Notes

In the Philippines, the senior high school (SHS) program is a program implemented by the government to prepare and teach students for college. Here, the various aspects that the student needs are further honed regarding the track they want to take when they go to college. One of the strands included in the SHS program is the Science, Technology, Engineering, and Mathematics (STEM), which focuses on equipping individuals with the skills and knowledge necessary to keep up in a world increasingly shaped by science, technology, engineering, and mathematics.

This chapter presents a review of existing research concerning the influence of extracurricular activities on STEM students, with a focus on the specific aspects of academic performance and learning impacted by participation.

Karaçam, Arabacı, Nur Tosun, Aktemur & Kanat (2021) conducted a study titled "The Effect of Extracurricular STEM Activities on the Scientific Creativity of Secondary School Students." They reported that after-school STEM activities significantly improved scientific creativity scores among secondary school students, a result not seen in students whose STEM activities were part of the regular science curriculum. This suggests a potential difference in impact based on whether STEM activities are extracurricular or curricular. This study relates to the present study because it also aims to understand the effects of extracurricular activities, specifically STEM, on the scientific creativity of secondary school students, concluding that after-school extracurricular activities positively affect scientific creativity scores.

Rahayu & Dong (2023) conducted a systematic literature review titled "The Relationship of Extracurricular Activities with Students' Character Education and Influencing Factors." This review confirmed a positive correlation between student participation in extracurricular activities and the development of positive character traits, noting that internal school factors like peer influence, teacher involvement, and school climate significantly influence this relationship. Both this study and the present study share similarities in highlighting the positive impact of extracurricular activities on student development. Rahayu & Dong (2023) emphasize the role of extracurricular activities in enhancing skills like teamwork, leadership, problem-solving, and creativity, as well as contributing to academic achievement and a deeper understanding of subjects. This reinforces the notion that extracurricular activities, whether character-focused or engineering-related as in the present study, positively influence student development and learning.

Peter Mtika (2019) explored "High School Students' Perspectives on Participating in a STEM-Related Extracurricular Programme." The study revealed two key benefits for participating students: enhanced post-secondary awareness, including improved understanding of the college application process and increased confidence in pursuing higher education; and strengthened real-world connections, as students saw how their classroom learning applied to practical work experiences through job shadowing and real-life examples. This practical application increased their appreciation for teachers and education by demonstrating the relevance of schoolwork to future careers. This study relates to the present study as it shows generally positive perspectives on STEM-related extracurriculars, highlighting how STEM engineering extracurricular activities offer valuable and engaging learning experiences, build a strong foundation in STEM concepts, develop essential career skills, and foster positive attitudes toward STEM fields.

Rani Altoum (2021) investigated the "Relationship Between Attending STEM Extracurricular Programs and Aspiration Toward STEM Careers." The study found that STEM education enhanced students' creative thinking and interpersonal skills, particularly in engineering. Furthermore, 50% of students reported improved manual skills, and 92% noted improvements in mathematics and engineering skills. This study relates to the present study as both aim to understand the effects of STEM activities on students, exploring both the positive and negative impacts.

Blanchard, Guttierez, Swanson & Collier (2023) explored "Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading?" Their study revealed positive effects, particularly for underserved students who benefited greatly from after-school STEM club participation. These benefits included fostering a sense of belonging and positively influencing college and career pathways. This study, examining student participation in STEM clubs and their gains, directly relates to the current research on the impact of extracurricular activities on STEM students. Specifically, the finding that after-school STEM extracurriculars fostered belonging among underserved students is highly relevant to the present study's focus on the role of extracurriculars in developing STEM identity.