Professional Documents
Culture Documents
Research CW
Research CW
A Research Proposal
Presented to the College Of Social Science and Philosophy
Bicol University
In Partial Fulfillment of
The requirement in Contermporary World
December 2019
Chapter 1
THE PROBLEM
Introduction
keep themselves in a steady path – a path that will eventually lead them to the dream-
you’re required to find balance in your life. Undoubtedly, some may say that student-
athletes are privileged to be in their position in the first place, but this does not make their
theoretically ambiguous. Participation may reduce the time available for studying and
learning. Conversely, it has been argued that sports participation increases students’
spillovers. Studies have, in fact, shown that college athletes receive better grades, have
higher educational and occupational, spend more time doing homework, and have a more
For nearly a century many students in middle school and college have ended their
school day, not with a bus ride home, but with a short walk to the gymnasium or practice
field for a two hour practice session in the sport of the season. Interscholastic athletics are
as popular as ever and are becoming more prominent on a national level. As the popularity
and emphasis on sport grows, the relationship of athletics and academics is often
questioned. Does athletic participation have any effect on individual student performance
prowess weaken the curriculum of its schools? Does athletic participation have any affect
on student decisions concerning health, drug and alcohol use and behavior? For years
parents, teachers, administrators and coaches have formed opinions and argued about
There is mounting evidence that athletic participation has a positive effect on the
participation has been shown to be a positive factor in the development of students and
has been associated with several positive student outcomes Athletics and Academics
including higher career aspirations, better school attendance, improved social standing
One reason that student athletes exceed in academics opposed to some students
who are not involved in athletics is that many high schools force student athletes to
maintain grades at a certain minimum level in order to get playing time on the field, or to
be part of a sports team or other extracurricular activity. Some coaches will punish athletes
whose grades are low with additional rigorous exercise requirements such as running or
pushups. In fact, some teachers also use the threat of contacting a disruptive student’s
coach about discipline problems, with the implication being that the coach will in turn either
sports activity, as a way to control classroom discipline; this often works, and the
threatened student usually promptly stops the disrupting conduct. Another reason that
student athletes do well in school is that they have taught themselves time management
skills. Juggling schoolwork, sports, and a social life is no easy task. To become a top
athlete requires time, commitment and carefully planned training. Optimum adaptation to
training requires the careful balancing of stress and recovery. The student athlete has to
balance all these demands with the additional requirements of an academic programme.
This can bring unique stresses and challenges. This research aims to investigate the
challenges of combining high-level sport with academic demands. Nine elite student
athletes (three females, six males) took part in semi-structured interviews around how the
student athletes balanced their training and sporting demands with the academic demands
of their course of study. The interviews were transcribed verbatim and analysed using
grounded theory. The results suggested that the athletes had each developed their own
distinct approach towards training management. Most of the subjects had experienced
setback in their study and athletic performance due to overtraining or burnout. The findings
highlight the need to empower and educate not only the athlete but also the coach on the
impact of overtraining. Key findings from this study were the need for open coach–athlete
Ultimately the goal of the education system is for every student to graduate from
college. If the education community can discover what motivates the students, significant
between participation in athletics and the academic performance of a college student. This
participation in athletics and the academic performance of a college student. The result of
Students. The result of this study will helps to find out the evidences if a student athletic
Teachers. The educators will able to know the how they can manage and give effective
Trainors and Mentors. With this, they will now able to train the athletes and discipline
them to manage their responsibilities both in their athletic and academic performance.
Parents. Parents will able to understand the factors that affect the academic performance
is benificial for the athletics and sports enthusiast in this college in order them to become
effective enough to manage the participation of the students both in athletics and
academic performances
University. The result of this study will serve as basis for the University on how to help the
student to balance their school works and be a competent student in athletic and academic
participation.
Community. Through this study , it will help the student to become an effective individual
requirements?
Scope and Delimitation
This study only focuses on the effects of being a student-athlete to the academic
of Bicol University SY 2019-2020 . The researchers will provide questionnaires that will
serve as a survey. It is composed of ten questions that will be answer by the said
Academic performance - this is the activities that focus in educational purposes that is
taken in school.
Ambiguous - things or ideas that could be understood in more than one way that have
Athletic -it is related and used during sports , games and exercises
Delinquency - the condition of making wrong behavior or acts especially by young people
Interscholastic athletics - sports , games and exercise s existing or done between school
Student-athlete - a student who is trained in or good at sports that require physical skills
and strength
References
https://swimmingly.app/10-obstacles-of-being-a-student-athlete/
https://www.jstor.org/stable/2295580 The Effect of Athletic Participation on the Academic
Aspirations and Achievement of African American Males in a New York City High School
Bonfiglio, R. A. (2011). Bottom line: Intercollegiate athletic programs deepening their
Burns, G. N., Jasinski, D., Dunn, S., & Fletcher, D. (2013). Academic Support Services
Byrd, C. E., & Ross, S. M. (1991). The Influence of Participation in Junior High Athletics
Feezell, R. M. (2001). The game of life: College sports and educational values / beer and
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter contains the review of related literature and studies, the synthesis of
the state-of-the-art, gap bridge by the study, theoritical and conceptual framework, and
Related Literature
Every athlete dreams of moving onto 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 onto the professional level. This is causing people to ponder if the sacrifice
to the academic progress of athletes is worth the energy to continue playing sports for four
more years in college. Many people argue that the academic performance of athletes is
troubling considering that after sports they only have their education to fall back on and
make a life out of that knowledge. In a study conducted by Pascarella et al. (1995), the
results found compelling results about the cognitive developments of first year athletes.
The study was conducted to determine the effects of college athletics on reading
There were 2,416 first year students who took part in the National Study of Student
Learning survey, which is a longitudinal evaluation of the factors that affect learning and
cognitive developments in college. They discovered that male athletes, in revenue sports
such as football and basketball, suffered in reading comprehension and math. 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 math. On
the contrary, female athletes lagged behind their peers in reading comprehension. Both
male and female athletes fell behind non-student athletes in critical thinking skills such as
open mindedness, maturity and inquisitiveness (Pascarella et al, 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
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). The concern over
student athlete success has culminated into millions of dollars being spent at universities
for academic support of their athletes along with new NCAA regulations over academic
affairs, hours spent practicing, and days off. Burns, Jasinski, Dunn and Fletcher (2013)
career decision-making skills for athletes. They conducted a study of 158 Division 1
All student athletes in this study were required to attend academic support
programs at their universities during their freshman and sophomore years. All programs
were based on the NCAA Challenging Athlete’s Minds for Personal Success (CHAMPS)
calculated by surveys that were distributed by coaches to the specific athletes. Satisfaction
with academic support services was measured with the Reimer and Chelladurai’s Athlete
Satisfaction Questionnaire whereas the Betz, Klein and Taylor’s career decision-making
self-efficacy scale was used to measure confidence in making career decisions. The
results showed a positive correlation between people who believed academic support
services were helpful with confidence in career direction. These CHAMP programs
make people feel more confident about their life skills, and certain of their career decisions
through resume development and experience in that specific field through internships
(Burns et al, 2013). Although these academic support services are an expensive
athletes. This will balance both athletics and academics to create a situation that helps
athletes succeed in both fields. On the other hand, many people are firm believers that
the positives of athletic participation outweigh the negatives. Studies have shown that
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 off 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.
The 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
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
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).
Bohr, Nora, and Terenzini (1995) focus on what the positive impacts of athletics have on
non cognitive development. Using the national sample from the Cooperative Institutional
Research Program to help with the study, Pascarella et al (1999) found positive
correlations with the satisfaction and the overall college experience, motivation to
Being a part of athletics kept these student athletes motivated to continue their
pursuit to attain their degree, receive good grades to stay eligible and meet graduation
requirements. These statistics shed light on the success of upper level college students,
but what is the impact for first year college students on getting acquainted with the
university? Pascarella’s 1995 study focused on the study of 23 two-year and four-year
colleges in sixteen states around the country. The study was conducted to look at the
positive outcomes for first year students from participation in collegiate athletics.
gains in success during their first year of college in regards to feeling at home at the
university and success in classes (Pascarella et al, 1995). The results from these studies
showed the varying research depicts both the positives and negatives to involvement in
academic and cognitive losses of collegiate athletes. Pascarella et al (1995) found that
first year student-athletes lagged behind their peers in the cognitive development
categories of reading comprehension, math, and critical thinking skills (Pascarella et al,
1995).
point worse than regular students in three out of ten classes (Maloney & McCormick,
1993). Student athletes struggle with life outside of the competition field in terms of
defining their life skills and careers without their athletic capabilities. Burns et al (2013)
revealed that student-athletes who believed academic support systems were helpful and
attended CHAMPS events felt more confident in their career direction and life skills. On
the contrary, many people believe that involvement in sports is irreplaceable. Byrd and
Ross found that being a part of athletics motivated students to attend class regularly and
participation also led to better time management. Another study by these two examined
The results showed that parents believe that athletics enhances school identity,
decreases racial prejudice, increases revenue, and promotes physical fitness and
finding that athletes have great satisfaction with their college experience, motivation to
Those four conducted another study that revealed positive correlations between
athletic involvement and feeling at home with the university and success overall in classes.
Ultimately there will never be an answer that satisfies every person’s opinions and
attitudes, but these researchers are providing the public with more information to make an
informed decision on collegiate athletic involvement and if it is a good choice in their lives.
Related Studies
due to their educational motivations as well as their expected physical, mental, and social
university or college for the purpose of furthering their education and ultimately obtaining
a degree. However, there exists a stigma that most student-athletes are only in school to
participate in their respective sports. While this may be true for some student-athletes,
evidence suggests that most of them are just as good if not better students than their
The study was conducted in order to find factors that impact grade point average
(GPA). Indicators such as ACT scores, ethnicity, and motivation were tested to explain
differences in GPA among student-athletes. In addition to the factors like ACT scores,
ethnicity, and motivation, there are other indicators of a good GPA for all students. These
Morony, and Lee (2014) studied the impact of self-confidence on performance using the
academic achievement among the subjects they studied. As a result, they considered the
confidence level of their subjects to be the greatest indicator of academic success. Self-
confidence has also been previously studied as a mechanism for good grades among high
school students. Tavini and Losh (2003) examined various indicators among academic
success including self-confidence. They also discovered that confidence is a key indicator
by GPA, among UIC student-athletes and students outside of the athletic department. The
performance differences that existed. Based on the expectation that UIC student-athletes
would be more confident than non-athlete students at the university, it was hypothesized
that the student-athletes would perform significantly better academically than the non-
Omaha, Nebraska middle school in 1998/1999. 136 students were involved in the study
consisting of 73 athletes and 63 non-athletes and mean grade point average and Athletics
and Academics 10 California Achievement Test (CAT) scores were observed. An athlete
was defined as any student who participated in at least one of the five interscholastic
sports offered (Stephens, Schaben, 2002). Athletes had significantly higher GPAs than
non-athletes which can be seen in the full group comparisons and in the same sex
comparisons. Athletes had significantly higher math CAT scores than non-athletes as well.
From this study it seems that involvement in interscholastic sports seems to enhance the
athletics can help students build discipline, set goals, organize time, and develop self-
confidence.
Roger Whitley performed a study of North Carolina high school students. From
1993 to 1996 he collected data from 285,805 students and 306 high schools. Data was
put together at the end of each year and students were categorized as an athlete or a
nonathlete. Race and gender were used to categorize students as well. Eight subgroups
were formed: white males, black males, white females and black females with an athlete
discipline referrals and dropout rates were all examined. Paired t-tests were also used to
compare the percentages of discipline referrals and dropout rates. Because all the
dependent measures within each school were correlated, paired t-tests were used rather
than independent t-tests. The pairing of data eliminated the problem of school
comparisons where dependent measures may have differed. Whitley used a Bonferroni
Correction to derive a more conservative significance level. He divided the standard alpha
of .05 by the number of paired t comparisons, 21, which produced .0024 as the alpha
figure.
Socialization is another factor which may or may not alter the way in which sports
translates into academics. Socialization refers to “the perceptions, attitudes and behaviors
which are acquired as a result of participation in organized sports”. Formerly, the sport
socialization process impacted girls negatively, because being a girl and being an athlete
were not associated with each other. However, changes in the “patterns of sport
socialization” among girls have resulted in more positive outcomes for female student-
athletes. As a result, more girls are reporting that participation in sports made them feel
“more positive about their bodies and perceived themselves as being more popular and
easy to like”. While these results refer primarily to non-cognitive benefits, concludes that
how sports is conducted at a college student can have a major impact on whether or not
school serves to improve athletes’ “task motivation, athletic identity and personal
autonomy” then this will lead to a positive relationship between sports and academics.
Thus, coaches must take care to focus on task mastery, to give athletes some personal
control over their training, and “encourage the development of self-identity among student-
The researchers continued to argue that participation in sports can help some
students achieve more academically. Most of these arguments have been based on what
are termed the non- cognitive benefits of sports, not only that it builds character, but more
importantly that sports, if not demoralized by win-only pressure, can build self-esteem,
confidence and motivation which can and do transfer over into academic affairs. Many
studies have found that sports participation is correlated with higher academic
participants smarter and thus better able to achieve academically are few however.
The researchers review of Related Literature and Study has been made, it was
observed that the current studies focused on the positive and negative effects of being an
student athlete in their academic performance. Some study stated that revenue sports
maybe the real source of the low academic progress of athletes. In this study the
researchers will going to find other possible effects of being a student-athletes in the
athletic students that can help to expand the understanding of the readers about the
positive and negative effects of being an active in sports activities . Aside from presenting
the effects of being an student athletes in the academic performance of a college student
, the researcher will also find effective ways to reduce the negative effects of being an
athlete. This study is to therefore address this gap and also this will contribute as a new
The Theory of Planned Behavior (TPB) started as the Theory of Reasoned Action
place. The theory was intended to explain all behaviors over which people have the ability
to exert self-control. The key component to this model is behavioral intent; behavioral
intentions are influenced by the attitude about the likelihood that the behavior will have the
expected outcome and the subjective evaluation of the risks and benefits of that outcome.
The TPB has been used successfully to predict and explain a wide range of health
breastfeeding, and substance use, among others. The TPB states that behavioral
distinguishes between three types of beliefs - behavioral, normative, and control. The TPB
is comprised of six constructs that collectively represent a person's actual control over the
behavior.
Attitudes
Behavioral intention
This refers to the motivational factors that influence a given behavior where the
stronger the intention to perform the behavior, the more likely the behavior will be
performed.
Subjective norms
This refers to the belief about whether most people approve or disapprove of the
behavior. It relates to a person's beliefs about whether peers and people of importance to
Social norms
cultural context. Social norms are considered normative, or standard, in a group of people.
Perceived power
This refers to the perceived presence of factors that may facilitate or impede
behavior of interest. Perceived behavioral control varies across situations and actions,
the situation. This construct of the theory was added later, and created the shift from the
The conceptual framework for this study is that the overall effects that students acquire
from sports participation.The conceptual framework guiding this study was formulated on two
theoretical frameworks, the attribution theory and the promoting achievement in school through
sports. When thinking about the downsides of athletics as it pertains to education, time constraint
is the dominant thought that comes to mind. Travis Vogan, a professor at the University of Iowa,
recognized that “an athlete’s education options are limited.” Due to daily practices, meetings,
workouts, and games, which last year round, even in the summer, athletes are often unable to
take afternoon classes and are discouraged from pursuing specific majors. So do college athletics
only have a negative impact on academic achievement? Well, according to researchers at the
Brown Center on Education Policy, it doesn’t. In their words, “a commitment to school sports does
not have to translate into compromised academic performance” while “the benefits of academic
endeavors seem to the counterbalance the challenges they present.” One major benefit is time
management. Most college athletes have played multiple sports throughout their high school
careers, and have learned to handle the workload before even entering college. Concepts starts
with the subject of this study which is the IPESR students- athlete. As the result of this, the data
Students Athlete of
IPESR
Time
Management
Requirements Performance
Outcomes
o
Reference
18, 2019, from Kohs, T. (n.d.). The Effect of Being a Student-Athlete on Academic
https://journals.uic.edu/ojs/index.php/IURJ/article/view/5366..
https://www.csus.edu/faculty/m/fred.molitor/docs/sports%20and%20academic%20perfor
mance.pdf
The impact of sports participation on the academic achievement of african american girls
University…https://pdfs.semanticscholar.org/6db1/6361a06be6418517808986d99fe87df
4b5c9.pdf
Chapter III
Research Method
This study falls under case study because this type of Qualitative Research
focuses or involves a study about a person group organization and situation. It uses
documentary analysis to find answers and reasons behind such things that occurs in the
study.
So this type of Qualitative research suits or applicable to the study about effects
the given questionnaires to get and know the personal findings and thoughts of the
Sources of Data
The primary source of the data are the students of Institute of Physical Education
Sports and Recreation and also the searched information from the internet and the
This researcher thinks for a problem/ topic to be studied. All the information and
data that are needed in this study are all gathered. This study is done step by step and
followed the correct procedure. After collecting all data, the researchers solve the
Research Instrument
In this study, researchers used the typical paper and ballpen for drafting of
information. And also we used technology inventions such as computer, mobile phones
and printer to gathered information from internet, for encoding/ typing and printing
purposes. This research instrument helped us to finish this study a successful one.