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The Impact of Student Organization Involvement on the Academic

Performance of Bachelor of Technical Teacher Education Students at Colegio De
[Link] silos

A Thesis

Presentend to

COLEGIO DE [Link] DE SILOS

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In Partial Fulfillment

of the requirements in

TECHONOLOGY OF RESEARCH I

Princess May D. Villanueva

Gian Axle H. Brucal

Joyce C. Nioko

Melcy Joyce C. Detablan

June 2025
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and research

literature, synthesis ,theoretical and conceptual frameworks ,and definition of key
terms which have bearing to the present study.

Literature Review

The review of related literature highlights the significant findings

and insights from previous studies related to student organization involvement.
This includes the impact of student participation in school-based organizations on
academic performance, personal development, and social growth.

Extent of Student Involvement. In this aspect ,Sudrajat (2021)

Sudrajat (2021) examined the underlying factors that drive students to participate
in school organizations and emphasized the significant role these groups play in
fostering academic achievement and overall student development. These
organizations, which encompass both extracurricular activities like sports, arts,
and student government, as well as intracurricular engagements such as
academic clubs and subject-based organizations, offer students opportunities to
expand their learning beyond the traditional classroom. Internal motivation is
driven by personal interests, passion for a specific area, and self-initiated goals,
leading students to engage in activities that align with their individual aspirations.
In contrast, external motivation is influenced by external factors such as
encouragement from peers and teachers, the desire for recognition, or
institutional requirements. These motivations significantly shape the extent and
quality of student participation, impacting not only their academic performance
but also their social development, time management, and interpersonal
relationships.
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In alignment perspective of Hidayah, Su Fen and Mazid (2022)

emphasized that student organizations play a vital role in helping students
develop an understanding of essential norms, responsibilities, and educational
functions, as stated in the Indonesian Ministry of Education and Culture
Regulation No. 155/1998. These organizations serve not only as avenues for
student engagement but also as learning spaces where students acquire
important values and social skills. Within this context, the current study aims to
examine and interpret how students participate in strengthening their
organizations through various structured initiatives or working programs. These
programs are not solely designed to promote involvement within the organization
but are also seen as meaningful experiences that prepare students for active
roles in their communities after graduation. Through such participation, students
gain practical knowledge, leadership abilities, and a heightened sense of civic
responsibility that can contribute to their future personal and professional lives

Building on this foundation, Nasrullah (2024) examined the relationship

between student academic achievement and their engagement both inside and
outside the classroom. He emphasized that academic success is influenced not
only by the quality of the learning process and the amount of time students
dedicate to attending lectures but also by their involvement in extracurricular
activities, particularly student organizations. Beyond the formal academic setting,
student organizations provide a vital space where students can apply theoretical
knowledge, develop practical skills, and gain valuable experiences that contribute
to their personal and professional growth. The study aims to explore how
involvement in these organizations affects students’ ability to balance academic
responsibilities with extracurricular commitments, and whether active
participation correlates with improvements or declines in their academic
achievement. Through this inquiry, the investigation seeks to highlight the
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multifaceted role that student organizations play in shaping academic outcomes

and preparing students for future career challenges.

Moreover, Fawaz (2018) students are driven to join organizations for

various reasons some seek personal growth and self-improvement, while others
participate simply because they perceive it as the "right thing to do." These
motivations are not mutually exclusive and can vary depending on the nature,
values, and goals of the organization involved. Furthermore, the factors that
motivate students to initially join may not be the same as those that encourage
them to remain active. While initial participation may stem from curiosity or
external influence, long-term engagement often depends on deeper fulfillment,
such as finding a sense of belonging, gaining leadership experience, or
contributing to a cause they care about. Thus, understanding both initial and
sustained motivations is essential for student leaders and administrators who aim
to foster meaningful participation and sustained commitment within student
organizations.

Meanwhile, Witjaksono et al., (2018) conducted a study aimed at

evaluating student academic achievement in relation to their involvement in
campus organizations. The findings revealed that while student participation in
organizational activities is linked to a decline in Grade Point Average (GPA), this
does not imply that active engagement in student organizations directly causes
poor academic performance. Rather, the study suggests that the campus
environment influences students’ level of performance orientation that is, their
motivation and approach toward achieving academic goals but does not directly
impact GPA. In essence, organizational involvement may shift students' focus
toward experiential and leadership development, which can inadvertently reduce
the time or attention allocated to academic tasks.
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Similarly, Mustaqim (2024) underscores the importance of student

involvement in campus organizations as a fundamental aspect of both academic
and personal development. His research highlights that active participation in
such groups enriches the overall educational journey by providing students with
meaningful experiences that extend beyond traditional classroom learning. These
organizations serve as platforms where students can cultivate essential soft
skills, including teamwork, leadership, and effective communication
competencies that are increasingly valued in academic and professional settings.
The study also explores various positive outcomes associated with organizational
engagement, such as improved academic performance, enhanced interpersonal
abilities, and better preparedness for entering the workforce. These findings
suggest that student organizations are not only extracurricular outlets but also
vital environments for holistic student growth and career readiness.

In line with this, Shiddiq (2024), understanding how students manage

organizational involvement alongside academic commitments offers valuable
insights into the balancing act required in higher education. His study
emphasizes that engaging in student organizations plays a significant role in
fostering essential intellectual and soft skills that are crucial in today’s workforce.
Beyond academic knowledge, such involvement aids in cultivating leadership
competencies, enhancing psychological well-being, and shaping a strong sense
of professional identity. Therefore, it is recommended that academic institutions
encourage and support student engagement in campus-based organizations, as
this equips learners with the resilience and skill set necessary to navigate both
academic challenges and future career demands.

Additionally, Huang (2020) emphasized the significant role of

organizational development interventions in enhancing student motivation and
self-efficacy, which are critical determinants of classroom participation. The study
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introduced a conceptual framework that explores the interplay between

motivation and self-efficacy and how these psychological constructs directly
influence student engagement during class activities. These components
collectively represent a comprehensive approach to understanding how students
interact within the classroom setting. However, Huang also noted that while these
interventions yield positive short-term outcomes, further efforts are required to
reinforce long-term personal and academic development, thereby ensuring that
the improvements in engagement are sustainable and impactful over time.

Also, Filimon (2024) stressed that many students actively seek to engage
in extracurricular activities offered by student organizations as a means of
acquiring practical skills that will be valuable in their future careers. Volunteering,
in particular, has been identified in previous studies as a significant avenue for
skill enhancement and personal development. Filimon's findings reveal a strong
and positive correlation between creativity and a collaborative organizational
climate, suggesting that students who engage in group activities within supportive
environments tend to exhibit higher levels of creativity. These insights emphasize
the importance of fostering motivational and collaborative environments within
student organizations to cultivate creativity and professional competencies
among student volunteers.

Lastly, San Isidro Poblacion (2019) underlined how crucial it is to formally

acknowledge student organizations as essential venues for developing students'
leadership potential. A student affairs specialists are essential in bridging the gap
between extracurricular activities and academic instruction. These
professionalare urged to establish close working ties with faculty and classroom
teachers in order to optimize student development. A more integrated approach
to education is made possible by such collaboration, one that incorporates
experience learning through organizational engagement in addition to traditional
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classroom pedagogy. In a same spirit, educators need to recognize that

important learning happens outside of the traditional classroom. Through
collaboration with student affairs departments, they can contribute to the
development of comprehensive educational experiences that foster students'
development as leaders and enhance their academic experiences by
encouraging participation in campus-based clubs and groups.

Organizations most commonly participated in by students. According to

Yao et al. (2023) conducted a study exploring the relationship between
extracurricular activity (ECA) participation and the physical as well as
psychological health of college students. The findings revealed that students who
actively participated in extracurricular activities and also showed enhanced
psychological well-being, including lower stress and greater life satisfaction. The
authors emphasized that connections and a sense of belonging but also serves
as a protective factor against anxiety and depression. However, they also noted
that excessive participation may lead to stress or fatigue, suggesting the
importance of balancing academic responsibilities with student engagement.
Overall, the research highlights the vital role of extracurricular activities in
promoting holistic student development and encourages universities to support
and integrate such opportunities into campus life.

Moreover, Pusztai et al. (2021) examined how volunteering and

membership in voluntary groups influence students’ academic progress. In their
study published in Heliyon, she explored the connection between non-academic
engagements and academic performance, highlighting that students who
participated in volunteer work or became active members of organizations often
demonstrated stronger academic skills and higher levels of motivation. The
research emphasized that involvement and social capital, all of which contribute
positively to students’ learning outcomes. Additionally, the findings suggested
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that these experiences provide students with broader networks and practical
competencies that can complement their academic knowledge. However, the
authors also acknowledged that excessive engagement without balance may
create challenges in prioritizing academic tasks. Overall, the study underscores
the idea that voluntary participation not only benefits communities but also plays
a significant role in enhancing students’ educational journeys and personal
growth.

Additionally, according to Pike et al., (2024) revisited the fraternity and

sorority experience to analyze its relationship with student engagement, learning
outcomes, academic performance, and overall satisfaction. he critically examined
whether participation in Greek-letter organizations serves as a positive
contributor to students’ academic and social development, or whether it
reinforces barriers to achievement. Their research emphasized that while
fraternity and sorority membership often foster a stronger sense of belonging and
higher involvement in campus activities, it may also present challenges related to
balancing social commitments and academic responsibilities. This study is
significant because it provides a nuanced understanding of how Greek life can
simultaneously enrich the collegiate experience through leadership and peer
support, yet potentially hinder academic performance if not carefully managed.
Furthermore, the findings hold practical implications for higher education
administrators and student affairs practitioners, as they highlight the need for
policies and support systems that maximize the benefits of fraternity and sorority
participation while mitigating possible academic drawbacks.

Also, McNaughtan et al., (2024) explored the pathways that lead students
to engage in leadership roles within student government. Their study highlighted
the motivations, challenges, and opportunities that shape students’ decisions to
participate in governance, showing that many student leaders are driven by a
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desire for representation, peer encouragement, and personal development. He

emphasized that participation in student government not only fosters leadership
and organizational skills but can also positively impact students’ academic
performance. By managing responsibilities, developing time-management
strategies, and balancing governance duties with coursework, students often
strengthen self-discipline and academic engagement. This research is valuable
because it demonstrates that involvement in student governance can
complement academic growth, showing how personal initiative and institutional
support combine to enhance both leadership and scholastic outcomes.
Furthermore, it underscores the importance of universities providing mentorship
and structured opportunities that allow students to excel academically while
developing leadership competencies.

Notably, Cooper and colleagues (2021) examined the benefits of

intramural sport participation among college students and its impact on
participant retention. The findings revealed that students who participated in
these programs not only improved their cardiovascular and muscular health but
also experienced enhanced self-confidence and stress reduction. The study
highlighted that intramural sports create opportunities for leadership
development, peer mentoring, and collaboration, which contribute to personal
growth and resilience. Additionally, the authors found that sustained engagement
in intramural activities positively influenced academic motivation and overall
campus satisfaction, leading to higher retention rates. The research also
emphasized the importance of providing accessible and inclusive sports
programs to encourage participation among diverse student populations. Overall,
the study underscores the value of intramural sports as a comprehensive tool for
promoting holistic student development, combining physical, social, and
psychological benefits, and strengthening students’ connection to campus life.
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Importantly, Rhoads and colleagues (2025) investigated the relationship

between college students’ involvement in cultural centers and their levels of civic
engagement. The findings revealed that students who actively engaged in
cultural centers not only developed a stronger sense of identity and belonging but
also demonstrated higher participation in volunteer activities, campus initiatives,
and civic programs. The study emphasized that cultural center involvement
fosters critical thinking, empathy, and cross-cultural understanding, which are
essential for students’ personal and professional growth. Additionally, the authors
noted that sustained engagement in these organizations encourages networking
and mentorship opportunities, enhancing students’ academic and career
trajectories. Overall, the research highlights the pivotal role of cultural centers in
promoting holistic development, civic-mindedness, and an inclusive campus
environment.

Furthermore, Ryu et al. (2024) examined the dynamic relationship

between college students and campus clubs. He highlighted that active
involvement in clubs fosters not only social interaction and a sense of belonging
but also contributes to academic performance by promoting skills such as time
management, teamwork, and goal setting. The study further indicated that the
degree of engagement in campus clubs is influenced by perceived benefits, peer
participation, and institutional support, suggesting that well-structured clubs can
enhance students’ motivation and academic achievement. This research is
significant because it provides a quantitative and theoretical framework to
understand student-club dynamics, demonstrating that participation in campus
organizations can complement academic growth while fostering leadership,
collaboration, and personal development.

Moreover, Anderson et al. (2023) examined college students’ sense of

belonging from a national perspective. He and his colleagues emphasized that
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students’ perceptions of inclusion and connectedness on campus significantly

influence their academic engagement and overall performance. Their study
revealed that students who feel a strong sense of belonging are more likely to
participate actively in class, collaborate with peers, and persist in their academic
programs, thereby achieving higher grades and improved learning outcomes.
The authors also highlighted that institutional support, peer networks, and
inclusive campus environments play critical roles in fostering belonging, which in
turn positively affects motivation and academic achievement. This research is
valuable because it demonstrates that promoting a sense of belonging is not
merely a social benefit but a key factor in enhancing students’ academic.

Otherwise, Zhao et al. (2023) investigated the impact of college students'

participation in club activities on their academic performance. He emphasized
that active involvement in student organizations provides students with
opportunities to develop critical social and leadership skills, improve time
management, and strengthen peer networks, all of which contribute to their
academic growth. The study revealed that students who engage consistently in
clubs tend to exhibit higher levels of motivation, classroom participation, and
persistence in their coursework, resulting in improved grades and learning
outcomes. While the authors acknowledged that balancing club activities with
academic responsibilities can pose challenges, they noted that the structured
support and personal development gained from these organizations often
outweigh potential drawbacks. This research is significant because it
demonstrates that participation in student clubs is not only a social or
extracurricular activity but also a meaningful contributor to academic success,
leadership development, and overall student engagement in higher education.

Lastly, Palahan (2025) examined the relationship between students’

involvement in campus organizations and their academic performance social . He
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emphasized that students who actively participate in clubs and other student
organizations tend to achieve higher academic performance due to enhanced
access to peer support, collaboration opportunities, and shared knowledge. The
study revealed that involvement in student organizations strengthens leadership,
communication, and teamwork skills, which positively influence motivation,
engagement, and learning outcomes. Palahan also highlighted that students who
are highly engaged in organizational activities develop stronger time-
management and organizational abilities, enabling them to balance
extracurricular responsibilities with academic demands. This research is
significant because it demonstrates that active participation in student
organizations is not merely a social advantage but a key factor in improving
academic performance and fostering holistic development in higher education.

Issues and challenges. Student organizations have been recognized as an

important factor influencing student performance, as noted by Ningsih et al.
(2021). These groups offer valuable opportunities for students to build leadership
abilities, establish social networks, and engage in teamwork, all of which can
enhance academic outcomes. However, several challenges limit the
effectiveness of student organizations in maximizing their positive impact. The
learning environment may present barriers such as insufficient facilities,
distractions, and a lack of adequate support, which can disrupt students’
participation and academic focus. Moreover, the institutional organizational
structure often lacks the necessary adaptability and clear coordination to provide
comprehensive support for both student organizations and the wider student
population. This can lead to resource constraints, unclear roles, and inefficiencies
within support services. Consequently, improving student performance through
active involvement in student organizations requires a coordinated effort to
address these challenges by enhancing facilities, optimizing organizational
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frameworks, and ensuring sufficient resources and guidance are available to

students.

According to Wati (2023), she emphasizes that higher education plays a

central role in preparing students to face increasingly complex and competitive
work environments. While universities recognize the value of soft skills such as
communication, leadership, interpersonal abilities, and adaptability, several
issues and challenges can affect the development of these skills through student
organization participation. For instance, students often struggle to balance
academic responsibilities with organizational commitments, which may lead to
stress or decreased academic performance. Additionally, not all student
organizations provide structured opportunities for skill development, and the
effectiveness of participation can vary depending on the leadership, resources,
and activities available within each organization. Moreover, some students may
encounter social, cultural, or personal barriers that limit their engagement or
confidence in taking active roles. Therefore, despite the potential benefits of
student organizations, these challenges can hinder students from fully developing
the desired soft skills.

Therefore, Mozhana (2024) thoughtfully explores the effectiveness of the

new student orientation program in facilitating students’ adaptation process and
its impact on their academic performance. The study carefully examines the
various challenges and limitations encountered by both the program itself and the
students participating in it. Factors such as insufficient individualized support,
differing levels of prior academic preparedness, and obstacles in social
integration are identified as potential barriers that may impede some students’
ability to fully adjust. Additionally, while the research highlights important
components influencing successful adaptation including social integration,
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academic knowledge, and psychological support it acknowledges that these

elements are not uniformly accessible or equally effective for all students.

Similarly, Nassar et al. (2024) emphasize that involvement in

extracurricular activities is vital for fostering a sense of belonging, boosting self-
confidence, and increasing motivation key factors that enhance student retention
and encourage active academic engagement. However, they also highlight
several challenges that may limit these advantages, including difficulties in
managing time between academic responsibilities and organizational activities,
as well as institutional barriers such as insufficient facilities or lack of
administrative support for student organizations. Moreover, overcommitment can
result in stress, fatigue, and less time for studying, while unequal access often
linked to socioeconomic factors or limited awareness can prevent some students
from fully benefiting. Their findings suggest that deliberate efforts are necessary
to overcome these challenges and promote a balanced approach to student
involvement in order to maximize its academic benefits.

Moreover, kenya (2022) found that participation in co-curricular activities

such as sports, academic clubs, and cultural programs positively influences
students’ academic performance, in line with Astin’s Involvement Theory, which
links learning and personal growth to the quality and quantity of student
engagement. The study revealed that such involvement fosters skills like
leadership, teamwork, and time management, which enhance academic
achievement; however, it also identified challenges that may hinder these
benefits, including time management difficulties that reduce study hours, financial
constraints limiting access for low-income students, institutional barriers such as
inadequate facilities and limited staff support, and the struggle to balance
academic workloads with organizational responsibilities particularly for student
leaders often leading to stress, fatigue, and unequal participation opportunities.
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Therefore, Cruz (2024) looked into why fewer students are joining
leadership programs at an international school. The study found some important
problems causing this. One big problem was that the recruitment process was
weak, so the school had trouble finding and encouraging students to become
leaders. Also, the programs were not promoted well, so many students didn’t
know about them or didn’t feel interested. Another problem was that the training
for new leaders was not enough, so students felt unready and unsupported in
their roles. On top of that, there was little help from the school staff to work
together with students, which made the programs less effective and less
appealing. These problems made it hard to keep students involved in leadership
programs, and this lack of participation can also affect their academic
performance, since leadership activities can help students build skills like time
management, teamwork, and responsibility. Cruz’s study shows that without
good support from the school, clear communication, and continuous guidance,
leadership programs have a hard time keeping students interested, even if
students are excited at first.

To explore this issue, Brereton et al. (2019) examined the underlying

reasons for undergraduate students’ non-participation in university clubs and
societies. The research revealed that a significant barrier was students’ sense of
belonging, as many expressed difficulties in “fitting in” or feeling genuinely
welcomed within these social groups. This lack of inclusion often led to feelings
of isolation, which discouraged further engagement. Beyond these social
challenges, practical concerns also played a crucial role. Financial burdens, such
as membership fees or costs associated with attending events, deterred
students, particularly those from less affluent backgrounds. Additionally, the
demands on students’ time due to their academic workload and other personal
responsibilities limited their ability to commit consistently to extracurricular
activities. Furthermore, the study highlighted that many organizations struggled
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with ineffective outreach and communication strategies, resulting in low

awareness and limited accessibility of available opportunities.

To begin with, Santos et al. (2021) explored university students’

engagement in extracurricular activities, particularly their participation in various
student organizations. The study highlighted several key issues and challenges
that affect sustained participation. One major issue was the imbalance in
workload distribution, where a small group of active members became
overextended with responsibilities, while many others remained disengaged,
creating tension and inefficiency within the organizations. Moreover, participants
reported personal wellbeing challenges, including physical exhaustion and sleep
deprivation, as they attempted to juggle demanding academic responsibilities
alongside organizational commitments. New students faced additional adaptation
challenges, which compounded their stress and made integration into these
groups more difficult. These issues collectively illustrate how workload inequity,
economic pressures, and wellbeing concerns interact as major challenges that
can erode sustained student involvement in extracurricular activities and
negatively impact the overall functioning of student organizations.

Meanwhile, Zhao et al. (2024) emphasize that when students engage in

club activities at a balanced level, they can enhance their general literacy,
strengthen critical thinking, and boost academic performance by applying
classroom concepts in real-world, collaborative contexts. This involvement also
nurtures essential soft skills such as communication, leadership, and problem-
solving, which contribute to both academic achievement and future professional
growth. Nonetheless, the review warns that overinvolvement can disrupt
academic balance, as excessive participation may reduce study time, cause
exhaustion, and negatively affect grades. The authors also note challenges
including time management issues for students handling multiple commitments,
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financial constraints related to membership or activity expenses, institutional

shortcomings such as limited facilities and organizational support, and access
disparities for students from underprivileged backgrounds who may face fewer
opportunities for participation. Overall, the findings suggest that the academic
benefits of student organization involvement are best realized when students
maintain a healthy balance between extracurricular engagement and academic
responsibilities.

To begin with, Nguyen et al. (2024) conducted a mixed-methods study to

investigate why university students often avoid participating in English-related
extracurricular activities, such as language-focused student organizations. Firstly,
their findings revealed that time constraints caused by heavy academic
workloads and part-time jobs were major obstacles. Moreover, many students
experienced low self-confidence and feelings of inadequacy in their language
skills, which discouraged their involvement. In addition, organizational factors,
including poor communication, inadequate promotion, and the limited perceived
value of events, also played a significant role in reducing participation. Overall,
this study highlights how both personal psychological barriers and weaknesses in
event management combine to limit students’ engagement, reflecting the
complex and multifaceted nature of participation challenges identified in broader
research.

Proposed Structured Organization. According to Mustaqim and

Wahjoedi (2024) A structured organizational framework is essential to ensuring
that student participation in campus organizations enhances academic and
personal development rather than undermining it. The effectiveness of student
engagement in campus organizations depends not merely on the level of
involvement, but critically on the presence of clear, well-defined institutional
guidelines. Their study emphasizes that when student participation is guided by
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formal policies outlining roles, responsibilities, and expectations it promotes the

development of leadership, communication, collaboration, and time management
skills. In contrast, a lack of structure may lead to conflicts between organizational
activities and academic responsibilities, potentially impeding academic
performance.

According to Alamo Colleges (2024) emphasized the importance of

structured institutional support by implementing a comprehensive set of policies
and procedures that govern student organizational activities. These institutional
guidelines are designed to ensure that student groups operate within a
framework that promotes accountability, leadership development, financial
responsibility, and compliance with university standards. Importantly, the policies
extend beyond administrative oversight they also provide strategies to help
students balance academic responsibilities with extracurricular involvement. By
offering tools and expectations that encourage effective time management and
prioritization, Alamo Colleges ensures that student involvement enhances rather
than hinders academic performance. Through this structured governance,
student organizations become platforms for leadership cultivation, collaborative
learning, and community engagement, while maintaining alignment with students'
scholastic commitments.

Therefore, The University of Florida (2023) developed a comprehensive

resource that details the policies, procedures, and recommended practices for
student organizations. This framework stresses the importance of accountability,
responsible leadership, event coordination, financial oversight, and adherence to
university regulations, ensuring that student groups function efficiently while
supporting academic commitments. The resource also provides tools for students
to balance their organizational roles with their coursework effectively. By
establishing a well-defined and proposed structured organization, the university
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creates an environment where students can engage productively, cultivating

leadership, teamwork, community involvement, and holistic personal
development.

Similarly, Sacramento State (2025) has outlined a thorough set of policies

and procedural standards that guide the operation of student organizations on
campus. The institution highlights essential elements such as accountability,
leadership growth, fiscal management, event planning, and compliance with
institutional policies to promote professionalism and effectiveness. Additionally,
the framework assists students in managing their time and prioritizing
responsibilities between organizational commitments and academic demands.
Through the adoption of a clear and purposeful proposed structured organization,
Sacramento State empowers students to participate meaningfully in campus
activities, fostering key skills in leadership, collaboration, and community
engagement.

Otherwise, Nova Southeastern University (2023) provides a detailed

handbook that defines the roles, responsibilities, and regulations governing
student organizations. This resource underscores the importance of responsible
leadership, financial accountability, event management, and adherence to
university policies, ensuring that groups operate professionally and efficiently.
The handbook also offers strategies to help students juggle their academic
workload alongside extracurricular participation. By implementing a coherent and
deliberate proposed structured organization, the university encourages
meaningful involvement in student groups, promoting both personal growth and
the development of essential skills such as teamwork and leadership.

Also, according to the University of Richmond (2024) offers an extensive

handbook detailing policies and operational procedures for registered student
organizations. The institution prioritizes accountability, effective leadership,
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financial oversight, event coordination, and regulatory compliance to ensure

smooth and professional functioning of student groups. The handbook further
provides guidance to help students balance their academic responsibilities with
organizational participation through time management and planning techniques.
By fostering a comprehensive and well-structured proposed structured
organization, the university supports student engagement that is both impactful
and aligned with individual growth as well as broader campus community values.

Therefore, The University of Florida (2023) developed a comprehensive

resource that details the policies, procedures, and recommended practices for
student organizations. This framework stresses the importance of accountability,
responsible leadership, event coordination, financial oversight, and adherence to
university regulations, ensuring that student groups function efficiently while
supporting academic commitments. The resource also provides tools for students
to balance their organizational roles with their coursework effectively. By
establishing a well-defined and proposed structured organization, the university
creates an environment where students can engage productively, cultivating
leadership, teamwork, community involvement, and holistic personal
development.

Similarly, Sacramento State (2025) has outlined a thorough set of policies

and procedural standards that guide the operation of student organizations on
campus. The institution highlights essential elements such as accountability,
leadership growth, fiscal management, event planning, and compliance with
institutional policies to promote professionalism and effectiveness. Additionally,
the framework assists students in managing their time and prioritizing
responsibilities between organizational commitments and academic demands.
Through the adoption of a clear and purposeful proposed structured organization,
Sacramento State empowers students to participate meaningfully in campus
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activities, fostering key skills in leadership, collaboration, and community

engagement.

Otherwise, Nova Southeastern University (2023) provides a detailed

handbook that defines the roles, responsibilities, and regulations governing
student organizations. This resource underscores the importance of responsible
leadership, financial accountability, event management, and adherence to
university policies, ensuring that groups operate professionally and efficiently.
The handbook also offers strategies to help students juggle their academic
workload alongside extracurricular participation. By implementing a coherent and
deliberate proposed structured organization, the university encourages
meaningful involvement in student groups, promoting both personal growth and
the development of essential skills such as teamwork and leadership.

Also, according to the University of Richmond (2024) offers an extensive

handbook detailing policies and operational procedures for registered student
organizations. The institution prioritizes accountability, effective leadership,
financial oversight, event coordination, and regulatory compliance to ensure
smooth and professional functioning of student groups. The handbook further
provides guidance to help students balance their academic responsibilities with
organizational participation through time management and planning techniques.
By fostering a comprehensive and well-structured proposed structured
organization, the university supports student engagement that is both impactful
and aligned with individual growth as well as broader campus community values.

Moreover, New Mexico State University (2023) has established clear

policies, procedures, and responsibilities for student organizations. The institution
emphasizes accountability, responsible leadership, financial management, event
planning, and adherence to university regulations to ensure that student groups
function efficiently and professionally. It also incorporates frameworks that help
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students balance organizational activities with academic responsibilities,

supporting effective time and commitment management. By implementing a
detailed and structured proposed organizational system, the university ensures
that student participation is meaningful, productive, and aligned with both
personal development and campus community standards.

Lastly, Florida Atlantic University (2023) has put in place comprehensive

policies and procedures necessary for the effective operation of student
organizations. These emphasize accountability, leadership development,
financial oversight, and compliance with institutional regulations to promote
professionalism and effectiveness. Additionally, the institution provides
mechanisms to assist students in balancing organizational roles with academic
duties, encouraging prioritization of commitments and active campus
engagement. Through a clearly defined and well-structured proposed
organizational framework, the university enables student groups to cultivate
leadership, teamwork, community involvement, and overall personal growth while
maintaining focus on academic success.

Synthesis

Sudrajat (2021), Hidayah et al. (2022), Nasrullah (2024), and Fawaz

(2018) emphasized that student involvement in organizations is crucial for
academic achievement, holistic development, and social growth. They noted that
engagement is influenced by both internal motivations, such as personal goals,
and external factors, including peer support and institutional requirements.
Similarly, Witjaksono et al. (2018), Pike et al. (2024), and Yao et al. (2023)
argued that while excessive participation may cause stress, balanced
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engagement enhances leadership, sense of belonging, and psychological well-

being. Collectively, these studies underscore the foundational role of student
organizations in fostering personal and academic development.

Moreover, Mustaqim (2024), Shiddiq (2024), and Filimon (2024)

highlighted that participation in student organizations cultivates essential skills,
including communication, teamwork, creativity, and professional preparedness.
Likewise, Yao et al. (2023), Pusztai et al. (2021), Pike et al. (2024), McNaughtan
et al. (2024), Cooper et al. (2021), Rhoads et al. (2025), Ryu et al. (2024),
Anderson et al. (2023), Zhao et al. (2023), and Palahan (2025) emphasized that
active engagement develops leadership, time management, critical thinking, and
social integration. Together, these findings indicate that student organizations are
essential platforms for developing both personal and professional competencies.

In addition, Huang (2020), San Isidro Poblacion (2019), and Pusztai et al.
(2021) highlighted the importance of integrating formal and informal learning,
where extracurricular experiences complement academic instruction. Similarly,
Yao et al. (2023), Cooper et al. (2021), Rhoads et al. (2025), and Zhao et al.
(2023) noted that involvement in clubs, volunteer groups, student government,
and cultural centers strengthens academic performance, sense of belonging, and
career readiness. Hence, student organizations function as vital extensions of
formal education that support holistic development.

However, Ningsih et al. (2021), Wati (2023), Mozhana (2024), and Nassar
et al. (2024) acknowledged that students face challenges in balancing
organizational commitments with academics, particularly when institutional
support or resources are limited. Kenya (2022), Cruz (2024), and Brereton et al.
(2019) cited barriers such as time management difficulties, financial constraints,
and limited inclusion, while Santos et al. (2021), Zhao et al. (2024), and Nguyen
et al. (2024) highlighted that overcommitment and low self-confidence may lead
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to stress and disengagement. Collectively, these studies suggest that

organizational participation can be hindered without proper structure and support.

Therefore, Mustaqim and Wahjoedi (2024), along with policies from

Alamo Colleges (2024), the University of Florida (2023), Sacramento State
(2025), Nova Southeastern University (2023), New Mexico State University
(2023), and Florida Atlantic University (2023), emphasized the importance of
structured frameworks for student organizations. These frameworks clarify roles,
responsibilities, procedures, and strategies for leadership, financial management,
and time allocation. Overall, the literature indicates that with institutional support,
student organizations can overcome barriers, enhance academic and personal
development, and serve as effective platforms for leadership, collaboration, and
holistic growth.

Theoretical Framework

This study is anchored on Astin’s Theory of Student Involvement (1993),

which posits that the amount of physical and psychological energy a student
invests in academic and extracurricular activities directly influences learning and
development. According to Astin, higher levels of student involvement and
whether through participation in academic clubs, leadership roles, or campus
organizations and positively correlate with enhanced academic achievement and
skill acquisition. For Bachelor of Technical Teacher Education (BTTE) students,
active engagement in organizations fosters peer interaction, collaboration, and
the application of technical and pedagogical skills outside formal classroom
settings, which can translate to improved academic performance.
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In addition, Tinto’s Student Integration Model (1993) provides a

complementary lens by emphasizing the importance of academic and social
integration in student success. Tinto asserts that students who feel connected to
their institution through meaningful academic and organizational involvement are
more likely to persist, remain motivated, and perform better academically. Within
the BTTE context, involvement in student organizations strengthens
belongingness and professional identity while supporting persistence in a
demanding technical education program. The framework is further supported by
Self-Determination Theory (Deci & Ryan, 2000), which highlights how the
satisfaction of three basic psychological needs and autonomy, competence, and
relatedness drives intrinsic motivation and enhances performance. Participation
in student organizations allows BTTE students to exercise autonomy through
decision-making, build competence via technical and leadership tasks, and
develop relatedness through collaboration with peers. These motivational factors
collectively contribute to higher engagement in academic work and better
learning outcomes. Taken together, these theories suggest that student
organization involvement is not merely an extracurricular activity but a vital
component of holistic development. By investing time and effort in

organizations, BTTE students gain social capital, leadership experience,

and enhanced motivation that directly and indirectly strengthen their academic
performance.
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Astin’s Theory of
Student
Involvement
(1993)

The Impact of Student

Organization Involvement on
the Academic Performance of
Bachelor of Technical
Teacher Education
Students at Colegio De Sto.
Domingo de Silos

Tinto’s Self-
Student Determination
Integration Theory by Deci
Model (1993) & Ryan (2000)
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Figure 1

Theoretical Framework on the Impact of Student Organization Involvement

on the Academic Performance of Bachelor of Technical Teacher Education
Students at Colegio De Sto. Domingo de Silos

Conceptual Framework

This research framework explores the relationship between student organization

involvement and the academic performance of Bachelor of Technical Teacher
Education (BTTE) students at Colegio de Sto. Domingo de Silos Inc. It draws
upon theories of student engagement, leadership development, and time
management to understand how participation in extracurricular activities
influences academic outcomes. The framework emphasizes the balance between
organizational commitments, academic responsibilities, and personal well-being.

The input in this study includes the key factors that influence student
performance and organizational involvement, such as active participation in
student organizations, leadership skills, time management abilities, personal
motivation, stress management, and institutional support from faculty advisers
and organizational policies. These inputs provide the foundation for
understanding how students engage with their organizations while maintaining
academic responsibilities and addressing challenges.

The process involves conducting a research survey using questionnaires to

gather data on student involvement, responsibilities, motivations, time spent in
organizational activities, types of organizations participated in, and the
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challenges they encounter. This process allows the researcher to systematically

analyze how the inputs interact and influence students’ engagement, skill
development, and personal growth.

The output of the study is a proposed structured student organization that

addresses the identified challenges and optimizes student involvement. This
output reflects the measurable results of the interactions between the inputs and
the process, aiming to improve academic performance, enhance leadership, time
management, and communication skills, and foster personal growth, confidence,
resilience, and overall well-being.

INPUT PROCESS OUTPUT

[Link] is the extent of

student involvement in
organization in terms of
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FIGURE 2

Conceptual Framework on the Impact of Student Organization Involvement

on the Academic Performance of Bachelor of Technical Teacher Education
Students at Colegio De Sto. Domingo de Silos

Definition of Terms

The following terms were used in this study. They are defined
conceptually and operationally to provide a clear understanding of the key
concepts of the research.

Academic Performance – The measurable outcomes of a student’s learning

progress, usually indicated by grades, GPA, or standardized assessments (Adam
et al., 2021). In this study, academic performance refers to the general weighted
average (GWA) of BTTE students enrolled at Colegio de Santo Domingo de Silos
during the academic year 2024–2025.

Burnout – A psychological condition caused by prolonged stress, often

characterized by exhaustion, reduced performance, and detachment (Manguerra
et al., 2022). In this study, burnout refers to the emotional and physical fatigue
experienced by BTTE students juggling academic responsibilities and
organizational roles.

Co-curricular Activities – Non-academic programs that complement the formal

curriculum by developing students’ social, leadership, and teamwork skills
(Demanta, 2024). In this study, co-curricular activities refer to student-led
organizations or events outside classroom instruction in which BTTE students
participate.
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Involvement – The degree of active participation in academic or extracurricular

activities, indicating engagement and responsibility (Alviento, 2018). In this study,
involvement refers to the level of BTTE students’ participation in organizational
activities in terms of time, effort, and leadership roles.

Leadership – The ability to influence, guide, and manage groups or initiatives to

achieve a common goal (Mustaqim, 2024). In this study, leadership refers to the
roles BTTE students hold within student organizations, such as officers, team
leaders, or event heads.

Organizations – Structured groups within educational institutions formed by

students to pursue common interests, goals, or advocacies (Alamo, 2024). In this
study, organizations refer to any recognized club, council, or committee within
Colegio de Santo Domingo de Silos where BTTE students are members or
leaders.

Improvements – Positive changes or enhancements in skills, behavior, or

performance (Huang, 2020). In this study, improvements refer to the progress
BTTE students make in academic, leadership, and social competencies as a
result of organizational involvement.

Workloads – The total amount of academic and organizational tasks or

responsibilities assigned to a student (Nguyen et al., 2024). In this study,
workloads refer to the combination of class requirements, projects, and
organizational duties that BTTE students must manage.

Commitments – The obligations or responsibilities that an individual has toward

tasks, groups, or organizations (Zhao et al., 2024). In this study, commitments
refer to BTTE students’ dedication to fulfilling both academic and organizational
responsibilities on time.
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Awareness – The knowledge, understanding, or consciousness of a situation or

subject (Breton et al., 2019). In this study, awareness refers to BTTE students’
recognition of the importance of balancing academics, co-curricular activities, and
personal well-being.