“THE EFFECTS OF EXTRA CURRICULAR ACTIVITIES IN THE ACADEMIC

PERFORMANCE OF BPC STUDENTS

A RESEARCH PAPER

Presented to the Faculty of

Bulacan Polytechnic College

__________________________

Requirements in

Basic Research 323

________________________________

In Partial Fullfilment

Of the Requirements for the Degree

Bachelor of Science in Office Management

___________________________________

By:

Celzo, Mary Jane R.

Dalisay, May Catherine V.
Del Rosario, Raven R.
Jose Jr, Martin D.
Manuel, Aira Jhayne C.
Victoria, Nickole T.

May, 2018
ACKNOWLEDGEMENT

First and foremost, we would like to thanks the Big Guy in the sky, our GOD

for watching over our journey. For building a versatile group and providing us the

creating, sharpening and making magic in our study. For all the blessings he is giving us

and providing us physical strength to play as one. Thank you dear Lord.

We would like to show our highly appreciation to our wonderful and alluring

Basic Research instructor, Antifas R. Reyes, Ph. D., for believing as a competent

investigator for always helping us in times of consultation and providing education the art

of research. Her guidance helped us in all the time in research and writing this thesis.

Those basic foundations will always be in our hearts and minds.

A very special recognition to our family for always being there. For all the love,

support not just financially but also in morally. You have no idea how much we

appreciate you. What can we say but thanks a lot and we love you from the bottom of

our hearts. Also, we personally want to thank the respondents of Bulacan Polytechnic

College students without them our research will not be finished. And to Dr. Perlita M.

Cruz for allowing us to conduct our research study.

Finally, our thanks to all the persons behind our success to complete the research

work directly and indirectly.

The Researchers
 Dedication

I dedicate this research to our Lord, our God Almighty. To my supportive parents

that they gave me the power to achieve my studies, especially to my sister

Jhonalyn Celzo for supporting me financially. Also I dedicate this research to our

instructor Antifas R. Reyes, PH. D. who shared her knowledge and gave us

wisdom to finish this research. Lastly, to the future researchers, may this research

help and inspire you.

-Mary Jane Celzo

I dedicate this research first of all to God who made everything possible and who

continuously give me knowledge and wisdom. To my parents Marlon Manabat-

Dalisay and Elizabeth Villiola-Dalisay for being my strength and inspiration; to

my six siblings who have been my supporters all thru out; my nephews and nieces

who were my stress reliever. To all my relatives, classmates and also to my

exceptional instructor Antifas R. Reyes Ph.D. who guided us in our research; to

all the future researchers we hope that this study could help you. Lastly to my

team mates and friends this is for us. Thank you and Godbless us all.

-May Catherine V. Dalisay

I would like to dedicate this research to our almighty God. I also dedicate this

research to my dear mother Benita Del Rosario who always there for me I know

she is guiding me up above and to my father Rustico Del Rosario for his love and

support throughout my life.To my relatives and also to my sisters who gave me

the inspiration to pursue my studies and to our instructor Antifas R. Reyes, PH.D.

to trust my own ability and patience in preparation of this research. To my friends

and fellow students in BPC and most especially to my group mates to create this

research paper. I hope this research may helped you and inspire you in the future.

-Raven R. Del

Rosario

I would like to dedicate this research first to the Big Guy up above. Secondly, to

my beloved parents Martin Jose Jr. and Myrna Jose who supported me in all my

decisions in life; to my siblings and friends who are always there to help me. To

my beautiful instructor Antifas R. Reyes Ph.D. who guided me and my group

mates to make this research possible. Hopefully this research can be used as a

reference of the future researchers. Thank you and Godbless!

-Martin D. Jose Jr.

I dedicate this research to our Lord, our God Almighty. To my parents Mrs. Ireen

Manuel and Mr. Jay Manuel for their unconditional love and support. And to our

respondents and to our instructor Antifas R. Reyes, Ph.D. and to all people behind

this research study making it possible. And also to my group mates. Godbless us

all!

-Aira Jhayne C. Manuel

I would like to dedicate this research first to our God. Secondly, to my beloved

parents who support me on my decisions in life in hardship and goodtimes. To all

my friends who are always there to help me. To my classmates and teacher

Antifas R. Reyes Ph.D. who guided me and my group mates. Thank you!

-Nickole T. Victoria
 Table of Contents
Page
Title Page ………………………………………………………………………. I
Acknowledgement….…………………………………………………………… ii
Dedication……...……………………………………………………………….. iii

Chapter 1: The Problem and Its Background

Introduction ………………………………………………………….......
Theoretical/Conceptual Framework ... …………………………………..
Statement of the Problem …...............……………….…………………..
Hypotheses of the Study …………………………………………………
Significance of the Study ………………………………………………..
Scope and Delimitation of the Study ……………………………………
Definition of Terms ………..………………………….…………………

Chapter 2: Review of Related Literature and Studies

Review of Related Literature and Studies………………………………..

Related Theory…………………….
1

Chapter 3: Methods of Research and Procedure

Methods of Research ………………………………………….

Research Locale …………………………………………….......
 Research Instrument ………………………………
Respondents…………….………………………………..………………

Chapter 4: Presentation, Analysis, and Interpretation of Data

Socio-Demographic Factors of BPC Student-athletes…….

……………….
Academic Performance…………….……………………………………...

Chapter 5: Summary of Findings, Conclusions and Recommendations

Problem of the Study…………………………………………………….

Summary of Findings………………………………………………….....
Conclusions………………………………………………………………
Recommendations………………………………………………………..

Appendices
Letter……………….………………………………………………….....
Questionnaire….…………………………………………………………
References……..………………………………………………………..
 List of Tables
Page

1 Respondents of The Study………………………………………………...

2 Socio-Demographic Profile in terms of Age………………………………
3 Socio-Demographic Profile in terms of Gender…………………………...
4 Socio-Demographic Profile in terms of Year
level…………………………
5 Socio-Demographic Profile in terms of Categories of Sport………………
6 Time Management…………………………………………………………
7 Mentors or Coaches Motivation………………..…………………..……..
8 Financial/Support..…………………………………………………………
9 Academic
Performance……………………………………………………..
 List of Figure
Page

1 Conceptual Framework……….………………………………...
 List of Appendices
Page

A Permission Letter………………………………………………..
B Instrument of The Study…………………………………………
C References ……………………………………………………..
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Academic performance is better if young people play sports competitively. There

is a widely spread belief in our country that sport participation, by its positive effects,

contributes to better academic achievement and students’ status within school setting.

Sports participation can motivate student-athletes to achieve harder, can improve

students’ academic grades, develop awareness for the benefits of good health, fitness and

exercise, and understanding the meaning of sportsmanship and teamwork. Sports

participation can either have a benefit and harmful to the academic performance of the

respondents. Harmful, because nowadays these sports activities are becoming more

demanding, requiring students to commit more of their time in attending sports practices.

Student will have to meet up with the schedules of sports activities where they belong.

On the contrary, the benefits are the students develop their skills and increase intelligence

and help their studies financially.

The purpose of extracurricular activities in school is to help facilitate academic

achievement by developing knowledge, skills, and create a social network.

 Many studies support that sport involvement is positively associated with

academic achievement. Sports in college are type of extracurricular activity that is

supportive to the goals of the college or university.

According to “ The Benefits of Extracurricular Activities for Students

Essays”. It is important for adolescents to participate in extracurricular activities. Student

who participate in this activities improve their academic scores and social life.

Extracurricular activities can also help reduce many peer pressures related problems.

“They enriched the lives of the students, their families and our communities. These

activities create well rounded children who learn what their interests and talents are

because they have been exposed to such opportunities (Extracurricular Activities,

Blogadmin). For most adolescents’ extracurricular activities should be required among

what they do outside of school.

` Studies are recognizing the positives of athletic involvement, such as increased

time management, satisfaction with school, and acknowledgement that the positives

outcomes may outweigh the negative outcomes (Maloney & McCormick, 1993; Byrd &

Ross, 1991; Pascarella, Truckenmiller & Terenzini, 1999).

Understanding the effects of participation in sports in the academic performance

is important for many reasons. These data could play a role in answering questions about

the amount of money, time, and personnel that should be devoted to sports programs. For

teachers and school psychologists, understanding the potential benefits of sports

participation is of great value. If participation is related to academic achievement, then

student athletes should be encouraged and supported to continue sports rather than

viewed as being distracted from their studies. If there is an association between sports
participation and academic achievement, understanding the mechanisms underlying this

association can provide further valuable information.

This study was designed to explore how participation in sports is related to grades

and may play a role in student athletes’ academic lives. This study will also help to gain a

better understanding the effects of sports participation to the academic performance of

BPC students and to show the importance of sports in the educational system as a

successful and beneficial extracurricular activity.

Theoretical/Conceptual Framework

The goal of the study was determined the effect of participation in sports on

school connectedness. The conceptual framework that guided the study is shown in figure

1.

Figure 1 shows the conceptual framework that was used for the study.

Independent Variables Dependent Variables

Sports Participation Academic

Performance
 Time Management Bulacan Polytechnic
 Finance/Support College Students
 Mentor/Coach Motivation GPA

Socio- Demographic Factors

 Age
 Gender
  Year Level
 Sports Categories
of students

As shown in figure 1, the independent variables are Time management, Finance/Support,

Mentor/Coach. The dependent variable is academic performance of BPC students GPA.

While the control variables are age, gender, year level and categories of sports of students

athletes.

Statement of the Problem

Generally, this study wants to determine the effects of sports participation on the

academic performance of the select student athletes in BPC academic year 2017-2018.

Specifically the study sought to answer the following questions:

 How do the socio-demographic factors of BPC athletes be described in terms of

1.1Age

1.2 Gender, and

1.3 Year Level

1.4 Sports categories of students

 What percentage of BPC athletes to developed better time management skills?

 Would participating in sports help BPC athletes support their studies financially?

 How do the coaches influence the students to participate in sports?

 Does sports participation affect each performance of select students in BPC?

Hypothesis of the Study

 It is hypothesized in this study that sports participation has no significant effect on

the academic performance of the select students in Bulacan Polytechnic College year

2017-2018.

Significant of the Study

The information acquired from this study could benefit the following individuals:

For the School Administrator. This study would help them to think of more ways to

provide education academically especially in sports activities.

For the Coaches /Mentors

For the parents of the respondents. This study will help them know that they should

encourage and give their support for their children in benefit that they would develop

their hidden talent and skills.

For the respondents. This study seeks to help the respondents be aware to the positive

effects in participating sports in school

For the future researchers. This study will serve as a reference for their own thesis. The

future researchers will be more knowledgeable to conduct their study through having a

reference as their guide

Scope and Delimitation of the Study

This study is limited and conducted only at Bulacan Polytechnic College during

the school year of 2017-2018. The respondents of the study include 40 selected BPC

students who are member of Basketball, Volleyball, Arnis, and Taekwondo for the school

year 2017-2018 regardless sex, age and the duration of stay in school.
The researchers would only get the first semester GPA of the BPC athletes year 2017-

2018 to compare whether participating in sports has an effect on the respondents

academic performance.

Definitions of Terms:

The following terms were defined operationally to better understand the direction of the

study.

Academic Performance refers to the grades of the respondents.

Age the length of time that a person has lived or thing has existed.

Arnis (also called Kali or Eskrima) is a generic term for the deadly martial arts of

the Philippines.

Athletes a person who is proficient in sports and other forms of physical exercise.

Basketball a game played between two team of five players in which goals are

scored by throwing a ball through a netted hoop fixed above each and of the court.

Extra-curricular Activities are activities performed by students that fall outside

of the normal curriculum of school or university education but still are beneficiary for the

academics.

Finance/Support the management of large amounts of money, especially by

government or large companies.

Gender the state of being male or female (typically used with reference to social

and cultural differences rather than biological ones).

 GPA (Grade Point Average) is number representing the average value of the

accumulated final grades earned in courses overtime.

Mentor/Coach is a person who is responsible for managing and training a person

or a team.

Motivation is the general desire or willingness of someone to do something.

Social Network a network of social interactions and personal relationship.

Taekwondo is not only a combat sport, but it is also a way of life for enthusiasts

around the globe.

Time Managemennt the ability to use one’s time effectively or productively,

especially at work.

Volleyball a game for two teams, usually of six players, in which a large ball is hit

by hand over a high net, the aim being to score points by making the ball reach the

ground on the opponents side of the court.

Year Level the level of education that college students are assumed to have

attained, tier, grade, level- a relative position degree of value in a graded group; “lumber

of the highest grade”.

 Chapter 2
Review of Related Literature and Studies

This chapter includes relevant theories, related literature, related foreign and local

studies.

Time Management

Wylleman and Alfermann (2004) found that collegiate athletes must take

responsibility for their own academic success. Student athletes do not always see

academics as a key priority when entering college (Shuman, 2009) because their overall

goal is to make it to the next level for their sport (McDougle & Capers, 2012). Part of

this responsibility includes systematically planning their courses and managing their

study time when making the transition from high school to college. The need for added

responsibility is partially due to the freedom college provides. Furthermore, student

athletes have to systematically plan their courses and manage their study time when

making the transition from high school to college. Overall, college students need to

manage and commit enough time to their academics to be successful in college

(Wylleman, Alfermann, & Lavallee, 2004).

As is the case with every person, student-athletes have a limited amount of time

in their day. For athletes, this limited amount of time can be more severe than people

engaging in other activities or professions. Athletes must juggle many different

responsibilities with not much in the way of time. For this reason, athletes must have
excellent time management skills (Byrd & Ross, 1991). Student-athletes are not afforded

the luxury of being able to waste time by playing video games or simply “goofing off,”

they must focus on their homework and study when they have the time allotted otherwise

the work will not get done. This forces student-athletes to finish homework and study in a

timely manner. Student-athletes are under immense pressure to excel athletically,

academically, and socially. If a student-athlete does not have good time management

skills, then not only will their grades suffer, but all areas of their life will begin to

deteriorate. Given this holistic approach, it is

not unreasonable to say the overall success of a student-athlete is greatly contingent on

their ability to practice good time management skills.

In addition, R. Huml (2014) Participation in a varsity athletic program requires a

great amount of time and effort to meet the demands of practices, meetings, training, film

sessions and games, thus adding extra stressors to first-year students trying to integrate

into university life in general. These time commitments may reduce a student athlete’s

academic engagement and, therefore, negatively affect one’s academic success. The

purpose of this study is to identify the challenges of time management identified by first-

year varsity athletes

In time management regardless of whether you’re a student athlete, this is a vital

component of being successful in college and later on in life. In fact, the time

management skills you develop as a student will be a huge indicator as to how well you

manage your time as a professional and in other circumstances. Consequently, this skill is

something we should always look to refine. Realize that as a student athlete, academics

and athletics will consume the majority of your time.

 Base on Florida National University (November 2014). It goes without saying that

mastering time management skills are a key trait every student-athlete needs to have. The

administrative and faculty team at Florida National University (FNU) strives to help our

students succeed inside and outside of the classroom. The only way for student-athletes to

succeed is to be highly organized. Sports already plays a critical role in promoting the s

tructure and development of life skills that help foster discipline, integrity, leadership,

and cultural diversity. Yet, we want to help you further master your skill set as a

successful college student-athlete.

According to Raphael Uribe (2016) Once you have your schedule sorted out it is

important to prioritize your time. If you have an exam coming up and a competition

further away then obviously you would have to study first. You have to plan a study

schedule which will help you optimize your exam score. The mindset of an exam like a

competition has to be about perform to the very best of your ability, anything below is

not acceptable. Once your exam is over then you can start to focus on competition but not

before. When a competition is coming up build your training schedule and your routine to

best prepare for it. It is important you don’t forget your academic work as well. Just

because your sport schedule is intensifying it does not mean academic work should be

left behind. It is important to plan your homework around the training schedule.

Coach Motivation

A coach is considered someone who trains, instructs, or gives advice to an athlete in

order to improve their physical and mental performance in their sport. Per Moen,

Hoigaard and Peters (2014) note the primary role of the coach is to help his or her
athletes to improve their performance. In many situations, once an athlete has begun their

journey of participating in competitive sport they will spend a majority of their time with

their coach. Not only does a coach have the responsibility of taking the authoritative role

over a team or group of athletes, teaching technical skills, and in most cases winning; he

or she has the responsibility of motivating athletes, supporting them, and enabling them

to fulfill their fullest potential (Hyun-Duck & Cruz, 2016). Simply, the coach’s role is to

create the environment and to provide the opportunity for the athlete to express their

motivation in all that they do.

Financial/Support

In Louisiana State University (2008) awards financial aid to student-athletes in

accordance with University policy, as well as Southeastern Conference and NCAA rules

and regulations governing financial aid. The Assistant Athletic Director for Student

Services administers the financial aid program for the Department and serves as the

Department's liaison with the University's Financial Aid Office in meeting the financial

needs of student-athletes. Athletically related grants-in-aid are limited to bona fide

educational expenses, such as tuition, fees, room, board and course-related books.

Various other types of financial aid for which student-athletes may apply are described

below in "Non-Institutional Financial Aid." Grants-in-aid are not reimbursement for

services performed. Athletically related financial aid is awarded on an annual or semester

basis and cannot be graduated or discontinued during the period of its award for any

athletically related reason. However, athletically related aid may be reduced or canceled

if the student-athlete becomes academically or athletically ineligible to participate (see

Policy 502C, Student-Athletes: Eligibility, in this Manual). Any modification to the

original grant is made by the Director of Athletics and under the conditions or situations

specified in the Southeastern Conference Manualand/or the NCAA Manual.

Allocation of Grant-in-Aid Awards

Each designated varsity sport is provided a specific number of grant-in-aid awards

according to budgetary restrictions and Southeastern Conference and NCAA regulations.

Grants-in-aid are allocated upon the recommendation of the Head Coach and the approval

of the Director of Athletics. The University's Financial Aid Office awards grants-in-aid

based on these recommendations, and gives each student-athlete a written document

indicating the amount of aid and the terms and conditions of the grant. Awards are

tendered at the appropriate signing dates, as provided by the NCAA. (See Appendix

502D-1 for examples of the forms and letters used in the notification of grant-in-aid

awards.)

The University offers the maximum grants-in-aid allowable under existing NCAA

limitations. Grants-in-aid are calculated according to NCAA guidelines for head-count

and equivalency sports, as described below. The number of grants-in-aid for any team

may be affected by NCAA sanctions, which are outstanding against the Department. For

purposes of financial aid computations, a player is considered a "Counter" when he/she

receives financial aid based on athletic ability, and/or was recruited, receives financial aid

and is competing as a member o f a varsity team.

Academic Achievement
 Marsh and Kleitman (2008) found that students’ school-sponsored athletic

participation was a value to the students. In their study, Marsh and Kleitman examined

the effects of extracurricular school activities (ESA) on high school and postsecondary

outcomes. More specifically, their research focused on students’ activities both in school

and out-of-school and the impact these ESAs had on their academic performance. Their

study found that as students’ participation levels increased, their academic achievement

also increased. Marsh and Kleitman also found that in high levels of involvement a

student would begin to see a drop in their academic achievement. This means that there

were positive results for low and moderate participation in school-sponsored athletic

participation, but this positive connection leveled off and then began to drop as students’

participation levels continued to rise. The authors concluded that for nearly all the

nonlinear effects the point of diminishing returns only occurred for extremely high levels

of ESA. Hence, there were positive effects of ESAs for all but the most extreme levels of

activitie (Marsh & Kleitman, 2002, pp. 490-491). Hauser and Lueptow (1978) also

looked at the effects of school-sponsored athletic participation on students’ academic

achievement. Their study focused on the GPA of nearly 900 high school seniors. Hauser

and Lueptow (1978) found that ―Students with some participation do about as well as

students with a great deal of participation (p. 305). Their study followed student’ GPA

from their sophomore year in high school to their senior year. Overall, Hauser and

Lueptow found the GPA of athletes was higher than non-athletes, but they also found that

non-athletes were able to increase their GPA more in the time period than their athlete

counterparts. The NASBE (2004) reviewed several studies that have been done recently

on who participates in athletics and how that participation affects academics. The
NASBE results show a different story from Hauser and Lueptow‘s findings, stating

―students-athletes consistently outperformed non-athletes academically, with the gap

widening the more athletes participate (2004, p. 9). Eccles and her colleagues also looked

at how school-sponsored athletic participation would affect high school students with the

focus on the association between athletic participation and educational outcomes. Eccles

et al (2008) state ―we found clear evidence that participation in extracurricular activities

during the high school years provides a promotive context in terms of academic

performance (p. 872). Kristjánsson and his researchers (2009) focused their research on

the effects of students” physical activity on their academic achievement. This study,

examining over 5800 adolescents, looked for a connection between the adolescents

activity levels and their academics. These researchers found that as students’ activity

levels rose, the students’ academic achievement also increased. The results ―showed that

age-appropriate weight status, participation in physical activity, and sedentary lifestyles

were all associated with better academic achievement (p. 77). The NASBE Executive

Director Brenda Welburn agrees, ―Anecdotal evidence suggests that students who are

active in athletics and extra-curricular activities perform better academically. (Vail, 2008,

p. 33).

Grade Point Average

One way to measure students’ academic achievement is by their grade point

average (GPA). Several researchers have looked at this aspect of academic achievement

in regards to students’ school sponsored athletic participation. Eccles et al (2008) stated

that extracurricular activities promote academic performance. Their study found that
students who were involved in sports were more likely to see increases in GPA while in

high school. Marsh and Kleitman (2008) found that in-school extracurricular activities

positively associated with higher grades along with other academic outcomes. Hauser and

Lueptow‘s (1978) study stated that students who remained involved in sports through

their senior year

had a higher GPA of 2.54 as compared to non-participants who had a GPA of 2.31 (p.

306). Hauser and Lueptow (1978) also found that students who were more involved in

athletics did not increase their GPA as many points as the students that did not participate.

―The high participants had an overall change of .02, compared to an overall change of .

11 for the non-athletes (p. 305). As the authors discuss the results of their study, they

continually return to the fact that students who are involved in athletics start with higher

GPAs and maintain that level, while non-participants start lower but are able to raise their

GPA from sophomore year to senior year.

Studying and working as a college athlete is not for the faint of heart. There is an

immense amount of responsibility that college athletes have to manage physically and

mentally. Not only do you somewhat carry the weight of the entire university’s school

spirit on a seasonal basis on your shoulders, you also have to keep your Grade Point

Average (GPA) up so that you’ll be eligible to play the game. This doesn’t include

keeping up with the physical requirements needed in order to maintain your athleticism.

Gender
 Lindner (2008) carried out research in Hong Kong schools comprising of 13-17

year olds in which data from academic records and sports participation questionnaires

were collected. The study included participant from different academic bands; in which

students from higher bands obtained better academic grades than those from lower bands.

The result from Lindner’s study indicated that a positive relationship did indeed exist

between academic performance and physical activity; as students from higher bands were

more inclined to spend time engaging in physical activities, compared to those lower

bands. However this finding was only significant for males.

Another study was carried out in Germany by CorneliBen and Pfiefer (2008) in

which data from the German Socio-Economic Panel were used to determine how

educational attainment was affected by participation in sports. Data on the level of

education achieved and level of involvement in sports of 6050 participants were used in

the year 2000. CorneliBen and Pfiefer found that probability of gaining higher school

degrees increased when children and adolescents were involved in a sports. Additionally,

their results indicated that the probability of attaining the highest level of school degree

increased by 6.1% for males and 5.6% for females that participated in a sport. Similar

results were found for attaining a university degree which suggests that beneficial long-

term effects also exist for those that participate in a sport in their younger years.

In addition to these two studies, Fox et al. (2010) looked at the relationship of

physical activity and sports team participation on the academic achievement of both

middle and high school students. They focused on, student’s participation in sports teams,

time spent doing moderate to vigorous activity (MVPA), and mean Grade Point Average

(GPA). Fox et al.’s (2010) results were similar to previous studies and revealed that male
middle school students that participated in sports had higher mean GPAs than those that

did not, however, there were no significant results for females.

In contrast to these three studies, two studies found that females significantly

outperformed male students (Stephens & Schaben, 2008; Schlesser, 2008). Stephens and

Schaben (2008) looked at the relationship between interscholastic sports and academic

achievement for students in 8th grade. The researchers used 136 student’s GPA and maths

scores are measures against their self-reported level of participation in sports in the 1998-

1999 school years. The findings of the study indicated that with regard to GPA, female

sports participants (2.967) outperformed male participants (3.400).

In the second, Schlesser (2008) investigated the relationship between

extracurricular activities and GPAs of 111 eight grade students. Data were collected from

school list of GPAs and activity groups in which the corresponding students were

participants in 2007-2008. Schlesser (2008) found that the mean GPA for female activity

participants was higher than any other group. Each of these studies found gender

differences therefore this variable was an important factor to examine in the current

study.

Lastly (Purdy et al., 2008) also argued that the reasons for the differences is that

female student-athletes focus on getting an education and on achieving other long-term

goals associated with education that lead to a rewarding career and a productive life in

the future. In contrast with their female counterparts, a significant number of male

student-athletes focus on athletics first over academics for a variety of reasons, among

them aspirations of playing at a professional level, peer pressure, social status, or the
short-term intrinsic rewards derived from their sport. Sometimes focusing on short-term

desires could distract a person from focusing on preparing for long-term aspirations.

Sports Categories

Eitle and Eitle’s (2008) correlational study had an interesting result when

assessing the relationship between different sports and academic achievement scores.

Their results indicated a negative relationship between football and basketball

participation and achievement scores. Both these sports are team sports therefore the

current study looked at whether or not the type of sport, i.e. team or individual sport, had

a significant effect on a student’s mean grade.

In addition to the type of sport, the current study also looked at the number of

sports played. Stephens and Schaben’s (2008) study looking at interscholastic sports and

the academic achievement of intermediate school students found that students involved

with more sports had higher grades than students that engaged in a lower number of

sports. Furthermore, the two participants that took part in five sports were amongst the

highest GPA students in the class (Stephens & Schaben, 2008).

Student Athletes' and Academic Performance

The subject of student-athletes and academic performance has been the topic of

conversation in the higher education world for many years and there are many different

opinions about the subject. These are different views of student athletes when it comes to

academic performance and some believe that athletic participation can have a positive

impact on a student's academic performance, while others have negative attitudes toward
student-athletes when it comes to the area of academic performance. There have been

several studies of student-athletes in the past that have shown positive impacts on

academic performance. Buhrmann's (1972) study of students in grades seven, eight, and

nine, showed how participation in athletics improved academic success. Through his

research, Buhrmann found that athletes who participated in athletics for several years out

performed those who only competed in athletics for a few seasons as well as those who

did not participate in athletics at any time, (as cited in Stephens & Schaben, 2008).

Durbin's (1986) research revealed that participants in sports generally outperformed non

participant classmates academically (as cited in Stegman & Stephens, 2008). Soltz (1986)

found statistical significance in the higher grade point averages of athletes compared to

non-athletes (as cited in Stephens & Schaben, 2008). National Collegiate Athletic

Association research on the 1995-1996 academic year showed that Division I athletes as

a whole are graduating at higher rates then students overall. The report shows 60% of

athletes, compared with 58% of all students graduated within six years of entering

college. They were the highest rates recorded since the graduation of the class that

entered in 1984, which was the first one tracked by the NCAA. Male athletes, however,

did not perform as well, as female athletes. Moreover, black male athletes, in all

intercollegiate sports, are graduating at higher rates than other black male students.

Across all sports, except for men's basketball where only 43% of student-athletes earned

degrees, graduation rates are among the highest ever for virtually every racial and

demographic group. The colleges where athletes are graduating at higher rates than other

students tend to be commuter institutions, historically black colleges and ones with

extremely low graduation rates on average for the entire student body as a whole (Suggs,
2002).Also, there have been several studies of student athletes that have shown negative

impacts on academic performance. Cutright (1983) found that during four years of high

school, sports participation tended to lower grade point averages of students (as cited in

Stegman & Stephens, 2008). A study by Maloney and McCormick (1989) at Clemson

University found that college athletes do not perform as well in the classroom as non-

athletic peers. The researchers found that student athletes' graduation rates were about 10

percentage points below the rest of the student body. They also found out that student-

athletes who participated in big revenue sports performed lower in the classroom then

those who participated in other sports, with men's basketball having the worst grades and

football not much better (Maloney & McCormick, 1989). Research presented in the book

The Game of Life, shows that once in college, all athletes tend to under perform

academically compared both with their classmates with similar entrance-exam scores,

and with what their high school grades and test scores would predict, according to the

authors' findings. It was also found that those athletes in higher profile sports do worse

than those in lower profile sports (Suggs, 2001). Some say that the most disturbing

finding is the documentation that the chasm between athletics and education is widening

not only at Division I institutions, but also at virtually every institution sponsoring

intercollegiate athletics, including Ivy League universities and selective liberal arts

colleges at the Division III level (Gerdy, 2002).

In conclusion in the related review and studies there are positive and negative

effects of participation in sports in the academic performance of students.

Relevant Theories
 Vroom’s (1964) Expectancy Theory of Motivation can help researchers

measure and predict academic performance in college student-athletes. Vroom explained

performance among workers performing the same task based on two different

assumptions, ability and motivation. The second of these assumptions as described by

Vroom is that the performance of an individual is to be understood in terms of his/her

motives; therefore, the more motivated the worker to perform effectively, the more

effective his/her performance (Vroom, 1964). Vroom’s (1964) model concluded that, “If

the person desires to be successful…the amount of effort which he expends in a task

should be directly related to the amount of difference between the strength of his

expectancies that higher and lower amounts of effort will be followed by success. (p.

251)” To relate Vroom’s theory back to motivation and performance of student-athletes,

student-athletes can determine the value of a reward, such as obtaining a college degree,

and then make a decision about whether to tackle the task depending on their apparent

skills and the efforts needed to fulfill that task. Some student-athletes will be motivated

academically because they believe they are capable of accomplishing their educational

goals and are aware of the value of earning a college degree. However, other college

athletes will express higher levels of motivation toward athletics. They are confident in

their abilities to excel in the athletic domain and are motivated to pursue a task based on

the perceived value. Conversely, college athletes who do not believe in their academic

abilities, or who do not see the value and significance of completing a college degree may

not be motivated to be academically successful, thus limiting their efforts in the

classroom (Shuman, 2009). In sum, if we assume that people typically expect increased

motivation to increase their level of performance, it follows the hypothesis that increases
in the valence of effective performance will increase the level of effective performance

(Vroom, 1964).

Zero-Sum Model Theory

Holland and Andre (1987) described Coleman’s theory to mean that an emphasis

on extracurricular activities subverts the academic goals of education. This became

known as the Zero-Sum Model. Coleman’s (1961) position was that a commitment to

academic, social, or athletic pursuits necessitates a reduction in commitment to the other

two. Because sports are both athletic and social in nature, participation is said to detract

from academics. Although this is an important theory, there is a lot of evidence against it

(Marsh, 1988). Participation in athletics has often been found to facilitate academic

outcomes rather than detract from them (Marsh, 1988).

Developmental Theory

Holland and Andre (1987) provided evidence for an alternative, the

Developmental Theory, in which athletics are viewed as experiences that enhance the

total development of students. From the developmental perspective, athletics may

facilitate not only nonacademic goals but also academic goals. “Participation…may, for

example, enhance perceived social status which in turn influences educational aspirations

and behaviors” (Marsh, 1988, p. 4). Participation enhances self-concept and self-efficacy,

which in turn has positive effects on other outcomes, like academic performance (Snyder

& Spreitzer, 1990). The study will be conducted based on the framework of the
developmental perspective. According to this theory, athletic participation aids the

students’ overall development, including academic. Participation in athletics may lead to

experiences, attitudes, and self-perceptions that enhance academic performance as there

may be an increased interest in school, including academics, generated through

participation in sports. Athletes may be motivated to perform at higher academic levels in

order to remain eligible, and athletic success may lead to a heightened sense of self-worth

that spills over into academic performance. As coaches, teachers, and parents take an

interest in athletes, including their classroom performance, athletic participation may lead

to membership in elite peer groups and an orientation toward academic success, and

athletes may have the hope or expectation of participating in athletics at the collegiate

level (Snyder & Spreitzer, 1990).

Chapter 3

Methods of Research and Procedures

Methods of Research

The Descriptive Method was used in this study and it is appropriate because it

involves collection of data in order to test the hypothesis or to answer questions

concerning the current status of the subject of the study. In descriptive method the

researcher used questionnaires distributed to the respondents. After the questionnaire was

distributed and answered the researchers retrieved the questionnaire and collected data.

Research Locale

In view of the reserchers intention to contribute to the school of Bulacan

Polytechnic College and our aspiration to look into the real status of student athletes that
may affects their academic performance because of sports activities. The researchers

selected the Bulacan Polytechnic College (BPC) Malolos, Bulacan. Figure 2. shows the

map where Bulacan Polytechnic College (BPC) is located. The address of Bulacan

Polytechnic College (BPC) at Bulihan, City of Malolos, Bulacan 3000.

Bulacan Polytechnic College (BPC) was established upon the approval of the

Secretary of Education on June 8, 1971 and started its operations in 1972.

Figure 2

Research Instrument

Survey is the major instrument used in gathering data on the Effects of

Extracurricular Activities on the Academic Performance of BPC student athletes. This

three parts, specifically: Part I is about the profile of the respondents which includes age,
gender, year level, and the sports they belong to, part II is about time management,

finance/support, mentor/coaches motivation and part III the academics of student athletes.

To interpret the responses of the student athletes, the researchers used the ratings

with its descriptive equivalent. The questionnaire’s scale was used in the interpretation of

responses of the student athletes.

Degree of Responses Verbal Interpretation for Assessment

5 Strongly Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree

The scale given below was used in the interpretation of average weighted mean.

Range of Values Scale Verbal Description

4.16-5.00 5 Highly Affective

3.33-4.15 4 Affective

2.5 – 3.32 3 Moderately Affective

1.67-2.49 2 Less Affective

 0.84-1.66 1 Not Affective

Respondents

The total of 40 students athletes of Bulacan Polytechnic College were the

respondents of this study.

Table 1

Distribution of Student Athletes Respondents of the Different Categories According

to Sports

Categories Male Female Total

Basketball 13 13
Volleyball 5 7 12
Arnis 4 1 5
Taekwondo 1 1 2
Table Tennis 1 2 3
Badminton 3 2 5
TOTAL 27 13 40

Table 1 shows that Bulacan Polytechnic College had 27 males and 13 females’

selected student athletes. There are 13 students athletes in basketball team; 12 students

athletes from volleyball team; 5 each members in arnis and badminton team; 3 students

athletes from tables tennis and 2 students athletes from taekwondo.

 Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter presents the gathered data on the effects of extracurricular activities

on the academic performance of BPC student athletes which were computed, analyzed,

and interpreted.

Part I: Socio-Demographic Profile of BPC Students Athletes

The first item considered in this study is the profile of BPC student athletes

respondents which includes age, gender, year level, and the sports they belong to.

1.1 Age

Table 2

Distribution of Respondents According to Age

Age Bracket Frequency Percentage

17-18 Years old 11 27.5
 19-20 Years old 16 40
21-22 Years old 9 22.5
23- 24 Years old 4 10
Total 40 100

Table 2, shows that age bracket between 19-20 years of age had the most number

of 16 respondents with 40%; 11 respondents or 27.5% were at the age of 17-18 years of

age; age bracket between 21-22 years of age had 22.5 %; and 4 respondents or equivalent

to 10% came from the age bracket of 23-24 years old.

1.2 Gender

Table 3

Distribution of Respondents According to Gender

Gender Bracket Frequency Percentage

Male 27 67.5
Female 13 32.5
Total 40 100

Table 3 revealed that there are more male students athletes in Bulacan Polytechnic

College. There were 67.5% (27) males than 32.5% (13) female respondents.

1.3 Year level

Table 4

Distribution of Respondents According to Year Level

Year level Frequency Percentage

1st Year 13 32.5
2nd Year 15 37.5
3rd Year 12 30.0
 4th Year
Total 40 100

As shown in table 4 that there are more 37.5 % (15) second year level of student

athletes in BPC; 32.5% (13) were first year level; and 12 respondents or equivalent to

30% of third year level of students athletes in BPC.

1.4 Categories of sports

Table 5

Distribution of Respondents According to Categories of Sports

Categories Frequency Percentage

Basketball 13 32.5

Volleyball 12 30.0

Arnis 5 12.5

Taekwondo 2 5.0

Table Tennis 3 7.5

Badminton 5 12.5

TOTAL 40 100
 Table 5 shows that 32.5% (13) of respondents were from Basketball team;

followed by 30.0%(12) from volleyball team; 12.5% (5) for both arnis and badminton

team; 7.5% from table tennis team; and 5%(2) from taekwondo team.

According to Wankel and Kreisel (2010) that sport major type of activity in which

children and youth are involved because, it promotes good health. Early childhood

participation in sports makes an individual become sports minded. Evidence indicates

that different sports appear to different social stratification in the society and may

reinforce cultural difference.

Part 2.1 Time Management

Time Management WM VI

I use checklist to remind me of what I need to 2.95 Moderately Affective

do.
I assure that there is an allotted time for my 4.88 Highly Affective
studies.
I spent my time in other extracurricular 2.05 Less Affective
activities inside and outside school premises.
I manage to spend longer times in my practice Less Affective
as an athlete compared to my academic
subject. 1.78
I manage my time equally for myself, family 4.70 Highly Affective
& my sport/s.

Table 6, shows that the statement “I assured that there is allotted time for my

studies” got the highest weighted mean of 4.88. According to (Raphael Uribe, 2016),

Once, you have your schedule sorted out it is important to prioritize your time. If you
have exam coming up and a competition further away then, obviously you would have to

study first. The second to the highest weighted mean was the statement--”I manage my

time equally for myself, family and my sport/s”. As (Stephen and Schaben, 2009), stated

that “Participation in athletics build discipline, set goals, organize time and developed

self-confidence”. While the statement got the lowest weighted mean of 1.78 “I manage

to spend longer times in my practice as an athlete compared to my academic subject”. On

contrast to this statement (Wylleman and Alferman, 2009) says College student need to

manage and commit enough time for their academics to be successful in college. Though,

(Shuman, 2009), state student athlete do not always see academics as a key priority when

entering college because their overall goal is to make it to the next level for their sport.

2.2 Mentors/Coaches Motivation

Table 7

Mentors/Coaches Motivation WM VI

My coach get mad when I make mistakes. 2.07 Less Affective

My coach utters humiliating words 1.30 Not Affective

My coach always encourage me in every 4.50 Highly Affective

practice.
My coach remind me not to neglect the 4.00 Affective
academics.
I set my coach as a good example/model. 3.47 Affective
 Distribution of Respondents According to Mentors/Coaches Motivation

Table 7 revealed that the statement “My coach always encourage me in every

practice” got the highly affective weighted mean of 4.50. Hyun-Duck & Cruz (2016),

state that the coaches has the responsibility of motivating athletes, supporting them and

enabling them to fulfill their full potential. In (Lessard et. al., 2009) also state that

student-athletes know that their coaches believe in them. Then the statement “My coach

utters humiliating words” got the lowest weighted mean of 1.30 which is Not Affective.

Because base on Per Moen, Hoigaard and Peters (2014) study, the primary role of the

coach is to help his or her athletes to improve their performance.

2.3 Financial/Support

Table 8

Financial Support
WM VI
The school has enough financial support 2.17 Less Affective
available for athletes.
The school provides our needs (uniform, 2.60 Moderately Affective
equipment, and registration fee).
The school covered all my school fees. 1.95 Less Affective
The administrator seek financial assistance 4.37 Highly Affective
from local government officials, alumni and
other external stakeholders.
I personally buy the materials and other 2.07 Less Affective
necessities I need as an athlete.
Distribution of Respondents According to Financial//Support
 Table 8 shows that the statement “The administrator seek financial assistance

from local government officials, alumni and other external stakeholders” got the highest

weighted mean of 4.37 which is Highly Affective among the four statement. According

to Louisiana State University awards financial aid to student-athletes in accordance with

University policy, as well as Southeastern Conference and NCAA rules and regulations

governing financial aid. The Assistant Athletic Director for Student Services administers

the financial aid program for the Department and serves as the Department's liaison with

the University's Financial Aid Office in meeting the financial needs of student-athletes.

Athletically related grants-in-aid are limited to bona fide educational expenses, such as

tuition fees, room, board and course-related books.

3. Academic Performance of the Students Athletes

Academic Performance refers to the degree of skill measured with reference to a

particular curriculum.

Table 7

Academics Performance
WM VD
I am confident that I can achieve a 4% Affective
satisfactory grade point average this year (3.0
or above).
I believe that I need to gain knowledge and 4.63% Highly Affective
skills in the course where I am enrolled in.
Participation in my sports interferes with my 2.75% Moderately Affective
progress towards earning a college degree.
It is not important for me to perform better 3.95% Affective
than other students in my courses.
I comply the requirements needed in my 4.85% Highly Affective
 academic subjects.
Students Athletes in BPC Academic Performance

Table 7 shows that the statement ” I comply the requirements needed in my

academic subjects” got the highest weighted mean of 4.85% followed by the statement “I

believe that I need to gain knowledge and skills in the course where I am enrolled in”

with the weighted mean 4.63%. As Overton’s (2011) stated that examining the difference

in educational performance of high school athletes versus non-athletes in North Carolina

found that athletes had a higher mean GPA, better attendance rate, lower discipline

referral percentage, lower dropout rate, and higher graduation rate. The statement “I am

confident that I can achieve a satisfactory grade point average this year (3.0 or above)”

got 4% which is verbal interpretation is affective. Then the statement “It is not important

for me to perform better than other students in my courses” got 3.95% which verbal

interpretation is also affective. While the statement “Participation in my sports interferes

with my progress towards earning a college degree” got the lowest weighted mean of

2.75%.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations

of the research entitled “The effects of ExtraCurricular Activities in the Academic

Performance of BPC students.”

Problem of the Study

Generally, this study wants to determine the effects of sports participation on the

academic performance of the select student athletes in BPC academic year 2017-2018.

Specifically the study sought to answer the following questions:

 How do the socio-demographic factors of BPC athletes be described in terms of

1.1 Age

1.2 Gender, and

1.3 Year Level

1.4 Sports categories of students

 What percentage of BPC athletes to developed better time management skills?

  Would participating in sports help BPC athletes support their studies financially?

 How do the coaches influence the students to participate in sports?

 Does sports participation affect each performance of select students in BPC?

Summary of Findings

This research was conducted in order to determine the effects of participating in

sports activities on the academic performance of students athletes in Bulacan Polytechnic

College. In addition, this study also aimed to identify whether sports activities affects the

academic performance positively or negatively. In order to answer these research

questions, the descriptive method was applied. Through quantitative approaches, the

researchers developed a questionnaire that would gather related data. And after

conducting the survey among 40 selected students regarding the correlation between the

sports participation and academic performance, the findings are the following:

I. Socio-Demographic Profile of BPC Students Athletes

1.1 Age

 Out of 40 respondents, 40 percent are in the age bracket of 19-20 which means

that most of the respondents have at least one year experience in their designated

sport.

1.2 Gender

 Based on gender, majority of the respondents were males with a frequency of 27

or 67.50 percent of the population, while the female had a frequency of 13 or

 32.50 percent only, seeing as BPC Malolos comprises mostly of male student

athletes.

1.3 Year level

 Majority of the respondents were from second year level with a frequency of 15

or 37.50 of student athletes in BPC; 32.50 percent with a frequency of 13 were

first year level; and 12 respondents or equivalent to 30 percent were from third

year level of students athletes in BPC.

1.4 Sports categories of Students

 Majority of the respondents are players of basketball with frequency of 13 or

32.50 percent followed by volleyball with frequency of 12 or 30 percent; 12.50

percent with frequency of 5 for both arnis and badminton team; 7.50 percent with

frequency of 3 from table tennis team; and 5 percent with frequency of 2 from

taekwondo team.

Part II 2.1 Time Management

The statement “I assure that there is an allotted time for my studies” got the

highest weighted mean of 4.88 which is highly affected and the statement “I manage to

spend longer times in my practice as an athlete compared to my academic subject” got

the lowest weighted mean of 1.88.

2.2 Coaches Motivation

The statement “The coach always encourages me in every practice” got the highly

affective of weighted mean of 4.50. While the statement “The coach utters humiliating

words” got the lowest weighted mean of 1.30.

2.2 Finance/Support

The statement “The administrator seek financial assistance from local government

officials, alumni and other external stakeholders” got the highest weighted mean of 4.37.

While the statement “The school covered all my school fees” got the lowest weighted

mean of 1.95.

Part III Academic Performance

The statement “I comply the requirements needed in my academic subjects” got

the highest weighted mean of 4.85 while the statement “Participation in my sports

interferes with my progress towards earning a college degree” got the lowest weighted

mean of 2.75.

Conclusions

Based on the above findings, the following conclusion were drawn:

 In terms of age, most of the respondents in BPC were 19-20 years old.

 There were more males student athletes in BPC in the academic year 2017-2018.

 In terms of year level most of the respondents were at second year level.

 There were more basketball players than in any other sports.

  Based on time management the statement “I assure that there is an allotted time

for my studies” got the highest weighted mean shows that being a student athletes

still find time for their studies despite of their schedule in sports activities.

 In coach motivation, the statement “The coach always encourages me in every

practice” got the highly affective of weighted mean of 4.50 shows that

responsibility of the coach was to motivate, support and enable the student

athletes to fulfill their fullest potential.

 Based on the finance/support the statement “The administrator seek financial

assistance from local government officials, alumni and other external

stakeholders” got the highest weighted mean of 4.37 shows that there was not

enough budget for the expenses of the student athletes in BPC.

 And based on the academic performance, the statement “Participation in my

sports interferes with my progress towards earning a college degree” got the

lowest weighted mean of 2.75 which revealed that being committed in sports is

not a reason to get a college degree.

Therefore conclude that sports participation has no significant effect in the academic

performance of BPC student athletes.

Recommendations

On the basis of the findings and conclusions, the researchers offers the following

recommendations:

1. The student athletes must be dedicated in both academic and extracurricular

activities.
 2. The Coach/Mentors must encourage the student athletes to pursue and

prioritize their studies.

3. The student athletes must balance their time for them to be able to attain their

goal in both academic and extracurricular activities.

4. The administration should seek financial support in other institution.

Permission Letter
April 2, 2018

Dr. PERLITA M. CRUZ

President
Bulacan Polytechnic College
Bulihan, City of Malolos, Bulac

Dear Dr. Cruz:

Great Day!
The undersigned students of Bulacan Polytechnic College taking up Bachelor of
Science in Office Management, are presently conducting a research study entitled “The
Effects of Extra Curricular Activities on Academic Performances Among Students of
BPC”.

May they request your good office to furnish there following data or information very
much needed for the study.
Rest assured that all data and information gleaned would be treated with utmost
confidentiality.
 Thank you very much for your favorable assistance and positive response.

Respectfully yours,

Celzo, Mary Jane R.

Manuel, Aira Jhayne C.

Dalisay, May Catherine V.

Del Rosario, Raven R.

Jose, Martin Jr. D.

Victoria, Nickole T.

Noted by:

ANTIFAS R. REYES, Ph.D

Instructor
Approved by:

MELODY P. DE JESUS, M.M.

BSOM Program Head
 Bulacan Polytechnic College

Bulihan, City of Malolos, Bulacan

S.Y. 2017-2018

Note: This questionnaire aims to find out the effects of extracurricular activities on the

Academic Performance of BPC athletes-students. We promise that your responses will be

treated with utmost confidentiality. Thank you for your cooperation.

Name (optional): ___________________________________________

Part I: Socio-Demographic Profile

1. What is your Year and Section? ____________________

2. What is your Gender? ____________________

3. What is your Age? ____________________

4. What sport/s do you belong to? ____________________

Part II: Sports Involvement

Direction: Put a check mark in the box that best describes you as an athlete.

Note: Each item is responded to on a 5 point likert type scale ( 1=strongly disagree,

2=disagree, 3=neutral, 4=agree, 5=Strongly agree)

Time Management SD D N A SA
1 2 3 4 5
I use checklist to remind me of what I need to do.
I assure that there is an allotted time for my studies.
I spent my time in other extracurricular activities inside and
outside school premises.
I manage to spend longer times in my practice as an athlete
compared to my academic subject.
I manage my time equally for myself, family & my sport/s.

Mentors/Coaches Motivation SD D N A SA
1 2 3 4 5
The coach gets mad when I make mistakes.
The coach utters humiliating words.
The coach encourages me to help each other.
The coach reminds me not to neglect the academics.
I set my coach as a good example/model.

Financial Support SD D N A SA
1 2 3 4 5
The school has enough financial support available for
athletes.
The school provides our needs (uniform, equipment, and
registration fee).
The school covered all my school fees.
The administrator seek financial assistance from local
government officials, alumni and other external
stakeholders.
I personally buy the materials and other necessities I need as
an athlete.

Part III: Academic Performance

Academic Performance SD D N A SA
1 2 3 4 5
I am confident that I can achieve a satisfactory grade point
average this year (3.0 or above).
I believe that I need to gain knowledge and skills in the
course where I am enrolled in.
Participation in my sports interferes with my progress
towards earning a college degree.
 It is not important for me to perform better than other
students in my courses.
I comply the requirements needed in my academic subjects.

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