LEADERSHIP AND EXTRACURRICULAR ACTIVITIES IN RELATION TO ACADEMIC PERFORMANCE IN THE INTENSIVE ENGLISH PROGRAM AMONG STUDENTS OF ST. GABRIEL’S COLLEGE, BANGKOK

Abstract

This study examined the relationship between student involvement in leadership programs and extracurricular activities and their academic performance within the Intensive English Program (IEP) at St. Gabriel’s College, Bangkok, Thailand. The research aimed to describe the demographic profile of the respondents; assess the level of student involvement; evaluate the perceived effectiveness of these programs; and determine significant relationships among involvement, program effectiveness, and academic performance.

A descriptive-correlational design was employed, using a structured and validated questionnaire adapted from the National Survey of Student Engagement (NSSE). The instrument covered demographics, levels of participation in leadership and extracurricular activities, perceived program effectiveness, and self-reported academic performance in English. A total of 224 secondary students from Grades 7 to 12 were purposively selected from the IEP population of 510 students. Data were analyzed using frequency, percentage, mean, standard deviation, Pearson’s r, Spearman’s rank correlation coefficient, and the Likelihood Ratio Test at a 0.05 significance level.

Results revealed that students generally demonstrated moderate to high levels of involvement in both leadership and extracurricular activities. These programs were perceived as moderately effective in supporting academic performance. A statistically significant positive relationship was found between student involvement and academic performance. Additionally, demographic variables such as parental employment and family income were significantly related to student participation levels.

The findings highlight the potential of structured leadership and extracurricular programs to enhance academic outcomes by fostering communication skills, confidence, and engagement. The study recommends further integration of these programs into IEP curricula and suggests future research explore behavioral outcomes and long-term academic impact.