supervision, extracurricular activities could focus on group, interaction,
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management, and other public skill-building and beneficial growth for the
members. The supervision of extra-curricular activities enforces positive
development for adolescents because it provides guidance for the students.
Additionally, with supervised extracurricular activities, students are guided towards
appropriate behaviors and activities while being challenged to help develop
competencies and confidence. Human beings learn many things by doing or
experiencing. Students who excel in extracurricular activities may improve
themselves for real situations (Fuddin, 2018).
Also, extracurricular has an important role in today’s high school programs.
When one considers the large number of activities available, one realizes the
variety of the programs. Included in ECA are athletics, publication, student
government, fine arts, academic clubs, and many more. There is a huge amount
of research focused on studying the relationship between student involvement in
activities and student academic achievement. Also, students who participates in
ECA can help them improve themselves and may improves the leadership skills of
the students. It helps them to interact and to easily communicate to other people.
These skills may help us in other ways of our lives. By participating in ECA in
schools, it helps to decrease their behavioral problem such as having no
confidence in meeting new people or friends. By engaging to ECA, it help to gain
self-confidence, leadership, and other traits (Anjum, 2021).
Extra-academic activities or extracurricular activities include sports, student
government, community, service, employment, arts, hobbies, and educational
clubs. The study found that engagement in extracurricular activities was positively
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related to students general life satisfaction, benefit drawn from academics and
extracurricular activities and levels of academic involvement.
Participation in extra -curricular activities promotes greater academic achievement
because school related activities are more strongly associated with achievement.
Beyond demonstrating students interests and individuality, extracurricular
activities prove they can make meaningful contributions, maintain a commitment,
and manage their time and priorities (Barge, 2020).
Furthermore, Extracurricular activities (ECAs) are natural and essential
parts of one’s student life. Also defined as activities that fall outside the realm of
the normal curriculum of a school education and are performed by students, ECAs
are generally voluntary, nonpaying, social, and philanthropic compared to the
mandatory and scholastic academic activities. may be divided into four categories:
physical exercise, which includes gym- and sport related activities; music-related
activities like playing an instrument, being in a choir or a band, or listening to music;
reading; and social activities, which encompass political or religious involvement,
university club involvement, community service, and volunteering. (Torres et al.,
2022).
Student involvement is defined as to the amount of sensible and active
efficiency that the student uses for one’s academic experience. Another study
stated that participating in extracurricular activities gives a student a greater sense
of one’s school connection. In another fact, involvement in extracurricular activities
gives a positive effect on a student, in terms of their academic and social life.
According to the study and findings of Steinberg et al., students who focus on
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participating in interscholastic athletics as an extracurricular activity are more
enhanced than involved with the student’s academic aspirations or achievements
(Espiritu, 2018).
The supervision of extra-curricular activities enforces positive development
for students because it provides guidance. Additionally, with supervised
extracurricular activities, students are guided towards appropriate behaviors and
activities while being challenged to help develop competencies and confidence.
Human beings learn many things by doing or experiencing. Students who excel in
extracurricular activities may improve themselves for real situations. Students
sometimes cannot find opportunity to be open with teachers at college. And,
language teachers know that participation of lessons is the key factor for better
learning. Thus, students get disciplined and act well in real situations by joining
extracurricular activities (Fuddin , 2018).
Also, students who are involved in extracurricular activities help the
students to determine or to know how they use their time, choose their preferred
peers or friends and guide in building their character. Without a doubt, extracurricular activities helps a student (who is part or involved in it) in determining and
choosing one’s peers to help the student in his or her growth and development
especially in the stage of adolescence (Espiritu, 2018).
Extra-curricular allow students to work in natural settings, and skills gained
through practical learning have a more profound impact on students. They can
build better collaborative working skills. In their study on business graduates, found
that students who participate in ECAs rate their creativity, communication skills,
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leadership and self-promotion skills higher than their fellow students who do not
participate in ECAs. Few studies highlighted that participation in certain ECAs
could help students access large firms, secure jobs, avoid unemployment and
increase academic achievements and thus in which students linked
high
involvement in ECAs have higher marks in academics (Munir & Zaheer, 2021).
Experiences of Students who Excels in both Academic and Extracurricular.
Commitment or the affective, behavioral, and cognitive attachment is
positively affected by ECA involvement. ECA’s participation helps in developing
leadership skills and fosters the sense of obligation and responsibility, a
characteristic that also promotes positive social relationship among the youth.
Despite the positive effects of ECAs, several negative outcomes have been noted.
Several students perceive that ECAs are mere distractions and hindrance to their
academic requirements, causing them extra time for studying and coursework
commitments. In addition, students feel pressured by their professors and parents
to drop their ECAs to meet their academic expectations. Students also struggle
balancing their time with their ECAs and academics and may compromise their
performance in either endeavor (Torres et al., 2022).
According to most high school students, their greatest academic stressors
include tests, grades, homework, academic and achievement expectations and
parental pressure. School-related stresses include inadequate instructional
methods, teacher-student relationships, heavy academic workload, poor physical
classroom environments, inability to balance one’s leisure time with school, and
disorganization surrounding academic assignments and schedules. Additional
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sources consist of a struggle to meet academic standards, worries about time
management and concerns over grades and scores. Students are thus, seen to be
affected by the negative causes of academic stress (Thakkar, 2018).
Moreover, it has become clear from the study of the lived experiences of
academically high achievers, that academic achievers spend their time, both in
school and out of school, engaging themselves in academic related activities. The
academic experiences of these students are helpful not only for them but for the
other students of a school. This is due to the fact that they have a lot of academic
experiences to share for the others. Findings of the study have shown that high
academic achievers’ experiences/ behaviors (related with academic activities in
school) can be observed from the activities they perform in the school. Accordingly,
they engage themselves in academic activities in the class, out of class and at
home. Thus, the behavior expressed overtly can be imitated and reflected by their
classmates or by the other students. School leaders, teachers, and parents can
play a role by facilitating opportunities to the other students of a school for imitation
(Woldetsadik, 2014).
The combined benefit was found to improve students’ mental health and
social skills. Moreover, they found that students exhibited positive traits through
their participation in sports, including teamwork and leadership. For example, in
sports, peers were able to assist each other; experienced teammates were able to
serve as mentors to one another; and teammates respected each other. The
coaches played an integral part in creating a fair and a respectful environment
where these positive behaviors thrived. Due to the close attachment amongst
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peers, students felt that they were in a safe environment which decreased social
anxiety (Fuddin, 2018).
Coping Mechanism of Students Excelling in Both Academic and
Extracurricular
Being an academic achiever and extracurricular active can be very
stressful. However, it is believed that certain factors may allow some students to
succeed academically, such as stress coping skills. Coping skills are factors that
determine how a person responds to a task and how well they succeed. When an
individual has a sense of control over the stressful situation they are more likely to
respond to the situation with confidence. Many students who are able to handle
stress well have effective stress coping skills. It is said that when students face
stressful life events, they typically use many kinds of coping strategies to deal with
them. They use various coping strategies simultaneously, and strategies are also
likely to change over time, depending on the effectiveness of the applied strategy
(Yazon et al, 2017).
Stress coping skills as “the ability to apply strategies that minimize and
manage the stress response.” There are different types of coping styles, and the
two major coping methods discussed are problem-focused coping and emotionfocused coping. While problem-focused coping is “individuals directly confronting
and managing the source of their stress. Individuals prefer to deal directly with the
stress by confronting, controlling, or managing stressful tasks.” Problem-focused
coping is a form of active coping. It is defined that active coping is “the process of
taking active steps to try to remove or circumvent the stressor or to ameliorate its
effects.” (Earnest & Dawyer, 2010).
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While, student achievers describe stress as when there in a state of
pressure or in a situation where there is a lot of unfinished tasks to accomplish or
things to do within a short period of time. These tasks are mostly related to school
or in academic subjects. The most prominent stimuli of stress that they recognize
is of circumstances regarding schoolwork(s) or academic matters. While also being
the most prominent it is also the cause that students feel most stressed about. The
coping mechanisms of the students involves stress eating or in the scenario they
failed to fulfill their expectations thus inducing stress they all tried to contemplate
what are the reasons why they failed after doing so they boost themselves up to
keep going until they succeed. Student achievers also find it easier to cope with
their stress with the comfort of their family and friends in order to help and guide
them (Rendor et al., 2021).
There are also identified eight types of coping strategies which include
planful problem solving, seeking social support, confrontive coping, distancing,
self-control, escape-avoidance, accepting responsibility, and positive reappraisal.
These eight (8) ways of coping were further categorized as active coping strategies
and passive coping strategies. (1)Confrontive coping (taking action and
confronting the problem), (2) seeking social support (seeking informational and
emotional support), (3) planful problem-solving (planning to solve the problem),
and (4)positive reappraisal (creating a positive meaning and focus on personal
growth) (5) distancing (expecting that the problem solves itself - involves emotional
detachment), (6)self-controlling (making efforts to regulate feelings and actions),
(7)accepting responsibility (accepting one's own role in the problem), and (8)
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escape-avoidance (trying to avoid the problem by wishful thinking and behavioral
efforts) comprise the passive coping mechanism (Yazon et al, 2017).
Moreover, there are also certain behaviors are necessary for teenagers to
effectively cope with stress. The behaviors focused on fell under three different
strategies: problem-focused, avoidance-focused, and emotion-focused. Within
these three strategies were behaviors that made students use their cognitive
abilities, such as problem-solving skills and implementing active coping skills, to
deal with stress. When students exhibited implementing emotional support by
talking to someone, seeking comfort or reducing stress, these were identified as
emotion-focused coping behaviors. Behaviors falling under avoidance-focusing
coping involved denying problems, avoiding interacting with situations, and using
behavioral disengagement. Research of adolescents’ lifestyles in relation to their
academic performances leaned towards a strong sense of completion. Students
were documented in setting values and beliefs based on the rewards they obtained
related to their ambition and achievements . Furthermore, reported that students
tried to balance their egos, attitudes, and their abilities to bring reality and their
inner strivings together. However, it was stated that students had to be welladjusted to find the effort to reduce stress and help them resolve their problems by
engaging in strategies that impacted their social and academic environment. And,
these coping styles, when implemented, allowed adolescents to remain focused
and relaxed, in control, and socially connected, which allowed them to solve
problems effectively (Hudson , 2013).
24
Over and above, coping skills improve class attendance, participation,
persistence even when faced with setbacks or failure in general, and arm them
with stronger more resilient self who can lead to a much more positive learning
experience. Similarly, academic coping strategies helped undergraduate students
to perform in their academic through academic coping strategies factors i.e.
approach, avoidance, and social support. Furthermore, there are also other variety
of coping strategies ranging from healthy, problem-focused coping, to less
adaptive, emotion focused, internal and external avoidance coping strategies
(Yazon et al., 2017).
Insights of the Students Excelling both in Academic and Extracurricular
Activities
Being involved in extracurricular activities offers important opportunities for
students’ development, such as peer relations, appropriate social conduct, and
basic skills for academic achievement. Students’ academic achievements are the
basis of most of the curricular outcomes that teachers use to evaluate students’
success. However, it is becoming increasingly important that students have
opportunities to learn much more than just the curricular outcomes. Students who
participate in extracurricular activities demonstrate higher levels of academic
achievement, greater character development, greater social development, and a
greater sense of the importance of community involvement (Christison, 2013).
And thus, studies of different types of Extracurricular Activities address
various development experiences such as sports, performing arts, service clubs,
and faith-based youth groups. Research shows differences between sports and
artistic EA, based on the results they promote in youth. Thus, evidence shows that
25
artistic activities improve adolescent adjustment, as well as the participants’ selfknowledge, self-discipline, and artistic talents. Sports EA not only prevent risk
behaviors, but also improve the social and academic abilities students. However,
collective sports contribute to a lower level of academic, social, or preventive skills
promotion than other types of EA. Classified students very involved in sports,
spending more time with friends, and performing other EA in different groups, with
high participation rates in school clubs, tasks, and reading for pleasure.
Participation in sports and artistic activities predicts an increase of self-efficacy in
academic competence, so EA provides a context in which students can face and
overcome challenges and increase the level of their skill, thus building trust
(Balaguer et al., 2021).
Students who participate in extracurricular activities generally benefit from
the many opportunities afforded them. Benefits of participating in extracurricular
activities included having better grades, having higher standardized test scores
and higher educational attainment, attending school more regularly, and having
higher a higher self-concept. Participants in out-of-school activities often learned
skills such as teamwork and leadership while decreasing the likelihood of alcohol
use and illicit drug use and related problem behaviors. Those who participate in
out-of-school activities often have higher grade point averages, a decrease in
absenteeism, and an increased connectedness to the school (Wilson, 2009).
Moreover, studies have shown that students who spend more time in extracurricular activities at a younger age express better emotional adjustment in the
junior grades and in high-schools. Some have found that students who participate
26
in extra-curricular activities express less aggression, social struggles, and
academic difficulties. This is also supported by Shulrufs finding (2010) as students
in athletic extra-curricular activities are not only involved for academic reasons but
also for social reasons. Another interesting finding from his work is that students
who participated in athletic activities have better school attendance records,
academic results, social relationships, and self-esteem (Fuddin, 2018).
Defined engagement as “the quality and quantity of students' psychological,
cognitive, emotional and behavioral reactions to the learning process, as well as
to in-class/out-of-class academic and social activities, to achieve successful
learning outcomes”. The construct of student engagement consists of three
dimensions: emotional, behavioral and cognitive. A comprehensive study on the
concept of engagement gave a detailed literature review of all the dimensions of
engagement. They defined behavioral engagement as the student's involvement
in learning and academic tasks, school-related activities and positive conduct.
Emotional engagement deals with a student's feelings towards belongingness with
the institution and the positive or negative reactions towards the institute and the
activities. In contrast, it was explained cognitive engagement as a student's level
of investment in learning and acquiring complex skills (Munir & Zaheer, 2021).
The relationship between participation in EA and improvements in
academic achievement have been extensively studied. How students decide to
manage their free time is a protective factor related to academic achievement in
higher grades, as well as to recovering from low grades. Participation in EA also
relates to furthering the student’s permanence in the educational system by
27
improving their behavior and school attendance. Participation in EA improves other
relevant aspects of curricular success, such as lower school dropout rates and the
school climate, in terms of associations with friendship and prosocial behavior with
peers, as well as less aggressive behavior toward them. Participants in sports
activities experience lower academic achievement than those who participate in
artistic activities. Reading books is a protective factor in preventing school failure,
and it improves academic achievement in early and late adolescence. Students
reading books during their extracurricular schedule has been related to higher
academic aspirations (Balaguer, 2021).
Furthermore, ECA involvement is beneficial to students because it
positively affects their educational experience, youth development, and academic
and social preparation. A plethora of literature noted that students who are involved
in ECAs have better academic competence, defined in this study as the overall
scholastic preparation of collegiate students, regardless of their background and
prior achievement, various parenting, volunteering, and home learning. As a result,
ECA involvement contributes to positive career development and nurtures
interpersonal skills (Torres et al, 2022).
28
Chapter 3
METHODOLOGY
This study aims to explore the lived experiences of students excelling in
both academic and extracurricular in Bongabong National High School. This
research is qualitative in nature.
This chapter presented the research design, role of researcher, and
trustworthiness that includes thru four criteria: credibility, confirmability,
dependability, and transferability.
Research Design
This study employed phenomenological design, in which it collects, gather,
analyze, interpret, and give data result that enable to achieve desirable answers
to their questions and provide further recommendations. It seeks to explore and
discover the experiences and challenges of students excelling in both academic
and extracurricular; as they also inevitably encounter struggles and problems in
their academic and life aspects. The qualitative approach is appropriate for this
investigation because it confirms that it is good to adopt certain phenomenon for
explorative research, where an analytical approach can be adopted by using
theories to collate and investigate experiences or practices (Creswell, 2009). It is
also suggested that the research on the quest to understand by entering in the
field of perception of the participants, seeing how they experienced, live the display
of phenomenon, and looking for the meaning of the participants experience.
Therefore, this design was chosen to be the instrument of the researchers to
29
discover and explore more of the experiences they have as students who excels
in both academic and extracurricular activities.
Role of the Researcher
The researcher's role in qualitative research is critical, as he or she
collect data and implements analysis (Creswell,2007). Therefore, the researcher's
role in this study was a sort of being an observer as participants. This means that
data are mediated through inventories, questionnaires, or machines. To fulfill this
role, consumer of the research needs to know about the human instrument (Denzil
and Lincoln, 2013).
Researchers were employed to advanced knowledge hence they have the
capacity to develop independent, honest and critical thought. At some point there
is a potential bias on researcher's part which could impact outcome of the study,
making this a very challenging balancing act of being objective and nonjudgmental in the thoughts, observation and action of the researchers. Lastly, the
researcher's role is to protect the rights, safety and the welfare of the subjects on
its perspective study.
Research Participants
The participants in the study were the fourteen students of Bongabong
National High School who excel in both academic and extra-curricular activities.
Specifically, these were the students who are with honors and actively involved in
different extra-curricular activities such as sports, journalism, school pageant,
school governemnt council and others. Moreover, purposive sampling was used in
the selection of particpants. Purposive sampling is a form of non- probability
30
sampling in which researchers rely on their own judgment when choosing
members of the population to participate the study. It is also a technique used in
research to select individuals or group of individuals that meet specific criteria
relevant to the research objective. The name of the participants will be not revealed
in as much as the study is quite non-argumentative in nature for the participants.
As phenomenology aims to explore individuals lived experiences, Roulston
(2010) propose that research must identify participants who are able to share
about their personal experiences during the phenomenon under review. For those
means, students who had experiences excelling on both extracurricular activities
and academic performance about it were sought for the purpose of this study.
There were cases in this study who encountered different challenges and
struggles both extracurricular activities and academic performance from
Bongabong National High School.
Data Collection
In obtaining the data relevant for this study, we organized and followed a
step-by-step procedure. We secured a permission letter to the school principal to
seek permission to conduct research.
After securing permission, we personally interviewed the students of
Bongabong National High School who excel in both academic and extra-curricular
activities. Evmorpopoulou (2007) said that small focus groups or mini-focus groups
are becoming increasingly popular because the smaller groups are easier to recruit
and host and are more comfortable for participant. We let the research participants
signed the consent form. This was done prior to the in-depth interview. We utilized
31
the use of instruments like cellular phones and like to obtain their responses,
researcher assisted by a friend who is also colleague to take note while interview
is in progress.
This qualitative study entitled “In the Limelight of Success: Exploring The
Lived Experiences Of Students Who Excels In Both Academic and Extracurricular
Activities” used in- depth interview and focus group discussion.
Within in-depth interview, the participants were interviewed in the school
premise which thorough conversation is present that took 30 minutes and an hour
of asking some further questions. Every interview was audio recorded and
transcribed. Other researcher/s took notes during each interview and immediately
afterwards, recording personal reactions, insights, connections, questions, and
perceptions regarding gaps in response to interviewees comments. Conducting
the first interview with every participant allowed us to get clarification, examples or
simply confirm the information acquired in the first round. In addition, researcher/s
noted any particular unique or thought-provoking statements from the participants
and highlighted comments made or experiences reported that aligned with or
diverged greatly from other participants experiences.
In this interview, it digs deeper into the mentation, stream of the
consciousness, and hidden needs to find the new solution for the particular
problem (Tyrimia, 2004).
Data Analysis
A general inductive approach guided the analysis of the data. As explained
by Thomas (2002), the purpose of this approach is to "allow research findings to
32
emerge from the frequent, dominant or significant themes inherent in raw data"
(p.2). Moustakas promotes the need for a systematic process of interpretation of
interview transcripts. Hycner (1985) outlines a disciplined process in order to stay
true to the phenomenon in interview data.
The analytical process began who listening to the audio recording of each
interview for a sense of the whole, as recommended by Hycner. This holistic
coding, as termed by Saldaña (2010) was a general 'lumping" on our part of ideas
and information in order to grasp basic issues and possible themes. While
listening, we took notes and got a general ideas of the information in the data in
order to embark upon the initial stages of analysis.
After simply listening to each interview and taking notes, we listened to each
again while engaging in word-for-word transformation of both the initial and the
follow-up interviews with each of the 3 participants. Keeping a separate journal
during this process. We noted personal reactions, interpretations, and meanings
in an effort to "bracket-out" or set aside these theme items and immerse in
phenomenon in and of itself, intentionally suspending interpretations and "entering
into the world or the unique individual who was interviewed" (Hycner, 1985, p. 281).
Reduction involves being truly attentive to the essence of a lived experience as
embedded in the words of the interviewees. Merleau-Ponty's definition of
phenomenological reduction is simply a sincere attempt to describe the basic
experience of the world (Van Manen & Adams, 2010).
33
Trustworthiness
Interview data were transcribed and member checked by sending each
participant copy of non-edited transcript to ensure the accuracy of responses. The
multiple types of data such as the participant daily journal, an open-ended
questionnaire, and two semi-structured interviews increased the trustworthiness
and reflective journal also ducomented the whole process of the research and
personal experience to ensure trustworthiness of the data and analysis.
The researcher's reflective was the primary tool for documenting this process
to help with barketing and wing nemos, which is similar to epoch, that are used
while collecting and analyzing data. The process of noting personal experiences
and thoughts helped to go beyond theoretical explanation (Cresswell, 2017). Also,
the use of two columned filled collecting and analyzing data in order to have clearer
perceptions and observation of the phenomena being collecting or analyzed.
To institute credibility of the study, we ensured firmness of the data collection
such as the interviews, which are directly taken from the participants and not a
craft - up stories. We preferred that all - important data were included and those
irrelevant one is related. During the interviews, we asked a colleague to assist me
especially on taking down notes and of taking photos and videos. In addition, we
asked a reliable person who could help me analyze the collected data. This result
to more reliable findings of this study (Suter, 2012).
To established, the dependability of the study, we use a coding-recoding
approach and we are consistent in our data collecting and analysis, which helps to
prove the study's reliability and filtered we made sure only relevant information was
34
included when we reduce datas. The use of peer debriefing and triangulation is
then observe.
Addressing confirmability or auditability of the study, we kept the audiotaped
interviews, personal reflexibility journal or diary, transcripts, and note-takings.
Confirmability or auditability (Polit, Beck, and Hungler, 2006; Streubert-Speziale,
2007)
refers
to
the
researchers
paper-trail,
decisions,
methods,
and
documentations related to the study. We did not include our personal viewpoints,
hypothesis, and conclusions to avoid misinterpretation of data. We refrained from
putting our own biases that is why we used bracketing as one of my methodologies.
We also used triangulation and peer debriefing to guarantee that the findings of
the study have no biases and chauvinism.
In transferability, we will provide the research setting and hypothesis in as
much detail as we can to address transferability, in order to hold any enterprising
person would transfer the findings of this study to another setting accountable for
the making of the transfer, we made sure that the data are thick and rich in
descriptions.
Additionally the researcher conducted interviews with students excelling in both
academic and extracurricular, cited an author who supported the study, and se
fuched the internet for any relevant information.
The validity and dependability of the findings are accurately represented by
each of comperents, it was also anticipated that solid findings and a clear analysis
would be made, and that when published, it would serve as a reference for other
studies.
35
Ethical Consideration
In respect to the right of the participants, we made sure that they were
well-informed about the items to be discussed. We have provided from the consent
, approved by the school administrators. Therefore, we have to ensure their safety,
give full protection so they will not lose their trust to us. We followed ethical
standards in conducting this study these are the following respects for person,
beneficence, justice, consent and confidentially (Boyatzis,1998,Mack et.al 2005).
Respect for Person. Researchers have a responsibility to respect people and
refrain from taking advantage of research participants' vulnerabilities. In order to
preserve participant relationship, trust, and confidence in the researcher, selfsufficiency was avoided (Creswell, 2012).
Consent is another most important way of showing respect to person during
research. This is to let all participants became aware on the purpose and
objectives of the research study that they are going to involve written consent will
provide for them to get thier approval. After getting nod, they have actually
participated the in-depth interviews and individual discussion of course, they were
informed on the results and finding of the study (Creswell, 2012).
Beneficence In order to be charitable, one must make a commitment to
avoiding risks to study participants rather than maximazing the rewards owned to
them, in order to protect the safety of all participants the interviewer will maintain
their anonymity. Participants were exposed or unaccompanied at all times (Bricki
and Green, 2007).
36
Confidentiality Towards the results and findings including the protection of
the participants, coding system were used. Meaning, the participants identities
were not seen. All materials including tape on which sound is recorded, notes and
others should be destroyed after the date were analyzed. Some of the importants
were hesitant to be interview questions. We will extra careful and respect will given
importance to this study (Maree & Van der Westhurizen, 2017).
Justice Requires a reasonable allocation of the risks and benefits as result of
the research, it is very important to acknowledge the contribution of all the
participants as they generally part of the research. They must be given due credits
in their endeavors. They were not able to spend any amount during interview. We
hope that through this study, they will be set free into whatever negative
experiences in both academic and extracurricular activity, to maintain a good
contribution they could offer in this study (Bloom & Crabtree, 2006).
37
Chapter 4
RESULTS AND DISCUSSION
The results and interpretations that come up from participants' descriptions
of their experiences as students excelling in both academic and extracurricular
activities are detailed in this chapter. To understand a phenomenon, the
researchers used phenomenological analysis, which allowed them to move from a
single idea to a set of shared ideas.
This phenomenological inquiry allows
students to describe their
experiences as students who excels in both academic and extracurricular so that
the people around could understand them.
Lived Experiences of Students
Extracurricular Activities
excelling
in
Both
Academic
and
We may see student achievers and extracurricular active as someone who
are good at most things and tend to get achievement and success easily as they
do their best in academic and/or extracurricular endeavors. But behind the
achievements and success, are the pressures and challenges before and after
they attain those things as they do both excel in academics and extracurricular
aspect. And with that, they also had go through difficulties in responsibly
maintaining their grades as honor students and at the same time actively
participating in extracurriculars. These experiences can have an impact on their
academic performance and well being as well.
38
Table 1. Essential Themes and Core Ideas on the Lived Experiences of Students
Who Excels in Both Academic and Extracurricular Activities
ESSENTIAL THEMES
CORE IDEAS
Struggling in Managing
Time
Self-Pressure
and
Others Expectation
Academically
Pressured
Improvement
of
Knowledge and Skills

Struggling in managing my time in doing my
academic
responsibilities
and
extracurricular activities.

Difficulty in managing my time because
academic tasks and extracurricular activities
go together and when I get home, there are
household chores that must be done also.

It is difficult to manage time in both
academics that extracurricular activities are
even being disregarded or stopped because
you have to cope up with your academics.


Difficulty in coping up with a lot of tasks.
Pressure on the expectations of teachers
and others

Pressure because you must excel in
everything.

Parents Expectation

Pressure and expectation of people in your
surroundings as they knew you as an
achiever since you were young.
Pressured because the grades must not be
drop to line of 7 or be failed.


You are being left behind with the lessons
because you focus more on extracurriculars
than academics and your honor title is in
danger.

Got a lot of learnings and my writing,
grammar, and English skills got improved
due to journalism (extracurricular activity).
Writing and speaking skills got enhance.

39
Sleep Deprivation


No proper sleep due to many tasks.
I can't barely get sleep because my
classmates rely on the reports because I'm
the top student.
Struggling in Managing Time
Managing time is essential for all students and learners because it allows
them to be well prepared, organized and focused to manage their tasks and
responsibilities and to perform them efficiently. In this case, however, where
students who are academically achievers and extracurricular active, must maintain
their academic performance as with honors and at once must keep participating in
such kind of activities. Many students who excels both in academic and
extracurricular are having difficulty juggling with their academic responsibilities and
extracurricular tasks, just like Alyssa expressed that;
“Kanang nag struggle jud kay maglisod ug manage sa
duha, sa responsibilities sa acads ug sa mga extra
activities, kanang libog ug lisod jud siya kay murag
kani ba imong unahon or kana ba..” (Alyssa,IDI
7_RQ1.1)
(“It is a struggle because it is difficult to manage the
two, your academic responsibilities and extracurricular
activities, it’s confusing and hard because it’s like you
have to do this first or that”).
As a result to the situation above, there are also times that your school
responsibilities and task go together with your household chores, which makes it
more hard what to do or focus on first exactly. According to Aya;
“Maglisod jud ko sa pag time management bitaw niya
kanang naa pay imong mga trabahoon sa balay unya
40
daghan pakag buhaton nga activities diri sa
eskwelahan nga kailangan humanon.” (Aya,FGD3
_RQ1.1)
(“Time management is difficult for me because there
are household chores at home and there are also a
lot of activities in school to do and must be done”).
Moreover, Aya also stated how the difficulty of time management can lead
to one choice of activity be stopped.
“Lisod isabay to the point nga undangan na nimo ang
extracurriculars kay magbuhat paka sa academics
nimo like assignments..” (Aya, FGD3_RQ1.2)
(“It is difficult to keep up to the point that you will
stop your extracurriculars because you have to do
your academics like assignments ”).
Furthermore, Janet also voice out her difficult experience in managing time
with a lot of tasks. She stated that;
“Pinakalisod na experience nako kay ang pag dungan
sa kadagahang buluhaton...” (Janet, FGD6_ RQ1.2)
(“The hardest thing I've ever experienced is doing a
lot of task simultaneously …”).
The difficulties that student encounters as academic achievers and extracurricular
active appear to be a challenge to them; however, time management is a need so
that they will be more focused and organized in doing their activities orderly and
so that it will not badly affect their academic, extracurricular and other matters in
life.
Thus, the first theme that emerged from the participants' responses was
their difficulties in dealing with this situation. As they stated, they encountered
41
difficulties, which resulted in numerous drawbacks upon managing their time in
doing academic tasks and activities. Understanding students response on
struggling to manage time were investigated in terms of how they use time
management in completing academic tasks and extracurricular activities. Most
students struggles because of the simultaneous task and activities that sometimes
go together with their other chores like household chores and most especially, it
confuses them what to do first because of the tons of activities they must be done,
which added to their struggles.
Most of the students student participants of the study were significantly
struggling in managing their time and schedule with the heavy workloads given to
them, the students were also facing personal problems in their households and
unexpected events they can’t control. One student said, “sometimes you can’t
actually control time itself and your schedule”. Sometimes, the tasks were too
handful to be completed with the time set out for them. It has caused the students
to pass requirements late and a backlog of workload (Hidalgo et al., 2020).
Self Pressure and Others Expectation
Pressure and expectation is common to the students known as achievers.
And having to deal and experience these are truly challenging. Our participants
discusses their experience of self pressure and others expectation on them as
students who excels in both academic and extracurricular. Princess remarks that;
“Maka feel kog pressure gud, kanang especially kay
sir kay daghan kaayo siyag gina expect sa akoa na
sa academic niya….” (Princess, IDI3_RQ1.1)
(“I can really feel the pressure, especially from sir
because he expects a lot from me in his academics”).
42
In connection to pressure, Joyce notes her side of pressuring herself to
excel at everything . She stated;
“…Pressured kay dapat mahulog nga moexcel ka sa
tanan, kung honor ka ani, dapat moexcel or modaog
pod ka ani..” (Joyce, FGD1_RQ1.2)
(“…Pressured because you must excel in everything.
If you excel academically then people expect you to
excel or win in other aspect”).
But usually, pressure doesn’t come only from ourselves or from other people
because it can come even from our parents.
“Tungod
sa
pagsabay-sabay
sa
mga
buluhaton,makapangutana ka sa imong sarili kung
kaya ba nimo,
magdoubt ka, mapressure ka
tapos maglisod kag apas sa mga expectations sa
imong parents..” (Anna FGD2_RQ1.2).
(“Due to the simultaneous tasks, you will ask yourself
if you can do it, you will doubt, you will feel pressured
and then it will be difficult to meet the expectations of
your parents.”).
More so, pressure builds up from the expectations of others because of
your past background as an achiever. And Shaira gives remark on that;
“Pressure as achiever since bata pa ka ug pagkadako
nimo, unya masamot kag kapressure pero mas
pressure pud ka sa naka surround nimo nga mga tao
labi nag kabalo sila nga unsa jud ka gikan sa bata pa,
so daghan nag silag giexpect nimo.”(Shaira,
FGD4_RQ1.2)
(“Pressure as an achiever since you are a child until
you grow up, then the pressure will increase but you
will also be under more pressure from the people who
43
surrounds you, especially since they know what you
are from childhood, so they expect a lot from you..”).
Academic and extracurricular achievers are pressured because of the
expectations attach by the people around them and even by themselves. Since
they shows a good image with their achievements and success however on the
other side of the coin, the good image what people see and talks about doesn’t
makes them always flattered but rather stress because of the expectations set by
the people to them and within their minds, that puts the thought of ‘I should bet
their expectations and that I should excel at this, and that, in everything because I
don’t want to fail them’. Which is not totally a good mindset to have, because we
should not be a slave of people’s perception and expectation on us.
And with that, the second theme generated by the researchers is self
pressure and others expectation . Expectation from their parents, teachers, other
people and themselves drives them out in experiencing pressure in themselves.
As a student known as who excels in academics and active in extracurricular,
people admires them for their hard work they exert and put to things they do and
achievements they acquired that which then creates tons of high expectations in
everything they do, in which they tend to struggle to attain with which is pressuring
and stressing to the part of students that might have adverse impact on their
performance and academic outlook.
Parents have too much anticipation from their children in academic
performance which is highly the reason of students academic stress. In thought of
parents pressurized their children in order to attain desirable grades without
sometimes thinking the abilities of their children . Moreover, it is just also that
44
students have the fear of discouraging their parents in getting lower grades
opposite to what they expect (Moneva & Moncada, 2020) .
Additionally, not only parents but teachers also burden the students with a
lot of pressure expecting them be good at everything. These expectations make
the students work relentlessly and end up in creating more stress. With academics,
the parents and institutions also veers on wanting students to participate in
extracurricular activities too, which the current expectations from students as well
is an all rounder. This demanding attitude from parents and teachers leave the
students bewildered and builds up stress (Jain & Singhai, 2018)
Academically Pressured
Academic pressure can come in many forms, whether about stressing or
overthinking about having low grades and scores, feeling and thinking you are not
doing best in your school and feeling being left behind and that you might not get
into the top. Just like in the case of Syrex when he’s pressured about being a top
student and his grade must not be of line of 7. He stated that;
“Mapressure gyud ka labi na ug kining parihas anang
ma apil gani kag top o honor niya kinahanglan kay
kining imong grado dili gyud siya ma line of 7 or wala
dapat kay line of 7...” (Syrex, IDI5_RQ1.1)
(“You will really be pressured just like if you are top or
honor and your grade should not be line of 7 or you
should not have a grade that is line of 7…”).
Angelo on the other hand is pressured because he’s greatly behind of his
academics because he focused more on his extracurriculars and that his spot for
the top is in danger, saying;
45
“Behind na kay ka sa klasi, tapos pagsulod nimo is
dako nakay ka behind within that quarter tapos
pagkahuman naglisod nakag apas kay tungod wala ka
nakaagi ana nga klasi , wala ka naka paminaw sa pag
discuss sa teacher unya magoverthink ka basin
matanggal naka sa top...” (Angelo, IDI2_RQ1.2)
“You're already behind in the class, after you entered,
you're behind within that quarter, and then it's hard to
catch up because you didn't go through that class, you
didn't listen to the teacher's discussion, then you
overthink maybe you'll be removed from the top.”.
Students who excels in academic and extracurricular are pressured when it
comes to academics because their grades is the foundation of their excellence.
Consequently, another theme emerged from the responses of students was
being pressured academically. This issue examines the fear also of students in
getting low grades and getting left behind with the lessons that could a reason to
be not be on top again. And this pressure drives students to might be forcing and
putting themselves in academic burnt outs.
Students commonly self-report experiencing on going stress relating to their
education, which we refer to as academic-related stress, such as pressure to
achieve high marks and concerns about receiving poor grades. Moreover, high
levels of academic pressure leads to overthinking and worrying about the marks
will be receive as being afraid to face disappointment. (Pascoe et al., 2019 ;
Hatuom, 2021)
46
Improvement of Skills and Knowledge
Development and improvement of skills is important because it allows you
to improve attributes and qualities vital to effective academic performance. The
good thing you get to experienced as an academic achiever and at the same
time actively participating in extracurricular activity is having a chance to improve
your knowledge and skills on stuffs. Anna expressed that;
“Sa academics kay actually ma ingon jud nako diraa
nga daghang learning akong nakuha…. then sa
kaning extracurricular activities kay since ang giapilan
nako kay journalism man so naa diraa na improved
ang akoang writing skills, kanang grammar nako, ug
English skills nako.” (Anna, FGD2_RQ1.4)
(“In academics, I can actually say that I got a lot of
learnings.... then in these extracurricular activities,
since what I participated in was journalism, so my
writing skills, my grammar, and English skills have
improved.”).
On the same side, Nice remarks that there is enhancement in her writing
and speaking skills due to actively participating in activities and it maintains her
honor. She stated that;
“Na enhance pud akoang writing skills unya akoa pod
kanang pag tubag tubag ug pag-istorya gud like
debate unya maka maintain pud ug honor..”(Nice,
FGD5_RQ1.4)
(“My writing skills got enhanced and my answering
and communication ability like in debate and it can
maintain honor…”).
Improvement in knowledge and skills is important not just only for the
students who are known to be achievers but for all students because it can help
47
in carrying out things and tasks proficiently and by developing these skills,
students can build a bath in their personal development which can help them
maximize their potential and achieve their goals.
That being so, the fourth theme is generated from the responses of
students that they have been getting and got improvement on their skills and
knowledges upon engaging themselves in extracurriculars and excelling in
academics. In joining extracurricular like publication club, they get to improve their
skills like writing skills and communication skills as well as they learned a lot of
knowledges.
Some research evidence has shown that participating in extracurriculars
activities experience higher levels of academic achievement. These effects have
been researched since the early 1930’s. Students who participate frequently in
extracurricular activities tend to have higher grades, better test scores, and more
positive educational experiences in general. For example, participation in
extracurricular activities is associated with a 2% increase in math and science test
scores they understand that accomplishing goals often requires focus and hard
work (Christison, 2013).
Sleep Deprivation
Due to simultaneous and loads of task and activities, academically or out
of class, students experienced sleep deprivation in order to fully and completely
done their duties and responsibilities. Just like what Glen went through because
she chooses to finish her school works. He said that;
“Nakaexperience kog dili kaayo tarong nga tulog or dili
kaayo katulog kay mas gusto nako nga unahon
48
paghuman ang akoang mga buluhaton.” (Glen,
IDI1_RQ1.1)
(“I have experienced not sleeping well or not sleeping
enough because I prefer to finish my tasks first.”).
In addition to that, there are also students who have been deprive of sleep
because her classmates always rely and depends on her in their reportings since
she is the top 1 among the class. According to Celestine;
“Kanang usahay kay halos dili na gyud ko katulog
usahay kay for example mag report me unya ako man
gong mga kauban Kay dili sila mo tabang mag salig
sila kay ako daw top 1 sa amoa kay ako daw ok radaw
para sa akoa..” (Celestine,IDI4_1.2)
(“I can’t almost sleep because for example if we have
report and then my groupmates will not help me, they
always depends on me because I am the top 1 and
they think that it seems okay for me”).
The will of complying task completely without having to rest and sleep and
dependency of others can have a bad impact not just in our body and brain but
also in our school performance.
So, the fifth theme emerged from the responses of students that they have
been experience sleep deprivation in their choice to fully done their duties and
responsibilities, academically and extracurricularly. Reliance of classmates
because they are seen and known as smart and capable of doing things on herself
and lots of task loads are the factors of their lack and not getting enough sleep
which is unhealthy to thought to.
As such, from the neuropsychological perspective, sleep deprived students
tend to learn material less efficiently, which could lead to a lower grades. Also,
49
sleep deprivation leads in reduce of alertness and energy in daytime making
students less likely to follow predetermined daily schedules for coursework and
activities because they feel fatigued (Chen & Chen, 2019).
Coping the Difficulties of Students Who Excels in Both Academic and
Extracurricular Activities
To cope with their difficult experiences, the students worked hard to
overcome the impediments and deterrents to help themselves. They come to a
point of not just purely working hard but also believing and nurturing themselves
with positivity, faith, and moral and emotional support. Though they struggled with
there situation at times, but still they exert best in their endeavors. Indeed, the
experiences of these students play an importance, especially to those students
who are struggling in managing time and under a lot of pressure. This section
details their coping strategies and the plan they used in order to overcome the
struggles they encountered as students excelling in both academic and
extracurricular.
Table 2. Essential Themes and Core Ideas in Coping the Challenges of
Students Who Excels in Both Academic and Extracurricular Activities
ESSENTIAL THEMES
Motivating One Self
CORE IDEAS

Motivating
difficulties.

Motivate yourself by staying thinking
positive, that you can despite the
struggles.

Making oneself as motivation, because it
can better herself and it can improve her
learnings.
myself
despite
of
the
50
Striving Hard to Cope
Academic Task
Managing Time and Task
Properly
Releasing Emotion
Getting Encouragement
from Families
Praying to God

Trying to catch up on the subjects and
lessons that are being behind by studying
and asking friends.

Approach and ask friends and teachers
about what are the lessons that are being
behind that can be caught up.

Diligently, ask teachers about what must
be complied.

I still strive hard no matter how smart they
seem I am.
Make your own schedule.


Manage time, like setting a schedule and
date to finish one and then another after.

Prioritize what you should and feel is
important to do, then do the least or not
that really difficult to work on.

I open up my feelings to my mother and
talk to her about my problems in school
and listen to her advice.

I will have breakdown and after crying, I’ll
be back and continue what I am doing and
should do.

You have parents who will motivate you
that you can do it, don't give up and you
can overcome your problems.

Right motivation from your parents can
have a really big impact on you, just their
words saying that ‘you can’, will truly
motivate you.
Trust in the lord and pray.


Prayer is powerful in overcoming our
challenges, whether that be in life or in
academics.
51
Think Positive

When experiencing pressure, handle it by
thinking positive and all your hard works
will be paid someday.

Don’t lose hope because all problems
have solutions and be positive because
negativities won’t give you a positive life.

Be hopeful and positive in dealing with the
challenges we encounter.

Every one of us feel and face challenges
but still think in a positive way.
Motivating One Self
Self-motivation drives students to keep going even in the face of setbacks, to take up opportunities, and to show commitment to what they want to
achieve. When they feel dumped by their problems and struggles, motivating
themselves plays a huge and vital part overcoming their struggles. With
motivation, they don’t think problems as problems but rather a reason to keep
going and fighting and that they can despite the doubts and difficulties they
experiencing;
“Ginamotivate nako akoang kaugalingon nga
magpadayun gihapon ko despite sa kalisod.”
(Glen, IDI 1_RQ2.1).
(“I motivate myself to keep going despite the
difficulties”).
Motivating themselves coping mechanism scopes believing and thinking
positive upon themselves and Rain supported that;
“Salig sa akong kaugalingon ug nipadayon ra ko
despite sa kalisod and stay positive lang jud
52
akong gihimo kay kung kaya sa uban, kayanon
pud nako.” (Rain, FGD7_RQ2.2).
(“I trusted myself and I continued despite the
difficulties and I just stayed positive because if
others can, I also can”).
Glen added that her motivation on herself is for the betterment and
improvement of herself and her learnings. He said that;
“Ang sarili ang motivation, kay mas better para
sa sarili ug moimprove ang learnings”.(Glen,
IDI1_RQ1.3)
(“My self is my motivation because it is better for
myself and it improves learnings”).
In difficulties and struggles, motivating themselves helps them to continue
what they are doing and to never lose in their struggles.
Hence, the first theme emerged from the responses of parents in coping
their struggles as student excelling in academics and extracurriculars is motivating
themselves. Motivating themselves helps them cope up with the difficulties they
encountered and doubts they feel by reminding themselves that they can and
staying positive and keep going despite the challenges.
Self motivation is the best form of motivation for oneself and as a student
becuase it stimulates the desire for performing and giving their best at tasks and
helps them see and think things in a positive way that enables them to overcome
challenges by developing an attitude that can withstand trials and failures. People
and students as well who are self motivated always wants to give their best and
53
willing to take various responsibilities and helps them fulfill their own objectives
despite drawbacks (Shiwani, 2019).
Striving Hard to Cope Academic Task
As students excelling in academics and actively participating in
extracurricular, one thing who put them up in a their position is themselves, striving
hard. And at times where they are more hooked up with their extracurriculars and
is like slightly leaving out their academics unfocused leads them to strive hard and
more in order to cope with the things they got behind. And one of their striving hard
move is asking and approaching teachers and friends in help them follow up what
they need to cope up. Joyce stated that;
“Naningkamot ko nga
na behind nga mga
apsan sa pagdiscuss
nagapangutana ko
(Joyce, FGD1_2.1)
ma apas nako akong mga
subject nga wala nako na
sa teacher by studying or
sa akong mga friends”
(“I work hard to catch up the subjects I get behind that
I haven't caught up on when my teachers discussion
by studying or I asking my friends”).
Angelo shares the same coping with Joyce;
“Nagapangutana ko sa akong mga friends and even
teacher kay para kung unsa tong mga behind pwede
pa nako maapas, unsa tong akong mga kulang pwede
nako maapasan kay para dili ko ma behind as
academic achiever” (Angelo, IDI2_RQ2.2)
(“I ask my friends and even teachers to know what are
those things I got behind, what are my lackings so that
I can catch it up and so I won’t get behind as an
academic achiever”).
54
Alyssa’s answer is similar to the former answers of Joyce and Angelo in
which she also approaches her teacher and complied with the things she needs to
comply; She stated that;
“Niduol ko sa mga maestra ,nag comply sa
akong mga dapat icomply ug unsa nalang pud
nako kuntahay kaparihas anang mga lesson nga wala
nako na naapilan kay nag training ,akoa nalang pud
tong studyhan.” (Alyssa, IDI7_RQ2.1)
(“I approached the teachers, complied with what
I had to comply with and with those lessons that
I hadn’t get to be with because I am on training,
I also studied it ”).
Furthermore, students seen as achiever still also strive hard despite of
others perception on them;
“Maningkamot lang gyud ko bisan pag unsa nila
tan-aw
nako
nga
bright”
(Celestine,
IDI4_RQ2.2).
(“I'll just strive even if they think of me as
smart”).
In efforts to not get behind on their lessons and not leave their academic
performance neglected, students tends to strive and not just purely relying on
themselves but also seeking help from others.
Therefore, another theme emerged from the responses of student
achievers and extracurricular active in coping their struggles is striving hard to
cope with academic task.
Students sometimes are inclined with their
extracurriculars that’s why they do exert more efforts in order to catch up their
55
academics and to cope with that is by striving hard, which encompasses working
hard, asking and approaching for help also.
Working hard is a necessary prerequisite for achieving success in school,
and there is little doubt that being persistent, such as trying hard on (school) taskseven and especially when they are exhausted-is associated with academic
success. Not surprisingly, effortful and persistent behavior plays a focal role in
explaining academic success (e.g., achievement, grades). More so, working and
trying hard on school tasks is linked to a variety of positive learning outcomes such
as better grades, higher achievement, and lower dropout rates and is a key
variable in theoretical models of academic effort tend to work accurately and show
persistence when faced with difficult tasks. (Rieger et al., 2022)
Managing Time and Task Properly
Managing your time wisely improves work-life balance and helps you to be
more in order. Good time management also reduces stress and pressure and
allows you to achieve your goals expeditiously and efficiently. That’s why in coping
time and task management difficulties, students establishes managing their time
and task properly. One of the participants stated that;
“Naa koy mabehind sa isa ka butang,
paningkamotan nako siya nga ma cope up nako
then maghimo ko ug kaulingon nako nga
schedule.” (Glen, IDI1_RQ2.3)
(“If I get behind, I'll try to cope with it, then I'll
a schedule of my own”).
make
56
In managing your time and task, making your own schedule helps you to
cope with your task efficiently and lightly. Angelo emphasized his scheduling in
terms of time management;
“Imanage ang oras, like magset ug schedule and date
nga humanon ang isa tapos another na pod..”
(Angelo, IDI2_RQ2.3)
(“Manage time, like setting a schedule and date
and do or finish the task one after the other”).
Additionally, to properly manage your time you need to organize your task
in terms of its load weight to you just like Rain does;
“Ginauna nako ang dapat unahon. If feeling nako mas
importante unahon ni, unahon nako. Ipaulahi ang dili
kaayo bug-at na trabahuon”. (Rain, FGD7_RQ2.3).
(“I prioritize what needs to be prioritized. If I feel
it is more important, I will prioritize it. Postpone less
heavy work”).
Time is very crucial, you can’t turn it back but you can able to manage it,
that’s why time management is very important to students because it enables them
to handle and balance things that are needed to be done most especially their
academic task and other activities.
Thereupon, the third theme emerged from the responses of students in
coping their difficulties as students excelling in academics and actively
participating in extracurricular. They manage their time and do their task with the
help of making schedule and organizing the weight of loads of tasks in order to be
more productive and efficient in doing the tasks.
57
Maintaining a strong grasp of time management was an important factor for
the success of students as a whole and those engaged in both academic and
extracurricular activities. There were several aspects of successful time
management which included: breaking down task into smaller manageable pieces,
making and maintaining to-do lists, working on one task at a time, and making a
conscious commitment to achieve specific goals (Roll, 2015).
Additionally, for students to better manage their curriculum and achieve
learning objectives, time management behaviors or skills are argued to improve
the positive academic output. Time management has also been defined as a form
of self-management with a clear emphasis on time in understanding what activities
to do; how to do them more efficiently; in what time it should be done and when is
the correct time to the particular activity. (Alyami et al., 2021)
Releasing Emotion
Releasing their emotions is one way of venting out the burden of the
problems and struggles they feel and gives them a sense of hope and also it opens
them into acknowledging their vulnerability and helps their fight or flight response.
“Mopagawas ko sa akoang gibati sa akoang mama
moingon nga kung unsa ang problema gud
sa
skwelahan mo sulti ko sa iyaha unya
naa rapud
na siya maminaw ko sa iyahang mga
advice.”
(Princess, IDI3_RQ2.2)
(“I take out and tell my mother what I feel, what
are my problems in school,and then she’ll be
there, I’ll listen to her advices ”).
58
Nice does have the same take in having breakdown as her coping
mechanism to let out her feelings and after feeling unheavy, she’ll continue in doing
what she needed to do;
“Magbreakdown ko tapos after maghilak kanang
back to what I need to do dayun” (Nice, FGD5_2.2)
(“I'll breakdown and then after crying, I’ll be right
back to what I need to do.”)
The emotional satisfaction they feel after releasing their emotions by having
breakdowns helps their emotional state in reacting to pressures and burnt outs by
tasks and activities.
Thus, the fourth theme emerged from the responses of students in coping
their struggles as student excelling in academics and extracurricular is releasing
their emotions. Emotional and mental breakdowns is the one of the coping of
students in which it renders us emotional comfort and satisfaction upon letting all
out our stress in the way of crying.
Individual vary greatly in their response to stressful situations. Stress
activates numerous coping mechanisms, including assessment and management
of emotions. Emotion regulation is a process by which an individual is able to
modulate his or her emotional experiences, unconsciously or consciously .It
encompasses the ability to filter emotions and engage in healthy emotion
management strategies and provides additional information about how individuals
adapt to internal and external stressors (Monteiro et al., 2014).
59
Getting Encouragement from Parents
Parents encouragement nurtures child's confidence and sense of self and
helps them overcoming their challenges and giving them hope and motivation.
Moreover, moral support not just gives a sense of hope but also gives a general
sense of well-being restores, solution and progress become possible in facing
difficulties. Anna expressed that;
“Naa man kay parents nga nagamotivate nimo
makaya rana ayaw suko diraa makaya ra na nimo
malampasan rana nimo so ginamotivate ko nila nga
maovercome ang mga kalisod” (Anna, FGD2_RQ2.1).
(“You have parents that motivates you that you
can overcome it, don’t give up and you’ll get
through that, so my parents motivates me to
overcome hardships”)
Shaira also stated a similar view;
“Sakto nga motivation sa imong parents dako na
kay nang impact sa imoha, mga words palang
nila nga kaya ra nimo” (Shaira, FGD4_RQ2.1).
(“Right motivation from parents can really have
a big impact to you, their words, their words
enough saying that you can”).
. Getting moral support from your parent’s is such a wonderful feeling
because it is at the same time giving you motivation despite the doubts and
struggles, and students excelling in academic and extracurricular remarks on how
their parent’s encouragement have impacted them big.
That’s why another theme emerged from the responses of students in
coping their struggles as student achievers and active extracurricular participator.
60
The rendered moral support in the encouragement of their parents and families
helped and impacted them big in terms of motivation and bringing back your self
esteem in things.
Family is the foundation and the supporter of their children whatever
challenges it is, because family is the one who give hand to their children. The
family is the one who motivate their children. Family motivates their children to
study harder to have a bright future. However, there are certain families who have
their own problem that badly affect’s the student self-motivation in their academic
performance for instance family problem. Students have a complicated family with
a poor standard of life. But then,t here are some children who are not happy with
their family because there are students who have complicated family resulting to
student de-motivation. In fact, there are students also are not happy even their
family is complete and less motivated because they need another piece to
complete their own motivation. Family and students should have a strong
relationship for education and support (Costanos et al.,2020).
Praying to God
Students excelling in academics and actively participating in extracurricular,
don’t just depend in their capabilities and skills but they as well as in having faith
to the God almighty above and believes in the power of prayer. One participant
stated that;
“Salig lang jud sa ginoo, ipray lang kung feel nimo
stress na kayka” (Eleah, IDI6_RQ2.1).
(“Just rely on the Lord, just pray if you feel
stressed”)
61
In addition, Shaira states how powerful can prayer be in overcoming
challenges. She said that;
“Prayer man jud ang powerful kaayo sa tanan
para maovercome
nang mga
challenge sa
kinabuhi
man
o
sa
academic.”(Shaira,
FGD4_RQ2.1).
(“Prayer is the most powerful thing for everyone
to overcome challenges in life or academics.”)
Praying to God as their coping act of the challenges they face is also
building their spiritual connection and acknowledgement and that just as important
as emotional, mental, and moral support, spiritual support is also a need when
dealing difficulties and give students wisdom in coping with their task and
struggles.
And so, the fifth theme regarded from the responses of students in coping
their struggles is praying to god. In which shows that students don’t just rely on
their capabilities but also seeking spiritual and religious help on dealing with their
hardships.
Ten high achieving American first-year university students and ten high
achieving Latino high school students respectively to describe how their religiosity
had impacted on their academic performances .Four themes emerged from the
students’ description, and these provide the bases for the assumption that high
levels of religiosity amongst Christians should be positively related to high levels
of academic performance: 1) God excepts them to excel in whatever they do, 2)
God’s prohibition of the usual high school and college distractions such as wild
62
partying, pre-marital sex, drug use and excessive alcohol consumption enabled
them to focus more on their academic work, 3) God was always there to help them
be successful in their academic endeavors, and 4) Belief in God enabled them to
see that education was an important part of their ultimate objective in being
spirituality successful (Zubairu & Sakariyau, 2016).
Think Positive
Thinking positive helps in coping and dealing out negativities in struggles
among students excelling in both academic and extracurricular, it gives them
hope and most especially positive outlook and mindset in spite of the difficulties
they experienced;
”Always think positive tapos maningkamot ug itatak
sa imong utok nga ang tanang kahago nimo karon,
mabayran ra puhon” (Shaira, FGD4_RQ2.4).
(“Always think positive and then strive hard and
imprint in your mind that all your hard work
today, will pay off someday.”).
Moreover, Eleah remarks that thinking negativities will not give us a positive
life, thus always think positive. She said that;
“Ayaw lang mo ka wala ug paglaom kay tanang
problema naa man gyuy gihapon na siyay
sulosyon ug be positive lang gyud ayaw lang
sigig huna huna ug negative kay diman pud na
makahatag sa imoha ug positive nga kinabuhi.”
(Eleah, IDI5_RQ3.5).
(“You just don't want to be without hope for
every
problem, no matter what it is, there is
always
a
solution and just be positive, just don't keep thinking
negative because that will not give you a positive life”).
63
In addition, Rain states that in encountering challenges let us be hopeful
and positive.
“Be hopeful and positive gud in dealing sa mga
challenges
na
imong
maencounter
while
nagalakaw ka sa path na imong gipili” (Rain,
FGD7_RQ3.5).
(“Be hopeful and positive good in dealing with the
challenges you will encounter while you walk the path
you have chosen.”)
Furthermore, Nice says that challenges is inevitable to feel and face
however stay and think positively;
“Everyone of us will feel and face challenges but
still thinking in a positive way lang jud gihapon.”
(Nice, FGD5_RQ3.5)
(“Everyone of us will feel and face challenges but still
thinking in a positive way.”).
Having a positive outlook and mindset creates a strong mental response in
dealing out dilemmas and struggles, that’s why thinking positive is one important
coping strategy that helps students a lot.
Hence, the last theme is drawn from the responses of students in coping
their struggles as stressed students who excels in both academic and
extracurricular. In which they cope up with the difficulties by having a positive
outlook on things, being hopefull, and unminding negativities.
Researchers studied what they called lower order personality traits in high
school students. Those traits were self-esteem, attributional style, and trait hope
and are considered “positive thinking” variables. The previous traits listed are
64
believed to be important for academic performance as well as promoting
resilience and helping individuals cope with adversity. The researchers wanted to
prove that not only does intelligence, family factors, peers, and motivational
factors lead to increased academic performance; but having an optimistic outlook
is an overlooked trait that contributes as well. (Robinson & Cleveland, 2014)
Insights of Students in their Lived Experiences as Students Excelling in
Both Academic and Extracurricular.
This part presents the realizations of students excelling in both academic
and extracurricular of how hard works, organization, and even struggles can help
us grow, give us learnings, satisfaction and happiness in achieving great and good
things .
Table 3. Essential Themes and Core Ideas in Realizations and Insights of
Students who Excels in Both Academic and Extracurricular Activities
Themes
Acquire New Knowledge
and Skills
Core ideas
 I realized that you can also gain more
knowledge and learn a lot.
 I realized that it is a big help because
you can learn and get to improve your
skills like in writing and communication.
Learned Time
Management


I practice time management.
I learned that we should know how to
handle and do time management so that
we won’t struggle hard.
Striving and Thriving

If you want to be an academic achiever
or excel in academics, you just have to
work hard and do also studying
Don't give up right away because your
hard work will be put into waste and no
matter how difficult things are, if you
want to succeed, just keep going.

65



Struggling Yet Fulfilling




Make Parents Proud





Keep going no matter how tired you are
because difficulties as a student is
inevitable.
One thing that you need to do in order
for you to finish the challenges you are
facing is to work hard and strive best
until you finish.
I learned that if you are persistent in
what you do, you will be successful.
Tired but more on happy because I was
able to overcome the difficulties.
Difficult but happy because there are
achievements.
It feel good and I am proud that I excel in
academics and actively participating in
an extracurricular activity, and that not
everyone can handle simultaneous tasks
easily.
Happy and worried because confused
what to do first but happy because you
have something to learn.
I want to pay their hard work of sending
and supporting me in my studies.
I want to show them that I am doing
good in school and raising me is not a
waste.
Since we are young, we are students,
that is the only way of making them
proud and to compensate for their
sacrifices for us.
To make my family proud of the
achievements I got.
It is okay because I get to make my
parents proud and happy.
Acquire New Skills and Knowledge
As they are actively participating in fields of academic and extracurricular
and exploring their full potential they most as well as gain and acquire new
knowledge and skills in which a great help on the improvement of their learnings
and skills;
66
‘‘Na huna-huna-an nako na kung mu apil ko sa
extracurricular activities kay maka gain pako ug
more knowledge, daghan pakog lain matun-an.”
(Joyce, FGD1_RQ3.1).
(“I think that if I participate in extracurricular
activities because I can gain more knowledge, I
can learn a lot more. “).
Shaira emphasizes her realization on how a big help joining in
extracurriculars is. She said;
“Big help kaayo ning extracurricular activity ilabi na sa
akoa nga nag join ko sa Journalism nga surely naa
koy ma learn like ma improve akoang writing skills og
communication skills in talking English.” (Shaira,
FGD4_RQ3.1).
(“This extracurricular activity is a big help especially
for me that I joined Journalism that surely I can learn
something like I can improve my writing skills and
communication skills in speaking English.”).
The perks of engaging ourselves in many things like students excelling in
both academic and extracurricular do is that we can acquire knowledge and skills
that might help us in many ways possible.
So, the first theme emerged from the responses of students on their realization as
students excelling in both academic and extracurricular is they acquired new skills
and knowledge. It introduces them to new knowledges and welcomes and opens
them to new skills that may improve their potentials and capabilities.
Extracurricular activities can have many benefits for students. They can
help students learn new skills, make new friends, and explore different interests.
These activities can also help students develop leadership skills and build
67
confidence. Participating in extracullicular activities can also help students
academically. Studies have shown that students who participate in extracurricular
activities have higher grades (Llego, 2022).
Learned Time Management
As students do most struggle in balancing their time, they truly prove that
you can find and acquire learnings in your struggle. Like the students who excels
in both academic and extracurricular, they learned time management from the
struggle and challenge of time managing. Just like how Princess practice her time
management upon struggling in time management;
“Sa paglisod nakog balance sa time napractice nako
ang time management.” (Princess, IDI3_RQ1.4)
(“In my difficulty of managing time I get to practiced
time management”).
Angelo also states that he learned time management ;
“Naa koy natun-an dapat jud diay nga kanang kabalo
ta mo handle sa atoang oras or kabalo ta mo time
management” (Angelo, IDI2_RQ3.2)
(“I have learned that you should know how to handle
your time or you should know time management”).
Because by learning time management, students get to have more focus
and be more order in managing time and task.
Thus, the other theme emerged from the responses of students on their
realization is they learned time management. It is truly said that in struggles you
can get learnings after, struggle in time management leads also to students
learned and practice time management in themselves and in doing their tasks.
68
Time management has been described such as having advantageous for
both individual and organisation for some years. It is the most basic selfmanagement . Therefore, wecan control our daily academic or non-academic
activity well.Guiding our time properly, it will carry out us to academic achievement.
Wemust determine again from what we will start until the academic achievement
can hold in our hand. Time management also is an ability for making a decision to
what is most important for the academic, the organisation and life (Adiyanto, 2019).
Striving and Thriving
As students strive, they are also thriving. And that with effort and
perseverance, we can achieve greater things, succeed, and grow. Moreover,
struggles are inevitable in life thus keep striving and thriving and that is what
they’ve realized;
“Para gusto ka mahimong academic achievers or
kanang ma excel nimo imong academic maningkamot
lang gyud ka ug sagulan nimog pag study.” (Celestine,
IDI4_RQ3.1)
(“If you want to be an academic achiever or excel in
your academics, you just have to work hard and study
hard.”).
Moreso, Joyce emphasized her viewpoint of striving ;
“Natun-an nako na dili dapat mo give up sayang man
pud imong gihagu-an kung mo undang nalang ka,
maka agi ma jud ug mga pagsulay bisan paman ug dili
about acads,dili lang jud mo give up kay giving up
means you lose bisan paman ug unsa na kalisud ug
gusto na nimo na malamposan need jud nimo na
ipadayon.” (Joyce, FGD1_RQ3.2)
69
(“I learned that you shouldn't give up, it's a waste of
your hard work, we will surely encounter challenges
even if it’s not about acads, you shouldn't just give up
because giving up means you lose anyway and how
difficult it is and you want to succeed, you need to
continue”).
Struggles are inevitable however keep striving, that’s what Shaira remarks;
“Padayon maskin unsa pa kakapoy kay dili man gud
malikayan ang mga kalisod as a student” (Shaira,
FGD4_RQ3.2)
(“Keep going no matter how tired you are because
difficulties as a student cannot be avoided”).
Additionally, upon striving, we get to encounter difficulties, but we also get
to learn lessons;
“Nakatuon kog kalisud nakatuon pud kug maayo nga
leksyon. One thing nga kailangan nimo buhaton arun
makahuman ka sa imong mga challenges nga
giatubang is maningkamot, lang ka sa tanan hantud
mahuman” (Nice, FGD5_RQ3.2)
(“I studied hard and focused on a good lesson. One
thing that you need to do in order for you to finish your
challenges that you are facing is to try, you just do
everything until it is finished”).
And that in striving and perseverance, nothing is impossible like Rain stated;
“I learned na if pursigido jud ka sa imong gihimo,
magmalampuson jud ka, ug walay impossible sa mga
tao nga kugihan.” (Rain, FGD7_RQ3.2)
(“I learned that if you are persistent in what you do,
you will be successful, and nothing is impossible for
hardworking people.”)
70
Their realizations opens a good inspiration to others that in striving we can
thrive. That upon striving to overcome challenges and difficulties, there are
learnings along our way that will surely help us grow.
Thereupon, this theme emerged from the responses of students on their insights
as student excelling in academics and extracurriculars. Striving and thriving
depicts the students gradual efforts and things they get to learn and realize upon
encountering difficulties that in order to achieve what we want and aspire, we
should persevere and strive hard in order to thrive and get that.
Students who believe that intelligence is a changeable trait that they can
improve with effort and guidance are described as holding a “growth mindset.”
These students are more likely to take on challenging tasks and persist through
challenges by trying new strategies or increasing effort, ultimately achieving
greater academic success. (Limeri et al., 2020).
Struggling Yet Fulfilling
Struggles are inevitable but seeing and realizing that in small and big ways
we can get good things out of it is also fulfilling. As students also struggling keeping
up with their academic and at the same time extracurriculars however the thought
of handling the problem and acquiring achievements makes the struggle fulfilling
just like they said;
“Kapoyon ko usahay but more on nalipay ko kay
nakaya nako ang mga kalisod ug na overcome nako
ang mga challenges” (Rain, FGD7_3.3)
(“I'm tired sometimes but more on I'm happy because
I was able to handle the difficulties and I overcame the
challenges”).
71
As stated by Princess also in terms of a fulfilling happiness by acquiring
achievement in spite of the difficulties,;
“Happy ko at the same time naglisod pero happy kay
naay mga achievement..” (Princess, IDI3_RQ3.3)
(“I'm happy at the same time it's hard but I'm happy
because there are achievements”).
They like also the feeling that they accomplish tasks that not everyone can easily
do ;
“Ganahan ko kay labi na nga honor japon ka unya nag
excel ka sa acads ug nag apil pud kag mga sports
unya taas taas na imong na abtan ganahan ko lami sa
feeling maka proud jud tapos dili tanan maka-kaya
nga magsabay ug mga buluhaton.” (Alyssa,
IDI7_RQ3.3)
(“I like it because I am still honor, then you excelled in
acads and participated in sports and that you reached
that high level. I like the feeling because it makes me
proud because not everyone can easily do tasks
simultaneously”).
Moreover, even if struggling and sad and confused because of the loads of
task, it makes them happy because you still get learnings just like Princess added;
“Nalipay at the same time naguol kay libog kung unsay
unahon, kay puro man sab important ang duha , ang
academics ug extracurriculars pero naa kay makatunan so mahappy pod ka.” (Princess, IDI3_RQ3.3)
(“I was happy at the same time I was sad because I
was confused about what to do first, because both are
important, academics and extracurriculars, but you
have something to learn so you can be happy.)
72
This shows that struggles are not always bitter and sad because they also
can bring sweet and joyful achievements.
That being so, another theme drawn from the students realizations as
excelling students in both academic and extracurriculars is struggling yet fulfilling.
The tiring loads of tasks, tons of pressure, and improper and lack of time
management makes it struggling however despite of that struggles are fulfilling
fruits because students get to learn some things and they can attain achievements.
Furthermore, the reason why your involvement in extracurricular activities
is more important than actually winning a gold medal in these activities is, because
it shows that you are an enterprising individual who realises that all work and no
play makes a person dull. The reason why this will be your biggest academic
achievement is because you are able to prove that you can manage several things
at once while still performing well in your academics (Onawale, 2021).
Make Parents Proud
As a child, seeing your parents proud and making them happy is your joy
and you doing good at school is your parents pride and honor. That’s why students
want and excels in their academic and extracurricular pursuits in order to make
their parents proud with what they’ve done and what they achieve. Just like they
remarks;
“Pamilya kanang makita man gud nako sila sa mga
kalisod maong mag tarong gyud kog eskwela” (Syrex,
IDI6_RQ1.3)
(“Family, I can see them in hardships that is why I am
doing good in school”).
73
Other’s point of view stated that they want to prove something on their
parents like Alyssa;
“Gusto nako ipakita sa ilaha nga nagtarong kog
eskwela nga dili saying ilang pagpadako sa ako.”
(Alyssa, IDI7_RQ1.3)
(“I want to show them that I went to school without
saying that they raised me”).
Aya also said that making her parents proud is what she can do for now to
pay off her parents sacrifices, for now;
“Gusto kog nga ma proud akoang parents sa akoa kay
bata pa biya ta no nga students paman ta mao pana
atong kaya buhaton para ma proud atoang parents
saatoa labi na sa mga sacrifice nila ma dungog nalang
pud nila nga kong unsa ta sa school ka active so mao
na dako na kaayo na nga part para sa ilaha.” (Aya,
FGD3_RQ1.3)
(“I want my parents to be proud of me because we are
still young and students, and is what can we do to
make our parents proud of us for now, especially for
their sacrifices, and hearing us active in school is also
a big part on them”).
Furthermore, as they excel and participate in extracurriculars, they want to
make their parents say that they are proud of them because they achieve
something good;
“Kay para maka ingon sila nga ay proud kay ko ani
niya kay na achieve ni niya ug maga hunahuna pud
ko sa akoang parents nga I want, I want them to make
them proud gusto nako sila nga ma proud sila sa
akoa” (Nice, FGD5_RQ1.3)
74
(“So that they can say that they are proud of me
because they achieved this and I will also think of my
parents that I want, I want them to make them proud I
want them to be proud of me”).
Moreover, it also makes them happy aside from yourself;
“Narealize nga ang pag excel kay makapalipay sa
atong parents and makaproud pod sa imong sarili..”
(Eleah, IDI6_RQ3.4)
(“Realized that excelling makes our parents happy
and makes you proud of yourself.”).
Their achievements in school is their kind of receipt that the struggles of
their parents just to send and support them off school is valid and they are doing
good and best and as their parents get proud, their hard work and struggles also
in school are worth it.
That is why, the last theme emerged from the responses of students in their
insights as students excelling in academic and extracurricular is they want to make
their parents proud. One wants to prove something, some wants to pay the
sacrifices their parents do in supporting and sending them in school and most
wants their parents proud that they get to achieve something in school and in life.
Because their children’s recognition and achievements is there pride and honor.
Parents live vicariously through their children. Hopes and dreams are
rekindled and simple pleasures and joys are seen through new eyes. Aspirations
emerge and disappointments simultaneously break hearts (Haddow, 2014).
75
Chapter 5
CONCLUSION AND IMPLICATION
This chapter provides a summary of the study, findings, conclusions drawn
from the findings, and recommendations for the study titled In The Limelight of
Success: Exploring The Lived Experiences of Students Who Excels in Both
Academic and Extracurricular Activities.
Moreover, given the major themes, this chapter dealt primarily with the
support for our study coming from the various authors.
The discussion is used in this section because it provides factual support
regarding the lived experiences of struggling parents with the new educational
setup for their children. This phenomenological approach seeks to answer the
research questions posed by delving deeper into the experiences of these students
excelling in both academics and extracurriculars. Different authors' points of view
were included in our discussion. Furthermore, it hopes to discover relevant
perspectives and analyses based on its context.
In general, the study's goal is to learn and understand about students
experiences excelling both academics and extracurriculars.
The Lived Experiences of Students Who Excels in Both Academic and
Extracurricular Activities
Pressure and difficulties are prior to students excelling known as achievers
and excels in fields of their pursuits. And as student excelling in both academics
and extracurriculars, they experience a lot and encountered struggles that pushed
them in test of their capability and potential in handling stress and problems as
76
proficient students. Nonetheless, despite the struggles and difficulties, they still
strive hard in overcoming those needs to be overcome.
Implication as a Student
The findings imply that both researchers and other students can have an
impact on students issues as who excels in both academic and extracurricular to
benefit from intervention that can help them overcome their struggles and able to
adjust from it. The study’s finding suggest that students have various experiences
which scopes struggles and difficulties overcame and realizations that helps them
as students excelling and still to excel in both academic and extracurriculars.
Think Positive. Students who have face difficulties and drawbacks should
have a positive outlook and response to pressures, doubts, and negativities.
Students should empower themselves with knowledge and skills, learn it and have
a good use of it
from the other students experiences of having to excel in
academics and extracurriculars.
Time
Management.
Students
who
are
having
difficulty
juggling
simultaneous academic task and extracurricular activities sometimes have
improper organization and management of time. That leads in most, students do
have a more pressured life due to the lack of orderliness in their time dealing with
a lot of tasks that might be detrimental to their academic performance. That is why
students must have time management in order to do things organizely and not be
confused and messed up with their time and do things well and orderly.
Proper Dealing with Pressure. As a student, the pressures putted on them
is the root of having difficulties and causes deterrents in easily coping and
77
assessing academic and other tasks leaving them out in overthinking of “Will I still
Can?”, “What If I Fail”, “What if I disappoint them”, “What if I am not that as good
as they think?”, and more. Parents, teachers, other people and student themselves
should not pressure that much students and put high expectations on them and
instead of it, support and motivate them in many ways possible and let them enjoy
and explore knowing great new knowledges and skills and discover and empower
their potentials they are happy with and feel free doing it without the judgement of
failures and disappointments after, that it’s not about having tons of achievements
just to prove that they are worth it and valid but doing enough what is good and
best. Furthermore, students should take and think pressure as an opportunity for
growing rather than thinking of it always as negative.
Motivation from Self and Parents. Being a student especially an active
engager of extracurricula activities and at the same time consistent achiever
academically is exhausting and there are times that there are thoughts of you’re
done and in the verge of giving up however with motivation, the exhaustion and
hopelessness fuels the sense of resilience within us and wakes up the will and
inspiration to keep going and fighting which helps them build and establish courage
upon facing challenges in school or in other matters in life and to respond to it
boldly and confidently.
Implication for Further Research
All students who participated in this study had a positive and negative
effects on their own, depends on their view and response to circumstances. The
positive and negative effects on all students could be attributed to a variety of
78
learnings that will help students in their academic and other tasks and performance
in school. However, with interventions, any student should be able to find what is
required to aid students in providing information on how to manage challenges and
difficulties as students excelling in both academic and extracurricular or students
known to deal with multitasking.
Moreover, because the findings of this study are not generalizable beyond
the fourteen participants, future research on the experiences of students achievers
and active in extracurricular with another group of participants may be conducted
in order to strengthen the validity of the findings of this study.
Furthermore, additional research could be conducted by re-interviewing
some of the participants to see if their experiences, perspectives and insights as
students excelling in both academics and extracurriculars have not changed over
time.
The finding of this study was gathered from the voices of student achievers
and active engagers of extracurricular activities. Further research may be
conducted to determine the parents, teachers, and other students as well on their
views and insights on the students experiences excelling in both academic and
extracurriculars to confirm the findings of this study.
Concluding Remarks
According to the findings of the study, researchers concluded that attention
should be given to the lived experiences of students excelling in both academic
and extracurriculars and how they cope with various situations. Students who felt
79
and faced heavy pressures and difficulties will have an impact on their school
performance and learning outcomes.
We definitely learn something after spending a long time conducting and
revising our research. Yes, it is exhausting and difficult; however, as we develop
deep understanding, cooperation and teamwork, we conclude that doing this
research is enjoyable. We learn that we are doing this not just to comply, but also
to help our participants' voices be heard and understand by because we are deeply
concerned about their difficulties and struggles knowing to excel in academics and
extracurricular which is not an easy thing to do.
We felt mixed emotions of joy, sadness, and empathy to each students from
the research, which affected us because having to excel in both academics and
extracurricular is not easy and difficult to consistently keep up with. The tiredness,
pressure, doubts, and hardship that the students experienced were indeed
remarkable, and it leads them to use some life strategies to stay motivated,
positive, and organized while doing many responsibilities and activities. This
aspect helps them to overcome challenges while dealing pressures and tons of
task and activities. It also indicates that there is a need more for attention to
improve their ability in managing time, pressure, and stresses.
This study does not claim to have all of the answers, but it does attempt to
provide teachers, parents, and other students with an understanding of the
difficulties and struggles that students achievers and active engagers of
extracurricular face. Our goal has been to provide methods for assisting them as
we learn and understand about their experiences. As a result, we hope that more
80
research will be conducted in the field to explore and understand struggling
individuals, particularly students, excelling academically and in extracurriculars, in
continuing and consistently striving and achieving great things.
81
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