Professional Documents
Culture Documents
Region VIII
Tacloban City
A Phenomenological Study
Researchers:
Lovely Balintong
Renrey Respall
Princess Carbona
Subject Teacher:
Introduction
Intelligence over strategy. Some students are not too confident with their
intellectual stability and reach, so they strive more on some other ways to raise their
grades and get involved with some extra-curricular activities. But not all student’s mind-
set runs like this. Some students do good with their academic performance but still
choose to engage with extra-curricular activities. Either because of passion or parents
desire. Is a factor such as being a student athlete can bare a huge effect on their academic
performance? The study focuses on how the academic performances being affected by
certain phenomenon which being a student is being involved.
Going back to the main focus which is studying the effect of certain phenomenon
on a student’s academic success. These phenomena that affects their academic
performance is being a student athlete, their trainings, games, and other conditioning
process. This study intends to know how being a student athlete affect their performance
in school, if they can manage their time properly, and what difficulties there are in
engaging with this kind of extra-curricular activity and lastly, to share the result so that
the beneficiaries will be aware and for this study to somewhat give and contribute its part
and notion about this problem.
This study is most concerned with the effects of training to the academic
performances of the ABM student athletes of ACLC College of Tacloban.
1. Is the academic performances of the ABM student athletes of ACLC College of Tacloban
influenced by their choice of engagement to training?
2. How does the student athletes’ training affect their academic performances?
SPORTS
Training
Time
Lack of Focus
Management
EFFECTS ON
ACADEMIC
PERFORMANCE
Student Athletes This study will let the student athletes get
some insights about the effects of training
in some aspects of their life – such that in
social, academic and emotional aspects.
Also being involved, over-involved or not
being involved at all could give an impact
in their future encounters on higher
education.
Teachers This study will help the teachers to realize
why the students choose the path of being
a student athlete. And also for them to
understand the reason behind
Parents This study will help the parents understand
most of the student athletes’ situation and
also for them to give their utmost support
for their child’s chosen career.
Future Researchers This study will also serve as their initial
reference that will give them a brief
background or an overview of the title.
1.) To further understand the situation of being a student athlete under the ABM
strand.
2.) To identify whether the training of these ABM Student Athletes have a direct
effect on their academic performance.
3.) To find out some recommendations in avoiding the negative effects of training
of the ABM student athletes.
Several limitations to this study existed. The sample population consisted only of
ABM student athletes of ACLC College of Tacloban. Because all students surveyed were
from the same private school and geographic location, the variety of responses was
probably biased. In addition, the quality of activities and intelligence reach of each student
athletes recorded on the survey is not known.
Definition of Terms
Athlete - a person who is trained in or good at sports, games, or exercises that require
physical skill and strength.
Effects - how extra-curricular activities can result into in regards to the ABM Student
Athletes of ACLC College of Tacloban.
ABM - a senior high school track commonly called as Accountancy, Business and
Management.
According to BUGS (Bringing Up Girls in Science), a program for young girls and
their parents at the University of North Texas, “the home environment is among the most
important influences on academic performance” (Bringing Up Girls in Science, 2003). A
correlation appears to exist between the activities that students choose outside of the
classroom and their academic performance. One of the main controversies is the effect that
television viewing of students has on their academic achievement but the effects of music
and sports are also controversial in their relation to academic performance. But many
school officials and past researchers are interested in the “relationship between academic
achievement and participation in interscholastic sports at middle level schools,” implying
that sports do have some sort of influence on how students perform academically (Stephens
& Schaben, 2002). All of these activities appear to have some sort of effect on students’
academic performance; however, the issue of whether they benefit or hinder is unknown.
The research would be described as a descriptive study because it observes behaviors “as
they occur naturally, describes behavior, explores a phenomenon, and tests hypotheses
about behavior” (Brown, Cozby, Kee, & Worden, 1999).
The development of extracurricular activities was slow in the beginning, with many
seeing it simply as a fad that would pass and quickly fade out of style (Millard, 1930, p.
xi). One of the early philosophies behind extracurricular activities was that they should,
wherever at all possible, “grow out of curricular activities and return to curricular activities
to enrich them” (Millard, 1930, p. 12). Eventually people, including educators, began to
see the benefits of extracurricular activities, but it took a while to inure themselves to them.
In fact, before 1900, educators were skeptical of participation in extracurricular activities,
believing that “school should focus solely on narrowly defined academic outcomes. Non-
academic activities were viewed as being primarily recreational and therefore were
detrimental to academic achievement, and consequently were discouraged” (Marsh &
Kleitman, 2002, para. 5). Deam and Bear, early experts on extracurricular activities, said,
“Extracurricular activities supplement and extend those contacts and experiences found in
the more formal part of the program of the school day” (Millard, 1930, p. 16). It was not
until recently that “educational practitioners and researchers have taken a more positive
perspective, arguing that extracurricular activities may have positive effects on life skills
and may also benefit academic accomplishments” (Marsh & Kleitman, 2002, para. 5). It is
obvious that extracurricular activities have an impact on academic performance and
education ever since their inception. The question is, how are extracurricular activities
affecting academic performance today?
Guest and Schneider (2003) concluded that there are three factors which influence
this relationship. These factors are the “what,” the “where,” and the “when” (Para. 7). The
“what” suggests that “the type of participation or activity undertaken influences
developmental outcomes” (Guest & Schneider, 2003, para. 8). The “where” suggests “that
the school and community context in which extracurricular activity takes place matters”
(Guest & Schneider, 2003, para. 9). Finally, the “when” suggests “that the developmental
and historical context in which extracurricular participation takes place influences both
how it is valued and its effects on subsequent development” (Guest & Schneider, 2003,
para. 10). All three of these factors work together to influence the relationship between
participation in extracurricular activities and academic performance, because each one
places a different value both on activities and academics.
Some researchers have divided extracurricular activities into informal and formal
activities. The formal activities include activities which are relatively structured, such as
participating in athletics or learning to play a musical instrument. Informal activities, on
the other hand, also known as leisure activities, include less structured activities, such as
watching television. Some literature on leisure studies has “suggested that formal and
informal activity settings have different influences on motivation and feelings of
competence,” two factors which influence academic performance (Guest & Schneider,
2003, para. 8). One study found “that more time in leisure activities was related to poorer
academic grades, poorer work habits, and poorer emotional adjustments,” while more time
in “structured groups and less time watching TV were associated with higher test scores
and school grades” (Marsh & Kleitman, 2002, para. 15).
Guest and Schneider (2003), in their study, found that “the type of participation or
activity undertaken influences developmental outcomes (Para. 8). This involves the “what”
factor and is the concern of this research project. There have been many studies conducted
on the influence that extracurricular activities have on academic performance. Their effects
have “differed substantially for different activities. There were a total of seventy-six
statistically significant effects, fifty-eight positive and eighteen negative” (Marsh &
Kleitman, 2002, para. 11).
The impact that athletics has on academic performance has been debated over the
years—some say the impact is positive, while others say it is negative. “Early analysis of
the effect of participation in sports on academic achievement produced inconsistent
evidence” (Broh, 2002, para. 3). Even today, there is inconsistent evidence, but most
research tends to lean toward the idea that participation in athletics does, in fact, improve
academic performance. The result of one particular study indicated that “with the exception
of a few subgroups and outcomes, participation in sports is generally unrelated to
educational achievement.” Additional information from this study has “found that playing
sports in high school has no significant effect on grades or standardized test scores in the
general student population” (Broh, 2002, para. 5). Although this particular study produced
a negative relationship between sports and academic performance, many demonstrate a
positive relationship. Broh (2002) believes that “participation in interscholastic sports
promotes students’ development and social ties among students, parents, and schools, and
these benefits explain the positive effect of participation on achievement” (Para. 1).
“Longitudinal studies on school sports have suggested that such participation raises
students’ grades and test scores” (Broh, 2002, para. 2). Stephens and Schaben performed a
study looking at the number of sports each student played and its affect on academic
performance. They noticed that students who participate in at least one sport each year
outperformed those who participated in one or less, in class rank, overall GPA, and math
GPA (Stephens & Schaben, 2002, para. 6). They also noticed that the students who
participated in more sports for many seasons had a “higher level of scholarship than the
[students] who had competed in only a few seasons or for only one year” (Stephens &
Schaben, 2002, para. 7). Some research indicates that physical activity not only improves
academic performance, but has an actual physical benefit for the mind. Shepard (1996) said,
“Regular physical activity might influence cognitive development by increasing cerebral
blood flow, altering arousal and associate neruohormonal balance, changing nutritional
status, or promoting the growth of interneuronal connections” (Para. 12).
The question that some researchers struggled with, however, is whether or not their
research explains a cause-effect relationship. Studies report that it is not necessarily the
participation in sports which is responsible for producing better grades, but it could be that
“good” students are participating in sports. “More recent studies have indicated that there
is a large selection bias of higher-achieving, “good” students into participation in
extracurricular activities, including sports” (Broh, 2002, para. 3). Guest and Schneider
(2003) found that “in higher-class communities, where a relatively large proportion of
students go to college, non-sports extracurricular activities are likely to be seen as
providing a foundation for further education and professional success” (Para. 13).
The Relationship Between Participation in Music and Academic Performance
Television is usually not considered an extracurricular activity, per se, but for the
sake of this study, it is classified as one. Other studies consider it more of a leisure activity
than an extracurricular activity. Most studies favor more structured extracurricular
activities than watching television for enhanced academic performance. Marsh & Kleitman
(2002) reported that “more time in extracurricular activities and structured groups and less
time watching TV [are] associated with higher test scores and school grades” (Para. 15).
Service learning “can and does have a positive impact on the psychological, social,
and intellectual development of adolescents who participate” (Hinck & Brandell, 1999,
para. 11). Usually the services performed are related, in some way, to some academic
subject, but most forms of volunteer work and community service can be tied to academics
in one way or another. As a result, “more and more studies are finding that increased
academic growth is the result when service is combined with intellectual content” (Hinck
& Brandell, 1999, para. 17). One study, conducted on over 2,000 students enrolled in
kindergarten through twelfth grade, found that student performance improved as a result
of service learning (Hinck & Brandell, 1999, para. 17). The Texas Council of Chief State
School Officers reported that “involvement in service learning affects students’ higher
level thinking skills, motivation to learn, application of learning, insight, and basic
academic skills” (Hinck & Brandell, 1999, para. 18). One study performed to determine
the relationship between academic performance and community partnerships found that
“regardless of students’ background and prior achievement, volunteering activities
positively influenced student grades, course credits completed, attendance, behavior, and
school preparedness” (Simon, 2001, para. 1). All of the literature concerning the
relationship between academic performance and volunteering presented a positive
relationship.
Chapter III
Methodology
Research Design
The type of research that will be used in this study is qualitative research. A
qualitative research aims to gather and in depth understanding of human behaviour and the
reasons that given such behaviour. The disciples investigate "why" and "how" of the
decision making. The researcher will also examine the phenomenon through observation
in numerical representation and theory statistical analysis.
The specific location where the study will be conducted is in the ACLC College of
Tacloban located at M.H. Del Pilar Street, Tacloban City.
The respondents of the study are chosen student athletes of ABM-SHS Department
of ACLC College of Tacloban, and also hopes to get some insights from some faculty
members.
Research Instruments
In this study, the researchers has provided questionnaires for each respondent to
answer the given questions. Also, the researchers has used a consent letter for chasing
permission to use their personal information.
For collecting the data, the researchers come up with a survey regarding the effects
of being a student athlete by seeking information to evaluate the academic performance of
the repondents. Also, the researchers has given questionnaires for the respondents to
answer the specific questions concerning about how do student athletes maintain their
grades toward academic performance..