“THE STUDY HABITS AND ACADEMIC PERFORMANCE OF STUDENT

ATHLETES OF ISABELA STATE UNIVERSITY - ILAGAN CAMPUS”

_______________________________________

A Research

Presented to the Faculty of the Graduate School

ISABELA STATE UNIVERSITY

City of Ilagan, Isabela

_______________________________________

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF PHYSICAL EDUCATION

_______________________________________

By

AMISTAD, MARK ANGELO G.

CASTRO, JANELLA T.

GARCIA, HARRELL D.

OCTAVIANO, RENENJAY I.

2023-2024

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 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Academic success is determined by having good grades which is a product of

different academic quizzes, exams, activities, projects and many more. This then leads

one to ask whether students have enough time to study and do readings. This context

is true to regular students who need to struggle with personal concerns and so many

academic requirements on top of regular exams. However, a greater issue arises

concerning students who are athletes at the same time. An additional cup is added to

be juggled with the practice sessions, which most of the time is done every day.

Research on study habits and academic performance have been conducted for over

decades. However, accounting student-athletes, their unique situations, has not been

focused. Hence, the intention to conduct a study directed on student-athletes' study

habits and academic performance which will enable the gathering of empirical data

needed for intervention and assistance programs was the compelling motivation of

this study. The findings provide that there is a significant relationship between the

respondents' study habits and academic performance. Moreover, female respondents

were found to have better study habits than the male respondents of the study.

Furthermore, the mother's educational attainment as a variable was found to be a

factor influencing the respondents' study habits. (Lahore,2019)

Student athletes navigate a unique balance between their rigorous sports

commitments and academic responsibilities. The research delves into the study habits

of student athletes and explores how these habits influence their overall academic

performance. The study habits of student athletes play a vital role in shaping their

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academic success. Effective time management, discipline, strong support systems,

adaptability, stress management, and goal-setting are key elements that contribute to

their ability to excel both on the field and in the classroom. Understanding and

fostering these habits can further enhance the overall educational experience for

student athletes.

In some nations, there may be a strong emphasis on academic achievement

alongside athletic prowess, with rigorous academic standards for student-athletes.

Educational institutions and sports organizations may collaborate to provide

comprehensive support systems, including dedicated study facilities, tutors, and

flexible schedules to accommodate both training and academic commitments. The

study habits of athletes in the Philippines represent a dynamic interaction between the

nation's vibrant sports culture, educational priorities, and the relentless pursuit of

excellence in both academics and athletics. This intricate relationship is shaped by

various factors that significantly impact the lives of student-athletes, ultimately

influencing their ability to navigate the demanding dual responsibilities they face. The

competitive nature of sports in the Philippines introduces an additional layer of

pressure on student-athletes. Balancing the pursuit of excellence in both academics

and sports necessitates effective time management and the cultivation of strategic

study habits to meet the rigorous demands of both variables.

As a student athlete involves effective time management and prioritizing tasks. I

maintain a structured study schedule, utilize study groups for collaboration, and

communicate with professors for any challenges. Consistency and discipline in

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adhering to these habits help me excel both academically and in my athletic pursuits.

(Imee Gaba, NCAA Badminton Champion Women’s Division)

In navigating the delicate equilibrium between my commitment to sports,

particularly badminton, and the rigorous demands of my academic pursuits, I have

cultivated a set of study habits that allow me to maintain a harmonious balance. This

intricate juggling act was notably evident during our participation in the CAVRAA

meet. Despite the academic challenges looming over me, I embraced the

responsibility of competing in badminton. It is noteworthy to mention the stark

contrast with other schools that enjoyed exemption from exams during such events.

Nevertheless, I faced the impending examinations head-on, seamlessly intertwining

my academic responsibilities with my fervor for sports, thereby shaping a narrative

that reflects both dedication and resilience in the pursuit of my goals. (Janella, 2024)

The profound connection between Sustainable Development Goal (SDG) 4,

"Quality Education," and the research on student-athletes' study habits actively

contributes to the global pursuit of inclusive, equitable, and quality education. At the

core of SDG 4 is the call for universal access to education, and the connection of

student-athletes' study habits serves as a direct direction to this research. By

unraveling how these individuals navigate academic responsibilities amid heavy

sports training, the research illuminates’ challenges and opportunities, providing

crucial insights for ensuring education is universally accessible, even for those deeply

engaged in athletics.

In a broader context, this research not only addresses the specific needs of Isabela

State University - Ilagan Campus but also contributes valuable insights to the ongoing

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discourse surrounding the holistic development of student-athletes in educational

institutions. The outcomes are anticipated to be of interest to educators, sports

administrators, and researchers, fostering a deeper understanding of the nuanced

dynamics inherent in the lives of those who navigate the realms of academia and

athletics simultaneously.

Statement of the Problem

This study aims to know the effects of being a student athlete on the study habits

and academic performance of students of Isabela State University, Ilagan Campus,

specifically, it aims to answer the following questions:

1. What is the demographic profile of the student-athlete in terms of:

1.1 Age

1.2 Gender

1.3 Course/Year Level

2. What are the study habits of the student athletes?

3. Is there a significant difference in the study habits of the student athletes

grouped according to their profile?

4. What is the academic performance of the student athletes?

5. Is there a significant difference in the academic performance of the student

athletes grouped according to their profile?

6. Is there a significant difference in the study habits and academic performance

of the student athletes?

Hypothesis

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 ● Being a Student-Athlete has a significant effect on the study habits and

academic performance of the students

● Being a Student-Athlete has a no significant effect on the study habits and

academic performance of the students

Theoretical Framework

This study focuses on the Study Habits and Academic Performance of student

athletes of Isabela State University - Ilagan Campus, specifically using the PASS

theory as basis for the study.

Promoting achievement in school through sports theory is perhaps the most

relevant theory to understanding the impact that participating in athletics has on

African American students is the promoting achievement in school through sports

(PASS) theory. The PASS theory, established in 1992, was one of the first major

theories based on the belief that sports participation is directly linked to educational

attainment (American Sports Institute, 2015). The PASS theory is not a traditional of

familiar social and behavior science theory, but it is relevant to academic

achievements as it relates to sports participation. This theory is based on the

successful implementation of the PASS program, which 27 is a yearlong elective

course that 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 the PASS program helps students see the

connections between athletic and academic success (Muir, 2005).

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 Research Paradigm

INPUT PROCESS OUTPUT

To know the effects of being a
Analysis and interpretation of:
student athlete on the study
habits and academic 1. Profile of the respondents
performance of ISU-1 students 2. Study habits of the Determine the study habits of
respondents students’ athletes in terms of
in terms of: their academic performance.
1. Profile of the respondents 3. Academic performance of
the respondents
2. Study habits of the

respondents

3. Academic performance of the

respondents

Feedback

Significance of the study

The findings of the study will be deemed necessary to the following:

Teachers. This study provides a proposed intervention that teacher can be

employed to improve the study habits of student athletes in interesting and meaningful

learning.

Parents. This study will serve as a guide to the parent for them to know

whether they should let their child immerse in sports activities or if they need to

monitor the child for moderation.

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 School Administrators. This study provides school and administration with

information about the effects of the student athlete’s study habits and engagement in

sports. And propose interventions to form a basis of recommendation for being a

student athlete.

Future Researchers. This study will serve as references and guidelines for their

study.

Scope and Delimitation

This study will focus on the study habits and Academic Performance of student

athletes at Isabela State University - Ilagan Campus, where respondents are limited to

100 student athletes from 1st year to 4th year, specifically, all courses.

Definition of terms

Student Athlete - refers to the student of Isabela State University, Ilagan campus

to fulfill both academic and sports.

Study Habits - the behavioral strategies employed by student-athletes at Isabela

State University to effectively navigate and fulfill their academic responsibilities

Academic Performance - the measurable outcomes of their scholastic

endeavors, quantified through indicators such as cumulative grade point average

(GPA)

Sports- Active involvement by student-athletes at Isabela State University.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the discussion of information and principles related to the

research that will help and guide the researchers for their further understanding of the

topic.

This chapter provides an overview of the related literature and studies about the

student athletes, study habits and academic performance. The researchers will provide

examples and discussions about the study habits of the students who participate in

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sports and how it affects their academic performance. The researchers made use of

books, encyclopedias, journals and other reference materials as a guide in this

research.

Study Habits

a. Note-Taking

Note-taking is an effective information processing tool that is commonly used

both in daily life and in many professions (Hartley, 2008). It allows students to gather

information from lectures and books that they will use to successfully complete their

program. It contributes to the carrying out of a range making decisions. It is a

modernization of intellectual processes, such as solving issues.

b. Self-Studying

Self-study is an individual effort to learn by references or experimentation

(2016).It may either be studying through books, articles and journals, or tutorials.

Self-studying in general is a convenient method of learning, especially for those

students who do not have time to attend class.It has come out as a great modernization

for students who often miss their classes.

c. Peer Tutoring

According to Topping (2008), peer tutoring among students includes higher

academic achievement, improved relationships with peers, improved personal and

social development as well as increased motivation. Peer tutoring is a beneficial way

for students to learn from each other in the classroom. Students can work together to

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help each other understand difficult concepts, while deepening their own knowledge

of the subject.

d. Study Place Relocation

A further analysis from the classic 1978 experiment, the student who changes

locations during studying sessions can recall more information from the study

materials compared to the student who stayed at the same place. The brain makes

subtle associations between what it is studying and the background sensations it has at

the time regardless of whether those perceptions are conscious. The brain interprets

the perceived colors from the location where we placed the material used for studying.

Making it to have various associations with the same material may, in effect, give that

information more neural scaffolding (Carey, 2010).

Study habit refers to the student-athletes' way of carrying out the task of

studying by using various techniques and ways in the field of study to keep him afloat

along with the wise use of his/her time in studying. Either the study habit is

systematic or unsystematic there could always be an impact to student-athletes'

academic performance. According to Nagaraju (2004) cited Sharma & Vyas (2018)

"study habit serves as the vehicle of learning and poor study habit creates anxiety in

the student. He also explained that if the student have a good study habit it make them

to have a good performances". Since the learning factor that extremely influences

students' academic achievements is the study habits, establishing its foundation

regardless on his level of education is very important because it aids him to increase

its capability to be self-directed and self-disciplined, Ebele and Olofu (2017). When

students have established good study habits, they would expect to be less stressed and

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not worried during exam day, thus students who also organize and adhere to their

established study programs are more confident and appeased at test-taking time and

yield better grades.

In the view of Agba (2013), unserious students do study anyhow without

definite techniques, and he admits that such students are most likely to perform below

average. Thus, he concludes that good study habits help students to: attend classes

very often and do so on time. It also helps them to submit their assignment on time,

read or prepare very well for tests and exams, take down notes and develop the points

independently, ask relevant questions in class; thereby having good grades at the time

of the term or semester. Writing on bad study habits maintains that developing study

habits in school will help students succeed in class and achieve educational goals.

Generally, study habits can be classified into two-good study habits, and poor

study habits. According to Sharma & Vyas (2017) good study habits can be defined as

to have a clean, organized area for studying, keeping good notes, reading textbooks as

well as studying at the same time each day. Learning to listen anything discussed and

remembering detail are important beginning of developing good study habit. Children

develop good study habit in school by completing minor task and by building an

eagerness for learning. Good study habits include many different skills: time

management, concentration, memorization, organization of notes, and reviewing.

Poor study habit included cutting class, not doing their work at time, usually read

without recognizing meaning, messy in their paperwork. In general term, study habits

are the application of mental faculties to acquire knowledge. Reading is one of the

skills that require good study habit. Bocar and Tizon (2017) declared reading as

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makes an individual understand the message, a way that a person will be challenged

to think, recall and communicate ideas to other people. Moreover, he revealed reading

as an art and through reading students could interact clearly.

Generally, study habits can be classified into two-good study habits, and poor

study habits. According to Sharma & Vyas (2017) good study habits can be defined as

to have a clean, organized area for studying, keeping good notes, reading textbooks as

well as studying at the same time each day. Learning to listen anything discussed and

remembering detail are important beginning of developing good study habit. Children

develop good study habit in school by completing minor task and by building an

eagerness for learning. Good study habits include many different skills: time

management, concentration, memorization, organization of notes, and reviewing.

Poor study habit included cutting class, not doing their work at time, usually read

without recognizing meaning, messy in their paperwork. In general term, study habits

are the application of mental faculties to acquire knowledge. Reading is one of the

skills that require good study habit. Bocar and Tizon (2017) declared reading as

makes an individual understand the message, a way that a person will be challenged

to think, recall and communicate ideas to other people. Moreover, he revealed reading

as an art and through reading students could interact clearly.

Study habits as conceptualized by Esia-Donkoh et al. (2017), embraces

competences in the areas of homework and assignment, time allocation, reading and

note-taking, study period procedures, concentration, written work, examination taking

and teacher consultations. Using his study habit inventory, he concluded from several

researches that study habit variables correlated positively with academic performance.

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Other researchers such as Tope (2011), Bagongon and Connie (2009) and Salami and

Aremu (2006) used Bakare's (1977) study habit inventory and established a

relationship between study habits and academic performance. Osa-Edoh & Alutu

(2012) in a study, also established a high correlation between study habits and

learners' academic performance. These findings suggest that students academic

performance is likely to improve when they cultivate proper study habits.

Athletics have come to play a major role in the life of high schools and

universities access the US today (Griffith, 2004; Hamilton, 2005; Knox, 2007;

Knox,2003; Tublitz, 2007) as cited in Sitkwoski (2018). Grimit, (2014) states that

every athlete dreams of moving into the professional level and getting paid to play the

game that they love, but in reality a majority of the 450,000 NCAA student athletes

will not continue into the professional level. This causes people to ponder if the

sacrifice to academic progress of athletes is worth the energy to continue playing

sports for six years in high school. Many people argue that the academic performance

of athletes is troubling considering that after sports they only adhere to their education

to fall back on and make a life out of that knowledge.

In a study conducted by Pascrarella et al. (1995), the results found convincing

results about cognitive developments of first year athletes. The study was conducted

to determine the effects of college athletics on Reading Comprehension, Mathematics,

and critical thinking skills. There were 2,416 first year students who took part in the

National Study of Student Learning survey, which is longitudinal evaluation of the

factors that affect learning and cognitive development in college. They discovered

that male athletes, in revenue sports such as football and basketball, suffered in

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Reading Comprehension and Mathematics. They found that these revenue sport

athletes struggled compared to non - athletes, and male athletes in other sports tested

the same as non - athletes in Reading Comprehension and Mathematics. On the

contrary, female athletes lagged behind their peers in Reading Comprehension. Both

male and female athletes. Both male and female athletes fell behind non -student

athletes in critical thinking skills such as open mindedness, maturity and curiosity

( Pascarella et al, 7 1995). These statistics confirm that some athletes are lagging

behind their peers, but have led researchers to believe that revenue sports may be the

real source of the low academic progress of athletes. The hours of practice and

preparation for game day undoubtedly take athletes away from their studies.

Maloney and McCormick (1993) conducted a study at Clemson University of

595 student athletes in determination of finding the effect of athletics on academic

success. They found that academically, athletes do three - tenths of a grade point

worse than regular students in three out of 10 classes. They also discovered athletes in

revenue sports are lagging behind their peers. Athletes in football and basketball do

one-tenth of a grade point worse than their fellow student athletes (Maloney &

McCormick, 1993). Concerns for revenue sports are extreme with suggestions that

these major sports do not allow time for their athletes to be students. Some people are

even voicing their opinion that these athletes are employees of the athletic department

(Feezell, 2001).

On the other hand, many people are firm believers that the positives of athletic

participation outweigh the negatives. Studies have shown that participation has a

positive impact on learning and development (Bonfiglio, 2011). A study conducted by

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Byrd and Ross (1991) focused on the influence of athletic participation at the junior

high level and showed that, even at a young age, athletics is motivating student

athletes in the classroom.

Their study was conducted in a rural county in Tennessee and is based on the

responses of 379 students with an intermixed number of athletes and non-athletes.

These students attended one of two schools in this area and the study consisted of 284

non-athletes and 95 athletes. The study's results showed that 70% of people agreed

that being an athlete motivated them to attend school regularly. This study also found

that 71% said participation led to better time management. Competing at the

collegiate level results in substantial missed class time, but when they are not

traveling, athletes are attending classes to ultimately stay eligible to continue playing

the sport that they love. Athletic involvement promotes more efficient use of time and

higher motivation to excel at different school endeavors (Byrd & Ross, 1991). Time

management skills are important for future jobs and endeavors. Competing at the

NCAA level for four years and still managing to graduate prepares athletes with the

skills to help them be successful in life. Although some athletes stumble

academically, parents still continue to see athletics as a positive involvement for their

children. Byrd and Ross (1991) conducted a second survey of the parents, principals,

teachers and coaches of the 379 athletes of the Tennessee students and what they

believe are the influences of participation in sports. The study found that the top five

factors as to why parents chose to enroll their children in sports are: enhancing school

identity, attracting community support, decreasing racial prejudice, promoting

physical fitness and wholesome participation, and increasing revenue. Through sports

involvement these athletes get to meet new people from differing backgrounds,

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become involved with their community, create a sense of pride for their school, and

lead physically acceptable lifestyles (Byrd & Ross, 1991).

Education is one of the most important things in life that an individual must

have. As it defined, it is a form of learning in which the knowledge, skills, and habits

of a group of people are transferred from one generation to the next through teaching,

training. Moreover, it frequently takes place under the guidance of others, but may

also be autodidactic. Any experience that has a formative effect on the way one think,

feels, or acts may be considered educational (Wikipedia, 2016). That is the reason

why, the Philippine government assigns the highest budgetary priority (Article XIV

sec. 5 of the 1987 Philippine Constitution) to provide free education to all. According

to one of the readings, education is absolutely beneficial for society on the whole. It is

a lifelong process to each person that needs to be reinforced throughout life. However,

we need education system that may eradicate illiteracy and may provide the common

man an access not only to basic education but also to higher and technical education.

Education is a teaching and learning process that involves teachers whose function is

to teach young individuals and learners who will gain all the learning imparted by the

teacher. But if one of them fails to perform his duty in the said process it could not be

realized.

Study habits are termed as the methods of study of students. Study habits are

student's ways of studying whether systematic, efficient or inefficient (Ayodele &

Adebiyi, 2013) implying that efficient study habits produces positive academic

performance while inefficient study habits leads to academic failure. Every students

has her/his own study habits depending on her/his preferences with regards to the

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duration of time devoted in studying, what place or environment would be the best

venue to study, the study skills and techniques will the student utilizes during his

study and more. It will depend upon the person if she/he is voluntarily interested in

studying or be prompted by the distraction of the social networking sites such as

Facebook, Twitter, Instagram, Tumblr, etc. which all of these can be easily accessed

through their phones and majority of the students possesses a smartphone as what

they've called it.

Studying is the key to excel in one's academic performance, because it not

only prepares a student to excel in class but reinforces the lessons that already been

taught. The individual constantly evaluates himself/herself in relation to his/her

society. These evaluations are derived from "the values of the significant others ...

(which) constitute the mirrors in which individual see their self-image and reach self-

appraisals". Individual's success in social status accompanied by the evaluative

responses by others of the social groups has a high reward value to the person. Study

habits are well planned and deliberate pattern of study which has attained a form of

consistency on the part of the students towards understanding academic subjects and

passing the examination (Bashir & Mattoo, 2013) Academic excellence or

achievement plays an important role in an individual placement, be it in the academic

institutions or job placement. Due to this, many people are concerned with the ways

they can enhance their academic achievement.

Academic excellence or achievement plays an important role in an individual

placement.

The emphasis on academic excellence which is also prevalent worldwide has

encouraged many studies about the conditions promoting it. The role of academic

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achievement as one of the predictors of one's life success and also in the aspect of

academic placement in schools to higher institutions as well as the level of

employability in one's career is inevitable.

Most students start out each new semester of school with high expectations.

They envision themselves being successful in their studies and school work but they

fail to put together a realistic plan, or establish a routine, that will enable them to

achieve academic success. There are only so many hours in a day, days in a week, and

weeks in a term. And if you don't pay attention, the end of the semester will arrive

before you know it - catching you by surprise. To achieve academic success, carefully

manage your study time on a daily, and weekly. Time management is the process of

planning and exercising conscious control of time spent on specific activities,

especially to increase effectiveness,efficiency or productivity. It is a juggling act of

various demands of study, social life, employment, family, and personal interests and

commitments with the finiteness of time.

Using time effectively gives the person "choice" on spending/managing

activities at their own time and expediency (Wikipedia, 2015).

If you are an athlete in college, it’s certain that your contribution to your team

and performance is very important to you. While there are many rewarding

opportunities associated with being a student-athlete, many continue to struggle in

finding the appropriate balance between academics and athletics. College freshmen

may have the hardest time adjusting to this balance as they’re already dealing with the

pivotal transition from high school to college, but with the right attitude and planning,

student-athletes can successfully achieve a proper balance between academics and

athletics. For anyone, not just student athletes, time management is a vital component

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of success in college and later on in life. The time management habits you develop as

a student will be a huge influencer in how well you manage your time as a

professional and in other circumstances. Consequently, this skill is something we

should always look to refine. Accept the fact that as a student athlete, academics and

athletics will consume the majority of your time. No guilt necessary, just enjoy these

golden years and give your studies and your sport your all (Admin, 2018)

Every student athlete has the invariable task to study and compete, it's like

having two daytime jobs according to life Fitness magazine. Princeton University has

plenty of student athletes , nearly 20% of undergraduates are athletes. At Princeton

“being a student athlete is both a challenge and an opportunity” to develop one’s

leadership and organization skills. Balance is crucial for any student athlete because

competitive sports and academics work side by side in the life of a student athlete.

Balance is a real challenge because education is crucial to a young athlete's life.

However, one has to organize and prioritize objectives correctly. The most important

for a student is to figure out when his exams and midterms will be. For an athlete the

most important is to find out when competitions are. The most efficient method is to

firstly go at tackling the calendar. Once you have your schedule sorted out it is

important to prioritize your time. If you have an exam coming up and a competition

further away then obviously you would have to study first. You have to plan a study

schedule which will help you optimize your exam score. The mindset of an exam like

a competition has to be about perform to the very best of your ability, anything below

is not acceptable. Once your exam is over then you can start to focus on competition

but not before. When a competition is coming up build your training schedule and

your routine to best prepare for it. It is important you don’t forget your academic work

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as well. Just because your sport schedule is intensifying it does not mean academic

work should be left behind. It is important to plan your homework around the training

schedule. When you tackle your academic calendar the timetable of exams has to be

known in advance. A student has to simply ask a teacher, professor or teaching

assistant for more information on that end. You can plan ahead and revise ahead of

time for the best score possible. It is crucial that a student gives their best effort in

exams just like an athlete would give their best during a competition. But for the best

to come out preparation is key (Uribe, 2016)

Managing college studies alone is already hard for some. So how do student-

athletes maintain good academic standing while taking care of their athletic duties? In

an interview on DZMM, Atty. Sophia San Luis, Dr. Eika Aranjuez, and JR Gallarza

shared their experiences as student-athletes. Both San Luis and Aranjuez played for

the women's basketball team of the University of the Philippines (UP), while Gallarza

is the current captain of UP's men's basketball team.Prior to playing for UP, San Luis

and Aranjuez also played basketball for Miriam High School, while Gallarza, who

grew up in Canada, has been playing basketball since he was four years old. When

asked how they were able to manage their time between being a student and an

athlete, both San Luis and Aranjuez said they have already developed a routine by the

time they were in college. "Tingin ko po 'yung pinakauna po kasing na-develop namin

dahil bata pa lang kami nag-start magbasketball, 'yung disiplina sa oras. Gumigising

kami ng maaga, natutulog kami ng maaga kasi kailangan gumising ng maaga

kinabukasan, so bago pa lang mag 10 o'clock, tapos na 'yung mga homework namin.

Pagdating namin sa college, ganoon pa rin 'yung discipline that we had when it came

to our studies, we knew we had to finish our studies by 10 p.m.," San Luis said. Both

21
San Luis and Aranjuez said they devoted time for their studies since they know they

would not have a chance to play basketball professionally after college. "I made it a

point to choose a course that I can use in the future," San Luis, who studied

Philosophy in college, said."To be honest, I've always wanted to be in the education

field. I was inspired by my high school guidance counselor back home," Gallarza

explained when asked about his chosen field. In terms of social life, Gallarza said it is

important for a person to allot time for social activities. "Weekends are very

important. You really need to enjoy your college life because you only have one of

those, like you get to go back to college after you graduate," he added. Both San Luis

and Aranjuez, meanwhile, said they had mostly spent time with their teammates, who

were also their childhood friends. "We usually just hangout in our teammate's house,

drink coffee. Just laid back hanging out. We don't really drink (alcoholic beverages),"

Aranjuez said. However, due to their tight schedule, they sacrificed their relationship

with their classmates, since they do not belong to any class or block (Lacuata, 2015)

A study conducted by Crede & Kuncel (2008) states that study habit, skill, and

attitude inventories and constructs were found to rival standardized tests and previous

grades as predictors of academic performance, yielding substantial incremental

validity in predicting academic performance. This meta-analysis (N = 72,431, k =

344) examines the construct validity and predictive validity of 10 study skill

constructs for college students. We found that study skill inventories and constructs

are largely independent of both high school grades and scores on standardized

admissions tests but moderately related to various personality constructs; these results

are inconsistent with previous theories. Study motivation and study skills exhibit the

strongest relationships with both grade point average and grades in individual classes.

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Academic specific anxiety was found to be an important negative predictor of

performance. In addition, significant variation in the validity of specific inventories is

shown. Scores on traditional study habit and attitude inventories are the most

predictive of performance, whereas scores on inventories based on the popular depth-

of-processing perspective are shown to be least predictive of the examined criteria.

Overall, study habit and skill measures improve prediction of academic performance

more than any other noncognitive individual difference variable examined to date and

should be regarded as the third pillar of academic success.

Another study conducted by Foster (1997) states that this study examined the

relationship between SAT scores, self-concept, study habits and attitudes, and college

adjustment for student-athletes and non-athletes. Much has been written concerning

the academic inferiority of student-athletes but little scholarly research has been

conducted in the field. Students from a large midwestern research institution

participated in the study by completing the instruments early in the fall and late in the

spring semester of their freshman year. Fall and spring GPA's of student-athletes were

found to correlate highly with pre-college admission test scores, study habits and

attitudes, global self-concept, and with academic and goal attainment subscales on a

college adjustment inventory. For non-athletes significant correlations were found

only for Spring GPA and study habits and attitudes as well as the academic and goal

attainment subscales of the adjustment inventory. The combination of independent

variables studied did little to improve prediction of either academic achievement or

adjustment to college. Analysis of variance revealed few total differences between the

two populations across all of the various independent variables utilized in this

research.

23
 Another study conducted by Garcia & Subia (2019) states that this study was

conducted to describe the motivation, study habits, self-discipline and academic

performance among 83 high school student-athletes of Palayan City District, Nueva

Ecija, Philippines. Results of the study show that as to motivation, the respondents

were driven to prepare, train hard and make personal sacrifices to achieve excellence

and to get in the winner's circle. However, they need improvement in identifying life

skills and determining a career direction. In terms of the study habits, the athletes

gave their best effort on exams and quizzes, participating in class activities and

discussions and in submitting all academic requirements that they've missed right

after the competition. Nonetheless, they need to improve on completing assignments

on time and in working independently on assignments and other school projects. As to

self-discipline, they strongly agreed that their participation in school athletics helps

them develop better time management skills and they became prepared thoroughly,

show discipline and stay focus with the plan. Nevertheless, they need to become more

responsive to their academic works.

Another study conducted by Costina (2017) states that in Fianza Memorial

National High School, athletics seems to be the most favorite extracurricular activity

that the students engage themselves with. In fact, through athletics, the school has

earned the reputation of having the best athletes in the Division of Benguet. As per

records, the school was able to send ten (10) of its athletes to the Palarong Pambansa ,

which inspired and continuously inspire many of its students at present. Moreover, a

lot of poor but deserving graduates of such school sent themselves through college

through their athletic proficiency. These are the reason why the school is continuously

24
on the verge of training the students to be more engaged in various athletic activities

as it do its role in line with the objective of Department of Education which is solely

focused on the development of the students. Students in this school are categorized

into two, athletes and non athletes. Issues of concern were raised because of various

observations made by teachers as far as study habits of students are concerned. There

are some data showing that there are a lot of students drop from school just after the

athletic intramurals, or if not, frequent absenteeism has been recorded. Some students

lost interest in reading their notes but Athletics Study Habits of Students when it

comes to playing various games, they are very good and active. At the same time,

poor reading hobbies among them have also been observed. Because of this, question

on whether athletics is really influential to the students’ study habits has remained to

be answered. ‘Does participation to athletics motivate students to study more? or

Does it destruct their study habits ?’ What is really the impact of athletics to students’

study habits?

According to Nancy D. Costina, Athletic involvement among students does

not interfere with their progressive study habits. There may be negative issues but not

as much as the positive impacts it gathered from the students. Costina relayed that

their goals and preferences are then associated with their study habits therefore a

direct relationship between the students’ identity and study habits must be highly

noted. Therefore, athletics has no significant impact to the students’ study habits

which eventually affects their academic achievement. (2017)

Academic Performance

25
 According to Maningers (2012) academic achievements are the students'

expenditure of ability and efforts in a given specified time. The ability and efforts of

the students assessed and calculated by the teachers determines the students'

performance.

There are many obstacles for effective academic performance that have been

overcome, especially to those students who are having difficulties to manage their

time whenever they engage to extracurricular activities in school. There is still a need

for active, effortful and focused attention on the part of the students to study

effectively. The mere fact that students must sustain their attention to their priorities

will improve their academic performance (De Guzman, 2008).

Every athlete dreams of moving onto the professional level and getting paid to

play the game that they love, but in reality a majority of the 450,000 NCAA student

athletes will not continue onto the professional level. This is causing people to ponder

if the sacrifice to the academic progress of athletes is worth the energy to continue

playing sports for four more years in college. Many people argue that the academic

performance of athletes is troubling considering that after sports they only have their

education to fall back on and make a life out of that knowledge. In a study conducted

by Pascarella et al. (1995), the results found compelling results about the cognitive

developments of first year athletes. The study was conducted to determine the effects

of college athletics on reading comprehension, math and critical thinking skills. There

were 2,416 first year students who took part in the National Study of Student

Learning survey, which is a longitudinal evaluation of the factors that affect learning

and cognitive developments in college. They discovered that male athletes, in revenue

26
sports such as football and basketball, suffered in reading comprehension and math.

They found that these revenue sport athletes struggled compared to non- athletes, and

male athletes in other sports tested the same as non-athletes in reading comprehension

and math. On the contrary, female athletes lagged behind their peers in reading

comprehension. Both male and female athletes fell behind non-student athletes in

critical thinking skills such as open mindedness, maturity and inquisitiveness

(Pascarella et al, 1995). These statistics confirm that some athletes are lagging behind

their peers, but have led researchers to believe that revenue sports may be the real

source of the low academic progress of athletes.

The hours of practice and preparation for game day undoubtedly take athletes

away from their studies. Maloney and McCormick (1993) conducted a study at

Clemson University of 595 student athletes in determination of finding the effect of

athletics on academic success.

They found that academically, athletes do three-tenths of a grade point worse

than regular students in three out of 10 classes. They also discovered athletes in

revenue sports are lagging behind their peers. Athletes in football and basketball do

one-tenth of a grade point worse than their fellow student athletes (Maloney &

McCormick, 1993). Concerns for revenue sports are extreme with suggestions that

these major sports do not allow time for their athletes to be students. Some people are

even voicing their opinion that these athletes are employees of the athletic department

(Feezell, 2001).

The concern over student athlete success has culminated into millions of

dollars being spent at universities for academic support of their athletes along with

27
new NCAA regulations over academic affairs, hours spent practicing, and days off.

Burns, Jasinski, Dunn and Fletcher (2013) conducted a survey focused on determining

the effects of academic support services on career decision-making skills for athletes.

They conducted a study of 158

Division 1 student athletes from 11 different universities. All student athletes

in this study were required to attend academic support programs at their universities

during their freshman and sophomore years. All programs were based on the NCAA

Challenging Athlete's Minds for Personal Success (CHAMPS) program and contained

an online vocational assessment, access to career counselors, and workshops on career

planning, resume writing and internships. The results were calculated by surveys that

were distributed by coaches to the specific athletes. Satisfaction with academic

support services was measured with the Reimer and Chelladurai's Athlete Satisfaction

Questionnaire whereas the Betz, Klein and Taylor's career decision-making self-

efficacy scale was used to measure confidence in making career decisions. The results

showed a positive correlation between people who believed academic support services

were helpful with confidence in career direction. These CHAMP programs make

people feel more confident about their life skills, and certain of their career decisions

through resume development and experience in that specific field through internships

(Burns et al, 2013). Although these academic support services are an expensive

commodity for universities, it is necessary to provide designated people to work with

athletes. This will balance both athletics and academics to create a situation that helps

athletes succeed in both fields.

On the other hand, many people are firm believers that the positives of athletic

participation outweigh the negatives. Studies have shown that participation has a

28
positive impact on learning and development (Bonfiglio, 2011). A study conducted by

Byrd and Ross (1991) focused on the influence of athletic participation at the junior

high level and showed that, even at a young age, athletics is motivating student

athletes in the classroom. Their study was conducted in a rural county in Tennessee

and is based off the responses of 379 students with an intermixed number of athletes

and non-athletes. These students attended one of two schools in this area and the

study consisted of 284 non-athletes and 95 athletes. The study's results showed that

70% of people agreed that being an athlete motivated them to attend school regularly.

This study also found that 71% said participation led to better time management.

Competing at the collegiate level results in substantial missed class time, but when

they are not traveling, athletes are attending classes to ultimately stay eligible to

continue playing the sport that they love. Athletic involvement promotes more

efficient use of time and higher motivation to excel at different school endeavors

(Byrd & Ross, 1991).

Time management skills are important for future jobs and endeavors.

Competing at the NCAA level for four years and still managing to graduate prepares

athletes with the skills to help them be successful in life. Although some athletes

stumble academically, parents still continue to see athletics as a positive involvement

for their children. Byrd and Ross (1991) conducted a second survey of the parents,

principals, teachers and coaches of the 379 athletes of the Tennessee students and

what they believe are the influences of participation in sports. The study found that

the top five factors as to why parents chose to enroll their children in sports are:

enhancing school identity, attracting community support, decreasing racial prejudice,

promoting physical fitness and wholesome participation, and increasing revenue.

Through sports involvement these athletes get to meet new people from differing

29
backgrounds, become involved with their community, create a sense of pride for their

school, and lead physically acceptable lifestyles (Byrd & Ross, 1991).

Studies by Pascarella, Truckenmiller, Nora and Terenzini (1999) and

Pascarella, Bohr, Nora, and Terenzini (1995) focus on what the positive impacts of

athletics have on non-cognitive development. Using the national sample from the

Cooperative Institutional Research Program to help with the study, Pascarella et al

(1999) found positive correlations with the satisfaction and the overall college

experience, motivation to complete degree, bachelor's degree completion, and

persistence in college. Being a part of athletics kept these student athletes motivated

to continue their pursuit to attain their degree, receive good grades to stay eligible and

meet graduation requirements. These statistics shed light on the success of upper level

college students, but what is the impact for first year college students on getting

acquainted with the university? Pascarella's 1995 study focused on the study of 23

two-year and four-year colleges in sixteen states around the country. This study was

conducted to look at the positive outcomes for first year students from participation in

collegiate athletics. The study found that participation in intercollegiate sports

positively influenced gains in success during their first year of college in regards to

feeling at home at the university and success in classes (Pascarella et al, 1995).

The results from these studies showed the varying research depicts both the

positives and negatives to involvement in collegiate athletics. The negatives to

involvement in athletics are centered on the academic and cognitive losses of

collegiate athletes. Pascarella et al (1995) found that first year student-athletes lagged

behind their peers in the cognitive development categories of reading comprehension,

30
math, and critical thinking skills (Pascarella et al, 1995). Maloney and McCormick's

study discovered that athletes do three-tenths of a grade point worse than regular

students in three out of ten classes (Maloney & McCormick, 1993). Student athletes

struggle with life outside of the competition field in terms of defining their life skills

and careers without their athletic capabilities. Burns et al (2013) revealed that student-

athletes who believed academic support systems were helpful and attended CHAMPS

events felt more confident in their career direction and life skills. On the contrary,

many people believe that involvement in sports is irreplaceable. Byrd and Ross found

that being a part of athletics motivated students to attend class regularly and

participation also led to better time management. Another study by these two

examined why parents enroll their children in athletic programs. The results showed

that parents believe that athletics enhances school identity, decreases racial prejudice,

increases revenue, and promotes physical fitness and wholesome participation. Many

of the negatives about collegiate athletic involvement center on academics, but

Pascarella, Truckenmiller, Nora and Terenzini fire back by finding that athletes have

great satisfaction with their college experience, motivation to complete their degree,

bachelor's degree completion, and persistence in college (Pascarella et al, 1999).

Those four conducted another study that revealed positive correlations between

athletic involvement and feeling at home with the university and success overall in

classes. Ultimately there will never be an answer that satisfies every person's opinions

and attitudes, but these researchers are providing the public with more information to

make an informed decision on collegiate athletic involvement and if it is a good

choice in their lives.

31
 The academic performance of student athletes has been a major topic of

discussion over the years and across many different venues and audiences. Many

individuals believe that participation in sport will inhibit students-athletes' ability to

achieve academically due to barriers such as travel commitments, days of practice,

and required participation in night games (Bageant, 2017). Critics observed that

participation in sports may reduce the time available for studying and learning, since

student-athletes were having difficulties in managing their time between hectic

schedules of sports training and requirements of academic subjects. However, sports

enthusiasts claimed that sports participation can motivate student-athletes to achieve

harder, raise scholastic ambition, can keep them attending school, can improve

students' academic grades, develop awareness the benefits of good health, fitness and

exercise, and understanding the spirit of team work, sportsmanship and camaraderie.

Tubic et al., (2015) that the mechanism which explains the positive correlation

between sports engagement and academic achievement concerns the increase due to

neurohormonal balance and reduction of boredom, which in turns results in increased

attention and concentration. An increased level of physical activity may additionally

be related to higher self-perception which also affects the fulfillment of school

obligations and thus academic achievement too.

Moreover, he also added that a positive correlation between sports

engagement and academic achievement can also be enlightened in terms of

personality traits developed in a person due to sports, which range from emotional

stability and motivation for achievement to combined functions such as

conscientiousness', responsibility etc. for example, a person who has learned from

sports how to cope with stress, how to fight his way to achieve goals, how to show his

32
capabilities develop through hard work, will have trust to his own abilities, which

contributes to higher efficiency of learning process. These traits, that have been

developed through sport, are reflected in school conditions and other spheres of like

alike.

Kohs (2015), conducted a study on the effect of being a student-athlete on

academic performance and he hypothesized that student-athletes demonstrate a

significantly greater level of confidence than the non-athlete students and as a result,

have a significantly greater GPA than the non-athlete students among genders and

overall.

Many factors influence the scholastic performance of junior high school

student athletes and most of these barriers are issues that student athletes must

confront and address on a daily basis. Among these challenges are time demands,

eligibility requirements, and personal development. While the personal development

of student athletes has a major influence on their academic achievement and the

responsibility for academic success or failure ultimately falls on the student athletes

themselves, it is notable that coaches can have a major influence on the development

of the student athletes with whom they work. Banwell & Kerr (2016), discuss howthe

coaches who participated in their research define personal development as academic

success and learning life skills. Coaches also reported that time management was a

crucial life skill that leads to personal development and success in the classroom.

According to Stucko (2018), it is important to recognize the manner in which

participation in competitive high school sports contribute to the development and

enhancement of a student-athletes' behavior and habits outside the realm of sport.

Bradley and Conway (2016), believe that, "Being part of an organized school team,

33
practicing several times per week and representing the school competitively will

promote self-esteem, self-concept and social capital within the student and develop a

strong level of school connectedness". They also added that characteristics like these

are built and reinforced through athletic participation, along with motivation,

perseverance, self-control, coping, and creativity that are thought to emphasize

success in an academic setting. Moreover, Buot (2014) added that if the student-

athletes spent majority of their lives participating in sports were considered

themselves as naturally competitive individual not just in sports but also in academic

grades as well.

The skills gained from doing sports, such as learning to focus and to

improvise, could improve your academic performance. Chasing deadlines and running

late to lectures are the most strenuous forms of exercise many students engage in.

Even the thought of balancing a sporting career with a degree is enough to make some

of us sweat. But evidence suggests that juggling the two can benefit both academic

and sporting performance. "Their weeks are very pressurized, so top sportspeople are

extremely organized, disciplined and efficient with their time, which are useful skills

in the academic side of their lives," says Stephen Baddeley, director of sport at the

University of Bath, which had 11 current students at the Games. Self-discipline lends

itself well to academic focus, helping to banish procrastination. "The mind wanders

when doing essays, but if you develop a focus and know you have to use your time

efficiently then it's a very transferable skill," says Baddeley. Luke Belton, a geology

student at Durham University who smashed two island records swimming for

Guernsey at the Commonwealth Games, says he is a better student because of his

sport (Gil, 2014)

34
 Student-athletes are naturally one of the more famous people in school. They

get cheered on and adored by their schoolmates, teachers, alumni, or even school

employees. But when it comes to academics, one of the misconceptions is that

student-athletes are less academic, they are given easier workloads by their

teachers, or that they only care about being an athlete than being a

student. Basically, the notion is that student-athletes pass their classes with less

work and less effort compared to other students. These are not true at all. Truth be

told, student-athletes are actually some of the most hardworking in any student body

because of the things they have to manage and balance. Student -athletes can be as

successful as any student with their academics. One good example is former UP

Fighting Maroon alumnus, Jett Manuel. He took up Civil Engineering, a course many

consider to be challenging, in one of the top universities in the Philippines. He did it

while being one of the top players for the UP Fighting Maroons in UAAP (University

Athletics Association of the Philippines). He is now also licensed engineer after

passing the civil engineer licensure exam and is also playing for the Ginebra Gin

Kings in the Philippine Basketball Association (PBA). He is just one of many

exemplary student-athletes who made it big beyond their school. A famous quote

from the sports film, “Coach Carter” best explains what it means to be a student-

athlete. “These boys are student-athletes. Student comes first.” Coach Carter taught

his team that academics should be prioritized over being an athlete. If you don’t

succeed in your classes, you will not play. Student -athletes are usually asked, “How

do you balance your time being a student-athlete?” or “How do you find time to

study?”. The answers boil down to two things: time management and priorities. A

normal day for a student-athlete involves classes and training. Factor in sleeping and

35
eating, that should not take up 24 hours of your day. A student-athlete must also set

his/her priorities straight. So, after spending time in the classroom and in a gym,

would you choose to do unproductive things and suffer the consequences instead?

(Ferrer, 2018)

Student Athletes

According to Clark (2002), student athletes are not just athletes, but "a unique

population of young adults who lead stressful lives influenced by the unique demands

of their lifestyles." It is really hard and stressful to be a student athlete because they

need to balance the academics, sports, and their social life. They need to attend their

class and train at the end of the day. It is very exhausting for the students, but there is

a solution to this. Students should always know how to balance their time properly

and do the tasks on time.

According to Gayles& Hu (2009), working and collaborating productively and

effectively with peers, shows an individual's ability to work with people of different

backgrounds. Being a student athlete can be beneficial since it helps them in building

self-esteem and they will be able to interact with others without awkwardness which

can be of great helping the student's future career.

Sochnick (2013) stated that athletes learn from being on a team. They have the

"most coveted" or "most desired" characteristic a new hire could have. There will

always be advantages if a student is participating in extracurricular activities. Sports

are an example. Playing sports or being a student athlete will help the students to

36
socialize with others because they will meet new people and form new friendships. It

is a step in preparing them for the life outside of the academe.

In the study of Aries, McCarthy, Salovey, &Banoji (2004), student athletes

from picked liberal arts colleges and Ivy League universities were studied for 4 years.

The findings indicated those student athletes who spend more than 10 hours of their

day to athletics are likely to had lower academic credentials compared to non-athletes.

Therefore, the sports of these athletes impacted their studies negatively and they

encounter difficulties frequently.

The academic support programs such as sports are visibly successful for

female athletes compared to male athletes which can be seen through the students'

overall GPAs. The study specified that male athletes ought to have different academic

support program for better academic performance. (Knolles, Burnett, & Peak, 2010.)

According to Pierce (2007) the engineering student athletes have an ability to

concentrate and the desire to succeed and apply them to academics. Albeit the

demands on time are extreme, engineering student athletes spend out of classroom

time with their engineering peers, their professors, and their faculty advisor. Time

spent with the faculty mentor is perceived as being particularly critical, since all

students agreed that course planning and management is very important to their

academic performance.

This year, the Department of Education (DepEd) is again looking forward to

seeing talented and inspiring Filipino student-athletes during the conduct of the 2018

37
Palarong Pambansa. To be held from April 15 to 21 in Vigan City, Ilocos Sur

province, this year’s Palarong Pambansa will once again gather thousands of student-

athletes from different regions to complete in various games. Among the thousands of

student-athletes that will troop to the 2018 Palaro, DepEd said a 6th grader from Abra

and an 11th grader from Bukidnon are probably just two of those that other

competitors need to look out for.“Small but terrible” Izzy Tuazon, an 11-year-old

Grade 6 pupil of Dalaguisen Elementary School in Lagangilang, Abra, is considered

as “one of the most enduring runners” of the Cordillera Administrative Region

Athletic Association (CARAA) Meet 18 where she was hailed as the solo finisher of

the 1,500-meter run. Tuazon believes that in every race, the runner can learn more

herself. “It is in doing hard things that you gain the confidence,” she said. “I was not

able to do it before, so I convinced myself that I can do it this time,” she added. As

she currently trains for the 2018 Palaro, Tuazon always reminds herself and her fellow

runners that perseverance, discipline, and obedience are keys to reaching goals. “In a

long race, it doesn’t matter if you are the fastest, it is more important that you finish

it,” she ended. Meanwhile, delegates of this year’s Palaro have another name to look

out for: Sylvian Faith Calixtro Abunda, an 11th grader at Lantapan Stand-Alone

Senior High School in Poblacion, Lantapan, Bukidnon. For Abunda, sports has

always “been a way of life.” Aside from her vigor and stamina, her persistence,

perseverance, patience and dedication enabled her to reach her goals. Also known as

the National Games, the “Palarong Pambansa” aims to promote Physical Education

(PE) and sports as integral parts of basic education for the youth to become

responsible and globally competitive citizens of the country.The DepEd is mandated

to promote physical education and encourage sports programs to foster self-discipline,

38
teamwork and excellence through the conduct of annual Palarong Pambansa

(Hernando-Malipot, 2018)

A study conducted by Bartolome & Kassim (2019) states that academic

success is determined by having good grades which is a product of different academic

quizzes, exams, activities, projects and many more. This then leads one to ask

whether students have enough time to study and do readings. This context is true to

regular students who need to struggle with personal concerns and so many academic

requirements on top of regular exams. However, a greater issue arises concerning

students who are athletes at the same time. An additional cup is added to be juggled –

the practice sessions, which most of the time is done every day. Researches on study

habits and academic performance have been conducted for over decades. However,

accounting student-athletes, their unique situations, has not been focused. Hence, the

intention to conduct a study directed on student-athletes' study habit and academic

performance which will enable the gathering of empirical data needed for intervention

and assistance program was the compelling motivation of this study. The findings

provide that there is a significant relationship between the respondents' study habits

and academic performance. Moreover, female respondents were found to have better

study habits than the male respondents of the study. Furthermore, the mother's

educational attainment as a variable was found to be a factor influencing the

respondents' study habit.

Synthesis of the study

39
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents and discuss the research design, locale of the study,
sample of the respondents, research instrument used, data gathering procedure,
statistical tools and treatment and data analysis procedure.

40
Research Design

This study will employ quantitative research design in which the researchers will

use a secondary method to obtain information about the interrelationship between

variables through gathering information about the study habits and academic

performance of the respondents. The researcher uses Correlation Analysis to measure

the strength of the relationship of the said variables since it is the most preferred when

the researchers will evaluate the strength of the relationship of the respondents’ study

habits and their sports engagement.

Research Locale

This research will be conducted at Isabela State University - Ilagan Campus,

Calamagui 2nd, Ilagan, 3300, Isabela. Specifically, all courses.

Sample of the respondents

Researchers used probability sampling method- stratified sampling procedure.
Where researchers determine the total population of each course, setting the
population sample size through Slovin’s Formula, calculate and allocate the sample
size to each course and randomly select respondents. Below shows the distribution of
respondents in the research study.
Table 1
Frequency and Percentage Distribution of the respondents according to course
Course Frequency Percentage
Bachelor of Science in 5 5%
Architecture
Bachelor of Science in 15 15%
Industrial Technology
Bachelor of Science in 5 5%
Information Technology
Bachelor of Science in 15 15%

41
 Electrical Engineering
Bachelor of Science in 5 5%
Civil Engineering
Bachelor of Science in 5 5%
Nursing
Bachelor of Science in 5 5%
Midwifery
Bachelor of Secondary 15 5%
Education
Bachelor of Technology 5 5%
and Livelihood Education
Bachelor of Technical 5 5%
Vocational Teacher
Education
Bachelor of Science in 5 5%
Psychology
Bachelor of Physical 15 15%
Education
Total 100 100%

Data Gathering Instruments

The researchers adopted a questionnaire as one of the data collection

instruments in this study. Selected student-athletes were to be answering the said

questionnaires. The questionnaires were aim at eliciting relevant information

concerning their study habits and academic performance while being a student-

athlete.

Data Gathering Procedures

In order to gather the needed data for the study, the researcher will do the

following:

42
 A letter of permission will be submitted to the office of the Executive officer

to conduct the study at Isabela State University - Ilagan Campus. Upon approval, the

researcher will ask permission to the respondents one by one. Upon Approval of the

respondent’s researcher will administer the questionnaire to the student athletes.

Distribution and retrieval of the survey questionnaire will be undertaken by the

researchers personally. The response of the participant in the questionnaire will be

recorded for statistical treatment.

Data Gathering Analysis

Table 1

This table represents the level of academic performance of the respondents in terms of

their General Weighted Average (GWA)

Grading System

Description Numerical Equivalent Percentage Equivalent

Excellent 1.00 98-100

Very Satisfactory 1.25 95-97

Satisfactory 1.50 92-94

Fairly Satisfactory 1.75 89-91

Good 2.00 86-88

Fairly Good 2.25 83-85

Fair 2.50 80-82

Below Fair 2.75 77-79

Passed 3.00 75-76

Requirements not fully

INC Incomplete
met

Failed 5.00 74 and below

43
A. Grade of "5.0" means failed; re- enrollment of the subject is required.

B. An INC grade is given to a student whose class standing throughout the semester is

passing but fails to satisfy any of the prescribed requirements by the subject teacher.

C. Students who incurred Incomplete grades after the issuance of Honorable

Dismissal will no longer be allowed to complete even if the reglementary period of

one (1) academic year for the completion has not yet lapsed.

D. For a student to be able to clear his/ her deficiencies, should be officially enrolled

in the University.

E. Completion shall be made within one academic year otherwise the "Incomplete"

mark shall automatically become "5.0".

Table 2

Descriptive Interpretation

Range of Weighted Scale Interpretation

Mean Vaues

4.51-5.00 5 Very Good

3.26-4.50 4 Good

2.51-3.25 3 Fair

1.76- 2.50 2 Somehow Poor

1.00- 1.75 1 Poor

The table 2 shows the descriptive interpretation of the study habit and

academic performance of the students’ athletes. Scale 5 shows Very Good and the

item extremely benefited the students athletes in terms on of the study habits, scale 4

shows Good that students athletes study habits benefited their academic performance,

44
scale 3 shows Fair benefits of the study habits of the student athlete, scale 2 shows

Somehow Poor that the students perceived in the benefits of study habits when it

comes to their academic performance, and scale 1 shows Poor benefited of the study

habits of the athletes on their academic performance.

Statistical Tool

To analyze the data gathered by the researchers, different statistical treatment will

be using, to tally, analyze, evaluate and know the significant differences of every

variable into the study. This part shows the tools needed to use.

Frequency and Percentage Distribution. In research, frequency refers to the number

of times an event occurs, while percentage refers to the proportion or ratio of a

particular value in relation to a whole. Research progress in the application of time in

range: more than a percentage.

Weighted Mean and Standard Deviation. Multiplying the weight of a particular

event or outcome with its associated quantitative outcome and then summing all the

products.

Analysis Of Variance (ANOVA). Analysis of variance (ANOVA) is an analysis tool

used in statistics that splits an observed aggregate variability found inside a data set

into two parts: systematic factors and random factors. The systematic factors have a

statistical influence on the given data set, while the random factors do not.

45
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