Life-Long Learning Skills

Title | Specific Objectives | Thesis Statement | Significance of the study | Data Gathering Tools | Scope & Delimitations | Variables | Life-long Learning Skills Gained in Two Learning Team (or 2 schools – Public and Private Schools in Las Pinas) | - To identify the level of lifelong learning skills gained by two categories of learning team.identify- To know the relationship of lifelong learning skills gained by solely academic students to students who participates in ECA.compare- To identify the learning skills level through the time being spent by the students in ECA. | Problem | Null Hypothesis | The study will be able to determine the effects of extra curricular activities to the life-long learning skills gained by two categories of learning team. | (Surveys) Questionnaires-Personal Info-(explained the protocol)Documentary Analysis | High school students in ( )- 100% populationThe delimitations of the participants were …Students have been involved inECA for more than 6months would fall under students with ECA involvement. | Independent- Students profile Age, Gender, Year level-Extra curricular activities,- Time spent in engaging to ECE.Dependent-Lifelong (level) learning skills gained. | | | Extracurricular Activities may or may not protect the learners from effects detrimental to their life-long learning skills. | Extracurricular has no effect on the life-long learning skills gained by the high school students. | | | | |

Statement of the Problem
Extracurricular Activities may or may not protect the learners from effects detrimental to their life-long learning skills.

Definition of terms

Life-long Learning Skills Gained in Two Categories of Learning Team Conceptual Framework

Students who does not participate in Extra-Curricular Activities

Students who participate in
Extra-Curricular Activities

Extra Curricular Activities
Academics
Solely Academic

School Curriculum