IMPACT OF SCHOOL CLUBS ON THE INTERPERSONAL SKILLS OF GRADE 12 GENERAL ACADEMIC STUDENTS OF IMMACULADA CONCEPCION COLLEGE

Abstract

School clubs are structured programs that bring together students with shared interests, allowing them to pursue their common passions. Participation in these clubs provides opportunities to develop various skills, including interpersonal skills, which are essential for success beyond the classroom. This study aims to determine whether involvement in school clubs serves as an effective program for fostering interpersonal skills among students. This descriptive quantitative research utilizes a standardized survey questionnaire to examine the impact of school club involvement on various aspects of interpersonal competencies, including listening skills, emotional intelligence, teamwork, and verbal communication. Data was collected using the census method, with a total of 59 responses from both club participants and non-club participants among Grade 12 General Academic students. The findings indicate that club members generally exhibited higher skill levels compared to non-club members. The average mean scores for club participants were as follows: listening skills (M = 3.31, SD = 1.05), emotional intelligence (M = 3.48, SD = 1.14), teamwork (M = 3.24, SD = 1.14), and verbal communication (M = 2.26, SD = 0.675). In comparison, the average mean scores for non-club members were: listening skills (M = 3.27, SD = 1.13), emotional intelligence (M = 3.38, SD = 1.26), teamwork (M = 3.55, SD = 0.911), and verbal communication (M = 2.02, SD = 0.675). The Analysis of Variance (ANOVA) confirmed significant differences in interpersonal skills between club members and non-members, with all computed p-values being less than 0.05. The results also identified the Gourmet Club as the most effective in developing these skills.

Furthermore, this study encourages students to participate in school clubs to gain a deeper understanding of how involvement enhances their interpersonal competencies. It also suggests that school administrators should support club leaders and advisors by allocating necessary resources to facilitate activities that enrich students' club experiences and foster skill development.