EVALUATION OF THE LEVEL OF SATISFACTION ON THE VARSITY

PROGRAM BY STUDENT-ATHLETES IN SILLIMAN UNIVERSITY

A Thesis Presented to the

Faculty of the Accountancy Department
College of Business Administration
Silliman University
Dumaguete City

In Partial Fulfillment of the Requirements for

Accountancy 37 (Internship/Thesis)

Adique, Niña Jade R.

Arado, Peachy Vera R.
Cagbabanua, Gildardo Joshua D.
Tabanao, Jamaica B.
Turner, Alessa A.

Dr. Loren Ann C. Lachica

Accountancy 37 Adviser

Summer Term
School Year 2018-2019
 1

ABSTRACT
This paper aims to assess the level of satisfaction on the varsity program by
student-athletes in Silliman University during the school year 2018 - 2019.

The main instrument in gathering the necessary data was a survey

questionnaire distributed to the 100 student-athletes that were randomly selected
from the total population of student-athletes in the University. The questionnaire
aims to generate the personal and athletic profile of the respondents, as well as
information regarding the benefits they received as student-athletes, and their
ratings of the benefits received. Additional information were obtained through
interviews with the head of the Athletics Department and two student-athletes
representing team and individual events. Secondary data were sourced from
journals, online articles, and other related studies. Data analysis tools such as
percentages, averages, rankings, graphs, and tables were used to analyze the
data sets.

The study showed that of the total number of respondents, 57 percent

were male while 43 percent were female with an average age of 20.42 years old
coming from the different colleges and departments of Silliman University.

The benefits and support received by the student-athletes are categorized

into three, namely: financial, physical, and academic. Based on the results, most
of the respondents are neither satisfied nor unsatisfied with the financial support
provided to them. However, for physical and academic support, the findings show
that the student-athletes are mostly satisfied with the benefits given.

Based on the results of the study, the researcher recommends that a) the
university should look for sponsors to specifically fund the varsity program; b) the
coaches should have yearly orientations and seminars; c) the athletic department
should continue to allow the negotiations of student-athletes and coaches
regarding training schedules and propose a policy to the university regarding
exemptions in basic P.E. classes; d) the student-athletes should have a yearly
 2

evaluation of the varsity program; and finally, e) the university should look for
more athletic competitions within and outside Dumaguete City.
 3

ACKNOWLEDGEMENT

This thesis would not have been possible without the guidance and
support of individuals who have significantly contributed and extended their
valuable help in the researcher’s preparation and completion of this study. The
researchers would to like to express their heartfelt gratitude and genuine
appreciation to the following:

First and foremost to Our Almighty God for His bountiful blessings, strong
guidance, strength, and wisdom;

To Professor Loren Ann C. Lachica, our adviser, for her full support,
encouragement, and very helpful advises from the formulation of the thesis topic
to the completion of this study;

To Professor Dionesio V. Piñero II, for his time and effort in answering our
interview questions, for his suggestions and opinions, and his thesis research
that helped us throughout our study.

To the two student-athletes that made time for us for an interview, despite
their busy schedules;

To all student-athletes, our respondents, who made time to answer the

questionnaires with utmost honesty;

Lastly, to all those who in one way or another contributed so much in

conduct to this study.

TO GOD BE ALL THE GLORY!

THE RESEARCHERS
 4

TABLE OF CONTENTS

TITLE PAGE

ABSTRACT i

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv

LIST OF TABLES v

LIST OF FIGURES vi

CHAPTER I: INTRODUCTION 1

CHAPTER II: REVIEW OF RELATED LITERATURE 5

CHAPTER III: METHODOLOGY 17

CHAPTER IV: DATA PRESENTATION, ANALYSIS, AND PRESENTATION 22

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS 38

REFERENCES 42

APPENDICES 49
 5

LIST OF TABLES

Table 1. Population of Student-athletes................................................................18

Table 2. Number of respondents needed for each strata.....................................19
Table 3. Age of the Respondents..........................................................................23
Table 4. Departments of the Respondents...........................................................24
Table 5. Sports of the Respondents.....................................................................25
 6

LIST OF FIGURES

Figure 1. Conceptual Framework.........................................................................15

Figure 2. Gender of the Respondents..................................................................22
Figure 3. Student-athlete Classification................................................................26
Figure 4. Years of Experience by the Student-athletes........................................27
Figure 5. Response to the effects of years to benefits the respondents are
receiving................................................................................................................28
Figure 6. Benefits of the number of years to the benefits of the student-athletes28
Figure 7. Results of the Likert Scale on Financial Support..................................30
Figure 8. Results of the Likert Scale on Physical Support...................................33
Figure 9. Result of the Likert Scale on Academic Support...................................36
 CHAPTER I

INTRODUCTION

Background of the Study

Sports plays an important role in the Filipino culture. It not only highlights
physical activities; it also benefits a student’s self-esteem and receptiveness. It
instills in the student important values like discipline, commitment, and teamwork.
It makes a person strong from the outside and it develops a fit and sound body.
In addition, being actively involved in sports can help students relax from their
daily routine of learning syllabus and reduces exam stress. Hence, sports is
integral to the growth of a student and should therefore be cultivated.

According to an online article by Business World Publishing (2018), as

quoted from Mr. Manuel Pangilinan, a Filipino business man and sports patron,
“Sports, to me, is more than just playing games. It is also a powerful catalyst for
change. It motivates each one of us to become a better person. It gives us the
courage to surmount challenges and can even offer escape from poverty and the
answer to our desire to lead better lives.” Thus, sports can be a medium to
encourage students to achieve their goals and progress in life.

To boost the student’s self-esteem and to work hard in both sports and
academics, universities offer scholarships to deserving students. Athletic
scholarship is an award of financial aid made to support a student’s education
based on his or her skills and ability to play sport. In order to have these
privileges, students need to strive harder to be able to make it to the team, to
continue to push through the limits, and to never give up to the challenges faced.

In the United States of America, parents of the athletes uses athletic

scholarships to have a free way to graduation. University financial aid
administrators provide these scholarships and aids in order for them to establish
 2

a funding for athletes who develop by maintaining both scholastic and athletic
achievements. Not only the schools provide benefits but there are a large number

of benefactors both public and private that contribute to the welfare of these
athletes. Among these supporters are athletic organizations, foundations,
corporations, and other contributors. Hence, athletes need to have passion,
commitment, talent and the ability to be worthy of the scholarship given (“United
States of America, n.d).

One of the most famous athletic organization in the Unites States is the
National Collegiate Athletic Association (NCAA) having over 1,000 member
schools. These schools can make their own rules, but it must be aligned with
NCAA values. Among these values are personnel, recruiting, student benefits,
athlete eligibility, financial aid, and athletic programs. Undergraduates and
graduate students benefit from the scholarship granted. (“United States of
America, n.d)

In the Philippines, there are numerous schools that offer athletic

scholarships. According to Karr Katigbak (2018), there are 6 notable universities
offering athletic scholarship. Among these are University of Asia and the Pacific,
University of the Philippines-Diliman, Mapúa University, University of Santo
Tomas (UST), Ateneo de Manila University (ADMU), and De La Salle University
(DLSU). These institutions provides a variety of varsity programs that will benefit
both the administration and the athletes as well.

The varsity programs act as the primary support system of the student
athletes and thus should be monitored. This ensures that the athletes are being
given the best support that the school has to offer. This study evaluates the
satisfaction of the college student-athletes on the varsity program of Silliman
University.

Statement of the Problem

 3

The researchers strive to evaluate how satisfied the college student-

athletes of the varsity program offered by the university. Furthermore, they seek
to work through the following issues:

1. Profile of the varsity athletes in terms of:

A. Personal Profile

1. Gender

2. Age

3. Year and Course

B. Athletic Profile

1. Sport

2. Athletic Classification

3. Number of playing years

2. Athlete’s Satisfaction on support in terms of:

A. Financial Support

B. Physical Support

C. Academic Support

Significance of the Study

The study is considered relevant to the development of the Varsity Program

of Silliman University. The data gathered in this study will identify the perceived
level of satisfaction of the student-athletes on the benefits and support given by
the university’s varsity program. Specifically, this study can be beneficial to the
following:

Athletic Department
 4

This study provides relevant information to the Athletics department and

coaches in the varsity program on which areas the varsity program can be further
developed. It will also help the coaches enhance their leadership and training
styles toward better performance and satisfaction of the student-athletes.

Varsity Athletes

From the results gathered in this study, those current and aspirant student-
athletes may be proposed with an enhanced plan to further develop the different
aspects (physical, financial, and academics) for the increased satisfaction and
performance.

Community

This study aims to encourage Silliman University to implement events

dedicated for the appreciation of student-athletes. Also, this can be a way to
foster interest in sports, especially for sponsors. Through this, it can increase the
likelihood of receiving sponsorships from the alumni designated for the
development of the varsity program.

Scope and Limitations of the Study

The respondents of this study are Silliman University varsity athletes who
were enrolled in the second semester of the school year 2018-2019. This study
focuses only on the perceived level of satisfaction of the student-athletes on the
benefits and support given by the university’s varsity program

Definition of Terms

Grants in Aid is an incentive awarded to a student for being a varsity athlete

and a member of the university varsity team.

Varsity Athlete is a regular student at Silliman University who has special

skills in athletics and currently a member of any of the university’s varsity
teams
 5

Varsity Program is comprised of team and individual events recognized by

the Silliman University Athletics department such as: basketball, football,
volleyball, swimming, lawn tennis, table tennis, chess, archery, and
badminton.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

Theoretical Framework

Theories of Motivation

A major subject within sports psychology is the study of motivation.

Motivation is defined as the process that initiates, guides, and maintains goal-
oriented behaviors. According to an online article, “Motivation is the foundation of
all athletic effort and accomplishment.” (Taylor, 2009). An athlete must be
motivated in order to achieve his or her maximum athletic abilities. In simple
terms, motivation is the ability to initiate and persist at a task. To succeed in the
field of sports, you must want to start developing your skills in sports and you
must also be willing to continue to pursue these efforts until you achieve your
goal. Motivation in sports is integral in order to continue training under pressure.

Motivation is also very important to sports because it is the only factor

affecting sports performance that an athlete can control. According to Jim Taylor
Ph.D., there are three contributors to an athlete’s performance. First, is your
ability, which you cannot change; this includes the physical and mental
capabilities that you are born with.

Second, another factor that impacts performance is the difficulty of the

competition. This is composed of the ability of the opponent and external factors
like the weather and playing environment. This contributor is outside of your
control.

Lastly, motivation influences an athlete’s performance. It is the only factor

that you have control over. Motivation directly impacts your success in sports. If
you have a high level of motivation, you will do everything necessary to improve
your game.
 6

The psychological theories in sports that explain motivation are extrinsic

and intrinsic motivation, incentive theories of motivation, and Maslow’s hierarchy
of needs.

Extrinsic Motivation

Behavior influenced by extrinsic motivation is defined as “engaging in an

activity to obtain an outcome that is separable from the activity itself” (Cherry,
2019). In other words, extrinsic motivation comes from an external source.
According to an online article, this theory recognizes that a person is more
inclined to do an activity if there is a known, external reward (Cherry, 2019).
There are two types of extrinsic motivation: tangible and intangible. For tangible
extrinsic motivation, common examples are money and trophies. For intangible
extrinsic motivation or psychological rewards, a few forms are praise and public
acclaim.

In the context of sports, tangible extrinsic motivation includes financial or

other material rewards like medals and trophies. While intangible extrinsic
motivation compose of things such as praise, recognition, and achievement. In
the case of student athletes, the tangible rewards can be athletic scholarships,
athletic grant aids, free board and lodging, cash allowances, etc. provided by the
school’s varsity program; intangible extrinsic motivations come in the form of
praise and recognition from the coach, peers, and school.

Intrinsic Motivation

As opposed to extrinsic motivation, intrinsic motivation originates from

within a person. In "Introduction to Psychology: Gateways to Mind and Behaviour
With Concept Maps," (Cherry, 2019), the authors offer this definition:

"Intrinsic motivation occurs when we act without any obvious

external rewards. We simply enjoy an activity or see it as an opportunity to
explore, learn, and actualize our potentials."
 7

When a person does something mainly for the enjoyment of it, he or she is
doing it because they are intrinsically motivated. Behaviour is driven by
motivation that comes from within the individual because it is naturally satisfying
them rather than out of a desire to receive some type of external reward like
money and prizes. This does not mean that intrinsic motivation doesn’t have its
own rewards; creating positive emotions within the individual results from
engaging in intrinsic behaviour. Activities can produce such feelings when they
give a person a sense of purpose and meaning.

For a student athlete, an intrinsic motivation for engaging in sports is the

sense of satisfaction they are able to feel when they can see that all their hard
work and training is producing positive results in competitions. Another is the
sense of progress they achieve when they experience increased competence
when they learn a skill or become more skilled at a task.

Incentive Theory of Motivation

Nowadays, many people tend to strive harder in their respective works

and responsibilities towards achieving the objectives in order to gain
encouragement. Incentive theory of motivation is considered as one of the major
theories under motivation. It drives people to aim for success for the desire of
external rewards and reinforcements. According to Sincero (n.d), “The Incentive
Theory is said to be different from other theories of motivation in such a way that
it views the stimulus as something that attracts a person towards it, rather than
something that prompts a person to reduce it or totally eradicate it.”

Positive incentives are rewards that are given to people for satisfying a
person’s goals. As for students-athletes, these incentives are the fruits from their
hard work and dedication towards their common objectives. Many schools
provide a large number of incentives. Among these are Southwestern University,
Arellano University, University of Mindanao, Colegio de San Juan de Letran,
College of St. Benilde, and Holy Cross of Davao College. These schools offer
 8

free or partial tuition fee discounts, miscellaneous fees, free basic equipment,
free board and lodging, free meals and other various fees. According to the
article written by Marianne L. Saberon-Abalayan, that many schools in Davao
City supports college student-athletes because it does not only help them
develop their skills in sports but also advertises the school as well. These
reinforcements may be intangible ones. An example would be praising athletes
by coaches is one of the ways in motivating them to strive harder and achieve
positive results (Abalayan, 2017)

On the other side, the negative incentive are the exact opposite and only
offered when objectives are not completed. These can be punishments for not
doing well in trainings and sports competitions. An example of this is when
coaches criticizes student-athletes on how they perform during trainings and
sports competitions. In addition negative feedbacks may have an impact on
these athletes as well.

Maslow’s Hierarchy of Needs

The fourth level of Maslow’s Hierarchy of Needs is the esteem needs. The
esteem needs of a person involve the need for appreciation, respect and to feel
good about ourselves. This fourth level is classified into two categories by
Maslow and these are (i) esteem for oneself which includes dignity, achievement,
mastery, and dependence, and (ii) the desire for reputation or respect from
others like status and prestige. Acceptance and appreciation is part of human
nature and therefore are keys to positivity which impacts the person as a whole.
Participation in professional activities, academic accomplishments, athletic or
team participation, and personal hobbies can all play a role in fulfilling the esteem
needs.

As stated in an online article by Philippine Star, “Varsity athletes are widely

regarded as campus heroes.” taken from an online article by Philippine Star.
They are admired by fellow students, alumni, faculty, administration, and media
and are seen as symbols of athletic excellence (Henson, 2013). The appreciation
 9

and respect given by a student-athlete’s peers and school for holding a position
in the varsity team contributes to satisfying his or her esteem needs.

Review of Related Literature

This segment presents works and published materials applicable to the

topic on satisfaction of college student-athletes on the varsity programs imposed
by the university.

Every mission of college states and universities is to excel in every

dimension, including academics and sports-related activities. When a student
learns subjects in classrooms, they learn more in doing sports as well. They are
trained to be disciplined, to be punctual, hardworking, responsible and many
other ethical characteristics that can be obtained from doing such.

According to a statistics in America, 88% of the adults believe that sports is a

source of fun and enjoyment, 84% said it can minimize youth crime and
delinquency, 80% said it can teach valuable life lessons, and 76% also said that
it can bring people together in ways that strengthen communities. Overall, three-
fifths of them supported that sport promotes positive values (USADA, N.A). More
than just being a form of entertainment, sports gives emotional, physical, and
intellectual benefits to people. Moreover, students do get tons of benefits from
playing sports. A study conducted in University of Kansas by Maslen (2015)
revealed that performances of students from grades 9 - 12 showed that a
whopping 97% of student-athletes actually graduated high school, 10% higher
than those students who had never participated in sports. They also reported that
those who engage in sports have better grade point average compared to non-
athletes.

Similarly, sports also provides benefits not just to students, but also to
universities, as well. Sports does not only generate revenues from competitions
 10

but also advertises the name of the school to attract students to be enrolled in
the institution. Hence, administrators and athletics departments prioritized
athletes by supporting them both financial and human resources. According to a
study conducted in the United States of America, universities provide full support
in order to satisfy the student-athletes in their collegiate sporting experiences.
These services include academic support from tutorial programs and learning
specialists, academic guidance from academic counselors, nutritional support
from professional dietitians, psychological support for in-sport and out-sport
mental issues both clinical and sports psychologists, and career development
support from professionals trained in the field to support student-athletes
(Russell, 2015).

In relation to the studies above, another study by Harold Riemer and

Chelladurai (1998) concluded that one of the primary reasons for the existence of
collegiate athletics is an effective athletic organization. However, problems arise
as to the satisfaction of the student-athletes, the main constituents and producers
of entertainment, which is a critical point to the effectiveness of the organization.
In order for an athlete to be empowered, satisfaction is an essential consideration
that must be prioritized. Without satisfaction, athletes would seek other sources
of potential enjoyment. Athlete’s satisfaction is the apex of athlete empowerment
as it is the outcome resulting from an evaluation concerning ’’quality
management, leadership and behaviors of coaches perceived and experienced
by athletes…’’ (Ignacio, Montecalbo-Ignacio, and Cardenas, 2017). Thus, needs
of the athletes are an utmost importance.

When it comes to satisfying the student-athletes, there are two major

problems that need to be addressed. Firstly, an article from Joseph Despres,
Frank Brady, and Scott McGowans’s, Understanding the Culture of the Student
Athlete: Implications for College Councilors states that student athletes invests a
greater amount of time in trainings and competitions. This time devotes physical,
emotional and social stress that can affect their performances in athletic and in
academics because these athletes needs to excel in both to be able to stay in the
 11

team (as cited in Stoltenber, 2011). Hence, varsity players sacrifice a lot of things
in order for them to value the benefits or privileges provided by the universities.
On the other hand, universities need to sacrifice as well to suffice what the
student–athletes gave to them.

Secondly, it is evident that college students are facing financial stress.

According to a survey by the American Health Association (as cited in Fosnacht
and Dong, 2013), “35% of the students said their finances were “traumatic” or
“very difficult” to handle.” Also, a predecessor to the study found that 70% of the
first-year undergraduates surveyed evidenced financial stress (Fosnacht, 2013).
According to Eisenberg, Gollust, Golberstein, and Hefner (2007), “…students
under financial stress are more likely to also suffer from depression, anxiety, or
suicidal thoughts, and may lower academic performance.” Moreover, student-
athletes are not exempted to this because they are also part of those suffering
from financial stress. In a study by Edmunds (2014), there is a financial gap to
athletes due to insufficient funds given to them. Withstanding the benefits and
privileges being given to varsity students, still, financial gap persists due to
number of reasons.

There are also pros and cons of the benefits provided by the university to
college student athletes. First advantage is privileges are a financial support.
Parents will not have problems on the tuition fees and other various fees of their
children as long as they continue to excel. Second is it serves as an exposure to
public and media relations on national and international level wherein, athletes
get to be publicized. Through this, they can grab every opportunity that may lead
them to become professional athletes someday. Lastly, athletes have the unique
privilege of being ambassadors for the university both on and off the court. It
means that universities get to be advertise by their athletes which result to more
students enrolled in the institution (Wallace, 2016).

A disadvantage can be that athletes and coaches tend to get pressured of

the expectations that they will have to win in competitions due to the benefits
 12

provided by the university. Thus students-athletes can become victims of profit-

driven system (Russell, 2015).

Accordingly, the National Collegiate Athletic Association (NCAA), a body

governing the athletic activities and the varsity scholarships in America, offers 85
slots for potential students to be given with free tuition fees, board and lodging,
and other benefits. Research shows that despite with these benefits provided to
the students, they still tend to find other ways to generate income. In the by-laws
of NCAA, varsity students are not allowed to accept payment related to the sport
they are in to. This is the main reason why varsity students cannot just earn
money other than what they are receiving from the scholarship. Due to the
financial gap, varsity students were left with no choice but to engage in other
prohibited transactions. Real court cases were also reported by athletes against
the NCAA due to the provision of the said by-laws (Edmunds,2014).

In the Philippines, encountering financial stress is common among Filipino

students. Government statistics show a significant proportion of the school-age
population experience financial difficulties. According to the Philippine Statistics
Authority (as cited in Bernardo and Resureccion, 2018), “at the basic education
level, almost 20% of Filipino children who dropped out of school mentioned
insufficient financial resources as the main reason for quitting school.” In a study
by Reyes et al (as cited in Bernardo and Resureccion, 2018), the main reason for
Filipino students for not going to the tertiary level was the high cost of higher
education.

Scholarships may be given to deserving students who have the intention of

continuing college despite of the financial stress. One of the requirements for
basic scholarship grants would be through academic and non-academic aid.
Similarly, part of the non-academic scholarships would be the varsity programs
given by different schools. The republic of the Philippines recognizes the
importance of the student-athletes. The Republic Act No. 10676 states that:

Article XIV, Section 1 of the 1987 Constitution recognizes the role

of the State to protect and promote the right of all the citizens to quality
 13

education at all levels, and to take appropriate steps to make such education
accessible to all. Further, Section 19(1) of the same Article provides that
the State shall promote physical education, sports programs and
competitions alongside training for international competitions to foster self-
discipline, teamwork and excellence for the attainment of a healthy and alert
citizenry. Thus, the State shall recognize and uphold the rights of student-
athletes to further hone their skills and abilities in their respective fields of
amateur sports without neglecting their education and general well-being.
Furthermore, the R.A 10676 discussed further the benefits and privileges that
may be given to student-athletes. Accordingly, section 5 enumerates ”tuition and
miscellaneous school fees including books and other learning materials; full
board and lodging; school and athletic uniforms including supplies, equipment
and paraphernalia; a reasonable regular monthly living allowance…” It should be
noted that these benefits and privileges are not mandatory. Universities and
colleges are encouraged to give the student-athletes the things they deserve.

In addition to the R.A 10676, Senate Bill No. 2166 which is an Act providing
for the Magna Carta of Students-Athletes was passed by Senator Pia S.
Cayetano. The bill acknowledges the situation that a student-athlete is in to and
aims to provide support and parameters on how they can excel in both fields of
academic and sports. The purpose of this bill is to provide appropriate
recognition and protection to the rights and general welfare of Student-Athletes
encompassing academic, amateur sports, mental and physical health aspects.
The bill also highlights that the student-athlete should be protected from any
discriminatory policy that may prevent their participation in any field of sports that
they choose to compete in and prevents them to fully develop their potential as
athletes and as a well-rounded citizen of the country. Thus, it also recognizes the
student-athletes responsibilities that they need to do.

Moreover, according to James J. Duderstadt (2003), “The values, goals, and

nature of intercollegiate athletics are so totally different from those academic
units that athletics generally lie at the periphery of the university.” It means that
their different point of views between the academic and on the athletics side. The
president of the university must take into full account the different opinions and
 14

views of faculty, students and members on the budget for athletics because it
may find it as unnecessary spending.

In an assessment by Manalo and Dela Cruz (2014) in the Technological

Institute of the Philippines - Manila regarding to the factors affecting the athletic
performance of the varsity students, findings disclosed that school factors
affected their athletic performance. Moreover, they also revealed that these
school factors include training and sports facilities, support from the
administration, and financial support, as well. In addition, a research also
conducted to different universities in Manila regarding to the relationship between
the coach leadership behaviors and athletes satisfaction. The research surveyed
111 male and female college athletes from the University of the Philippines Los
Baños, Polytechnic University of the Philippines, Batangas State University,
Philippine Women’s University, and University of Cordilleras. The said research
indicated that leadership style of the coaches is also a big factor to the athletes.
Furthermore, it showed that rewarding behavior or giving recognition/awards and
positive feedback were among the strongest indicators of team performance
satisfaction (Ignacio, Montecalbo-Ignacio, and Cardenas, 2017). It should
always be noted that if a school is also focusing on its athletic aspect, utmost
support must be given to its student athletes.

Given with the findings above, an evaluation of the student-athletes is

necessary to address the issue on support and satisfaction. It is an integral part
for schools to oversee the performances of its student-athletes. Problems can be
resolved if assessment or evaluation can be done to improve its performance on
different games.
 15

Figure 1. Conceptual Framework

Conceptual Framework
 16

Conceptual Framework

The conceptual framework illustrates how the generated the data to

realize the goals of this study (See figure. 1). The input is the student’s profile,
which is divided into two parts, the student’s personal profile and athletic profile.
The personal profile consists of the student’s gender, age, year and course. The
athletic profile is composed of the student’s sport, athletic classification, and the
number of years he/she has played for the varsity team.

The process are the benefits usually provided by the athletic scholarships.
The benefits are separated into three categories: financial support, physical
support, and academic support. Under financial support are athletic grants, cash
allowances, free board and lodging, free miscellaneous fees, free tuition fees,
and monthly allowances. Uniforms and supplies, medical benefits, training
opportunities and facilities fall under the physical support benefits. Academic
support is composed of make-up classes and exemptions from P.E. classes. The
student’s profile determine the benefits he or she is provided with.

The researchers will correlate the input and process to determine the
output, the student’s satisfaction of the current varsity program. The outcome of
the study will provide opinions and feedback on the current varsity program.
17
 CHAPTER III

METHODOLOGY

The research design, research environment, respondent and sampling

procedure, data collection procedure, data analysis procedure and ethical
considerations will be discussed in this chapter.

Research Design
Descriptive research design will be used in this study. With the survey
method, survey questionnaire consisting of eight (8) questions will serve as the
primary source of data, along with supplementary information from interviews
with student athletes and the head of the Athletics Department.
Books, journals, other researches and reference materials will be used by
the researchers as secondary source of data for further understanding.

Research Environment
This study will be conducted in Silliman University, Dumaguete City and
through online survey. The questionnaires will be given personally to college
student-athletes and through google forms.

Respondents and Sampling Procedure

The respondents of this study are the bona fide college student-athletes of
Silliman University. The method that will be used in determining the sample
population would be Slovin’s formula. Moreover, a strata is going to be a
complimentary method to validate the necessary number of respondents.

Based on the initial information on the estimated number of college

student-athletes of Silliman University. Stratified Random Sampling is used by
the researches to get the percentage of people to be surveyed.
 18

Table 1. Population of Student-athletes

STRATA POPULATION PERCENTAGE
Archery (Women) 1 0.76%
Badminton (Men) 4 3.03%
Badminton (Women) 3 2.27%
Basketball (Men) 16 12.12%
Basketball (Women) 11 8.33%
Chess (Men) 4 3.03%
Chess (Women) 3 2.27%
Football (Men) 22 16.67%
Football (Women) 10 7.58%
Lawn Tennis (Men) 4 3.03%
Lawn Tennis (Women) 4 3.03%
Swimming (Men) 6 4.55%
Swimming (Women) 8 6.06%
Table Tennis (Men) 3 2.27%
Table Tennis (Women) 8 6.06%
Volleyball (Men) 16 12.12%
Volleyball (Women) 9 6.82%
TOTAL: 132 100.00%

The researchers will be conducting the survey on 100 college student-

athletes in eight (8) different sports with both men and women - Archery,
Badminton, Basketball, Chess, Football, Lawn Tennis, Swimming, Table Tennis,
and Volleyball of which are the respondents of this study. This is derived using
the Slovin’s Formula as follows:
N = N / (1 + N e2)

Whereas:
 19

n = no. of samples
N = total population
e = error margin / margin of error
n = 132 / (1 + 132(0.05^2) )
n = 100 samples

Table 2. Number of respondents needed for each strata

STRATA PERCENTAGE Number of

Respondents
Archery (Women) 0.76% 1
Badminton (Men) 3.03% 3
Badminton (Women) 2.27% 2
Basketball (Men) 12.12% 12
Basketball (Women) 8.33% 8
Chess (Men) 3.03% 3
Chess (Women) 2.27% 2
Football (Men) 16.67% 17
Football (Women) 7.58% 8
Lawn Tennis (Men) 3.03% 3
Lawn Tennis (Women) 3.03% 3
Swimming (Men) 4.55% 5
Swimming (Women) 6.06% 6
Table Tennis (Men) 2.27% 2
Table Tennis (Women) 6.06% 6
Volleyball (Men) 12.12% 12
Volleyball (Women) 6.82% 7
TOTAL: 100.00% 100

Research Instrument
 20

The main data-gathering instrument will be the survey questionnaire which

will be personally given to the student-athletes in the campus. For the students-
athletes that are not currently in Dumaguete City, an online survey will be given
through google forms. The google forms will be sent out through Facebook
Messenger and emails.

Data Collection Procedure

The steps that will be taken in this study in order to gather data is to first
determine the size of the population by obtaining a copy of the list of student-
athletes of the university. As far as data collection tools are concerned, the
conduct of the research will involve the use of survey questionnaires to collect
information from the respondents. This will be supplemented by interviews with
the head of the Athletics department and some college student-athletes. The
main advantage of personal interviews is that they will involve personal and
direct contact between interviewers and interviewees, as well as eliminate non-
response rates, but interviewers need to have developed the necessary
skills to successfully carry an interview (Fisher, 2005, Wilson, 2003). Certain
questions will be prepared for the researcher to be guided towards the
satisfaction of the study. Finally, when the answered questionnaires will be
collected, data collection procedure will be done.

Data Analysis Procedure

Data analysis tools such as percentages, averages, graphs, and charts
will be used to analyze the data which will be gathered from the survey and
personal interviews. It characterizes the world or a phenomenon - answering
questions about who, what, where, when, and to what extent (Loeb, 2017). This
kind of analysis will simplify the data being gathered which will help the
researchers describe, show or summarize data in a meaningful way like graphs
and charts. For example, certain patterns might arise from the data. However, it
does not allow the researchers to make conclusions beyond the collected data
they have analyzed. It's simply a way to describe the data.
 21

Ethical Considerations
The identity of each individual respondent and their association to their
answers will be kept confidential to assure them of their privacy. The data
gathered for the purposes of this study will and should be given by the
respondents with full consent and willingness. A cover letter will be attached to
each survey questionnaire indicating the confidentiality and security of the
responses. The questionnaires that will be given to the respondents will be used
solely for this study and once analysis and assessment of the data gathered will
be done, the questionnaires will be disposed-off properly for confidentiality and
ethical purposes.
 CHAPTER IV

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

Primary data were collected by the researchers through physical survey,

online survey and interviews with the head of the athletics department and two
student-athletes, one from a team event and the other from an individual event.
The presentation, analysis, and interpretation of these data are discussed in this
chapter.

Personal Profile of the Respondents

Figure 2. Gender of the Respondents

Mal e Femal e

43.00%

57.00%
 23

As shown in Figure 2, of the 100 student-athletes who participated in the

survey, 57 were males which is 57 percent of the population; the remaining 43
percent were females. The respondents are composed of a higher number of
males, but only by a small amount. This finding seems to differ from the findings
of Piñero (2009), wherein he expresses that a great number of his respondents,
who were also student-athletes of Silliman University, were males. This could
mean that over the years, females have had an increased interest and
participation in sports.

The findings above shows an increase in females in sports. This

substantiates the results of the study of Chinurum, et al (2014), which states that
there is a huge increase of female participation in athletics. In our society today,
females have challenged and confronted the gender stereotypes in sports; this
has lead to the growth of many professional women’s sports leagues, and
increased coverage and representation of women athletes in the world of sports.

Table 3. Age of the Respondents

Age Total Percentage

18 2 2%
19 25 25%
20 29 29%
21 29 29%
22 10 10%
23 3 3%
24 0 0%
 24

25 0 0%
26 1 1%
27 1 1%
Total 100 100%

It can be inferred from Table 3 that the age of the student-athletes range from
18 to 27 years old with the average of 20.42 years old. Athletic performance
obviously decreases as people get older and their bodies wear down physically.
According to an online article by Malinowski (2011), French researchers have
shed new light on when these declines might start showing. Generally, athletes
start to show signs of physical decline at age 26, give or take; however, at these
ages (see Table 3), they are still in their prime year and are physically fit to train
for their sport.

Table 4. Departments of the Respondents

College Total Percentage

College of Agriculture 1 1%
College of Arts and Sciences 13 13%
College of Business Administration 26 26%
College of Computer Studies 2 2%
College of Education 18 18%
College of Engineering and Design 31 31%
College of Mass Communication 1 1%
College of Nursing 3 3%
Institute of Clinical and Laboratory Sciences 2 2%
Institute of Rehabilitative Sciences 3 3%
Total 100 100%

Table 4 displays the composition of the student-athletes from the different

colleges in the university. The College of Engineering and Design registered the
most number of student-athletes with 31 students or 31%. Meanwhile, the
College of Business Administration has a close tie comprising 26 students or
26%. It is then followed by the College of Education and College of Arts and
Sciences with 18 students or 18% and 13 students or 13%, respectively.
 25

Furthermore, the Physical Therapy and Nursing have contributed 3 or 3% each.

The Medical Technology and Computer Studies followed with 2 students or 2%
each. Lastly, the Agriculture and Mass Communication have 1 or 1% each.

In conclusion, the table signifies that there is a direct correlation between the
population and student-athletes. This coincides with a study conducted by Piñero
(2007) that the more number of student a college has, the higher its contribution
to the overall student-athlete population. Moreover, in a research conducted in
the College of Engineering in Illinois America, engineering students were asked
as to the benefits of sports to their studies. Accordingly, sports has a huge impact
on the improvement of their studies. It has benefited them by getting refreshed
from the frustrations of doing different projects and doubling their efforts in
making improvements (Thornburg, 2012). According to Stephens & Schaben, et
al (2002) as cited in Piñero (2007), sports amplifies the discipline that is
necessary to excel in different fields that demand greater efforts in terms of
academics. These studies support the reason why most student-athletes come
from colleges that require more discipline and effort.

Athletic Profile of the Respondents

Table 5. Sports of the Respondents

Sport Total Percentage

Archery (M) 0 0%
Archery (W) 1 1%
Badminton (M) 3 3%
Badminton (W) 2 2%
Basketball (M) 12 12%
Basketball (W) 8 8%
Chess (M) 3 3%
Chess (W) 2 2%
Football (M) 17 17%
Football (W) 8 8%
Lawn Tennis (M) 3 3%
Lawn Tennis (W) 3 3%
Swimming (M) 5 5%
Swimming (W) 6 6%
 26

Table Tennis (M) 2 2%

Table Tennis (W) 6 6%
Volleyball (M) 12 12%
Volleyball (W) 7 7%
Total 100 100%

The Silliman University Athletics Department recognizes different sports –

both individual events and team events. The data shown in Table 1.3 shows the
different sports offered by the department. For every sport, a coach is then
assigned and is paid accordingly.

Figure 3. Student-athlete Classification

Type A Type B Type C Type D

3.00%
13.00%

15.00%

69.00%
 27

Majority of the college student-athletes are national players (type B). It is

composed of 69 out of 100 players or 69 percent of the total sample. Next in line
are 15 athletes who are able to experience playing in the regional (type C) which
is 15 percent of the sample. 13 or 13 percent in local (type D) and 3 or 3 percent
(type A) have reached the international level (See figure 3). Some of the athletes
have also competed in the Negros Oriental Schools Athletic Association
(NORSAA) held last January to February 2019 which was considered as a local
competition. A national competition called the University Games (Unigames) that
was held last October 2018 wherein the University did not let the athletes
participate. According to the interview with Professor Dionesio Piñero II, many
varsity athletes are categorized as national players even though they have only
participated in regional or local competitions because it also depends on the
perspective of the coach if they are motivated or gave enough effort in their
trainings and games.

According to the research made by Professor Piñero, problems arise

during private invitational games. Although the University provides financial
benefits to suffice their efforts, the amount is still not enough. Thus, athletes tend
to use their personal allowances in order to participate in the said competitions.

In other schools, like University of Mindanao (UM), they have two athlete
classifications, class A which is the national-caliber and class B which composed
of the regional champions. Their athletes are provided with many privileges in
any competitions they participate in (Abalayan, 2017). Same goes with Holy
Cross of Davao College and Arellano University.
 28

25

20

15
No. of Students

10

0
1 Year 2 Years 3 Years 4 Years 5 Years More than 5 years

Figure 4. Years of Experience by the Student-athletes

Out of the total 100 sample size of student-athletes, Figure 4 shows that
most of them have one to two years of experience as a player in the collegiate
level. It can be further seen that those student-athletes playing for one year and
two years have equal number of 22 students or 22%. Apparently, most of the
respondents have only small number of years as a student-athlete. In
continuation, players with three years of experience are composed of 20 or 20%.
It is followed by players with four years of experience with 18 or 18%, and then
players with five years of experience having 13 or 13%. The lowest composition
of players are those with more than five years of experience with 5 or 5%

Figure 5. Response to the effects of years to benefits the respondents are

receiving
 29

Yes No

43.90%

56.10%

As shown in Figure 5, 56% of the respondents or 56 students said “Yes” as to

the effects of number of years to the benefits they are receiving. On the contrary,
44 of students or 44% said “No.”

Figure 6. Benefits of the number of years to the benefits of the student-athletes

 30

60 49
50
40
30
20 17
12
10 3
0

Figure 6 displays the different ways the number of playing years affect the
benefits received. Each student-athlete checked what he or she believed was an
applicable effect. It can be seen from the figure that the item “greater playing
privileges” had the most checks. From this, it can be deduced that majority of the
student-athletes believe that greater playing years means greater playing
privileges. The item with the second most number of checks is “higher athletic
grant aid”, followed by “higher cash allowances during competitions”. Some of
the respondents specified in “others” that the number of playing years affects the
benefits given to the student-athletes by way of being favoured by the coach and
having greater exposure.
 31

Athlete’s Satisfaction

Financial Support
 Figure 7. Results of the Likert Scale on Financial Support

32

Figure 7 shows the responses regarding the financial support. The

benefits mentioned in the statements regarding financial support are examples of
extrinsic motivation. According to an online article, a person is more inclined to
do an activity if there is a known, external reward (Cherry, 2019). Financial
support to the student-athletes serves as an external reward which motivates
them to do more in the athletic field. For statements 1 and 2, the figure
illustrates that the student-athletes are neutral in terms of the cash allowances for
competitions and the athletic grants in aid with 34 percent and 30 percent,
respectively. 30 percent agreed that they are happy and contented with the
athletic grant in aid followed by those who disagree and strongly disagree with 16
percent and 13 percent, chronologically, and with 7 percent who strongly agreed.
For the cash allowances for competitions, 24 percent of the respondents
disagreed which is the highest percentage next to those who answered neutral.
 33

Respondents who answered strongly disagree and agree both have 17 percent
and for those who chose strongly agree and not applicable both also have 6
percent. Most of the student-athletes answered neutral for statements 1 and 2.
This relates to what Professor Piñero said in his interview that despite the lack of
financial support, student-athletes continue to remain in or join the varsity
because of their passion and determination for sports.

Statements 3 to 6 basically have the same ranks for the first three highest
percentages. Based on the interview conducted with Professor Piñero, head of
the Athletics Department, the free dormitory, food, tuition fee, and miscellaneous
fee, are not provided for most of the student-athletes here in Silliman University
that is why majority of the respondents answered not applicable (52 percent, 39
percent, 44 percent, and 44 percent). For those who are provided with these
types of benefits, they strongly disagree that they are satisfied thus having
percentages of 20, 21, 44 and 44, which are next to those who answered not
applicable. Ranking third of the percentages is the neutral level gaining 12
percent, 18 percent, 16 percent, and 13 percent for free dormitory, food, tuition
fee, and miscellaneous fee, respectively. For statements 3 and 4, 9 percent and
12 percent disagreed, 4 percent and 7 percent agreed, and 3 percent strongly
agreed for both statements. Of the total respondents, 5 percent disagreed and
also 5 percent agreed that they are satisfied with the free tuition fee provided by
the program, while 6 percent strongly agreed. In statement 6, 8 percent agreed
that they are satisfied, while 6 percent and 5 percent disagreed and strongly
agreed, respectively.

The results indicate that majority of the respondents are not satisfied with
the financial support. This agrees with the information obtained from the
interviews. Professor Piñero said that he acknowledges that the athletic grant aid
given to the student athletes are insufficient. But given the funds allocated for the
athletics department by Silliman University, this is all they can afford to provide.
The student-athlete that the researchers interviewed also emphasized that they
feel that the financial support from Silliman University is not enough. Despite the
 34

negative reactions of the respondents to the extrinsic motivation offered by the

varsity program of Silliman University, the student-athletes continue to feel
motivated in their sports because of intrinsic motivation. According to the
interview conducted with a student-athlete from a team event, the biggest factor
affecting their motivation is their passion for the sport itself. One of the student-
athlete interviewees even said that the honor of being able to represent Silliman
University in competitions is motivation enough to continue to persevere in the
varsity program. This supports the findings of Rath (2015) explaining that intrinsic
motivation can be enough to motivate an athlete to pursue his/her sport.

Physical Support
 Figure 8. Results of the Likert Scale on Physical Support

35

Figure 8 presents the satisfaction rate of the student-athlete in terms of

how well the University supports the athletes physically.

Statement 1 shows that a lot of athletes (34 percent) answered agree,

which means that they are happy and contented with the training provided. 23
percent are neutral while 21 percent of the total sample answered strongly agree,
which means they are more than satisfied. Nonetheless, 13 percent are not
satisfied and 9 percent answered strongly disagree.

Statement 2 shows that the University provides uniforms to the players.

Surprisingly, 1 respondent answered not applicable which means that this
student-athlete did not receive the uniform. 37 percent of the population
 36

answered neutral, 27 percent agrees and 17 percent answered strongly agree

that they are satisfied with uniforms given. However, many athletes are not
satisfied with the uniforms. 9 percent answered disagree and 9 percent answered
strongly disagree. Obviously, statement 2 revealed that the respondents are
neutral as to the physical support given to them. In lieu with the extrinsic tangible
motivation theory, respondents are neither happy nor sad when it comes to the
uniforms provided to them by the program.

Statement 3 shows that majority of the athletes answered not applicable

which means they have not received supplies (e.g. shoes, muscle tapes, etc.)
from the University. The result in this statement seems to contradict with the
motivation theory mentioned in Statement 2. This only means that the
respondents are not mainly driven by external factors.

Statement 4 presents that almost half of the respondents (48 percent) are
not satisfied with the support given to them during games or competitions. The
result is quite alarming because according to an assessment by Manalo and Dela
Cruz (2014), the biggest factor affecting the athletic performance is the school
factors (training, sports facilities, support from the administration, and financial
support).

Statement 5 displays the satisfaction rate in terms of how well the coach
handles the team during trainings and competitions. 33 percent of the total
sample agrees and 29 percent strongly agrees. 19 percent answered neutral. 17
percent are not satisfied where 9 percent answered agree and 8 percent
answered strongly disagree. However, 2 percent have answered not applicable.
Statement 6 also shows the relationship between the coach and the athlete.
Majority of which answered strongly agree (38 percent) and agree (33 percent).
17 percent answered neutral. Unfortunately for the coaches, 6 percent of the
athletes answered disagree and 4 percent answered strongly disagree. The
same with the outcome of statement five, 2 percent of the sample have answered
not applicable. In summary, the respondents are contented with how their
coaches handle every trainings and competitions. This validates the study of
 37

Ignacio et al. (2017) that the leadership style of the coaches is the biggest factor
to the overall success during competitions.

Statement 7, the last statement for this category shows the satisfaction
rate in terms of the athlete’s relationship with his/her co-teammates. More than
half or 55 percent of the total respondents answered strongly agree. Given this
result, this can be supported by Maslow’s hierarchy of needs, under
belongingness needs which states about the need for interpersonal and
emotional needs drives the behavior of a person. 25 percent answered agree
and 12 percent are neutral. Still, there are 4 percent of the respondents
answered disagree and 1 percent answered strongly disagree. 3 percent
answered not applicable.

Academic Support
 Figure 9. Result of the Likert Scale on Academic Support

38

Figure 9 shows the summary of the responses regarding academic

support. For statement 1, 11 percent of the respondents answered that they
strongly disagreed, 7 percent disagreed, 35 percent are neutral, 30 percent
agreed, 12 percent strongly agreed, and 5 percent answered that the statement
is not applicable to them. As can be seen in the results, it can be gleaned that
majority of the respondents believe that the athletics department does help
balance their academics and athletics. This supports the results of the interview
conducted by the researchers with Professor Piñero, the head of the Athletics
Department, wherein he emphasized that being a student always comes before
being an athlete. This means that the department prioritizes the student-athlete’s
academics. They can always negotiate with the coaches regarding the training
schedule so as to not sacrifice his or her studies.
 39

For statement 2, 5 percent of the respondents answered that they strongly

disagreed, 3 percent disagreed, 30 percent are neutral, 38 percent agreed, 24
percent strongly agreed, and none answered that the statement is not applicable
to them. The study of Khan, et al (n.d.) states that sports is helpful for enhancing
academic mission of the colleges, academic focus of the students and ability of
the students to succeed academically. This study corroborates with the results of
the graph which shows that a large percentage of the respondents perceive that
the sport that they are in enhances their learning ability.

For statement 3, 3 percent of the respondents answered that they

strongly disagreed, 3 percent disagreed, 18 percent are neutral, 23 percent
agreed, 49 percent strongly agreed, and 4 percent answered that the statement
is not applicable to them. Professor Piñero explained in the interview that
student-athletes dedicate a few hours of their time every day for training while the
P.E. classes require only two hours every week; they spend more hours each
week on physical activities as compared to regular students. Thus, they are given
the option to be exempted from basic P.E. classes to avoid physically straining
the student-athletes.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the results of the study. It presents the

conclusions arrived at and the corresponding recommendations based on the
findings.

Summary of Findings

The study sought to know:

1. The profile of the respondents as follows:

A. Personal Profile

a. Of the total number of respondents, 57 percent are male. The

remaining 43 percent are female.

b. The ages of the respondents range from 19 to 27 years old with

an average of 20.42 years old.

c. The College of Engineering and Design has provided the highest

number of student-athletes with 31 percent, next is the
College of Business Administration with 26 percent; then
the College of Education with 18 percent.

B. Athletic Profile

a. For team events, the sport with the most student-athletes is the
football men with 17 percent of the total number of
respondents while the least is volleyball women with 7 percent.
For individual events, the highest number of student-
athletes is from swimming women and table tennis women with
6 percent of the total respondents while the least
 39

number of student-athletes is from archery women with 1

percent.

b. Of the total number of respondents, 69 percent have played in

the national competitions, 15 and 13 percent in the
regional and local levels, respectively, while only 3 percent have
played in international competitions.

c. Most of the respondents have been playing for 1 or 2 years

taking up 22 percent of the 100 respondents, while the
lowest composition of players are those with more than 5
playing years with 5 percent.

2. Athlete's satisfaction in terms of:

A. Financial support - Most of the respondents are neither satisfied nor

unsatisfied with the benefits provided such as the cash allowances for athletic
grants in aid and competitions. While for the benefits free dormitory, free food,
free tuition fee, and free miscellaneous fees, majority answered not applicable
because these are not usually offered by the varsity program of Silliman
University.

B. Physical Support - Results have shown that a high number of

respondents are satisfied with the training provided to them and their relationship
with their respective coaches and teammates. They are neither satisfied nor
unsatisfied with the uniforms given to them while a lot answered that supplies are
not applicable because it is not usually provided as benefits. Lastly, most of the
respondents are not satisfied with the support given during games and
competitions.

C. Academic Support - Majority of the respondents are neither satisfied

nor unsatisfied in terms of the help the athletic department provides in balancing
the student-athletes' athletics and academics. Regarding how their sport
enhances their learning abilities and their option to be excused from basic P.E.
classes, a large number of the respondents answered that they are satisfied.
 40

Conclusions

Based on the foregoing findings, the researchers have arrived at the

following conclusions:

 In terms of gender, there is a close gap between males and females.

However, the former exceeded the latter by 14 percent.

 Most of the varsity-athletes are young.

 The major college contributors to the total population of the student-

athletes are the College of Engineering and Design, College of Business
Administration, and College of Education. And, almost half of them are
fourth year students.

 There are more student-athletes in the team events than the individual
events. Accordingly, football men registered the most players for team
events and swimming women and table tennis women for individual
events.

 Most of the respondents have played in national competitions while only

a small percentage has played in the international competitions.

 The vast majority of them have played 1 to 2 years as a college player

and the least is more than 5 years.

 When it comes to the financial support, only a few benefits are provided
by the varsity program. In the case where some financial support are
given, the respondents feel that the support or aid is not sufficient.

 In terms of the physical support, it is only the relationship with the

coaches and teammates they are satisfied with. Other physical support
such as uniforms and other supplies are mostly not provided by the
program.
 41

 For academic support, most of the respondents are neutral in terms of

the help that the athletic department provides in balancing the student-
athletes' athletics and academics.

Recommendations

Based on the findings and conclusions from the data gathered, the
researchers have the following recommendations. The researchers believe that
once these recommendations are implemented and enforced, the varsity
program will improve.

 The university should look for sponsors, especially from the alumni
association that would be willing to specifically fund the varsity program.
This would help in catering the financial needs of the student-athletes
and coaches.

 The coaches in the varsity program should have yearly orientations and
seminars to continuously enhance their knowledge and expertise. This
would ensure that they are implementing the best training techniques and
programs that the university is capable of offering.

 The athletic department should continue to allow the student-athletes to

negotiate with their coaches regarding their training schedules and other
queries. The department should propose a policy to the university
regarding exemptions of student-athletes in basic P.E. classes.

 A yearly evaluation of the varsity program by the student-athletes and

coaches should be conducted to identify areas that can be further
improved.
 42

 The university should look for more athletic competitions within and
outside Dumaguete City to give them more exposure. This would give the
athletes an opportunity to showcase their skills and test their abilities.
This can also serve as a way to advertise Silliman University.

REFERENCES

3 Advantages and Disadvantages of Being a College Student-Athlete. (2017,

November 7). Retrieved from https://www.theodysseyonline.com/3-
advantages-and-disadvantages-of-being-collge-student-athlete

Abalayan, M. L. (2017, April 19). The Varsity Scholars. Sunstar

Philippines [Davao City]. Retrieved from
https://www.sunstar.com.ph/article/137618?
fbclid=IwAR2Aq4lZxqMXigQEwYbNibGucsghb4VjAaS9rm7XSaPmSvEe
FONGrGb2NuQ

Allen, R. (2018, June 21). Facts about NCAA Athletic Scholarships and Financial
Aid Issues [Web log post]. Retrieved from
https://informedathlete.com/athletic-scholarships-financial-aid issues/?
fbclid=IwAR1uQiGOyPKifm7jVto3Pkj7wMheFTtKo_rE80t_oa0c1y1pQaD
K6BZff0k
Arellano University. (n.d.). Scholarship and Benefits. Retrieved from
https://www.arellano.edu.ph/sports/scholarship-and-benefits?
fbclid=IwAR2YN58QspB1Gxq02eqPkpNhJwdj8dpFXj-
mCQQz1L0RA0AcZFnYLcN2NGY

Athletes in Engineering: student-athletes find success on the field and in the

classroom. (2012, October 1). Retrieved from
https://engineering.illinois.edu/news/article/2012-10-01-athletes-
engineering-student-athletes-find-success-field-and-classroom?
 43

fbclid=IwAR0pOBMpZQzxemmz-s0uu1a8gCh0pxjo-npItbL4G-
n0BkApzNCVXjb5sk0

Cherry, K. (2013, June 3). How Does Extrinsic Motivation Influence Behavior?
Retrieved from https://www.verywellmind.com/what-is-extrinsic-
motivation-2795164

Cherry, K. (2013, June 10). Understanding Intrinsic Motivation. Retrieved from

https://www.verywellmind.com/what-is-intrinsic-motivation-2795385
Cherry, K. (2013, July 16). The Incentive Theory of Motivation Explains How
Rewards Drive Actions. Retrieved from
https://www.verywellmind.com/the-incentive-theory-of-motivation-2795382

Cherry, K. (2017, April 20). The 5 levels of Maslow's hierarchy of needs.

Retrieved from https://www.verywellmind.com/what-is-maslows-hierarchy-
of-needs-4136760

Chinurum, J. N., Ogunjlmi, L. O., & O'Neill, C. B. (2014). Gender and sports in
contemporary society. Journal of Educational and Social Research, 4(7).
Retrieved from
https://www.mcser.org/journal/index.php/jesr/article/viewFile/5293/5110

Colegio de San Juan de Letran. (n.d.). Scholarship Program: Blessed Antonio

Varona Ortega Athletic Scholarship. Retrieved from
https://www.letran.edu.ph/Admission/Home?fbclid=IwAR1jU0UB3g4A3-
luLsdStzeSKPTazcCLfbYpLSuFOOwevyh0SGpzUKPzsNM

Daren, S. (n.d.). Importance of Athletic Scholarships, Coach's Clipboard

Basketball Coaching. Retrieved from
https://www.coachesclipboard.net/athletic-scholarships.html?
 44

fbclid=IwAR0P4h4cTmTdCoBg3zxJicKazX32UWtqIXE5dIzPWI_kYRHzZ
PYuRl5UDqk

De La Salle-College of Saint Benilde. (n.d.). Athletic Recruit Scholarship.

Retrieved from
http://www.benilde.edu.ph/csbweb/mobile/scholarships.html?
fbclid=IwAR3EITVaVrf_xub9vBBGfsB00TkDQGqBLb07LdzlPk1LxizPTg9
gnsqs8c4#athlete

Depres, J., Brady, F., & McGowan, A. (n.d.). Understanding the Culture of the
Student Athlete: Implications for College Councilors. Retrieved from
https://pcmbb.files.wordpress.com/2013/02/understanding-the-culture-of-
the-student-athlete-implications-for-college-counselors.pdf

Edmunds, Marykate, "The Financial Gap Between Athletic Scholarships and

Athlete Expenses" (2014). Sport Management Undergraduate. Paper 5.

Fosnacht, K. (2013). Financial stress and its impact on first-year students'

college experiences(Doctoral dissertation, Indiana University). Retrieved
from
http://cpr.indiana.edu/uploads/ASHE13FosnachtDongFinancialstress.pdf?
fbclid=IwAR3aAz61sh1lCWekHe3LWi5k5r3VSlA1pIzQz1WBAv_2lZMswG
YhfcV27pU
Ganem, N. M., & Manasse, M. (2011). The Relationship between Scholarships
and Student Success: An Art and Design Case Study. Education
Research International, 2011, 1-8. doi:10.1155/2011/743120

Henson, J. M. (2013, August 28). Education beyond sports. Philstar Global.

Retrieved from
https://www.philstar.com/sports/2013/08/28/1143121/education-beyond-
sports?
 45

fbclid=IwAR0Dp0HuPVMb2FU6ctiOCW0Pldvg2yiDCL5pBroIFVaBnSMVt
1XKycMdk1A

Hopper, E. (2019, February 25). Maslow's Hierarchy of Needs Explained.

Retrieved from https://www.thoughtco.com/maslows-hierarchy-of-needs-
4582571

Incentive Theory of Motivation and Intrinsic vs. Extrinsic Motivation | Education,

Society, & the K-12 Learner. (n.d.). Retrieved from
https://courses.lumenlearning.com/teachereducationx92x1/chapter/incenti
ve-theory-of-motivation-and-intrinsic-vs-extrinsic-motivation/?
fbclid=IwAR2b1H3AEUBNhyVOSbUHxLzLFJVRqRIAfXFA2sC8uc-
IcM_yKFa1vc087sw

Juico, P. (2014, April 9). Support, protection for student-athletes. Philstar Global.
Retrieved from
https://www.philstar.com/sports/2014/04/09/1310514/support-protection-
student-athletes?
fbclid=IwAR1jtmSe9HInv6zqpxMvGAZQISTF93xQezz3kGRKQrdvz59W0
3N19AYnsY4

McLeod, S. (2007, February 5). Maslow's Hierarchy of Needs. Retrieved from

https://www.simplypsychology.org/maslow.html?
fbclid=IwAR2GkRxAtxZIx66vnnp8TLCLj0Ki5DKu7NA6TId2Xaz4YrVkh_y
055PbIU4

Men's and Women's Athletic Scholarships: Opportunities for College Students.

(n.d.). Retrieved from http://www.collegescholarships.org/athletic.htm?
fbclid=IwAR1gyIes9_vr5CTyP9hZ6SQmTrWmlb-
Nh2fmZjb_9PBMGbFoM34YNqUhYcU
 46

Moran, R. (2011, September 7). The Theories of Motivation in Sports. Retrieved

from https://www.livestrong.com/article/537302-the-theories-of-motivation-
in-sports/
Pido, G. B. (2014). The relationship of coaching leadership and athletes
satisfaction (Unpublished master's thesis). Chinese culture university,
Taipei, Taiwan.

Piñero II, D. V. (2009). Selected factors, level of assessment of benefits, and

academic performance of varsity athletes toward an enhanced athletic
program (Unpublished master's thesis). Silliman University, Dumaguete
City, Philippines.

Piñero II, D. V. (2019, April 29).Interview

Rath, T. (2015, June 18). The Only Type Of Motivation That Leads To Success.

Retrieved from https://www.fastcompany.com/3047370/the-only-type-of-

motivation-that-leads-to-success

Republic Act No.10676: an act protecting the amateur nature of student-athletes

in the Philippines by regulating the residency requirement and prohibiting
the commercialization of student-athletes. (2015). Retrieved from
https://www.lawphil.net/statutes/repacts/ra2015/ra_10676_2015.html

Russell, Brian C., "An Examination of the Relationship Between Athletic

Satisfaction and Student Adaptation to College. " PhD diss., University of
Tennessee, 2015. https://trace.tennessee.edu/utk_graddiss/3605

Sahatciu, D. (2016). The impact of scholarships on student careers: the case of

ipko foundation next generation scholarship (Master's thesis, Rochester
Institute of Technology Kosovo, Pristina, Kosovo). Retrieved from
 47

https://scholarworks.rit.edu/cgi/viewcontent.cgi?referer=https%3A%2F
%2Fwww

Silliman University Manual (2003)

Sincero, S. (2012, April 26). Incentive Theory of Motivation. Retrieved from

https://explorable.com/incentive-theory-of-motivation

Southwestern University. (n.d.). Student-Athlete Scholarship. Retrieved from

https://www.swu.edu.ph/scholarships?fbclid=IwAR1krT8gKxG0-
j5cMnXrCOwotnC-8i-hqUM1p_765cF2L35uEOMylrslAMs

Staff, W. (2011, July 12). For Athletes' Peak Performance, Age Is Everything.
Retrieved from https://www.wired.com/2011/07/athletes-peak-age/

Student-athlete, team event. (2019, May 9). Interview

Student-athlete, individual event. (2019, May 10). Interview

Stoltenberg, Katherine, "Impact of Playing a Collegiate Sport on Satisfaction on

Overall Experience in College". Senior Theses, Trinity College, Hartford,
CT 2011. Trinity College Digital Repository,
http://digitalrepository.trincoll.edu/theses/56

Thornburg, C. (2012, October 1). Athletes in Engineering: student-athletes find

success on the field and in the classroom. Retrieved from
https://engineering.illinois.edu/news/article/2012-10-01-athletes-
engineering-student-athletes-find-success-field-and-classroom?
fbclid=IwAR0pOBMpZQzxemmz-s0uu1a8gCh0pxjo-npItbL4G-
n0BkApzNCVXjb5sk0
 48

University of the East. (n.d). Department of Physical Education – UE Athletes’

Benefits. Retrieved from https://www.ue.edu.ph/manila/main.html?
page=colleges&link=pe_athlete_benefits&fbclid=IwAR1D1fOc1r-
2xCJSWd94Gde_8dHdVZ-87yPviBva7Qne5myGuir1nfrwV6s

USADA. (2019). Executive Summary - What Sport Means in America. Retrieved

from https://www.usada.org/truesport/what-sport-means-in-america-
research-report/executive-summary-what-sport-means-in-america/
 49

APPENDICES

Appendix A: Research Instrument

Silliman University
College of Business Administration
Dumaguete City
April __, 2019

Dear Respondents:

Greetings in the Name of the Lord Jesus!

Thank you for giving us your time and attention. We are third year students from the College of Business
Administration currently conducting a study on “Evaluation of the Level of Satisfaction on the Varsity
Program by Student-Athletes in Silliman University.”

In line with this, we would like to ask for a few minutes of your time to answer this questionnaire. By
answering this questionnaire, you are helping us to evaluate your satisfaction level and we are also willing to
raise your concern/s if ever you have one. We would like to assure you that your honest and valuable
opinion on this matter will be kept STRICTLY CONFIDENTIAL and shall only be used for the aforementioned
study. Should you want a copy of our study, we will be willing to send a softcopy.

Thank you and God bless!

Sincerely yours,

Adique, Niña Jade R. Arado, Peachy Vera R.

Cagbabanua, Gildardo Joshua D. Tabanao, Jamaica B.

Turner, Alessa A.
 50

Noted by:

Dr. Loren Ann C. Lachica

Accountancy 37 Adviser

Name (Optional): ____________________________________

Age: ___ Year and Course: _________________
Gender: ____ Sport: _______________
Please check (/) the blanks that best suits your answer. Add details if necessary.
1. What is your athlete classification?
____ Type A(International or P8000+ allowance per semester)
____ Type B(National or P6000+ allowance per semester)
____ Type C(Regional or P4000+ allowance per semester)
____ Type D(Local or P2000+ allowance per semester)

2. How long have you been playing as a college student-athlete?

__ 1 year __ 3 Years __ 5 years
__ 2 years __ 4 Years __ more than 5 years

3. Does the number of years playing as a student-athlete have a bearing on the overall
benefits you gain?
__ Yes __No
*If you answer no, please proceed to number 5.

4. In what way does the number of years affect the benefits you receive? You may check
as many as applicable.
__ Greater playing privileges __ Higher athletic grant aid
__ Higher cash allowances during competitions
Others, please specify _______________________________

5. For each of these statements, please indicate your perceived level of satisfaction
using the 5-point scale.
 51

1. Strongly Disagree
2. Disagreee
3. Neutral
4. Agree
5. Strongly Agree
6. N/A – Not Applicable

A. Financial Support
No. Item Content Scale
1 2 3 4 5 N/A
1 I am happy and contented with the cash
allowances (athletic grants in aid) given to me.
2 I am happy and contented with the cash
allowances (for competitions) given to me.
3 I am comfortable with the free dormitory
provided by the varsity program.
4 The free food provided by the varsity program
is enough.
5 I am satisfied with the free tuition fee provided
by the varsity program.
6 I am satisfied with the free miscellaneous fees
provided by the varsity program.

B. Physical Support
No. Item Content Scale
1 2 3 4 5 N/A
1 I am satisfied with the training provided for my
sport.
2 I am happy and satisfied with the uniforms
given.
3 I am happy and satisfied with the supplies (e.g.
shoes, muscle tapes, etc.) given
4 I am happy with the support given during
games/competetions.
5 I am happy with how the coach handles the
team.
6 I am happy with my relationship with my
coach.
7 I am happy with my relationship with my
teammates.

C. Academic Support
No. Item Content Scale
1 2 3 4 5 N/A
1 The athletic department helps me balance
athletics and academics.
2 The sport that I am in enhances my learning
ability.
3 I am happy that student-athletes are excused
from basic PE classes.

6. What is/are your suggestion/s for the current varsity program of the University?
 52

Appendix B: Curriculum Vitae of the Researchers

Niña Jade Ramos Adique

Home Address: Riverside-B, Bagacay, Dumaguete City

Current Address: Riverside-B, Bagacay, Dumaguete City

Phone Number: N/A Mobile Number: 09759649626

Email1: ninajadeadique@gmail.com Email2:ninaradique@su.edu.ph

DEMOGRAPHIC PROFILE

Age: 19 years old Sex: Female

Birth Date: May 7,1999 Birth Place: Dumaguete City

Nationality: Filipino Civil Status: Single

EDUCATIONAL ATTAINMENT

Pre-school: ABC Learning Center (2004-2005)

Elementary: Foundation University (2005-2011)

High School: Ramon Teves Pastor Memorial - Dumaguete Science High School
(2011-2015)

College: Silliman University College of Business Administration (2015-Present)

 53

ORGANIZATIONAL INVOLVEMENT AND & ACHIEVEMENTS

 Member, Junior Philippine Institute of Accountants (2015 - Present)

 Designs Committee Head, Junior Philippine Institute of Accountants (2018-

Present)

 CBA Women’s Soccer (2017-Present)

 1st Runner Up (2018)

 CBA Track and Field (2016-Present)

 Champion (2016)

 1st runner up (2017 and 2018)

 CBA Women’s Volleyball (2015)

 Champion

 Volleyball Varsity Athlete (2016-Present)

 1st Runner Up Negros Oriental Schools Athletic Association (NORSAA,

2018)

 3rd Runner Up NORSAA (2019)

 Class Honor (2015)

 Dean’s Lister (2015)

 Certificate of Attendance/Participation

 Philippine Financial Summit (March 2018)

 54

 nACPAE Provincial Forum: Meet The BOA Examiner and Seminar on

Code Ethics and Taxation (December 9, 2017)

Peachy Vera Rato Arado,CFMP

Home Address: 73 Margarita Street, Goleo (Near TESDA), Sindangan,

Zamboanga del Norte, 7112

Current Address: Room 1, Cross Creek Building, Aldecoa Road, Laguna, Looc,
Dumaguete City

Phone Number: N/A Mobile Number: 0999 161

2292

Email1: peachyvera@gmail.com Email2:

peachyrarado@su.edu.ph

DEMOGRAPHIC PROFILE

Age: 20 years old Sex: Female

Birth Date: October 1, 1998 Birth Place: Sindangan,

Zamboanga del Norte

Nationality: Filipino Civil Status: Single

EDUCATIONAL ATTAINMENT

Pre-school: United Church of Christ in the Philippines - Child Development

Center (2002-2005)

Elementary: Sindangan Pilot Demonstration School (2005-2007)

 55

Sindangan Special Education (SPED) Center - Sindangan Pilot Demonstration

School (2007-2011)

High School: Saint Joseph College of Sindangan Incorporated (2011-2015)

College: Silliman University College of Business Administration (2015 - Present)

ORGANIZATIONAL INVOLVEMENT AND & ACHIEVEMENTS

 Member, Junior Philippines Institute of Accountants (2015-Present)

 Member, Ang Sandigan (2015-Present)

 Member, Silingan ZaNorte Sillimanites (2015-Present)

 Executive Committee, Ang Sandigan (2016-2017)

 Co-Organizer, Spelliman (2016)

 Certificate of Attendance/Participation

 Philippine Financial Summit (March 2018)

 nACPAE Provincial Forum: Meet the BOA Examiner and Seminar on

Code of Ethics and Taxation (December 2017)

 Philippine Financial Summit (February 2019)

 Certificate of Completion

 Bloomberg Professional Service Training Program (March 2017)

 Certified Financial Markets Professional (March 2017)

 Bloomberg Market Concepts (May 2017)

 Forex and Economics Training (May 2017)

 Bloomberg News Analytics (May 2017)

 Bloomberg Equities and Stock Market Training (May 2017)

 56

 Commodity Trading Training (May 2017)

Gildardo Joshua Daymiel Cagbabanua

Home Address: 100 Andres Bonifacio Ave., Potol, Dapitan City, Zamboanga del
Norte, 7101

Current Address: Room 21 Pink House Infante Compound, North Road,

Dumaguete City, Negros Oriental, 6200

Phone Number: 908-8374 Mobile Number:

09174472389

Email1: gildardodcagbabanua@su.edu.ph Email2

:gildardo.cagbabanua@yahoo.com

DEMOGRAPHIC PROFILE

Age: 20 Sex: Male

Birth Date: December 14, 1998 Birth Place: Dipolog City

Nationality: Filipino Civil Status: Single

EDUCATIONAL ATTAINMENT

Pre-school: Dapitan City Central Elementary School (2002-2005)

Elementary: Rizal Memorial Institute of Dapitan City Inc.(2005-2011)

 57

High School: Rizal Memorial Institute of Dapitan City Inc. (2011-2015)

College: Silliman University College of Business Administration (2015 - Present)

ORGANIZATIONAL INVOLVEMENT & ACHIEVEMENTS

 Member, Junior Philippine Institute of Accountants (2015 - Present)

 Logistics Committee Head, Junior Philippine Institute of Accountants (2018-

2019)

 Mr. JPIA Ambassador of Goodwill (2017)

 CBA Badminton Smashers

 3rd place overall (Intramurals 2018)

 Certificate of Attendance/Participation

 Philippine Financial Summit (March 2018)

 nACPAE Provincial Forum: Meet the BOA Examiner and Seminar on Code of
Ethics and Taxation (December 2017)
 58

Jamaica Balasabas Tabanao

Home Address: 216 Ruperto St., Poblacion, Tayasan, Negros Oriental, 6211

Current Address: Amigo Subdivision, Piapi, Dumaguete City, 6200

Phone Number: N/A Mobile Number: 0936 126

9558

Email1:jamaicabtabanao@su.edu.ph Email2:jamaica.tabanao26@gmail.com

DEMOGRAPHIC PROFILE

Age: 19 years old Sex: Female

Birth Date: December 26, 1998 Birth Place: Guihulngan General Hospital

Nationality: Filipino Civil Status: Single

EDUCATIONAL ATTAINMENT

Pre-school: Matauta Elementary School (2004 - 2005)

Elementary: Matauta Elementary School (2005 - 2008)

Tayasan Central School (2008 - 2011)

High School: Infant King Academy (2011 - 2015)

College: Silliman University, College of Business Administration (2015 - Present)

 59

ORGANIZATIONAL INVOLVEMENT AND & ACHIEVEMENTS

 Member, Junior Philippine Institute of Accountants (2015 - Present)

 Member, CBA Food Committee (2018 - 2019)

 Chess Varsity Athlete (2015 - Present)

 Champion - Women’s Category, Open Buglasan Chess Tournament

(2016)

 3rd Place - Team Category, Unigames (2016)

 2nd Place - Individual Category, Dual Meet (2017 and 2018)

 Champion, Silliman University Fin Ex Quiz Bowl (2019)

 Certificate of Attendance

 Philippine Financial Summit (March 2017)

 nACPAE Provincial Forum: Meet The BOA Examiner and Seminar on

Code Ethics and Taxation (December 2017)

 Out-of-school organization:

 President, Saint Anthony of Padua Parish Youth Ministry (2015 - 2017)

 PIO, Saint Anthony of Padua Parish Core Group (2017 - Present)

 President, Vicariate of Saint Thomas the Apostle Coordinating Council

(2017 - Present)
 60

 Auditor, Diocese of Dumaguete Youth Coordinating Council (2018 -

Present)

 PRO, Infant King Academy Alumni Association (2017 - Present)

Alessa Acdal Turner

Home Address: #9 Mediatrix Hills, Upper Turno, Dipolog City, Zamboanga Del
Norte

Current Address: Room 14, Ravello Dorm, Laguna, Looc, Dumaguete City

Phone Number: 908-2069 Mobile Number: 0997 621 6284

Email1: alessaaturner@su.edu.ph Email2: N/A

DEMOGRAPHIC PROFILE

Age: 19 Sex: Female

Birth Date: June 30, 1999 Birth Place: Calamba, Laguna

Nationality: Filipino Civil Status: Single

EDUCATIONAL ATTAINMENT

Pre-school: Saint John Academy (2003-2005)

Elementary: Park View Primary School (2005-2007), CHIJ Katong Convent

Primary (2008-2009), Saint Mary’s Academy (2009-2011)

High School: Global Springs of Learning Academy (2011-2015)

 61

College: Silliman University College of Business Administration (2015-Present)

ORGANIZATIONAL INVOLVEMENT AND & ACHIEVEMENTS

 Member, Junior Philippine Institute of Accountants

 Class Honor (2015)

 Dean’s Lister (2015)

 Certificate of Attendance Participation

 Philippines Financial Summit (March 3, 2018)

 nACPAE Provincial Forum: Meet The BOA Examiner and Seminar on

Code Ethics and Taxation (December 9, 2017)
 62

Appendix C: Letter for Interview

April 12, 2019

Asst. Prof. Dionesio V. Piñero II

Chairperson of Physical Education Department
Silliman University
6200 Dumaguete City

Dear Prof. Piñero,

Greetings of peace, love and joy be with you always!

We are third year BS Accountancy students of the College of Business Administration

currently conducting a study about Evaluation of the Level of Satisfaction on the
Varsity Program by Student-athletes in Silliman University.

In line with this, we would like to ask you for an interview regarding the varsity
programs conducted here in Silliman. Rest assured that all the information are kept
strictly confidential and will be used for the purpose of this study.

We are hoping for your favorable response. Thank you and may God bless you always!

Sincerely,

ADIQUE, NIÑA JADE R.

ARADO, PEACHY VERA R.

CAGBABANUA, GILDARDO JOSHUA D.

 63

TABANAO, JAMAICA B.

TURNER, ALESSA A.

Noted by:

DR. LOREN ANN LACHICA, CPA, MBA

Accountancy 37 Instructor
Appendix D: Transcription of Interview