Factors Affecting Strand Preferences of Grade 10 Students of Uvca

THE NEGATIVE EFFECTS OF BEING A STUDENT-ATHLETE
AMONG SENIOR HIGH SCHOOL STUDENTS OF UPPER

VILLAGES CHRISTIAN ACADEMY
UPPER VILLAGES CHRISTIAN ACADEMY
Chapter I
The Problem and Its Background
Introduction
“You are a student first and an athlete second. That is why it is called being a
student-athlete.”
- Alex Hatch
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 (Ferris & Finster, 2004;
Gaston-Gayles, 2005), few studies addressed the relationship between academic 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).
Study between sports participation and academic achievement made many argues
by different authors in this country. Some authors say that student-athletes can have a
bigger grade than non-athletes. However, some authors also say that student-athletes have
the potential to drop school because of time management and lack of school focus.
1
Students chase their dream as if they are running for their life. Being a student
itself experiences a lot of struggle inside and outside of the classroom. But how can they
handle if their responsibility as a student will be more challenging because of the
responsibility too as an athlete? There is no elevator to success and they have to take the
stairs. Same goes to an athlete. One of the school’s mission is to enhance the talents and
skills of learners in terms of sports. Every school has their varsities in every kind of sport.
They will train the varsities for them to compete and carry the name of the school.
However, student-athletes are full time students and athletes at the same time. Student-
athletes should balance their time for their chosen sport and their academic. This study
will show how sports can be a negative factor to a student.
The researchers observed that most student-athlete nowadays, they prioritize
being a student-athlete and not their academic performance. The researchers also
observed that student-athletes in Upper Villages Christian Academy are having a hard
time to catch up the lessons because their time were allotted into sports commitment such
as training and competitions. To know more about the negative effects of being a student-
athlete, this research was conducted.
2
Background of the Study
Student-athlete nowadays, they prioritize being an athlete in order to improve
their ability and skills. Being a student-athlete is one of the most rewarding and stressful
things ever. You have to maintain different activities at one time, including the fact that
you have to maintain a certain grade or average to be qualified as an athlete on any team.
Being part of extracurricular activities or other sport activities needs a daily training to
make them skilled. Most of schools offer extra grades for the student who joined as an
athlete. It can encourage the students to join and enhance their skills and ability. Students
who want to be an athlete must meet the quality and ability of an athlete.
Extracurricular or extra academic activity (EAA) is those that fall outside the
realm of the normal curriculum of school or university education, performed by students.
Extracurricular activities exist for all students. Such activities are generally voluntary (as
opposed to mandatory), social, philanthropic, and often involve others of the same age.
A Student Athlete (sometimes written Student–Athlete) is a participant in an
organized competitive sport sponsored by the educational institution in which he or she is
enrolled. Student-athletes are full time students and athletes at the same time. Colleges
offer athletic scholarships in many sports. Many student-athletes are given scholarships to
attend these institutions but scholarships are not mandatory in order to be called a
student-athlete.
3
Theoretical Framework
There are currently two theoretical perspectives regarding the relationship
between participation in athletics and academic achievement: that participation diverts
attention from academic goals or has a positive effect on academic achievement.
Zero-Sum Model Theory
The first, Zero-Sum Model Theory, is derived from the work of Coleman (1961),
who concluded that adolescent society emphasizes peer acceptance and an indifferent
approach to academic achievement. Zero-Sum Model Theory Holland and Andre (1987)
described Coleman’s theory to mean that an emphasis on extracurricular activities
subverts the academic goals of education. This became known as the Zero-Sum Model.
Coleman’s (1961) position was that a commitment to academic, social, or athletic
pursuits necessitates a reduction in commitment to the other two. Because sports are both
athletic and social in nature, participation is said to detract from academics. Although this
is an important theory, there is a lot of evidence against it (Marsh, 1988). Participation in
athletics has often been found to facilitate academic outcomes rather than detract from
them (Marsh, 1988).
4
Figure 1. Zero-Sum Model Theory
The diagram simply states that if a student-athlete wants to be superior at his/her
sport he/she would have to sacrifice and commit the time and effort that they would exert
in academics to sports. However it is not impossible for a student athlete to balance both
academic and athletic works, but apparently most athlete lack the motivation, dedication,
and commitment to keep those two at a high level of performance,
Stereotype Threat theory
The Stereotype Threat theory states that student-athletes live up to the beliefs held
of them, which could explain why some athletes do not feel the need to take their
academics as seriously as their fellow teammates do. This is to say that if some athletes
feel as though they are already pre-judged as lazy and unwilling to work, they do not
even feel like taking the time and effort to prove their professors and classmates wrong.
Instead, they simply poke along through their homework and classes and fall into the
5
classic athletic stereotype that befalls so many student-athletes (Feltz, Hwang, Schneider,
& Skogsberg, 2013).
Figure 2. Stereotype Threat Theory
This diagram shows that stereotypes affects most individuals especially student-
athletes who's level of expectation was already set upon joining the team. Everyone is
afraid of being a failure, which primarily targets student-athletes who have to live upon
the expectations set to them by their classmates, teachers, coaches, and the school itself.
In result student-athletes tend to get anxious about their performance which hinders their
ability to perform at full potential on both academical and athletical fields.
6
Conceptual Framework
INPUT PROCESS OUTPUT
• Demographic • Distribution of • The negative effects

Profile survey questionnaire of being a student-
• Age athlete were
• Statistical determined.
• Gender
treatment applied
• Data Analysis
Feedback
Figure 3. Conceptual Framework
The Figure shows the conceptual framework of the negative effects of being a
student-athlete.
The Input consists of the demographic profile of the respondents which are the
age and gender. The process consists of the data gathering process of distribution of the
questionnaires to the respondents. After the distribution of questionnaires, the appropriate
Statistical Treatment and Interpretation of data are made. The Output consists of the
negative effects of being a student-athlete in their academic performance.
7
Statement of the Problem
This study aims to identify the Negative effects of being a Student-Athlete among
Senior High School of Upper Villages Christian Academy.
1. What is the demographic profile of your respondents in terms of;
1.1 Age;
1.2 Gender?
2. What are the negative effects of being a student-athlete among senior high school
students of Upper Villages Christian Academy?
Significance of the Study
The results of the study will be a great benefit to the following:
To the Students: Students will have an idea about the negative effects of being
an athlete and student at the same time. It will be helpful to them for they will know that
sometimes, being a student-athlete is not always a win-win situation.
To the Teacher: Teachers will have an idea that they are included in student’s
performance. That sometimes, their students can’t meet their expectation because there
are reasons why the student-athlete can’t balance their job as a student and as an athlete.
8
To the parents: As a parent of a student-athlete, you should be aware on what
career of your child is better for him/her to be focused and pay attention because you are
the one who should guide your child until they reach their goals.
To the School Administrators: They can use the result of this study to evaluate
every individual student regarding the causes of their decreased academic performance.
To the Future Researchers: This research paper can give the future researchers
some ideas and may use this as a guide to have a background about their topic related to
this study. This research paper may also help and encourage other researchers to conduct
an even more in-depth study.
Hypothesis
Null Hypothesis: There are no negative effects of being a student-athlete among
the senior high school students of Upper Villages Christian Academy.
Alternative Hypothesis: There are negative effects of being a student-athlete
among the senior high school students of Upper Villages Christian Academy.
9
Scope and Limitations
This research involves only the 42 student-athletes of the Senior High School
Students of Upper Villages Christian Academy. It focuses on the negative effects of
being a student-athlete.
Definition of Terms
To facilitate a better understanding of this study, the following terms were
conceptually and operationally defined:
1. Befalls - to happen especially by fate (of something bad) happen to someone.
2. Collegiate - belonging or relating to a college or its students.
3. Detract - reduce or take away the worth or value of.
4. Heightened - make or become more intense.
5. Peer - evaluation of scientific, academic, or professional work by others
working in the same field.
6. Philanthropic - seeking to promote the welfare of others, especially by
donating money to good causes; generous and benevolent.
7. Self-concept - an idea of the self-constructed from the beliefs one holds about
oneself and the responses of others.
8. Self-efficacy - is an individual’s belief in their innate ability to achieve goals.
10
9. Stereotype - a widely held but fixed and oversimplified image or idea of a
particular type of person or thing.
10. Subverts - undermine the power and authority of (an established system or
institution).
11
Chapter II
Review of Related Literature and Studies
This chapter provides an overview of previous research and allows the researcher
to know the amount of work done in the concerned area. The review of related literature
provides some insight regarding some strong points and limitation of the previous
studies. It enables them to improve their own investigation and to arrive at the proper
conclusion of the study.
This review of related literature is divided into; Local study, Local Literature,
Foreign Study and Foreign Literature.
Foreign Literature
According to Alex Hatch (2006), in his article, athletics do affect Students
Education. “Sports have always played a massive role in most student’s lives, whether it
be collegiate or high school, but it gets to a certain point where sports can impact
education in a good way or a bad way. However, for me and many others, sports have
shown to affect education in a bad way. For many reasons I think this, such as too much
focus on sports, no time for school, and stress. I have personally gone through this and
throughout this article I will explain as to why sports impact education in a negative way.
No matter what sport you do, whether it be soccer, football, track, wrestling, basketball or
softball, it can overtake your life for the time being. For example, I was boxing, wrestling
12
and doing track throughout high school, and for me that was all that was on my mind,
nothing else was important to me. It was the same for both sports I had done throughout
high school, during wrestling season I would only focus on how good I could become, I
was only focused on making it as far as I could through the season.
Another reason as to why sports can impact education in a negative way is stress.
Seeing that I was a student athlete all throughout high school, I was exhausted with my
sports. I would go from school, to practice, to work, and at the end of the night had no
time, energy or motivation to do school work. School work wasn’t even a thought at the
time, and soon I would realize that I can’t keep this up forever and that something had to
change, as many other student athletes could relate. A study shows that between time
management sports and time management school work can create high levels of stress.
Another factor that causes stress is traveling with the teams that can cause work and class
lectures to be missed. Being a student-athlete, I did not fully accomplish this. My focus
was on sports and work. I had no time for learning in school because I was too exhausted,
and it was not a priority at the time.
Sports can exhaust you physically and mentally, and because of that I learned less
than I should have and didn’t take my classes as seriously that I should have. Sports do
impact education in many ways, there is no doubt about it. Instead of being focused on
learning new subjects and becoming the best student you can be, a lot of the focus, if not
all, go towards athletics. Looking back, I wish I had focused on education and learning
13
more than I had. Being too focused on sports, not being focused on my education and
school and being too exhausted for my education are just a few of the many reasons
sports impact education in a negative way. Most collegiate and high school athletes can
agree and contest that sports have had an impact on their learning throughout high school
and college. I’m not saying to get rid of athletics in high school and college because that
is very unrealistic, but, as a society, we do need to enlighten the world to a better way to
go about getting a better and more realistic way of getting the education we need to
succeed as adults in life without the stresses of deadlines and unrealistic expectations
from teachers and professors from students who have a lot going on in their lives
athletically. How I look at it, you are a student first and an athlete second. That is why it
is called being a student-athlete.”
Local Literature
According to Hartman (2008), focusing on athletics becomes “a time and energy
drain for student-athletes, or that an over emphasis on sport might distract attention and
concern from the core academic curriculum and educational mission of the school”.
Hartmann reviewed many of the expert reports on the relationship between athletic
participation and educational achievement even among the experts there is disagreement
about the benefits of athletic participation when it comes to educational achievement.
These authors found that students who highly valued sports in the 10th grade lost a
substantial amount of connection with the school if they were no longer involved in
14
sports by the 12th grade. This loss of affirmation can lead students to lose the motivation
needed to continue to do their best in school, which will lead to a decrease in academic
performance (Eccles, Barber, Stone & Hunt, 2003).
Foreign Studies
According to McCarthy, Robert F (2005), in his study, the effect of athletic
participation on the academic achievement of high school students, athletic participation
is a major component of the high school experience for many students across the country
yet in difficult economic times athletic funding is often the first area reduced when
education budgets need to be balanced. These cuts are usually performed without data on
or inquiry into the relationship between athletic participation and academic achievement.
If a relationship could be proven, advocates of athletics would have a stronger argument
for the preservation of funding.
This study utilized a quantitative, causal-comparative design to examine the
relationship between athletic participation and academic achievement. Grade point
averages of students who participated in high school athletics three years in a row were
compared with those of students who did not participate for three years in a row. The
study focused on the growth rate, or change in grade point average over the three years,
in order to make a stronger argument that differences in achievement between the two
groups could be attributed to participation (or lack of participation). On average, the
15
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, these benefits do not seem to translate to
the classroom. Because the practical significance is low, there are no recommendations
based on the results of this study in relation to funding or policy changes, although school
districts may want to consider making the funding of activities proven to have a direct
link to improved academic achievement their top priority. Future research in this area
should continue to focus on growth rate rather than overall performance and attempt to
first duplicate these results at additional sites. The rate of participation (number of sports
played) should also be introduced to the conversation as it may affect results. Future
studies may also wish to investigate why the rate of academic growth was so low for all
students.
16
Local Studies
According to Rona C. Montecalbo-Ignacio, Rodolfo A. Ignacio III, Merites M.
Buot (2017), in their study, Academic Achievement as Influenced by Sports Participation
in Selected Universities in the Philippines, issues and deliberations concerning sports
participation and academic achievement have been heard for decades. Sports enthusiasts
were claiming that participation in any sports help the student-athletes to have "a sound
mind and a sound body" individual.
However, some people in the academe believed that sports participation hindered
students' ability to excel in their academic courses because most of their times were
allotted into sports commitments such as training and competitions than studying alone.
Some critics further believed that there was no possibility that the student-athletes
achieve excellence in sports as well as in academics at the same time. The present study
examined the relationship between sports participation and academic achievement of
thirty-six (36) randomly selected collegiate athletes who participated in the National State
Colleges and Universities Athletic Association Competition. They were taking up
different academic courses. While in the university academic achievement was measured
based on their general weighted average (GWA). Secondary data on 1st and 2nd
semesters of AY 2014-2016 GWA were used in the analysis.
The results of the study revealed that there was a significant relationship between
sports participation and academic success of the student-athletes. Sports participation
17
improved athletes' perceptions on academic excellence, mental processes and becoming
more logical and patient. A significant improvement regarding class attendance of the
student-athletes was also noticed.
18
Chapter III
Research Methodology
This chapter presents the chapter method, description of the respondents,
sampling technique, instrumentation, data gathering procedures, and lastly the statistical
treatment of data.
Research Method
In this study, descriptive research design was used. The Descriptive method
describes the phenomena being studied. It addresses the “what” question. Data are
gathered and descriptive statistics are then used to analyze such data. Thus, descriptive
research considers one variable at a time and is typically the entry-level type of research
in a new area of inquiry. Descriptive method was employed with the use of questionnaire
as the major instrument for gathering data. We chose this method because of its
appropriateness to the problem. Descriptive method allows quantitative and qualitative
description of current status, traits, nature and characteristics of the subjects.
Best (1998) discussed the descriptive research method typically employs a survey
or an assessment approach for its purpose is to collect information that permits one to
discuss the characteristics of person and their perceptions. It will present facts concerning
nature and status of the study.
19
Subject of the Study
The study focuses mainly to the students of Upper Villages Christian Academy by
knowing the negative effects of being a student-athlete. The respondents in this study are
the Senior High School students.
Population
This study focused to the group of student-athlete. There are 42 Senior High
School student-athletes in Upper Villages Christian Academy School enrolled during the
academic year of 2018-2019. 13 from Basketball Team A, 12 from Basketball Team B,
12 from Volleyball and 5 from Badminton.
Sample and Sampling Technique
The researchers do not used the Slovin Formula to determine the number of the
respondents because our selected respondents are chosen by their skills and knowledge
about the study. Purposive sampling was used in this study.
The purposive sampling is where subjects are selected of some characteristics.
Patton (1990) has proposed the following cases of purposive sampling such as extreme or
deviant case, intensity, maximum variation, and etc. Purposive sampling is popular in
qualitative research.
20
Research Instrumentation
The questionnaire is composed of two parts; first is the demographic profile of the
respondents. Second part is composed of the situational statements that contained the
negative effects of being a student-athlete. The questionnaire was checked and validated
by our research adviser.
Data Gathering Procedures
To gather data for this study, the researchers:
1. Created a self-made questionnaire composed of 20 items. The researchers
attempted thrice for an approval of request.
2. Prepared the letter of request for concerned school administrators of selected
student respondents among Grade 11 students of Upper Villages Christian
Academy.
3. Upon approval of the request, the researchers personally administered and
retrieved the questionnaires from the target respondents.
4. After retrieving the questionnaires, the researchers classified, encoded, and
summarized the gathered data.
5. The researchers analyzed and interpreted the findings of the study following
the sequence of the problems posted in Chapter 1 with the help of statistician.
21
Statistical Treatment of Data
This study employed statistical tools such as Frequency, Percentage distribution,
and Weighted Mean.
The researchers used the frequency and percentage distribution to describe the
respondents in terms of the age, gender and section.
1. Percentage - is a number or ratio that represents a fraction of 100. It is often
denoted by the symbol "%" or simply as "percent" or "pct." For example, 35% is
equivalent to the decimal 0.35, or the fraction.
Formula:
𝑓
𝑷 = ( ) 100%
𝑁
Where:
P = percentage
f = frequency
N = no. of respondents
22
For the statement number 2 and 3, the Mean was also used to determine the
negative effects of gadgets in mental and physical health of the students.
2. Weighted Mean - is a type of mean that is calculated by multiplying the weight
(or probability) associated with a particular event or outcome with its associated
quantitative outcome and then summing all the products together.
Formula:
Which means:
Where:
Wi= weight of each observations
Xi= observations
n= total number of observation
23
Chapter IV
Presentation, Analysis, and Interpretation of Data
This chapter presents, analyzes, and interprets the data gathered from the survey
questionnaire which focused on the “The Negative Effects of Being a Student-athete
among Senior High School students of Upper Villages Christian Academy”
1. What is the profile of the respondents in terms of the following:
1.1 Age;
1.2 Gender?
Table 1
Frequency and Percentage Distribution of the Respondents in terms of Age
Age Frequency Percentage
19 years old 3 7.14%
18 years old 15 35.71%
17 years old 14 33.33%
16 years old 10 23.81%
Total 42 100 %
As shown on the table, majority of the respondents are 18 years old with 15
(35.71%) ; 14 of the respondents are 17 years old (33.33%) ; 10 of the respondents are
16 years old (23.81%) and 3 of the respondents is 19 years old with (7.14%).
24
Table 2
Frequency and Percentage Distribution of the Respondents in terms of Gender
Gender Frequency Percentage
Male 36 85.71%
Female 6 14.29%
Total 42 100%
The table shows the profile of the respondents in terms of Gender. It can be seen
that the total number of respondents are 42, 36 or 85.719% are male while 6 or 14.29%
are female.
2. What are the negative effects of being a student athlete?
25
Table 3
Mean Distribution of the Negative Effects of Being a Student Athlete
VERBAL
WEIGHTED
STATEMENTS INTERPRETATION RANK
MEAN
1. I commit more of my time to my trainings and/or games. 3.333 Sometimes 2
2. I don’t have time in my academics. 2 Rarely 17
3. I don’t know that we have an assignment so in result; I don’t have 2.571 Sometimes 11
one to pass.
4. I don’t easily understand the lesson that I have missed. 2.761 Rarely 5
5. I am more active in my trainings and/or games than in my classes. 2.404 Rarely 13
6. I can’t balance my time in terms of academics and being an 2.523 Rarely 12
athlete.
7. I don’t care when it comes to my grades as long as I’m happy 1.952 Rarely 19
doing my sport.
8. I failed in my subject/s because of being a student-athlete. 1.595 Never 20
9. I can’t manage my time to be productive as a student and as an 2.357 Rarely 14
athlete.
10. I am just excused in my attendance but not excused in my 3.642 Oftentimes 1
activities and quizzes whenever we have trainings and games.
11. I often get tired after trainings/games, so I’m not being able to 2.714 Sometimes 6
focus on my academics.
12. I am more focused in gaining my skills in sports than getting 2.119 Rarely 15.5
good grades.
13. I have lesser time to do my homework/projects. 2.833 Sometimes 4
14. I am always tired after my training and/or games that’s why I 1.976 Rarely 18
have no energy to go to school for tomorrow classes.
15. I don’t have much notes in our lessons because I am excused for 2.619 Rarely 10
my trainings and/or games.
16. My teachers don’t extend deadlines for the submission of my 2.952 Sometimes 3
projects.
17. My teacher doesn’t recognize my skills inside our classroom. 2.690 Sometimes 7.5
18. I’m often not ready whenever we have recitation because of 2.666 Sometimes 9
missing out a lesson/s.
19. I always get low grades because most of my time was consumed 2.119 Rarely 15.5
by athletic activities.
20. I think that I have a big possibility to get into a good university if 2.690 Sometimes 7.5
I am a good athlete than having good grades.
Overall 2.525 Rarely
The table revealed the mean distribution of the negative effects of being a student athlete in their
academic performance. As shown in the table, item number 10 ‘I am just excused in my attendance but not
excused in my activities and quizzes whenever we have trainings and games’, got the highest weighted
mean score of 3.642 interpreted as Oftentimes. Item number 8, ‘I failed in my subject/s because of being a
student-athlete’, got the lowest mean score of 2.932 interpreted as Never. Overall, the weighted mean of
the respondents is Rarely with a mean score of 2.525. Therefore, the table revealed that there were just
minimal negative effects of being a student-athlete.
26
Chapter V
Summary of Findings, Conclusions and Recommendations
The study investigated the respondents’ the negative effects of being a
student-athlete. And to do this the researchers gathered all the data needed for the study.
Summary of Findings
The study revealed the following findings:
1. Profile of the respondents
1.1 As shown on the table, majority of the respondents are 18 years old with 15
(35.71%) ; 14 of the respondents are 17 years old (33.33%) ; 10 of the respondents are 16
years old (23.81%) and 3 of the respondents is 19 years old with (7.14%).
1.2 It can be seen that the number of athletes in Upper Villages Christian
Academy or the respondents are only 42. With a majority number 36 or 85.71% are male
while 6 or 14.29% are female.
2. Negative effects of being a student athlete in their academic performance
The table revealed the mean distribution of the negative effects of being a student
athlete in their academic performance. As shown in the table, item number 10 ‘I am just
excused in my attendance but not excused in my activities and quizzes whenever we have
27
trainings and games’, got the highest weighted mean score of 3.642 interpreted as
Oftentimes. Item number 8, ‘I failed in my subject/s because of being a student-athlete’,
got the lowest mean score of 2.932 interpreted as Never. Overall, the weighted mean of
the respondents is Rarely with a mean score of 2.525. Therefore, the table revealed that
there were just minimal negative effects of being a student-athlete.
Conclusions
The significant findings of the study provided bases for the following conclusion:
1. Profile of the respondents
Majority of the respondents are 18 years old and mostly are male.
2. Negative Effects of being a Student-athlete
The weighted mean of the negative effects of being a student athlete is rarely.
Therefore being a student-athlete doesn’t have negative effects.
28
Recommendations
In the light of the significant findings and conclusions of the study, the following
recommendations are offered:
1. Student athletes if not excused on quizzes and activities should be given a special
time in order to ensure that they are keeping up with the lessons and activities.
2. As the grade 11 and grade 12 students of Upper Villages Christian Academy have
different schedules, it may be better if the trainings of our athletes would occur
before/after their class.
3. Athletic training could be by their grade levels instead of being by teams so that it
wouldn't affect their schedules. The training for grade 11 student-athletes could
occur in the afternoon after their classes, while the grade 12 student-athletes could
have theirs in the morning before their class.
4. Teachers should give every student athlete an advance lesson handbook/hand out
in case that they might miss the lesson.
5. Students must set studies as priorities and must work on extra or optional
assignments/projects.
6. Students must communicate with fellow students to keep up with school works
and make a plan for how you will make up the work and obtain the notes.
29

Factors Affecting Strand Preferences of Grade 10 Students of Uvca

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Factors Affecting Strand Preferences of Grade 10 Students of Uvca

Hochgeladen von

Copyright:

Verfügbare Formate

THE NEGATIVE EFFECTS OF BEING A STUDENT-ATHLETE

AMONG SENIOR HIGH SCHOOL STUDENTS OF UPPER

UPPER VILLAGES CHRISTIAN ACADEMY

The Problem and Its Background

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

the comparison of non-athletes to athletes; with respect to a variety of dependent

variables Yiannakis and Melnick (2001).

UPPER VILLAGES CHRISTIAN ACADEMY

handle if their responsibility as a student will be more challenging because of the

will show how sports can be a negative factor to a student.

The researchers observed that most student-athlete nowadays, they prioritize

athlete, this research was conducted.

UPPER VILLAGES CHRISTIAN ACADEMY

Background of the Study

Student-athlete nowadays, they prioritize being an athlete in order to improve

realm of the normal curriculum of school or university education, performed by students.

A Student Athlete (sometimes written Student–Athlete) is a participant in an

organized competitive sport sponsored by the educational institution in which he or she is

UPPER VILLAGES CHRISTIAN ACADEMY

There are currently two theoretical perspectives regarding the relationship

between participation in athletics and academic achievement: that participation diverts

attention from academic goals or has a positive effect on academic achievement.

Zero-Sum Model Theory

described Coleman’s theory to mean that an emphasis on extracurricular activities

Coleman’s (1961) position was that a commitment to academic, social, or athletic

is an important theory, there is a lot of evidence against it (Marsh, 1988). Participation in

them (Marsh, 1988).

UPPER VILLAGES CHRISTIAN ACADEMY

Figure 1. Zero-Sum Model Theory

The diagram simply states that if a student-athlete wants to be superior at his/her

and commitment to keep those two at a high level of performance,

Stereotype Threat theory

UPPER VILLAGES CHRISTIAN ACADEMY

& Skogsberg, 2013).

Figure 2. Stereotype Threat Theory

ability to perform at full potential on both academical and athletical fields.

UPPER VILLAGES CHRISTIAN ACADEMY

INPUT PROCESS OUTPUT

• Demographic • Distribution of • The negative effects

Figure 3. Conceptual Framework

questionnaires to the respondents. After the distribution of questionnaires, the appropriate

negative effects of being a student-athlete in their academic performance.

UPPER VILLAGES CHRISTIAN ACADEMY

Statement of the Problem

Senior High School of Upper Villages Christian Academy.

1. What is the demographic profile of your respondents in terms of;

students of Upper Villages Christian Academy?

Significance of the Study

The results of the study will be a great benefit to the following:

sometimes, being a student-athlete is not always a win-win situation.

UPPER VILLAGES CHRISTIAN ACADEMY

To the parents: As a parent of a student-athlete, you should be aware on what

an even more in-depth study.

Null Hypothesis: There are no negative effects of being a student-athlete among

the senior high school students of Upper Villages Christian Academy.

Alternative Hypothesis: There are negative effects of being a student-athlete

UPPER VILLAGES CHRISTIAN ACADEMY

Scope and Limitations

Students of Upper Villages Christian Academy. It focuses on the negative effects of

To facilitate a better understanding of this study, the following terms were

conceptually and operationally defined:

1. Befalls - to happen especially by fate (of something bad) happen to someone.