A Study between Sports Participation and Academic Performance

A Research Paper Submitted to

Davao Oriental Regional Science High School

In Partial Fulfillment for Practical Research II (Quantitative Research)

Unica Patricia B. Uyan

Researcher

Maria Fe Dumaran
Research Adviser

October 2017
 TABLE OF CONTENTS
TITLE PAGE
Title Page i.
Table of Contents ii
Acknowledgement iii
Abstract iv
CHAPTER I INTRODUCTION 1-2
Background of the study 1
Statement of the Problem 2
Hypotheses 2
Purpose of the Study 3

Significance of the Study 3

Scope and Delimitations 3

CHAPTER II REVIEW OF RELATED LITERATURE 4-6

AND STUDIES
Academic Achievement 4-5
Academic Grade 5-6
Sports Participation 6
Negative Effects 7

CHAPTER III METHODOLOGY

Research Design 8
Research Participant 8
Data Collection 9
Data Analysis 9
CHAPTER IV Results and Discusions 10-11
CHAPTER V Summary, Conclusion, and 12-13
Recommendation
BIBLIOGRAPHY v
APPENDICES vi
 Republic of the Philippines
Region XI
DIVISION OF MATI CITY
Davao Oriental Regional Science High School

APPROVAL SHEET

This Science Investigatory Project entitled “An Analysis on the Potability of the Water in
the Science Laboratory of Davao Oriental Regional Science High Schoolhas been prepared by
CLARISSA I. CAYANONG is submitted to the School Scientific Review Committee for
acceptance and approval for Oral Examination.

MARIA FE M. DUMARAN
Research Adviser

SCHOOL SCIENTIFIC REVIEW COMMITTEE

Accepted and approved by the committee on Oral Examination with a grade of _____.

____________________________
Chairperson

________________________________________ ______________________
Member Member Member

Accepted and approved by the School Scientific Review Committee.

FLAVIA T. LATRAS
Principal
 Acknowledgement

I thank all who in one way or another contributed in the completion of this research study. First, I

give thanks to God for protection and ability to do this work.

I am so grateful to our research adviser, Maam Maria Fe Dumaran for imparting her knowledge

to us in this kind of study. Thank you for having a long patience to us and for guiding us

throughout.

I am also thankful to the student-athletes of Davao Oriental Regional Science High School. I

want to acknowledge and appreciate their help because without them I can’t justify my research

study.

Thank you also to my classmates who were always there to support and answer my questions. I

also thank my parents who encouraged me to do my works. Thank you for assisting me

financially.

May the almighty God richly bless all of you.

 Abstract

The purpose of this study was to

analyse the effect that participating
in extracurricular
sporting activities has on academic
performance among students in
higher education. Prior research on
this topic has yielded contradictory
results: while some authors find a
positive effect of sports participation
on academic outcomes, others report
a negative impact. Accordingly, the
authors seek to provide a more
rounded understanding of these
mixed findings. There was a positive
significant relationship between
sports participation and academic
performance. Implications and
recommendations on how to improve
academic performance of athletes
were discussed in the study.
 CHAPTER 1

Introduction

Background of the Study

Many children are covered into sports as children by their parents, to get involved and

find a passion or hobby in life. Some high school students specifically are looking forward to

their school’s intramurals where they have the chance to showcase their skills in playing their

sports. There are also some students who spend their time to their training out of school in their

desired sport. However, athletes spend their time for training but forget their academic

responsibilities. On the contrary, studies are recognizing the positives of athletic involvement,

such as increased in time management, satisfaction with school, and acknowledged that the

positive outcomes may outweigh negative outcomes.

The NASBE report (2004) states that “Engaging in daily practices instills in the players

qualities of discipline, teamwork, physical fitness, and organization”. These skills and attributes

can enhance the student’s ability to find success in the classroom. Nevertheless, there are studies

which contradict the previous statement. Since the Davao Oriental Regional Science High

School is a house of all learning which mainly focuses on studying Science and Mathematics.

The students were motivated to prioritize their studies than participating in sports. However, in

order to be not left behind, they come to realize to give athletes a chance to play their desired

sport in an interschool sport game.

 Even the National Association of State Boards of Education (2004) claims the purpose of

high school sports “… is to enhance the whole school experiences for all students. 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.

Statement of the problem

This study determines whether there is a significant relationship between sport participation and

academic achievement. In order to focus the research, the following question was addressed:

1. Is there any relationship between the sports participation and academic achievement?

Hypothesis:

𝟏. 𝑯𝒐 :There is no relationship between sports participation and academic achievement.

𝑯𝒂 :There is a relationship between sports participation and academic achievement.

Purpose of the Study

This study examines if there is a relationship between sports participation and academic

achievement. The researcher was also interested in whether these correlations are positive and

negative in nature and to provide the strength of the correlation.

Significance of the study

The study between the relationship of sport participation and academic achievement can

be a learning paradigm in the secondary level to enhance the students’ knowledge about the said

topic. This will help also the student-athlete to have self-awareness because when you commit to

both academics and a sport, you must realize that you don’t leave yourself a lot of time for

anything else.

The contributions of this study would be of interest to student-athletes, sport officials,

and even teachers. This study leads to awareness for student-athletes a dual participation in

sports and academic, to which my study would be significant.

Scope and Delimitations

This study focused on the significant relationship on the sport participation and academic

achievement. The respondents were student-athletes that were studying in Davao Oriental

Regional Science High School.

 CHAPTER II

Review of Related Literature

This research study was interested in whether there is a relationship between sports

participation and academic performance. Most researchers agree that participation in athletics

will not guarantee a better GPA, but as Hartmann (2008) puts it that sports is not inherent but

willingness due to ability to play. And according to John MacAloon, it is called an ‘empty form’,

a tool whose social and use and impact is dependent on the ways in which it is employed. If not

properly manipulated or utilized, sport can be detrimental to educational performance and

outcomes.

Academic Achievement

Marsh and Kleitman (2002) found that student-athletes participation was a value to the

students. In their study, Marsh and Kleitman examined the effects of extracurricular school

activities on high school and postsecondary outcomes. More specifically, their research focused

on students’ participation levels increased, their academic achievement also increased. Marsh

and Kleitman also found that in high levels of involvement a student would begin to see a drop in

their academic achievement. This means that there were positive results to those who don’t really

or have moderate participation, but this positive connection leveled off and then began to drop as

students’ participation levels continued to rise.

Hauser and Lueptow (1978) found the GPA of athletes was higher than non-athletes, but

they also found that non-athletes were able to increase their GPA more in time period than their

athlete counterparts. However, the NASBE (2004) reviewed several studies that have been done

recently on who participates in athletics and how that participation affects academic. The
NASBE results show a different story from Hauser and Lueptow’s finding stating, “student-

athletes outperformed non-athletes academically with the gap widening the more athletes

participated”. (2004, p.9)

Kristijansson and his researchers (2009) focused their research on the effects of student’s

physical activity on their academic achievement. These researchers found out that as students’

activity levels rose, the students’ academic achievement also increased. The results “showed that

participation in physical activity is associated with better academic achievement”. The NASBE

Executive Director Brenda Welbourn agrees, “Anecdotal evidence suggests that students who are

active in athletics and extracurricular activities perform better academically”. (Vail, 2006, p.33)

Academic Grade

One way to measure student’s academic achievement is by their grade point average

(GPA). Eccles et al (2003) stated that extracurricular activities promote academic performance.

Their study found that students who were involved in sports were more likely to see increases in

GPA while in high school. Marsh and Kleitmnan (2002) found that in school extracurricular

activities positively associated with higher grades along with other academic outcomes. Hauser

and Lueptow’s (1978) study stated that students who remained involved in sports through their

senior year had a higher GPA of 2.54 as compared to non participants who had GPA of 2.31.

Hauser and Lueptow also found that students who were more involved in athletics did not

increase their GPA as many points as the students that did not participate.

As the authors discuss the result of their study, they continually return to the fact that

students who are involved in athletics starts with higher GPAs and maintain that level, while non

participants start lower but are able to raise their GPA from sophomore to senior.
Sports Participation

Sports participation has long been thought to provide youth with a prosocial environment

that fosters basic values, such as fair play, competitiveness, and achievement. Sports may also

help protect participants against negative influences that can lead to delinquency and drug

abuse. Because sports participation typically involves substantial amounts of physical activity,

the health benefits of regular exercise would be expected to accrue to young athletes. Also,

because team rules and guidelines often promote health-enhancing behaviors, such as proper

nutrition and avoidance of cigarette smoking, sports participation might promote healthy

lifestyles via social environmental pathways. Indeed, there is some evidence that youthful sports

participants manifest better health habits than nonparticipants. However, the health benefits of

sports participation have been questioned recently, and some studies have found sports

participation to be associated with certain risk-taking behaviors among elementary school, junior

high school, high school, and college students.

Negative Effects

According to Hartman (2008), focusing on athletics becomes “a time and energy drain for

student-athletes, or that an over emphasis on sport might distract attention and concern from the

core academic curriculum and educational mission of the school”. Hartmann reviewed many of

the expert reports on the relationship between athletic participation and educational achievement,

even among the experts there is disagreement about the benefits of athletic participation when it

comes to educational achievement. These authors found that students who highly valued sports

in the 10th grade lost a substantial amount of connection with the school if they were no longer

involved in sports by the 12th grade. This loss of affirmation can lead students to lose the

motivation needed to continue to do their best in school, which will lead to a decrease in

academic performance (Eccles, Barber, Stone & Hunt, 2003).

 CHAPTER III

Methodology

This chapter deals on the research steps and procedures employed in this study.

This study will look for effects of athletic participation on academic achievement. The following

is a description of the methods and procedures used to conduct this study.

Design

This study is a quantitative research design in which the researchers will use a secondary

method to obtain information about the interrelationship between variables through gathering the

grades of the respondents. Using the number of hours spent by the athlete in their trainings and

their academic grade average, the researcher used Bivariate (Pearson) to determine if there’s a

significant relationship. The researcher used Correlation Analysis to measure the strength of the

relationship of the said variables

Research Participants

The target population was the participants who are student-athletes of Davao Oriental

Regional Science High School. The study sample comprised of 50 participants from the different

grade level of the school. To narrow the scope of the study, the researcher chose to focus only on

the participants who are really are student-athletes and are developmentally capable of

participating in the study.

Collection of Data

The data that were gathered includes the grades of the student-athletes, a two question

survey that is 50 copies were made to hand out to student-athletes on the campus of DORSHS.

Data Analysis

 Determining if there is a significance relationship between the sports participation and

academic performance.

To determine if there’s a significance relationship between the sports participation and

academic performance, Bivariate (Pearson) Correlation will be utilized to determine the

strength of the relationship of the two variables.

 CHAPTER IV

Results and Discussions

The results were collected from 50 student-athletes in DORSHS with different sports

involvement.

x y xy X2

735 4285 64389 11711 375459

The table above displays the result of the calculated sum of x and y. Wherein (x) is the time

spent by the athletes in their trainings and games, while (y) is their academic grade. This is

needed in order to get the pearson correlation. On the other hand, in order to determine if there is

a relationship between the variables, below is a guideline in interpreting Pearson’s correlation

coefficient.

Coefficient, r

Strength of Association Positive Negative

Small .1 to .3 -0.1 to -0.3

Medium .3 to .5 -0.3 to -0.5

Large .5 to 1.0 -0.5 to -1.0

 𝑛(∑ 𝑥𝑦)−(∑ 𝑥)(∑ 𝑦)
r=
√[ 𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 −(∑ 𝑦)2

50(64389)−(735)(4285)
r=
√[ 50(11711)−(540225)][50(375459)−(18361225)

(3219450)−(3149475)
r=
√(45325)][411725]

(69975)
r=
√18661435625

(7317)
r=136606.8651

Since the value of correlation is 0.1536, therefore there is a positive correlation between sports

participation and academic performance. However, due to a lesser value it has a weak positive

relationship between sports participation and academic performance.

 CHAPTER V

Summary, Conclusions and Recommendation

Summary

A study between sports participation and academic achievement made many

argues by different authors. Some authors say that student-athletes can have a bigger grade than

non-athletes. However, some authors also say that student-athletes ay have the potential to drop

school because of time management and lack of school focus. This study will determine if there

is a positive relationship between sport participation and academic achievement.

Through giving 50 copies of survey with 2 question stating number of hours in sport

participation in a week and average grade of different student-athletes of Davao Oriental

Regional Science High School. Since the result is 0.1536, therefore there is a positive correlation

between sport participation and academic achievement. However, the value interprets a weak

correlation because it has a small value.

Conclusion

Despite the fact that student-athletes may affect their academic performance they can also

gain many benefits from their sports. As the time they spent in their sports increases it varies

their academic performance. Since the result of the Pearson coefficient correlation is 0.1536,

therefore there is a positive correlation between sports participation and academic achievement.

However, due to a smaller value it interprets a weak positive correlation.

Recommendation

If this study will be used as a reference for the next for the next researches, the

following are the researcher’s recommendation:

 This study could be a analyzed through Covariance analysis in which it measures the

extent of the changes in the relationship of the two random variable. It can be questioned

(strongly disagree or agree, agree, disagree).

 More investigations are needed on the possible effects on the variable.

 BIBLIOGRAPHY

Allen, M. S., Coffee, P., & Greenlees, I. (2012). A theoretical framework and research agenda

for studying team attributions in sport. International Review of Sport and Exercise Psychology,

5, 121–144.

Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and

adolescent development. Journal of Social Issues, 59, 865–889

Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and

educational success through extracurricular activity

participation. Journal of Educational Psychology, 95, 409–418

Marsh, H. W. (1993). The effects of participation in sport during the last two years of high

school. Sociology of Sport, 10, 28–43.

Marsh, H. W., & Kleitman, S. (2002). Extracurricular school activities: The good, the bad: and

the nonlinear. Harvard Educational Review, 72, 464–511.

Gatson-Gayles, J. (2005). The Factor Structure and Reliability of the Student Athletes'

Motivation toward sports and academic questionnaire (SAMSAQ). Journal of

College Student Development, 46(3), 317-327.

Haivas, S., Hofmans, J., & Pepermans, R. (2012). Self-determination theory as a framework for

exploring the impact of the organizational context on volunteer motivation: A study of Romanian

volunteers. Nonprofit and Volunteer Sector Quarterly, 41(6), 1195-1214.

Hauser, W., & Lueptow, L. (1978). Participation in Athletics and Academic

Achievement: A Replication and Extension. The Sociological Quarterly, 19(2),

304-309.

NCAA. (2016). Retrieved from NCAA website: http://www.ncaa.org/student-athletes

Kiger, G., & Lorentzen, D. (1986). The effects of athletic participation on university academic

performance: A comparison of athletes and the general student population. College Student

Journal, 22, 287–293.

Maniam, V. (2014). Sports participation and cultural identity in the experience of young

people (1st ed.). Bern; New York: Peter Lang.

Rees, T., Alexander Haslam, S., Coffee, P., & Lavallee, D. (2015). A social identity

approach to sport psychology: Principles, practice, and prospects. Sports

Medicine, 45(8), 1083-1096.

Table 1. List of number of hours spent in sports participation in a week and academic

grade

Number of
hours (x) Grades (y) xy x^2
15 88 1320 225 7744
14 88 1232 196 7744
10 90 900 100 8100
15 91 1365 225 8281
16 88 1408 256 7744
12 84 1008 144 7056
18 85 1530 324 7225
14 87 1218 196 7569
14 92 1288 196 8464
15 91 1365 225 8281
19 90 1710 361 8100
20 85 1700 400 7225
17 83 1411 289 6889
13 81 1053 169 6561
9 82 738 81 6724
15 84 1260 225 7056
16 89 1424 256 7921
24 82 1968 576 6724
18 84 1512 324 7056
21 89 1869 441 7921
15 93 1395 225 8649
14 92 1288 196 8464
16 81 1296 256 6561
17 85 1445 289 7225
7 86 602 49 7396
15 82 1230 225 6724
14 87 1218 196 7569
16 88 1408 256 7744
14 85 1190 196 7225
19 95 1805 361 9025
22 92 2024 484 8464
25 90 2250 625 8100
20 92 1840 400 8464
15 87 1305 225 7569
12 89 1068 144 7921
12 80 960 144 6400
 8 87 696 64 7569
10 82 820 100 6724
10 92 920 100 8464
15 94 1410 225 8836
16 93 1488 256 8649
15 90 1350 225 8100
9 85 765 81 7225
14 83 1162 196 6889
15 84 1260 225 7056
13 92 1196 169 8464
13 91 1183 169 8281
15 86 1290 225 7396
14 89 1246 196 7921
735 4285 64389 11711 375459