IN PARTIAL FULFILLMENT FOR SENIOR HIGHSCHOOL GAS

(GENERAL ACADEMIC STRAND)

POSITIVE AND NEGATIVE EFFECTS OF HAVING LOW GRADES DUE TO SPORTS

ACTIVITIES AMONG SENIOR HIGH SCHOOL STUDENTS OF MATI DOCTORS
ACADEMY: A CASE STUDY”

SUBMITTED BY:
Patricia Vanzuela
Alliah Flores
Melanie Cagunan
Ericalyn Manuel
Ronilyn Paliro
Princess Medzi
Mark Anthony Cotamora
Benjamin Manuel
Aldin Dalman
Khalil Diano
Chiela Mabangkit
 ii

Acknowledgement

We thank all who in one way or another contributed in the completion of

this practical research. First, I give thanks to Almighty for protection and ability

to do work.

We are so grateful to our informants. Their names cannot be disclosed,

but we want to acknowledge and appreciate their help and transparency during

research. Their information have helped us complete this practical research.

We are so deeply thankful to our fellow students whose challenges and

productive critics. Furthermore¸ We are thankful to our supportive friends to

pursue us for making this more beautiful.

We also thank our family who encouraged us and prayed for us throughout

the time of our research.

May the Almighty richly bless all of you.

 iii

Abstract

The purpose of this study is to examine the effects of involvement in athletics

at the Senior High level at Mati Doctors Academy. This paper seeks to

determine if participation in athletics is beneficial to a person or if its

disadvantages outweigh the advantages. The purpose of this research was to

describe and analyze the perceptions and experiences of selected student

athletes at Mati Doctors Academy. Athletics are a strong component in the

educational experiences of students. Without the proper social support, student

athletes are presenting academically through a deficit lens (Cohen & Wills,

1985). Coaches, teachers, and administrators must work collaboratively to

enhance the education of student athletes.

As a result, high schools can better prepare their student athletes for post-

secondary life specifically through the significant relationships formed between

athletic personnel and their athletes. Collaboratively espousing academic

priority and socially supporting the student athlete maximizes success and

fosters education through athletics. To better serve the needs of this population,

high schools could implement a framework for academic success specifically

for student athletes.

 iv

Dedication

This study is whole heartedly dedicated to our beloved parents, who have

been our inspiration and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, emotional, and financial support.

To our brothers, sisters, relatives, mentor, friends, and classmates who

shared their words of advice and encouragement to finish this study.

And lastly, we dedicated this research to the Almighty, thank you for the

guidance strength, power of mind, protection and skills and for giving us healthy

life. All of there, we offer you.

 v

TABLE OF CONTENTS

Page

Acknowledgement i

Abstract ii

Dedication iii

Table of Contents iv

List of Tables v

List of Figures vi

Chapter Introduction

1 Background of the Study 1

Conceptual Framework 4

Statement of the Problem 5

Significance of the study 6

Scope and Delimitations 7

Review of related Literature 8

Chapter Methods

2 Research Design 14

Research Locale 14

Participants 15

Instrument 15

Research Tool 16

Focus guide 18

Procedure 19
 vi

Data Analysis 19

Chapter

3 Results and Discussion 20

Chapter

4 Conclusion 31

Recommendation 32

Chapter

5 Summary 33

Findings 34

Reference 35

Appendixes

Appendix A

Appendix B

Appendix C

Appendix D
 vii

List of Figures

Figure Page
1 Conceptual Framework Showing the
Variables of the Study
 1

Chapter 1

INTRODUCTION

Background of the study

The term student-athlete refers to an individual that is a full-time student

and participates in athletics. For the purpose of this thesis, student-athlete

refers to the non-athletic scholarship collegiate athlete. Most of these

individuals are highly recruited resulting in different expectations when

compared to other students. The realization for incoming freshmen to be able

to balance education and participate in athletics at the college level takes

complete dedication. Participation in athletics has been linked with reports of

growth in the individual's personality and leadership skills and with their overall

satisfaction with the college experience (Ryan, 1989). These skills are qualities

that could carry over to an individual's everyday life.

According to Lapchick, Sperber, Telander, and Thelin, (as cited in

Pascarella, Truckenmiller, Nora, Terenzini, Edison and Hagedorn, 1999) "The

attractiveness of a university is often focused on how well the athletic teams

perform. There can be little doubt that intercollegiate athletics is one of the

significant filters through which the public looks at American postsecondary

education"

Publications associated with higher education have addressed the issue

too. A commentary in The Chronicle of Higher Education was entitled "'If You
 2

Flunk Billy, It'll Cost Us the Game'" (Schott, 1981). The Chronicle also published

a story about a professor who was charged with having "inflated the grades of

student athletes and helped them cheat on tests" (August 11, 1982). The

AAUP's Academe judged the topic to be sufficiently important to publish the

article, "Intercollegiate Athletics; Big Business or

Sport?" (Odenkirk, 1981).

When setting any academic preparation criteria for student-athletes, their

role as an athlete must be acknowledged. The questions are raised; "Are the

athlete's role and responsibilities as a legitimate student being unwittingly

compromised? Indeed, is it possible to be both an achieving student and an

athlete?" (Ness, 1981). According to Dr. Gerald Gurney (Note 1), their Academic

Counselor, the student-athletes playing football at Iowa State University commit

approximately forty hours each week, on the average, during the academic year

to athletics. 3

Academic achievement must always be considered the priority.” To

encourage students to achieve on their school work, academic eligibility

standards have been enforced in many high schools to stress that

extracurricular activities including participation on sport teams which is an

earned privilege, not a right. Since the primary of schooling is to learn, students

must achieve academically as a prerequisite to participating in extracurricular

activities and on team. According to Callori (2002), the three most commonly

used academic eligibility standards include pass-to-play, a minimum grade

point average, and a requirement that allows only a specified number of failing

grades.

student-athletes might encounter more obstacles than their non-athlete

peers do as they work towards academic achievement. According to the

American Institutes for Research (as cited in Covington, Simons and Van

Rheenen, 1999) On the contrary, the time consumed in athletics and the fact

that it is a physical activity may cause some athlete's to drift from academics.

According to Ballentine (1981) "College athletes may have more problems

fulfilling graduation requirements because of the amount of

time sports participation requires”. An additional argument is that parents get

too involved in the athletic aspect of their child's college experience, resulting

in minimal emphasis in the area of academics

 4

Conceptual Framework

The conceptual framework for this study is that the adolescent

developmental benefits that students acquire from sports participation can lead

to increased academic performance.

Originating Variables

● Prioritization
● Procrastination

Leading Variables

Students Athletes
Academic Performance

Effecting Variables

● Carrer
● Guidance
● Capability

Figure 1: Conceptual Framework Showing the Variables of the Study Entitled Positive and
Negative effects of having low grades due to sports activities among senior high school
students of Mati Doctors Academy: A Case Study.
 5

Relative to these realities, the main objective of this study is to examine

the positive and negative effects of having low grades of student’s athletes’
factors such as prioritization, procrastination and student athlete’s academic
performance Mati Doctors Academy. It also investigates the relationship
between some effecting variables and the student’s athlete’s academic
performance.

Another study also posits the time management variables to include

independent variables such as prioritization, procrastination, and student
athlete’s academic performance (Adebayo, 2015). Specifically, his study
claimed that there is positive relationship between sports activities factors
such as prioritization, procrastination, and the student’s athlete’s academic
performance. comprised of challenge to one’s ability or expertise, which
imposes an unwelcome demand on time, abilities and emotional reserves.

Statement of the problem

Statement of the problem provides a brief explanation about the problem

of the study and it is a description of a difficulty or lack that needs to be solved.
Specifically, it answers the following questions.

1. What are the effects of sports activities in terms of;

a. Career,

b. Guidance, and
 6

c. Capability?

2. What is the student athlete’s academic performance that influence the

athletes;

a. Prioritization, and

b. Procrastination?

3. How do student athletes affect the guidance and having capability?

4. How do student athletes need a prioritization and procrastination?

Significance of the study

School education is a very important part in an individual’s life and is also

a turning point in their academic life. At this stage, the academic performance of

a student plays a crucial role in deciding the next stage of their education, which

in turn shapes their career. The study could also benefit the key participants by

creating a greater awareness of their perceptions about their academic and

athletic experiences.

Participation in the research could assist the participants to clarify for

themselves their career goals and choices through a heightened awareness

and understanding of the factors that influence their decision making. Student

athletes often assume additional challenges apart from the curriculum demands
 7

of their majors. They must negotiate an academic and athletic culture which

they have had little or no part in creating.

For these students, academics and athletics complemented and reinforced

one another. In fact, some student athletes actually did better academically

when their sport was in season, and reported that the time and energy

demanded by athletics provided the incentive to become more focused and

efficient. A study of the effect of athletics on academics of high school students

was important for several reasons. First, the study examined the factors

involved that affect the academic performance of the student athletes. Studies

have shown that time and energy are both required for good performance in

sports and in studies. There must be proper time management that helps to

manage the studies and extra activities as well.

The analysis has helped to add to the literature and refine the concepts.

Further, the investigation into the relationship between in season and out of

season academic performance among athletes will provide a guide for further

research in this area in order to continue to contribute to the literature beyond

what was directly assessed in this study. The key terms used throughout the

study will now be defined and discussed as they have been used previously in

the literature.
 8
Scope and delimitations

It is followed by an explanation of the limitation of the research. Research

usually limited in scope by sample size, time and geographic area. While
the delimitation of study is the description of the scope of study.

We the researcher will conduct the study among at Mati Doctors Academy
to help the student athletes on how to avoid of having low grades, and to let
them know what is the negative and positive effects if they will continue to
participate sports activities.

Review of Related Literature

Athletics have come to play a major role in the life of high schools and

universities across the U.S. today (Griffith, 2004; Hamilton, 2005; Knox, 2007;

Mock, 2003; Tublitz, 2007). For several generations, athletics and education

have been identified with each other, with the result that sports culture has

become embedded within academic culture on many levels. Traditionally,

participation in sports was said to make boys into men and help them appreciate

teamwork, duty, sacrifice and dedication. Sports built character, and

engendered the values of good sportsmanship in young men.

As a result of this tradition, a number of researchers have argued that

“organized sports can play a beneficial role in the development of children into

educated and well-rounded students”. One routinely hears, from podiums and

in official school statements, that “high school athletics can have a profound

influence on our youth, our schools, and our communities”.

 9

The promotion of sports as a path toward maturity was supported by

studies that have found that “participation in extracurricular activities affect

academic performance, attachment to school and social development” among

high school students. 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” .

As a result of studies and beliefs like these, high school sports have become a

pervasive and powerful presence in most major high school life. In the context

of the era of accountability and standardized testing, however, a new scrutiny

has been brought to high school sports. Griffith argued that “there is remarkably

little research on the interplay of sports and academic achievement”.

In other words, research continues to struggle to empirically prove what

has been a basic tenet of the rhetoric surrounding sports for years, that

participation in sports improves such non-cognitive areas of personal growth as

self-motivation and thus may (or may not) have a positive impact on academics

as well. Sarmento et al. (2008) The purpose of this study was to compare the

achievement goal, self-determination and beliefs about the nature and

determinants of sportive competence in function of competitive level in 3 groups

of adult football player. There were no significant differences in motivational

orientations as a function of a competitive level. Amateur players, when

compared with Professionals, presented significantly higher levels of a

 10

motivation and strongly believed that their sports competence was stable;

nevertheless, they reported lower levels of identified regulation. On the other

hand, Professionals and Semi-Professionals when compared with Amateurs

revealed significantly higher levels of interjected regulation and strongly

believed that their competence for the practice of football was due to learning

and able to be improved.

Sisodiya and Purashwani (2011) investigate the relationship between

achievement motivation and anxiety of inter-university level male and female

shuttlers i.e. badminton players. For this purpose, 30 (15 males and 15 female)

shuttlers were randomly selected as subjects, who participated in west zone

Inter-University Badminton Tournament. Sports Achievement Motivation Test

by M. L. Kamlesh and Sports Competition Anxiety Test constructed by Rainer

Marten were administered to collect the data. Pearson‟ s Product Moment

correlation was employed to find out the relationship between achievement

motivation and anxiety.

Findings showed no significant relationship between Achievement

Motivation and Anxiety of male and female badminton players of lnter-University

level. Every athlete dreams of moving onto the professional level and getting

paid to play the game that they love, but in reality a majority of the 450,000

NCAA student athletes will not continue onto the professional level.

This is causing people to ponder if the sacrifice to the academic progress

of athletes is worth the energy to continue playing sports for four more years in
 11

college. Many people argue that the academic performance of athletes is

troubling considering that after sports they only have their education to fall back

on and make a life out of that knowledge. In a study conducted by Pascarella

et al. (1995), the results found compelling results about the cognitive

developments of first year athletes.

The study was conducted to determine the effects of college athletics on

reading comprehension, math and critical thinking skills. There were 2,416 first
2
year students who took part in the National Study of Student Learning survey,

which is a longitudinal evaluation of the factors that affect learning and cognitive

developments in college. They discovered that male athletes, in revenue sports

such as football and basketball, suffered in reading comprehension and math.

They found that these revenue sport athletes struggled compared to non-

athletes, and male athletes in other sports tested the same as non-athletes in

reading comprehension and math. On the contrary, female athletes lagged

behind their peers in reading comprehension. Both male and female athletes

fell behind non-student athletes in critical thinking skills such as open

mindedness, maturity and inquisitiveness (Pascarella et al, 1995). These

statistics confirm that some athletes are lagging behind their peers, but have

led researchers.
 12

Athletics have come to play a major role in the life of high schools and

universities across the U.S. today (Griffith, 2004; Hamilton, 2005; Knox, 2007;

Mock,

2003; Tublitz, 2007). For several generations, athletics and education have

been identified with each other, with the result that sports culture has become

embedded within academic culture on many levels.

The primary conceptual problem facing student-athletes is whether or not

sports, as an activity, has a positive impact on other endeavors in life, including

academics (Baucom & Lantz, 2000; Clark, 2002; Coleman, 2006). At present,

researchers have looked for both indirect and direct connections. Indirect

connections consist of ways in which sports improve various non-cognitive

aspects of an athlete’s personality self esteem, motivation and how that

improvement in turn leads to better academic achievement. Direct connections

consist of ways in which competition in sports helps student-athletes actually

perform better in such similarly competitive events as academic tests and

courses. In both cases, the problem remains how to build a construct that allows

one to envision how impact is felt across the supposed gap between mind and

body.

The demands of sports also mean that student-athletes are generally “more

vulnerable to developmental crises and psychological distress problems than

non athletes” (Clark, 2002, p. 4). This means that, counter-intuitively, student-
 13

athletes need more assistance in working through the competing demands

placed upon them than non athlete students. On the collegiate level, the

CHAMPS Life Skills program was designed to address the developmental

needs of student-athletes. The program helps athletes think

about life after sports (again, only very few athletes, even on the collegiate level,

turn professional), and assists them in contributing more fully to their academic

communities (Clark, 2002). A number of studies have also found that most

student-athletes who are negatively characterized by fellow students and even

faculty as “dumb jocks” in fact suffer from learning disabilities, and CHAMPS

makes sure that educators trained in helping young adults with learning

disabilities assist these students in the classroom (Clark).

The new construct of the student-athlete sees in him or her both the student

and the athlete, rather than focusing solely on the latter. Thus, student-athletes

are not just athletes but “a unique population of young adults who lead stressful

lives influenced by the unique demands of their lifestyles” (Clark). As a result,

“such unique demands require special services to assist them to respond

appropriately and become well-adjusted, successful adults” (Clark

 14

Chapter 2
METHODS
This chapter describes how the study was conducted. It includes the

research design, research locale, research participants, research instruments,

data gathering procedure, and data analysis.

Research Design

Our Research entitled the Positive and Negative effects of having low

grades due to sports activities among senior high school students of Mati

Doctors Academy: A Case Study. This study utilized the qualitative method of

research. As widely accepted, the qualitative method of research involves

adequate and accurate interpretation of investigating. Relatively, this method is

appropriate to this study since it aims to describe the present condition of

student athletes. The technique that was used under method is to observe the

participant, in-depth interviews, and focus group. which is commonly used to

explore opinions according to respondents that can represent a whole

population.

Research Locale

We as a researcher, we decided to conduct our research in the Mati

doctors Academy since the chosen respondents are the students of the

Academy and we know that in this school, a lot of athletes are studying inside

this academy.
 15

Participants

Stratified purposeful sampling, or choosing participants based upon

characteristics of interest, was used to attain the perspective of every athletes.

We decided to choose only DAVRAA qualifiers in Mati Doctors Academy so that

we can easily describe the characteristics of every student athletes in the

Academy. Before we conduct a investigation, we need first to get their attention

and encourage them to participate in our investigation.

Instruments

The study made use of in-depth interview (IDI) guide, focus group

discussion guide, and key informant interview guide as instruments to gather

information on the real life. Experiences of the student athletes which

emphasized there concerned.

The in-Depth Interview (IDI) Guide was concerned with the intimate

knowledge and experiences of the student athletes. The said interview looked

into the detailed experiences of the following athletes it will show the guide on

how the interview of each respondent was conducted.

In Focus Group Discussion (FGD) Guide, the researcher conducted series

of unstructured questions based on the respondents understanding and insights

on their life experiences, how they acquired education and became a good

model to everyone.
 16

Research Tool

In Depth Interview Guide

In depth interview on Positive and Negative effects of having low grades due to
sports activities among senior high school students of Mati Doctors Academy:
A Case Study.

Focused life history

1. Tell me about your parents’ educational background.

2. Tell me about your childhood as it relates to athletics.

3. Tell me about your academic experience in grade school and middle

school.

4. Tell me about your high school athletic experience.

5. Tell me about your high school academic experience.

6. Tell me about any travel team or AAU experience.

7. Tell me about any mentors or family members that were influential in your

life growing up.

 17

8. Tell me about any perceived special treatment or benefits you received as

a result of your athletic ability from teachers, staff, family, friends, and fans.

Details of experiences

1. Tell me about your adjustment to entering college.

2. Tell me about your daily schedule in season.

3. Tell me about your daily schedule in the off season.

4. Tell me about the importance of academics as you began your college

tenure.

5. Tell me about time spent on athletic-related activities as opposed to

academic-related activities.

6. Tell me about your coach’s views on academic achievement.

Reflection about low grades

1. Tell me about your relationship with your academic advisor.

 18

2.Do you believe you had a realistic or unrealistic expectation of playing

professional sports? How did this expectation impact your attitude toward

academics? Please explain.

3. How has your college educational background prepared you for your
career?

4. What advice would you give to freshmen Division I student athletes

regarding their academics?

5. If you could go back to your freshman year, what would you do differently?

Focus Guide

For the FGD, the researcher focused on the following questions:

1. What motivate you to keep on playing?

2. Can you cite some factors in the field of sports that moved you to be a
good player?

3. Can you describe how you survived the competition with the other
division?
 19

4. How do you assess yourself now being a athlete and a inspiration of

someone?

Procedure

The researcher will obtain permission from the DAVRAA qualifiers for

being interviewed. The anonymity of the individuals and their institutions will

be protected by filling away the names of each participating participants and

using only the survey results for the study The identity of the individuals and

their institutions will remain private and confidential.

Data analysis

Although highly qualitative, the study employed statistical tools such as

simple frequency and percentage distribution.

 20

Chapter 3

Results and discussion

This chapter includes the presentation, analysis, and interpretation of

gathered data it will also identify the statement of respondents according to their

problems.

There are a lot of students athletes in Mati Doctors Academy, but we

choose only four females and one male respondent. A great majority of them

were between the ages 16 and 17 years old. All of them are now in their senior

high. Among the five , two of student athletes are now in grade 12. In terms of

strands taken, two of them is about to finished general academic strand; one,

is HUMSS; and the other two is GERENAL ACADEMIC STRAND.

The stories of the five respondents ran through common situation they

belonged to the students who dreams a lot and struggle very hard. They were

were equipped with strong determination to rise above their present situation

brought about by positive or negative effects. There were turning points in their

life where they had to make important decisions but these decisions brought

about changes in their lives for the better.

Although a great majority of them claimed that being an athlete was very

difficult; yet they were able to finish the challenges that they encountered. All of
 21

them experienced some form of physical, emotional and psychological

hardships yet their strong desire to get an positive and high grades. Their stories

sounded like an fantasy movie with complete cruel antagonist against a

background. They seemed like famous superheroes working against all odds

and at the end found themselves as the good people against the bad people. In

fact, listening to their stories feels good because they all had happy endings.

In discussing the life stories of the student athletes, I used fictitious names

to protect the identity and privacy of the respondents.

Table 1

Interview Gender Student Status Sport played Team/Individual

Respondent A F Sophomore Basketball Team

Respondent B F Sophomore Basketball Team

Respondent C F Freshman Basketball Team

Respondent D F Freshman Basketball Team

Respondent E M Freshman Athletics Individual

 22

As Table 1 makes evident, perspectives were sought from male to female,

team and individual sport student-athletes in an effort to more comprehensively

canvas their perspectives.

The interview protocol focused on perceptions related to student-athlete

student for having low grades supports specific to the process of pre-

registration, athletic-specific academic advising, and exposure to institution-

based seminars Student-Athletes.

The main effect of sports activities is choosing a career, guidance and

capability. Student athletes also need to choose what things should need to

prioritize to have a great academic performance and to avoid low grades.

Focused life history is based on the experience of an athlete towards

his/her journey in his/her entire life. According to Respondent B:

‘’Katong bata pako hilig na jud kayo nako magdula ug basketball kay
ambot kung nganu pero basin babae ko dili ko ginabawalan saakong
parents modula ani na sport infact supportive kayo sila ug bahin ato
akong parent pud naa pud silay history sa pagdula ani na sport ug ana
pagani saakong papa dream niya sauna na makigdula sa lain na mga
division so mao to isa pud to nako ka rason nganung mudula ko ani na
sport’’.
(When I was still a kid I actually love to play sports like basketball because
my parents pursue me to play the game we love, actually my parents is
known for playing sports and it runs in our blood that’s why my first
motivation is my parents. They always tells me about what they are In
their past and how they succeed to their dreams so that is one of my
reason why I keep on playing this game.)
 23

The respondent also claimed that he/she personally and professionally happy
and satisfied.

Respondent C said:

“Ang sports para saako dili lang ni sya basta basta na dula dula lang para
saako isa pud ni siya ka way para molambo ta ninyong mga pobre.”
(for me, sports is not just a game it can also help us to success in are
lives)

Respondent E had this to say:

“ Para saako ang sports dako jud sya ug tabang, Maliban sa makatabang
ni sapag lambo nato is apud ni sya ka way para magkaroon ta ug healthy
life ug dili ko motoo na tungod sa inheritance na love sa mga athletes ang
sport kay ako sa among pamilya murag ako raman ang nahilig ani”
(For me, sports has a big help, there is also reason why sport is a
beautiful hobbit it can make are lifestyle healthy, and I don’t believe that
inheritance is the reason why athletes loves sports, but actually I think
that only me is the one who play sport”

The students athletes know the true essence of reaching their dreams in

terms of being an athlete and for competing to other schools or division. They

also know that sports is also a way to success in their lives.

Respondent A also experienced playing basketball with his/her father. They

did a lot of drills inside the coart and teach something that he/she did not know.

The said experience was worth doing because it was for her/his dream, and

because it made her/his more determined to achieve his/her dream and become

a career individual. Respondent A said:

 24

“ O, Katong bata pako naga dula me duha saakong papa ginatudloan ko

niya sa mga butang na wala ko kabalo tapos gina motivate ko niya lalo
para makuha jud nako akong mga pangandoy”
(Yes, there was. When I was still a kid me and my father loves to play
basketball he teach me about that game so I also use that one to achieve
my dreams.)

Respondent D added,

“Idtong gamay pa ko, nisulod jud saakong huna huna tong mga tudlo
saakong amahan, mao pag tuo nako ang pagdula kay mura rag
pagpadayon sa eskwela.”
(When I was young,I thought that playing was just like pursuing studies)

All of these experiences meant so much to them because they utilized

experience of proper playing their own sports, which they though difficult, was

worth fulfilling.They claimed further that they wanted to be educated because

they did not want to feed their families through playing. They also added that

getting an education was the same as playing in a arena with many challenging

spot.

Prioritization

Athletic academic advisors are in charge of advising incoming freshmen

student-athletes who have not declared a major, as well as all student-

athletes.While the established process seemed to get the job done, student-

athletes indicated they were both confused and concerned regarding matters

pertaining to eligibility. Respondent B explained this sentiment in the following:

 25

“Naai mga times na makadungog ko na ang mga adviser daw ang

gina basol nganung gagmay ug grado ang mga athletes diri pero
para saako dili ang adviser and dapat basolon nganung gagmay
ug grado dapat ang athlete mismo kay dapat kabalo sya unsaon
niya pag adjust iyang oras sa dula ug sa klase kay ang adviser sila
man gud tong mag advice sa athlete kung unsa ang dapat
buhaton.”
(There has been numerous times since I have been enrolled here
that I have heard of students not eligible the blame is with the
academic advisor. Like I said, it is hard for those advisors to make
sure everything is right I think you, as a student, have to almost
take initiative by going through your handbook, looking at your own
transcripts, and doing the work for them so that when you go in
there, you are prepared to ask questions and you have the main
frame of what you are going to be accomplishing throughout
school.

Likewise Respondent C noted the academic advisors “… are more prone to

making mistakes because of the load they are given….I think they just have too

much on their shoulders.” He/she went on to say:

“Dili nako concern about anang mga problema nila sa eligibility kay kami mga
athletes kabalo me sa mga laws sa sports labi na sa grades kailangan higpit
jud sila mao kailangan sa athlete ug prioritization para malikayan ug break sa
mga laws.”(This wasn’t just a concern for me, but for my teammate who had
problems with eligibility. It really became a concern because sport activities has
so many laws we have people that work here that are specifically here because
of the laws, sports activities is so strict because there is strong laws that the
eligibility thing is something that the students [and coaches and administrative
people] have to stay on top of.)

According to Hill, et al., (2001) the success of intercollegiate athletic

programs depends on combined efforts made by the whole institution to make

the overall college experience for student-athletes a success. Institution-based

programs (e.g., career counseling, personal counseling, nutrition, diversity,

gambling, alcohol and drug guidelines, sexual orientation, personal

development, and leadership) can and do make an important contribution to

 26

student athlete wellbeing (NCAA 2009-2010 Division I Manual, 2009). As such,

student-athletes’ perceptions were sought regarding their awareness and/or

use of these institution-based programs.

Interviews gave the researcher an opportunity to elicit more detailed

responses about student-athletes’ perceived satisfaction with Athletic

Departmental Policies and Practices specifically targeting student-athlete

student and wellbeing supports. In terms of academic advising findings revealed

that student-athletes expressed concerns about inadequate advisor access

(i.e., too many student-athletes for the number of Athletic Department academic

advisors), and the resultant superficiality of the advising they received.

Interviewees felt that even if athletic academic advisors were competent in their

work, they were prone to making mistakes due to these large numbers.

Interviewees acknowledged that they [the student-athletes]. Respondent C

elaborated and described the situation as follows:

“ As an athletes lisod jud kayo mag adjust ug bago rapud ko niabot ani na
eskwelahan kay sa eskwelahan nako sauna dako jud kaayog impact ang
gamay na grado pero tungod ana mas nabihasa me ug dula kay kabalo man
me na paghuman ani dako kaayog kabag ohan sa amoang kinabuhi.”
(As an athlete of this institution its very difficult to adjust because we are still
freshman and we just arrive here, but in my previous school having low grades
is such a big impact to us. We could decide that stopping this kind of happier
cannot make our life into an perfect rhythm but we athletes know that playing
can make our lives in school colorful.)
 27

In terms of instructional/instructor inconsistencies, Respondent E (a Freshman,

male athlete) relayed the following:

“Nakadungog ko sa uban na teachers na murag ana sila wala silay pake kung
athlete ang isa ka student ug murag dili sila support kay gusto nila eskwela
eskwela dili sila mo consider sa extra na mga activities”.
(I have heard of some teachers that say something like, “if we have any athletes
in this class, please give me a schedule of all your events showing when you
are going to be gone so I know ahead of time.” I have heard teachers straight
up say before class to other athletes, “I don’t care if you are an athlete and I
don’t care if you miss class. If you miss class and there is a test that day, it is
your fault.” They say this policy goes for athletes and any students. It is really
diverse across the campus.)

Likewise, Respondent A (a freshman, track and field athlete) noted:

“Ang ganahan nako sa faculty diri kay kung naa kay ma miss na quiz or exam
tagaan kanila ug special test para ma fill in tong mga blanko nimo ug naa poi
uban tagaan nalangbkag special treatment dili naka pa examon pero naa kay
dapat bohaton.”
(Yeah, that is one thing I like about the faculty here. They are really helpful and
are willing to help you with everything. If I go in there and tell them I am leaving
on these days for track so I won’t be here and they are like okay here’s what
you are going to need to know and as long as you do it in a timely manner.I had
one instructor he wouldn’t let me do a test. He was not prepared to rewrite the
test for me and he was like no you will just have to skip this test.)

Similarly, Respondent B (a sophomore, basketball athlete) described the

following:

“Niadto ko sa isa nako ka maistra tapos na email ko saiya na daghan kog na

laktawan na quiz ug nitubag sya na okay radaw tagaan ko niya ug bag o na
quiz ug based saakong experience kasagaran sa akong mga maestro
motabang jud sila”
(I went to one of my professors because I missed some quizzes and I emailed
her and she e-mailed me back saying I could make them up, but by the time
she emailed me back I was right back out of town with no internet access. Some
professors can really not want to dedicate or commit themselves to working
with you.Some professors have a policy where you can’t miss that much and
usually you have to get out of that class.
 28

The interview responses revealed that the student-athletes: (a) experienced

inconsistent instructional/instructor academic interactions when they had to

miss class, quizzes, or major assignments due to athletic commitments; (b)

acknowledged awareness of their role in initiating athletic schedule conflict

communications with instructors; and (c) faced similar challenges when

scheduling conflicts arose in terms of working with non-athlete peers. On the

social side, interviewees confirmed that there was a divide between athletes

and non-athletes, citing athletic related schedules, work, and family

commitments as some of the reasons that kept them the two groups apart.

Student-Athlete Persistence Perceptions & Intentions

Specific questions relative to student-athletes’ intentions to persist were

asked relative to re-enrollment and intentions to complete a degree at ISU,

priorities in terms of athletics and academics, experience and individual and

team athletic performance, and ISU expectations.

Most of the interviewees were happy with both their individual and team

performance, although they wished that their teams could win more games.

Respondent C (a freshman female basketball athlete) had this to say when asked

about his individual and team performance:

Respondent A (a sophomore, Basketball athlete) elaborated, including

commentary on the link between being part of a team and persistence. All
 29

interviewees were affirmative in their assertions regarding their willingness to

play even if they will face problems and regardless of their individual or team

performances. They clearly understood the concept that they were students as

well as athletes, and confirmed that they were committed to succeed in both

their academic and athletic endeavors. These findings were consistent with the

literature (Ferris, 2004; Freeman, Hall, & Bresciani, 2007; Kuh et al., 2006;

Umbach et.al, 2006) as well as Astin’s (1993) model that responsibilities and

agency in terms of their academic progress, and instructional (faculty to student-

athlete and non-athlete to student-athlete) communications and relationships;

(acknowledged reliance, appropriately so, on the Athletic Department

(administrators and staff/coaches) in terms of assistance in understanding and

complying with sports rules, regulations and eligibility requirements; (c) were at

least somewhat aware and made use of institution-based academic content

support services; and (d) saw and valued themselves as students and student-

athletes.

Probably the most relevant take away from these findings was that these

student-athletes knew they could and should be more self-reliant and

responsible for their academic progress, success and integration; yet admitted

needing their coaches to push them as students as well as athletes. Although

these findings are a reflection of what goes on at ISU, similar institutions within

the Big Sky conference can pay more attention to persistence rates. According

to Ishler and Upcraft (2005), the 2001 persistence rate from the freshman year

to the sophomore year in four-year colleges was 73.9 percent, and 54.1 percent
 30

in two-year colleges. This means there was a dropout rate of 26.1 percent in

four-year colleges and 45.9 percent in two-year colleges. This study sample of

student-athletes had over twice as many freshmen as sophomores,

interventions and/or inquiry directed at the beginning of the sophomore year

maybe too late—that is, attrition, by that point had already occurred.

The study was aimed to understand that the time management skills can

make difference in students athletes and their Stress level significantly. For this

were developed and the results suggested were supported significantly.

Showing the significant impact of time management workshop on stress level

and academic performance of the student athletes. The results are well aligned

with the arguments given by (Britton & Tesser, 1991). The results were also

supported by another past study done by (Misra & McKean, 2000). However

the results contradicts with the study of (Owen, 2016) as he did not find any

difference in stress level and academic performance of the student athletes on

the basis of time management skills. However he explains the possible reason

for that taking a small sample and taking of the student at the mid-point of the

semester. However Misra and McKean (2000) found that positive time

management skills increased academic performance.

 31

Chapter 4

Conclusions and Recommendation

This chapter presents the conclusion and the recommendations. The study
was conducted in the school of Mati Doctors Academy, involving the student
athletes.

Conclusions

Relative to wellbeing and Athletic Departmental Policies and Practices:

While survey respondents were generally satisfied with the athletic

department services and supports, specific to academic advising, the

interviews allowed the researcher to delve more deeply and revealed

student-athlete concerns about inadequate advisor access too many

student-athletes for the number of Athletic Department academic advisors,

and the resultant superficiality of the advising they received.

Interviewees acknowledged that they [the student-athletes] needed to

be more responsible in terms of their academic progress; but stressed the

necessity of their reliance on Athletic Department advising when it came to

criteria and academic progress metrics associated with determining and

maintaining intercollegiate athletic eligibility. Overall, the student-athletes

 32

interviewed were clear in their self-perception as both students and athletes,

and committed to succeeding in both the academic and athletic activities.

Recommendation

This qualitative study focused on providing depth of understanding the

unique experiences and perceptions of selected student athletes about the

climate that motivates them. However, it did not include a study of athletes who

quit the team or transferred out of school. Because the respondents in the study

were all in school at the time of the study, it is inconclusive as to what specific

academic or social-related concerns cause some athletes to quit or transfer out

of the university. A study of transfer student athletes might reveal significant

data that were not revealed in this study. For example, a comparative study of

student athletes who persist and transfers, including male and female subjects,

could provide a significant data base for greater understanding of motivation

issues related to all student athletes, as well as all students.

This study does provide some insight into what has contributed to the

respondent's climate for motivation for academic and athletic performance. The

study did not focus on the perceptions and experiences of ethnic minority

student athletes. This specifically left a void in the contribution to research in

this area. The respondents in this study were three white American males and

three black American males. No women participated in the study. Some

research data suggest that the experiences of black American athletes are more
 33

severe because of racial differences (Sparenti, 1988), so their accounts of their

experiences may be very different from those of white American athletes.

However, the design of the research questions in this study did not focus on

racial differences.

Chapter 5

This chapter presents the summary and findings. The study was conducted

in the school of Mati Doctors Academy, involving the student athletes.

Summary

This study focused on the use of qualitative research methods to generate

data related to educational and parental environment factors that may affect the

grades of student athletes. Semi-structured individual interviews were

conducted with five student athletes. In addition, one semi-structured focus

group discussion was held with student athletes from various sports. The

interviews and focus group were designed to elicit firsthand information about

the respondents' perceptions and experiences related to selected educational

and parental environment factors which affect their motivational climate.

The data were categorized and analyzed according to relevant theoretical

constructs related to the grades of athletes. Validity and reliability of the data
 34

were established through the use of multiple data sources, a peer debriefer,

who commented on the research process and findings, and member checks

with the interview respondents to assure then* words were being portrayed

accurately. The purpose of this study was to uncover the relationship between

athletic participation and other areas of student life in a different manner. The

researcher sought the responses of teachers whose personal feelings and

experiences with students could be used to report upon this relationship.

Findings

The purpose of this chapter is to explain the method in which the themes

and subthemes discussed here in emerged from the vast quantities of

qualitative data collected from the five (5) research participants. The researcher

also explains the steps taken to ensure that the findings are qualitatively

dependable and valid. All of the participants gave freely of their time and were

compensated with a sincere thank you from the researcher and the hope that

the information they have shared will be the beginning of a better, and brighter

future.

The five participants in this study are a part of one of the large athletic event in

the division. Their teams compete in a major athletic conference where they

consistently challenge for conference titles and qualify for Davraa championships or

other post-season events. More specifically, the student-athletes that participated in

 35

this study represented the sports of basketball (men’s and women’s) and track and

field. All of the participants in this study have been assigned pseudonyms.

During the interview process, the following themes and sub-themes emerged:

students athletics is a business; participation in high school athletics is a job; a desire

for financial equity; the value of education; academic support provided by the

division; high school athletics teach life skills; participation in high school athletics

is time consuming; the sports activities is a big event to every athlete because sports

can lead athletes to a better future.

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athletic participation and freshman-year cognitive outcomes. Journal of Higher

Education, 66, 369-387.

Covington, M., Simons, H., & Van Rheenen, D. (1999). Academic motivation

and the student athlete. Journal of College Student Development, 40, 15 1-1

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Ballantine, R.J. (1 98 1). What research says: About the correlation between

athletic participation and academic achievement (ERIC Document

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Griffith, D. (2007). More scrutiny of high school student-athletes needed to

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 38

Appendix A
GENERAL DATA OF RESPONDETS

Table 2 General Data of Students Athletes

Basketball Athletics
Girls

Gender Male 1

Female 4

Age 15 1

16 2

17 2

Religion Roman 2 1
Catholic
Islam 2

Civil Status Single 4 1

Educational Strand Humms 1 1

GAS 3

STEM

ABM
 39

Appendix B

RESULTS OF STUDENTS ATHLETES CAUSE OF HAVING LOW

GRADES

Concepts Agree Disagree

Basketball Athletics Total % Basketball Athletics Total %

girls girls

Physical 4 1 5 95% 0 0 0 0
trauma

Emotional 4 1 5 95% 0 0 0 0
trauma

Psychological 4 1 5 95% 0 0 0 0
trauma

Social trauma 4 1 5 95% 0 0 0 0

 40

Appendix C

OTHER LIFE EXPERIENCE OF STUDENTS ATHLETES AND HAVING

THEIR CAREER

Table 4. How the students athletes pursue their dreams.

Concepts Basketball girls Athletics Total %

Personal 4 1 5 100%

Parental Influence 4 1 5 100%

Peer Influence 4 1 5 100%

Table 5. Problems Encountered in Education

Problems Basketball girls Athletics Total %

Financial 4 1 5 100%

Social (Discrimation) 4 1 5 100%

Table 6. Reasons Why student athletes pursue their career in sports

Reasons Basketball girls Athletics Total %

To be professionals 4 1 5 100%

To improve life’s quality 4 1 5 100%

due poverty

To fulfill other ambitions 4 1 5 100%

 41

Appendix D

THE STUDENT ATHLETES RESPONDENTS