Abstract
The study aimed to determine the effects of club formation on the personality development and academic performance of grade 12 students in three campuses of Far Eastern University Roosevelt during the School Year 2024-2025. A descriptive survey research design was applied, using a researcher-developed questionnaire checklist to gather data on the effects of club formation on the personality development of grade 12 students with respect to leadership skills, teamwork and collaboration, time management, self-confidence and self-esteem, and social skills. The study revealed that most of the students involved are 16-19 years old, female, and first- or secondborn children. The majority of them belong to families with 2-3 children and a monthly family income of P20,000 or above. Most of their parents are college graduates, college undergraduates, and employed. Club formation has a significant effect on students' personality development, including leadership skills, teamwork and collaboration, time management, self-confidence and self-esteem, and social skills. Additionally, most grade 12 students perform well, as evidenced by their average grades. The perceived effects of club formation on students' personality development are significantly related to their academic performance. Students sometimes encountered challenges in club formation, with scheduling conflicts being the most challenging. It was concluded that students' academic performance is significantly related to the perceived effects of club formation on their personality development, including leadership skills, teamwork and collaboration, time management, self-confidence and self-esteem, and social skills. The study recommended that school Administrations may continuously support club formation by organizing regular workshops and training sessions on time management and collaboration to enhance students' performance.
