[Insert Title]

A Research Proposal
presented to the Faculty of
Science, Technology, Engineering and Mathematics
Far Eastern University High School Inc.

In Partial Fulfillment of the Requirements

for the Academic Track
Science, Technology, Engineering and Mathematics

By
(Last name, First Name M.I.)
(arranged alphabetically)

(name of research adviser)

Adviser

March 2019
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The introduction may range from a paragraph or two to possibly one page in
length. Its purpose is to state the general nature of the problem. Note that this is the
general nature and not the problem itself.
It should be brief, and it is intended to capture the attention of the reader. A
good introduction should make the reader want to read more.

Theoretical/Conceptual Framework
Insert your conceptual and/or theoretical framework.

Statement of the Problem

This part could be considered the conclusion to a three-part introduction.
This, again, is very brief. One or two paragraphs may be sufficient for the statement
of the problem.
The section should pull from the ideas in the two proceeding sections and
then end with something like, “Therefore, the problem or topic addressed in this
study is…”
All the previous information has been provided to set the stage for identifying and
listing the specific research questions/objectives for the study.
There may be only one question or there might be two or three. Please note that
students are required to have two or more (but not more than 4) questions.

Significance of the Study

This might be looked at from at least two perspectives. One perspective
would be personal significance. The other would be professional or research
significance.
From a personal perspective consider personal interest in the topic, what personal
satisfaction might be gained, what career advancement might be possible.

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 From a professional perspective consider what information might be added
to the field of study, who else might find this information useful, what other uses
might be made of this study.
Definition of Terms
Technical words used in the paper that are used in a specialized sense should
be included in the definitions section.
List each term separately and define it. Include citations if you are quoting or
paraphrasing someone’s definition of a term. Do not include terms that are not used
in your paper.

Scope and Delimitation

This is the final section of chapter one. List all assumptions together. Follow
this by a list of all limitations.
Don’t worry if you do not get this section completed before moving on to the
next chapter. As you go through your research, frequently more assumptions and
limitations become evident. These can be added as you conduct your research and
complete your findings.

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 CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter presents a brief review of related literature and studies from foreign
sources and local sources, and relevant theories about the study. It will also provide
the in-depth search and answers of the problem stated.

Foreign Literature

Burnouts among Student Athletes

Some athletes become unable to cope with the physical and emotional trauma
generated by the demands on their energy, emotions, and time. Current research
conducted on people-oriented occupations indicates that some are characterized by
several sources of frustrations, that eventually lead dedicated athletes to become
ineffective, and burned out. Athletes who experience burnouts may begin to
perceive their job as impossible. They may begin to question their ability. Feeling
helpless and out of control, athletes nearing burnout may tire easily and may
experience headaches or digestive problems. In some cases they will view their
tasks and their profession to be increasingly meaningless, or irrelevant.
With regards to burnouts a study by William C. Thomas and colleagues (2012) was
conducted. They hypothesized that the personality trait known as hardiness could
mediate the effects of stress that lead to burnout. And further, that hardiness is one
characteristic that could differentiate between individuals who are able to
effectively manage environmental and internal demands and those who burn out.

A Student Athlete’s behavioral reaction to Stress

A person under stress will function with a behavior that is different from ordinary
behavior. These behaviors can arbitrarily be sub-classified as: counter,
dysfunctional, and overt.

In counter behavior, an athlete will sometimes take action that is intended to

counteract the stressful condition. For example, an individual may take a defensive
position such as practicing an “on-the-spot” relaxation technique, yet is unaware of
it. The person may take a deep breath and silently “count to ten” before taking some

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action, if any. We sometimes witness this reaction when a coach is displeased with
an official’s call. (A frequent comment by television analysts when this occurs is:
“Coach So-and-So is livid.”) But the coach may often contain himself or herself until
an opportune moment arises to protest the call.

Dysfunctional behavior involves reacting in a manner that demonstrates impaired

or abnormal functioning, resulting in a lower level of skill performance than an
athlete is ordinarily capable of accomplishing. A change in normal speech patterns
or a temporary loss of memory may occur. Many of us have experienced this at one
time or another due to a profoundly stress-inducing situation with a “mental block”
causing some degree of frustration while we attempt to get back on the original
process or sequence of thought. Some coaches have reported to us that, much to
their chagrin, this has happened during games and at halftime because of a
particularly stressful series of events or a particularly traumatic singular event.

Overt behavior exhibits such reactions as distorted facial expressions (tics and
twitches, profound grimacing, and biting the lip), frequent spitting, shaking of one’s
fists, or flailing of the arms. There appears to be a need for a person to move about,
thus pacing around is characteristic of this condition. Overt behavior in the form of
these activities is perceived by some coaches and athletes as highly effective in
reducing pressure, threat, and distress.

How stress affects a student’s academic performance.

Stress reduces students work rate, reduces ability to learn in class, and causes lack
of concentration in class. This in turn leads to producing poor quality work and
reduces academic performance. Stress has a negative relationship with students’
performance. The more the stress, the less the student will perform at school. In
addition to that, starting academic tasks from simple to complex and by avoiding
reading only when exams come close academic stress can be properly managed to
enhance students’ academic performance, productivity, and reduce their workload.
Also, stress affects the initiative skills of students. Most students when stressed
turns to lack the ability to bring up new ideas to solve problems or issues, thus when
students are faced with some challenges which might be easy to solve but because
they are stressed, they refuse to answer and they are unable to rack their brains to
find solutions to that problem. All these points of stress on students, in the long run,
cause them to perform poorly in school.

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The Physical Impact of stress to a student athlete.

The physical impact of stress basically reflects on the health of the student athlete.
Stress causes fatigue in students. When students get stressed, there is a possibility
that they will get fatigued because they use all of the energy they have causing them
to become weak and lethargic. When this happens they have no energy left in them
for their academics. Being fatigued can make students mess up a lot of things which
are supposed to help them in life.

Prejudices and Misconceptions on Student Athletes.

Other studies have shown that prejudice against athletes also occurs in Division III schools
known for their academic prowess (Baucom & Lantz, 2000), even when student-athletes at
these schools are more representative of the student body as a whole. Baucom & Lantz’s
study to determine the presence of faculty prejudice against studentathletes found that such
prejudice does exist, but that it is often based on faculty misconceptions regarding the
nature of the scholarship a student-athlete is on, and whether or not his or her presence at
the school is perceived to compromise the academic status of the school as a whole. The
result of this finding is that faculty prejudice reinforces the perceived gap between athletics
and academics and, once athletes enter the classroom, reinforces the gap, contributing to
the negative reception of athletes in the classroom. Faculty prejudice is thus one more
aspect of the overall competitive structure of a school, in this case contributing to the poor
performance of student athletes in the classroom (Baucom & Lantz).

The Academic Standards of a School or University.

According to the argument of Ferris & Finster, et al. (2004) there has been a careful
consideration of the various ways in which student-athlete credentials are
“compressed” to fit the needs of a school, and how schools are willing to trade-off
the athletic and academic dimensions of an admitted athlete in order to give him or
her a well-rounded education. Moreover, variations in academic qualifications
among some schools means that many student-athletes are denied entrance into
schools where they would have been admitted had they applied only as a student.

Sports Preferences of Student Athletes

According to (Fisher, Juszczak, & Friedman, 1996). In recent times, students’

academic performance has been questioned by many people in the country. Most

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people blame students’ poor academic performance on teachers and sports. With
these arguments coming up, some people suggested for a cut or reduction in school
sports. These had come to the attention of the researcher to find out the effect of
participation in sports on academic performance among senior high schools in the
Hohoe Municipality. Sports appear to be an attractive aspect of the high school
experience to many students (Fisher, Juszczak, & Friedman, 1996). Fisher et al.
conducted an investigation on the positive and negative correlates of sports
participation on inner-city high school students. An anonymous survey was
distributed to 838 participants, where 45% were male and 55% were female (Fisher
et al, 1996). All the 838 students who were interviewed, the authors found that all of
them participated in sports in some ways. The most common sports were
basketball, and volleyball. The participants were found to have most commonly
reported that enjoyment, recreation, and competition were reasons for
participation. The authors found a significant percentage of students regarded
sports as more important than school. Thirty-five percent of youths fell into that
category (Fisher et al, 1996).

The Relationship of Sports to Student Athletes

Taras (2005) conducted a review of studies on younger students and the effect that
physical activity had on school performance. The research review conducted by him
demonstrated that there may be some short-term improvements due to physical
activity, specifically with respect to concentration, but there is no well substantiated
long-term improvement of academic achievement as a result of more vigorous
physical activity. The author also noted that the relationship between physical
activity in students and academic outcomes requires further elucidation.

How Sports can improve an Athlete’s Skills and abilities

Bradley and Conway (2016), believe that, being part of an organized school team,
practicing several times per week and representing the school competitively will
promote self-esteem, self-concept and social capital within the student and develop
a strong level of school connectedness” (p. 712-713). It is characteristics like these

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that are built and reinforced through athletic participation, along with motivation,
perseverance, self-control, coping, and creativity that are thought to emphasize
success in an academic setting (Bradley & Conway, 2016).

 Schultz (2015) looked at athlete’s grades, but more specifically the

comparison between grades during the season and in the off-season. This
research aids in providing information on whether or not participating on a
sports team takes time and effort away from student-athletes academic
efforts, or serves as a motivating force to achieve more in the classroom. Data
for this study was compiled during the years 2006-2011 from multiple large
suburban Midwestern, high schools. Twenty-one different sports were
studied through each high school, each offering both a junior varsity and
varsity level of competition. Detailed information was collected on the sport
the student played, the level in which they participated (JV or varsity), and
which season participation took place. This data was then compared to
academic transcripts, which contained 13 details of every enrolled class and
grade received through the participants’ high school years.
Historical Background
Insert here
Topic 1
Insert here
Topic 2
Insert here
Topic 3
Insert here
Summary and Implications/Synthesis
Insert here

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 CHAPTER 3
RESEARCH METHODOLOGY

Describe the type of study you are conducting. Include a defense of your
method.
For instance, if you have chosen to do a relational study because you feel it is
the best way to compare the options available for solving a particular problem, state
this along with any other support you have for the method chosen.

Methodology
Discuss the methodology [to be] used in your study (e.g., experimental, quasi-
experimental, correlational, casual-comparative, survey, discourse, case study,
analysis, action research). If using stages, outline them here. The methods used must
link explicitly to the research question and must be suited to the nature of the
question. Discuss any methodological assumptions.

Research Design
Outline the research design (e.g., quantitative, qualitative). If quantitative,
spell out the independent, dependent and classificatory variables (and sometimes
formulate an operational statement of the research hypothesis in null form so as to
set the stage for an appropriate research design permitting statistical inferences). If
qualitative, explain and support the approach taken and briefly discuss the data
gathering procedures that were [will be] used (observations, interviews, etc.)

Participants
Give details of who were [will be] the participants in your study (including, if
applicable, sample type and size, reasons for the number selected and the basis for
selection).

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Instruments
List and briefly describe all the instruments (e.g., tests, measures, surveys,
observations, interviews, questionnaires, artefacts) [to be] used in your study for
data collection and discuss their theoretical underpinnings, that is, justify why you
used [will be using] these instruments. So that the line of argument is not broken, it
is useful to place copies of instruments in Appendices to which this section can
refer.

Procedure and Timeline

Outline the procedure across and within the techniques [to be] used in your
study for collecting and recording data. This could include how, when (in what
order) and where the instruments were [will be] administered (for example, field,
classroom or laboratory procedures, instructions to participants or distribution of
materials) and how the data was [will be] recorded. Include the rationale for the
procedures used. If the study was [is to be] done in stages, give a timeline for the
completion of each stage.

Analysis
Discuss how the data was [will be] processed and analysed (e.g., statistical
analysis, discourse analysis). This section needs to link the analysis of the research
to the methods and demonstrate why this is the best approach to analysis. For
qualitative research, justification needs to be provided for methods such as coding
and dealing with divergent data. For quantitative research, justification of the choice
of statistics and the expected results that they will provide [confirmation document]
should be described. There should be enough detail for the reader to replicate the
analysis. For example, “NVivo or SPSS will be used” is not adequate. Rather, the
approach to coding, including how categories were [will be] derived and validated,
how the data was [will be] structured, and specific analytical techniques applied,
should be included.

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Ethics and Limitations
Outline the ethical considerations of the research and any [potential]
problems and limitations (weaknesses), as well as any [anticipated or actual]
threats to the validity of the results.

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 REFERENCES

[As previously mentioned, all literature cited in the proposal must be referenced in
APA Style, 6th edition, on a separate reference page(s). The following list shows the
more commonly used references. For more information on how to reference, refer
to the Publication Manual of the American Psychological Association (6th ed.), the APA
Style web site found at http://www.apastyle.org, and the Purdue Owl Writing
Center website found at http://owl.english.purdue.edu/owl/resource/560/01/.

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 APPENDICES

Note that appendices appear after the reference page(s). They are used to present
detailed information that adds to the body of the paper, for example, sample
questionnaires, tables, or figures. Tables usually show numerical values or textual
information arranged in an orderly display of columns and rows. Any type of
illustration other than a table is a figure. Figures present data in the forms of
graphs, charts, maps, drawings, and photographs.
If your manuscript has only one appendix, label it Appendix in italics. If it has more
than one, label each appendix with a capital letter, for example, Appendix A,
Appendix B, according to the order in which you refer to it in your text. Label each
appendix with a title, but refer to it in the text by its label, for example, (see the
Appendix for basic APA, 6th edition, citation styles.

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