ST.

PAUL SCHOOL OF APARRI SENIOR HIGH SCHOOL DEPARTMENT

THE EFFECT OF PARTICIPATING BASKETBALL IN THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

A Research Proposal

Presented to the Faculty of the

Senior High School Department of

St. Paul School of Aparri

Aparri, Cagayan

In Partial Fulfillment

of the Requirements for

Immersion (Research)

CHRISTIAN LEO T. PAGALARAN

2021
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APPROVAL SHEET

This research is entitled THE EFFECT OF PARTICIPATING

BASKETBALL IN ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL STUDENTS, was prepared and submitted by CHRISTIAN LEO T.

PAGALARAN in partial fulfillment of the requirements for the Senior High School

is hereby recommended for oral examination.

_____________ JAZZY P. CAMPO, LPT

Date Adviser

Approved by the Panel of Examiners on Oral Examination with the grade

_________________.

MRS. YOLANDA ANNANG, LPT

Chairperson

MR. JOSHUA BARIT, LPT MS. ARLENE JOY ILARDE, LPT

Member Member

MS. JAZZY CAMPO, LPT

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Member
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DEDICATION

I dedicate this piece of work to my loving parents for their unwavering support,

ceaseless guidance, and long endurance in supporting me in financial, moral and

spiritual aspects.

To all my friends, relatives and all those who share their unselfish assistance and worthy

piece, advice, optimism, and energy to support me in accomplishing this paper.

Some expression of dedication to my dearest teachers for their encouragement and for

sharing their horizon, which affected a healthy motivation in me in order to reach my

goals.

Most of all to the Almighty God, who has given wisdom, strength and guidance for me

to overcome trials and difficulties and positive reinforcement as I endeavor to

experience the fulfillment of my dreams.

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ACKNOWLEDGEMENT

I would like to acknowledge the following for making this study possible:

First, to Almighty God for gifting me the knowledge and strength that guided me

for the success of this research. Without Him, my research would not possibly

accomplish.

To my parents; LEO RAMOS PAGALARAN II and ROSE ANNE TAROJJA

PAGALARAN who became my inspiration and strength to remind me that at the end

of my sacrifices there was always a reward waited for me.

To our teacher, Ms. Jazzy Campo, our Research teacher, who is always there to

guide and support me all throughout of this study and specially for being there to lend

hand and patiently correct my errors.

CHRISTIAN LEO T. PAGALARAN

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ABSTRACT

This study investigated the effects of the respondents' participation in the sport

of basketball towards their academic platform. Questionnaires were used in this study.

The sample comprised of Senior High School Students of Saint Paul School of Aparri

who have the qualification of being a student-athlete. The results were confirmed by

google survey findings. It was proved that in this study, the participants are mostly

having the balance in their academic and sports life, also their grades are high. Hence,

we propose making this strength stronger for the next generation. As well as continuing

the discipline of being a student and at the same time a varsity.

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TABLE OF CONTENTS

PAGE

TITLE PAGE ……………………………………………………………….. i

APPROVAL SHEET ……………………………………………………….. ii

DEDICATION ……………………………………………………………… iii

ACKNOWLEDGEMENT ………………………………………………….. iv

ABSTRACT ………………………………………………………………… v

TABLE OF CONTENTS …………………………………………………… vi

1. THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………………………………………… 1

Conceptual Framework ………………………………………………...... 4

Statement of the Problem ……….……………………………………...... 5

Research Hypothesis……………. ………….…………………………... 5

Significance of the Study…………………………………………........... 6

Scope and Delimitation of the Study………………..…………………... 7

Definition of Terms…………………………………..………………….
8

2. REVIEW OF RELATED LITERATURE AND STUDIES

Athletic Participation and Academic Achievement: Negative Finding.. 9

Athletic Participation and Academic Achievement: Positive Findings.. 12

Athletic Participation and Academic Achievement: No Relationship or

Inconclusive Findings………………………………………………. 18
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Attribution Theory…………………………………………………….. 21

3. RESEARCH METHODOLOGY

Methodology …………………………………………………………….. 25

Research Design …………………………………………………………. 25

Locale of the Study ……………………………………………………… 26

Respondents and Sampling Procedure …………………………………... 26

Research Instrument ……………………………………………………... 26

27
Data Gathering Procedure ………………………………………………..

Statistical Treatment ……………………………………………………... 27

4. PRESENTATION OF DATA…………………………………………..

30

5. CONCLUSION AND RECOMMENDATION

Summary……..………...…………………………………………………

37

Conclusion……………….………………………………………………

38

Recommendations………………………………..……………………….

38
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6. REFERENCES……………………………………………………………

40

7. QUESTIONNAIRE……………………………………………………….

41
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The effect of participating in athletics as a youth on academic performance is

theoretically ambiguous. Participation may reduce the time available for studying

and learning. Conversely, it has been argued that sports participation increases

students’ motivation and teaches teamwork and self-discipline, resulting in positive

academic spillovers. Studies have, in fact, shown that high school athletes receive

better grades (Darling, Caldwell, & Smith, 2005; Eccles & Barber, 1999; Eitle &

Eitle, 2002; Silliker & Quirk, 1997), have higher educational and occupational

aspira tions (Darling et al., 2005; Marsh & Kleitman, 2002; Otto & Alwin, 1977;

Sabo, Melnick, & Vanfossen, 1993), spend more time doing homework (Marsh &

Kleitman, 2002), and have a more positive attitude towards school (Darling et al.,

2005; Eccles & Barber, 1999) than non-athletes. However, these associations may

simply be a reflection of unobservable correlated with both sports’ participation and

the outcome under study as opposed to causal in nature. To our knowledge, to date

there has been no attempt in the empirical literature to distinguish between these

hypotheses.
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According to Fisher, Juszczak, and Friedman Sports appear to be an attractive

aspect of the high school experience to many. Students, moreover, the game

basketball is one of the most popular and known sport globally.

In 1891, Jame Naismith, a Canadian-American sports teacher invented this simple

sport, where the purpose of the game is to score points by throwing the ball in the

basket of the opponents team defined as a physical activity and active pastime and

also an instrument of competition the growth and development of basketball sport

through the years showcase sustainability and its unwavering international influence

the physical aspects helps in the health and creates a healthy lifestyle, a way of

sustaining a well-conditioned body that could keep up with the physical needs

basketball athletes involved in court and field team sports face a blood ranged of

challenges that involves physical fitness, team tactics, and individual or group

motivation.

Today, there is no other sport more popular and more embraced by most people

by most people, other than basketball. It has been the most recognizable and

frenzied sport is really at hand. (Yiamakis and Melnick 2005) found that there were

positive effects of sport participation on grades, self-concept, and educational

aspirations in addition to a negative on discipline problems. The central issue that

drives this study is the relationship between basketball participation and academic
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performance. Therefore, it is the purpose of this study to determine the influence

brought by participating basketball on students on academic performance.

A study such as this is beneficial, the study will examine the factors involved

that influence the academic performance of students who are basketball athlete.

(contributions of basketball to the academic performance of students) Philippines

are one of the countries in the world that can be considered as passionate about the

basketball sport. In some barangays, almost every street corner has a basketball

hoop towering around the corner. Basketball has been used by local barangay

officials as a diversion for youngsters to stray away from drugs and alcohol.

Basketball has existed in the country for almost a century and since then, it has

developed and influenced Filipinos especially the youth even since it has developed,

and studies have shown that by simply playing sports can reduce stress levels and

improve our academic performance.

Physical activity can boost observational skills, improve focus, and even

develop our abilities to improvise. Influence the Filipinos especially the youth even

since, basketball has been the heart and soul of Philippine sport. Given importance

of strength, power, and muscle mass to basketball, players are often prescribed a

resistance training program.

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Conceptual Framework

Dr James Naismith, a Canadian of Scottish descent at Springfield College

Massachusetts, was the one who invented Basketball in year 1891. The college was the

International YMCA Training School, and the game was invented to provide an indoor

activity for trainee YMCA leaders. It is a team sports with two teams of five players

each try to score by shooting a ball though a hoop elevated 10 ft. above the ground.

Moreover, previous studies prove that playing basketball affect the academic

performance of the students who are also into playing basketball. Thus, the conceptual

framework shows the dependent and independent variables. Since the purpose of the

study is to determine the effect of those students who participates in basketball in their

academic performance then the dependent and independent variables are shown in

Figure 1.

Research Paradigm
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DEPENDENT VARIABLE INDEPENDENT VARIABLE

 Age

 Sex (gender)

 General Average ACADEMIC

PERFORMANCE
 Playing basketball

Figure 1: The graph shows the relationship between the dependent and

independent variables.

Statement of the Problem

The problem will seek to investigate the influence of participating in sports

among high school students, particularly in the field of basketball. The study will

seek to answer the correlation between sports and academic life.

Below are the questions that will serve as a support to address the main problem

which is the correlation between the sports and academic life:

1. What is the profile of the students in terms of:

a. Age

b. Sex (Gender)

c. General Average

2. How often do the students play basketball in a day/week?

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3. Does basketball affect the academic performance of the students?

4. Is there any significant relationship between playing basketball habits and to

the academic performance of the students?

Research Hypothesis

The study will hypothesize that there is no significant relationship between

playing basketball to the academic performance of high school students.

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Significance of the Study

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

Students. This study helps student self-esteem, which grows as their skills develop.

It also provides a physical outlet for pent-up stress reducing the risk of emotional

problems such as anxiety and depression.

Teachers. The results of the study will help the educators evaluate the quality of

students’ academic performance, attitude and mood acquired in playing basketball

in given set of date and time. Results would also develop the educators, teaching-

learning and evaluating strategies in enhancing knowledge, skills and attitude to the

students.

Saint Paul School of Aparri. This study will improve the school in the

development of students’ education. This study will foster new ways of anti-stress

and mood booster, thus nurturing students in the future. This study will also help in

the advancement of school management and enhanced behavior.

Community. The community to help eliminate misconception of the community

towards engaging the basketball sports and lastly to the information gained collected

and will give the researcher a new sight related to the study.

Future Researchers: This study enables the future researchers to make it as a

reference for their study. It also adds new knowledge to what they are studying.
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Scope and Delimitation of the Study

The expose of the research will focus on the influence of participating basketball to

the academic performance of the students at St. Paul School of Aparri. Furthermore, the

influence of participating basketball is also identified and analyzed.

The respondents of this study are the students enrolled at St. Paul School of Aparri

selected students particularly, the basketball athletes will be participating as the researcher

will conduct a survey. The total number of selected basketball students’ athletes are 29.

The accuracy of the data collected is based upon the responses of the students. Survey

questionnaire will be conducted in this study.

In particular, this study will be conducted during the school year 2020-2021 St.

Paul School of Aparri.

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Definition of Terms

Sports: An activity involving physical exertion and skill in which an individual or

team competes against another or others for entertainment.

Basketball: A game played between two teams of five players in which goals are

scored by throwing a ball through a netted hoop fixed above each end of the court.

Academic: Relating to education and scholarship.

Performance: The action or process of carrying out or accomplishing an action,

task, or function.

Participation: The process during which individuals, groups and organizations are

consulted about or could become actively involved in a project or program of

activity.
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CHAPTER 2

REVIEW OF RELATED LITERETURE

Athletic Participation and Academic Achievement: Negative Findings

The trailblazer in the study of the connection between athletic participation and

academic achievement was Coleman (1961), whose research has been the starting point

for all subsequent inquiry. Coleman concluded that athletic participation diverts

attention from academics as the primary goal of participation is popularity rather than

academic achievement. He has been the reference point for study in this area for the last

half century as subsequent researchers have attempted to affirm or dispel his assertions

(Davidson, 2010). The rationale for the negative relationship between athletic

participation and academic achievement was that the time and energy spent at sports

practice and games negatively impacted the participants’ academic outcomes. Coleman

also claimed that getting good grades ranked very low in priority with students, much

lower than the social status attained by being a star athlete. “The organization of

activities in these high schools acts to dampen enthusiasm for concentrating one’s

energy on scholarly matters” (Coleman, 1961, p. 193). Many researchers of the time

came to similar conclusions. Ballantine (1981) summarized over forty studies from the

1960s and even 25 earlier that concluded non-athletes perform slightly better

academically than athletes. While there is some validity to their findings, it can be
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argued that they represent a different era when grades were not as important as many

students did not aspire to go to college, nor was a college education necessary for a

successful career. Coleman’s (1961) main criticism of athletics was that it was more

important to students than academic achievement. Coleman’s research was the basis of

his book on the subject, The Adolescent Society: The Social Life of the Teenager and

Its Impact on Education, reviewed by Campbell (1962), who noted that while Coleman

did utilize a questionnaire in his research there is no theory, use of statistics, explanation

of methodology or rationale, or discussion of validity. Campbell and Gordon (1963)

both noted the lack of theoretical formulation or hypotheses to focus his study. These

are serious issues and bring to light the shortcomings of Coleman’s inquiry. Coleman’s

key finding, according to another reviewer, was that “athletics…were clearly more

important than scholarship as a basis for social status” (Gordon, 1963, p. 378). Coleman

did not find unequivocally that athletic participation led to decreased student

achievement, but many drew this conclusion from his work. Coleman’s study led to

calls to cut athletics by many, including Burke (1963), who also implied that minimum

grade requirements for athletes were a “joke” as principals made sure key players

passed. Lupetow and Kayser (1974) contributed to the conversation by acknowledging

the validity of Rehberg’s (1969) statement that a causal relationship needed to be shown

using evidence of grade improvement for the students in their sample throughout all

four years of athletic participation in high school. Their study considered grades from
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school records for academic achievement and questionnaires filled out by seniors for

post-graduate plans while controlling for intelligence as well as parental education.

When they looked at the overall data, 26 they found a connection between athletic

participation and academic outcomes, including achievement and educational

aspirations. The next step in their study included an analysis of data for the same

students over a four-year period. While there was a negligible change in GPA over the

first three years, all students, both athletes and non-athletes, showed an increase in GPA

from eleventh to twelfth grade. Therefore, according to Lupetow and Kaiser (1974),

“athletic involvement is not significantly associated with higher levels or amounts of

upward grade shifts during the high school period” (p. 32). It appeared that if a study

controlled for initial differences between students, athletic participation did not lead to

increased student achievement during high school. This study increased the credibility

of Coleman’s (1961) findings as the GPAs of athletes increased at a slightly lower rate

than those of non-athletes during the high school years (Lupetow & Kaiser, 1974).

Association between athletic involvement and academic achievement appeared to be

due to initial differences in the two groups rather than the effects of athletic

involvement itself. Hauser and Lueptow (1978) sought to refute some of the claims of a

positive relationship between the variables in question and replicate the findings of

Coleman (1961) and others who found a negative relationship between athletic

participation and academic outcomes, and concluded that Coleman’s original findings
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were correct. Like many others, Hauser and Lueptow (1978) were very critical of

studies that based claims of a causal relationship between athletic participation and

academic achievement on cross-sectional data (despite this criticism, numerous studies

right up to the present day will continue to make this claim). The researchers

acknowledged that while athletes had higher GPAs when graduating than they did when

starting high school, they did not gain as much as non-athletes, which is a relative

decline in achievement. Their findings were consistent with the idea that any gains by

athletes over non- 27 athletes could be attributed to initial differences between the two.

Their study showed that athletes were better students to begin with but lost a portion of

their advantage during their years of athletic involvement (Hauser & Lueptow, 1978).

Other more recent studies at both high school and college levels have resulted in similar

findings, including Cantor and Prentice (1996), Haynes (1990), Melnick and Sabo

(1992), and Melnick, VanFossen and Sabo (1988). Melnick, Vanfossen, and Sabo

(1988) found that sports participation did not lead to increased academic achievement.

Melnick and Sabo (1992) suggested that most athletes do not experience higher GPAs

as a result of participation.

Athletic Participation and Academic Achievement: Positive Findings

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While some scholars agreed with Coleman (1961), others of the same era found

evidence of a connection between participation and achievement (see, for example,

Eidsmore, 1963; Krauss, 1964; Rehberg & Shafer, 1968; Shafer & Rehberg, 1970).

However, by the late 1960s, some researchers had begun questioning the claims of a

causal relationship between athletic participation and grades as most of the work done

was cross-sectional rather than longitudinal in nature (Rehberg, 1969). A longitudinal

study is important because in order to conclude that there is a causal relationship

between the variables, a researcher needs to prove that achievement differences between

athletes and non-participants are not the result of initial or prior differences between the

groups. This is the primary criticism of most of the studies in this area. A major

milestone in this field of study was the work of Holland and Andre (1987). Holland and

Andre reviewed numerous previous studies looking at the relationship between athletics

and academic achievement, educational aspirations and attainment, and other factors.

They discussed methodological limitations—cross-sectional data, difficulty proving

causal relationship, sample structure, design, lack of control for socioeconomic status

(SES), etc. Many 28 of the limitations they noted have been addressed, but not all. Since

1987, many studies have replicated positive findings while trying to improve upon

previous studies’ methods (Marsh, 1988; Stephens & Schaben, 2002). To address the

criticism of the cross-sectional nature of most of the studies in this area, Marsh (1988)

considered a large, national sample of data from students’ sophomore and senior years
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in order to note changes in academic achievement, attitudes, and behaviors in the last

two years of high school, as well as subsequent college attendance or other post-

secondary outcomes. Data for students two years after graduation was also utilized.

Multiple regression was used to relate participation to senior and post-secondary

outcomes. Marsh found that athletic participation was favorably related to numerous

senior and post-secondary outcomes, including academic achievement and educational

aspirations, and subsequent college attendance. Marsh looked at numerous

extracurricular activities and found that sports are the most beneficial. Marsh’s work is

an important study in this field as it was longitudinal and because he concluded not only

that there was a positive association between athletic participation and academic

achievement, but that out of all possible extracurricular activities offered at the high

school level, athletics are the most beneficial. However, there are some issues with

Marsh that future researchers could attempt to resolve. Even though he did control for

other variables, Marsh was still essentially comparing the overall academic performance

of athletes to that of non-athletes. While it is promising to see that athletes were ahead

both as sophomores and as seniors, it is very difficult to claim a causal relationship as

there still could be other intrinsic factors aiding athletes. Rather than overall GPAs, the

growth in GPA for the two groups in question from grade ten to grade twelve would be

a better indicator that athletic participation positively affects academic achievement.

Marsh did seem to understand this point to a certain 29 extent but made the perplexing
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statement that he did not interpret the higher academic achievement of sophomore

athletes as being the result of athletic participation, but he did for seniors. Marsh was

also primarily concerned with “total activity scores” (p. 17) and focused on overall

extracurricular participation rather than just athletics. While the 1980s and 1990s

seemed to bring more positive findings, some results were still mixed, and many

researchers were incredibly still relying on cross-sectional data. Positive associations

from the 1990s included that athletic participation promoted student engagement in

school and aided academic achievement (Lamborn, Brown, Mounts, & Steinberg,

1992), helped students develop support networks of high-achieving peers and adults

(Reis & Dias, 1999), and led to confidence that spilled over to the classroom (Snyder &

Spreitzer, 1990). More recent literature also supports the positive relationship between

participation and academic achievement (see, for example, Broh, 2002; Crosnoe, 2001;

Eccles & Barber, 1999; Gerber, 1996; Hanson & Kraus, 1998; Marsh & Kleitman,

2003; McHale, Crouter & Tucker, 2001). Many recent studies have found some of the

connections discussed here, including the relationship between athletics and self-

concept, motivation, academic achievement, and postsecondary goals. Stephens and

Schaben (2002) found an association between interscholastic sport participation and

higher academic achievement and argued that this link should inform decisions

regarding the allocation of money, time, and personnel for athletics. Feldman and

Matjasko (2005) reviewed numerous studies and noted the positive consequences of
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participation. Broh (2002) found that sports participation led to more time spent on

homework and improved math and English grades. Marsh and Kleitman (2003) found

that athletic participation was related to college enrollment and higher levels of

achievement while also controlling for many other factors related to educational

outcomes. O’Bryan (2010) found that 30 varsity sports participation was a significant

positive predictor of college preparedness and that participation in athletics does not

deter students from academics. O’Bryan concluded that athletic participation led to

more parental involvement, which had positive impact on student performance. There

exists a considerable number of larger, longitudinal studies that claim a positive

relationship between athletic performance and academic achievement such as Whitley

(1999), Jordan (1999), Carlson et al. (2005), Eide and Ronan (2001), and Videon

(2002). Videon found an association between participation and positive educational

outcomes like higher GPAs using national longitudinal data. Whitley (1999) utilized

data from three different school years (1994, 1995, and 1996) and the findings were

remarkably consistent over the three years. Athletes did better three years in a row, but

it is not known whether their performance grew at a faster rate than that of non-athletes.

Whitley (1999) compared different subgroups of students using paired t-tests and found

that athletes overall have a 22.66% higher GPA than non-athletes. This study seems to

stand out due to the large sample size (data from close to 300,000 students) and the

positive findings. Whitley’s (1999) findings were consistent with both Soltz (1986) and
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Nuhn (1991), who found that the GPAs of athletes were higher. Whitley also measured

numerous subgroups of athletes against non-athletes, including groups broken out by

race and gender, and found that the GPAs of all of the subgroups were significantly

higher than those of the non-athletes. “The analysis of the data for the different

subgroups showed that all of the athlete subgroups outperformed the non-athlete group

as a whole, as well as their non-athlete subgroup peers” (Whitley, 1999 p. 229). Into the

twenty-first century, most studies in this area were still using cross-sectional data, 31

and even those that were longitudinal proved only that athletes kept their advantage for

more than one year but did not prove a causal relationship. Even after decades of

inquiry, many studies still rely on cross-sectional data, which means the debate and

criticism over this practice continues. Filsinger (2012) looked at 300 students at five

high schools and found that female athletes were the top academic performers on

average. Francois (2013) looked at all students at a high school in Wisconsin and found

athletes achieved at a significantly higher level than non-athletes. Oldencamp (2012)

also had positive results looking at one year’s performance. Sziraki (2011) and

Thompson (2012) offered more of the same. On the surface, Price’s (2013) study looked

like a good one with a national sample of more than half a million students and athletes

with an overall GPA of 3.01 compared to nonathletes at 2.72. However, only data from

one school year, 2011–2012, is considered. Macaluso (2013) and McCorkle (2012), in

qualitative single case studies, both found positive relationships. Even current research
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that is not cross-sectional, like Powers (2011), a longitudinal study utilizing

standardized test scores from 2007–2010 that compared athletes to non-athletes, still

compared the overall GPA of athletes to that of non-participants rather than GPA

change for the two groups. A much stronger claim of a relationship between athletic

participation and academic achievement can be made if there is a statistically significant

difference in the change in GPAs for the two groups rather than considering only

overall GPA. As stated previously, with cross-sectional data, issues of causal ordering

are problematic. Because of this, associations between athletic participation and

academic achievement may not indicate that participation in sports leads to increased

academic achievement (Videon, 2002). The other possibility, as described by Spreitzer

(1994), is that highly motivated and disciplined students are naturally drawn to the

competition, achievement, and goal orientation that are 32 inherent in athletics. Are

better outcomes due to athletics, or do athletics simply attract more motivated and

capable students? Manlove’s (2013) mixed-methods study is a great example of the

issues in this area. The quantitative data show a positive relationship between athletics

and performance, while the qualitative data point to other factors affecting performance

such as emotional support and intrinsic drive.

Athletic Participation and Academic Achievement: No Relationship or

Inconclusive Findings
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While some studies seemed to confirm Coleman’s (1961) findings regarding a

negative relationship between athletic participation and academic achievement while

others instead declared that the relationship is positive, still others continue to question

both sides. According to Coleman, time spent playing sports was time away from

studying (Hanks & Eckland, 1976). It is wrong to assume time spent on one is

automatically subtracted from another, as that is an empirical question that must be

studied. The research of Hanks and Eckland (1976) had an important impact on the

causal status of the question as they surveyed high school students in 1955 and followed

up with them in 1970. They concluded that “athletic participation is largely unrelated to

ability, grades, or even curriculum” (Hanks & Eckland, 1976, p. 281). They went on to

state that any evidence of higher grades for athletes could be attributed to teacher bias

toward athletes. While their study could be interpreted as confirming the findings of

Coleman (1961), they did, however, also find that athletic participation led to higher

educational expectations and that students were more likely to participate if they hoped

to go to college. It is also important to note that Hanks and Eckland (1976) found no

evidence that participation in athletics is detrimental to academic performance. Their

study brought up an important question: Does participation lead to good grades, or do

you need good grades in order to participate? 33 While some researchers found no

evidence of a connection, Kniker (1974), in a review of many studies from the 1960s,
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stated that even when research confirms differences between athletes and non-athletes,

one must be careful when stating that athletics are the cause of the differences. In a

useful summary of work in the area up to that point, including those with positive

findings and those with negative, he concluded that neither side had proven its case. He

also noted that at that time “90% of the student body at the high school level does not

participate in interscholastic programs” (Kniker, 1974, p. 188). These were different

times, and many earlier arguments or findings do not have much bearing today. Access

to athletics was more restricted. Title IX was only two years old at the time, and as

opportunity was beginning to increase, so were the benefits of participation. In the

1970s, “the research done in the area of values and athletics has been sparse…[and]

neither the proponents nor the critics of athletics were able to offer substantial evidence

to prove that athletics is either beneficial or harmful” (Kniker, 1974, p. 119). While

Marsh (1988), Whitley (1999), and others with positive findings provided

encouragement for this researcher, the fact remains that over the fifty years of study in

this area the results have been mixed. Even recent inquiry has yielded some mixed or

even negative results. While most studies of the last twenty years indicate that students

who participate in sports do better academically, earlier inquiries dating back to the

1960s and 1970s concluded no advantage for athletes and found in many cases that non-

athletes did slightly better (Ballantine, 1981). Early analyses were inconsistent at best

(Broh, 2002). More recently, Sabo et al. (1993) found that athletic participation is
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unrelated to achievement in grades, test scores, aspirations, or college attendance. 34

Other recent studies with mixed results include Rees and Sabia (2010), who

acknowledged that numerous studies have found that athletes get better grades and have

higher educational and occupational aspirations, but they concluded with ordinary least

squares estimates that “sports participation is associated with an increase in GPA of

approximately 0.17 points” (Rees & Sabia, 2010, p. 753). Other tests used by the

researchers found that “the relationship between sports participation and grades are

usually much smaller in magnitude or are the opposite sign” (p. 753). Rees and Sabia

concluded that results were mixed and any positive results could be attributed to

characteristics of the individual student-athletes rather than to participation. While they

did not find any conclusive evidence of a relationship between participation and

improved academic performance, they acknowledge some evidence of positive spillover

of sports in relation to college aspirations. Schlesser (2004) used a two-way analysis of

variance to examine the relationship between gender, extra-curricular participation, and

GPA. He found for both males and females that participation was associated with higher

GPAs. However, he noted that the study showed no causal evidence that the

participation was what led to the higher GPAs and lists other possible reasons such as

teacher bias toward participating students and parents’ influence on participation. Other

more recent studies, including Bell (2012), have noted that factors other than athletic

participation have a greater impact on academic achievement. These studies have

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created room for debate and helped inform the decision to focus on this issue. The

researcher heeds the advice of Holland and Andre (1987), who suggest that more

research should take place regarding this subject. While some has been done since then,

the mixed results suggest that it is still worthwhile to heed their advice.

Attribution Theory

Motivational theories play a significant role in students’ desire to participate and

succeed in athletics and school. While there are several motivational theories in

existence, the attribution theory, which encompasses motivation, is relevant to this

particular study. The founder of the attribution theory, Heider (1958), believed that

people logically attempt to uncover connections between causes and effects. While

Heider was the first to propose a theory of attribution, Weiner (1985) developed the

theoretical framework. The attribution theory, which is probably the most influential

contemporary theory with implications for academic motivation, incorporates behavior

modification because it supports the idea that students are motivated by the outcome of

being able to feel good about themselves. The attritubion theory is founded on the

assumption 24 that people want to understand and explain the events or outcomes in

their lives, including what happens in academic settings (Weiner, 1980). Based on this

theory, people identify reasons or attributions for explaining academic outcomes and
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failures. Attributions are powerful forces that help people understand the world around

them, including why students do what they do, which in turn has a significant impact on

the learning process (Gaier, 2015). The attribution theory is connected to athletic

participation because student athletes are able to feel good if they experience success

from athletic competition. In addition, many students feel good about themselves if they

just simply make the team, regardless of the team’s success. The sense of belonging to

such a prestigious group, which in this case is an athletic team, increases the self-esteem

of student athletes. High self-esteem and a positive self-image are critical components

to high academic achievement. Aryana (2010) concluded that students who feel more

confident about themselves are not apprehensive and they have higher academic

achievement, compared to those who do not have confidence in themselves. The

relationship between self-esteem and academic achievement is regarded by many

educators as a well-established fact (Arshad & Mahmood, 2015). Research has

consistently shown a positive correlation between how people value themselves and the

level of their academic attainments (Naderi et al., 2009). Students who feel good about

themselves usually work harder in school and obtain higher grades. They believe in

themselves, their abilities, and their future, and they are less likely to drop out of high

school (Daniels & Leaper, 2006). Student participation in sports increases self-esteem,

high self-esteem increases academic achievement, and high academic achievement

eventually leads to school completion and higher graduation rates (Watt & Moore,
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2001). Students’ self-perceptions influence their understanding of achievement and

failure, which justifies their motivation or lack of, and athletes typically have a positive

self-perception. 25 Weiner (2005) argued that attributing failure to more stable, internal,

and uncontrollable causes (innate ability) is detrimental to later motivation and

achievement strivings. This type of attribution is thought to lead to a more hopeless

emotional response and lowered expectations for later success (Hareli & Weiner, 2002).

In contrast, however, it is seen as more beneficial for subsequent motivation to attribute

failure to more unstable but controllable causes such as effort and strategy (Walters,

Fan, & Daugherty, 2013). Failure in high school athletic competitions can easily be

attributed to a lack of effort or an ineffective strategy. The realization of this attribution

can create persistence in a commitment to improvement in future competitions. This

type of attribution leaves open the potential for change and, therefore, provides for

greater hopefulness and higher expectations on subsequent tasks (Walters et al., 2013).

There is little doubt that positive and negative outcomes, respectively, give rise to

general positive and negative emotions (Weiner, 2010). Environment also plays a key

role in the attribution theory. When students are successful, they attribute this success to

their abilities, but when students fail, they attribute the failures to other environmental

factors (Knesting, 2009). The role that the school environment plays on student

motivation is significant. Athletic teams can create an engaging and supporting

environment outside of a traditional classroom. Students’ beliefs about why they may or
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may not be successful in various pursuits can influence the extent to which they are

likely to invest effort in these pursuits, which in turn affects the level of achievement

likely to be experienced (Rosevear, 2010). Students’ beliefs about themselves on the

athletic field may transcend to their belief about themselves in the classroom. According

to the attribution theory, when students fail, they will likely persist and possibly succeed

only if they attribute failure to a lack of effort (Weiner, 2005). Luckily for student

athletes, failure in competition, more often than not, is not due to lack of effort but is 26

usually the result of competing against a better team. However, if students do blame a

lack of effort as a major reason they lost a competition, then it is possible that they can

be motivated to work harder for future competitions. The work ethic that students

develop from participating in sports can be used in the classroom. Finally, the

attribution theory validates the argument that if educators truly want students to persist

academically, then they must help them establish a sincere belief that they are

competent. Competency is encouraged through participation in sports because good

coaches set realistic expectations of their athletes, and once those expectations are met,

student athletes realize that they are competent (Mageau & Vallerand, 2003). The

influence coaches can have on their athletes is powerful. Teachers and school

psychologists should be aware of the positive influence they can have on students

through positive relationships (Lessard, Fortin, Marcotte, & Egide, 2009). Student

athletes know that their coaches believe in them. If there is a strong connection between
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teachers and students or coaches and students, and if a high expectation is in place, then

students will likely persist and remain enrolled in school and eventually graduate.

Dropout prevention efforts start with establishing positive relationships with students

(Lessard et al., 2009).

CHAPTER 3

RESEARCH METHODOLOGY

In this chapter, the methods of study will be discussed. This chapter

consist of research design, locale of the study, respondents and sampling

procedure, research instrument, data gathering procedure, and statistical

treatment.

Research Design

This study used a mixed method and primarily focused on a qualitative

descriptive design with semi-structured integration on survey questions with the

qualified participants of this study. As stated, the qualitative descriptive design

was primary in this study and is appropriate when one wants to describe the

perceptions and experiences of the target population, as well as an accurate

accounting of the phenomena and events surrounding occurrence of the

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phenomena (Sandelowski, 2000; Sullivan-Bolyai et al., 2005). Qualitative

description enables a “straight descriptive summary of the informational

contents of data organized in a way that best fits the data (Sandelowski, p. 338-

339, 2000).” A broad range of data may be used to describe the phenomenon, or

event, under study. However, the descriptions must depict accurately the event

in the proper sequence and have descriptive validity or present an event in a

manner that individuals observing the event would state is truthful

(Sandelowski, 2000). Qualitative description is the preferred method for this

research study for several reasons. First, it provides a rich description of the

experiences of student-athelete; second, it identifies and explains the nuances of

external and internal influences on the effects of basketball in the academic

platform of the respondents; third, it grounds the participant’s experiences and

perceptions within the context of a specified question, and; fourth, it ascertains

the elements of a participant’s intra- and inter-personal experience which cannot

be quantified by a questionnaire (Hsieh & Shannon, 2005; Kearney, 2001;

Sofaer, 1999).

Locale of the Study

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The researcher chooses the St. Paul School of Aparri as the locale of the

study as there are sufficient respondents located there, which specifically are the

basketball athletes.

Respondents and Sampling Procedure

The respondents of the study were composed of 29 students enrolled at

St. Paul School of Aparri particularly, the basketball athletes. the researcher will

conduct a survey through school year 2020-2021. Due to pandemic, convenience

sampling was utilized in order to include a significant qualification of

respondents for the study.

Research Instrument

To generate finding, an electronic mail survey was used. The researcher makes a

letter to give permission to conduct a survey about the topic of the research. The

researcher was further to understand the effect of participating basketball in

academic performance of senior high school students. Each survey was developed in

relation to the research goals established for this problem. The researcher will give

questions to every student that qualified. The questionnaires are answerable by the

questions related to the topic.

Data Gathering Procedure

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The collection of data was done through surveying, the respondents who

qualifies in the needed requirement for the respondents. The researcher also asked

students whether they were available to answer the survey specifically a set of question

in the internet platform. In addition, some contacts were made through electronic mail

where the interview questionnaires were also mailed and administered to respondents.

Statistical Treatment

After collecting the data needed, the researcher tabulated and analyzed the

gathered data with the help of statistical tools. The following are the statistical tools

used in this study together with their corresponding formula:

1. Percentage (%) and Frequency. This was used to get the proportion or ratio of

the total number of respondents and show the comparison of their responses

from others denominated by 100. On the other hand, frequency is the total

number of respondents who answered.

PERCENTAGE FORMULA:

F
%= x 100
X

WHEREIN: % = Percentage number

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f = Frequency of respondents

x = Total number of respondents

2. Mean. The arithmetic means or simply the mean is the average or the most

common value in the collection of numbers.

MEAN FORMULA:

∑ fx
¯ x=
n

Wherein: ¯ x = Mean

f = Frequency of respondents in each age

x = age of each respondents

n= Total frequency

∑ fx = Sum of products f x

3. Standard deviation. Standard Deviation provides an indication of how far the

individual responses to a question vary or “deviate” from the mean.

STANDARD DEVIATION FORMULA:

s= √∑ ¿¿ ¿ ¿

Wherein: s = Sample Standard Deviation

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¯ x = Mean@

x = age of each respondents

n= Total frequency

CHAPTER 4

PRESENTATIONS OF DATA

This chapter presents the data gathered regarding the subjects and/or the

topic presented.
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To find out the effects, the researcher asked questions in line with the

topic. Including the annexes presented below:

AGE
7%
3% 14% Age Frequency
16 4
3% 17 1
17% 18 11
19 5
20 5
21 1
22 2
29
17% 38%
Mean 18.6
SD 1.02

16 17 18 19 20 21 22

Figure 4.1: Frequency, Percentage, Mean and Standard Deviation Distribution of the

Respondent’s Profile as to Age

Figure 4.1 shows that 14% of the 29 total respondents are 16 years old, 3% (4%

rounded off) for 17 and 21 years old. On the other hand, there are 17% who are 19 and

20 years old and majority of the respondents are 18 years old with an 38% of the total

respondents. Lastly, the mean of the age is 18.6 while the standard deviation is 1.02.
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Sex/Gender

7%
Sex/Gende Frequency
r
Male 27
Female 2
93% 29

Male Female

Figure 4.2. Frequency and Percentage Distribution of the Respondent’s Profile as to

Sex/Gender

Figure 4.2 shows that there are 27 male participants which equates to 93% of the

29 total respondents while there are about 2 female participants which equates to 7%.
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Overall GPA
10%

GPA Frequency
90 15
85 11
52%
80 3
80 below -
38%
29
Mean 87.1
SD 2.1

90 85 80 80 below

Figure 4.3. Frequency, Percentage, Mean and Standard Deviation Distribution of the

Respondents overall GPA.

Figure 4.3 shows that, among the 29 respondents, there are those 10% who got

an 80 GPA; 38% with 90 GPA; and 52% with 85 GPA. On the other hand, no

respondents got 80 GPA below. Lastly, the mean for GPA is 87.1 and the standard

deviation is 2.1.
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How many days per week are you required to parti cipate
in basketball practi ces?
10%
21%
7% Days per week Frequency
1 day 3
2 days 2
3 days 7
4 days 2
24% More than 4 days 9
Others 6
31% 29

7%
1 day 2 days 3 days
4 days more than fours days others

Figure 4.4. Frequency and Percentage Distribution of the Respondents days required on

participating basketball.

Figure 4.4 shows that 31% of the 29 respondents are required to participate in

playing basketball more than four days and 24% are required 3 days a week. On the

other hand, 10% and 7% are required to participate 1 day and 2 days/4 days a week,

respectively. Lastly, 21% answered others which includes 7 days, 5 days, and some of

them are not required because of quarantine.

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Do you commit more of your ti me to play basketball or

academics?

14%
Commitment Frequency
24%
3% Playing 7
Basketball
10% Academics 14
Both 3
Balanced 1
Others 4
29
48%

Playing Basketball Academics Both Balanced Others

Figure 4.5. Frequency and Percentage Distribution of the Respondents regarding

their commitment in basketball and academics.

Figure 4.5 shows that 48% of the 29 respondents are committed more in

academics while 24% are into playing basketball. On the other hand, there are 14%

that are not committed to playing basketball or academics which they specified as

playing mobile legends and other online games. Lastly, 10% of the total respondents

can commit to both playing basketball and their academics and 3% can balanced.
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What is your atti tude towards academics?

3%

Attitude Frequency
31%
To just pass 9
To go above & 19
beyond
Others 1
66%
29

to just pass to go above and beyond others

Figure 4.6. Frequency and Percentage Distribution of the Respondents regarding their

attitude towards academic.

Figure 4.6 shows that 66% of the 29 respondents that their attitude towards

academics is to go above and beyond of what is expected while 31% of them is doing

academics just for the sake of passing.

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Do you consider your involvement in playing basketball

as an impediment to your academics?

3% 3%
Commitmen Frequenc Rankin
t y g
Playing 7 2
45% Basketball
Academics 14 1
Both 3 4
48%
Balanced 1 5
Others 4 3
29
Yes No No answer Maybe

Figure 4.7. Frequency and Percentage Distribution of the Respondents Among the

respondent’s impediment of their study.

Figure 4.7 shows that 52% of the 29 respondents said that playing basketball is

not an impediment to their academics while 8% said that it impedes their study life.
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Evaluate this statement: Professors are more lenient

when it comes to grading my exams and assignments
because they are aware that I am a student
basketball varsity.

Evaluation Frequency
Strongly -
10%
disagree
Disagree 3
Neutral 11
52%
38% Agree 15
Strongly -
agree
29

strongly disagree disagree neutral agree strongly agree

Figure 4.8. Frequency and Percentage Distribution of the Respondents evaluation

on the given statement.

Figure 4.8 shows that 53% of the 29 respondents agreed that their professors are

more lenient when it comes to grading their exams because they are student basket

varsity. On the other hand, 48% said that their professors are neutral and 10%

disagreed.
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Evaluate this statement: In terms of academics, I

have an advantage over non varsity basketball
students.

3% 3% Evaluation Frequency
21% Strongly 1
disagree
Disagree 1
Neutral 12
41% Agree 9
Strongly 6
31% agree
29

strongly disagree disagree neutral agree strongly agree

Figure 4.10. Frequency and Percentage Distribution of the Respondents evaluation

on the given statement.

Figure 4.10 shows that 41% of the 29 respondents said that they have a neutral

advantage over non varsity basketball players when it comes to academics while

31% agreed and 21% strongly agreed.

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

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This chapter presents the summary, or the research work undertaken, the

conclusions made, and recommendations made as an outgrowth of this study. This

study is on THE EFFECT OF PARTICIPATING BASKETBALL IN

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS.

SUMMARY

The following are the findings that can be summarized as follows:

1. Most of the respondents age is 18 years old. It has also 18.6 mean and 1.02

standard deviation.

2. Out of 29 respondents, 27 are male basketball players.

3. Most of the respondents got 85 GPA on their academics. It has also 87.1 mean

and 2.1 standard deviation.

4. Most of the respondents are required to participate in basket practices more than

four days a week.

5. Almost half of the respondents are more committed on their academics rather

than in playing basketball.

6. Majority of the respondents said that their attitude towards academics is to go

above and beyond.

7. Majority of the respondents said no that playing basketball is an impediment to

their academics.
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8. Majority of the respondents agreed that professors are more lenient when it

comes to grading their exams because they are student basket varsity.

9. Most of the respondents said that they have neutral advantage over non varsity

basketball players when it comes to academics.

CONCLUSION

Based on the findings of the study, it seems that the there is no effect as to being

a student and at the same time athlete to the academic performance of the

respondents. Most of the respondents score high in their exams which resulted of

gaining of not less than a GWA of 80. Also, a great number of the participants find a

well-balanced life between sports and studying. The survey also implies that being

an athlete is the same as the value of being a non-athlete who engages in school in

their everyday lives. Maybe, some of those who are not playing sports dedicate their

time in baking, socializing, painting, and other things that have the same impact as

the basketball. Thus, the hypothesis is in line with the conclusion.

RECOMMENDATIONS

Based on the findings and conclusions presented the researcher recommends that

the student athletes specifically in basketball should find a way to balance both of

their studies and passion. Also, student-respondents should find a time to rest and do
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what makes them happy. On the other aspect, the parents of all students must supply

their child/children enough resources for academics and sports life. Lastly that the

teachers should at least encourage their students to make time for their academics

and not purely on sports.

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References:

Admin, B. (2019, June 11). The Link Between Sports and Academic Performance.

Florida National University. https://www.fnu.edu/the-link-between-sports-and-

academic-performance/

Literature Review. (2017). How DOES BEING A STUDENT-ATHLETE

NEGATIVELY IMPACT A PERSON’S SOCIAL AND EMOTIONAL LIFE?

https://studentathletics.weebly.com/literature-review.html

Smith, K. (2019, December 3). POSITIVE EFFECT OF STUDENT ATHLETICS ON

ACADEMIC PERFORMANCE. Athleisure MagTM | Athleisure Culture.

http://www.athleisuremag.com/the-latest/2019/12/3/positive-effect-of-student-

athletics-on-academic-performance

Zócalo Public Square. (2015, April 20). Why Student Athletes Continue To Fail. Time.

https://time.com/3827196/why-student-athletes-fail/

Btg5137, A. (2017, March 16). How Do Athletics Affect Academic Performance of

Student-Athletes? – Civic Issues Blog – Athletics on Campus. PSU.

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https://sites.psu.edu/blakescivicissuesblog/2017/03/16/how-do-athletics-affect-

academic-performance-of-student-athletes/

Objective: This questionnaire is intended to collect data about THE EFFECT OF

PARTICIPATING BASKETBALL IN THE ACADEMIC PERFORMANCE

OF SENIOR HIGH SCHOOL STUDENTS of St. Paul School of Appari. Any

Information obtained in connection with this study that can be identified will remain

confidential.

1. Age

2. Sex/Gender

a. Male

b. Female

3. What is your overall GPA?

a. 90

b. 85
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c. 80

d. 80 below

4. How many days per week are you required to participate in basketball

practices?

a. 1 day

b. 2 days

c. 3 days

d. 4 days

e. More than four days

f. Others: _______

5. Do you commit more of your time to play basketball or academics?

a. Playing basketball

b. Academics

c. Others: _______
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6. What is your attitude towards academics?

a. To just pass

b. To go above and beyond

c. Others: _______

7. Do you consider your involvement in playing basketball as an impediment

to your academics?

a. Yes

b. No

c. Others: _______

8. Evaluate this statement: Professors are more lenient when it comes to

grading my exams and assignments because they are aware that I am a

student basketball varsity.

a. Strongly disagree.
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b. Disagree

c. Neutral

d. Agree

e. Strongly agree.

9. Evaluate this statement: In terms of academics, I have an advantage over

non varsity basketball students.

a. Strongly disagree.

b. Disagree

c. Neutral

d. Agree

e. Strongly agree.
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