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Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
CAGAYAN NATIONAL HIGH SCHOOL – SENIOR HIGH
Factors Affecting the Academic Performance of Athletes of

Cagayan States University Carig Campus
Title Page
MONTILLA JHONPAUL
AUMBERLY CABACUNGAN
BERNARD BARASI
SHOUBY BASILLIO
RANDLE JOHN SORITA
Research Proponent
RYELLE IRINGAN
Research Adviser
A Quantitative Research Submitted to

Sports Track
in Partial Fulfilment of the Requirements for Practical Research 1
(Applicable also for Inquiries, Investigations, and Immersion)
Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Telephone Nos.: (078) 304-1923
Email Address: cnhs.tuguegarao@deped.gov.ph
Facebook: facebook.com/CNHS-SENIOR HIGH 1
June 2022
TABLE OF CONTENTS
Table of Contents
Title Page..................................................................................................................... 1
Table of Contents........................................................................................................2
I. THE PROBLEM AND ITS BACKGROUND.......................................................3
A. Overview or Background of the Study................................................................3
B. Research Questions.............................................................................................5
C. Conceptual Framework.......................................................................................6
D. Scope and Delimitations.....................................................................................6
E. Significance of the Study....................................................................................7
F. Definition of Terms.............................................................................................7
II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES............9
References.................................................................................................................. 15

I. THE PROBLEM AND ITS BACKGROUND
A. Overview or Background of the Study

A global pandemic has struck the world, and it had a significant impact on our
lives, particularly to students. Schools and other institutions were forced to close
(Quinn, 2020). The COVID 19 strike has a significant impact on the global education
system, particularly in terms of conducting classes in a physical classroom.
The Cagayan National High School, like all other educational institutions had
to create distance-learning opportunities to enable students to complete the 2019–2020
academic year. The unplanned, rapid, and uncertain duration of the approach
presented challenges at all academic levels (Armstrong-Mensah, Ramsey-White,
Yankey, & Self-Brown, 2020). Not much information on best practices was available
to guide such abrupt transitions.
The pandemic is still raging in various countries and implementing an online

learning program appears to be a viable option to continue education (Herdian,
Mildaeni, & Wahidah, 2021). Online learning is a type of distance education that
makes use of technological advancements such as computers, cell phones, and other
electronic devices, as well as the internet (Allen Seaman, 2008). Many difficulties
arose because of the abrupt shift to online learning.
Student athletes face a unique set of challenges when pursuing both academic
and athletic goals simultaneously. These challenges are aggregated from a variety of
sources, both external and internal (Ting, 2009 cited by Yelk, 2013). When it comes to
balancing an academic goal and an athletic career, student athletes face numerous
challenges. Tinto (1993) utilized self-report instruments to study retention. He stated
that noncognitive assessments need to be student centered and can be used to “collect
information on the attributes, intentions, and activities of each student who enters the
institution,” including both precollege characteristics and experiences (academic and
social) while enrolled (p. 214). A student athlete's performance in the classroom and
in a competitive environment is influenced by a variety of non-cognitive factors.
Given the potential for sport participation to have a significant impact on people's
perceptions, attitudes, and behaviors,
Despite the fact that there is a surprising lack of empirical data on how the
nature of athletic experience influences participants' perceptions of global competence
(Ryska, 2002 cited by Yelk, 2013).
Loyola High School athletic director Chris O'Donnell: "Academics are very
important for student athletes". Loyola has a three-pronged approach to education:
academics. 2. Co-curricular 3. Spiritual. It is important to make athletes aware of the
potential athletic consequences of poor academic performance. O'Donnell: "You need
coaches to be involved in the academic lives of their students and being honest is key
and telling athletes that one serious injury could turn them from an athlete to a full-
time student". Those who have a potential future in sports or have tunnel vision when
it comes to athletics can do themselves a disservice by not considering all possible
outcomes. Some student athletes simply need a reality check (CNAA, 2018).
Student athletes face a unique set of challenges when pursuing both an athletic
and academic career. The presence of stereotypes and negative presumptions
adversely affects student athletes, and coupled with other difficulties, can have a
negative affect to the point where a student athlete’s mental, emotion, and social
health becomes distressed (Carodine, 2001; Aries 2004). Research shows typical
support systems for college athletes is predominantly delineated around maintaining
grade point averages (GPA). Vacancies for social support and emotional and mental
health can be improved within support systems for student athletes. The previously
mentioned non-cognitive variables can have a positive impact on student athletes’
academic experiences (Simons, 2000; Potuto, 2007).
With that verbalized, the present study, aims to investigate different factors
influencing the academic performance of student athlete of Cagayan National High
School-Senior High. Also, to understand how these factors affect the academic
performance of student athlete.
B. Research Questions
In general, the researchers would like to understand and determine factors that
affects academic performance of student athletes of Cagayan National High School-
Senior High.
Specifically, this study seeks to answer the following:
1. What are the profile of the respondents in terms of

a. Sex;
b. Age;
c. Strand/Track;
d. Grade Level; and
e. Type of Sports actively participating?
2. What is the mean general weighted average of the respondents?
3. TO what extent does the academic performance of the respondents were
affected by
a. Peer;
b. Family;
c. Academic Motivation; and

d. Psychical and Mental Health?

4. Is there a significant difference among the factors affecting academic
performance of the student athletes?
C. Conceptual Framework
Factors
Peers
Family Academic
Academic Motivators Performance
Physical and Mental Health
Figure 1. Research Paradigm of the Study
This research talks about the academic performance of students who were
joining to sports oriented events organized by the school and higher institutes
promoting sports and wellness to students. Figure 1 now depicts the relationship of
factors namely peers, family, academic motivators, physical and mental health to
academic performance. Hence, this study uses an independent-dependent framework
to explain the underlying concept behind factors affecting student athlete’s academic
performance
D. Scope and Delimitations

The study primarily focuses on the student athletes of Cagayan National High
School-Senior High regardless of their gender and socio-economic status, using the
methods of survey-questionnaire. The study explores the factors affecting academic
performance of the student athletes. It also determines how these factors affects
academic performance differently.
In this study, it shall be understood that student athletes not only refers to the
students who are currently enrolled in Sports Tracks, but also those students who are
actively participating in sports events/competitions.
Consequently, the respondents will be purposively selected from the different

strands/ tracks of the Senior High School Department regardless of their grade level.
Thus, the study is limited to the locale of the study, Cagayan National High School-
Senior High and its students. More importantly, the researchers will not in any way
make conclusive remarks about the students’ performance both academically and
athletic prowess.
E. Significance of the Study

This study aims to provide necessary understanding to the factors affecting
student athletes’ academic performance. Hence, the result of this study would benefit
the following:
To the teachers, the study would provide knowledge on how to handle students
who are not only inclined academically but also to those students who are actively
involved in sports and other co-curricular activities.
To the school administrators, this study would benefit them to create a safe
space for the student athletes to continue harness their capabilities not only focused
academically but to their well-being.

To the student athletes, the study would provide knowledge and

understanding to which factors affects their academic performance. This study might
give a new perspective to them by allowing themselves to see everything by not only
focusing into one perspective.
To the future researchers, the findings of this study may be beneficial to as a

baseline information for future researchers that can be used for future parallel studies
about student athletes and academic performance.
F. Definition of Terms
To furthermore understand about the contents of this research paper, here are some
keywords to help you out:
Academic Performance – General Weighted Average of the student for a semester.
Athletic - physically active and strong.
Non-cognitive— Variables relating to adjustment, motivation, and perceptions, along

with self-concept, educational goals, mental health, and academic motivation (Simons,
2000; Ting, 2009; Woodruff, 2008).
Peer - having difficulty at someone or something.
Performance - the action or process of carrying out or accomplishing an action, task

or function.
Pressure - the use of influence or intimidation to make someone do something.
Social support— The existence and availability of people on whom one can rely for
aid.

Stress - a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances.
Student athletes— Students competing in a varsity sport at a high school regardless

of whether the person is receiving financial aid in the form of athletic scholarship.
Training - the action of teaching a person a particular skills or type of behavior .

II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter includes information that are relevant and similar to the present
study. It presents both foreign and local related literature and studies.
Distance Learning
To combat the spread of COVID-19, most governments have implemented
quarantine protocols and temporarily closed their educational institutions, according to
UNESCO (2020). As a result, over a billion students around the world have been
impacted. Over 28 million Filipino students across all academic levels are among
those forced to stay at home and adhere to the Philippine government's quarantine
measures. However, transitioning smoothly from a traditional educational
environment to distance and virtual learning is not possible. However, because no one
knows when the pandemic will be fully eradicated, educational institutions around the
world have decided to use the already available technological resources to create
online learning materials for students in all academic fields (Kaur, 2020).
The use of online learning in an emergency is a necessity, but it has also

prompted experts, policymakers, citizens, teachers, and students to seek new
solutions. As a result, the concept of online learning is giving way to emergency
remote teaching, which is defined as "a temporary shift of instructional delivery to an
alternate delivery mode due to crisis circumstances" (Ferri, et. al. 2020). "We are
entering uncharted territory and working with countries to find hi-tech, low-tech, and
no-tech solutions to ensure the continuity of learning," UNESCO Director-General
Audrey Azoulay said.

Student Athletes
Chambers (1991) reviews empirical research showing that the motivation to

participate in youth sport involves a relationship between the athlete, coach, and
athletic environment. An athlete with high self-perceived ability to perform a skill is
motivated to participate. Performance-contingent feedback from a coach who
encourages an athlete's autonomous growth can create such perceptions, which can
also be supported through enjoyable challenges that match equipment with skill.
Athletic participation may also positively influence morals if the experience is
interpersonal, participants are interdependent, and there exists an opportunity for
dialogue and negotiation. Studies also show that athletic participation, when combined
with school service and leadership activities, can increase academic achievement.
The realization of the demands placed on student athletes to not only excel
athletically, but equally as a student, has produced countless research articles in
collegiate athletics (Ting, 2009; Aries, 2004; Hill, 2001; Simons, 2000). The focus of
previous research has left a void regarding the non-cognitive factors that also impact
student athletes’ academic experience with it being positioned around tangible
academic performances and experiences. Non-cognitive issues are prevalent and
require similar resources and services for student athletes to cope with the additional
demands placed on them as a student athlete (Ting, 2009; Watson, 2007) .
Student athletes have shown through their responses in this study that both their
perception and experiences have correlated to previous research, and a resounding
number of the respondents were not aware of resources available to help them cope
with the non-cognitive factors affecting their academics and overall collegiate
experience.

Yelk (2013), found that the experiences of the student athletes’ survey were
positive and advantageously affected with overall experience as a student. Non-
cognitive factors were relevant issues for the student athletes; however, many were
unaware of the resources available to them and have confidence in outlets to seek help
with these issues.
Academic Performance
According to Ward, Stocker and Murray-Ward (2006), cited by Gross Archive,

academic performance refers to the outcome of education; the extent to which the
student, teacher or institution have achieved their educational goals. Academic
performance is the ability to study and remember facts and being able to communicate
one’s knowledge verbally or written on paper. In the context of this study, academic
achievement refers to the extent to which students have achieve mastery of the
objectives of the subjects they are exposed to in school. According to (Aremu and
Sokan 2003 cited by Gross Archive) academic achievement has been observed in
school subjects especially mathematic and English language among secondary school
students.
People have a notion that Grade Point average speaks for the academic
performance. Many factors may indicate academic performance that include grades,
test scores, extracurricular activities, and leadership. Grades are the main or first in the
list which can define academic performance of a student. Next to this is the test scores
acquired in IQ examination, it is because most of the students are not performing well
inside their classroom. In addition, extracurricular activities are an indicator of
academic performance it is because some of students do not earn good grade from
their academics but in their extracurricular activities. Lastly, leadership is also an

indicator of academic performance because some students can lead their groups
(Salonga, R., 2013, cited by Carbonell, Gramaje, Guiyab, Guabes & Pullido, 2017).
According to Shelton (2012, cited by Carbonell, etal, 2017), academic

performance is measured by the final grade earned in the course. Therefore, the
students define it past semester General Point Average (GPA) for the current
semester. The GPA is closed as a summary measure of the academic performance by
the tertiary institutions.
Academic achievement was considered a multi-faceted constructing,

which it composed of different domain. It represents performance outcomes of a
certain person accomplish specific goal. That was focus of activities in instructional
environments specifically in school, college and university. Schools system mostly
defined cognitive goals that apply across multiple subjects’ area. Academic
achievements defined that it depend on the indicator used to measure it (Meibner, A.,
Steinmayr, R., Weidenger, A., & Withwein, R., 2015 , cited by Carbonell, etal, 2017).
Student Athletes Academic Performance
Thirty-six (36) randomly selected collegiate athletes who competed in the

National State Colleges and Universities Athletic Association Competition were
studied to see if there was a link between sports participation and academic
achievement. They were enrolled in various academic programs. Academic
achievement was measured at university using the general weighted average (GWA).
The analysis was based on secondary data from the first and second semesters of the
AY 2014-2016 GWA. The study's findings revealed that there was a link between
student-athletes' participation in sports and their academic success. Athletes'
perceptions of academic excellence, mental processes, and becoming more logical and

patient improved as a result of their participation in sports. A significant improvement

in student-athlete class attendance was also observed (Montecalbo-Ignacio, 2017).
Peers and Academic Performance
In the study of Reich (2012), research has shown that peer relationships play an
important role in human development. The process of socialization extends beyond
early familial relationships and is rooted in a child’s early academic experience. Early
school experiences provide the construct for future behavior in both academic and
social settings. The bonds of friendship develop within a child’s academic peer group
and evolve into a dynamic and multi-level construct; each having a different effect on
decision-making and overall behavior; often forming the basis of future behavior.
Maturation occurs as an evolutionary process through chronological stages as
influences shift from parents to peers and students struggle for peer acceptance. The
degree to which peer-influences affect motivation, decision-making, goal setting, and
overall academic performance, is widely debated and subject to mixed results.
Student academic motivation and performance is affected by teacher influence in
context with teacher academic goals, socialization, and help seeking influences.
NCES, found out that compared with students with friends who showed little
interest in learning, those with friends who cared about learning had better educational
outcomes--they were less likely to drop out of school and more likely to be enrolled in
an academic program, graduate from high school, and continue their education after
graduating.
On the other hand, students with friends who were interested in having sex,
drinking, and using drags experienced less desirable educational outcomes. These

students experienced a higher rate of dropping out of school and a lower rate of being
enrolled in academic programs, graduating from high school, and pursuing
postsecondary education.
The kinds of friends (as described by their values) that students made in high
school differed according to a student's gender, social class, race-ethnicity, and
academic background. Compared with their male, low socioeconomic (SES), or
academically weak counterparts, students who were female, from high SES families,
or with strong academic backgrounds, were more likely to have friends who cared
about school learning and were less likely to associate with peers who were interested
in engaging in delinquent activities.
In the 10th grade, black or Asian/Pacific Islander students were more likely
than white students to have peers who cared about learning. There did not appear to be
a relationship between the extent to which students chose friends who valued social
activities and their educational outcomes.

References
Carbonell, J., Gramaje, J. Jr, Guiyab, M. Guabes, R., & Pulido, M. (2017). K-Drama
Sensation and Academic Performance Of Grade 12 Students of Cagayan
National High School.
Chambers, S. T. (1991). Factors Affecting Elementary School Students' Participation
in Sports. The Elementary School Journal: Vol 91, No 5.
www.journals.uchicago.edu/doi/abs/10.1086/461663
CNAA(2018). thecnaa.org/academic-performance-for-student-athletes/
Gross Archieve. (n.d.). The Influence of Peer Group On The Academic Performance
Of Secondary School Students.
https://www.grossarchive.com/project_preview/15973703163.htm
Herdian, H., Mildaeni, I. N., & Wahidah, F. R. (2021). There are Always Ways to
Cheat” Academic Dishonesty Strategies During Online Learning. Journal of
Learning Theory and Methodology, 2(2), 60-67.
Kaur, G. (2020). Digital Life: Boon or bane in teaching sector on COVID-19. CLIO
an
Annual Interdisciplinary Journal of History, 6(6), 416-427.
Montecalbo-Ignacio, R. (2017, August 25). (PDF) Academic Achievement as
Influenced by Sports Participation in Selected Universities in the Philippines.
www.researchgate.net/publication/319305737_Academic_Achievement_as_Inf
luenced_by_Sports_Participation_in_Selected_Universities_in_the_Philippines
Quinn, C. (2020). Growers of Georgias signature crop wary of virus effects. Retrieved
from
web.archive.org/web/20200422052648/https://www.ajc.com/business/economy
/growers-georgia-signature-crop-wary-virus-effects/
PW45tqy6CGic2RBdFQ1DQL
Reich, P. (2012). Effects of Peer Influences on Academic Performance: A Literature

Review.
https://www.researchgate.net/publication/308209943_Effects_of_Peer_Influen
ces_on_Academic_Performance_A_Literature_Review
UNESCO (2020). Education: from Disruption to Recovery. Paris: UNESCO.
Yelk, T. (2013). Non-Cognitive Factors Affecting Student Athlete Academic
Performance. conservancy.umn.edu/bitstream/handle/11299/187541/Yelk,
Tyler_Redacted.pdf


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Republic of the Philippines

Factors Affecting the Academic Performance of Athletes of

A Quantitative Research Submitted to

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

I. THE PROBLEM AND ITS BACKGROUND

A. Overview or Background of the Study

The pandemic is still raging in various countries and implementing an online

Specifically, this study seeks to answer the following:

1. What are the profile of the respondents in terms of

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

d. Psychical and Mental Health?

Figure 1. Research Paradigm of the Study

D. Scope and Delimitations

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Consequently, the respondents will be purposively selected from the different

E. Significance of the Study

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

To the student athletes, the study would provide knowledge and

To the future researchers, the findings of this study may be beneficial to as a

Academic Performance – General Weighted Average of the student for a semester.

Athletic - physically active and strong.

Non-cognitive— Variables relating to adjustment, motivation, and perceptions, along

Peer - having difficulty at someone or something.

Performance - the action or process of carrying out or accomplishing an action, task

Pressure - the use of influence or intimidation to make someone do something.

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Student athletes— Students competing in a varsity sport at a high school regardless

Training - the action of teaching a person a particular skills or type of behavior .

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES

The use of online learning in an emergency is a necessity, but it has also

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Chambers (1991) reviews empirical research showing that the motivation to

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

According to Ward, Stocker and Murray-Ward (2006), cited by Gross Archive,

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

According to Shelton (2012, cited by Carbonell, etal, 2017), academic

Academic achievement was considered a multi-faceted constructing,

Student Athletes Academic Performance

Thirty-six (36) randomly selected collegiate athletes who competed in the

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

patient improved as a result of their participation in sports. A significant improvement

Peers and Academic Performance

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

Reich, P. (2012). Effects of Peer Influences on Academic Performance: A Literature

Address: Bagay Road, San Gabriel, Tuguegarao City, 3500

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