Research Chapters 123

,mm,m STATE UNIVERSITY
CAGAYAN COLLEGE OF TEACHER EDUCATION
Problems Encountered by Student-Athletes among Junior High School Students in

Pamplona Institute
A Research Proposal
Presented to the Faculty
College of Teacher Education
Cagayan State University
Sanchez Mira, Cagayan
In partial fulfillment
Of the Requirements for the degree
Bachelor of Secondary Education Major in MAPEH
By:
Ruth Caina B. Castillo
Roald T. Castro
Ralf Darnel Batac

ABSTRACT
The study aimed to examine the individual problems that student-athletes face when pursuing
objectives to excel both in the athletic and academic fields. The study involved 30 Junior High
School Students from Pamplona Institute.

APPROVAL SHEET
This study titled “Problems Encountered by Student-Athletes among Junior High
School Students in Pamplona Institute , has been prepared and submitted by RUTH CAINA
B. CASTILLO, ROALD T. CASTRO and RALF DARNEL BATAC, in partial fulfillment of
the requirements for the degree, Bachelor of Secondary Education has examined and
recommended for approval .
MARFRED T. SANCHEZ ANITA L. AGUIDAN
Adviser BSE- Adviser
_____________________
Date
MELBA B, ROSALES Ph.D
Dean, College of Teacher Education

ACKNOWLEDGEMENT
The researchers wish to express their sincerest appreciation and gratitude to the people
who unselfishly gave their support and assistance in various forms for the realization of this
research, with special thanks to the following:
Dr. Melba B. Rosales, the Dean of College of Teacher Education in Cagayan State
University- Sanchez Mira Campus for the words of encouragement.
Mr. Marfred T. Sanchez, their research adviser and statistician, for his endless patience
in correcting and giving valuable suggestions for the improvement of the manuscript;
Mrs. Anita L. Aguidan, their adviser and all CTE faculty for their endless guidance and
encouragement.
To their parents for the inspiration and financial support;.
To all those not mentioned who, in their own valued and special ways, helped the
researchers in this study;
To the ALMIGHTY GOD, who had unceasingly enlightened and guided them when
trials and tribulations seemed insurmountable.

TABLE OF CONTENTS
Title Page…………………………………………………………. 1
Approval Sheet…………………………………………………… 2
Acknowledgment…………………………………………………. 3
Table of Contents……………………………………………......... 4
Abstract……………………………………………………………. 5
Chapter 1- THE PROBLEM AND ITS BACKGROUND
Introduction…………………………………………………
Statement of the Problem…………………………………...
Significance of the Study…………………………………...
Scope and Limitations……………………………………...
Definition of Terms………………………………………...
Chapter 2- REVIEW ON RELATED LITERATURE
Chapter 3- METHODOLOGY
Research Design……………………………………………
Locale of the Study………………………………………...
Respondents and Sampling Procedure……………………..

Data Analysis……………………………………………....
Data Gathering Procedure………………………………...
Statistical Treatment…………………………………........
Chapter 4- DISCUSSION OF FINDINGS
Chapter 5- SUMARRY, CONCLUSIONS, RECOMMENDATION
Summary
Conclusion
Recommendation
References
Appendices
Curriculum Vitae
Chapter 1
INTRODUCTION
Background of the Study
Nowadays, being a student at the same time an athlete makes someone proud. He or she
becomes well-known in the school. Student-athletes are perceived as an extremely perceptible
subgroup of students whose performance and visibility can influence the development of an
institution’s image (Zimbalist, 1999). They are given tributes and admirations of what they give
to their schools. They are given welfares and assistance because of being a student- athlete.
Student athletes receive scholarships from institutions in both the athletic and academic fields
without the undue burden of trying to finance their own education. Scholarships give many
student athletes the opportunity to both use their athletic talents while getting an education.
Institutions may also give student athletes additional assistance in academic support areas such
as tutoring and in library services. Being a student athlete forced the person to maximize his or
her use of time. Time management skills are put to the test because a student-athlete is not only a
full-time student, but now has an additional time commitment. Because of this additional
commitment, in order to be both academically and athletically successful, self-discipline is being
used to control one’s use of time. Research has shown that when a person has more
responsibilities, he or she is forced to take control of how his/her time is used and that person
winds up accomplishing more and maintaining a high performance level in both academics and
athletics.
Sports have always played an impactful role in the culture. In times of trouble, people
leaned on sports for entertainment and stress relief from their daily problems (McDonald, Milne,
& Hong, 2002) However, every student-athlete is confronted by a wide range of challenges as
they progress through their school life. Student-athlete is a unique student population that
encounters a number of challenges and obstacles that are not within the usual set of academic
pressures faced by their non-athlete peers. Student-athletes are also constantly managing the
roles of student and athlete while attempting to successfully satisfy their obligations to their
academic unit, family, coach, team, athletics department, and the policies (Watt & Moore,2001).
Athletes do not only have academic responsibilities, but they also spend countless hours outside
the classroom doing various activities in their respective sports.
According to Özgüven (1999), the problems experienced by student-athletes are
numerous; and they could be listed as follows: problems concerning school life; financial
problems; problems concerning time management, and problems related to educational/academic
failure. Many student-athletes have to struggle with their dual roles and the pressure exerted on
them to achieve both academic and athletic success. Some of the specific challenges confronted
by student-athletes are: (a) leisure challenges, (b) role conflict, and (c) academic difficulties
(Watson, 2003).
One of the biggest problems for student athletes is time management. Managing time
between set schedules is difficult in more ways than one. Figuring out how to prioritize
academics and sports is hectic. Being a student-athlete is one of the most rewarding but stressful
things .A student athlete have to maintain different activities one at a time, including the fact that
they have to maintain a certain grade to be qualified as an athlete on any team. Being part of any
sports requires practice every day, meeting with coaches, conditioning and more. Student-
athletes have much more to prioritize than the average student. Furthermore, many researchers
have investigated the demands and stressors faced by student athletes. This population regularly
reports experiencing numerous stressful academic and personal-social challenges such as the
pressures to perform well in the classroom, excessive time demands, and financial concerns
(Archer & Lamnin, 1985; Roberts & White, 1989).
Thus, this study aims to investigate whether the levels of the problems experienced by
student-athletes in terms of time management, and academic pressures were serious challenges
affecting them.
Statement of the Problem
This study aims to determine the problems encountered by the student- athletes
among Junior High School Students of Pamplona Institute. Specifically, it seeks to
provide answers to the following:
1. What is the profile of the student-athletes in terms of:
1.1 Sex
1.2 Field of Sport
1.3 No.of Years as an Athlete
2. What are the levels of problems experienced by the student-athletes in terms of:
1.1 Time Management
1.2 Academic Pressures
3. Is there a significant difference between the student profiles to the problems
encountered?
Significance of the Study
This study addresses the needs of Junior High School Students in Pamplona Institute to
the teachers, coaches and school administrators to become more aware of the problems
encountered by the student-athletes.
The findings can serve as a basis for the teachers, coaches, and administrators in
formulating strategies that will aid the problems met by the student-athletes.
This study will benefit and help the future researcher as their guide. The study can also
open in development and improvement of this study.
For the teachers, the conclusions will provide information about the problems encountered by
their student-athletes. By knowing those, the results could bring awareness to teachers to be
acquainted with their role in guiding and helping their students particularly in considering
student athletes’ academic matters such as class attendance and in passing of requirements.
For the coaches, this study will help them to adjust the given standards to the student-athletes.
This study will widen the awareness of the coaches in providing the needs of their athletes.
For the School Administrator, the findings will be useful in setting the strategies that can aid
the problems of the athletes.
For the other researchers, this study may serve to motivate them to undertake related studies
for the acquisition of knowledge about the problems met by student-athletes
Scope and Delimitation of the Study
The study was delimited in determining the problems encountered by the Junior High
School student-athletes of Pamplona Institute during their schooling period. Furthermore, it
determined the profile of the respondents according to their sex, number of years as an athlete
and field of sport.
The student-athletes who were enrolled during the school year 2017-2018 were the
respondents of this study.

Definition of Terms
Student-athlete: a student who has the ability in sport.
Time Management: the ability to use one’s time effectively or productively.
Academic Pressures: academic stress that comes from schooling and education.
Chapter II
REVIEW OF RELATED LITERATURE

The following pages contain a review of literature as it relates to the perceived challenges
for student-athletes and their participation in athletics.
The responsibilities that student-athletes face seem atypical when compared to their
traditional student peers. Many student-athletes have to struggle with their dual roles and the
pressure exerted on them to achieve both academic and athletic success. Some of the specific
challenges confronted by student-athletes are: (a) academic difficulties, (b) role conflict,
(c) social and leisure challenges, and (d) separation anxiety due to athletic career retirement,
(Watson, 2003). The elite athletes are not immune to problems. They may be quite different
from their non-athlete student counterparts, demonstrating higher levels of physical health, and
reflecting the pressure of having to deal with more complex schedules and the integration of
academic, social and athletic demands (Pinkerton, Hinz & Barrow, 1989; Brewer, Linder &
Phelps, 1995). Barber, Eccles, and Stone as well as other researchers (as cited in Martin and
Dowson 2009) found that extracurricular activities such as sports, dance clubs, and groups are
positive influences in a child’s life. Student-athletes are also constantly managing the roles of
student and athlete while attempting to successfully satisfy their obligations to their academic
unit, family, coach, team, athletics department, and the policies (Watt & Moore,2001). Student
athletes learn to cope with greater difficulties and demands at earlier ages when compared to
their non-athlete peers (Parham, 1993).
High school coaches often find that motivating adolescent males and females can be
particularly challenging (Robert et al, 1992). Although motivation can be sometimes difficult to
achieve, attention to social influences and using techniques of reinforcement, feedback, and goal
setting are ways that can instill motivation in the adolescent athlete. Humphrey et al. (2000)
reported that for more than 40% of the male athletes and for well over half of the female athletes
included in their study, factors related to “time” were among the most serious causes of stress
(Humphrey et al., 2000). Most of the respondents in the study, according to the researchers, felt
that there was simply not enough time for them to combine academics and sports and to do their
best in both areas. In fact, 95% of male athletes and 86% of female athletes were stressed by
factors such as tests and exams, preparing papers for classes, missing classes due to frequent
travelling, and making up for missed assignments (Humphrey et al., 2000). In Murray’s (1997)
study, the main problems which student-athletes faced with were listed as difficulties with
studying, social conflicts, and career worries.
Athletic competitions often cause student-athletes to be absent from class, and the
strenuous nature of athletic training can influence student-athletes’ ability to stay focused in the
classes they can attend. All of this only adds to their cumulative emotional stress of pressure
from parents, coaches, and teammates (Ting, 2009; Jolly, 2008). Simiyu (2010) clustered
student-athlete challenges into individual/personal and external challenges. Simiyu went further
to mention personal involvement in academic oriented activities, time constraints, class
attendance, personal goal setting and career choices, physical and emotional fatigue.
According to Kissinger and Miller (2009), student athletes generally face six distinctive
challenges, these are, balancing athletic and academic responsibilities, balancing social activities
with athletic responsibilities, balancing athletic success. Manning (2012) stated that student-
athletes are unique compared to non-athletes because with the athletic demands required of them,
they must devote a large amount of extra time to their athletic activities in addition to regular
class work and allocating enough time to fulfill personal social needs. A study by Geiger (2013)
revealed that the academic performance of student-athletes was negatively affected by time
constraints resulting from demanding sports endeavors, among other things. Godfrey (2010)
concluded that the challenge that seems to hurt student-athletes the most academically was time
constraints created through sports, making it difficult for athletes to devote time to study or earn
good grades.
Chapter III
RESEARCH METHODOLOGY
This chapter entails the following parts: first, the methodology which analyzes the
methods or the procedures that were applied to this study, second, the Research Design which
elaborates how the entire study or research is structured, third, Respondents and Sampling
Procedure which identifies the sampling procedure or how the respondents were selected, fourth
is the Locale of the Study where the study was conducted and last, the Research Instrument that
was used to gather information for this research.
Research Design
The researcher selected the descriptive or qualitative method of research so as to be able
to perform an in-depth and reliable study. The approach was chosen to arrive at clear and
publishable results that would be relevant to existing literature and existing relationships.
The study was done to investigate the levels of problems encountered by the junior high
school students.
Respondents and Sampling Procedure
The respondents of the study were the student-athletes of Pamplona Institute.

30 junior high school student athletes of Pamplona Institute were given questionnaires
about the level of problems that they encounter. This research work will determine how serious
the problems they encounter.
Locale of the Study
This study was conducted at Pamplona Institute. The school is located at Pamplona.
Data Gathering Procedure
The questionnaires were given to the student-athletes personally and retrieved by the
researchers to ensure that all the questionnaires were collected. The questionnaire was composed
of eight (8) items, which were related to the respondents’ problems as athletes.
Analysis of Data
The data gathered were recorded, tabulated, summarized, analyzed and interpreted on
the problems of this study by means of the following statistical treatments:
Weighted mean was used in interpreting the result of the questionnaire about the
problems encountered by student athletes.
Statistical Treatment
This part of the study focuses on the formulas used in order to get an accurate result
from the target respondents and to obtain related information about the study.Statistical
Treatment is fundamental to all experiments that use statistics as research methodology. Most
experiments in social sciences and many important experiments in natural science and
engineering need statistical analysis.
Weighted Mean
The mean is the average of the sum of all the numbers and divided by the total number
of scores. The use of mean formula in this study can easily gather the accurate average set of
respondents.
Formula:
Mean= X1+X2+X3+.....+Xn
_________________
Where:
X1 = The numerical rating 1,2,3,4 and 5 evaluators rating option for each
given criteria
X = Chosen by the researchers as a rating for a given criteria
N = The total number of respondents

This part of formula shows the total summation of every records or the number of
records gathered from the respondents.
Likert Scale
It is the sum of responses to several Likert items. The scale of Likert uses
questionnaires to arrive an accurate result. This was also used to evaluate the study in terms of
the questions given by the researchers. All the answers of the respondents were tallied for the
basis of the scale.
The Likert scale uses four (4) point scales, which are assigned and having its own
equivalent range and ratings.

RANGE DESCRIPTIVE VALUE
3.26 - 4.00 Very Serious
2.51 - 3.25 Serious
1.76 - 2.5 Somewhat
1.00 - 1.75 Not at All
Chapter IV
RESULTS AND DISCUSSIONS

This chapter summarizes the collected data and the statistical treatment applied to the
data. It includes the number of the respondents with regards to their sex, year level, field of sport,
and number of years as an athlete.
The criteria given below were used to determine the result of the conducted survey.
RANGE DESCRIPTIVE VALUE
3.26 - 4.00 Very Serious
2.51 - 3.25 Serious
1.76 - 2.5 Somewhat
1.00 - 1.75 Not at All
Presentation of the Profile of the Respondents
Table 1. Profile of Students

Profile Variables Frequency Percentage

(N=30)
SEX
Male 16 53.33
Female 14 46.67
FIELD OF SPORT
Badminton 4 13.33
Baseball 5 16.67
Basketball 10 33.33
Softball 4 13.33
Volleyball 7 23.33
NO.OF YEARS AS AN
ATHLETES
1 year 11 36.67
2 years 7 23.33
3 years 8 26.67
4 years 4 13.33
Presentation of the Different Problems Encountered by the Student-Athletes
The time management problems have a weighted mean of 2.47. Under this factor are the
following indicators a.) less time to sleep/eat because of trainings with the mean of 2.83, b.) less
time to study with the mean of 2.20, c.) less time with family and friends with the weighted mean
of 2.20.
Academic Pressure ranks 1st with the weighted mean of 3.15.The following are the
indicators of this problem: a.) I am not excuse in class with the mean of 2.97, b.) requirements
with the mean of 2.83, c.) coping up with lessons with the mean of 3.36, d.) As an athlete, I
missed a lot of quizzes with the mean 3.70 and it ranks 1st among all the problems encountered
by student athletes within academic pressures,and e.) As an athlete, I miss a lot of lectures with
the mean of 2.90.
Table 1. Problems Encountered by student athletes along Time Management
Items Mean Decriptive Rank

Value
1.1 Less time to eat/ sleep because 2.37 Somewhat 2

of trainings
1.2 Less time to study 2.83 Serious 1
1.3 Less time with family and 2.20 Somewhat 3

friends
Weighted Mean 2.47 Somewhat
Table 2. Problems Encountered by student athletes along Academic Pressures

Items Mean Decriptive Rank

Value
2.1 I am not excuse in class 2.97 Serious 4
2.2 Requirements 2.83 Serious 5
2.3 Hard in coping up with lessons 3.36 Very Serious 2
2.4 As an athlete, I miss a lot of 3.70 Very Serious 1

quizzes
2.5 As an athlete, I miss a lot of 2.90 Serious 3

lectures
Weighted Mean 3.15 Serious
Chapter V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study, the conclusion drawn from the results of
the study and some recommendations based on the findings and conclusions made which the
researcher considerations to be of greatest importance to the curriculum planners, students, and
researchers.
Conclusions
Based on the findings,the following conclusions were drawn:
The main problem encountered by the student athletes among junior high school students
of Pamplona Institute along with academic pressures and time management were: student
athletes miss a lot of lectures and they have lesser time to study because of trainings and practice.
Recommendations
Based from the conclusions drawn, the following recommendations were raised:
1. Training programs and school curricula should be revised so that they could be given
attention.
2. Sports counseling should be done so that such problems could be solved and student
athletes could be better prepared both in their academic and sports career.
3. Teachers should be oriented about their students, especially their students who join sports
competition.
4. School sports coordinators should counsel student-athletes on how to manage time
available to them on campus to ensure that their academic work and sports pursuits do
not suffer
5. Coaches should also ensure that student-athletes are not over worked during preparations
for competitions or during competitions, so that the athletes do not get physically and
emotionally exhausted, since such tiredness can affect their academic performance.
REFERENCES
Braddock, J. H., & Royster, D. A. (1991). Bouncing back: Sports and academic resilience among
African-American Males. Education and Urban Society, 24(1), 113-131. Casey, A. C. (1989).
Gentsch, H. (2014). Student-Athlete or Athlete-Student?: A Comparative Study on the Effects of
Role Identity, Time Constraints, and Motivation on Academic Success and Satisfaction with
College life Experience.
Humphrey, J. H., Yow, D. A. & Bowden, W. W. (2000). Stress in college athletics: Causes,
consequences, coping. Binghamton, NY: The Haworth Half-Court Press.
Khan, M.Y., Jamil, A., Khan, U.A., and Kareem, U. (2012). Association between Participation in
Sports and Academic Achievement of College Students. International Journal of Academic
Research in Business and Social Sciences, August 2012, Vol. 2, No. 8.
Parham, W. D. (1993). The intercollegiate athlete: A 1990s profile. The Counseling
Psychologist, 21(3), 411-429.
Robst, J. and Keil, J. (2000). The Relationship Between Athletic Participation and Academic
Performance: Evidence from NCAA Division III, Applied Economics, 32:5, 547-558.
Schlesser, C.E. (2004). The Correlation between Extracurricular Activities and Grade Point
Average of Middle School Students.

Spreitzer, E., & Pugh, M. (1973). Interscholastic athletes and educational expectations.
Sociology of Education, 46, 171-182.
Thayer, R. E. (1987). Problem perception, optimism, and related states as a function of time of
day (diurnal rhythm) and moderate exercise: Two arousal systems in interaction. Motivation and
Emotion, II, 19-36
Thomas, E. (2008). A college perspective on academics and the student-athlete. Coach &
Athletic Director, 77 (8), 29-37.

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,mm,m STATE UNIVERSITY

CAGAYAN COLLEGE OF TEACHER EDUCATION

Problems Encountered by Student-Athletes among Junior High School Students in

Ruth Caina B. Castillo

Ralf Darnel Batac

School Students from Pamplona Institute.

This study titled “Problems Encountered by Student-Athletes among Junior High

B. CASTILLO, ROALD T. CASTRO and RALF DARNEL BATAC, in partial fulfillment of

recommended for approval .

MARFRED T. SANCHEZ ANITA L. AGUIDAN

Adviser BSE- Adviser

MELBA B, ROSALES Ph.D

Dean, College of Teacher Education

research, with special thanks to the following:

University- Sanchez Mira Campus for the words of encouragement.

To their parents for the inspiration and financial support;.

researchers in this study;

trials and tribulations seemed insurmountable.

Chapter 1- THE PROBLEM AND ITS BACKGROUND

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

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

Scope and Limitations……………………………………...

Chapter 2- REVIEW ON RELATED LITERATURE

Locale of the Study………………………………………...

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

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

Chapter 4- DISCUSSION OF FINDINGS

Chapter 5- SUMARRY, CONCLUSIONS, RECOMMENDATION

Background of the Study

becomes well-known in the school. Student-athletes are perceived as an extremely perceptible

commitment, in order to be both academically and athletically successful, self-discipline is being

the classroom doing various activities in their respective sports.

According to Özgüven (1999), the problems experienced by student-athletes are

problems; problems concerning time management, and problems related to educational/academic

(Archer & Lamnin, 1985; Roberts & White, 1989).

Statement of the Problem

among Junior High School Students of Pamplona Institute. Specifically, it seeks to

provide answers to the following:

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

1.2 Field of Sport

1.3 No.of Years as an Athlete

1.1 Time Management

1.2 Academic Pressures

3. Is there a significant difference between the student profiles to the problems

Significance of the Study

encountered by the student-athletes.

open in development and improvement of this study.

the problems of the athletes.

for the acquisition of knowledge about the problems met by student-athletes

Scope and Delimitation of the Study

School student-athletes of Pamplona Institute during their schooling period. Furthermore, it

and field of sport.

respondents of this study.

Student-athlete: a student who has the ability in sport.

Time Management: the ability to use one’s time effectively or productively.

REVIEW OF RELATED LITERATURE

for student-athletes and their participation in athletics.

their non-athlete peers (Parham, 1993).

studying, social conflicts, and career worries.

to mention personal involvement in academic oriented activities, time constraints, class

was used to gather information for this research.

The researcher selected the descriptive or qualitative method of research so as to be able

Respondents and Sampling Procedure

The respondents of the study were the student-athletes of Pamplona Institute.