THE EFFECTS OF SPORTS ON THE ACADEMIC PERFORMANCE

OF STUDENT-ATHLETES

INTRODUCTION

Sports appear to be an attractive aspect of the High School experiences to many

students (Fisher, Juszclack and Friedman. 1996). Mostly the common reasons why

students participated had experienced the enjoyment, recreation, and competition. As well

as the experience to have a sense of group belongingness. Volleyball, baseball, and

basketball are the most common sports in Nangka National High School. On the other

hand, academic performance is the extent to which students have achieved their short

term educational goals. It is commonly measured through examinations, assessments, and

experimentations. For well-rounded students, these two factors must go hand-in-hand.

In the medieval period no one had the energy to play sports. Sports became linked to a

moral code defined by the middle classes. It was accepted that sports develop character and

morality, competition had a to be fair and ruled governed with similar conditions to all players,

sports was to be played, not for reward but its own sake . It was part of the social aspect of high

school. Also students' academic performances are Affected by playing sports. A study by the US

Department of Education revealed that students who participated in sports are three times more

likely to have a grade point average of 3.0 or better than students who do not play sports. Total

Extracurricular Activity Participation (TEAP) or participation in extracurricular activities in general is

associated with an improved grade point average, higher educational aspirations, increased college

attendance, and reduced absenteeism.

 To cite, the athletes of Nangka National High School felt the hardship of their training due

to time-constraint. Trying to manage their time for their family and time for their studies. However,

teachers and coaches are doing their tasks and responsibilities to take good care of the athletes.

This study aims at identifying the students’ competency in terms of sports and academic

performance on how each variable affects one another . This study also configures the problem faced by the

student athletes in their failing grades due to not of this study is to find out the status of proving

the projects.

CONCEPTUAL FRAMEWORK

STUDENT DEMOGRAPHIC
PROFILE
-GENDER
-YEAR
-BACKGROUND OF THE
STUDENTS IF THEY INVOVLE

STUDENTS IVOLVEMENT IN STUDENTS INVOLVEMENT IN

SPORTS ACADEMIC PERFORMANCE
 EFFECTS OF SPORTS
ON THE ACADEMIC
PERFORMANCE ON
THE ACADEMIC
PERFORMANCE

GOOD EFFECTS GOOD EFFECTS

STATEMENT OF THE PROBLEM

The main objective of this study is to determine the correlation between sports on academic

performance.

These questions need to be answered as follows:

1. What is the demographic profile of student athletes in reference to the following:

1.1 Gender

1.2 Year Level

1.3 The year level that when they started to be a student athlete

2. What is the perception of student-athletes towards sports?

3. How do the student-athletes being affected in their academic performance?

4. Is there a significant correlation between the student athletes in terms of their:

4.1 Demographic Profile and academic performance

4.2 Perceptions towards sports and their academic performance
5. What recommendations will be proposed to enhance motivation of student athletes towards
academic performance.

SIGNIFICANCE OF THE STUDY

This study will be very significant in the sense that it will benefit the following:

To the students, it will have an insight on the effects of the sports towards their academic

performance.

To the teacher it will provide additional knowledge on what strategy to use to further educate

students on the effects of sports to their academic performance.

To the parents it will help them understand the behavior and study habit of their children who are

engaged into such activity.

To the coaches this helps them to understand their athletes better and to which part of their athlete

behavior that needs to be encouraged or focused for them to succeed not only to their academic

performance but also to their sports engagement

SCOPE AND LIMITATIONS OF THE STUDY

This study was limited to the effects of sports on the academic performance of student-

athletes. The respondents are Junior and Senior High students who are engaged in sports. This study

was conducted at the campus of Nangka National High School. The questioners formulated by the

researcher included limited questions about the personal background of the respondents such as sex, age,
athlete experience and time management. Moreover, the study was done on the assumption that it will gain

support from the teachers, and most of all the principal in Nangka National High School for the good

result of athletes student’s performance.

Definition of Terms

The key terms used throughout the study will be defined.

Athletic Participation: There are a number of ways that the literature has chosen to define the concept of

athletic participation. Some studies have mentioned that there were various methods used in the past

including participation in physical education, sports teams, in and out of school, and recess or lunchtime

activities (Din, 2005; Ethier, 1997). Instead, for the purposes of this investigation, athletic participation will

be limited to the engagement with school sponsored sports teams. This definition has been used by a

number of studies (Knox, 2007; Carp, 2007).

Academic Performance: Similar to athletic participation, though to a larger degree, academic performance

has been defined in a wide variety of ways in the literature (Beem, 2006; Wilkins et al., 2003). Academic

performance can be measured by ACT scores, SAT scores, SAT II scores, qualitative assessments of

teachers’ reports on students, and grades. For the purposes of this study, the most appropriate methodology

was a quantitative one that can be utilized in statistical tests. That immediately eliminated qualitative

assessments. Further, the measurement had to be available during the entire academic year in order to assess

in season and out of season performance with respect to the measurement. That requirement eliminated all

other measures except for GPA. Therefore, that method was chosen for this study. The remainder of the

chapter will present a brief summary of the study.

 Chapter 2

REVIEW OF RELATED LITERATURE

Athletics have come to play a major role in the life of high schools and

universities access the US today (Griffith, 2004; Hamilton, 2005; Knox, 2007; Knox,

2003; Tublitz, 2007) as cited in Sitkwoski (2018). Grimit , (2014) states that every athlete

dreams of moving into the professional level and getting paid to play the game that they

love, but in reality a majority of the 450,000 NCAA student athletes will not continue

into the professional level. This causes people to ponder if the sacrifice to academic

progress of athletes is worth the energy to continue playing sports for six years in high

school. Many people argue that the academic performance of athletes is troubling

considering that after sports they only adhere to their education to fall back on and make

a life out of that knowledge.

In a study conducted by Pascrarella et al. (1995), the results found convincing

results about cognitive developments of first year athletes. The study was conducted to

determine the effects of college athletics on Reading Comprehension, Mathematics, and

critical thinking skills. There were 2,416 first year students who took part in the National

Study of Student Learning survey, which is longitudinal evaluation of the factors that

affect learning and cognitive development in college. They discovered that male athletes,

in revenue sports such as football and basketball, suffered in Reading Comprehension and

Mathematics. They found that these revenue sport athletes struggled compared to non -

athletes, and male athletes in other sports tested the same as non - athletes in Reading
Comprehension and Mathematics. On the contrary, female athletes lagged behind their

peers in Reading Comprehension. Both male and female athletes. Both male and female

athletes fell behind non -student athletes in critical thinking skills such as open mindedness,

maturity and curiosity ( Pascarella et al , 7 1995). These statistics confirm that some

athletes are lagging behind their peers, but have led researchers to believe that revenue

sports may be the real source of the low academic progress of athletes. The hours of

practice and preparation for game day undoubtedly take athletes away from their studies.

Maloney and McCormick (1993) conducted a study at Clemson University of 595 student

athletes in determination of finding the effect of athletics on academic success. They found

that academically, athletes do three - tenths of a grade point worse than regular students in

three out of 10 classes. They also discovered athletes in revenue sports are lagging behind

their peers. Athletes in football and basketball do one-tenth of a grade point worse than

their fellow student athletes (Maloney & McCormick, 1993). Concerns for revenue sports

are extreme with suggestions that these major sports do not allow time for their athletes

to be students. Some people are even voicing their opinion that these athletes are

employees of the athletic department (Feezell, 2001).

On the other hand, many people are firm believers that the positives of athletic

participation outweigh the negatives. Studies have shown that participation has a positive

impact on learning and development (Bonfiglio, 2011). A study conducted by Byrd and

Ross (1991) focused on the influence of athletic participation at the junior high level and

showed that, even at a young age, athletics is motivating student athletes in the classroom.

Their study was conducted in a rural county in Tennessee and is based on the responses

of 379 students with an intermixed number of athletes and non-athletes. These students
attended one of two schools in this area and the study consisted of 284 non-athletes and

95 athletes. The study’s results showed that 70% of people agreed that being an athlete

motivated them to attend school regularly. This study also found that 71% said

participation led to better time management. Competing at the collegiate level results in

substantial missed class time, but when they are not traveling, athletes are attending

classes to ultimately stay eligible to continue playing the sport that they love. Athletic

involvement promotes more efficient use of time and higher motivation to excel at

different school endeavors (Byrd & Ross, 1991). Time management skills are important for

future jobs and endeavors. Competing at the NCAA level for four years and still managing

to graduate prepares athletes with the skills to help them be successful in life. Although

some athletes stumble academically, parents still continue to see athletics as a positive

involvement for their children. Byrd and Ross (1991) conducted a second survey of the

parents, principals, teachers and coaches of the 379 athletes of the Tennessee students and

what they believe are the influences of participation in sports. The study found that the

top five factors as to why parents chose to enroll their children in sports are: enhancing

school identity, attracting community support, decreasing racial prejudice, promoting

physical fitness and wholesome participation, and increasing revenue. Through sports

involvement these athletes get to meet new people from differing backgrounds, become

involved with their community, create a sense of pride for their school, and lead physically

acceptable lifestyles (Byrd & Ross, 1991).

 CHAPTER 3

METHODOLOGY

This chapter explains how the research is conducted. In keeping with the aims and

objectives of the study, the chapter is organized under the following section: research

methodology contains the following; the research design, which is referring to what procedures

that being used in the study; research environment where researchers conduct this study, research

respondents or the participants of the study, research instruments, the data gathering procedure,

and the scoring methods.

Research Design

The researchers use descriptive-correlational method in determining and evaluating the

perceptions towards sports and academic performance in Nangka National High School.

Descriptive Correlational Designs. Descriptive correlational studies describe the variables and

the relationships that occur naturally between and among them. The best approach that will be

used in writing descriptive methods is conducting a survey questionnaire. This method fits to the

study wherein the researchers will be able to know the effects of sports towards academic

performance. Using convenience sampling, the researchers adhering to the objectives of

the study, selected respondents who were conveniently available. As stated by Alrech and

Settle(1995), the research showed that it is seldom necessary to sample more than 10℅

of the population to obtain adequate confidence in the generalization.

Research Environment

This study is conducted at the campus of Nangka National High School.

Research Respondents

This study was limited to the effects of sports on the academic performance of

student-athletes. The respondents are Junior and Senior High students who are engaged in

sports. The target population of the study was the student-athletes in Nangka National

High School whose total of 53 at the time of the study.

RESEARCH INSTRUMENTS

Using convenience sampling, the researchers adhering to the objectives of the study,

selected respondents who were conveniently available. As stated by Alrech and

Settle(1995), the research showed that it is seldom necessary to sample more than 10℅

of the population to obtain adequate confidence in the generalization.

Statistical Treatment Data

The statistical tools that are being used in the analysis of the data are; frequency count

percentage, weighted mean and standard deviation. The data is being treated through the

statistical package of SPSS and mini tab.

Frequency Count Percentage. This will be used to describe the perceptions of the respondents

and sample size. The formula is:

Percentage (%) = f/n x 100

Where:

f = the frequency of the profile of the respondents

 n = the number of respondents

Weighted Mean. This was used to determine the level interest of the respondents and their

perceptions on the effectiveness of the source materials in science instructions with the formula:

x=∑

Where:

= the weighted mean

∑ = the sum of product frequency and weight

= the number of the respondents

Standard Deviation. This is a measure of the dispersion of a set data from its mean. This was

used to determine the variation between each data point relative to the mean. In getting the

standard deviation, this formula is used:

Where:
 = standard deviation

= observed values of the sample

= mean value

= number of respondents

System Usability Scale (SUS)

Data Gathering Procedures

According to Neuman(1997) every researcher collects data using one or more

techniques, and that some techniques are more effective when addressing specific kinds

of questions or topics pg. 30. In line with this, the instrument used for gathering data

was a questionnaire devised by the researcher made especially for the student-athletes.

Data was collected from both primary and secondary sources. The secondary sources

include magazines, journals and the Internet. The primary source was the questionnaire.

The researcher distributed questionnaires to respondents personally. The questionnaire had

a cover letter stating the researcher’s affiliation. Moreover, the questionnaire consisted of

both closed ended and open-ended questions. The open-ended questions allowed the

respondents to express themselves freely by providing their own answers. The closed-

ended questions on the other hand, required specific answers from respondents. The first
three questions of the survey were general, demographic questions used to identify the

characteristics of the group as a whole. These three demographic questions were about

gender and education status. The following questions that followed pertain directly to the

research question about the effects of participation in sports and all use some variety of

the Likert scale to determine the constituent’s responses. The first question establishes that

time management skills have been affected by participant’s involvement in athletics. The

next question requests the student-athlete state their current grade point average. The final

question pertains to graduation requirements and wishes to grasp if involvement in sports has

motivated the athletes to degree completion and persistence toward graduation. The

questionnaires was presented to the mentor for approval.

A total of 50 printed-paper questionnaires are distributed to student-athletes.

Questionnaires are directly given to respondents by the researchers. In all, 50 valid

questionnaires will be received for analysis.

 REFERENCES

Byrd, C. E., & Ross, S. M. (1991). The Influence of Participation in Junior High
Athletics on Students' Attitudes and Grades. Physical Educator, 48(4), 170-176
Hamilton, K. (2005). Putting the ‘student’ back into the student-athlete Black Issues in
Higher Education, April 7, 1-6.
Feezell, R. M. (2001). The game of life: College sports and educational values / beer
and circus / intercollegiate athletics and the American university: A university
president's perspective. Academe, 87(5), 90-92. Retrieved from
http://search.proquest.com/docview/232307356?accountid=28594

Fisher, M., Juszczak, L., & Friedman, S.B. (1996). Sports participation in an urban high
school: Academic and psychol
Knox. D. (2007). High school and middle school athletes: now is the time? Coach & 104
Athletic Director, January, 1-3.
Maloney, M. T., & McCormick, R. E. (1993). An Examination of the Role that
Intercollegiate Athletic Participation Plays in Academic Achievement. Journal of
Human Resources, 28(3), 555-570
Pascarella, E. T., Bohr, L., Nora, A., & Terenzini, P. T. (1995). Intercollegiate athletic
participation and freshman-year cognitive outcomes. The Journal of Higher
Education, 66(4), 369-387. Retrieved from http://search.proquest.com/docview/205300564?accountid=28594
Tublitz, N. (2007). Re-integrating athletics into academics: supporting the athletic academic
advisor. National Association of Academic Advisors for Athletics, June, 1-2.
Turman, P.D.(2005). Coaches’ use of anticipatory
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-11692007000300022
 STUDENT-ATHLETE SURVEY

INSTRUCTIONS: Kindly answer the questions written below. Please put a check on the
space provided in the questions.
I. MULTIPLE CHOICE
1. WHAT GRADE ARE YOU?

⃝GRADE 7
⃝GRADE 8
⃝GRADE 9
⃝GRADE 10
⃝GRADE 11
⃝GRADE 12
2. GENDER:

⃝ MALE ⃝ FEMALE
3. SINCE WHAT YEAR YOU ENGAGE SPORTS?

⃝ELEMENTARY
⃝SECONDARY
4. I USUALLY SPEND HOURS PER WEEK PRACTICING MY SPORTS.
⃝0-5 hours
⃝6-15 hours
⃝16-30 hours
⃝30-40 hours
5. MY OVERALL AVERAGE ON MY LAST REPORT CARD WAS?

⃝95 ABOVE
⃝85-94
⃝75-84
⃝74 BELOW
 TOOL B
STATEMENT STRONGLY AGREE DISAGREE NEVER
AGREE
1. Involvement in sports is
an impediment to your
academics.
2. Teachers give special
exams exclusively for me
as a student-athlete.
3. When I participate in
sports my grades improve.

4. Teachers are more

lenient when it comes to
grading my exams and
assignments.
5. Teachers extend
deadlines for assignments
exclusively for me.
6. Additional academic
assistance is provided to
me.
7. In terms of academic, I
have an advantage over
the non-athletic students.
8. I believe my grades
were getting worse when I
involved in sports.
9. My participation in
sports is irreplaceable and
the benefits of involvement
in athletics far exceed any
negatives.
10. My involvement in
sports legibility motivated
me towards degree
completion and persistence
 towards graduation.

LETTER TO THE RESPONDENTS

January 15, 2021

Dear RESPONDENTS

We are the Third Year Bachelor of Secondary Education College Students in Cebu Normal
University – Balamban Campus. We are enlisting your help in completing this survey for
our Research Project. The purpose of this study is to examine the effects of the
involvement of students in sport to their academic performance at the Nangka National
High School.

This information will be used solely for this study and for our research paper. Your
answers are entirely confidential and will not be reported back to your coach or the
athletic department. Thank you for taking a few minutes out of your busy schedule to
help us conduct our study.

Sincerely Yours,

Researchers

NOTED BY:

NORMA CEREÑO

Subject Teacher
 ALL ABOUT THE AUTHORS

IANIE P. SUNGKIP
NANGKA BALAMBAN CEBU
Mobile Number: 09327436754

PERSONAL INFORMATION
Place of Birth: Ylaya Talavera Toledo City
Date of Birth: May 4, 2000
Citizenship: Filipino
Civil Status: Single
Gender: Female
Father's Name: Juneffer Sungkip
Mother's Name: Lorena Sungkip

EDUCATIONAL BACKGROUND
ELEMENTARY:Talavera Elementary School
San Isidro, Asturias, Cebu
Batch 2012 – 2013
SECONDARY: Nangka National High School
Nangka, Balamban, Cebu
Batch 2017-2018

CHARACTER REFERENCE
Pepita Yaon Bucag
Teacher
Pablo Tagalog
Brgy. Captain
Susan C. Tribunalo
School Pricipal
ELJEAN L. SANCHEZ
BALIWAGAN BALAMBAN CEBU
Mobile Number : 09363071152

PERSONAL INFORMATION

Place of Birth: LUY-A, LUCA ,, BALAMBAN, CEBU

Date of Birth: JUNE 08, 1997
Citizenship: Filipino
Civil Status: Single
Gender: Female
Father's Name: VIRGILIO B. SANCHEZ
Mother's Name: SUSANA L. SANCHEZ

EDUCATIONAL BACKGROUND
ELEMENTARY: C. PEPITO ELEMENTARY SCHOOL
LUCA, BALAMABAN, CEBU
Batch 2011– 2012

SECONDARY: BIASONG NATIONAL HIGH SCHOOL

Biasong, Balamban, Cebu
Batch 2017-2018
LESLY ANN I. CEREÑO
BIASONG BALAMBAN CEBU
Mobile Number : 09078439428

PERSONAL INFORMATION

Place of Birth: COMMUNITY ASTURIAS, CEBU

Date of Birth: SEPTEMBER 07, 1999
Citizenship: Filipino
Civil Status: Single
Gender: Female
Father's Name: GLENN A. CEREÑO
Mother's Name: MARIBEL I. CEREÑO

EDUCATIONAL BACKGROUND

ELEMENTARY: SAN ISIDRO ELEMENTARY SCHOOL

SAN ISIDRO ASTURIAS CEBU
Batch 2012 - 2013

SECONDARY: NANGKA NATIONAL HIGH SCHOOL

NANGKA, BALAMBAN, CEBU
Batch 2017-2018