THE CARRY-OVER VALUES OF STUDENT ACTIVITIES ON THE FORMATION OF LEADERSHIP TRAITS Authored by: JO-ANN SANGUYO GUANSING

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THE CARRY-OVER VALUES OF STUDENT ACTIVITIES ON THE
FORMATION OF LEADERSHIP TRAITS
Authored by: JO-ANN SANGUYO GUANSING
*1Calawitan National High School Annex- Akle High School *1 Secondary School Teacher, Akle,
San Ildefonso, Bulacan, Philippines
ABSTRACT
This study was based on the results of in-person qualitative interviews with
twenty five (25) teachers/club advisers, twenty five (25) student leaders, and ten
(10) alumni of five (5) schools, both private and public, in the Municipality of San
Ildefonso, Bulacan. It was designed so as to determine the carry-over values of
school activities on the formation of leadership traits among students.
Discussion on the results started with the types of school activities offered by
the five schools under study. From the interviews, it was found out that a wide array
of co-curricular and extracurricular activities were designed and implemented in
the target schools. These student activities were associated with student
governance, academics, religious, sports, special interests, and socio-civic/service-
oriented activities.
Informants, club advisers in particular, talked about the way of
implementation and supervision of school activities. Those activities are generally
conceptualized by the governing bodies of the Department of Education (DepEd)
and the Commission on Higher Education (CHED). These are cascaded to all schools
in all levels. Educational institutions are given the freedom to design activities that
are deemed beneficial to the school and students. From the discussions, it was

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generally established that co-curricular and extracurricular activities were being
implemented and supervised using the fundamentals of planning and management.
Student leaders/officers, on the other hand, shared just how significant
school activities are toward the development and enhancement of their desirable
leadership traits. Their stories of learning experiences as student leaders reflect the
intensity of positive impacts of participating in school activities to their leadership
growth. Self-discipline, honesty and integrity, commitment and dedication, and
others are some of the highlighted leadership traits.
Alumni, as a vital member of an institution also shared their stories of
success which proved the special role played by school activities in honing their
leadership traits. These traits became very helpful in the attainment of their
leadership status in their respective field.
Through this study, it is established that school activities have carry-over
values on the formation of leadership traits among students.
Introduction
Upon enrolling in school at any level, a learner expects to be involved in a
variety of activities outside of the regular curriculum designed by the Department of
Education (DepEd), Technical Education and Skills Development Authority (TESDA)
and Commission on Higher Education (CHED). Those activities could any of the

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curricular, co-curricular or extra-curricular in addition to the mandated subject and
course requirements. The co-curricular and extra-curricular activities vary from
speech, writing, participation, student politics, sports, theatre, scouting, and other
civic-spirited endeavours. But whatever the activity may be, the school
administrators and teachers make certain that such can contribute to the
inculcation of moral values, cognitive growth, and psychomotor development.
Relatively, it is through the involvement of the learners in said activities that the
students get better training on leadership. It is along the principle that “leaders are
made”. But the making of a leader does not occur overnight. Bass and Bass (2008)
believed that good leadership is developed through a never ending process of self-
study, education, training, and the accumulation of relevant experience. It may
sound like an old cliché but truly, the youth of today are tomorrow’s leaders.
Therefore, they must be provided with proper training to be adequately equipped to
function effectively when they assume their roles as leaders. And the school is one of
the best venues in honing an individual’s leadership traits.
Article II, Section 13 of the 1987 Philippine Constitution states that “the core
aim of education is to foster the all-round development of a student”. The 1987
Philippine Constitution envisioned a "quality education, a kind of education that is
"whole, adequate, and integrated system of education responsive to the needs of the
people and society.” The State, through its educational institutions, is commissioned
to develop the Filipino youth into a full, whole and integrated person. To fulfil this
objective, there is a prime need of striking a balance among the syllabi, curricula,
books and co-curricular activities beyond the classroom requirements. Academics

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and curricular activities develop the intellectual or mental faculty of students while
extracurricular activities enhance students’ talents and potentials. These student
activities, both co-curricular and extra-curricular are believed to instil values which
could eventually result in the making of a leader.
Because of the varied interests of students, this study will focus on student
activities that are linked to student governance, academic, religious, sports, special
interest, and socio-civic or service-related organizations.
The present study focuses on the public and private educational institutions
in the town of San Ildefonso in Bulacan province. It is for the purpose of probing that
schools, be they private or public, are actively engaging their students in a wide
variety of school activities that would contribute to the positive development of
students. As stipulated in the revised student handbook of St. Mary’s College of
Baliuag, SY 2016-2017, “the school gives emphasis on the participation of students
in co-curricular activities which enhance academic learning, develop their
originality and creativity and redirect their energy to more productive activities that
intensify the development of learning skills. Students are exposed to a variety of
activities designed to meet their varied interests and needs. These activities also
provide venues for students to develop leadership and exhibit their innate talents
and abilities, widen their horizon and allow them to grow in confidence and
camaraderie”.
Sometimes labelled as “the other education”, participation in extracurricular
activities provides activities for students to apply knowledge to real world settings

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and develop skills that will assist in the practical reality of living after graduation
(Astin, 1993; Kuh, 1995).
This study therefore aims to among others; determine the carry-over values
of student activities on the formation of leadership traits among students.
Foreshadowed Problem
This study attempts to answer the general problem “How do school activities
help develop desirable leadership traits among students?” Specifically, it sought
answers to the following foreshadowed questions:
1. What school activities are open for participation and involvement by the
students in the following areas:
1.1 student governance
1.2 academics
1.3 religious
1.4 sports
` 1.5 special interest
1.6 socio-civic or service related organizations?
2. How are co-curricular and extra-curricular activities implemented and
supervised by the school?
3. What supervision techniques were used to monitor the implementation of
the school activities?
4. What desirable traits may be developed in the students as they engage in
school activities?

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5. How do school activities contribute to the development of lifetime traits that
lead to career success?
Research Statement
Educational institutions give provision to students’ engagement in school
activities, such as co-curricular and extracurricular because they recognize the
significant effects of such undertakings in the formation of leadership traits among
students.
Significance of the Study
Although schools are officially charged with equipping students with the
knowledge and skills they will need to fulfil various roles in society (for example,
reading, writing, and mathematics), they also teach students the important social,
political, and economic values (Newman, 2006).This study is an attempt to
understand the dynamics of school activities and its significance in the holistic
development of the students. This study will be of great importance to the following:
Curriculum Planners. A practical importance of this study is that it can
guide curriculum planners in their efforts in designing a curriculum that gears
towards further development of the potential of individuals in a holistic and
integrated manner so as to produce individuals who are intellectually, spiritually,
emotionally, and physically balanced and harmonious.
School Administrators and Educators. This research undertaking will be
useful for the school administrators and educators as its results can serve as a basis

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for identifying and implementing school activities that are deemed important in the
total development of the students.
Parents. The data on the underlying importance of school activities could
also provide insights to the parents on the benefits of participation and engagement
by their children in various student activities offered by the school. Parents will gain
meaningful information about why they should permit, even encourage, their
children to engage in some curricular and co-curricular activities in school. It is
purported that this paper will yield facts about the significant contributions of
school activities on the development of desirable traits on their children.
Students. The findings of this study will help the students realize the
benefits of joining school activities such as a becoming a leader, testing their
management skills, and providing them venues to challenge their ability to handle
stress, task delegation, decision making , carrying out meetings and many more.
In general, this study hopes to generate information on the carry-over values
of student activities on the formation of leadership traits among students.
Scope and Delimitations of the Study
This study focused on the implementation of student activities with emphasis
on its carry-over values on the formation of desirable traits including leadership.
The researcher conducted an in-depth study on the co-curricular and extra-
curricular activities designed and implemented in various schools. The subjects of
this study are activities and students of two (2) public schools, two (2) private high
schools, and one state college in the Municipality of San Ildefonso, Bulacan. The two

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public institutions are San Ildefonso National High School and Akle High School
while the two private schools are St. John School of San Ildefonso and Liceo de
Buenavista. The state college is Bulacan Agricultural State College These schools
were chosen on the basis of accessibility and performance. All five schools are
located in the town of San Ildefonso where the researcher resides. In fact, one of
which is the school where the researcher is currently connected. But aside from
accessibility of the location, these schools were regarded as performing schools
which are usually joining in inter-school competitions and whose students are
known to be active in co-curricular and extracurricular activities. This study
includes school activities that are linked to student governance, academic, religious,
sports, special interest and socio-civic or service related organizations offered by
the aforementioned schools.
The key informants of this study are graduates of aforementioned schools
who had been active in joining school activities during their student days. They are
now full-pledged professionals and are regarded leaders in their respective fields.
Another group of informants are the student leaders at present in the target schools.
Coordinators of Student Activities and Club advisers were also interviewed for this
endeavour.
There were a couple of limitations within which this research was carried
out. The main limitation was that the informants were all members of educational
institutions from the Municipality of San Ildefonso and therefore the results can be
possibly true for this town. The participants were not categorized as to gender, age,
and years of residency to extract varied views from diverse backgrounds. But the

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participants were selected according to the following: teacher-informants were club
advisers, student-informants were student officers/student leaders, and alumni-
informants were full-pledged professionals who were actively engaged to school
activities during their school days and who are regarded now as leaders in their
chosen field.
Nonetheless, the choice of the researcher to use qualitative research in the
study was successful. The characteristic of the tool and the application of in-depth
analysis have provided a more meaningful responses and result. And the target, to
determine how school activities help develop desirable leadership traits among
students was achieved.
Perspectives in the Study of Leadership, Co-Curricular and Extra-Curricular
Activities in Elementary, Secondary and Tertiary Levels and Values
This section provides the theoretical foundation of the study. Literature on
the interplay of leadership, co-curricular and extra-curricular activities, and values
is presented.
Leadership
It is widely believed that leaders are not born, but made. It is increasingly
accepted, however, that in order to be a good leader, one must have the experience,
knowledge, commitment, patience, and most importantly the skill to negotiate and
work with others to achieve goals. Good leaders are thus made, not born. Good
leadership is developed through a never ending process of self-study, education,
training, and the accumulation of relevant experience (Bass and Bass, 2008).

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Boulding, cited in Jenkins (2013) stated that the basis of a good leadership is
strong character and selfless devotion to an organization. Students who display
strong character and carry themselves with confidence and smartness as they
interact with fellow students are most likely to be chosen or elected as leaders.
Their strong sense of character enables them to influence others. As described by
Northouse and Rowe (2007), leadership is a process whereby an individual
influences a group of individuals to achieve a common goal.
School activities like scouting, student governance, and sports could develop
students’ sense of character. Selfless devotion to an organization is another basis of
good leadership. It is when you think first of the welfare of your organization over
your personal interest, when you perform your duties without counting the cost and
not expecting anything in return. All school clubs and organizations must inculcate
among each member the virtue of selfless devotion. After all, an organization
persists because of the devotion, both of the leaders and members.
Much of the research pointed out that trustworthiness is often key to
positions of leadership as trust is fundamental to all manner of organized human
groups, whether in education, business, the military, religion, government, or
international organizations (Ivancevich, Konopaske, and Matteson, 2007).
Trustworthiness is a vital attribute that a leader must embody for a trustworthy
leader is dependable.
Burns, in Abbasialiya (2010), believed that leadership is one of the most
observed, yet least understood phenomena on earth. Many scholarly articles have
been published about leadership. Authors agreed that it takes a long road towards

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effective leadership. It is something that is not achieved overnight. A leadership
style may be applicable to some but not to all. Over time, researchers have proposed
many different styles of leadership as there is no particular style of leadership that
can be considered universal. Despite the many diverse styles of leadership, a good
or effective leader inspires, motivates, and directs activities to help achieve group or
organizational goals.
Bennis cited in Anyamele (2004) argued that leadership is a creative
enterprise, involving all in innovating and initiating. Anyamele also claimed that
leadership looks at the horizon and not just at the bottom-line. A leader makes good
decisions which imply a goal, a direction, an objective, a vision, a dream, a path, and
a reach. To be a leader is easy, but to be an effective and efficient leader is another
thing.
Related Theories on Leadership
There are as many different views of leadership as there are characteristics
that distinguish leaders from non-leaders. Avolio, Walumbwa, and Weber (2009)
disputed that most researches today has shifted from traditional trait or
personality-based theories to a situation theory, which dictates that the situation in
which leadership is exercised is determined by the leadership skills and
characteristics of the leader. This denotes that greatness of a leader is measured on
his ability to handle situations that call for an effective leadership skill.
On the other hand, Wolinski (2010) stated that all contemporary theories can
fall under one of the following three perspectives: leadership as a process or

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relationship, leadership as a combination of traits or personality characteristics, or
leadership as certain behaviour’s or, as they are more commonly referred to,
leadership skills. In the more dominant theories of leadership, there exists the
notion that, at least to some degree, leadership is a process that involves influence
with a group of people toward the realization of goals.
Charry (2012) identified major leadership theories which could help explain
why some students emerged as leaders in school.
Great Man Theory
This theory supports the olden belief that leaders are born. Great man theory
assumes that the leadership skill is innate, thus great leaders are born, not made.
This theory portrays leaders as heroic, mythic and destined to rise to leadership
when needed. Meanwhile, Ololube (2013) explained that the term great man was
used because, at the time, leadership was thought of primarily as a male quality,
especially military leadership. This theory necessitate that a leader is an epitome of
power, courage and strength.
Great man theory can be related in school setting where in some “great”
students who are smart, active, responsible, and trustworthy are most often
nominated and chosen as leaders of an organization or any school activities. Their
innate leadership skills are manifested naturally as they lead an organization or as
they join in any school activities.
Trait Theory
Similar in some ways to great man theory, the trait theory assumes that
people inherit certain qualities or traits which make them better suited to

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leadership. Trait theory often identifies particular personality or behavioural
characteristics that are shared by leaders. Psychologists explain that one of the
factors of human development is heredity. Traits or qualities can be possibly
inherited and passed on to the next generation. Leadership traits can be inherited
but can it guarantee that a child can be as good leader as his parents are.
Just like great man theory, trait theory is evident among student leaders who
possess leadership skills that may be inherited from parents. These students may
have an edge over the other students for they are born leaders. These inherited
leadership traits come out in a very natural way.
Contingency Theory
Contingency theory of leadership focuses on particular variables related to
the environment that might determine which style of leadership is best suited for a
particular work situation. Charry (2012) believed that no single leadership style is
appropriate in all situations. Success depends upon a number of variables, including
leadership style, qualities of followers and situational features. Gill (2011) explains
that contingency theories suggest that there is no one best style of leadership.
Successful and enduring leaders will use various styles according to the nature of
the situation and the followers.
Meanwhile, Lamb (2013) stated that based on contingency theory, effective
leadership depends on the degree of fit between a leader’s qualities and leadership
style and that demanded by a specific situation. Aside from heredity as factor of
human development, environment also plays an important role. Contingency theory
explains that environmental factors might affect the effectiveness of one’s

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leadership. Students who are capable to cope with some situational features
mentioned above are most likely identified as leaders. Those who support
contingency theory suggest that the best leaders are those who know how to adopt
different styles of leadership in different situations. These leaders know that just
because one approach to leadership worked well in the past, it does not mean that it
will work again when the situation or task is not the same.
Situational Theory
Situational theory proposes that leaders choose the best course of action
based upon situational conditions or circumstances. Different styles of leadership
may be more appropriate for different types of decision-making. For example, in a
situation where the leader is expected to be the most knowledgeable and
experienced member of a group, an authoritarian style of leadership might be most
appropriate. In other instances where group members are skilled experts and
expect to be treated as such, a democratic style may be more effective.
This explains that effectiveness of leadership styles depend largely on the
situation at hand. In some instances, student leaders are chosen based on the skills
he manifested in handling certain situation. Great leaders are armed with sense of
firmness when contingent times occur. It depends on his ability to deal with
situation in school activities that is sometimes beyond his expectation.
Unanticipated situations must be handled accordingly. Good student leaders know
what leadership style he must exhibit in any given situation.
Behavioral Theory

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Behavioural theory of leadership is based on the belief that great leaders are
made, not born. This leadership theory focuses on the actions of leaders not on
intellectual qualities or internal states. According to the behavioural theory, people
can learn to become leaders through training and observation. Bass and Bass (2008)
noted that anyone can be a leader because leadership traits can be learned and
acquired. It can be achieved through education, training, and the accumulation of
relevant experience.
Relating this theory to student leadership, students can possibly become
good leaders through proper education and experiences that a school and school
activities provide.
Participative Theory
Participative leadership theory suggests that the ideal leadership style is one
that takes the input of others into account. Participative leaders encourage
participation and contributions from group members and help group members to
feel relevant and committed to the decision-making process. A manager who uses
participative leadership, rather than making all the decisions, seeks to involve other
people, thus improving commitment and increasing collaboration, which leads to
better quality decisions and a more successful business (Lamb, 2013).
This theory takes into consideration the importance of members’
involvement and participation. It believes that good leader seeks ideas from
members and involves them in making decision which could make them feel
significant, thus commitment and collaboration are encouraged. In this sense, a
student leader must know how to deal accordingly with his fellow students in order

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to work harmoniously toward the realization of the goals of the organization. The
success of any school activities require consolidated effort among leaders and
members.
Management Theory
Also known as management theory, Charry (2012) related transactional
theory on the role of supervision, organization and group performance and the
exchanges that take place between leaders and followers. This theory based
leadership on a system of rewards and punishments. When employees are
successful, they are rewarded and when they fail, they are reprimanded or
punished. Lamb, cited in Charry (2012) argued that a leader’s job is to create
structures that make it abundantly clear what is expected of followers and the
consequences (rewards and punishments) associated with meeting or not meeting
expectations. Managerial or transactional theory is often likened to the concept and
practice of management and continues to be an extremely common component of
many leadership models and organizational structures. Transactional theory of
leadership is effective in the premise that a particular consequence, be it a reward
or a punishment, would be received by a member which oftentimes becomes the
basis or motive of their performance. Young as they are, a student leader is
expected to know how to give credit to the effort of his members. In this way, a
student leader eventually learns the concept of management which he could apply
in future undertaking. This theory must be applied with precaution in order to
produce good result. Students must be trained to perform their tasks and roles in an

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organization not because of rewards or recognition. They must be after the
achievement of set goals and should act with sense of responsibility.
Relationship Theory
Relationship theory, also known as transformational theory, focuses on the
connections formed between leaders and followers. In this theory, leadership is the
process by which a person engages with others and is able to “create a connection”
that result in increased motivation and morality in both followers and
leaders. Relationship theory is often compared to charismatic leadership theories in
which leaders with certain qualities, such as confidence, extroversion, and clearly
stated values, are seen as best able to motivate followers (Lamb, 2013). Relationship
or transformational leaders motivate and inspire people by helping group members
see the importance and higher good of the task. These leaders are focused on the
performance of group members, but also on each person to fulfilling his or her
potential. Leaders of this style often have high ethical and moral standards (Charry,
2012).
This posits that engaging members and creating “connections” or
relationship between the leader and among fellow members is vital to effective
leadership. Most school activities are good venues for building relationship, thus
enhancing both the leaders’ and members’ interpersonal skills. Both the leaders and
the members are expected to establish smooth relationship in order to promote
cooperation and unity. Leaders must create an atmosphere where his/her fellow
members will experience a more direct and personal connection among all the
members of the group.

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Skills Theory
Wolinski (2010) stated that learned knowledge and acquired skills/abilities
are significant factors in the practice of effective leadership. Skills theory by no
means refuses to acknowledge the connection between inherited traits and the
capacity to lead effectively, but argues that learned skills, a developed style, and
acquired knowledge, are the real keys to leadership performance. A strong belief in
skills theory often demands that considerable effort and resources be devoted to
leadership training and development.
Burkus (2010) claimed that skills theory grew from the obvious flaw in the
trait approach, thus traits are relatively fixed. This meant that trait theory was not
particularly useful for developing new leaders who laced those traits. Skills theorists
sought to discover the skills and abilities that made leaders effective. Similar to trait
theory, skills theories are leader-centric, and focused on what characteristics about
leaders make them effective. The two primary theories to develop from a skills
approach were Katz’s three-skill approach and Mumford’s skills model of
leadership.
The three-skill approach argued that effective leadership required three
skills: technical, human, and conceptual skills. Technical skill refers to proficiency in
a specific activity or type of work. Human skill refers to being able to work with
people and conceptual skill refers to the ability to work with broad concepts and
ideas. The three-skill approach asserted that, while all skills were important for
leaders, their level of importance varies depending on the organizational level of
leaders. As leaders move through the levels of the organization (from lower to

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upper), skill importance moves from technical to human to conceptual. More
complex than the three-skill approach, the skills model of leadership outlined five
components of effective leadership: competencies, individual attributes, leadership
outcomes, career experiences, and environmental influences. Effective leadership is
dependent on how leader competencies are affected by the leader’s attributes,
experiences, and the environment.
Perhaps the most useful strength of skill theory is that it places effective
leadership performance on learned and learnable skills rather than on traits. In this
way, leadership is available to anyone. Certain innate abilities such as motivation
and cognitive ability are still included in the model.
Most schools provide leadership seminar and training among student
leaders. In this way, students acquired skills that are necessary for effective
leadership. Students who are exposed to leadership activities can possibly acquire
necessary skills and traits that will make them an effective leader. School activities
that promote leadership competencies among students should be designed in order
to provide proper venue for student’s leadership development. Any school activities
that encourage the enhancement of leadership traits must be reinforced.
School Activities: Co-Curricular and Extracurricular
Students, through school activities are provided with a plenty of
opportunities to learn and refine the skills necessary to positively affect students’
current academic careers and become successful citizens. School activities are
usually described as educational-based and meeting the interests of students,

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conducted during non-school time, student-driven, and school sponsored. School
activities are usually categorized as either co-curricular or extracurricular. These
activities, regardless of their nature, whether co-curricular or extracurricular, are
believed to promote positive effects to the total development of the students.
Co-curricular Activities
The Merriam-Webster Dictionary (2014) defined co-curricular activities as
activities that are usually complementing the regular curricular despite being an
outside activity, that are done for pleasure or a particular purpose and that usually
involve a group of people. Another definition stated that co-curricular activities are
activities involving a group of people that complement the regular curriculum
despite existing outside them.
Meanwhile, Tan and Pope (2007) defined co-curricular activities as those
activities that enhance and enrich the regular curriculum during normal school
days. They are also referred to as extracurricular, extra-class, non-class, school-life,
and student activities. Despite the lack of a precise term, co-curricular activities
seem more student-centered than the regular classes. Co-curricular activities are
the true and practical experiences received by students. To a greater extent, the
theoretical knowledge gets strengthened when a relevant co-curricular activity is
organized related to the content taught in the classroom. Intellectual aspects of
personality are solely accomplished in the classroom, while aesthetic development,
character building, spiritual growth, physical growth, moral values, creativity, and
others are supported by co-curricular activities (Gyanunlimited, 2012). Organized

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activities may include clubs, athletic opportunities, dance line or cheer teams,
Scouts, drama or theatre, youth groups, student council, and club sports.
Co-curricular activities are those which are undertaken side by side with the
curricular activities. It essentially takes place outside the four corners of the
classroom. Intellectual development is achieved to a great extent, in the classroom
itself. But, the aesthetic development like character building, spiritual and moral
values, physical growth, creativity and many more are backed up by co-curricular
activities. They are the true and practical experiences gained by students by their
own learning. Co-curricular activities also render a number of values like
educational psychological, social, civic, physical, recreational and cultural values.
Some co-curricular activities might be compulsory, such as music, art or
drama classes that take place during the regular class hours but others generally are
voluntary, such as participating in school sports team, debating team or school
publication. In either way, participation in these activities can assist students in
more than one ways. It gives the students an opportunity to develop particular skills
and exhibit their non-academic abilities. Co-curricular activities are important
because even though they are not a part of the core curriculum, they play a very
essential role in giving the students the opportunity to shape their lives to become
well rounded people. The school activities have to be designed purposefully to give a
suitable mix of student’s participation in academics and also create a chance for all
round development.
Co-curricular activities are practical, tangible learning opportunities that put
into action what students learn inside the classroom. These activities happen after

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or apart from school hours and give the students a chance to actively pursue a
different side of their in-class curriculum. Co-curricular activities can be affiliated
with the school, for example, school clubs, such as a computer, book or chess club, or
teams, such as debate team or basketball team, but they can also be affiliated with
other institutions, such as local libraries or community centers. By interacting with
other people in the community and doing hands-on activities some students could
learn things that they are unable to grasp in the theoretical lessons during class.
Most co-curricular activities are not graded and do not directly affect a student's
marks in a class, however, these activities help students perform better in school.
For example, community service can reflect and complement lessons in a social
science class, and sports can help a student understand better some contents in a
physical education and health class.
Role of Co-curricular Activities in the Students’ life
The effectiveness of co-curricular activities according to Moreno (2014) lies
in the application of what is learned since co-curricular activities complement the
curriculum; it is complemented in such a way that public speaking, time
management, and accountability are used not only for academic units but also
personal development as well. The succeeding statements clearly explain the pivotal
role of co-curricular activities in the life of a student.
Overall Personality. Co-curricular activities help in enhancing the all-round
personality of the students which subsequently guide them in the future
endeavours. Experiences gained through these activities assist students during

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internships and practicum. Co-curricular activities always lead to personality
development in individuals. It leads to enhanced confidence, increased social and
peer acceptance and an image makeover (John, 2017).
Co-curricular activities are believed to promote holistic development of
students. Students who are actively engaged to co-curricular activities are more
likely to develop their overall personality because these activities nurture not only
the intellectual capacity of students but also their emotional, physical, social, and
even spiritual development.
Strengthened Self-Confidence. The goal of co-curricular activities is to
inculcate among students a sense of sportsmanship, competitive spirit, leadership,
diligence, cooperation, and team spirit. But the hidden motive behind all these is to
develop self-confidence which could eventually promote high regard to own self.
New-found skills and friendships can result in the growth of child’s self-esteem.
Having positive self-esteem and self-confidence encourages students to try new
things and helps in the process of self-discovery. Self-confidence is an important
trait of an effective leader. A confident leader usually wins the trust of his/her
subordinates. In this way, a leader can be assured that others follow his/her lead.
Developed Specialized Skills. Co-curricular activities help hone the talents
of the students and give them opportunities to develop their specialized skills such
as skills in theatre, music, sports, and the like. Trying new things opens the
opportunity for self-discovery. The broad range of co-curricular activities that a
school offers usually provides plenty of opportunities for a student to discover new
interests or talents across many different fields of learning.

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Participation in co-curricular activities encourages discovery and
enhancement of one’s special talents and skills. School activities like stage plays,
recital, public speaking, and other similar activities brought about the development
of specialized skills of a student.
Improved Academic Performance. Co-curricular activities are defined as
those activities that enhance and strengthen classroom learning. In this sense, co-
curricular activities are designed to improve academic performance of students.
Contrary to the common notion that co-curricular activities interfere with the
students’ academic performance, studies have shown that students pursuing their
interests achieved better results in their studies. Their academic performance
usually goes up as they learn to balance their co-curricular activities with their
academics. They also learn how to manage their time efficiently and perform better
in school. Such activities like participation in debates, drama, music, sports, and
others help in improving academic performance.
Greater Opportunities. Students who engaged in any co-curricular activities
of their choice are given preference over those who are not involved in any such
things. These things make a major difference when students are considered for the
most popular courses. Students who will apply for college or for work are most
likely given greater opportunities especially if the chosen career or field and the co-
curricular activities are aligned. Students who are active in participating in co-
curricular activities are believed to have an advantage over other students who are
not joining co-curricular activities.

25
Sense of Responsibility. When students are given some responsibility or a
task to accomplish like applying first aid or designing the class bulletin board, their
efficiency to handle such situations becomes much better. This fosters the sense of
responsibility and accountability which they will imbibe as they grow older. Being
engaged in any co-curricular activity enables the students to become aware that
they are responsible and accountable to whatever action they will do.
Exposure to New Activities. Students are introduced to a whole new
horizon of activities that gives them a better insight and allow them to enjoy
activities that they wish to learn. These activities stimulate playing, painting, acting,
dancing, singing and speaking skills in students. It broadens new horizons for
students.
Extracurricular Activities
Massoni (2011) traced the beginning of extracurricular activities in the
United States in the 19th century. According to him, initially they were just an
additional part to the normal academic schedule for the year. Extracurricular
activities usually had some practical or vocational interest that was included into
the activities. The first extracurricular activities that were well known in schools
started at Harvard and Yale University. They were literacy clubs that consisted of
different debate clubs and Greek systems such as fraternities and sororities.
Students in American schools were the first to initiate athletic clubs. These soon
became popular and literacy clubs began to decline (Casinger, 2011). Around the
time of World War I, schools started adding clubs such as journalism, and

26
newspaper. Now these clubs have become popular and many public high schools
and grade schools have clubs for all interests. Today about 1 in 4 students
participate in academic clubs. (Miller, Zittleman, 2010).
Defining extracurricular activities proves to be a difficult task due to the vast
scope of the field. The Merriam-Webster Dictionary (2015) defined extra-curricular
as extra activities done by students in a school but not part of the regular class
curriculum, and activities defined as something done for pleasure or purpose that
usually involves a group. Extracurricular activities (ECAs) are defined as activities
that students undertake apart from those required to earn a degree. They may
include hobbies and social, sports, cultural, or religious activities. They have some
benefit and possess some structure/organization. ECAs are expected to enrich
students’ experience, develop students’ soft skills, help them cope with stress, and
provide them with added advantages to increase their employability (Veronesi and
Gunderman, 2012; Thompson et al., 2013).
Similarly, Lunenburg (2010) believed that extra-curricular activities are
essential because they develop hobbies and interests, skills in working in groups,
and participation that lead to the discovery and cultivation of talents.
Many schools provide opportunities for students to participate in sports,
clubs, debate, yearbook/newspaper, student council, drama, and many other
options as well. These activities are a great way for students to engage in their
school and enhance their education. These are also a great opportunity to make
memorable experiences and gain important life skills that aren't always taught in
the classroom. Extracurricular activities provide students the chance to develop,

27
sharpen, and apply leadership skills, teamwork and relational skills, organization
and time management skills, and individual and group responsibility. Students learn
how to work well in teams and also learn the importance of time management.
Extracurricular activities provide venues for students to hone their innate talents
and capabilities, develop their socialization skills, participate to non-academic
endeavours, acquire leadership traits, and learn life values and skills that will help
them to become successful in life.
Benefits of Engagement with School Activities
Extracurricular activities are a part of student’s everyday life. They play
important roles in student’s lives. They have positive effects on student’s lives by
improving behaviour, school performance, school completion, positive aspects to
make successful adults, and social aspects. One of the articles in The Brunei Times
(2009) stated that participation in extracurricular activities generate soft skills that
will be evaluated before hired into the job world. The extra-curricular programming
exposes the students to experience the things that are related to their future career.
Indirectly they learn about professionalism and many other life skills.
Meanwhile, Massoni (2011) explicitly discussed the positive effects of
extracurricular activities to students. One of which is to help students become
productive adults. By participating in extracurricular activities students learn
lessons in leadership, teamwork, organization, analytical thinking, problem solving,
time management, learning to juggle many tasks at once and it allows them to
discover their talents. Students who are involved in extra-curricular pursuits tend to

28
improve their academic grades as well. This may be due to increased self-esteem,
motivation and better time management. They become better organized in the
classroom. They demonstrate a reduction of at-risk behaviour and a heightened
sense of belonging, resulting in better behaviour. They learn useful new skills from
their chosen activity, and in integrating these activities into their everyday school
lives, they learn time management, critical thinking, teamwork and social
skills. They develop life-long relationships with their peers and learn how to lead
others. These skills will be beneficial in later life and in the workplace.
Extra-curricular activities also foster a sense of commitment to a cause or
purpose and they reduce selfish behaviour. Students become more marketable in
the workplace.
Through the avenue of extra-curricular activities students find it much easier to gain
admission into universities. Modern universities are more interested in recruiting
students who have something to offer besides academic qualifications. They seek
out students who can make a contribution in other areas to the university and the
society at large. Many universities and some schools make money and gain prestige
through their extra-curricular engagement in various arenas (Pilgrim, 2013).
Geraghty (2010) noted that it “enhances the student experience, aids
academic performance, helps students to develop certain skills…improves their self-
confidence” and also contributes to “student engagement, peer interaction,
leadership, faculty interaction and student retention.”
Similarly, Burrows and McCormack (2011) suggested that extracurricular
activities could be an important contributor to a student’s life balance. By taking a

29
break from academic endeavours, students have the opportunity to be social,
release energy, and have fun. More specific research is needed to confirm the theory
that extracurricular activities truly provide this balance, but it is plausible these
activities promote a balance that is vital to development and are important in
maximizing academic efficiency.
They also suggested that extracurricular activities provide a way to build self-
confidence, which can have a positive effect on academic performance. By achieving
personal goals, receiving recognition for accomplishments, and regularly interacting
with others in an intricate social system, students were better able to feel
productive and self-efficacious.
Furthermore, Burrows and McCormack (2011) also found that extracurricular
activities created a greater sense of connection to one’s school. As students
competed under the name of the school, they were increasingly motivated to give
back and represent it well, both in academics and other activities.
Notably, an enhanced sense of belonging may depend on the types of
extracurricular activities a student engages in. (Martinez, Coker, McMahon, Cohen,
and Thapa, 2016). For example, a student in an art club might feel more connected
than a student athlete would, or vice-versa. The connection might depend on the
quality of the program, values of the school or community, or other social factors.
Extra-curricular activities like co-curricular activities are equally important
in developing a well-rounded individual who could possibly become leader in the
future. Students, who are exposed to a variety of school activities, be they co-

30
curricular or extracurricular are most likely to develop their interpersonal and
leadership skills.
Values
More than teaching the basic skills and knowledge, schools also transmits
society’s central values and ideologies. Generally, values have been taken to mean
moral ideas, general conceptions or orientations towards the world or sometimes
simply interests, attitudes, preferences, needs, sentiments and dispositions. But
sociologists use this term in a more precise sense to mean “the generalized end
which has the connotations of rightness, goodness or inherent desirability”. These
ends are regarded legitimate and binding by society. They define what is important
worthwhile and worth striving for. Sometimes, values have been interpreted to
mean “such standards by means of which the ends of action are selected”. Thus,
values are collective conceptions of what is considered good, desirable, and proper
or bad, undesirable, and improper in a culture.
Values, as defined by Merriam-Webster (2014), are broad ideas regarding what is
desirable, correct, and good that most members of a society share. Similarly, values
are shared ideas about desirable goals.
Aristotle believed there was a set of core values that should
manifest themselves in the behaviour of all human beings. These were
courage, honesty, friendliness, wittiness, rationality in judgment, mutually
beneficial friendships and the pursuit of knowledge and truth. We live our lives

31
based on our core values; it is the foundation of our lives from where we make
our decisions (Kropp, 2015).
Values, belief and religion all the three are interrelated concept. According to
Durkheim, "a religion is a unified system of beliefs and practices related to sacred
things" It unites into a single moral community all who adhere to those beliefs and
practices. From this definition, it is evident that belief is a part of religion. Besides
that in a social system we find religion an important value in sacred societies.
Religion is the big source of social and cultural values. All the human societies have
values, beliefs and religion. Religion is one of the five basic institutions—family,
education, economy, politics and religion (Farooq, 2014).
Values are a part in the study of social norms. It is in the sense these are
develop within the social structure and for the security of these very values norms
are developed from the same situation where from values have sprung. These are
"the conceptions of the good which influence selection from available ends, means,
and modes of actions."
Value systems may differ from one culture to another. One may value
aggressiveness and deplores passivity, another the reverse, and a third gives little
attention to this dimension altogether, emphasising instead the virtue of sobriety
over emotionality, which may be quite unimportant in either of the other cultures.
One society may value individual achievement like in America while another may
emphasize family unity and kin support as observed in the Philippines. The values of
hard work and individual achievement are often associated with industrial capitalist
societies. The values of a culture may change, but most remain stable during one

32
person’s lifetime. Socially shared, intensely felt values are a fundamental part of our
lives. Values are often emotionally charged because they stand for things we believe
to be worth defending. Often, this characteristic of values brings conflict between
different communities or societies or sometimes between different persons. Most of
our basic values are learned early in life from family, friends, neighbourhood, school,
the mass print and visual media and other sources within society. These values
become part of our personalities. They are generally shared and reinforced by those
with whom we interact.
Values can be classified into two broad categories; individual values and
collective values. Individual values are those related with the development of
human personality or individual norms of recognition and protection of the human
personality such as honesty, loyalty, veracity and honour while values that are
connected with the solidarity of the community or collective norms of equality,
justice, solidarity and sociableness are known as collective values.
Values can also be categorized from the point of view of their hierarchical
arrangement. Intrinsic values occupy the highest place and superior to all other
values of life. These are the values which are related with goals of life. They are
sometimes known as ultimate and transcendent values. They determine the
schemata of human rights and duties and of human virtues. While instrumental
values come after the intrinsic values in the scheme of gradation of values. These
values are means to achieve goals (intrinsic values) of life. They are also known as
incidental or proximate values.

33
Importance and functions of values
Values are general principles that regulate our day-to-day behaviour and
actions. They not only give direction to our behaviour but are also ideals and
objectives in themselves. Values deal not so much with what is, but with what ought
to be; in other words, they express moral imperatives. They are the expression of
the ultimate ends, goals or purposes of social action. Our values are the basis of our
judgments about what is desirable, beautiful, proper, correct, important, worthwhile
and good as well as what is undesirable, ugly, incorrect, improper and bad. Pioneer
sociologist Durkheim emphasized the importance of values (though he used the
term ‘morals’) in controlling disruptive individual passions (Brinkerhoff, et.al.
2008).
Values relate to our purpose in life and should be used as guiding
principles to make our lives easier and more fulfilled. Values will vary from person
to person as they depend on personal judgment, upbringing, culture and traditions.
Our values are of extreme importance as they steer and shape most of the things
around us: relationships, behaviour, choices and personal identity are all affected by
a person’s values. When our actions and words are aligned with our values, we feel
content, happy, confident and satisfied. But when our behaviours don’t match with
our values, we will begin to sense an uneasiness that will grow inside of us and
creates negative energy. A person’s life will become less stressful and more
productive, when acknowledging what his/her personal values are – and then make
the attempt to live by and honour these values regardless of the circumstances the

34
client will encounter. As Dalai Lama has expressed “Open your arms to change,
but don’t let go of your values” (Kropp, 2015).
Values are essential for it regulates our behaviours and direct our thought
towards something that is good, correct, proper and desirable. It serves as our
guiding principles toward appropriate actions that will lead us in the attainment of
morally upright way of living. With good set of values, an individual will become a
role model among his/her peers.
Research Methodology and Data Collection
This study was conducted using structured and unstructured interviews,
questionnaires and document analysis.
Interviews. To generate contemporary data, the researcher employed both
the unstructured and structured methods of interview. The unstructured interviews
“tend to resemble casual conversation, pursuing the interests of both the researcher
and the informant” (Fraenkel and Wallen, 1993). Most people shun the formal
setting for conversation and are reticent in giving answers to whatever inquiry. This
enables the researcher to draw the individual thoughts and ideas without any
inhibitions from her subjects and respondents.
The structured interview, according to Best and Khan (1998), involves
predetermined questions but the collector has to “make sure the person being
interviewed understands that the researcher does not hold any preconceived
notions regarding the outcome of the study…(for) the purpose of interviewing is to
find out what is in or on someone else’s mind”.

35
The structured interview was useful in eliciting data from chosen informants
(school administrators, club advisers, and teachers) who are privy to the school
activities and student participants. Questions or request for information include the
following:
1. What student organizations, clubs, and societies are recognized by your
school?
2. What school activities are open for participation and involvement by the
students in the following areas:
2.1 student governance
2.2 academics
2.3 religious
2.4 sports
` 2.5 special interest
2.6 socio-civic or service related organizations?
3. On what basis are the co-curricular activities offered by the school?
4. How are co-curricular and extra-curricular activities implemented and
supervised by the school?
5. What supervision techniques were used to monitor the implementation of
the school activities?
6. What leadership traits may be internalized by the students out of their
engagement with school activities?
7. In your opinion, how do school activities contribute to the development of
leadership traits that leads to one’s success in his/her chosen career?

36
8. Based on your observation, how do the students value the training for
leadership through the different activities in school?
9. What values are envisioned to be developed in each student?
10. How is values formation manifested by the students?
11. To what degree do you support school activities?
12. What difficulties have you encountered in the implementation and
participation in school activities? How did you deal with such?
13. Do you agree that co-curricular and extra-curricular activities have carry-
over values on the formation of leadership traits of students? Why?
Another set of interview guide questions were provided to groups of student
leaders/officers and to the alumni of the five (5) target schools.
The researcher also used a fieldwork notebook and a tape recorder to ensure
that nothing will be missed from the responses of the informants.
The researcher also conducted informal inquiries with the teachers, adviser,
club moderators, and classmates of the informants for reliability and data
validation.
Document Analysis. According to Fraenkel and Wallen (1993), document
analysis means “the analysis of the written or visual contents of a document”. Thus,
the researcher will transcribe and analyze records relevant to the study. Some of
these documents are: student handbook, class program/schedule, a sample letter of
invitation for off-campus activities/contests, event plans, calendar of school
activities, published school paper or newsletter, School Improvement Plan (SIP),
and Annual Implementation Program (AIP).

37
In gathering data through document analysis from the aforementioned
educational institutions, the researcher strictly followed the standard operating
procedure to have access to documents and other available records in educational
institutions. A request to conduct research was sent to the target schools. The
researcher assured the target schools that the data gathered were handled with
confidentiality and will not in any way affect the integrity of the schools.
CHAPTER II
THE COOPERATING SCHOOLS
This study covers five performing schools situated in the Municipality of San
Ildefonso in the province of Bulacan, two of which are public secondary schools, two
are private high schools and one among them is a state college. These are Akle High

38
School, San Ildefonso National High School, Liceo de Buenavista, Saint John School,
and Bulacan Agricultural State College respectively. This chapter deals with the
historical background and development of each cooperating school.
Akle High School (AHS)
The story of foundation of Akle High School presented in this study was
taken from the School Improvement Plan which was crafted in SY 2016-2017. Some
of the highlights are as follows:
Through the efforts of Mrs. Erlinda M. Angeles, then PTA President of Akle
Elementary School in the year 1986, this school came as an answer to the prayers
for the numerous elementary graduates of the nearby barangays like Akle, Alagao,
Gabihan, Umpucan in San Ildefonso and Sapang Bulak, Camachin and Talbak in Doña
Remedios Trinidad.
The school is situated at the cement-producing barangay of Akle,
where the productive Central Cement Corporation is located. The
school was meant to alleviate the sad plight of high school students
going down either to Bulacan Agricultural State College or Buenavista
High School, both of which is almost 16 kilometers away.
With this purpose in mind, Mrs. Angeles approached the National
Government for the opening of a Barrio High School in her area. The school was able
to push through financially with the consolidated efforts of Central Cement
Corporation, Municipal Council of San Ildefonso and the Provincial Government

39
until the National Government assumed all operational expenses of the institution in
1992.
[For] Several years, the school proves to be at par if not better than its
neighbouring secondary schools. Its students, graduates, teachers and
PTA officers are the living testimonies of a dream come true, now, a
High School at the foot of the Sierra Madre [mountains].
San Ildefonso National High School (SINHS)
From the Historical Highlights: The Matrix of San Ildefonso High School,
hereunder presented is the brief history of the high school:
By virtue of Republic Act 8548 which mandated the conversion of Bulacan
National Agricultural School (BuNAS) into a Chartered College now known as
Bulacan National Agricultural State College (BNASC), an establishment of a
secondary public high school in the municipality was brought into light. This was
the response of the local government to the clamour of the parents and their
children for an accessible education.
The major query then in the establishment of the school is its proper
site or location. To give light to the problem, the municipal
government coordinated with BNASC administration to ask for a
parcel of land where the first building and the school per se will be
established. And on the 11th day of May 2000, a deed of usufruct
betide among Dr. Rolando F. Camacho, President of BNASC and
representative of the Commission on Higher Education (CHED); Hon.

40
Enrique V. Viidez II, then Municipal Mayor; and Dr. Teofila R.
Villanueva, Schools Division Superintendent. The BNASC agreed for
the donation of 15, 000 sq. m. as an initial area for the establishment
of a municipal high school.
Similarly, Dr. Democrito “Ding” V. Gonzales, then municipal vice mayor with
some of the members of Sangguniang Bayan like Hon. Julius Imperio and Dr.
Eduardo “Eddie” P. Velarde extended their utmost support for the realization of the
project.
On June 3, 2000, the first building was constructed and inaugurated. It
started its operations on June 5, 2000 which coincided with the opening of classes
throughout the country. The school initially catered to about 365 students with six
pioneer teachers who selflessly lent their service into this newly established high
school as municipal contractual teachers.
For a reason that the school is not yet recognized as a National Public
High School, the Regional Office ordered to stop its operation. But the
local government is determined to continue the services of school. So
with the strong determination and empowered by the petition of the
parents, Vice Mayor Gonzales went to the Regional Office and brought
out their clamour. After an oral argument existed between Vice Mayor
Gonzales and the regional officer, their humble request was granted.
This state of affairs gave rise to the name SAN ILDEFONSO HIGH
SCHOOL-CALAUITAN HIGH SCHOOL ANNEX. At present, however,

41
SIHS was [sic] separated from its mother school, CHS, and was
allowed to operate as an independent institution.
Mrs. Leodora G. Mendoza, then principal of Calauitan and Akle High School
was designated by the DECS-Division Office to handle the operation of San Ildefonso
National High School. She and six pioneer teachers contributed a lot for the growth
and development of the institution. Her one year stay in the institution became
fruitful and meaningful.
The second year of SIHS marked another turning point. The enrolees
increased and the requisites for survival also increased. With the
initiative of the newly elected municipal mayor, Hon. Edgardo “Sazo”
V. Galvez, the second batch of mentors came. Gurong Pahinungod
(volunteer teachers) from the University of the Philippines (UP) also
contributed and imparted their knowledge.
San Ildefonso National High School operated under a new administration on
its second year. On November 12, 2001, Vocational Administrator Tandang A. Abain,
upon a request made by DECS Regional Director Vilma Labrador to Dr. Villanueva
took over as the officer-in-charge of the school. A total revamp in the school
program happened upon his arrival though he arrived at the middle of the school
year.
On March 15, 2002, Mr. Mariano T. de Guzman, the Division Office Education
Supervisor I in T.H.E. replaced Mr. Tandang A. Abain. He stayed from March to June
17, 2002.

42
Subsequently, Mrs. Cristina S. Paguia, the fourth officer-in-charge was
endorsed in San Ildefonso High School before the classes were formally started. She
made her first footsteps in the school on June 17, 2002. She came in the institution
with clear vision and mission of uplifting the quality of education and the creation of
stable institution.
Mrs. Paguia, a woman of strength, experience, dedication, devotion and
enthusiasm brought valuable accomplishments to the institution. Her three main
goals for the school are stability of teachers as regular-permanent, separation of the
school from Calauitan High School, and nationalization of San Ildefonso High School.
Several school heads came after her.
And present, the school is moving fast with the supervision of its intelligent and
devoted principal. More and more accomplishments are in store for the school as it
moves forward for the next millennium.
Liceo De Buenavista (LDB)
From the school’s yearbook, the development of Liceo de Buenavista into
incorporation is presented in this study to show the growth of the institution. The
following are some of the significant events in the transformation of the school:
Liceo de Buenavista, Inc. formerly the Buenavista High School, traces
back its history after the World War II. Located at the heart of
Poblacion in San Ildefonso, the school started its operation in 1946
under the guidance of the San Ildefonso Bulacan parish priest, the late
Rev. Fr. Silvestre Cruz.

43
On February 5, 1946 under the Commonwealth Period, Buenavista High
School was formally incorporated with the Securities and Exchange Commission
with P 120,000 capital stocks by the following incorporators: Fr. Silvestre R. Cruz,
Dolores A. Ileto, Ester O. Ileto, Rosa Geronimo, and Gerardo Perlas. In 1948, Pedro
Serrano became a member on the Board of Trustees and Buenaventura Mojica in
1949.
In 1947, the school received the government recognition from the Secretary
of Instruction Manuel V. Gallego. School administrators were accredited to assume
responsibility in educating the youth by offering a reasonable tuition to students
whose families were earning only an average income.
Since its inception, the school has become a pioneer and top-notch
institution that it has continuously produced well-rounded and well-
bred students who have eventually became the prime movers of San
Ildefonso and its neighbouring towns.
In 1954, Pedro Serrano became the school principal and served up to
1968 when he was succeeded by Ms. Felipa S. Alzola.
In 1982, the articles of incorporation of the Buenavista High School
were amended by heirs of its original incorporator, Gerardo Perlas. In
the amended SEC registration, the new stockholders include Gerardo
Perlas, Jr., Lilia Perlas Alberto, Wilma C. Perlas, Danilo S. Perlas,
Reynaldo S. Perlas, Nancy Perlas Mina, and Tristan S. Perlas.
Majority of the school’s stockholdings were bought by the family of Mr.
Victoriano V. Cruz during the administration of Gerardo Perlas, Jr. as school director,

44
and Ms. Felipa Alzola as principal. Ms. Alzola became the principal from 1968 until
her death in 1984 when she was succeeded by Mrs. Evangeline V. Kwan up to early
1987.
The school turned a new leaf in an effort to modernize its educational system
in 1987. In a board meeting of Buenavista High School on May 24, 1987, a successful
alumnus of the school in the person of Mr. Victoriano V. Cruz, the class salutatorian
of 1965, humbly stood up and generously offered to donate one million pesos to
increase the school’s capitalization to resuscitate his Alma Mater which at that time
was in dire need of physical and internal improvements.
Mr. Cruz, a son of San Ildefonso, told the school board that he was willing to
provide his hometown a reputable school that will offer quality education for its
youth in the secondary level. Eventually, Mr. Cruz was elected president of
Buenavista High School with Dr. Gerardo I. Perlas, Jr. as Chairman of the Board.
Later that same month of May 1987, the Perlas heirs who owned
majority shares of the Buenavista High School – represented Gerardo
Perlas, Jr., Lilia Perlas Alberto, and Wilma Perlas – affixed their
signatures in the bill of sale, sold and transferred their absolute rights,
interests and even the shares of stocks of the school to Mr. Cruz. All
the rest of stocks including those owned by the late Fr. Silvestre Cruz
whose share was earlier sold to the Perlas family as well as the shares
of Dolores A. Ileto, Ester O. Ileto and Rosa Geronimo were sold to the
Cruz family except that of Pedro Serrano whose share is now
represented by his son Franklin Anthony Serrano who remains a

45
stockholder of Buenavista High School. Subsequently, Mr. Cruz
assumed the Presidency under whose leadership saw the need for the
renovation of the existing buildings, the acquisition of necessary
facilities and employment of top calibre faculty.
As a result, Buenavista High School experienced a remarkable growth which
happened in a span of ten years, having an increase in enrolment from only 589
students in 1987 to 1,200. This was also made possible through the joint efforts of
Jose G. Sebastian as Director and Mrs. Joaquina R. Cruz as principal supported by a
complete set of faculty and non-teaching staff. Mr. Joselito Garcia who was one of the
most senior faculty members was promoted as assistant principal in 1995 and
eventually became the school principal in 2002 to 2006, upon the retirement of Mrs.
Joaquina Cruz.
After the death of Mr. Sebastian on January 28, 2003, Mr. Cruz assumed as
the new administrator, serving in the capacity as President and Chief Executive
Officer. Under his leadership, Buenavista High School has embarked on the long-
overdue improvement in school management and facilities.
Buenavista High School was renamed Liceo de Buenavista on September 9,
2003, upon its formal registration with the Securities and Exchange Commission
(SEC) comprising of a new set of incorporators and directors namely; Victoriano V.
Cruz as president and chief executive officer, Teresita Cruz as vice president and
treasurer, Franklin Anthony Serrano as corporate secretary, and board of directors
Victor Paolo Cruz, Victor Vincent Cruz, Victor Aaron Cruz, and Joselito Garcia.

46
Liceo de Buenavista (LDB) marked the start of the school’s new
corporate system. In the same year, the school received anew the
Government Recognition under the supervision of Mr. Joselito Garcia,
the school principal and 30 faculty members.
Saint John School (SJS)
It was in year 1993 when Mrs. Natalia C. Reyes, founded Saint John School by
building 2 small classrooms for kindergarten pupils. The small population of
learners increased as years passed by. This became the starting point of Mrs. Reyes
to the Elementary department of School D which is located at Sampaguita Street,
San Juan, San Ildefonso, Bulacan. The number of students continued increasing
resulting to its expansion and the construction of the High School department
located at Quijano Street, San Juan, San Ildefonso, Bulacan.
Even with the new K-12 program, the progress and success of Saint
John School carried on and resulted to the new Senior High School
department at Makapilapil, San Ildefonso, Bulacan. At present, it offers
academic strands such as STEM, ABM, and GAS. All of these are the
products of the hard work and perseverance of Mrs. Reyes, with the
help of the current principal, Mr. Joselito Garcia, and school
administrators.
Today, Saint John School continues to improve not only its infrastructures
and facilities, but the excellence it provides in terms of quality education.

47
Bulacan Agricultural State College (BASC)
Bulacan Agricultural State College traces its humble but remarkable
beginning as a product of decades of educational and socio-political
metamorphoses. Presented hereunder are the highlights of the story of this 66-year
old state-funded institution of learning.
Established in 1952, the institution started as the Plaridel Community
Agricultural High School (PCAHS) located in Brgy. Bintog, Plaridel, Bulacan. PCAHS
was later renamed Bulacan Provincial Agricultural High School (BPAHS) with just
about 100 students. A significant increase in the student population occurred as
students arrived not just from local communities but from other municipalities in
the province as well. By virtue of Republic Act 948, its name was again changed on
June 20, 1953.
On June 8, 1955, then Pres. Ramon Magsaysay signed Proclamation
163 reserving around 192.5 hectares of the Buenavista Estate for
BNAHS. By virtue of Republic Act 2416, BNAHS was converted to
Bulacan National Agricultural School (BuNAS) on 21 June 1959.
In 1960, BuNAS offered a two-year Associate in Agriculture program making
it the first tertiary education program offered in the school which eventually led to
the offering of the Bachelor of Science in Agriculture degree with majors in
Agronomy and Animal husbandry.
Aware of the prevalent agriculture education and training needs of
Bulakeños at the time, the then Representative of the 3rd district of Bulacan, Hon.
Ricardo C. Silverio,, authored house bill No. 2389 which proposed for an expanded

48
educational program for BuNAS. With the bilateral approval of both Houses, former
Pres. Fidel V. Ramos signed Republic Act 8548 officially converting BuNAS into a
chartered state college known as the Bulacan National Agricultural State College
(BNASC) on February 24, 1998. Over time, its name was changed to Bulacan
Agricultural State College (BASC) by virtue of Republic Act 9249 signed by former
President Gloria Arroyo on February 19, 2004.
Situated between the country’s capital Metro Manila and the Province
of Nueva Ecija, it opened its doors in 1952 and 60 years later, it
continues to be devoted to discovering answers to the profound
challenges of this generation and training students for leadership in
today’s multifaceted world. Furthermore, BASC has grown to be a
regional leader in higher education, interdisciplinary partnerships
and innovative research programs.
The college still supports competent collaborators from different
backgrounds to work together with the Administration in the
direction of feasible targets. It advocates alliance and modernization
across conventional hindrances of education, generating exceptional
individuals who pass on their mark to the world. Most of all, BASC
continues to uphold its pledge to students, viable research and
education.
Comparable to every distinguished education institution, BASC equally
pondered and operated upon the bigger world. Its foundation later became strong
and creative. All the school personnel, students and alumni, partners and

49
stakeholders, and allies have united for this grand educational undertaking. BASC
would not be the school it is today without their dreams, service and allegiance.
Now, its educational mission is to help students by training them with
leadership and problem-solving proficiency and principles of quality,
moral conduct, responsibility to humanity and faithfulness to their
potential jobs. The college aims to train students for sensible global
citizenship and leadership by combining sustainability, public
responsibility and esteem for varied viewpoints all throughout their
curriculum while acquiring deep professional competence.
Currently, the College has two satellite campuses on top of the main campus.
One is located in Brgy. Sapang Bulak, Doña Remedios Trinidad, Bulacan aptly called
the BASC-DRT Campus established in 2005 while the other campus is located in
Balagtas, Bulacan in consortium with Balagtas Technical – Vocational School
founded in 2011.

50
CHAPTER III
CO-CURRICULAR AND EXTRACURRICULAR ACTIVITIES: THEIR NATURE AND
IMPACT TO THE GROWTH OF STUDENTS
Both co-curricular and extra-curricular activities are equally important in
developing well-rounded individuals who could possibly become leaders in the
future. For all-round development of the child, there is a need for emotional,
physical, spiritual and moral development that is complemented and supplemented
by co-curricular and extracurricular activities. To realize this, the curricula should
be amalgamated with co-curricular or extra-curricular activities. Customarily, these
two terms are commonly used interchangeably, without knowing that they connote
different meanings. To understand the significant difference between these two,

51
this chapter focuses on the nature and importance of school activities, both co-
curricular and extracurricular, as well as its impact to the growth of students. The
types of school activities as well as the implementation and supervision techniques
of the schools under study are also presented in this chapter.
Distinctions between Co-curricular and Extra-curricular Activities
Co-curricular refers to activities, programs, and learning experiences that
complement, in some way, what students are learning in school—i.e., experiences
that are connected to or mirror the academic curriculum (Glossary of Education
Reform, 2013). A few examples of common educational opportunities that may be
considered co-curricular include student newspapers, musical performances, art
shows, mock trials, debate competitions, and mathematics, robotics, and
engineering teams and contests.
As stated in the school programmes of Ministry of Education Singapore
(2018), “co-curricular activities are integral part of our students’ holistic education.
Through these activities, students discover their interests and talents while
developing values and competencies that will prepare them for a rapidly changing
world. Simply, co-curricular activities are very important part and parcel of
educational institutions. They are meant to develop the students’ personality as well
as to strengthen foundations of the classroom learning.
On the other hand, The International Dictionary of Education defines
extracurricular activities as those carried on outside the regular course of study;
activities outside the usual duties of a job, as extra-class activities. Meanwhile, the

52
English Language & Usage Stack Exchange referred to extra-curricular activities (or
sometimes referred to as Extra Academic Activity) as “activities which are totally
outside the realm of normal curriculum, but are essential for the all-round
development of the students”. Various social and other types of activities like
literary, dramatic, social services and others which attracted the attention of the
child are considered as extracurricular activities. These can be almost anything that
are not required for high school credit or paid employment.
Generally speaking, co-curricular activities are an extension of the formal
learning experiences in a course or academic program, while extracurricular
activities may be offered or coordinated by a school, but may not be explicitly
connected to academic learning.
Student Organizations, Societies and Clubs
Student organizations, societies and clubs play a pivotal role in carrying out
school activities. Most of the co-curricular and extracurricular activities offered by
the school are coursed through clubs and organizations. All schools under study
established student organizations, societies and clubs which students can freely
become a member of, based on their skills and interests. These student
organizations, societies and clubs are important in the designing, planning and
executing of various school activities, be they co-curricular or extracurricular
activities.

53
In Akle High School, the informant-teachers enumerated the following
student organizations, societies and clubs that are duly recognized in their school.
They are: Supreme Student Government (SSG), YES-O, Boy Scout of the Philippines,
Drum and Lyre, and Academic Clubs such as English club, Science Club, Math club,
Filipino club, Araling Panlipunan club, EsP club, MAPEH club, and TLE club. The
Supreme Student Government is the highest governing school organization. It serves
as the voice of the student body and endeavors to design school activities that
promote students’ welfare. Youth Environment Savers Organization (YES-O) aims to
carry out activities that help protect the environment. Boy Scouting adheres to the
code of conduct set by the Boy Scout of the Philippines which promote better
citizenship. Drum and Lyre club develops student’s skill in playing musical
instruments like drum and lyre. Meanwhile, academic clubs implement school
activities related to each subject area. These academic clubs aim to strengthen
students’ learning and interest in a specific subject.
Similarly, San Ildefonso National High School also recognizes student
organizations, societies and clubs that encourage students’ maximum participation
in varied school activities. Teacher-informants from School B identified Supreme
Student Government (SSG), YES-O, Boy Scout, and Academic Clubs for all subject
areas as student organizations, societies and clubs duly recognized by their school.
In the neighbouring private institutions, both Liceo de Buenavista and Saint
John School have almost the same kind of student organizations, societies and clubs.
Aside from Supreme Student Government, they both offer clubs related to
academics such as English club, Science club and other subjects. They also have

54
clubs that cater to the potentials and special talents of students like Artists club,
Sports club, and Theatre club.
Meanwhile, Bulacan Agricultural State College, being a state college, offers
more student organizations, societies and clubs. School E is comprised of different
institute and each institute has several duly recognized student organizations,
societies and clubs. These are the following: SSC- Supreme Student Council, Institute
Student Council (ISC) - Institute of Agriculture, ISC- Institute of Education, Arts &
Sciences, ISC- Institute of Engineering & Applied Technology, ISC- Institute of
Management. It also offers academic and non-academic organizations. Academic
organizations are BAS Club, ESDC- English ,Speech & Dramatic Club, LYS- Lague of
Young Scientist, Samahang Panitik, and SAMAPA while non-academic organizations
are AGES- Association of Geodetic Engineering Society, BITS- Builders of
Information Technology Society, FHARMS- Future Hotel and Restaurant Manger
Society, GFA-Guild of Future Agriculturist, PAFTE - Philippine Association of Food
Technology, PSAE - Philippine Society of Agricultural Engineers- PPG, SEE- Society
of Executives and Entrepreneurs, and SME- Society of Managers and Entrepreneurs.
School E also has religious organizations such as Asin at Ilaw, BREAD Society,
Campus Ministry, CGYR- Chosen Generation Youth Revolution, KKB- Kristiyanong
Kabataan Para sa Bayan. It also has recognized fraternities and sororities like APO-
Alpha Phi Omega, Beta Sigma & Sigma Beta Con- Fraternity, Gamma Lambda Epsilon
International, TAU Alpha/Lambda Upsilon, and TAU Gamma Phi. Its student
publication is The Soil Tiller.

55
Array of School Activities
The schools under study recognize the great value of co-curricular and
extracurricular activities of the students. Each of the school offers an array of
student activities and they are specified in the following:
Student governance. In this area, students are given an avenue to discover
and develop their leadership skills. Students are exposed to variety of school
activities that will enable them to lead, serve, and set good example to fellow
students. The following are some of the school activities related to student
governance which are open to any interested student:
Teacher-informants from Akle High School observed that students,
particularly student officers, are given the chance to organize numerous school
activities, some of which are Teachers’ day celebration, Christmas party, and SSG
election. They are conducting cleanliness drive by waste segregation and the search
for the Most Conducive Classroom. They involved themselves in socio-civic activity
like tree planting. They also assist in ensuring discipline and in the implementation
of school’s policies.
On the other hand, teacher-informants noticed that student officers from San
Ildefonso National High School are responsible in most of the school programs and
activities. It is either they are the ones organizing the school programs or they work
hand in hand with other school clubs and organizations. Aside from this, they are
also in-charge of the inspection of the school ground. They also conduct
environment-saving activities like tree planting and recycling.

56
Similarly, teacher-informants from Liceo de Buenavista and Saint John School
enumerated the following school activities as aligned to student governance:
organize school programs and activities, impose discipline, maintain cleanliness,
and enforce school’s policies.
Meanwhile, at Bulacan Agricultural State College (BASC), more independent
types of student organizations, societies and clubs are established. It offers more
meaningful school activities that are associated to student governance. Supreme
Student Council (SSC) serves as the umbrella organization among all the student
organizations, societies and clubs in the college. Teacher-informants noted that
BASC allows its student leaders to join leadership training conducted inside and
even outside the school. They also highlighted the following:
The elected student officers are held responsible in organizing some income-
generating activities that will benefit the college. They also organized activities like
Students’ Day, Pageant, Larong Pinoy, Festival of Talents and the like. These
activities allow the student officers to develop their leadership skills like decision-
making ability, resourcefulness, camaraderie, and resourcefulness.
Academic Aggrupation of Students. All schools under study have academic
clubs. As stated earlier, academic clubs implement school activities related to each
subject area. These clubs aim to strengthen students’ learning and interest in a
specific subject.
Since both Akle High School and San Ildefonso National High School are
public high schools, teacher-informants from these two schools have enumerated

57
the following academic activities that are open for students’ participation and
involvement:
English club offers the following activities and programs: Press Conference
(Press Con), Quiz bee, Essay writing, Declamation, and Poetry. It also celebrates
Reading Month. Science club has Investigatory Project, Quiz bee, Eco-Fashion
contest, Science Fair, and Poster-making contest. Math club offers Math Challenge,
MTAP, Sudoku, and Rubik Challenge. Filipino club celebrates Buwan ng Wika
through various activities like Tuklas Galing, Pagsulat ng Sanaysay, Interpretatibong
Pagbasa, and Pagbigkas ng Tula. It is also involves in activities of Press Conference
(Filipino category). Araling Panlipunan club has AP Olympics with the following
activities: Grade level Quiz Bee, Pop Ed Quiz Bee, Debate, Essay writing, Poster
making, and Jingle-making contest. MAPEH club has Poster-making and Slogan
making activities. TLE club has Technolympics with activities like Cookery, Web
Page Design, Weeds Identification, Landscaping and Quiz bee. Edukasyon sa
Pagpapakatao (EsP) club participates in Quiz bee.
Likewise, Liceo de Buenavista and Saint John School, both private
institutions, allow their students to be involved in the following academic activities:
in and off campus quiz bee related to a specific subject, i.e. Science quiz bee, Debate,
Investigatory project, Press Con activities like Editorial writing, Buwan ng Wika
celebration, i.e. Pagbigkas ng Tula, MTAP, Math Challenge, Poster making and Slogan
making, Sudoku and Rubik challenge, Essay writing, BULPRISA (Bulacan Private
School Athletic Association) Meet both Academic and Cultural category. Most of
these activities are coursed through academic clubs.

58
On the other hand, Bulacan Agricultural State College also offers activities
that are related to academics which the students could be involved with. Teacher-
informants enumerated the following activities: Quiz bee, Debate, Poetry, Robotics,
and Exhibit making.
Religiosity. Religious activities are conducted to uphold spiritual formation
among students. It usually consists of Eucharistic celebrations, retreats,
recollections, confession, and communions.
Among the five schools under study, Saint John School is the sole Catholic
institution which religiously conducts First Friday masses monthly. Bulacan
Agricultural State College is also active in religious activities as proven by the
existence of religious societies in the college. The other schools, though not
sectarian, also observe religious activities like Holy Mass celebration but not on a
regular basis. There are also instances when their school, like Liceo de Buenavista
was assigned by the parish to serve during Sunday Mass.
Sports. Physical activities like ball games, particularly basketball and
volleyball, are also significant in the holistic development of a student. These
activities make a student fit and healthy, competitive yet cooperative, happy and
relaxed as well. It promotes healthy competition among students.
In Akle High School and San Ildefonso National High School, MAPEH club is
in-charge of designing and implementing physical activities like Intramurals/Sports
fest, Zumba dance activity, and participation in Athletic Meet from EDDIS/District
level up to Palarong Pambansa.

59
Likewise, Liceo de Buenavista and Saint John School allow their students to
participate in friendly game with other schools, Intramurals, and Bulacan Private
School Association (BULPRISA Meet). Bulacan Agricultural State College engaged
their student to physical activities like Sports fest, Laro ng Lahi, and inter-
department games, and elite sports as they participate in the State Colleges and
Universities Athletic Association Meet (SCUAA Meet).
Special interests. Not all students are academically gifted but they excel in
areas wherein they could showcase their special talents and skills. Some students
are inclined into music, others into arts. There are some who perform well in
theatre and in choir group while others could intricately produce handicrafts. The
schools under study also permit their students to be involved in school activities
that allow them to exhibit their special interest.
All five schools have the following school activities: slogan and poster
making, essay writing, singing and pageants. Akle High School and San Ildefonso
National High School participate in the Bulak Festival and Sigarilyo, Alak, Droga
(SAD) Free Movement wherein their students could showcase their talents in
dancing, singing, and even artworks. Liceo de Buenavista offers activities related to
theatre and computer while Saint John School conducts talent show and discovery
acts. It also encourages its students to join Festivals of talents and band
performance.
Socio-civic/service related activities- The effect of school activities should go
beyond the school structure itself. Its impact must reach the community. The school
as an institution should render activities that would benefit the society.

60
All schools under study offer several socio-civic/service related activities
which their students actively participate in. These are tree planting activities, gift
giving to SpEd children through EsP club, Boy Scouting and feeding program in
public elementary school during Nutrition month.
Impact of School Activities to the Growth of Students
Education, along with co-curricular and extracurricular activities, helps in
the holistic development of personality. Co-curricular activities furnish many values
among students. It is also an effective platform to make absorb values like social,
aesthetic, cultural, recreational and disciplinary among students while
extracurricular activities help to inculcate civic and democratic values by
participating in self-government and organizing different festivals and ceremonies
(Output Education, 2016).
All the 25 teacher-informants are in unison in stating that school activities,
both co-curricular and extracurricular, contribute positively to the growth of the
students. They believed that desirable traits among students are strengthened by
their engagement in school activities. School activities nurture student’s ability in
cooperation, coordination, organization and lead them toward leadership and
decision-making. They observed that students became able to express their ideas
freely due to active participation in debate and extemporaneous speaking. They
agree that games and other sports activities make the students mentally and
physically fit and sound. Games make them learn how to perform while losing or
wining an event. As students participate in various cultural programs, like festivals

61
and cultural play, the students get acquainted with culture, customs, and activities of
other places. Participation in outbound activities such as field trips, educational
tours and excursion exposed them to larger society. One teacher-informant stated
that engaging the students in school activities definitely help them boost their self-
confidence and self-esteem. They develop good camaraderie among other students,
decisiveness, fairness and self-discipline which are very important traits of a good
leader. Another informant commented that collaboration with others, enthusiasm,
positive attitude and dedication was developed among students. All of them agreed
that school activities inculcate among students the values to respect other’s view
and feeling. Their sense of belongingness and self-assessment was developed. Self-
discipline wherein they will learn how to control themselves in any circumstances
or situation was inculcated among students.
All teacher-informants believe that school activities teach the students the
virtual sense of responsibility, camaraderie, value of resourcefulness and creativity.
It is no doubt that co-curricular and extracurricular activities have positive impact
towards the well-rounded development of students.
Implementation and Supervision of School Activities
School activities are necessary to carry out the aims and objectives of the
curriculum, that is, the total development of a learner. Activities, that are curricular-
related and educationally- relevant, should be promoted. School administrators,
teachers, and club advisers are in-charge in designing, planning, implementing,
monitoring, and evaluating school activities.

62
Generally, school activities are designed and planned by the teachers,
together with the student officers. It will be plotted in the action plan of each club
and will be aligned with the school’s calendar of activities.
Teacher-informants from Akle High School and San Ildefonso National High
School shared how they usually do the implementation and supervision of school
activities. Most of the activities of these two schools are coming from the Schools
Division of Department of Education. Some are designed by the club, itself with the
approval of the school head. Part of the planning phase is the designation of tasks
among club officers and members. Detailed and thorough preparation must be done.
The role of teacher should be just like as an advisor. These activities should be
executed in a democratic manner and all students should be given opportunity to
lead and execute the tasks assigned to them. During the course of activity,
teachers/club advisers should see to it that things are running smoothly according
to plan. Teacher-informants, being club advisers are hands-on in monitoring and
supervising the preparation, implementation, and evaluation of the school activities.
Likewise, Liceo de Buenavista and Saint John School follow the same
procedures. They make calendar of activities wherein all the activities of the school
are schemed. Club advisers assumed full responsibility over the execution of the
activities. Based from the answers of teacher-informants from Liceo de Buenavista
and Saint John School, they make it sure that everything is carried out as planned.
Whatever fall back that happens, it is their accountability, that’s why they make it a
point to accomplish even the smallest details. They are also hands-on from planning
up to evaluating the school activities.

63
Bulacan Agricultural State College, being a state college is fairly independent.
The student officers contribute a lot in the planning and implementation of school
activities, but still the teachers take the lead. Teacher-informants from this school
follow standard operation procedures in executing school activities. They are
assisted by the student officers in the course of the activities. They delegate tasks
among the club officers and members and constantly make a follow through.
All teacher-informants agree that regularity, program schedule and
necessary tools should be arranged and maintained to have a proper direction in
dealing with school activities. They also believe that teachers should perform multi-
dimensional functions in organizing and executing co-curricular and extracurricular
activities. It is the teacher, representing the school administration, who finally
should take the responsibility on how activities should proceed and be
accomplished. Thus, the teacher can be a planner, leader, innovator, director,
organizer, manager, recorder, advisor, motivator, communicator or coordinator.
While executing such activities, they face lots of difficulties but they should not be
discouraged. Instead, they should be challenged to perform better.
CHAPTER IV

64
PROGRAMS, PROJECTS, ACTIVITIES, AND TRAITS OF STUDELEADERS
Student leaders are important and inevitable members of an institution. They
play vital role toward the success of school activities. They are considered key
players in the implementation of co-curricular and extracurricular activities. The
central emphasis of this chapter is on the student leaders of the five schools under
study, their perception on the significance of school activities and their impact to the
development of their leadership skills.
The Supreme Student Government
Being the prime organization recognized in school, the Supreme Student
Government (SSG) serves as the arm of the school in organizing and implementing
school activities. The provisions stated in DO 49, s. 2011 specify the objectives and
goals of the SSG. According to this issuance, the SSG is the foremost co-curricular
student organization authorized to operate and implement pertinent programs,
projects and activities in schools nationwide. It lays the groundwork for good
governance, volunteerism, unity and cooperation by providing the students various
venues where they can improve their leadership knowledge, skills and attitudes. It
trains students to become better members of society in accordance with the ideals
and principles of participatory democracy and good citizenship. More importantly, it
helps the DepEd achieve its thrusts as indicated in the Education for All (EFA) Goals,
Millennium Development Goals (MDGs) and the Basic Education Social Reform
Agenda (BESRA).

THE CARRY-OVER VALUES OF STUDENT ACTIVITIES ON THE FORMATION OF LEADERSHIP TRAITS Authored by: JO-ANN SANGUYO GUANSING

THE CARRY-OVER VALUES OF STUDENT ACTIVITIES ON THE FORMATION OF LEADERSHIP TRAITS Authored by: JO-ANN SANGUYO GUANSING

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THE CARRY-OVER VALUES OF STUDENT ACTIVITIES ON THE FORMATION OF LEADERSHIP TRAITS Authored by: JO-ANN SANGUYO GUANSING