CHAPTER I

Introduction

The life of a student-athlete can be challenging and rewarding. It typically involves

balancing rigorous academic coursework with intense sports training and competitions. Time

management is crucial to juggle these responsibilities effectively. Student-athletes often have

early morning or late afternoon practices, impacting their study schedules and social life.

However, the discipline, teamwork, and time management skills developed as a student-athlete

can be valuable throughout life. It's a demanding but fulfilling lifestyle for those passionate about

their sports and education.

Student-athletes provide multiple beneficial contributions to their school: Student-

athletes frequently thrive in their chosen sports, bringing recognition and pride to their school

through their accomplishments, whether it's winning championships or setting records. They

represent the spirit of camaraderie and teamwork, teaching fellow students the value of

collaboration and unity in achieving common goals. Many student-athletes take on leadership

responsibilities within their teams, developing abilities that can be utilized in the classroom and

community. Balancing academics and sports necessitates excellent time management and

discipline. Student-athletes are frequently used as examples of how to efficiently handle a hectic

schedule. Their dedication to physical exercise fosters a healthy lifestyle, inspiring other students

to put their health and well-being first.

Student-athletes frequently contribute to school spirit by engaging in

support groups, cheering at games, and encouraging a sense of solidarity among the student
body. Many student-athletes participate in community service and outreach, helping others and

emphasizing the value of social responsibility. Student-athletes make ties with peers, coaches,

and alumni through sports, which can help them in their future employment. Successful athletic

teams can attract new students and contributors, thereby contributing to the growth and resources

of the school. Sports can teach important life values such as resilience, sportsmanship, and the

ability to manage both successes and disappointments gracefully.

They bring pride, leadership, and a feeling of community, as well as the virtues of

discipline, teamwork, and resilience that are essential in academics and in life beyond school.

A student athlete is a person who participates in both academic pursuits, such as

attending classes and completing coursework, and athletic activities, typically as a member of a

sports team at an educational institution. This term is commonly used in the context of middle

schools, high schools, colleges, and universities, where student athletes balance their

commitment to academics with their involvement in sports.

Student athletes are expected to meet both academic and athletic requirements. They are

often required to maintain a certain grade point average (GPA) to remain eligible to participate in

their chosen sport. Balancing academic responsibilities with sports training and competitions can

be challenging, and time management and discipline are crucial skills for student athletes to

succeed in both areas.

As a result, between school, practices, and sporting events, student-athletes often have

less free time than non-athletes. Student-athletes have obligations to their teams in addition to

attending classes, studying, and taking examinations. These obligations can include; Attending

practice, which the NCAA states should last 20 hours per week. Keeping your grade point

average (GPA) above a certain level to continue being eligible Performing exercises and training
sessions outside of class Behaving respectfully while competing and representing the college.

This research explores whether performing well in school either beneficial or detrimental an

athlete's success on the field or court. (Jacob Imm, 2021)

Understanding the connection between these two factors and how they could

interact is the fundamental focus of research on the effect of academic achievement on athletic

success. In order to ensure that student-athletes can succeed academically and athletically

without compromising their well-being, this research aims to identify patterns or factors that may

contribute to academic and athletic success. The ultimate objective is to enhance student-athletes'

overall experiences and results and to contribute to their long-term success, whether in athletics

or in their future employment.

Background of the study

An athlete's mental and emotional state may be impacted by academic stress, which could

affect how well they perform on the field or court. Success in the classroom, on the other hand,

might increase an athlete's focus and confidence. Academic scholarships can be obtained by

strong academic achievement, which helps lessen the financial strain of pursuing both education

and athletics at the same time. Opportunities for post-athletic career routes, such as coaching,

sports management, or other sports-related disciplines, are provided by a solid academic

foundation.

Athletic achievement can be influenced both directly and indirectly by academic

performance. It might be difficult for student-athletes to balance their academic and athletic

responsibilities. Time management abilities can have a good effect in both areas, enabling

individuals to succeed in both academics and athletics. At the high school, college, or university

levels, it is frequently necessary to uphold a particular standard of academic achievement in

order to continue being allowed to engage in sports. Academic standards not being met can lead

to ineligibility and impede sports success.

An athlete's academic success can have an impact on their athletic success as well

as their eligibility. It can also have an indirect impact on an athlete's mental health, time

management, and future prospects. Student-athletes who want to excel in both spheres must

strike a balance between their academics and athletics. A student-athlete is someone who

participates in an organized competitive sport that is supported by the school they are enrolled in.

Student-athletes generally have to strike a balance between their responsibilities as athletes and

full-time students (Gerdy, 2000).

Athletics and sports are generally acknowledged to be good for our young people.

Actually, most without realizing it, all youngsters engage in some sort of sports activity. Even

though numerous abilities are taught and gained through physical education and sports, even for

those who even a break. Sport promotes strategic thinking, communication, fast thinking, and the

overcoming obstacles, acquiring social skills, and many other abilities that are vital in both the

professional and academic worlds. Although everything has been there is conflicting evidence

from research about the effects of athletics on academic standing. Furthermore, it is questionable

whether there is agreement among those involved in athletics consistently have a favourable

effect on high school kids, according to education. Many individuals pursue both academic and

athletic careers simultaneously, often referred to as being a "student-athlete." This research helps

in understanding the unique challenges and advantages faced by student-athletes. It delves into

whether excelling academically enhances or hinders their performance on the field or court.

The main goal of studying the effects of academic performance on athletic success is to

understand the relationship between these two aspects and how they may affect each other. This
research aims to ensure student-athletes can excel both academically and athletically without

compromising their well-being, identify patterns or factors that might contribute to academic and

athletic success, which can inform training programs and academic support services, to promote

the holistic development of student-athletes, emphasizing the importance of education alongside

sports. Ultimately, the goal is to improve the overall experience and outcomes for student-

athletes and contribute to their long-term success, whether in sports or their future careers. This

study will be conducted at Gingoog city Colleges where the respondents are the Senior High

School students. This study will be beneficial for them to navigate the unique challenges they

face while pursuing both athletic and academic excellence

Statement of the Problem

This study seeks to determine how student athlete in Gingoog City College affects their

Academic Performance. The following questions will specifically be answered in this paper.

1. How do the respondents assess their level of participation as a student athlete?

2. What is the academic performance of the student athlete?

3. Is there a significant relationship between student-athlete participation and

academic performance?

Theoretical Framework

This study is anchored with the following theories:

Academic Stress Theory by Campbell-Philips, Halder, and Hasib (2020),

states that personal inadequacy, fear of failure, interpersonal difficulties with teachers, teachers-

student relationships, and inadequate study facilities were concerns of academic stress. Personal
inadequacy describes a student's academic and behavioral problems from low ability, negative

self-concept, anxiety, maladjustment, or environmental influences such as peer group, classroom

conditions, curricular inadequacies, relationships with the teacher, home support, and more on.

Encyclopedia of Human Behavior (Second Edition), 2012, Self-efficacy Theory posits

that individuals develop positive performance expectations while working on simple tasks and

negative performance expectations while working on complex tasks, and that the presence of

others activates corresponding positive or negative expectations regarding performance

evaluation. Self-efficacy is the idea that one can learn or behave in a certain way at a certain

level. Self-efficacy has a influence on activity selection, effort, perseverance, and success.

Through their actual performances, vicarious experiences, methods of persuasion, and

physiological symptoms, people learn about their self-efficacy for a particular task.

These theories were in line with our topic because they relate to student athletes

experiences with their academic performances. It consists of athletes reputation by stating these

theories when it comes to arguments. Also, it develops the perspective of teachers to be more

understandable when student athletes are lacking in their academic performances. From these

theories, this will serve as our guidance in answering the questions we stated.

Conceptual Framework

The study follows the independent, dependent variable and an intervention model.

Figure 1 shows the independent variable which is the student athlete. It also includes the

dependent variable which is the academic performance.

 Student-Athlete means an individual who engages in, is eligible to engage in, or may be

eligible in the future to engage in, any intercollegiate sport. An individual who is permanently

ineligible to participate in a particular intercollegiate sport is not a student athlete for purposes of

that sport.

Academic performance is the accomplishments and results of an individual or a group

in a learning environment. It is often determined by how well they perform in academic activities

including coursework, tests, assignments, and other educational exams. It is frequently used as a

yardstick to determine if a student or a facility is successful in reaching educational objectives

and requirements.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

STUDENT-ATHLETE

PARTICIPATION asd
ACADEMIC PERFORMACE

Figure 1. Schematic diagram showing the interplay of variables of the study.

Hyphothesis

The Hypothesis will be tested at 0.5 level of significance.

Ho: there is no significant relationship between being a Student-Athlete and academic

performance of High School students in GCC.

Significance of the study

This study will be of great importance to the following because this will be beneficial to

student-athlete for them to navigate the unique challenges they face while pursuing both athletic

and academic excellence.

Student-athletes. They reap rewards in the form of improved academic outcomes,

potential scholarship opportunities, and the cultivation of valuable life skills that extend well

beyond the playing field, enhancing their prospects for a successful future.

Coaches. Serve as mentors and guides, imparting not only athletic skills but also valuable

life lessons in teamwork, discipline, and time management. Their support and emphasis on

academic success can significantly impact a student-athlete's educational journey.

Teachers. Stand to gain from such research, as it equips them with insights into effective

teaching strategies for student-athletes. Understanding the dynamics of balancing sports

commitments with academics enables educators to create accommodating classroom

environments, fostering greater engagement and academic achievement.

Parents. They will have the knowledge to derive from this research that empowers them

to play a more supportive role in their children's academic journey. They can provide tailored

guidance, impart time management skills, and facilitate informed decision-making regarding

sports and education, ultimately nurturing well-rounded individuals.

Future researchers. It will benefit them by building upon this knowledge, delving

deeper into the intricacies of the student-athlete experience, and contributing to the development

of policies and best practices in both education and athletics.

Scope and Delimitation of the Study

The main purpose of the study is to determine the effects of being a student-athlete to the

academic performance of the high school students enrolled at Gingoog City Colleges, academic

year 2023-2024. They will find this research useful in navigating the particular difficulties they

encounter while achieving both athletic and academic excellence. This study will utilize a

correlational research design between student-athlete and academic performances. There will be

a total of (30) respondents that will be chosen selectively. Through the use of convenience

sampling, we will collect data utilizing a quantitative research technique. The study will just be

limited only on the grades of the students as their academic performance. This study will conduct

on the first semester of the school year from August to December 2023. The study covers how

being a student-athlete affects the academic performance of students, how they manage their

time in training and in class, and how they are being pressured as a student-athlete. Moreover,

the chosen individuals who are part of being the school athlete will be subjected to a survey by

the researchers.

Definition of Terms

To have a better comprehension of this paper, these terms are defined contextually as

used in this study.

Student- A student is a person who is enrolled in an educational institution, such as a school,

college, or university, to acquire knowledge, skills, and qualifications through learning and

studying.
Athlete- An athlete is an individual who is proficient in sports or physical exercises and actively

participates in organized sports events or competitions. Athletes often undergo training to excel

in their chosen sport.

Academic- Academic can refer to both a noun and an adjective. As a noun, it refers to a person

who is associated with scholarly or educational pursuits, such as a teacher, researcher, or student.

As an adjective, it describes something related to education or the scholarly world, such as

academic achievements or academic institutions.

Performance- Performance refers to the execution or presentation of a task, activity, or work,

often in a public or evaluative context. It can encompass various fields, including the arts, sports,

business, and academics, and is typically measured against certain standards or expectations.

Sports- an activity involving physical exertion and skill in which an individual or team competes

against another or others for entertainment.

Rigorous is used to describe things characterized by rigor—strict discipline or severe exactness

and precision. Describing an athletic or academic program as rigorous means it is designed to be

challenging and focused on strict discipline.

Juggle- is to handle or deal with usually several things (such as obligations) at one time so as to

satisfy often competing requirements

Camaraderie- is a feeling of trust and friendship among a group of people who have usually

known each other for a long time or gone through some kind of experience together.
 CHAPTER II

Review of Related Literature

This study aims to determine how Student-athlete affects Academic performance of

Senior High School students. The framework for Student-Athlete, Academic Performance, and

its importance was presented in Chapter 1. A more thorough assessment of the pertinent studies

and literature on Student-Athlete, Academic performance, and its effects on high school

students’ is provided in this chapter.

Academic Performance

Academic performance is described as a student's capacity to finish academic work and It

is evaluated using objective criteria such as final course ratings and grade point average. Carroll

and Garavalia, 2004; Hamzah (2018); Olivier et al., 2019).

Students' academic performance is a crucial component (Rono, Onderi, & Owino, 2014)

and one of the main objectives (Narad & Abdullah, 2016) of education, which can be

characterized as the knowledge acquired by the student that is evaluated by a teacher through

marks and/or educational goals set by students and teachers to be accomplished over a specific

period of time.

It is normal that some students may struggle to balance their studies with an afterschool

sport as the high school curriculum and expectations become increasingly demanding. Many

athletes do not maintain a steady schedule during the season, with practices every day and games

at least once a week. This can make it difficult to accomplish assignments, study for exams, and

so on.
 However, students who participate in extracurricular activities throughout the academic

year acquire both higher academic dedication and a deeper sense of belonging at school,

according to research. Youth who are interested in education are also less likely to drop out and

more likely to finish high school (Knifsend & Graham, 2012).

In their research, Narad and Abdullah (2016) stated that the success or failure of any

academic institution is mostly determined by the academic achievement of its students. They also

reinforced the widely held view that excellent academic performance indicates greater

professional opportunities and, as a result, a more secure future. Academic performance of

students is extremely important since both the economic and social growth of any country are

related to the academic achievement of the students.

Student Athletes

Burnout from sports participation has a negative influence on both male and female

student athletes. Burnout among student-athletes in higher education can manifest itself in a

variety of ways. Emotions, physical energy, and the student's overall motivation to learn are all

factors to consider (Dubuc-Charbonneau, Durand-Bush, & Forneris, 2014). Burnout is defined

by Charbonneau, Durand-Bush, and Forneris (2014) as being emotionally exhausted,

depersonalized, and having a sense of diminished accomplishment.

Student athletes at the collegiate level feel a deep impact of athletic involvement on the

academic level (Comeaux & Harrison, 2011). Positively, sports became an effective coping

method for stress in the athlete’s college experience. Research has proven that great amounts of

stress are released during enjoyable intense physical activity. Due to the extreme amount of
physical activity that is encountered by student athletes on a daily as well as weekly basis, one

can recognize the positive impact that sports has on student athletes.

Participation in sports requires a significant amount of time. It takes time away from

academic pursuits. This is one of the primary reasons why student athletes struggle so much

more than those who do not participate in sports. Finally, collegiate sports have begun to

commercialize their athletic events, putting further pressure on student athletes' performance

(Comeaux et al., 2011).

The American Sports Institute (ASI, 2015) established this theory in 1992 on the premise

that athletics become a guide for improving students in the classroom as well as on the playing

field. It encompasses the positive attitude and attributes of participating in sports and brings them

into the classroom. ASI views athletics as a solution to poor academic performance in school,

and believes sports offer the best possible path for challenge, engagement, learning, and

achievement (ASI, 2015).

Relationship between Student-Athlete and Academic Performance

Sports and their accompanying tournaments around the world have made involvement in

sports appealing to many others in various parts of the world. It is said that a healthy body

contains a healthy mind. Choi, Johnson, and Kim (2014) stressed the importance of sporting

activities in fostering healthy lives among students who participate in sports. Students gain social

and cognitive skills through sports. A student who participates in sporting activities is thought to

have a sound mind, and hence the likelihood of him or her excelling in academics is very high. In

general, Bailey, Hillman, Arent, and Petitpas (2013) discovered that student participation in
athletics is linked to a variety of benefits, including social, mental, and cognitive well-being, as

well as academic performance.

Many people are convinced that the benefits of athletic involvement outweigh the

negative side effects. Studies have shown that participation has a positive impact on learning and

development (Bonfiglio, 2011). Participation in organized sports is not only good for one's

health, but it can also help athletes develop numerous great character traits that they may apply

in other aspects of their lives. Being a part of an organized school team, practicing several times

per week, and representing the school competitively will help boost the student's self-esteem,

self-concept, and social capital, as well as generate a strong sense of school connectedness

(Bradley & Conway, 2016).

However, there is a rising body of people who believe that children who participate in

sports activities do not perform well academically, resulting in a controversy among scholars

about the impact of students' participation in sports and academic achievement. Several

researchers have disagreed on this topic during the last several decades. Some studies (e.g.,

Tomporowski, Davis, Miller, & Naglieri, 2008; Trudeau, & Shephard, 2008; DeMeulenaere,

2010) have found that participation in athletics had a positive impact on students' academic

achievement. And According to Davis and Cooper (2011), those who participate in sports in

school claim that there are no positive benefits of athletics on academic performance.

In conclusion, the reviewed literature demonstrates the complexity of the relationship

between student athletes and academic achievement. Student-athletes frequently have to strike a

careful balance between their academic obligations and their sporting commitments. Their

capacity to succeed in both areas can be greatly improved by the availability of comprehensive
support systems, such as tutoring, academic advising, and time management tools. While taking

part in sports can inculcate important life qualities like discipline and teamwork, it can also

create difficulties like time limits and weariness that may have a negative impact on academic

achievement. The complexity of this relationship is further highlighted by the impact of athletic

scholarships, gender inequities, and NCAA rules. In the end, the academic achievement of

student-athletes depends on a dynamic interaction between personal willpower, institutional

support, and the particular requirements of their sport.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and procedure used in conducting the study. It includes

the research design, research locale, the respondents, sampling procedure, data gathering

procedure, research instrument, scoring procedure, and statistical treatment of data.

Research Design

The research design used in this study is descriptive-correlational. A descriptive

correlational study strategy uses quantitative methods. The participants in this form of design are

not given any treatments instead, it merely observes them. Additionally, designs of this kind

frequently attempt to evaluate the connections between the variables under study. A descriptive

correlational study can be classified as a cross-sectional or longitudinal study depending on how

long it has been running. Therefore, descriptive research is an exploratory method of inquiry and

often entails describing the findings of observation, case studies, or surveys (Houser, 2016,

Jackson, 2016). This descriptive correlational study is conducted to describe the effects of being

a student-athlete towards academic performance and to examine the relationship of student-

athlete and academic performance of Gingoog City Colleges senior high school students.

Research Locale

The study will be conducted at Gingoog City Colleges. It is located in Macopa St., Paz

Village Subdivision, Gingoog City. The school was established in 1967, once known as the

Gingoog City Junior College. Currently, the school offers a full foundational education. A

leading institution known for its HAIL core values and high student performance. This location
was chosen given that it can offer information and data on how peer pressure affects students.

We have chosen this locale since Gingoog City Colleges is known in engaging with sports

especially football where student athlete brought the name of the school in different divisions of

school competitions including regional level and national level.

Picture 1. Gingoog City Colleges Google Map

Picture 2. Gingoog City Colleges, Senior High School Building

Sampling Design

The way in which we select a sample of individuals to be research participants is critical.

How we select participants will determine the population to which we may generalize our
research findings. The procedure that we use for identifying participants is purposive sampling.

According to Kelly (2010), "purposive sampling is used to select respondents that are most likely

to yield appropriate and useful information." It is also a method for locating and choosing

instances that will make the most efficient use of the limited research resources available

(Palinkas et al., 2015). Where we chose senior high school students both Grade 11 and Grade 12

as our respondents since most of them are student-athlete.

Respondents of the Study

The respondent of the study is composed of high school students from 9th grade to 12th in

Gingoog City Colleges S.Y. 2023-2024. All of these participants will be selected through

Purposive sampling. The chosen respondents contains of thirty (30) students from Gingoog City

Colleges. These Students were chosen by the researchers because they are suitable and

applicable to the study.

TABLE 1

Respondents of the Study

Grade & Section Number of Students

Grade 11-HUMSS 5

Grade 12-HUMSS 5

Grade 11-STEM 5

Grade 12- STEM 5

Grade 9 5

Grade 10 5

TOTAL 30
Research Instrument

In order to gather data for the research on the effects of student athletes on academic

performance, the researcher has designed a comprehensive survey questionnaire. This instrument

aims to collect valuable insights from 30 student athlete respondents. The questionnaire consists

of a series of structured questions that will cover various aspects of their academic experiences

and sports involvement. The questions will inquire about their demographics, such as age,

gender, and grade level, as well as their academic performance metrics, including GPA and

attendance records. The researcher will also ask about their level of involvement in sports, types

of sports participated in, and the time commitment required for their athletic activities.

Additionally, the survey will include questions about how they perceive the impact of sports on

their academic performance. This research instrument will allow the researcher to systematically

gather data and analyse the relationship between sports participation and academic performance

among these 30 student athlete respondents.

Data Collection Procedure

A letter of approval was obtained requesting permission to conduct this study, and
acquired from the graduate school's dean. The study's primary subjects, the students, received a
letter from the researchers requesting their cooperation. included the principal of the school and
parents who are in charge of their children's as well as educators and school officials.

The researcher’s way of gathering data in this research is through survey questionnaires
which are given to the respondents. The researchers used Primary Data to gather information
needed for the study. The researchers distribute questionnaires to High School students
throughout the campus in order to collect data on the effects of student-athlete participation on
High School students in Gingoog City Colleges required information.
Scoring Procedure

After the distribution and retrieval of the questionnaire from the respondents, the data

was tabulated, collated and analysed using the rating scale.

For the first part, our Independent Variable, which is the student-athlete, each item is

rated on a five-point scale ranging from 1 (strongly agree) to 4 (strongly disagree).

SCALE RANGEperformance,
For the academic DESCRIPTION INTERPRETATION
each item is assessed based on the teacher’s grading sheets.
4 3.26 - 4.00 STRONGLY AGREE VERY HIGH PARTICIPATION

3 2.51 - 3.25 AGREE HIGH PARTICIPATION

2 1.76 - 2.5 DISAGREE LOW PARTICIPATION

1 1.00 - 1.75 STORNGLY DISAGREE VERY LOW PARTICIPATION

SCALE RANGE DESCRIPTION INTERPRETATION

4 98-100 WITH HIGHEST VERY HIGH ACADEMIC
HONOR PERFORMANCE
3 95-97 WITH HIGH HONOR MODERATE ACADEMIC
PERFORMANCE
2 90-94 WITH HONOR LOW ACADEMIC
PERFORMANCE
1 89 and NON-HONOR VERY LOW ACADEMIC
below STUDENTS PERFORMANCE

Statistical Treatment

The data gathered was collated, integrated, analyzed and interpreted using the following

statistical tools:
 Problem 1 used descriptive statistics, frequency, and percentages, mean, and standard

deviation.

Problem 2 used descriptive statistics, specially frequency and percentage.

Problem 3 uses the Person Product Moment, Correlation in establishing the relationship

between student-athlete and academic Senior High School students in GCC.

After these steps, the researchers then analyse the result of the survey questionnaire to

6decide whether to accept or reject the formulated hypothesis.

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter comprises the analysis, presentation, and interpretation of the

findings resulting from this study. The said data were presented in tabular form in accordance

with specific questions posited on the statement of the problem.

Results and Discussions

# x̄ Interpretation RANK

1 3.57 Very High 2

Participation

2 3.23 High Participation 4

3 3.6 High Participation 1

4 3.2 High Participation 5

5 3.3 High Participation 3

Table 1. Level Of Student-Athlete Participation

As presented in the table above, it shows the top 3 most chosen response from

the participant. For the 1st rank, the question is about how sports participation improves

over-all body functioning, with the 3.6 mean score. The 2nd rank with the question about
 Sports participation improves self concept as student-athlete, with the mean score of 3.57.

Them, the 3rd rank with the question about how sports participation increases mental

health as a student athlete, with the mean score of 3.3. Table 1 interprets that based on the

data collected from the survey, it becomes evident that students evaluate their high level

of sports participation through a variety of components. These components include the

mental health, body functioning, stress-reliever, and their overall satisfaction with their

sports participation. Thus, it indicates above that student-athlete participate in sports

mostly in a high level.

Grades Frequency Interpretation Rank

98-100 0 Outstanding 4

95-97 1 Very Satisfactory 3

90-94 6 Satisfactory 2

89 below 23 Fair 1

Table 2. Academic Performance

In the following. the table 2 that is presented above shows the grades or the academic

performance of the students. It is evident that most of the High School Students who are engaged

in sports activities performed a satisfactory performance with their grades ranging from 89

below, making it the rank 1 on the table. Next are the students with the frequency of 6, who

fairly performed well with their grades 90% - 94%, making it the rank 2 on the table. Lastly, the

rank 3 on the table is the students who did a very satisfactory academic performance with

their grades ranging from 95% - 97%.

 Rank x x-x Rank y y-y (x-x)

1 3.6 0.22 0.0484 1 3.53 0.19 0.0361 0.0418

2 3.57 0.19 0.0361 2 3.5 0.16 0.0256 0.0304

3 3.3 -0.08 0.0064 3 3.4 0.06 0.0036 -0.0046

4 3.23 -0.15 0.0225 4 3.17 -0.17 0.0289 0.0255

5 3.2 -0.18 0.0324 5 3.1 -0.24 0.0576 0.0432

Table 3. The Relationship Between Student-Athlete and Academic Performance

The table presented above has a relationship value of 0.98 which interprets as very

strong. This means that there is a strong relationship between the student-athlete and the

academic performance of the High School Students in GCC. Base on the analysis of the

relationship between the student-athlete and the academic performance, the findings suggest a

notable connection between these variables. The majority of respondents utilized student-athlete

as a means to positively affects their academic performance.

 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter proposes a thorough summary and recommendations of the major ideas and

conclusions mentioned in the previous chapters. The conclusion summarizes these results in

order to meet the research objectives and hypotheses.

Summary of the Findings

The initial findings focus on assessing the students level of sports participation. It have

found that sports play a pivotal role in enhancing the overall well-being of students in various

aspects, encompassing physical, mental, emotional, and social dimensions. Engaging in sports

not only fosters physical fitness but also contributes significantly to the holistic development of

students, thereby positively impacting their well-being.

The second set of findings interprets there that most students who engage in sports

performed a fair performance with their grades. The table shows that student-athletes

demonstrate remarkable abilities to excel in both academics and sports, debunking the notion that

athletic pursuits hinder academic success. These individuals exhibit commendable time

management skills, discipline, and determination, enabling them to thrive in their studies while

actively participating in sports.

The last set of findings reveals a vigorous correlation-coefficient value of 0.98

interpreting this correlation as “strong.” The study reveals a strong correlation between student-

athlete involvement and academic performance among GCC High School students, with most

respondents using student-athletes to enhance their academic performance.

Conclusion

In conclusion, the research highlights the significant positive impact of sports

participation on the overall well-being and academic performance of students at GCC High

School. The findings underscore the misconception that athletic pursuits hinder academic

success, showcasing how student-athletes excel in both arenas. The robust correlation coefficient

of 0.98 emphasizes the strength of the link between sports involvement and academic

achievement, portraying a compelling narrative of the mutually reinforcing relationship between

physical activity and educational success among students.

Recommendation

This study will be of great importance to the following because this will be beneficial to

student-athlete for them to navigate the unique challenges they face while pursuing both athletic

and academic excellence.

Student-athletes. They reap rewards in the form of improved academic outcomes,

potential scholarship opportunities, and the cultivation of valuable life skills that extend well

beyond the playing field, enhancing their prospects for a successful future.

Coaches. Serve as mentors and guides, imparting not only athletic skills but also valuable

life lessons in teamwork, discipline, and time management. Their support and emphasis on

academic success can significantly impact a student-athlete's educational journey.

Teachers. Stand to gain from such research, as it equips them with insights into effective

teaching strategies for student-athletes. Understanding the dynamics of balancing sports

commitments with academics enables educators to create accommodating classroom

environments, fostering greater engagement and academic achievement.

Parents. They will have the knowledge to derive from this research that empowers them

to play a more supportive role in their children's academic journey. They can provide tailored

guidance, impart time management skills, and facilitate informed decision-making regarding

sports and education, ultimately nurturing well-rounded individuals.

Future researchers. It will benefit them by building upon this knowledge, delving

deeper into the intricacies of the student-athlete experience, and contributing to the development

of policies and best practices in both education and athletics.

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