EFFECTS OF BEING A STUDENT ATHLETE IN THE ACADEMIC PERFORMANCE

AND CAREER DIRECTION OF JUNIOR AND SENIOR HIGH SCHOOL STUDENTS

IN OLONGAPO CITY

A Research Paper
In partial fulfillment
Of the requirements for the subject
Inquiries, Investigations, and Immersion

Presented to the Senior High School Department

Little Angel Study Center
Olongapo City

By

BELTRAN, LESLIE JULES

CAASI, CYDRICK
MALLARI, JANN CEDRYC
OCON, CAMILO
AUSTERO, JUNNEL PHILIP
ECLARIN, JAN NOAH
FIEL, GLENN DAVID

2019
 ACKNOWLEDGEMENTS

The researchers would like to thank first, our one and only protector, God .That gave us strength
in everyday and help us to provide a dedication to do this study. Second, to our subject teacher
Mr. Ruzzel Brian Mallari for his hardship and effort to teach and guide us. This research would
not be possible without him.

General Academic Stand 2 would like to thank Olongapo City Student-athletes who participated
in the research that we conducted. We would also like to thank Little Angel Study Center for the
everlasting support.

Also to our school director Mrs.Carol Wealth G. Dy, to our school principal Mr.Amadeo M.
Limpin, to our Senior High school Coordinator Dr. Allan Emnas. Special thanks to Ms. Diana F.
Lugtu for moral support and for giving advice and guiding us to finish this research.

To anyone who helped us. we would like to express our deepest gratitudes.
 Table of Contents

Chapter I.......................................................................................................................................... 4
Introduction ................................................................................................................................. 4
Background of the Study ......................................................................................................... 4
Research Objectives ................................................................................................................ 5
Significance of the study ......................................................................................................... 5
CHAPTER II................................................................................................................................... 6
Review of Related Literature ...................................................................................................... 6
CHAPTER III ................................................................................................................................. 8
Data and Methodology ................................................................................................................ 8
CHAPTER IV ................................................................................................................................. 9
Study Findings ............................................................................................................................ 9
CHAPTER V ................................................................................................................................ 18
Conclusion and Recommendations ........................................................................................... 18
REFERENCES ............................................................................................................................. 19

LIST OF TABLES

Table 1- Grade Level ...................................................................................................................... 9

Table 2- Sex .................................................................................................................................. 10
Table 3- Age ................................................................................................................................. 10
Table 4- Sports .............................................................................................................................. 11
Table 5- Enjoyed being a student athlete ...................................................................................... 11
Table 6- Failed a subject ............................................................................................................... 12
Table 7- Effects of Athletic Involvement ..................................................................................... 12
Table 8- Level of Competitions .................................................................................................... 13
Table 9- Benefits from sports ....................................................................................................... 14
Table 10- Athletics/sports on motivation to attend classes ........................................................... 14
Table 11- Grades if they were not a student athlete...................................................................... 15
Table 12- Effect of athletic background on entering college ........................................................ 15
Table 13- Continuing to be a student athlete in college................................................................ 16
Table 14- Considering a sports career after college...................................................................... 16
Table 15- Course planning to take in College .............................................................................. 17
 Chapter I
Introduction

Background of the Study

Being a student-athlete is one of the key to enter colleges and universities. Privileged and non-
privileged students can become a student-athlete. It is where they uses their chosen sports to
fulfill their needs as a student. According to National Collegiate Athletic Association (NCAA
2013) they described student-athlete as an individual who is an amateur competing in an
intercollegiate sport primarily due to their educational motivations as well as their expected
physical, mental, and social benefits from participation.
A student-athlete may have different benefits by joining in different competitions and school
activities. One good example of it is that they are able to see the beauty of different places they
travel in. Another is that, they were being trained by professionals without paying anything to
become a good athlete. Coaching athletes does not only focus on acquiring skills but also
discipline, hard-work and dedication.
One of the issues that student-athlete encounter is stereotyping. They say that when you become
a student-athlete, you will not prioritize your academics and just focus on sports. In result, many
teachers give a failing grade to student-athlete. University presidents and college coaches have
battled over the academic requirements necessary to receive athletic scholarships, eligibility
requirements, and even the advising of student athletes (Zani, 1991) that is why student-athletes
can’t compete in out of school competitions with a failing grades.
According to Ferris & Finster, 2004; Gaston-Gayles, 2005, it is possible that athletic
communities in high schools have developed a negative reputation with respect to academic
performance. While a number of researchers studied athletic participation and academic
performance in college, few studies addressed the relationship between academics and athletic
participation at the high school level. Similarly, these studies have 2 focused on the comparison
of non-athletes to athletes; with respect to a variety of dependent variables Yiannakis and
Melnick (2001).
Research Objectives

This research paper aims to:

1. Know how student athletes let sports affect their school performance.
2. Know how studying and training for their respective sports affect their career direction.
3. Examine the effects of the involvement in athletics at the Junior and Senior high school level
in Olongapo City

Answering these research questions increased the understanding of the relationship between
academic performance, athletic participation and future career directions of Student Athletes

Significance of the study

The purpose of this experiment was to examine the effects of sports to the student-athletes of
Junior and Senior High School Students of Olongapo City S.Y. 2018-2019. This research will
benefit not only the school but also the future student-athlete to cater their needs and necessities.
This research study is important because we aim to know how they benefit from competing
while studying and if they’ll continue being a student athlete in the Collegiate level. The paper
also intended to know the experiences of the athletes throughout their journey so that we can
share to aspiring student-athlete their experiences and dedication to fulfil their duties as a student
despite being an athlete. The practice of being a dependable and responsible athlete and the
wellness benefit the student to have their physical, mental and emotional health developed and
maintained.
 CHAPTER II
Review of Related Literature
Student-athlete dreams of becoming a professional of their chosen sports. Majority of them strive
hard to fulfill their dreams. A research entitled “The Effects of Participation in Athletics on
Academic Performance among High School Sophomores and Juniors” by Sitkowski 2008, it was
found that athletic participation had a positive impact on academic performance. Participation in
sports and related physical education activities “provide opportunities for students to learn the
values of teamwork…and the opportunity to apply academic skills in other arenas as part of a
well-rounded education” (NHSAW, p. 9). These players do, however, essentially leave high
school early in order to concentrate solely on their sporting future.
The hours of practice and preparation for game day undoubtedly take athletes away from their
studies. Maloney and McCormick (1993) conducted a study at Clemson University of 595
student athletes in determination of finding the effect of athletics on academic success. They
found that academically, athletes do three-tenths of a grade point worse than regular students in
three out of 10 classes. They also discovered athletes in revenue sports are lagging behind their
peers. Athletes in football and basketball do one-tenth of a grade point worse than their fellow
student athletes (Maloney & McCormick, 1993). Concerns for revenue sports are extreme with
suggestions that these major sports do not allow time for their athletes to be students. Some
people are even voicing their opinion that these athletes are employees of the athletic department
(Feezell, 2001).
Grimit 2014 mentioned in her study that participation in athletics is extremely beneficial and
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.

1. It was found that athletic participation had a positive impact on academic performance.
(Sitkowski 2008).
2. Taras (2005) conducted a review of studies on younger students and the effect that physical
activity had on school performance (Taras). The research review conducted by the author
demonstrated that there may be some short-term improvements due to physical activity,
specifically with respect to concentration, but there is no well substantiated long-term
improvement of academic achievement as a result of more vigorous physical activity (Taras).
3. A study by Pascarella, Bohr, Nora, and Terenzini (1995) found that athletes are indeed
suffering in the classroom and in cognitive knowledge compared to their peers.
4. The hours of practice and preparation for game day undoubtedly take athletes away from their
studies. (Grimit 2014)
5. Burns et al (2013) revealed that student-athletes who believed academic support systems were
helpful and attended CHAMPS events felt more confident in their career direction and life skills.

In conclusion, many authors stated that student-athlete benefit many things like scholarship,
house lodging and free travels, although many proved that being a student-athlete can take away
academic responsibilities. Teachers and Instructors are furious on giving grades and cannot
decide whether to give a failing grades to those student-athlete who gives honor to their beloved
school or universities.
 CHAPTER III
Data and Methodology

Data
The study was conducted in different places in Olongapo City mostly in schools where we meet
up with the eligible respondents. Respondents are Student-Athletes who competed in district
competitions such as OCPRISAA and City meet. Respondents who attended in Regionals
competition like CLARAA are also qualified. The Researchers also chose Student-Athletes who
attended national competitions such as MILO Olympics and Palarong Pambansa. Our targeted
respondents are Senior and Junior High School students. The Researchers made our
questionnaires base on the experiences of Students-Athletes, effects of athletics in their
academics and the potential effects of athletics and sports in their future career direction. In some
cases we elaborated some of the survey questions that the respondents have difficulty in
understanding it. After we completed the survey we encoded the data using Microsoft Excel and
PSPP statistics.

Measures
The research was assessed by using the survey questions made by the researchers. Our survey
questions focused on the experiences of respondents such as if they failed a subject while being a
student athlete and if they enjoy being a student athlete. We also asked the level of competitions
they competed. It ranges from district level, regional, national and international level. We also
listed the benefits they received from sports such as time management, being comfortable with
the uncomfortable (ex. Introverts learned how to socialize after being athlete). Community and
family (teammates, coaches) ,life skills such as improvement in physical, mental, emotional and
spiritual aspects of their life. We also examine if athletics affect their grades and motivation to
attend classes and if it also affects their career direction.

Methods of Analysis
The researchers will analyze the data and variables by using the descriptive statistics specifically
the descriptive frequencies to see the categorized results in the different variables.
 CHAPTER IV
Study Findings

A.The following graphs shows the background profile of our corresponding respondents

Table 1- Grade Level

grade 12 26.67

grade 11 6.67

grade 10 36.67

grade 9 16.67

grade 8 13.33

0 5 10 15 20 25 30 35 40

The graph shows the grade level and the number of student-Athlete as the reasearch participants.
Grade 10 has the most participants that covers 36.67% of the total respondents.
 Table 2- Sex

female 43.33

male 56.67

0 10 20 30 40 50 60

This shows that respondent’s sex frequency. 56.67% of the respondents and the rest 43.33% is
females.

Table 3- Age

18 16.67

17 10

16 30

15 26.67

14 13.33

13 3.33

0 5 10 15 20 25 30 35

The respondent’s age ranges from 13 to 18. Most of our respondents are 16 years old that covers
30%.
 Table 4- Sports

Others 36.67

Futsal 13.33

Football 16.67

Taekwondo 6.67

Swimming 10

Volleyball 26.67

basketball 23.33

0 5 10 15 20 25 30 35 40

This graphs shows the corresponding sports that our respondents played and competed at.
26.67% plays volleyball and 23.33% plays basketball. The least would be taekwondo with only
6.67%.

B. The following tables will show the student athlete’s experience

Table 5- Enjoyed being a student athlete

No 0

Yes 100

0 20 40 60 80 100 120

This graph shows the satisfaction of our respondents about sports and being a student-athlete and
100% enjoyed it
 Table 6- Failed a subject

no 83.33 female % 40

yes 16.67 male % 60

0 20 40 60 80 100 0 20 40 60 80

This graph shows the student athletes who experienced failing a subject. 16.67% of the
respondents failed while 83.33 did not. 60% of those who experienced failed subjects were males
and the other 40% is females.

Table 7- Effects of Athletic Involvement

No effect on your life 0

Worst choice of your life 0

Just okay 20

Best choice of your life 80

0 10 20 30 40 50 60 70 80 90

This graph shows the effect of athletic involvement on the respondents and how they think it
affects them. 80% said that it was the best choice of their life and the 20% said it was just okay.
 .

Table 8- Level of Competitions

International 3.33

National 26.67

Regional 46.67

District 46.67

0 10 20 30 40 50

This graph shows the level of competitions our respondents attednded and competed. Both
district and regional were competed by 46.67% of our respondents. 26.67% were able to attend
and competed at the national level and only 3.33% competed at international level.
 Table 9- Benefits from sports

incentives 3.33

discipline 3.33

career direction 40

life skills 60

community and family 30

Being comfortable with the

43.33
uncomfortable

Time management 76.67

0 20 40 60 80 100

The graph shows the benefits that our respondents were able to receive from sports. Time
management has the most selection with 76.67%.

C. The following tables will show the effects of athletics in academics

Table 10- Athletics/sports on motivation to attend classes

disagree 26.67

agree 73.33

0 10 20 30 40 50 60 70 80

This graph shows if their involvement in athletics affect their motivation in their classes. 73.33%
responded agreed that athletic that affect their classes and 26.67% disagreed.
 Table 11- Grades if they were not a student athlete

Worse 0

The same 53.33

Better 46.67

0 10 20 30 40 50 60

This graph shows the potential status of the respondent’s grades if they were ever not a student
athlete. 46.67% said that their grades will be better and 53.33% said that it will be the same and
not be affected at all.

D. The following tables will show the potential effects of athletics in career direction.
Table 12- Effect of athletic background on entering college

no 16.67

yes 83.33

0 10 20 30 40 50 60 70 80 90

This graph asked if the respondents ever think that it will be easier to go to college because of
their athletic background. 83.33% agreed and 16.67% said no.
 Table 13- Continuing to be a student athlete in college

no 16.67

yes 83.33

0 10 20 30 40 50 60 70 80 90

This graph shows the respondents who will continue to become a student athlete in college.
83.33% of them will continue and 16.67% will not.

Table 14- Considering a sports career after college

no 13.33

yes 86.67

0 20 40 60 80 100

The graph shows the respondents who will consider a career in sports after college because of
their student athletic experience. 86.67% prefers to pursue a career in sports after college.
 Table 15- Course planning to take in College

Undecided 3.33
Bachelor of Science in Air Transportation 3.33
Seaman 3.33
Political Science 3.33
Tourism 6.67
Nursing 3.33
Dentistry 3.33
Hotel and Restaurant Management 10
Accountancy 3.33
Liberal Arts 3.33
Physical Therapist 3.33
Military 3.33
Business Course 3.33
Culinary Arts 3.33
Criminology 3.33
Marine 3.33
Bachelor of Secondary Education 3.33
Engineering 23.33
BS education 3.33
BS education major in Filipino 3.33
Computer Science 3.33

0 5 10 15 20 25

And This last graph shows what course the respondents will take in college. Engineering has the
most selection with 23.33%, second is Hotel and Restaurant management with 10% and Tourism
with 6.67. 3.33% is undecided and the rest of the 17 other courses has 3.33% selection each.
 CHAPTER V
Conclusion and Recommendations

Conclusion
Based on the results of the analysis, this research were able to confirm that sports, athletics and
being a student athlete indeed affected the school performance and the mindset of students
toward their future. As for the satisfaction of being a student athlete, all of our respondents
enjoyed it and showed no signs of regretting being an athlete. Most of them considered their
athletic and sports involvement as the “Best choice of their life” while a few was just okay with
it. However, failing a subject/s while being an athlete was confirmed inevitable as some of the
respondents experienced failed subjects and most of them were among the males. As for the level
of competitions they attended and competed, the District and Regional level has the most
participants. In terms of the benefits that they received from sports and being an athlete, time
management has the most selection and impact to the respondents.
In terms of the effects of sports in the respondent’s motivations to attend classes, some agreed
and some disagreed that it affects them and that if ever they were not a student athlete, their
grades will be the same if not, better. Entering College could potentially be easier if they had an
athletic or sports background. And because of their sports background most of our respondents
preferred to continue their career as student athletes in the collegiate level and also considers to
pursue a career in sports after College but as for the College courses, Engineering was the most
selected by our respondents and we analyzed that their passion in sports did not affected their
selection in courses.

Recommendation
The gathered data showed that aspiring student athletes wouldn’t have much of a problem when
they enter the world of academics and sports at the same time however, they must learn to
balance their training and studying sessions as potential failure in academics cannot be avoided
especially for male aspiring student athletes as more males experienced failed subject than the
female student athletes. They can also increase their competitiveness to reach the National and
International level of competitions. They could also fill up their resume of achievements as a
student athletes and use it to attain possible scholarships in the College level
 REFERENCES
Kohs, T. (n.d.). The Effect of Being a Student-Athlete on Academic Performance. Retrieved
from https://journals.uic.edu/ojs/index.php/IURJ/article/view/5366

Btg5137, A. (n.d.). How Do Athletics Affect Academic Performance of Student-Athletes?

Retrieved from http://sites.psu.edu/blakescivicissuesblog/2017/03/16/how-do-athletics-affect-
academic-performance-of-student-athletes/

Sitkowski, L. (2008). The effects of participation in athletics on academic performance among

high school sophomores and juniors. Lynchburg, Va.: Liberty University.

Caudill, Steven B; James E. Long and Franklin G. Mixon, (2012), Female athletic participation
and income: evidence from a latent class model, Journal of Applied Statistics, 39, (3), 477-488

Cornelissen, Thomas and Christian Pfeifer, (2007), The Impact of Participation in Sports on
Educational Attainment: New Evidence from Germany, No 3160, IZA Discussion Papers,
Institute for the Study of Labor (IZA)

Fairweather, B. Erin, (2013), The impact of increased academic standards of Proposition 16 on

the graduation rates of women and men in Division IA intercollegiate athletics in , Chapters,
Edward Elgar Publishing

Stevenson, Betsey, (2006), Beyond the classroom: using Title IX to measure the return to high
school sports, No 2006-44, Working Paper Series, Federal Reserve Bank of San Francisco
Stevenson, Betsey, (2010), Beyond the Classroom: Using Title IX to Measure the Return to High
School Sports, No 2959, CESifo Working Paper Series, CESifo Group Munich

Feezell, R. M. (2001). Sport and the view from nowhere. Journal of the Philosophy of
Sport, 28(1), 1-17.

Pascarella, E. T., Bohr, L., Nora, A., & Terenzini, P. T. (1995). Intercollegiate athletic
participation and freshman-year cognitive outcomes. Journal of Higher Education, 66, 369-387.
doi:10.2307/2943793