The Effects of Involvement in Athletics

PAMANTASAN NG LUNGSOD NG VALENZUELA
Maysan Road corner Tongco Street, Maysan, Valenzuela City
THE EFFECTS OF INVOLVEMENT IN ATHLETICS TO STUDENT

PERFORMANCE OF GRADE 12 SENIOR HIGH SCHOOL STUDENTS
OF PAMANTASAN NG LUNGSOD NG VALENZUELA
A Research Presented to the Faculty of Senior High School Department in

Pamantasan ng Lungsod ng Valenzuela,
Maysan Road Corner Tongco Street,
Maysan, Valenzuela City
In Partial Fulfillment of the Requirements

for the strand Humanities and Social
Sciences (HUMSS)
DEL MUNDO, MICAELLA

DIJAMCO, NICOLE MADALENE
ELLA, GERGETTE
MONTERDE, BIANCA
MUÑEZ, JASMINE
REYES, RUSSEN JAY
TIO, CHAMORY
JANUARY, 2020
TABLE OF CONTENTS
Page
Title Page i.
Table of Contents ii.
List of Tables iii.
List of Figures iv.
Chapter
I. THE PROBLEM AND ITS BACKGROUND
Introduction 1
Theoretical / Conceptual Framework 6
Statement of the Problem 13
Hypothesis 13
Significance of the Study 14
Scope and Delimitation 16
Definition of Terms 17
II. REVIEW OF RELATED LITERATURE AND STUDIES
Review of Foreign Literature 19
Review of Local Literature 23
Review of Foreign Studies 26
Review of Local Studies 36
Synthesis 41
III. METHODOLOGY
Research Design 43
Research Locale 44
Respondents 45
Sample and Sampling Technique 45
Instrumentation 46
Statistical Treatment 49
Data Gathering Process 53
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LIST OF TABLES
Table Page
1 The Interpretation Ranges based on the Scale Provided in the 48
Respondent’s Answers
2.1 Verbal Interpretation based on the achieved General 50
Weighted Means of each Likert Item in the Data
2.2 Pearson’s Correlation Coefficient Formula 51
2.3 The Pearson Correlation Coefficient Table 52
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LIST OF FIGURES
Figure Page
1.1 A Conceptual Model of Academic Success for Student-Athletes by 10
Eddie Comeaux and Carlton Keith Harrison (2011) with an
adaptation of Theory of Involvement from Astin (1984)
1.2 The framework of independent and dependent variables in the research 11
1.3 The framework of concept planning in the research including input, 12
process, and output presented in research.
2 Formula in computing the range and interval. 47
3 Formula in computing Weighted Mean and General Weighted Mean 49
4 Formula in computing the Pearson Correlation Analysis 52
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
This paper is an adapted study from Grimit (2014) entitled “Effects of
Student Athletics on Academic Performance” from South Dakota State University.
The researchers examined the abstract of the study provided to conceptualize the
flow of the paper. The abstract mentioned is: the purpose of this study is to
examine the effects of involvement in athletics at the collegiate level at South
Dakota State University. This paper seeks to determine if participation in collegiate
athletics is beneficial to a person or if its disadvantages outweigh the advantages.
Sixty-seven student-athletes completed a survey during October of 2013 to
determine the effects that athletic involvement has had on SDSU’s campus. This
study found that participation in athletics is extremely beneficial. These athletes
performed better in the classroom, developed impressive time management skills,
felt motivated to complete their degree, were motivated to attend classes, and
experienced a smoother transition into the college lifestyle (Grimit, 2014).
Uyan (2017) developed a paper entitled “A Study between Sports
Participation and Academic Performance” conducted in Davao, Philippines and
found out that after giving 50 questionnaires asking for the number of hours the
respondent spend who participates in sport events and their corresponding
average mark, it showed that there is a positive correlation between involvement
in sport activities and academic success of students from Davao Oriental Regional
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Science High School. Even though the result after using the Pearson
Correlation/Covariance Analysis is weak (0.1536), it still remained true that the
effect of student participation in sport activities enhances the academic success of
the students.
Last November 30 – December 11, 2019, ESPN5 (2019) has recorded 387
medals bagged by the Philippines in the 2019 30th South-East Asian Games.
Ferrer (2018) mentioned in his article that a student-athlete should learn prioritizing
things and manage his time wisely in order to achieve academic success. Lacuata
(2015) wrote in her news article that a student should have the discipline, have the
social life and be committed while persevering in order to enjoy while performing
both in sports and classes when she interviewed students from University of the
Philippines and Miriam High School.
Manalo and Dela Cruz (2000) found out that student-athletes’ performance
from Technological Institute of the Philippines are directly affected by the factors
concerning education and university such as the length of training, the facilities
provided by the administration, incentives and rewards, the coaches and the
demographics of the students. This shows that there is a major relationship
between the well-being of being a student-athlete and good academic performance
during classes.
Comeaux and Harrison (2011) stated that a little attention and researches
were conducted proving the relationship between student-athletes and their
chances of academic success in the time of graduation. Lacovone (2007)
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mentioned in his study that student-athletes have a major issue regarding
balancing the time for studying and participating in co-curricular activities.
Lacovone supported Comeaux and Harrison’s (2011) statement that there are little
studies regarding the academic success of student-athletes during their studying
years because of the reason that they have the burden to balance the activities in
school alongside the activities required for them to fulfill their job of being student-
athletes. Gayles and Hu (2016) said that the National Collegiate Athletic
Association (NCAA) were on watch on how student-athletes experience the
situation of balancing the time for studying and performing in sports. Gayles and
Hu (2016) found out that a lot of issues such as low graduation rates, unhealthy
behavior, issues academically, and graduating with poor academic standing are
present in different schools NCAA handles. This proves that a good and healthy
environment while performing on sports can directly affect the rate of academic
success of student-athletes who study while doing sports.
Using the national sample from the Cooperative Institutional Research
Program to help with the study, researchers found positive correlations with the
satisfaction and the overall college experience, motivation to complete degree,
bachelor’s degree completion, and persistence in college (Pascarella,
Truckenmiller, Nora and Terenzin (1999) as mentioned in Grimit (2014)). This
means that student-athletes are proven to have better in managing time for
activities and academically related works and that the benefits of engaging in
sports while studying outweighs the negative effects it may induce on the student-
athletes. These researchers also added that the student-athletes are more
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satisfied after graduating and have the motivation to complete the degree and to
pursue collegiate life.
On the other hand, Storch E., Storch J., Killiany, and Roberti (2005)
mentioned that student-athletes from the University of South Alabama experience
major stress and anxiety while performing both academically and during sport
events. These students show social anxiety and depressive symptoms, lower
mean scores on the measure of social support, significant levels of alcohol
problems, and depression. These symptoms may lead to poor academic
performance and these students may lose the chance to do sports again. The
findings showed that female athletes showed greater mean scores of depression
symptoms than non-athletes in the mentioned university.
Maloney and McCornick (1993) as mentioned in Grimit (2014) found out
that student-athletes did 3/10 grade point worse that the students who do not
involve themselves in sports. These researchers also found out that athletes in
revenue sports of those who earn from being athletes are behind the peers who
are not into sports.
Given the information from various researches and studies stated above,
the researchers conclude that there are different perspectives when it comes to
suggesting if the effects of being a student-athlete directly affects the performance
during academic hours. These researches lack the coherent variable that can
specifically identify the results of being a member of co-curricular activity affecting
the academic success of a student-athlete. Despite the prior observation of the
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researchers, the results and findings vary among different places and universities.
The findings are unclear to identify if the activities done by these student-athletes
ensure the balance time spent on academic activities and sports towards academic
success.
This paper aims to fill the gap of the niche wherein the researchers will
identify if the given answers from the questionnaire that will be given to the
respondents can validate if they have the higher chance or the risk to fail their
academic success after graduation. The process will follow the theoretical-
conceptual framework provided by Astin (1984), and Comeaux and Harrison
(2011).
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Theoretical-Conceptual Framework
Alexander Astin's Student Involvement Theory (1984) explains the
participation of a student in a classroom set-up as well as involvement in activities
outside of the academic setting. It also explains how desirable an outcome that
may achieve for institutions of higher education in connection to how a student
develop of being involved in co-curricular activities. This involvement takes many
forms such as absorption in academic loads of work or requirements, participation
in extracurricular activities and interaction with the faculty and institutional
personnel. (Astin, 1984)
Astin defined student involvement as "the amount of physical and
psychological energy that the student devotes in the academic experience". (Astin,
1984, p. 518). He also listed several verb phrases incorporated with the word
"involvement". These are committed oneself to, discover oneself to, take an
interest in, and show enthusiasm for. According to Astin, these phrases imply
behavioral components. Involvement theory accentuates student's behavior and it
is not so much on what an individual think or feels but solely focuses more on what
an individual does and how he/she behave that defines and identifies involvement.
A highly involved student is the one who, (a) devotes considerable energy to
studying, (b) spends much time on campus, (c) participates actively in student
organizations and (d) communicate frequently with the personnel in the academe
and to co-learners. In contrast with the four characteristics stated above for a
highly-involved student, are the typical uninvolved students.
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The core concepts of involvement theory are composed of three
elements. First, 'inputs' or in the simplest idea, it is the student's profile or
demographics, background and previous experiences. Second, 'environment', a
portion of the theory refers to a student would have during college. Lastly,
'outcomes' which preceded to things and attributes that students leave college with
that covers student's characteristics, knowledge, attitudes, benefits, and value that
exists.
Additionally, Involvement Theory includes five basic postulates.
Postulate (1) involvement refers to the investment of physical and psychological
energy in various objects. Postulate (2) regardless of its object, involvement occurs
along a continuum; that is, different students’ manifest different degrees of
involvement in a given object, and the same student manifests different degrees
of involvement in different objects at different times. Postulate (3) involvement has
both quantitative and qualitative features. The extent of a student’s involvement in
academic work, for instance, can be measured quantitatively (how many hours the
student spends studying) and qualitatively (whether the student reviews and
comprehends reading assignments). Postulate (4) the amount of student learning
and personal development associated with any educational program is directly
proportional to the quality and quantity of student involvement in that program.
Postulate (5) The effectiveness of any educational policy or practice is directly
related to the capacity of that policy or practice to increase student involvement.
(Astin, 198, p. 519)
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Alexander Astin (1984) listed specific forms of involvement that college
students are a part of including place of residence, leaving home to attend college
has significant effects on most college outcomes. Living in a dormitory is positively
associated with several other forms of involvement: interaction with faculty,
involvement in student government, and participation in social fraternities or
sororities. Living on campus substantially increases the student’s chances of
persisting and of aspiring to a graduate or professional degree. In honor programs,
students gain substantially in interpersonal self-esteem, intellectual self-esteem,
and artistic interest when they participated. Academic involvement is strongly
related to satisfaction with all aspects of college life except friendships with other
students. Student-faculty interaction is those students who express satisfaction
with all aspects of their institutional experience. Athletic involvement is parallel with
the idea of academic involvement since both of it isolate an individual for a specific
situation.e. For the studious person, this isolation results from the time and effort
devoted to studying. For the athlete, the isolation probably results from long
practice hours, travel to athletic competitions, and special living quarters. Lastly,
involvement in student government. Students who become actively involved in
student government communicate frequently with their peers, and this interaction
seems to accentuate the changes normally resulting from the college experience.
(Astin, 1984, p. 524-526)
In relation to the theory to the study presented, the sample population of
the research are the Grade 12 students who are involved in athletics as primary
respondents to determine the effect of participation in athletics to their academic
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performance. In data gathering, the researchers will provide a survey
questionnaire to be answered. Those collected data will be analyzed to make a
conclusion from it.
After conducting a survey questionnaire, the researchers will follow the
“Model for College Student-Athlete Academic Success” by Comeaux & Harrison
(2011), this theoretical model is built purposely in predicting the outcome of
student-athletes’ success in the academe.
The answer of the respondents will be categorized into three; Inputs,
Environment, and Outcomes. The ‘Inputs’ will serve as the respondents’ previous
experience, and backgrounds. Under the ‘Environment’ will be the respondents’
experience during the time of which they are involved in athletics. Third will be the
‘Outcomes’ which extends to how they have become after their participation in
sports.
According to Comeaux & Harrison (2011), the model aims to show the
respondents’ motivation and motivational balance between athletics and
academics, as it can be seen in both the initial and final commitments. The model
will determine the academic success of a student based on the student-athletes’
attributes with the effects from their surrounding both academically and socially.
After categorizing and analyzing the respondents’ answers from the survey
the academic success of the individual can be deduced.
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Under the independent variable is the participation in athletics or sport
events of grade 12 student-athletes of Pamantasan ng Lungsod ng Valenzuela;
for these factors are available to be purposely controlled. These are variables are
fixed; therefore, they are independent. The academic performance given that they
both have to balance their time during sport events and class hours is considered
as dependent variable since it will be altered depending on the result of the
independent variable.
INDEPENDENT DEPENDENT
Participation in Athletics Academic
Performance of
Grade 12 Student-
Athletes of
Pamantasan ng
Lungsod ng
Valenzuela
Figure 1.2 The framework of independent and dependent variables in the
research.
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Input Process Output

•The researcher will
The researchers The researchers
identify who are the grade
will use the grade will determine if the
12 students of Pamantasan
12 students who involvement of grade
ng Lungsod ng Valenzuela
are involve in 12 students in
who are involved in
athletics as the athletics will be
athletics.
respondents to beneficial to their
•The researchers will
determine the performance
use survey questionnaire to
effects of academically.
gather data for the study.
participation in
•The data collected by
athletics to their
the researchers will be
academic
analyzed to make a
performance.
conclusion based on the
result of the survey
questionnaire.
Figure 1.3 The framework of concept planning in the research including input,
process, and output presented in research.
The respondents of the study will be the grade 12 student-athletes from
Pamantasan ng Lungsod ng Valenzuela whom the researchers will analyze if
these student-athletes can achieve academic success even if they have to balance
their time in sports and academic activities. In order to test this, the researchers
will conduct a survey using a survey questionnaire given to the respondents to
formulate the conclusion needed. The output is the research paper entitled “The
Effects of Involvement in Athletics to Student Performance of Grade 12 Senior
High School Students of Pamantasan ng Lungsod ng Valenzuela.”
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Statement of the Problem
This paper aims to identify the effects of involvement in athletics to student
performance of grade 12 student-athletes of Pamantasan ng Valenzuela based on
the adapted paper from Grimit (2014).
1. How does student involvement in athletics affect the academic performance
of grade 12 student-athletes of Pamantasan ng Lungsod ng Valenzuela?
2. How do the effects of student involvement in athletics help in achieving the
academic success of grade 12 student-athletes of Pamantasan ng Lungsod
ng Valenzuela?
H1: There is an effect that directly influences the student performance of grade 12
student-athletes of Pamantasan ng Lungsod ng Valenzuela given that these
students participate in sport events.
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Significance of the Study
This research, "The Effects of Involvement on Athletics to Student
Performance of Grade 12 Senior High School Students of Pamantasan ng
Lungsod ng Valenzuela", will be a great contribution to the vast knowledge
concerning those factors that would be considered by Grade 12 Senior High
School student-athletes regarding their experiences, be it advantageous or
disadvantageous, as individuals who balances the improvement of their academic
prowess as well as their athletic capabilities. Vital results of this investigation could
be highly significant and beneficial specifically to the following.
Students. This study will be useful for students, athletic and non-athletic alike, as
it will evoke their awareness regarding the complexity and hardships of student-
athletes lives in the academe. The study will help these students to be
understanding of their athletic peers. Referring to the sample respondents of the
study, particularly Grade 12 Senior High school student-athletes, the study will be
beneficial to them in a manner that they will be educated and made aware of the
implications of being a student-athlete. They will also be able to assess how their
involvement in sports is affecting their academic performance.
Parents and Guardians. The study will be beneficial to the student athlete's
parents and guardians as a form of guide that informs them of the proper needs of
their children. Due to this, parents and guardians will now be able to become better
support groups to help their children be more resourceful and efficient given their
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situation as athletes. Thus, providing them with the appropriate resources to add
to their efficiency and flexibility as students.
Teachers. The study will be of great help to the teachers of the institution. It will
serve as a reference for them to be more effective in teaching, encouraging and
guiding their students to enhance their skills, comfortability, and productivity in
learning and provide better learning techniques to their students. This way,
teachers will be able to understand the small yet inconvenient struggles of student-
athletes, especially in performing their day-to-day tasks in school when in conflict
with their schedules in sports training.
Constituents/Society. Student participation in athletics is a topic often discussed
and studied by people in the society even up to today. Determining if this
involvement is beneficial or not will contribute to the improvement of the student
athlete's academic performance. It is a valuable piece of knowledge as it informs
people of the implications of being active in sports while in the academe.
Future Researchers. The information presented in the study may serve as
reference data in conducting new researches similar to the study as well as testing
the validity of other related findings. This study will give them a background or
overview of the research as well as to guide them in determining the implications
of the athletic participation of students.
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Scope and Delimitation
This study is about the effects of involvement on athletics to student
performance of grade 12 senior high school students of Pamantasan ng Lungsod
ng Valenzuela. This research will be conducted in Pamantasan ng Lungsod ng
Valenzuela, year 2019-2020.
The proponents will be gathering data through survey questionnaires, with
grade 12 senior high school student-athletes of Pamantasan ng Lungsod ng
Valenzuela as respondents. The survey questionnaires will be handed with grade
12 student-athletes with 71 respondents.
The study is only limited to the grade 12 senior high school student-athletes
of Pamatansan ng Lungsod ng Valenzuela which includes different fields of sport;
volleyball, basketball, sepak, table tennis, chess and badminton.
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Definition of Terms
Athletics “Refers to sports played by student athletes at Rowan University during
the 2006-2007 academic year that are accepted by the National Collegiate Athletic
Association” (Lacovone, 2007). This paper incorporated this meaning as the sport
events held during the school year 2019-2020 by student-athletes from grade 12
in Pamantasan ng Lungsod ng Valenzuela.
Academic Experience defined as "experience gained through coursework,
as education or educational experience, or perhaps academic
background instead of academic experience” (Waldby, 2011). In this study,
academic experience is the student’s experiences during his/her studying years
inside the academe.
Academic Performance is defined as “how well a student meets standards set
out by the local government and the institution itself” (Bell, 2018).
Academic Success is being able to meet an institution’s expectations. This may
include being in a better standing and making all the satisfactory progress towards
earning their credentials. Beyond that, academic success may also include the
students themselves. As a student, you also need to identify your own success
goals while in school and work towards achieving them. Once the goals are
successfully achieved, an individual can claim to have achieved academic success
(Academic Success Advice, n.d.).
Behavior is defined as a tool for understanding and managing behaviors in a
school setting. It is an explicit definition that makes it possible for two or more
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disinterested observers to identify the same behavior when observed, even when
it occurs in very different settings (Webster, 2019).
Higher Education is third level education after you leave school. It takes places
at universities and Further Education colleges and normally includes
undergraduate and postgraduate study. Higher education gives you the chance to
study a subject you are interested in and can boost your career prospects and
earning potential (Nidirect, n.d.).
Involvement is “the student's involvement and participation in academic, social,
and extracurricular activities throughout their college career” (Lacovone, 2007).
Sports are “a human activity capable of achieving a result requiring physical
exertion and/or physical skill, which, by its nature and organization, is competitive
and is generally accepted as being a sport.” (Australian Sports Commission, n.d.)
Student-Athletes are “individuals who were enrolled during the 2006-2007
academic year at Rowan University and participated in intercollegiate athletics”
(Lacovone, 2007). In this study, this definition was adapted as individuals who
participated in Intramurals 2019-2020 who are grade 12 students enrolled in
Pamantasan ng Lungsod ng Valenzuela.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
The paper is adapted from a foreign study from Grimit (2014) entitled
“Effects of Student Athletics on Academic Performance”, the paper will be divided
by variables and these variables will be the basis of the related literatures and
studies included in this chapter. This chapter will present the different literature and
studies from the other countries to Philippines that is interconnected to the main
topic of the research paper. This chapter oversees the related works of another
authors that is incorporated by the researchers to support the paper.
Foreign Literature
Sports correlation to Academic Performance
Bartleby Research (n.d.) stated that doing sport activities enhances the
physique and physical capability of student-athletes and this result to a healthy
student who can focus more on his studies and do a lot better in everyday things.
The essay added that sports teach students how to be a team player and maturity
towards success. This leads to a more productive individual that helps in achieving
academic success.
According to Russell (2019), “students who participate in sports are more
likely to be successful during and after their time at school.” This was based on his
claims that athletic activities teach students a wide variety of talents and skill
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applicable not only on the sport chosen by the student-athlete but in academic
activities and in real life. He also added that “sports have a positive impact on all
parts of school life.”
In relation to this paper, these statements provide that a lot of articles from
famous directors and writers claim that sports induce positive effects on a student
not only on a physical aspect, but the mental, emotional, and even rational aspect
of an individual. This variety of aspects are needed in order to achieve academic
success during studying years of a student.
Positive Effects of Sports to a Student-Athlete
In an article from Florida National University (2019), being an athlete helps
a person to be active not only physically but also mentally. Miami Dolphins, a
professional American Football team are not only into sports but also, they are
well- educated individuals. They also mentioned that physically active person is
not only healthier but also it helps the mind or brain to function well. They become
more effective and proficient individuals. But in other cases, some serious and
highly-level athletes can manage their schedules to accomplish all the
requirements for their academic concerns. In contrast to that, there are also
student-athletes that have difficulties in their schedules. Concerning this, involving
in some extracurricular activities can somehow affect academic performances
because of lack of time management and also, they have difficulties in balancing
both commitments they have chosen.
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According to Lacuata (2015), handling studies alone is already tough for
some. As stated in an interview on DZMM, Atty. Sophia San Luis said that she
thinks the first thing she developed since she played basketball ever since she's
young is time management. San Luis knows that she must finish her homework
before 10:00 pm because it is her rest time and have to wake up early too for her
sport. It evidently shows that the student-athletes carry the discipline they have
within their sports to their studies.
Graduation Rate of Student-Athletes
In a news article entitled “Study Shows High School Athletes Perform Better
in School, Persist to Graduation More Than Non-Athletes” by Krings (2014),
despite the stereotype of jocks or student-athletes that do not excel academically,
a study conducted in the University of Kansas argues that participation in athletics
prove to yield positive results academically. According to Lumpkin & Achen (n.d),
student-athletes have a higher percentage of attendance in school, graduation rate
and provide a lower rate of dropping out of school. The said university has a policy
which obliges student who participates in athletics to pass at least five credit hours
per semester, this policy urges students to perform well not only in the field of
sports but also in the academe. Lumpkin has said that having a policy similar to
the aforementioned statement helps students to learn discipline in order to manage
to have such activities, however, the result may vary depending on the
demographics of the state; since the policy was made specifically and authored by
the University of Kansas.
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According to Krings (2014), student participation in athletics provides better
educational results and good morals for the students. However, the support from
the institution is also crucial for the development of the student, providing such
policies that help students to strive academically will oblige students to maintain
excellence in the academic and athletic field.
Negative Behavior of Student-Athlete that Hinders to Academic Success
In an article by Oppenheimer (2015), entitled “Why Student Athletes
Continue to Fail” a narrative about Ohio State’s quarterback, Cardale Jones,
rejection of becoming a pro-athlete and pursuing college grabbed the attention of
many sports fans. It has been stated that in the past, Jones has tweeted about
dismissing the importance of studying due to this many have doubted his sincerity
in his statement of pursuing college first. Although Jones has said that he regrets
his tweet and is currently talking about “#StudentBeforeAthlete.” Despite the
attempts of the National Collegiate Athletic Association (NCAA) to make it clear
that the student-athletes maintain the balance of their academic and athletic
responsibility, there have been claims that being a student does not seem to come
as the primary obligation of student-athletes. As the public views the student-
athletes more as an athlete rather than a student, their athletic performance given
more attention and praise and overshadowing their academic performance.
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There have also been reports of universities, namely the University of North
Carolina and Syracuse who have been accused of committing academic fraud;
offering students a “no show” class to ease their academic burden.
In the aforementioned statement, student-athletes neglecting their
academic responsibilities have alarmed the academe. Incidents like this can affect
the overall performance of a student. As it can be observed in the behavior of
Cardale Jones, a student athlete’s views and opinions regarding their academic
responsibilities may change over time, however the pressure and burden of how
the public views and expects of them still affects them both as a student and as an
athlete.
Local Literature
Misconceptions regarding Student-Athletes
According to Ferrer (2018), student-athletes are inevitably among the more
famous part of the whole student body. As they serve as the representatives of
their respective academe when it comes to sport events, most teachers, students,
and employees tend to adore and support these individuals. But regarding
academics, the common misconception is that student-athletes work less hard
than other students. Among the misconception is that they are given easier tasks
by their teachers and are more focused on sports rather than academics.
Predominantly, the idea is that student-athletes have it easier than other students,
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passing their subjects with less effort compared to those who are not athletes.
Ferrer (2018) argued this to be untrue.
As stated by Ferrer (2018), some people think that student-athletes are
focusing more on their athletic side and putting less effort into their academic
performance but it's only a misconception. Student-athletes are actually
hardworking since they are practicing how to manage their time since they have to
work hard for their studies and also being an athlete. This shows the
misconceptions of being one of student-athlete, but because of the time that
student-athletes stick with their sports, the athletes tend to prioritize things that
they have discovered being a student-athlete.
Asserting that student-athletes are actually amongst the most hardworking
student body because they are able to balance and manage both their academics
and sports training. Relating to the paper, among the queries of the researchers is
the effects of athletic participation to students. The article showed that student-
athletes are more hardworking given that they have responsibilities not only to their
academics but also to the sports they participate in. Therefore, there are higher
chances of developing certain skills such as time management and excellent
prioritization.
Academic and Athletic Conflict
Henson (2013) stated that student-athletes often choose to sacrifice
academic work only to further immerse themselves to athletics. Spending the
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majority of their time training, practicing, and maintaining their bodily strength in
the field or the gym.
Henson (2013) claimed that such students are still not professionals in their
chosen sports, therefore require more time to train and enhance their athletic skills.
A student involved with athletics while studying, therefore, tends to have hardships
in balancing between being a student and an athlete. In turn, the students' grades
may lower. It requires skills and discipline in order to fulfill their obligations and
responsibilities towards both their academics and chosen sports.
Henson (2013) also stated that apart from the tedious training regiments,
another problem of student-athletes are the grades they must maintain. Some
schools set academic passing requirements to their athletes. If the athletes fail to
maintain a passing grade, they lose eligibility to play or participate in any sports-
related event in their school.
This shows that being a student-athlete involves responsibility and being
one also does not give the student a reason to not do well in school, they must
learn to balance both due to the fact that if they neglect their academics, then they,
in turn, will not be allowed to participate in athletics as well. Conflicts between the
factors involved in the students' academic and athletic dispositions are
unavoidable therefore a capable student should know how to handle them well.
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Foreign Studies
Positive Impact of Student Involvement in Sports to Academic Performance
“30 varsity sports participation was a significant positive predictor of college
preparedness and that participation in athletics does not deter students from
academics. Athletic participation led to more parental involvement, which had
positive impact on student performance” (O’Bryan, 2010 as mentioned in
Singleton, 2016). This states that involvement in sport activities by student-athletes
can positively influence their performance during class hours and these
involvements can let parents have more quality time with their children through
watching the games they play.
In relation to the study, this article proves that involvement in athletics can
help students build stronger relations with their parents and this better relationship
can motivate them to do better in their studies.
Participating in an extracurricular activity that includes physical activity
(school sport) results in an increased academic performance and higher-grade
point averages among student-athletes. This was found 14 to be largely due to
positive correlation between participation and increased memory, concentration,
and conscientious classroom behavior (Trudeau and Shepard, 2008 as stated in
Stucko,2018). This means that positive effects are shown by the students who
participate in athletics because this participation can lead to a more participative
behavior during academic activities and school hours.
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Connecting this to the paper, student-athletes who were proven to have a
positive behavior towards academic participation in classes can be considered as
students who have the ones who have increased cognitive skill such as memory,
concentration and conscientious behavior as stated in Trudeau and Shepard
(2008).
Confidence of Student-Athletes
“Student-athletes are more confident than non-athletics students.” (Kohs,
2015). They have greater motivation and determination in terms of achieving their
goals and desires. This would help for their academic performances. In this study,
they also measured the level of confidence of student-athletes and non-athletic
students. The results show that male athlete have a greater level of confidence
that range to 27-45 than non-male athletic students. If they have a greater level of
confidence there is no problem with fulfilling their requirements in academic
concerns.
Based on the research, student athletes were proven to have a better self-
confidence than those students who are not athletic. Comparing to the other results
from different studies, the researchers can say that having more self-confidence
can boost up the skills of a student-athlete so this individual can easily portray what
he wants to say and recite without hesitating on whether it is the right or wrong
answer because a student-athlete has confidence to show up what his opinion is.
Confidence is one of the vital skills needed for a student to graduate.
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Athletic Participation and Academic Achievement
According to a study conducted by Robert F. McCarthy (2014) entitled, "The
Effect of Athletic Participation on the Academic Achievement of High School
Students" which examined the relationship between athletic participation and
academic success on a sample population of 110 athletic participants in high
school for three years (2010-2011, 2011-2012, 2012-2013 school years) and were
compared to those students who did not participate with the sport events for those
years given. It focused on the growth rate, change in grade point average over the
years. On average, the achievement of athletes was significantly higher than that
of non-participants during the first year, but athletes lost some of this advantage
over the course of the study, meaning that they experienced negative growth. Non-
participants did experience positive growth that was statistically significant,
however, the effect size was small, meaning that the practical significance is
minimal. Based on the results of the study, it is difficult to make the argument that
athletics are linked to improved academic achievement. While athletic participation
can still be considered part of the overall education of students with numerous
benefits such as the development of leadership and teamwork skills (McCarthy,
2014, p.2).
Based on the article by Gil (2014) posted in The Guardian News and Media
site states that commitment and right attitude towards your chosen field helps an
individual to maintain stellar quality in participating sports activities and in
academics. According to the research published in the Internal Journal of the
History of Sports (2013 as cited by Gil, 2014) found that having "dual careers"
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build-up motivation for everyday trainings and preparation, stimulates intellectual
athletes and relieved stress. In addition, Stephen Baddeley claimed that those
students who balance their sport schedules and at the same time school
requirements are those who has self-discipline that lend itself to academic focus.
Commitment on Sport
Rothschild-Checroune, Gavelle,Dawson and Karlis (2013) found out that
participating in extracurricular activities such as sports requires time and effort to
be qualified for it. Commitments in this kind of activities negatively affect students
academically. They tend to focus more on practices, training, games, and meetings
than in their academic concerns. By this article, time commitments in sports can
affect the performance of a student academically and cannot able to manage time
because of the concerns of being an athlete.
Perceived Benefits of Sports Club Participation
A study, "Student Involvement Theory: Perceived Benefits of Sports Club
Participation at Rowan University" by Brian L. Stelzer (2012) sought to investigate
how those patterns of involvement affect the attitudes of students towards every
aspect of campus. It also examined the similarities between club sports, varsity
athletics and student government involvement in the university during the
academic year 2011-2012. Several patterns emerged based on the findings. First,
sport club athletes participate in multiple involvement activities. The highest
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involvement recorded based on their study is in physical or competitive activities.
University publications, religious organizations showed less involvement.
Student-Athletes’ Academic Success
According to Comeaux and Harrison (2011), a lot of variables are affecting
student-athletes in different aspects of their lives especially the academic
performance they do during class hours. When a student-athlete enrolls in a
university, that person may have lived experiences already or educational
background that may influence their academic performance even if they still pursue
doing sports. This supports the claim that participating in sport activities can boost
up the engagement of an individual to a more engaging academic performance
and successful academic relationship after graduation. Eitzen (2009) and
Wolverton (2008) as stated in Comeaux and Harrison (2011) expound that a
student-athlete should balance the time and prioritize things effectively in order for
them to participate equally in sports and classes. Amidst the limitations of sport
demands to more active participation during after class hours that relates to
academic works, a student-athlete may show less interaction compared to non-
student-athletes. According to their research, they have suggested that academic
support from the university and the personnel can boost up the motivation of
student-athletes to do better both during class hours and sport events.
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In relation to this paper, these researches showcase factors that may affect
how a student-athlete can be motivated and do more engaging tasks that may
driven up their will to balance their time in sports and classes well.
In contradictory to this, Potuto and O’Hanlon (2007) as stated in Comeaux
and Harrison (2011) analyzed that from the survey from 18 Division 1 athletes in a
university, more student-athletes viewed themselves as an athletic person rather
than studious person. This means that these students may do better in sport and
may show worse performance during school hours for they have lost the interest
to focus equally in studying while doing athletic activities.
Based on a narrative study of Harrison (2004), Division I student-athletes
were encouraged to perform with and equal focus towards a better academic
standing and athletic individuality during their college years. From this, the
researchers can infer that these student-athletes can have a brighter academic
success in the future once they graduated their undergraduate programs.
Common Misconceptions and Stereotype Towards Student-Athletes
Most students often complain that student-athletes are given more
privileges than others. That they get to choose which classes to take first, which
degrees to major in, and can easily get scholarships with the help of their coaches.
(Dowd, 2019).
However, Dowd (2019) discredited this misconception, stating that student-
athletes do this to avoid conflicts with sports practices, training, and competitions.
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Furthermore, Dowd (2019) stated that there is no priority for student-athletes
regarding this issue. Such measures are done so there is no conflict in schedules
of the student-athletes, therefore avoiding disruption to their academic
performance.
In relation to the study, the researchers aim to determine if such conflicts in
schedule do occur, as well as on how it affects the academic performance of the
student-athletes. The article expressed that even though student-athletes are often
misunderstood to be the privileged students, it is not the case. Teachers refrain
from giving student-athletes special treatment so as to not be unfair to other
students.
Academic Support Effects on Student-Athletes’ Performance
Dilley-Knotes, Burnett, and Peak (2010) suggested that the use of different
academic support programs can drastically improve the performance of student-
athletes in terms of academic and extra-curricular activities. They have found out
that female athletes perform better with the use of support programs led by the
administration that ensured their academic standing and their progress towards
academic success. These programs were conducted by the provision of the
department of athletes and it was proven to help the students effectively.
In relation to the study, support programs from the administration can help
the student-athletes to be better in their academic performance even if they are
busy with their sport activities.
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Extracurricular Effects on Academic Achievement
In a study entitled “Secondary School Extracurricular Involvement and
Academic Achievement: A Fixed Effects Approach” by Lipscomb (2006), there
were researches conducted to examine the degree of student participation in
school-sponsored clubs and sports accounts for economic investment. It was also
determined in the study if there is a continuing effect of these participants in the
way a student learns and performs in the academe.
According to the findings of the study, students who were involved in
athletics had a 2% increase in their test scores in math and science, and students
who participated in clubs had a 1% increase in their test scores in math. Overall
there is a 5% increase in the Bachelor’s degree attainment expectations of
students who participated in either athletics or school-sponsored clubs.
According to Lipscomb (2006), participation in extracurricular activities like
sports, has a long-term effect on a student’s academic performance. As it can be
observed in their conclusion that there is a 5% increase in the Bachelor’s degree
attainment expectation, thus proving that participation in athletics is beneficial to a
student.
Racial Differences in Environmental Predictors of Academic Achievement
Comeaux and Harrison (2007) stated in their study concerning Black and
White American student-athletes that racial belonging has direct effect on their
academic performance. They have found out that the contact and interaction
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between the two races and their communication to their specific coaches and
faculty has some varying extent that may hinder their effectivity to study while
doing sports. These faculty members have shown biased behavior to one of the
races that made the other students feel uncomfortable to speak to their members.
Relating this study to the paper, student involvement and the attitude from
the faculty members or their Physical Education instructors can affect their student
performance during classes and sport activities. This may lead to either better
performance if the faculty treat them equally or poor performance due to external
negative factors that affect their motivation and attitude.
Stress of College Student-Athletes and Non-Athletes
According to Wilson & Pritchard (2005), any student can experience stress,
however, student-athletes may experience a higher level of stress due to
requirements from both the academe and their responsibilities as a student-
athlete. Despite the fact that involvement in sports can help relieve stress, it still
becomes another cause of stress for students. Students involved in these activities
come up against circumstances that cause stress which are not experienced by
regular students. These being the immense number of hours in practice, loss of
fame or their ‘star status’, injuries gained from the game, and conflicts with their
fellow players and/or coaches.
In terms of academic stress, results have varied for there are some students
who feel stress due to missed classes however some students are just as stressed
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as their fellow schoolmates. It can also be observed that the environment and the
circumstance that the students are in, add as a factor to the pressure they are
feeling. As stated in the study students who are enrolled in a scholarship program
undergo more pressure compared to the students who are studying in a private
institution, as they student-athletes enrolled in scholarships are expected to do
better in their field.
As observed in the statements of Wilson & Pritchard (2005), students who
are involved in sports experience pressure and certain conditions which makes
studying difficult for them. However, according to the study, these conditions are
not a drawback for the students, as there were no reports of problems more than
their non-athletic peers. This being said participation in athletics can be stressful
for students, but does not limit their capabilities and potentials as a student.
Athletic, Academic and Social Experiences of Student-Athletes
Miller and Kerr (2002) found out that the student-athletes from Canada have
three central spheres that affects their lives of being both as student and a sports
athlete. These were described as athletic, academic and social sphere. These
spheres are considered as competitive to each other for they require both the time
and balance of priority of the students. The importance of these spheres varies
from time to time from enrollment of a student-athlete until his graduation.
In accordance to this study, there exists a third sphere that the student-
athletes must prioritize in order to survive their academic years, the social sphere.
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These student-athletes need connections and communication both on his
classmates and his fellow student-athletes which is very vital because every
person need other person for variety of reasons. Balance and knowing what to
prioritize over changing periods of time can help achieve the better academic
success after their graduation.
Local Studies
Varsity Players’ Student Performance
Manalo and Dela Cruz (2000) examined the factors that affect the
performance of student-athletes from Technological Institute of the Philippines and
it showed that the demographics such as age, gender, program, university they
are from, their length of stay from the team, and the profile of the coach, the age,
civil status, highest educational attainment and length of coaching can affect the
athletic performance of the students. They have found out that these factors can
directly affect the student-athletes’ performance during classes and athletic
activities given that these vary depending on each of the athletes.
This means that students’ involvement during sport activities and being a
varsity player of a university can be a positive or negative factor that influence their
performance during class hours. These factors can affect their academic success
in the future depending on the demographics given that varies among each
student.
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Uyan (2017) developed a paper entitled “A Study between Sports
Participation and Academic Performance” conducted in Davao, Philippines and
found out that after giving 50 questionnaires asking for the number of hours the
respondent spend who participates in sport events and their corresponding
average mark, it showed that there is a positive correlation between involvement
in sport activities and academic success of students from Davao Oriental Regional
Science High School. Even though the result after using the Pearson
Correlation/Covariance Analysis is weak (0.1536), it still remained true that the
effect of student participation in sport activities enhances the academic success of
the students.
Student-Athletes
Student athletes are fortunate to avail scholarship to play for the school and
study for free. Scholarships are typically the primary opportunity given to the
student-athlete. Typically, student-athletes should be motivated by both
academics and game performance, and they have to set their goals to achieve
good performance in both academics and their field of sports (Del Rosario, 2013
as stated in San Miguel, 2019).
According to the study of San Miguel (2019), student-athletes from
Batangas State University JPLPC-Malvar using correlation method in analyzing
the data, there is a significant relationship between demographics of a student-
athlete and being motivated in participating in sports.
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Relating to this paper, if a student-athlete can be motivated through
demographics in sport, then this motivation can linger into that student to pursue
studying because that individual is influenced to work harder towards a goal that
student wants to achieve.
Sports Participation of Different Universities in the Philippines
According to Ignacio Ron., Ignacio Rod., and Buot (2017), many people
have issues about sport participation. Some individual says that athletes can
perform well in academic concerns because they are trained enough to have
greater motivation, determination, and confidence. But in some cases, athletes
cannot excel academically because of time management. They also mentioned
that the school should consider the academic and training schedules of the
students-athletes for them to function well in both commitments they chose. In their
training, they were able to enhance their physical aspects and fitness but they are
also able to mold their behavior and other internal concerns of students that will
help them with academic concerns.
Based on the study by Ignacio Ron, Ignacio Rod., and Buot (2017), there is
a significant relationship between students’ participation in sports and their
success academically. “Sports participation improved athletes’ perceptions on
academic excellence, mental processes and becoming more logical and patient”
(Ignacio Ron, Ignacio Rod., and Buot, 2017). This means that involvement in
sports is not a hindrance for studying, on contrary, sports can help a student to
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achieve better positive skills that they can apply to activities that relates to
academic performance.
Benefits of Sports Participation
According to Montecalbo, Rudolfo III and Buot (2017) on their study,
"Academic Achievement as Influenced by Sports Participation in Selected
Universities in the Philippines" it was examined that the relationship between
sports involvement and academic success of the sample population of 36
randomly selected collegiate athletes that participated in National State Colleges
and Universities Athletic Association Competition. The result showed that sports
participation and academic success linked together. Being involved in sports
developed and build-up self-discipline, mental/cognitive development and class
participation in school. It also influences the memory of the students, concentration
towards lessons, increases learning efficiency, attain higher school grade and
achieve a degree of academic success. (Montelcalbo-Ignacio et.al, 2017)
With the same response on the study proposed by Dalaguit (2019) which
presents the result that, most of the respondents agreed that being involved in
sports and athletics helped them to improve better time management skills and
helped them to identify their life skills and determine their career path being
motivated to attend classes. Other respondents agreed to choose to compete and
agreed that academic support services helped them to succeed. The General Point
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Average of the respondents ranges from 1.0 to 2.0 which motivates them to
complete their degree and persistence to graduation.
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Synthesis
Student-athletes according to Sydney Story (2016) are defined as someone
who puts much effort in participating in sport activities while being a student who
complies with the requirements to graduate. These are students who participate in
sports are more likely to be successful during and after their time at school”
(Russell, 2019). Participation in athletics according to Florida National University
(2019) enhances a student-athlete’s different aspects of life such as physical,
mental, emotional and rationality. This was supported by Krings (2014) by saying
that sport provides educational results and good morality to students.
On contrary, Oppheimer (2015) found out that participating in sports while
studying is a major cause of distraction for academic success. Based on the
research provided, sports become the priority of students over complying with what
is required to pass academics. Ferrer (2018) supported that common
misconceptions about athletes states that these individuals work less hard than
the students who do not involve themselves on sport activities. As mentioned in
the article of Henson (2013), student-athletes are not professionals, therefore they
require more time and training to enhance their skills and this may consume their
time of studying. This balancing of time puts the student-athletes into higher level
of stress according to the study of Wilson and Pritchard (2005). These students
may skip classes because their sports may require training time that will consume
class hours so this causes more pressure to student-athletes compared to those
who are not.
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In the Philippines, Technological Institute of the University varsity players
were tested and based on the results, demographics affected the academic
performance of the student-athletes. Involvement in sports can influence a student
both positively and negatively (Manalo and Dela Cruz, 2000). Uyan (2017) found
out that students from Davao Oriental Regional Science High School have a weak
positive effect in involvement in sports to their academic performance with 0.1536
through Pearson Correlation Analysis. Based on San Miguel (2019), student-
athletes from Batangas State University showed motivated behavior after involving
themselves with sports compared to non-athletic students.
Connecting this to the paper, the studies and literatures presented varying
results of involvement in athletics to academic performance of different athletes in
universities. Weighing every study given, the results have shown that the positive
effects outweigh the negative effects of participation in sports. The students have
been analyzed that resulted to motivated behavior and better qualities and aspects
towards academic success.
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Chapter III
RESEARCH DESIGN AND METHODOLOGY
This chapter oversees the step-by-step methods and process the
researchers have to follow in order to proceed efficiently to the next chapter. The
method was chosen and carefully designed so that it fits the area of inquiry. The
chapter includes the research design the researchers used in the study, the
participants and how these participants were chosen, the setting where the study
was conducted, the instrumentation, and the data gathering process. The research
design was based on the whole quantitative type of the research, the
instrumentation was described as the most effective way of getting the needed
data, the step-by-step process of collecting the data, and how the paper will be
properly utilized and made.
Research Design
This study, "The Effects of Involvement on Athletics to Student Performance
of Grade 12 Senior High School Students of Pamantasan ng Lungsod ng
Valenzuela" uses a quantitative descriptive research design. A descriptive
research is governed by the following rules. (1) subjects are generally measured
once. (2) establish an association between variables; and (3) may include a
sample population of subjects to ensure that a valid estimate of the relationship
between variables has been obtained (USC Libraries, 2019). Subjects or the
sample population for this study are Grade 12 student-athletes and the
researchers will measure if there is a significant relationship between being
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involved in sports with their academic achievement. Vital results of this study may
help the researchers to come up with a conclusion for the involvement in athletics
that may bring positive or negative effects in their academic performance in school.
Research Locale
The study will be conducted at Pamantasan ng Lungsod ng Valenzuela,
located in Poblacion II, Malinta, Valenzuela City, Philippines. This institution is a
state-owned public-school hosting senior high school and college students. The
university is under the jurisdiction of the city government of Valenzuela and was
established on June 5, 2002. The school offers five academic tracks for Senior
High school students, namely General Academic Strand (GAS), Humanities and
Social Sciences (HUMSS), Science, Technology, Engineering, and Mathematics
(STEM), Accountancy, Business and Management (ABM), and Arts and Design.
The university also offers over nineteen (19) courses for college students.
The respondents of the study will be given questionnaires while within the
vicinity of the university. The researchers chose to conduct the study in the said
place due to the convenience it provides. Also, as the query is centered on the
effects of student involvement in athletics, Pamantasan ng Lungsod ng Valenzuela
will be a suitable locale for the study.
The university was built under the supervision of Mayor Jose Emmanuel L.
Carlos. Its mission is to provide the citizens of Valenzuela an efficient and effective
institution of higher learning that will make them skillful, productive, competent,
competitive, civic-minded, and God-loving toward a peaceful, healthy and
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progressive city of Valenzuela. And its vision is to be a dynamic center for the
development of competent and competitive human resource as a foundation for
growth and advancement of the City of Valenzuela. These PLV students are
efficient for the researchers' study. Their characteristics and capability are
appropriate for being the researchers' respondents.
Respondents
The respondents in this study is the whole population of student-athletes
from grade 12 students in Pamantasan ng Lungsod ng Valenzuela. These 70
student athletes are the athletes who participated in the intramural events in school
year 2019-2020. The researchers chose these 70 respondents as they will be the
main beneficiaries of this paper when the statement of the problem is answered by
the analysis of the data gathered in next chapters. The adapted study from Grimit
(2014) has a total number of 70 respondent given survey questionnaire but the 3
were not available for use because it lacked the needed information. 67
respondents are close to the 71 respondents in this study so the parameters of
these studies are very alike.
Sample and Sampling Technique
The researchers will use purposive sampling technique to gather
information through survey questionnaires among 71 Grade 12 senior high school
student-athletes from different fields of sport (volleyball, basketball, sepak, table
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tennis, chess and badminton) in Pamantasan ng Lungsod ng Valenzuela. The
researchers give the survey questionnaires to 23 volleyball athletes, 24 basketball
athletes, 3 sepak athletes, 8 table tennis athletes, 5 chess athletes and 8
badminton athletes with a total of 71 Grade 12 student-athletes of Pamantasan ng
Lungsod ng Valenzuela. The sampling technique that will be used in this study is
purposive sampling wherein the sample selected is based on the population of
grade 12 senior high school student-athletes from different fields of sport
(volleyball, basketball, sepak, table tennis, chess, and badminton). The
proponents will use this sampling technique to determine the effects of involvement
on athletics to student performance of Grade 12 senior high school students of
Pamantasan ng Lungsod ng Valenzuela.
Instrumentation
Salkind (2010) defined research instrumentation as tools or means that is
used to measure variables or items of interest in the data-collection process.
Instrumentation is the way of collecting the needed data from the respondents
which will serve as the feasibility of the research. In the book Advanced Research
Instrumentation and Facilities (2006), instrumentation is defined as a tool that
enables the researchers to discover new learnings and make the production of
knowledge more efficient.
The method that the researchers use as the instrument is survey method
through getting the general weighted mean from the Likert Scale the respondents
will answer based on the statement of the problems in given questionnaires.
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Survey method is defined as “questioning individuals on a topic or topics and then
describing their responses” (Jackson, 2011). The members of the sample who are
answering the questionnaire will remain anonymous from the readers of the paper
not until they write their names in the survey questionnaire themselves. The large
amount of data that will be analyzed by the researchers will describe how the
respondents answer through rating the statements in Strongly Agree (4), Agree
(3), Disagree (2), and Strongly Disagree (1) and the results will be computed
through general weighted mean.
𝑁−1
Range =
𝑁
Where:
N – the highest rate
1 - constant
4-1
4
Interval = 0.75
Figure 2 Formula in computing the range and interval.
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Table 1
The Interpretation Ranges based on the Scale Provided in the Respondent’s
Answers
SCALE RANGE
1 (Strongly Disagree) 1.00-1.75
2 (Disagree) 1.76-2.50
3 (Agree) 2.51-3.25
4 (Strongly Agree) 3.26-4.00
The research questionnaire that will be used by the researchers will be an
adapted research questionnaire from Grimit (2014) wherein it is a mix of Likert
Scale set of questions and three questions that require direct answer from the
respondent.
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Statistical Method to be Used
In analyzing the data, the researchers used the following formulae to show the
relations of the sample to the whole population of respondents. This statistical
method will be used to identify the verbal interpretation of each question
answered by the respondents in the Likert’s Scale.
∑(𝑋𝑖 × 𝑊𝑖)
Weighted Mean =
∑ 𝑊𝑖
Where:
∑ = Summation
Xi = Value
Wi = Weight
𝑊𝑀2 + 𝑊𝑀2 + ⋯ + 𝑊𝑀𝑛

General Weighted Mean =
𝑛
Where:
WM – Weighted Mean
n – number of factors / statements
Figure 3 Formula in computing Weighted Mean and General Weighted Mean
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Table 2.1
Verbal Interpretation based on the achieved General Weighted Means of
each Likert Item in the Data
GENERAL WEIGHTED MEAN VERBAL INTERPRETATION
1.00-1.75 Strongly Disagree

1.76-2.50 Disagree
2.51-3.25 Agree
3.26-4.00 Strongly Agree
In this study the researchers will be using Pearson’s correlation coefficient as
the statistical treatment of the research paper. In measuring the association of two
continuous variables and calculating the strength of the relationship between two
variables, Pearson’s correlation coefficient is the most appropriate statistical
treatment to use (Haug, n.d.). Pearson’s correlation coefficient will be used to
measure the strength of the relationship of the variables, which in this case will be
the respondent’s General Weighted Average, the time consumed for their athletic
training, and the time they allot for academic related activities. In order to produce
a coefficient value which determines the strength of the variables a formula must
be followed.
The first step of performing this statistical treatment is to create a table:
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Table 2.2
Pearson’s Correlation Coefficient Formula
Training
GWA (X) XY X2 Y2
Time (Y)
The given X and Y will be substituted by the total number of values from the
answers of the respondents in the questions 1 and 2. These values will be
multiplied to each other to get the value of XY. The value of X will be squared and
so is the value of Y to get the value needed for X2 and Y2 respectively.
The variable values based on the answer of the respondents in questions 2
and 3 will be multiplied in order to fill in the table, once the table has been filled,
the sum of the values will be placed on the most bottom part of the table where
the “total” is located.
The values will then be substituted in this formula to get the relationship of
two questions based on the Pearson’s Correlation coefficient.
𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)

r=
√[ 𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 −(∑ 𝑦)2
Where:
N = General Weighted Average
Σxy = sum of the product of Training and Academic Time
Σx = Sum of Training time
Σy = Sum of Academic Time
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Σx² = Sum of squared Training Time
Σy² = sum of squared Academic Time

Figure 4 Formula in computing the Pearson Correlation Analysis
After completing the formula, the result will be the coefficient value. The
relationship between the variables will be deemed positive if the coefficient value
is positive. The relationship will be deemed negative if the value of the coefficient
is negative.
Table 2.3
The Pearson Correlation Coefficient Table
Strength of
Positive Negative
Association
Small 0.1 to 0.3 -0.1 to -0.3
Medium 0.3 to 0.5 -0.3 to -0.5
Large 0.5 to 1.0 -0.5 to -1.0
52 | P a g e
Data Gathering Procedure
Format survey questions from the adapted research of Grimit (2014)

entitled “Effects of Student Athletics on Academic Performance.”
Gathering the total population of grade12 student-athletes who

participated in the Intramurals activities in school year 2019-2020.
Submitting the research questionnaire to the statistician to revise and

suggest changes in accordance to the study and its respondents.
The researchers will then proceed to data gathering via survey

questionnaire method with a set of identification questions and Likert
Scale.
The researchers will analyze the answers given through Pearson

Correlation method and General Weighted Mean.
Discussion, Conclusion and Recommendation.
53 | P a g e
The researchers will gather information from the athletes of Grade 12 senior
high school students of Pamantasan ng Lungsod ng Valenzuela to answer the
survey questionnaire about “The Effects of Involvement on Athletics to Student
Performance of Grade 12 Senior High School Students of Pamantasan ng
Lungsod ng Valenzuela.”
The researchers will first identify who among the Grade 12 students of
Pamantasan ng Lungsod ng Valenzuela are athletes. After then, the survey
questionnaire will be handed to the identified respondents. The survey
questionnaire will be handed to the respondents in their break or free time. After
collecting the data necessary for the essence of this research, the researchers will
tally the information extracted from the totality of answers the survey questionnaire
has provided.
The answer supplied by the group of individuals involved in the data
gathering are then analyzed and finalized for the formulation of the results and
conclusions.
54 | P a g e
Name(optional): __________________________ Designation (Sport): _________________
Strand and Section: _______________________
The researchers of HUMSS 12-1 is conducting a study entitled “The Effects of Involvement
in Athletics to Student Performance of Grade 12 Senior High School Students of Pamantasan ng
Lungsod ng Valenzuela” adapted from Grimit’s (2014) “Effects of Student Athletics on Academic
Performance.” The researchers wanted to prove that there are positive effects in involvement with
sport activities to academic performance of the student-athletes of grade 12 in PLV. This survey
questionnaire will serve as the data for the researchers to analyze through correlation analysis
and general weighted mean. The questions are adapted from the survey questionnaires from the
given research.
Directions: Please fill up the necessary information required in the questions provided.
1. What is your general weighted average during first semester of being a grade 12 student
in Pamantasan ng Lungsod ng Valenzuela? __________________
2. In average, how many hours do you usually spend on training for athletics? ____________
3. In average, how many hours do you spend for studying (doing academic activities,
reviewing, homeworks, etc.) _______________
Directions: Put a check mark (/) on the scale provided and state some explanations why you
chose the particular answer. 1 (Strongly Disagree) 2 (Disagree) 3 (Agree) 4 (Strongly Agree)
Strongly Strongly
Statements Disagree Agree
Disagree Agree
1. Athletics helped me develop better
time management skills.
2. My grades are better because I am a
student and athlete at the same time.
3. If studies proved without a doubt that
athletics negatively affected
academics, would you still choose to
compete at the collegiate level?
4. The academe support services has
helped me succeeding academically.
55 | P a g e
5. I have attended the Association of

College and Universities event during
grade 11. (Agree for Yes, Disagree for
No)
6. (If you answered yes in number 5) I
think that attending ALCU is beneficial
for me as a student and as an athlete.
7. (If you answered no in number 5) I am
interested in attending such events to
enhance my athletic abilities.
8. Athletics helped me to boost up my
motivation to attend classes or school
hours.
9. My athletic involvement is a great
decision and it helped me with my
performance during school hours.
10. I believe that involvement in sports
has made my Senior High School life
easier and more enjoyable.
11. I believe that the positive benefits and
effects of my involvement in sports
exceed any negatives.
12. My involvement with sport events
encouraged and motivated me to
complete my studies and pursue my
goal towards graduation.
56 | P a g e

The Effects of Involvement in Athletics

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The Effects of Involvement in Athletics

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PAMANTASAN NG LUNGSOD NG VALENZUELA

Maysan Road corner Tongco Street, Maysan, Valenzuela City

THE EFFECTS OF INVOLVEMENT IN ATHLETICS TO STUDENT

A Research Presented to the Faculty of Senior High School Department in

In Partial Fulfillment of the Requirements

DEL MUNDO, MICAELLA

2.1 Verbal Interpretation based on the achieved General 50

Weighted Means of each Likert Item in the Data

2.2 Pearson’s Correlation Coefficient Formula 51

2.3 The Pearson Correlation Coefficient Table 52

Eddie Comeaux and Carlton Keith Harrison (2011) with an

adaptation of Theory of Involvement from Astin (1984)

1.2 The framework of independent and dependent variables in the research 11

1.3 The framework of concept planning in the research including input, 12

process, and output presented in research.

2 Formula in computing the range and interval. 47

3 Formula in computing Weighted Mean and General Weighted Mean 49

4 Formula in computing the Pearson Correlation Analysis 52

THE PROBLEM AND ITS BACKGROUND

This paper is an adapted study from Grimit (2014) entitled “Effects of

Student Athletics on Academic Performance” from South Dakota State University.

examine the effects of involvement in athletics at the collegiate level at South

Dakota State University. This paper seeks to determine if participation in collegiate

athletics is beneficial to a person or if its disadvantages outweigh the advantages.

Sixty-seven student-athletes completed a survey during October of 2013 to

study found that participation in athletics is extremely beneficial. These athletes

performed better in the classroom, developed impressive time management skills,

experienced a smoother transition into the college lifestyle (Grimit, 2014).

Uyan (2017) developed a paper entitled “A Study between Sports

Participation and Academic Performance” conducted in Davao, Philippines and

respondent spend who participates in sport events and their corresponding

average mark, it showed that there is a positive correlation between involvement

Correlation/Covariance Analysis is weak (0.1536), it still remained true that the

effect of student participation in sport activities enhances the academic success of

Philippines and Miriam High School.

demographics of the students. This shows that there is a major relationship

between the well-being of being a student-athlete and good academic performance

were conducted proving the relationship between student-athletes and their

chances of academic success in the time of graduation. Lacovone (2007)

mentioned in his study that student-athletes have a major issue regarding

balancing the time for studying and participating in co-curricular activities.

studies regarding the academic success of student-athletes during their studying

Association (NCAA) were on watch on how student-athletes experience the

success of student-athletes who study while doing sports.

Using the national sample from the Cooperative Institutional Research

satisfaction and the overall college experience, motivation to complete degree,

bachelor’s degree completion, and persistence in college (Pascarella,

Truckenmiller, Nora and Terenzin (1999) as mentioned in Grimit (2014)). This

pursue collegiate life.

mentioned that student-athletes from the University of South Alabama experience

mean scores on the measure of social support, significant levels of alcohol

problems, and depression. These symptoms may lead to poor academic

symptoms than non-athletes in the mentioned university.

Maloney and McCornick (1993) as mentioned in Grimit (2014) found out

are not into sports.

suggesting if the effects of being a student-athlete directly affects the performance

specifically identify the results of being a member of co-curricular activity affecting

the academic success of a student-athlete. Despite the prior observation of the

conceptual framework provided by Astin (1984), and Comeaux and Harrison

Alexander Astin's Student Involvement Theory (1984) explains the

participation of a student in a classroom set-up as well as involvement in activities

may achieve for institutions of higher education in connection to how a student

develop of being involved in co-curricular activities. This involvement takes many

forms such as absorption in academic loads of work or requirements, participation