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Republic of the Philippines

Region VIII

Tacloban City

ACLC College Tacloban

Effects of Training to the ABM Student

Athletes of ACLC College of Tacloban;

A Phenomenological Study

Researchers:

Lovely Balintong

Carl Nathaniel Baquiro

Renrey Respall

Princess Carbona

Brian Paul Amidao

Ramcess Rae Pumanes

Subject Teacher:

Sir Rey A. Odon


Chapter I

Introduction

Background of the Study

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.

Statement of the 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?

3. Does their grades get higher or lower because of their training?


Conceptual Framework

SPORTS

Training

Time
Lack of Focus
Management

EFFECTS ON
ACADEMIC
PERFORMANCE

Figure 1: Conceptual framework


Significance of the Study

The conducted study is beneficial to the following;

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.

Objectives of the Study

Following are the objectives of the study:

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.

Scope and Delimitation

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.

Extra-Curricular Activities - relating to activities (as athletics) that are offered by a


school but are not part of the course of study.

Participation - Involvement in an extra-curricular activity.

Academic - is relating to schools and education.

Training – a process by which an athlete prepares for competition by exercising, practicing,


etc.

ABM - a senior high school track commonly called as Accountancy, Business and
Management.

ACLC - AMA Computer Learning Center. Locale of the study.


Chapter II

Review of Related Literature

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).

In addition to the factors like ACT SCORES, ethnicity and motivations,


there are other indicators of a good GPA for all students. These indicators can be non-
cognitive factors such as self-confidence. Self-confidence has been demonstrated as a
significant factor in academic differences among students. Standkow Morong and Lee
(2014) studied the impact of self-confidence on performance using the constructs of self-
efficacy, self-concept, and anxiety. They discovered that confidence represented 46.3% of
the total variance in academic achievement among the subjects they studied. As a result,
they considered the confidence level of their subjects for the greatest indicator of academic
success. Self-confidence has always been previously studied as a mechanism for good
grades among high school students. Tavivi and Losh (2003) examines various indicators
among academic. Success indicating self-confidence. They also discovered that confidence
is a key indicator of academic success among their subjects. Whole compared to other
characteristic indicators such as motivation or expectation, confidence was still discovered
to be significant factor among the subjects.

The History of Extracurricular Activities

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?

Extracurricular Activities and Academic Performance

Numerous studies have been conducted concerning the relationship between


extracurricular activities and academic performance. Total extracurricular activity
participation (TEAP), or participation in extracurricular activities in general, is associated
with an improved grade point average, higher educational aspirations, increased college
attendance, and reduced absenteeism” (Broh, 2002, para. 8). Guest and Schneider (2003),
in looking at the previous research on this subject said, “Researchers have found positive
associations between extracurricular participation and academic achievement” (para. 2).
Although researchers agree that extracurricular activities do, in fact, influence academic
performance, the specific effect that various activities produce is debated. One study,
conducted by the National Educational Longitudinal Study, found that “participation in
some activities improves achievement, while participation in others diminishes
achievement” (Broh, 2002, para. 1).

Many extracurricular activities have proven to be beneficial in building and


strengthening academic achievement, even if the activities are not obviously related to
academic subjects (Marsh & Kleitman, 2002, para. 9). “A number of studies revealed that
students participating in extracurricular activities did better academically than students
who did not participate” (Marsh & Kleitman, 2002, para. 7). Researchers have particularly
studied the relationship between extracurricular activities and academic performance in
adolescents. One study found that “adolescents who participated in extracurricular
activities reported higher grades, more positive attitudes toward school, and higher
academic aspirations” (Darling, Caldwell, & Smith, 2005, para. 1). Darling, Caldwell, and
Smith (2005) conducted a longitudinal study concerning extracurricular activities and their
effect on various aspects of development, including academic performance. A survey
containing a list of twenty different extracurricular activities was distributed to students;
they were asked to check which extracurricular activities they participated in that year.
Demographic questions, such as their favorite activity, gender, and ethnicity were asked in
order to take the social factors and influences into account when calculating the results.
The students were also asked what their academic goals were and their grade point average.
The results showed that the students who participated in school-based extracurricular
activities had higher grades, higher academic aspirations, and better academic attitudes
than those who were not involved in extracurricular activities at all (Para. 23-35).

Social Influences of Extracurricular Activities and Academic Performance

Numerous studies indicate that extracurricular activities do, in fact, promote


academic performance in students. However, are the extracurricular activities themselves,
regardless of outside or social influences, responsible for this impact on academic
performance? Guest and Schneider (2003) conducted research on what influence various
social factors had on the relationship between extracurricular activities and academic
performance. They found that most of the studies previously conducted on the relationship
between these two factors had not taken into account the meaning that participation in
extracurricular activities “[held] for individual participants within distinct social contexts”
(Para. 3). They believed that every school and community assigned certain values to the
various activities, putting more importance on some over others. The value that is placed
on each activity affects the relationship between that specific activity and academic
performance (Guest & Schneider, 2003, para. 4).

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.

Formal Versus Informal Extracurricular Activities

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 Relationship Between Athletics and Academic Performance

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).

Compared to other extracurricular activities, however, athletics does not appear to


produce as strong a positive correlation. Darling et al. (2005) found that students who did
not participate in any extracurricular activities showed the poorest adjustment as far as
grades, attitude toward school, and academic aspirations, while non-sport extracurricular
activities showed the most positive adjustment, with sports related extracurricular activities
in the middle (Para. 40). Guest and Schneider (2003) reported similar results, saying, “In
all schools, participation in non-sports extracurricular activities has a stronger association
with being seen as a good student than does participation in sports” (Para. 36).

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

Studies reflect a strong positive relationship between participation in music and


academic performance. Ponter (1999) suggested that “music should be considered as
fundamental to the curriculum as mathematics and reading” (Para. 1). Eady (2004) holds a
similar view, believing that “music can influence learning in core subjects as well as
contribute to the attainment of core goals in learning” (Para. 1). This gives the impression
that music plays an important role in academic performance. One study, which evaluated
the effects that musical performance has on children’s academic performance and thinking
abilities, showed that “instrumental music training uniquely enhances the higher brain
functions required for mathematics, science, and engineering” (Ponter, 1999, para. 23).
Milley conducted a case study on students involved in band and orchestra. He found that
“concert band and orchestra members scored significantly higher than non-music students
on SRA (Science Research Associates) language, math, and composite score; that their
GPAs were significantly higher than non-music students; and that they had significantly
fewer days absent.” This case study concluded that “music students reach higher academic
achievement levels in academic studies than non-music students” (Kelstrom, 1998, para.
26).

Music continues to impact academic performance throughout a student’s educational


career. Studies have been conducted on this relationship in students as young as preschool
through college-aged students. In all age groups studied, music was proven to have a good
impact on academic performance. The College Entrance Examination Board reported that
high school students who had had some experience with music performance or music
appreciation scored higher on the Scholastic Aptitude Test (SAT). The students who had a
background in music scored between 51 to 61 points higher on the verbal section and 39
to 46 points higher on the math section than the students with no music background (Ponter,
1999, para. 25). The College Board, who is responsible for administering the Scholastic
Aptitude Test conducted studies, which indicated that “music/art students consistently
scored significantly higher on both the math and verbal sections of the SAT” (Kelstrom,
1998, para. 1).
Confirming the belief that the relationship between music and academic performance
is positive, “researchers have found that music instruction actually enhances student
achievement in areas outside music” (Kelstrom, 1998, para. 12). It is believed that “music
develops critical thinking skills and improves skills in reading, writing, and math. Music
develops and improves spatial intelligence, which transfers to high-level math and science.
It develops perceptual skills necessary in many academic areas” (Kelstrom, 1998, para. 31-
32). According to this study, music has a strong influence, because it produces and
develops skills needed for many academic processes.

The Relationship Between Television Viewing 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).

Most of the literature reviewed reported a negative relationship between television


viewing and academic performance. Bar-on (1999) reported that “over 4,000 studies have
been published on measuring the effect of television on children. The results suggest a
correlation between high rates of television viewing and aggressive and violent behavior,
[and] lower academic performance” (Para. 2). An article in Education found that some
studies have “found no significant relationship” between television viewing and academic
performance, and a few studies have found a large and significant relationship, although
most have discovered a small, yet significant relationship (Thompson & Austin, 2003, p.
195).

Shin, in researching television and its effects on academic performance, developed


three hypotheses, or reasons, for its negative impact. The first, “the time-displacement
hypothesis,” suggests that “watching television displaces or takes time away from
intellectually demanding activities such as doing homework and studying,” which has a
negative effect on grades and academic performance (Shin, 2004, para. 4). Why this theory
does not apply to the other extracurricular activities that seem to improve academic
performance, despite the fact that they take time away from schoolwork and studying is
addressed by Shin’s second hypothesis. It is called the “mental-effort hypothesis,” and
suggests that “watching television leads to mental laziness.” Shin found some evidence
that implies that watching television “requires less mental effort than reading,” meaning
the brain and intellect are not being triggered and exercised while watching television as it
is during other activities (Shin, 2004, para. 5). Shin concluded that spending time watching
television “inhibits the viewers’ intellectual processing or leads to specific behaviors that
may hinder children’s academic achievement” (Shin, 2004, para. 2). The final hypothesis
is called the “attention hypothesis” or the “arousal hypothesis.” This hypothesis proposes
that “television viewing encourages impulsive behaviors and may eventually decrease
academic achievement, because television uses frequent movements and cuts that may
discourage sustained activities.” Children’s television programs are fast-moving and the
scenes are constantly changing, fostering short attention spans. This hypothesis also
suggest that watching television “leads to superficial intellectual processing,” resulting in
a difficulty for children to sustain attention in the classroom (Shin, 2004, para. 6). Although
television viewing does require the viewer to absorb information, it usually does not require
much brain-processing—typically, no imagination or reasoning skills are developed or
utilized, as they are in reading. In summary, Shin concluded that “television viewing [is]
assumed to hinder academic achievement through: decreasing the amount of homework
and studying, decreasing the amount of leisure reading, and increasing impulsive behaviors”
(Shin, 2004, para. 8).

Varying amounts of television viewing have different effects on academic


performance. “Researchers have stated that a negative relationship does not begin to
manifest itself until a child exceeds a 10 or more hour per week threshold, with the
strongest negative relationship observed for 30 or more hours of viewing” (Thompson &
Austin, 2003, p. 195). One study actually showed that television viewing has a positive
impact “up to a certain amount, and a negative impact after a point of saturation”
(Thompson & Austin, 2003, p. 195).
Although the amount of time a student watches television each week has an impact,
so does the quality and type of programming he or she is reviewing. If students watch
highly informational programs, such as news programs and documentaries, they have a
greater opportunity to increase in knowledge and learn. Alternatively, if they watch mostly
low informational programs, such as fast-action shows, cartoons, or music videos, “an
opportunity for a detrimental academic impact is increased” (Thompson & Austin, 2003,
p. 197).

Most research found a negative relationship between television viewing and


academic performance; however, there are some instances where television may actually
have a positive effect. These instances are few and far between; the most common theory
is that there is a negative relationship between the two.

The Relationship Between Volunteer Work and Academic Performance

A dearth of literature on the relationship between volunteering and academic


achievement exists; nevertheless, it is becoming more popular in academic settings as a
way of improving academics, as well as society. Many schools now require their students
to complete a mandatory number of hours of volunteer work per year or semester. Schools
have implemented “service learning,” which incorporates community service and
volunteer work into the curriculum, because it has been proven to have a positive effect on
academic performance (Hinck & Brandell, 1999).

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.

Locale of the Study

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.

Respondents of the Study

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.

Data Gathering Procedure

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..

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