CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Physically active people are less prone to diseases such as heart diseases, blood

pressure, osteoporosis, and other chronic diseases which make it more essential for a

child to give importance to their physical health. Exercise helps reduce muscular tension,

anxiety, stress levels, and behavioral problems. It helps maintain the healthiness of your

body and mind (U.S. Department of Health and Human Services, 2008.). Participating in

school extra-curricular activities such as sports and clubs make the students feel like they

fit in. It gives them a sense of belonging. Participating with cliques can improve a

teenager’s social skills and better health. It also helps teenagers to gain more self-

awareness and self-confidence.

Self-confidence has been demonstrated as a significant factor in the academic

proficiency among students. The impact of self-confidence on performance using the

constructs of self-efficiency, self-concept, and anxiety was studied by Stankov, Morony,

and Lee (2014). Based on the study that they conducted, they learned that confidence is

characterized by 46.3% of the total variance in positive academic performances among

the subjects they studied. This subsequently led them to consider that the greatest display

of academic success is the confidence level of a student. Self-confidence has also been

previously studied as a mechanism for good grades among high school students.

Children are often taught by their parents to get involved and find a passion or

hobby in life. This leads children to try out for sports. One of the most looked forward

events during high school is the intramurals, where students who are not part of the

1
school’s varsity can exhibit their skills in playing sports. On the other hand, some students

prefer training outside their school for their desired sport rather than being a varsity in their

own school. During this period of time, some athletes spend their time training but forget

their academic responsibilities. On the contrary, studies are recognizing the positives of

athletic involvement, such as increased time management, satisfaction with school, and

acknowledged that the positive outcomes may outweigh negative outcomes.

“Practicing daily instills improvement in the players’ quality of discipline, teamwork,

physical fitness, and organization.” NASBE reports (2004). These abilities and qualities

can develop the student’s capability to find accomplishment in the classroom.

Nonetheless, there are studies which controvert the previous declaration. Since the Davao

Oriental Regional Science High School is a house of all learning which mainly focuses on

studying Science and Mathematics, the students were encouraged to highlight their

studies than participating in sports. However, in order to be not left behind, they give

athletes a chance to play their desired sport in an interschool sport game.

A student-athlete is an amateur individual who competes in an intercollegiate sport

primarily due to their educational motivations as well as their expected physical, mental,

and social benefits from participation. However, there is a stigma that most student-

athletes are only in school to participate in their respective sports. Sports participation

records in the USA had reached record levels; 55 percent of all high school students

participated in sports (U.S. Department of Health and Human Services).

An examination of the existing literature allows the researcher to understand what

is already known and what still needs to be understood. There are a total of four sections

2
that divided the relationship of sports to a student’s academic performance, studies that

found a positive relationship, studies that found no relationship, and a section on gaps in

research that provide direction for further inquiry into this subject.

The negative findings of sports participation in a student’s academic performance

were studied by Coleman (1961). As concluded by Coleman, sports participation

sidetracks a student’s concentration from academics. Rather than improving their

academic performance, they set sport participation as their primary goal to socialize more

with the teenagers around their age. Subsequent researchers have endeavored to uphold

or dismiss his claims (Davidson, 2010); thus Coleman (1961) has been the reference point

for study in the area of sports participation and academic achievement for the last half-

century. The time and energy spent at sports training and games negatively impacted the

student-athletes’ academic outcomes, this has been the basis for the negative relationship

between athletic participation and academic results. Another thing that Coleman (1961)

claimed is that the students put status attained by being a star athlete as their highest

priority than performing well academically.

Nowadays, the media is averting attention to the academic performance of

student-athletes. There is significant research on volleyball and basketball players

principally concentrated on academic performance and graduation rates. It is expected for

student-athletes to perform well academically and athletically; they are anticipated to

execute excellently both on the playing field and inside the classroom. Those student-

athletes who struggle to balance their grades and training could be aided better if

researchers could better understand why some athletes do better academically than

others.

3
Statement of the problem

1. Is there a relationship between sports participation and academic

performances?

2. Why do students choose to be student-athletes instead of focusing of their

studies?

3. Does the type of sport show varying effects on the student-athletes’ academic

performance?

4. Does the intensity or heaviness of the sport affect the way student-athletes

behave and perform in their class?

Theoretical Framework

Currently, two theoretical perspectives refer to the relationship between sports

participation and academic performances. Two, which are contradicting; the first theory,

the Zero-Sum Model, which stemmed from the theory of Coleman (1961), states that

adolescent society emphasizes peer acceptance and an indifferent approach to academic

results, it also states that participation in sports diverts the attention of the student-athletes

from academic-related activities. The second theory, known as Developmental Theory, is

a reaction to the work of Coleman (1961), which on the other hand, states that the

development of athletes, including academically, can be boosted by participating in sports.

Zero-Sum Model Theory

“An emphasis on extracurricular activities subverts the academic goals of

education.” Was how Holland and Andre (1987) described Coleman’s theory. The theory

4
became known as the Zero-Sum Model. Coleman (1961) claimed that to commit to

academics, a student’s time for social or athletic participation has to be reduced. Since

sports are both a way to participate in athletic and social skills improving, it is said that it

is a huge distraction for the students who are earnestly studying.

Developmental Theory

The total development of students, based on the proof that Holland and Andre

(1987) provided, are viewed as enhanced with the help of athletic participation. The

Developmental Theory establishes that athletics aids both goals, non-academic goals,

and academic goals. “Participation… may, for example, enhance perceived social status

which in turn influences educational aspirations and behaviors” (Marsh, 1988).

Participation in sports develops a child’s self-concept and self-efficiency, which can have

positive effects if directed to other outlets such as academic performance. (Synder &

Spreitzer 1990)

5
Conceptual Framework

Input Process Output

•Academic •Survey •Data of the student

Performances of
the high school
student athletes of
Holy Spirit
Integrated School
•Questionnaires athletes' academic
performances for
the past
trimester(s)

Figure 1

The figure shows the input, process and output.

6
Hypothesis

There is a significant positive impact caused by sports participation in the

academic performances of the student-athletes.

Athletes may be motivated to perform at higher academic levels to remain eligible,

and athletic success may lead to a heightened sense of self-worth that spills over into

academic performance. Athletes may have the hope or expectation of participating in

athletics at a collegiate level; thus striving to finish secondary level education.

There is a significant negative impact caused by sports participation in the

academic performances of the student-athletes.

Most student-athletes are required to train after school to prepare for the upcoming

competitions. After coming home, their energy is drained; they will most likely rest instead

of doing homework or studying for the next lesson or exams. Student-athletes can also be

exhausted during class, thus they doze off during discussion, or simply cannot concentrate

due to sleep deprivation.

The impact of sports on a student's academic performance may vary depending

on what sport he/she is participating in.

Sports that are less physically engaging can have a lesser impact on a student's

academic performance since it does not drain their energy as much as physically

challenging sports. Thus students who are participating in less physically demanding

sports have more time in their hands and can focus more on other activities other than

sports.

Significance of the Study

7
 This study of the relationship between sport participation and academic

performance can help the secondary level schools to improve the students’ and parents’

knowledge about the said topic. This research study would contribute a lot to the student-

athletes, sports officials, and even teachers.

Students

The significance of this study to the students is that they can be more aware of the

consequences they might face for neglecting their studies. This study will help the student-

athletes to have the self-awareness of the fact that committing their time to sports and

academic participation will be hard and will eat up almost all of their time; which will be

unhealthy for them mentally and physically. This study can show them in what way sports

can cause negative impacts on their academic performance, thus knowing how to solve

it.

School

The significance of this study to the school is to apprise them sports can cause

negative impacts on their students’ academic performance and health. It can also help

them prevent the cases of drop outs yearly; since most of these students are athletes who

decided to focus on other extracurricular activities such as sports. This study can help the

school improve its curriculum to help those students who want to multitask between sports

and academics.

Community

The significance of this study to the community is give it can inform them on how

to solve the problem of balancing a student’s time between sports and education. It can

8
also raise awareness about the said topic and possibly help prevent the dropouts of

students.

General Public

The significance of this study to the general public is to give the public an insight

on how simply letting their children participate in sports can affect their academic

performance and health; both of which can be positively and negatively. The youth is the

representation of the public; the rate of dropout due to the student-athletes choosing

sports over their education is increasing; this study can help the general public be more

informed of the impacts of sports to better the image of our country.

Scope and Limitations

The study will focus on the student-athletes who are in the high school department

who are participating in the sports: volleyball, basketball, and table tennis.

The research study will be conducted at Holy Spirit Integrated School during the

academic year 2019-2020 with the participation of the student-athletes in the high school

department.

The study will need the participation of the classmates of the student-athletes and

the advisors of some class. Classmates of the student-athletes will also be surveyed to

know how the student-athletes are varying inside the classroom, the advisors will also be

surveyed for the same reason.

The study will be done through the use of questionnaires for the participants as a

survey. There are a total of 110 respondents for the research; 50 athletes, 50 classmates

and 10 advisors.

9
Setting of the Study

The study will be conducted at Holy Spirit Integrated Schoo located at 27 Saint

Anthony Street, Milagros Subdivision, 1870 Antipolo, Rizal. Holy Spirit Integrated School

started in a humble beginning, through the mission of mother and son, Mr. Mila T.

Buenviaje and Dr. Jerome T. Buenviaje with the rest of the family members.

The school was established in September 1997 but formally started its operation

in June 1998. According to the requirements of DECS now DepEd, HSIS was organized

and registered with the Securities and Exchange Commission (SEC) and was followed by

the release of its government Permit to operate for the Academic year 1998-1999.

The first year of operations was inaugurated with 29 pupils in Pre-School, (N-K-P)

to Grade Five. These 29 pupils gathered in a school house, which was later used as the

Administration Building. In the third year of the school, the student population increased

to nearly 200%, and a two-room Annex Building was built in the vacant lot. The following

years were truly remarkable because of the consistent enormous growth of the student

population. Thus, additional classroom buildings were gradually constructed in the area.

For five years, HSIS was in operation through its Government Permit granted by

the Department of Education which had to be renewed every school year, In Academic

Year 2003-2004, HSIS was granted by the DepEd, Government Recognitions in

Preschool, Grade School, and High School which serve as its permanent license to

operate.

This was followed by the granting of the Bureau of Immigration an Authority to

Accept Foreign Student through a Special Order issued on January 2006. Finally, HSIS

was certified by FAPE in 2013 to receive government subsidy through itself was known in

the City of Antipolo through its active participation and achievements in different academic

Education Service Contracting (ESC) Scheme for Junior High School. Now, HSIS is

continuously making and athletic competitions, as well as various socio-civic activities.

10
Definition of terms

Physically active. This is defined as the act of being engaged in physical activities such

as sports and exercises.

Student Athlete. Any student that is both participating in academics and sports

throughout the course of their stay in the school vicinity

Academic performance. The overall display of a student in terms of the subject

compliance that they have participated and excelled in.

11
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter provides an overview of previous research on sports, student-

athletes, and the impact of sports on them. It introduces the framework for the case study

that comprises the main focus of the research described in this thesis.

Student-athletes commonly have two goals in mind; to be competitive and achieve

awards not only inside the classroom but also inside the court. It is expected for student-

athletes to excel both in academics and sports in order for them to bring glory and honor

to their school’s name (Luzano, 2008) In return for the student-athletes’ hard work, schools

open opportunities for them to improve their mental, physical and social potentials such

as giving sports scholarships and recommendations to colleges (Kirchner, 2005).

On the other hand, according to Guillermo (2015), if a student cannot balance their

time and abilities accordingly and is unproductive, then they do not have the needed

abilities, nor do they get enough lectures to improve their skills. However, a student’s

knowledge or skill is not only proven inside the classroom; there are also other fields where

a student can display their knowledge and skills, such as in school activities.

As stated by Wilson (2012), not everyone sees the importance of sports in

student’s life. Most people view sports as merely a physical activity, which make them

think that it is not important for a student’s education; it is only a distraction that diverts the

student’s attention from their academic performance and responsibilities. Nevertheless, in

12
reality, sports is more than just a physical activity that interferes with a student’s academic

performance.

According to Suzanne Capek Tingley (2017), balancing sports and academics can

be a challenge for high school students, and they often need the help of teachers and

coaches to handle pressures. However, instead of acting like colleagues, educators can

seem more like rivals, vying for students' time, effort, and commitment. The best eligibility

policies insist that a student is passing all courses to play a sport. Unless the student has

a C or better in every class, they cannot participate in any games. The student can still

attend practices but cannot partake in competitions. Teachers, coaches, administrators,

and even parents should come together to craft eligibility policies that students must

adhere to if they want to participate in sports or other major activities. These guidelines

must be thoughtfully designed so students are held accountable. Policies must also be

clear, fair, and easily understood by students, parents, teachers, and coaches.

Furthermore, policies should be shared with everyone involved at the beginning of the

season, not just when there's a problem.

From the so-called "enlightenment" to the twentieth century, education

emphasizes human mental development. It is expressed in natural games or organized

activities such as gymnastics and sports. The purpose of such programs is to train the

body for the betterment of human mental development (Kirchner, 2005).

To strengthen and improve the quality of teaching and performance of talented

secondary school students, the Department of Education has implemented the Special

Program for the Arts (SPA) and Special Program in Sports (SPS) since 2000 among

selected public secondary schools throughout the country. Schools offering SPA and SPS

13
Programs provide high school students with high interest and potential in arts and sport

(DepEd).

Hobbies or sports provide many opportunities for people to use their skills better,

to be part of a united struggle team, to experience joy, and sometimes the sadness of

winning and losing. Additionally, the competition is simply fun. It prepares individuals to

face life's challenges and to learn to respond positively to coping with challenges and

change (Reeve, wp).

Subsequently, the world of sports is a reflection of how one can participate in

school and life games. Athletes play and give their best whether they win or lose. Because

of such programs in the school, they are trained in their sport and education, in matters of

life, art, science, business, and government that bring patience and self-discipline (Rimm,

2009).

As a result, many students nowadays are reluctant to participate in extracurricular

programs in their schools just like sports. Participating in such programs can have many

learning effects. It can be good because it helps with learning or it can be bad because

sometimes students forget about their priorities in learning and because of this, they

neglect their academic responsibilities (Dy, et.al 2008).

Moreover, sport is an activity or interest that provides many positive opportunities

for children. Nevertheless, it can also cause some problems. Many parents believe that

participating in sports and enhances children's learning, while others believe that sports is

one way to attaining success for their children (Rimm, 2009). Sport has many effects on

the education of athletes, be it good or bad. Participating in the Special Program in Sports

14
is not easy and requires the right discipline. Students' Academic Performances should

only be studied in such a program so that other students may find that an athlete's life is

not easy and easy.

According to Rimm (2009), participating in games provides guidelines that can be

generalized to the classroom and lifelong success. Participating in competitions at school

teaches children the functioning of a competitive society. Furthermore, participating in

these activities teaches children to stay competitive and to win and lose. Children learn

that winning and losing are both temporary and can never lead to despair.

Participation in sports programs encourages an athlete to learn the rules,

regulations, and authorities. Furthermore, each member of a team learns how to be more

responsible besides helping each member with the needs for which grades are at stake.

The sport also helps to make each member an exemplary person because they become

the catalyst for each other toward a sound academic pursuit (Wilson, 2012).

According to Wilson (2012), the sport strengthens each player's self-confidence. If

a person is good at something, he or she will surely gain confidence in other fields as well.

For example, a basketball player is so confident that he or she can pass the test.

Assurance will bring positive results. He also mentioned that the sport adds to the fun. The

so-called "loners" in the school have only moderate classroom status, but when they meet

playmates - new friends - they gradually become comfortable in socializing. And as a

result, students are now able to refine their learning. It also adds energy and reduces

depression. According to his study, physical activities contribute to people's health and

increase their energy. It also contributes to the increase of endorphins in the body, which

improves a person's mood. This condition is also the best study guide. In psychological

15
development, he conversely learned from his study that motor skills speed up the

processing of an athlete's brain. Their thinking is enhanced every time they perform their

physical activity. According to him, a student's participation in the games provides an

opportunity for themselves to see the world completely, especially when the competition

they competes in is international. In competition, they meet new people, on the other hand,

they also gain insights into their culture, traditions, and lifestyle.

Eugenio (2014) claimed that as we play outside our home we learn about the

different behaviors that people have. Some clubs refuse to accept defeat, even going as

far as bending their morals in order to gain advantage. At an early age, people have the

opportunity to experience the variety of human traits that they can relate to as they grow

up. These behaviors can bring individuals to different aspects of life, as well as their

performance at school. Due to the Sports Program at school, many young people find

themselves that they are better than they know and what their parents dream of because

they risk everything to do their passion (Rimm, 2009). Many athletes nowadays think that

they are not good at playing, that they are old and unable to keep up with the capacity of

others. But as a result of this program, they discover that they are capable, that they can

be fired anyway.

Teachers and parents want their students and children to do the things they are

good at and to respect their efforts. The experience of winning a trophy from a game is a

wonderful memory, being photographed, celebrated with teammates, and bringing a

trophy home to their proud parents. It shows that it is a product of hard work, competition,

teamwork, and an ambition fulfilled - behaviors that can help to succeed academically and

in life (Haydon, 2014).

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 Most athletes are oblivious to the impression that they cannot bring their

competition to the classroom. Like ordinary students, not all athletes succeed in the

academic field (Luzano, 2008). According to Sibor in the quote by Luzano (2008), although

it was not a joke to combine student and athlete, they entered the University, first of all,

as students.

Marsh and Kleitman (2002) conducted a research and found that student-athletes

was a value to the students. They examined the effects of extracurricular school activities

on high school and post-secondary outcomes in their study. According to their study, as

the students’ participation increased, so did their academic achievement. However,

contradictory to their previous finding, they stated that they also found that in high levels

of involvement, a student might have a drop in their academic achievement. This means

that there were positive results to those who don’t really or have moderate participation,

but this positive connection leveled off and then began to drop as students’ participation

levels continued to rise.

As stated by Rimm (2009), participation in sport causes problems for children,

especially when it becomes too much of a good thing. Participation in games is considered

to be more important than learning any of the parents' teachings. After the rehearsal, the

children either spend most of their time watching TV and leaving little time to develop

academic well-being or other interests. Children think they can become professional

athletes without the skills and training them need or the competition they meet, so they

close the door to other opportunities for themselves such as learning. They believe that

they have great potential for contributing to lifelong success and that they have put the

study away. The sport is like most other interests. It dominates the lives of athletes,

17
preventing students from pursuing more important goals. He added that inevitably, even

the best athletes are having a hard time in the racing of their choice (Rimm, 2009).

Moreover, it cannot be denied that some athletes are unable to fulfill their

responsibilities as students. The student-athletes often seem to encounter a problem:

whether they chose to focus on their studies or being an athlete. Antonio Tobias, however,

cites Luzano (2008), the only thing needed is discipline. He added that athletes should

learn the right approach to their tasks and responsibilities as students. If they need to be

absent, they should tell the teacher in advance, and in case they are not in the class, these

athletes should not feel that they are different or that they are better known, this will help

avoid the showbiz complex which is a developing perception by some of them. Do not

treat them like a star but also not say they're weak. Although they require a little

consideration, this does not mean that they require special treatment in class. Athletes

should also focus on their learning. Teachers should give not only consideration but notes

to the athletes so that the athletes would be eased of the burden of balancing both their

studies and sport.

On the other hand, Kristijansson and his researchers (2009) concentrated their

research on the effects of student’s physical activity on their academic achievement.

These researchers found out that as students’ activity levels rose, the students’ academic

achievement also increased. The results “showed that participation in physical activity is

associated with better academic achievement”. The NASBE Executive Director Brenda

Welbourn agrees, “Anecdotal evidence suggests that students who are active in athletics

and extracurricular activities perform better academically” (Vail, 2006, p.33).

18
 Additionally, according to Hartman (2008), focusing on sports becomes time

consuming and energy draining for the students, over emphasizing on sport might distract

attention and concern from the core academic curriculum and educational mission of the

school. Disagreements about the benefits of sports participation when it comes to

academic performance has been reviewed by many experts and Hartmann (2008) was

one of those who reported the relationship between athletic participation and educational

achievement. These authors found that students who highly valued sports in the 10th grade

lost a substantial amount of connection with the school if they were no longer involved in

sports by the 12th grade. This loss of affirmation can lead students to lose the motivation

needed to continue to do their best in school, which will lead to a decrease in academic

performance (Eccles, Barber, Stone & Hunt, 2003).

Furthermore, according to Gaston-Gayles (2005), not all sports participation

demands equal physical efforts or is created equal. Over two decades ago, Chalip, and

his colleagues (1984) documented an experimental study about the impact of the type or

intensity of a sport to a student’s academic performance. Involvement in sports can have

influential and substantial distinctions, and it is only sensible to assume that there

distinctions are related in different ways with different outcome variables such as

academic achievement (see also Sokol-Katz 2006). Likewise, Eitle and Eitle (2002) have

suggested that there are certain sports which can negatively affect academic achievement

for certain groups of student-athletes, they have also suggested that basketball and

football are among those sports. This is probably not surprising: these are the sports that

are typically the most demanding of students that receive the most public/community

scrutiny and attention, and that are most likely to lead students to believe that college

competition and professional contracts are forthcoming.

19
 The studies stated above states different angles on how sports can have an impact

on a student-athlete’s academic performance. It is clearly seen that sports cause positive

impact on a student-athlete’s socializing skills and psychological health. It can, however,

also cause a negative impact on their grades and health as a result of over exertion.

Despite these two contradictory outcomes, based on the studies performed by some

researchers, the conclusion that can draw from them is that whether the impact of sports

can be detrimental or not actually depends on a student-athlete itself. There are a lot of

variables to consider so it cannot be said for sure.

20
 CHAPTER 3

RESEARCH METHODOLOGY AND DESIGN

This part of the research study is the specific procedures or techniques used to

identify, select, process, and analyze information about a topic. This section answers two

main questions: How was the data collected or generated? How was it analyzed?

Research Design

This study is a quantitative research design in which the researchers used a

secondary method to obtain information about the interrelationship between variables

through gathering the grades of the respondents. Using the number of hours spent by the

athlete in their trainings and their academic grade average, the researchers used

Correlation Analysis to measure the strength of the relationship of the said variables.

Correlational design allows the researcher to study the potential effect of a student athlete

on their academic performances. Aside from that, this will also enable the researchers to

determine the causes of sports to the student on how it will affect the academic

performances. Students are allowed to participate in sports in school but they need to

manage their time to do the other task in school and to be able to comply with the

requirements of the different subjects.

For this correlational research, the researchers utilized the Pearson’s r or the

Pearson Correlation-Coefficient which shows the measurement of the linear correlation of

the variables x and y. According to an LWW Anesthetics and Analgesics, correlation in the

broadest sense is a measure of an association between variables.

21
 In correlated data, the change in the magnitude of 1 variable is associated with a

change in the magnitude of another variable, either in the same (positive correlation) or in

the opposite (negative correlation) direction. Most often, the term correlation is used in the

context of a linear relationship between 2 continuous variables and expressed as Pearson

product-moment correlation. The Pearson correlation coefficient is typically used for jointly

normally distributed data or a type of data that follows the bivariate normal distribution. In

our study, this will serve as the measurement in which will show the relationship of sports

participation and academic performance which is evident in a student-athlete.

Sources of data

There are different data gathering procedures that can be used for a term paper.

It will depend on the convenience and the ease in gathering the required details that the

researchers can use for the research results.

In order for the researchers to find suitable respondents, they have chosen to use

the purposive method which will allow them to choose the respondents who are

guaranteed to answer the interview questions and questionnaire. They have chosen 30

basketball players, 28 volleyball players, 4 Dama/Chess players from the Junior and

Senior High School Department totaling to 62 respondents.

The second method that the researchers used for the selected teachers is the

availability sampling method because most teachers had a hard time on figuring out how

to compute the grades of the student athletes that missed many lessons due to playing

sports. The chosen respondents were 4 Junior High School teachers and 4 Senior High

School teachers.

22
 The third method that the researchers used for the athletes’ classmates is the

voluntary sampling due to the convenience of its nature and also because they know that

most students from their class would participate because most of them are student

athletes. They wanted to make sure that all respondents in this set are willing to be

surveyed and to be included in the study.

1 2 3 4 5
Questions Never Seldom Sometimes Most of Always
the time
1. How often do you get
disappointed with your grades?
2. Have you ever failed to submit
a task due to involvement in
sports?
3. Have you ever failed a subject
due to focusing more on
sports?
4. Have you ever missed a class
due to sports participation?
5. How often do you experience
tardiness?
6. Have you ever fallen asleep
during class due exhaustion?
7. How often do you depend on
the incentives that your sports
give you?
8. Do you find it difficult to
prioritize studying whenever a
competition is near?
9. How often do you get in a
position/situation where you
have to choose between sports
and academics?
10. How often do you find it hard
to balance your time between
sports and academics?

11. Please indicate your First Trimestral

Grading Average on space provided.

Figure 1

23
 Question 1 2 3 4 5
Never Seldom Sometimes Most Always
of the
time
1. Do your student-athletes have
sufficient time to prepare for
the exam?
2. Do they perform well during
exam?

3. How often do you give

consideration to extend
deadlines of submission for
student-athletes?
4. How often do you allow
student-athletes to be excused
for trainings/competitions
during class?
5. How often do you see student-
athletes being late?
6. How often do student-athletes
miss a class with you?

7. How often do student-athletes

doze off/sleep in your class?

8. How often do you notice

student-athletes depend on
the incentives you give them?
9. Do student-athletes find it
difficult to keep up with your
lessons?
10. How often do you encounter
student-athletes performing
poorly in your subject?

Figure 2

24
 1 2 3 4 5
Never Seldom Sometimes Most Always
Question of the
time
1. How often do you see your student-
athlete classmates cram during exams?

2. Do they perform well during exams?

3. How often can your student-athlete

classmates catch up to your lessons?

4. How often do you help your classmates

catch up with your lessons?

5. How often do you see your student-

athlete classmates being late?

6. How often do you see your student-

athlete classmates submit their school
works late?

7. How often does your student-athlete

classmates doze off/sleep in your class?

8. How often does your student-athlete

classmates miss a class?
9. How often does your student-athlete
classmates get low grades in your
subjects?
10. How often do you notice your student-
athlete classmates depend on the
incentives the teacher gives them?

Figure 3

This figure 1 to 3 shows the table of the questions the researchers created in order

to acquire the sufficient data that is needed in their research.

Data gathering procedure

The researchers gathered data through the use of surveys in the forms of a

questionnaire. The researchers made use of a questionnaire in order to acquire

25
information that responds to a fixed set of queries. A questionnaire is a written form of

survey that is composed of a set of questions on a piece of paper usually in a consistent

format which depends on the nature of research being conducted and the nature of the

answers the researchers wanted to acquire. They made use of three sets of

questionnaires in which each is only applicable to a specific set of respondents.

26
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation of Data

The purpose of this research is to determine if there is a correlation between two

variables which are: sports participation and academic performance; this research is also

to determine if the supposed correlation is positive or negative. Using the data acquired

and presented below, the researchers were able to satisfy the purpose of this study and

draw conclusions. The researchers presented the data acquired from the conducted

survey in the forms of both tabular and graphical presentation as shown below:

Table
Grade/Sport Basketball Volleyball Tennis Chess/Dama Taekwondo
(4/30*100) = (8/27*100) (2/6*100) (1/8*100) =
Grade 12 13.33% = 29.63% = 33.33% 12.5% 0
(10/30*100) = (1/27*100) (4/6*100) (3/8*100) =
Student - Athletes

Grade 11 33.33% = 3.70% = 66.66% 37.5% 0

(8/30*100) = (2/27*100)
Grade 10 26.66% = 7.41% 0 0 0
(6/30*100) = (6/27*100)
Grade 9 20% = 22.22% 0 0 0
(1/30*100) = (3/27*100) (3/8*100) =
Grade 8 3.33% = 11.11% 0 37.5% 0
(1/30*100) = (7/27*100) (1/8*100) = 4/4*100) =
Grade 7 3.33% = 25.93% 0 12.5% 100%

Total: 30 27 6 8 4

Table 1

Department No. of respondents

Teachers

Senior High School (3/8*100) = 37.5%

Junior High School (5/8*100) = 62.5%

Total: 8

Table 2

27
 Level No. of respondents

Grade 12 (6/36*100) = 16.67%

Grade 11 (6/36*100) = 16.67%

Classmates

Grade 10 (6/36*100) = 16.67%

Grade 9 (6/36*100) = 16.67%

Grade 8 (6/36*100) = 16.67%

Grade 7 (6/36*100) = 16.67%

Total: 36 (100%)

Table 3

Most of the
Question 1 Never Seldom Sometimes time Always Total

(1/8*100) = (5/8*100) = (1/8*100) = (1/8*100) =

Teachers 0 12.5% 62.5% 12.5% 12.5% 100%

Student - (15/76*100) (13/76*100) (37/76*100) (9/76*100) (2/76*100)

Athletes = 19.74% = 17.11% = 48.68% = 11.84% = 2.63% 100%

(2/36*100) (4/36*100) (9/36*100) (11/36*100) (10/36*100)

Classmates = 5.5% = 11.11% = 25% = 30.5% = 27.7% 100%

Table 4

Question Most of
2 Never Seldom Sometimes the time Always Total

(1/8*100) = (2/8*100) = (5/8*100) =

Teachers 12.5% 25% 62.5% 0 0 100%

Student - (24/76*100) (22/76*100) (21/76*100) (7/76*100) (1/76*100)

Athletes = 31.58% = 28.94% = 27.63% = 9.21% = 1.36% 100%

Table 5

28
 Most of
Question 3 Never Seldom Sometimes the time Always Total

(3/8*100) = (3/8*100) (2/8*100)

Teachers 0 0 37.5% = 37.5% = 25% 100%

Student - (45/76*100) (12/76*100) (14/76*100) (5/76*100)

Athletes = 59.21% = 15.79% = 18.42 = 6.58% 0 100%

(1/36*100) (16/36*100) (14/36*100) (4/36*100) (1/36*100)

Classmates = 2.77% = 44.44% = 38.88% = 11.11% = 2.77% 100%

Table 6

Most of the
Question 4 Never Seldom Sometimes time Always Total

(3/8*100) = (4/8*100) = (1/8*100)

Teachers 0 0 37.5% 50% = 12.5% 100%

Student - (8/76*100) (6/76*100) (40/76*100) (16/76*100) (6/76*100)

Athletes = 10.53% = 7.89% = 52.63% = 21.05% = 7.89% 100%

(4/36*100) (16/36*100) (11/36*100) (5/36*100)

Classmates 0 = 11.11% = 44.44% = 30.5% = 13.88% 100%

Table 7

Most of the
Question 5 Never Seldom Sometimes time Always Total

(7/8*100) = (1/8*100) =
Teachers 0 0 87.5% 12.5% 0 100%

Student - (7/76*100) (15/76*100) (22/76*100) (22/76*100) (10/76*100)

Athletes = 9.21% = 19.74% = 28.94% = 28.94% = 13.16% 100%

(4/36*100) (5/36*100) (7/36*100) (11/36*100) (9/36*100)

Classmates = 11.11% = 13.88% = 19.44% = 30.5% = 25% 100%

Table 8

29
 Most of the
Question 6 Never Seldom Sometimes time Always Total

(1/8*100) = (1/8*100) = (5/8*100) = (1/8*100) =

Teachers 12.5% 12.5% 62.5% 12.5% 0 100%

Student - (22/76*100) (12/76*100) (23/76*100) (8/76*100) (10/76*100)

Athletes = 28.94% = 15.79% = 30.26% = 10.53% = 13.16% 100%

(3/36*100) (9/36*100) (11/36*100) (13/36*100)

Classmates 0 = 8.33% = 25% = 30.5% = 36.11% 100%

Table 9

Most of the
Question 7 Never Seldom Sometimes time Always Total

(4/8*100) = (3/8*100) = (1/8*100) =

Teachers 0 50% 37.5% 12.5% 0 100%

Student - (10/76*100) (16/76*100) (27/76*100) (13/76*100) (10/76*100)

Athletes = 13.16% = 21.05% = 35.53% = 17.11% = 13.16% 100%

(2/36*100) (9/36*100) (10/36*100) (15/36*100)

Classmates 0 = 5.5% = 25% = 27.7% = 41.66% 100%

Table 10

Most of the
Question 8 Never Seldom Sometimes time Always Total

(1/8*100) = (3/8*100) = (2/8*100) = (2/8*100) =

Teachers 0 12.5% 37.5% 25% 25% 100%

Student - (13/76*100) (15/76*100) (22/76*100) (18/76*100) (8/76*100)

Athletes = 17.11% = 19.74% = 28.94% = 35.53% = 10.53% 100%

(3/36*100) (6/36*100) (12/36*100) (15/36*100)

Classmates 0 = 8.33% = 16.66% = 33.33% = 41.66% 100%

Table 11

30
 Most of the
Question 9 Never Seldom Sometimes time Always Total
(7/8*100) = (1/8*100) =
Teachers 0 0 87.5% 12.5% 0 100%
Student - (15/76*100) (18/76*100) (21/76*100) (16/76*100) (6/76*100)
Athletes = 19.74% = 35.53% = 27.63% = 21.05% = 7.89% 100%
(1/36*100) (7/36*100) (14/36*100) (14/36*100)
Classmates 0 = 2.77% = 19.44% = 38.88% = 38.88% 100%

Table 12

Question Most of the

10 Never Seldom Sometimes time Always Total
(1/8*100) = (3/8*100) = (4/8*100) =
Teachers 0 12.5% 37.5% 50% 0 100%

Student - (10/76*100) (18/76*100) (26/76*100) (12/76*100) (10/76*100)

Athletes = 13.16% = 35.53% = 34.21% = 15.79% = 13.16% 100%
(6/36*100) (10/36*100) (20/36*100)
Classmates 0 0 = 16.66% = 27.7% = 55.55% 100%

Table 13

Criteria Total No. of Average Sports

Respondents Grades (Modal)

10 – 20 Average Difficulty 11 87.32% Dama/Chess

21 – 30 Increased Difficulty 42 83.20% Basketball

31 – 40 Challenging Difficulty 21 83.10% Volleyball

41 – 50 Extreme Difficulty 2 81.50% Basketball &

Volleyball

Total 76

Table 14

31
Data Analysis

Tables 1 to 3 shows the socio-demographic profile of the respondents which are

divided into three groups. Group 1 shows the profile of the selected classmates of the 36

student-athletes in terms of their grade level in which there is an equal percentage of

16.67% amongst them. Group 2 presents the profile of the 8 selected teachers from the

Junior and Senior High School Department yielding 37.5% and 62.5% respectively. Group

3 shows the profile of the 76 student athletes that were surveyed in terms of the type of

sport they participated in as well as their grade level and section. Those who played

basketball and table tennis in Grade 11 yielded the highest percentage of 33.33% and

66.66% respectively.

Tables 4 to 13 shows the survey statistics in percent based on the responses of

the respondents in each individual question. The ten questions yielded the highest

percentage of 62.5% for those who answered the frequency interval for Sometimes while

those who answered the frequency interval for Never yielded the lowest percentage of

2.77%. Further analysis shows that that there is direct relationship between the degree of

frequency and the possibility of an isolated respondent's participation in that degree.

Table 14 shows the general survey statistics of the student-athletes questionnaires

and has four parts. The criteria is divided into four criterion ranges that show the degrees

of difficulty when it comes to balancing this study's two primary variables, sports

participation and academic performances. This figure also contains the number of

respondents per range with the 21-30 range yielding the highest percentage of 55.26% or

42 out of the 76 student-athletes. The third section of this figure presents the average

grades of the respondents per range wherein, the 11-20 range yielded the highest average

of 87.32% obtained from the 11 respondents in the respective criterion out of the 76

student-athletes. This figure also shows the type of sports with the highest frequency that

32
appeared in each of the criterion where both basketball and volleyball is the mode in the

data presented.

Interpretation of Data

The complete analysis of the data was interpreted by the researchers in order to

justify and validate their findings. Each datum was necessary for the findings to be drawn.

Based on the data analyzed, the researchers have proved that there is acting agent in

the relationship between the academic performance and sports participation of student-

athletes. According to the responses of the selected teachers and classmates of the

student-athletes, sports participation has taken a toll on their lives as students wherein

most of them have difficulty balancing both on a daily basis while others already had to

make choices where to invest most of their energy, time and resources. This is validated

and supported by the Zero-Sum Model Theory by Coleman that states that sports can

divert the attention of students from their studies which will in turn, affect their academic

performance.

33
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

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

conclusions drawn and the recommendations made as an outgrowth of this study.

Findings

1. Is there a relationship between sports participation and academic performances?

Results show that there is an inverse relationship between sports

participation and academic performances supported by the Zero-Sum Model

Theory by Coleman (1961) wherein he stated that there is a possibility that sports

could divert the attention of the students from studying efficiently. Multitasking is

further nullified in this theory which validates the correlation that shows that the

more students participate in sports, the higher possibility that they may neglect

their studies the higher the possibility the students may neglect their studies.

2. Why do they choose to be student-athletes instead of regular student?

Results show that there is a high percentage of student-athletes that share

the same perspective wherein they believe that sports can be a means of

improving oneself in terms of skills and excellence in many aspects including

intelligence. This is supported by the Developmental Theory which states that

students often participate in extracurricular activities such as sport to further

enhance themselves physically and even mentally which opposes Coleman’s

theory (1961).

3. Does the type of sport show varying effects on the student-athletes’ academic

performance?

34
 Results show that there are varying degrees of influence that act upon the

performance of the student-athletes in relation to the type of the sport that they

place. This is supported by the Worker Toil Theory which states that the influence

of any work that requires physical force on the worker’s performance is dependent

on its unique characteristics. In relation to our findings, this further validates the

significant differences among the performances of the student-athletes

considering the type of sports that they play.

4. Does the intensity or heaviness of the sport affect the way student-athletes

behave and perform in their class?

Results show that the higher the intensity of the sport, the less efficient

student-athletes become in the studying environment. This is also supported by

the Worker Toil Theory that states there is also mode of influence in the intensity

of a job on the overall performance of the workers wherein jobs that are considered

tiring are more likely to hinder the workers from working more efficiently.

Conclusion

1. Based on the findings of the study, the sport has a significant impact on a

student-athlete’s academic performance. The more a student is involved in a

more tiring sport, the heavier the toll is on their academic performance.

Multitasking makes the student-athletes divert their attention from either of

the two or often makes them choose between the two of them. This results in

the students falling back from their studies. Most student-athletes who lean

more on their sports have a less satisfying academic performance than

normal students who only focus on their academics.

35
 2. The findings of the study established that the majority of the student-athletes

relied on the incentives that they will receive for being a student-athlete.

Results also showed that the student-athletes view participating in sports as a

means to improve their socializing skills and other skills, including their

intelligence.

3. Based on the findings of the study, student-Athletes who participate in a more

physically draining sport become less competent in their academic

performance. Intense training drain the student-athletes’ energy and tips of

their balance between their sport and academics. Those who play sports that

are less physically engaging (i.e. chess, checkers and table tennis) can

balance their time and perform well on both fields. Those who participate in

cognitive sports also performs well in academic, while those who participate

in physically engaging sports tend to lean either in less satisfying academic

performance or barely passing remarks.

4. From the findings of the study, the students who participate in a heavier sport

lacks more efficiency inside the classroom. Those who are heavily engaged

in a more physically demanding sport often has the tendency to be tardy

inside the classroom. An example of these is that most students who are

involved in intense sports (i.e. basketball, volleyball) often falls asleep due to

exhaustion.

Recommendation

To further enhance this research study, the researchers highly recommend to also

take into consideration the year level of the student-athlete. To see whether the burden of

36
being a student-athlete is heavier for those who don’t have much spare time such as the

graduating students.

Additionally, taking into consideration the gender of the student-athlete may also

improve the study. To see whether the gender of the student-athletes causes a significant

change to the impact of sports.

Another factor that can develop the study is the date or month. The impact of sport

to a student athlete may or may not vary depending on the date or month for the reason

that most competition happens during the early time of the school year.

Considering the school that the student-athlete attends can also help increase the

discoveries of the study. Schools that excel in the sports, and prioritize sports rather than

academic achievement may also be a factor how much sports can affect a student-

athlete’s academic performance.

Lastly, the researchers recommend to the future researchers to see whether being

in college increases or lessens the impact of being a student-athlete.

37
APPENDICES

38
 November 12, 2019

To whom it may concern,

Shalom!
Our group is conducting a study entitled “Impacts of Sports Participation to a Holian
Student-Athlete’s Academic Performance” This study is done in partial fulfillment of the
requirements for our Research subjects.
In line with this, I would like to ask for your permission to allow our group to conduct a
survey for the said study. This will be done during the second week of November 2019. The study
will require the participation of selected Junior and Senior High School students of Holy Spirit
Integrated School as respondents.
Thank you for your consideration. Soli Deo Gloria!

Sincerely yours,

RENEE JULIA D. SAN ANTONIO

Thesis Group Leader

REVIEWED BY:

TCHR. AILEEN D. IMPORTADO ANTONIA SANTOS, PhD

Thesis Adviser Thesis Adviser

APPROVED BY:

TCHR. JOCELYN A. AGDON ALMERA DISMAYA

OIC-JHS Department Head OIC-SHS Department Head

NOTED BY:

GENEVIE B. TAPAR, LPT. ADELAIDA M. ANACION, PhD(c)

OIC Academic Supervisor HSIS Principal

39
 Appendix b

Name Level & Section Sports

1. Respondent # 1 12 – B Basketball
2. Respondent # 2 12 – B Basketball
3. Respondent # 3 12 – A Basketball
4. Respondent # 4 12 – A Basketball
5. Respondent # 5 11 – B Basketball
6. Respondent # 6 11 – B Basketball
7. Respondent # 7 11 – B Basketball
8. Respondent # 8 11 – B Basketball
9. Respondent # 9 11 – B Basketball
10. Respondent # 10 11 – B Basketball
11. Respondent # 11 11 – B Basketball
12. Respondent # 12 11 – A Basketball
13. Respondent # 13 11 – A Basketball
14. Respondent # 14 11 – A Basketball
15. Respondent # 15 10 – A Basketball
16. Respondent # 16 10 – A Basketball
17. Respondent # 17 10 – A Basketball
18. Respondent # 18 10 – A Basketball
19. Respondent # 19 10 – A Basketball
20. Respondent # 20 10 – A Basketball
21. Respondent # 21 10 - A Basketball
22. Respondent # 22 10 – B Basketball
23. Respondent # 23 9–A Basketball
24. Respondent # 24 9–B Basketball
25. Respondent # 25 9–B Basketball
26. Respondent # 26 9–B Basketball
27. Respondent # 27 9–A Basketball
28. Respondent # 28 9–A Basketball
29. Respondent # 29 8–B Basketball
30. Respondent # 30 7–B Basketball
31. Respondent # 31 12 – A Volleyball
32. Respondent # 32 12 – A Volleyball
33. Respondent # 33 12 – A Volleyball
34. Respondent # 34 12 – B Volleyball
35. Respondent # 35 12 – B Volleyball
36. Respondent # 36 12 – B Volleyball
37. Respondent # 37 12 – A Volleyball
38. Respondent # 38 12 – A Volleyball
39. Respondent # 39 11 – A Volleyball
40. Respondent # 40 10 – A Volleyball
41. Respondent # 41 10 – B Volleyball
42. Respondent # 42 9–B Volleyball
43. Respondent # 43 9–B Volleyball
44. Respondent # 44 9–B Volleyball

40
 45. Respondent # 45 9–B Volleyball
46. Respondent # 46 9–B Volleyball
47. Respondent # 47 9–B Volleyball
48. Respondent # 48 9–B Volleyball
49. Respondent # 49 8–A Volleyball
50. Respondent # 50 8–B Volleyball
51. Respondent # 51 8–B Volleyball
52. Respondent # 52 7–A Volleyball
53. Respondent # 53 7–B Volleyball
54. Respondent # 54 7–A Volleyball
55. Respondent # 55 7–A Volleyball
56. Respondent # 56 7–A Volleyball
57. Respondent # 57 7–A Volleyball
58. Respondent # 58 7–A Volleyball
59. Respondent # 59 12 – A Table Tennis
60. Respondent # 60 12 – B Table Tennis
61. Respondent # 61 11 – B Table Tennis
62. Respondent # 62 11 – B Table Tennis
63. Respondent # 63 11 – B Table Tennis
64. Respondent # 64 11 – B Table Tennis
65. Respondent # 65 7–A Chess
66. Respondent # 66 8–A Chess
67. Respondent # 67 8–A Chess
68. Respondent # 68 8–A Chess
69. Respondent # 69 11 – B Dama
70. Respondent # 70 11 – B Dama
71. Respondent # 71 11 – B Dama
72. Respondent # 72 12 – A Dama
73. Respondent # 73 7–A Taekwondo
74. Respondent # 74 7–A Taekwondo
75. Respondent # 75 7–B Taekwondo
76. Respondent #76 7–B Taekwondo

TOTAL:

Sport No. of players interviewed Total No. of players

Dama/Checkers 4 4
Chess 4 4
Volleyball 28 28
Basketball 30 30
Table tennis 6 6
Taekwondo 4 4
Total: 55 76

41
 Appendix c

Name Level and Section

Respondent # 1 12 – A
Respondent # 2 12 – A
Respondent # 3 12 – A
Respondent # 4 12 – B
Respondent # 5 12 – B
Respondent # 6 12 – B
Respondent # 7 11 – A
Respondent # 8 11 – A
Respondent # 9 11 – A
Respondent # 10 11 – B
Respondent # 11 11 – B
Respondent # 12 11 – B
Respondent # 13 10 – A
Respondent # 14 10 – A
Respondent # 15 10 – A
Respondent # 16 10 – B
Respondent # 17 10 – B
Respondent # 18 10 – B
Respondent # 19 9–A
Respondent # 20 9–A
Respondent # 21 9–A
Respondent # 22 9–B
Respondent # 23 9–B
Respondent # 24 9–B
Respondent # 25 8–A
Respondent # 26 8–A
Respondent # 27 8–A
Respondent # 28 8–B
Respondent # 29 8–B
Respondent # 30 8–B
Respondent # 31 7–A
Respondent # 32 7–A
Respondent # 33 7–A
Respondent # 34 7–B
Respondent # 35 7–B
Respondent # 36 7–B

42
 Appendix d

Name Department

Respondent # 1 Senior High School

Respondent # 2 Senior High School

Respondent # 3 Senior High School

Respondent # 4 Senior High School

Respondent # 5 Junior High School

Respondent # 6 Junior High School

Respondent # 7 Junior High School

Respondent # 8 Junior High School

43
 Appendix e

STUDENT-ATHLETE’S QUESTIONNAIRE

Name (Optional): ________________________ Name of School: _________________________

Grade & Level: __________________________ Sports: _________________________________

Directions: Kindly read each item carefully. Using the 1-5 scale, please indicate by checking the
appropriate response, the degree of frequency that best answers the questions below.

1 2 3 4 5
Questions Most Always
of the
Never Seldom Sometimes
time

12. How often do you get

disappointed with your grades?
13. Have you ever failed to submit a
task due to involvement in
sports?
14. Have you ever failed a subject
due to focusing more on sports?
15. Have you ever missed a class
due to sports participation?
16. How often do you experience
tardiness?
17. Have you ever fallen asleep
during class due exhaustion?
18. How often do you depend on
the incentives that your sports
give you?
19. Do you find it difficult to
prioritize studying whenever a
competition is near?
20. How often do you get in a
position/situation where you
have to choose between sports
and academics?
21. How often do you find it hard to
balance your time between
sports and academics?

22. Please indicate your First Trimestral

Grading Average on space provided.

44
 Appendix f

TEACHER’S QUESTIONNAIRE

Name (Optional): ________________________ Name of school: ________________________

Department: ____________________________

Directions: Kindly read each item carefully. Using the 1-5 scale, please indicate by checking the
appropriate response, the degree of frequency that best answers the questions below.

Question 1 2 3 4 5
Never Seldom Sometimes Most Always
of the
time
11. Do your student-athletes have
sufficient time to prepare for the
exam?
12. Do they perform well during
exam?

13. How often do you give

consideration to extend deadlines
of submission for student-
athletes?
14. How often do you allow student-
athletes to be excused for
trainings/competitions during
class?
15. How often do you see student-
athletes being late?
16. How often do student-athletes
miss a class with you?

17. How often do student-athletes

doze off/sleep in your class?

18. How often do you notice student-

athletes depend on the incentives
you give them?
19. Do student-athletes find it difficult
to keep up with your lessons?

20. How often do you encounter

student-athletes performing
poorly in your subject?

45
 Appendix g

CLASSMATE’S QUESTIONNAIRE

Name (Optional): ________________________ Name of school: _________________________

Level & Section: _________________________

Directions: Kindly read each item carefully. Using the 1-5 scale, please indicate by checking the
appropriate response, the degree of frequency that best answers the questions below.

1 2 3 4 5
Never Seldom Sometimes Most Always
Question of the
time
11. How often do you see your student-
athlete classmates cram during
exams?
12. Do they perform well during exams?
13. How often can your student-athlete
classmates catch up to your lessons?
14. How often do you help your
classmates catch up with your
lessons?
15. How often do you see your student-
athlete classmates being late?
16. How often do you see your student-
athlete classmates submit their
school works late?

17. How often does your student-

athlete classmates doze off/sleep in
your class?
18. How often does your student-
athlete classmates miss a class?
19. How often does your student-
athlete classmates get low grades in
your subjects?
20. How often do you notice your
student-athlete classmates depend
on the incentives the teacher gives
them?

46
CURRICULUM
VITAE

47
 Ian Dexter Almanza is a grade 12 student, currently studying at Holy Spirit

Integrated School in the General Academic Strand. He is 17 years of age and is currently

living in Sitio Bagong Purok, Brgy. Dalig, Antipolo City. He is a varsity player in his school

as the captain ball, he is also a part of the school’s chorale group. During this year’s

CAPSAA chorale competition, his team was able to place as champions.

His team placed 3rd during the CAPSAA last year, and he was awarded by the

school for his excellence in basketball. His team was also able to place 1st during last

year’s DepEd competition. He also was chosen to represent his school for the RIPRISA

competitions this year and then later on placed 3rd. During last year’s HSIS intramurals,

he was awarded as the rookie of the year and was awarded this year as the MVP.

48
 Bernabe Yariv P. Buenviaje III is a 17 years old senior high school student at Holy

Spirit Integrated School since 11th grade (2018). He lives at R. Martinez Pedracio Street,

Brgy. Dalig, Antipolo City. He is raised by Bernabe Buenviaje Jr. and Vilma Buenviaje. His

contact number is 09091367698. During his 3rd grade he received an award for being the

friendliest student among his batch and he also had an award of being the most obedient

student among his class during his 4th at Guardian Angel School Inc.

During 2017, he lived in Sacramento California for 2 years and played American

Foot Ball at Mira Loma High School during his 11th grade. He earned an award for being

the best defensive player during that time. He worked in McDonalds as part time job during

his stay in Sacramento California and had an award of being an employee of the month.

49
 Michael M. Cube, is a 17 years of age, and was born on December 3, 2001. He is

currently in General Academic Strand as a grade 12 student in Holy Spirit Integrated

School. He’s been studying in the said school for 7 years and was awarded a bronze

loyalty award during his completion ceremony. His first achievement as a child was a gold

medal on a Milo Fest Competition in the category of swimming.

He also participated in an invitational event, the 3rd Muay Thai National

Championship that was held by the Muay Thai Association of the Philippines. He stated

that, it was his biggest achievement because he was given a chance to represent his city

and later on placed silver in the said category facing Luzon, Visayas, and Mindanao. He’s

also an athlete in his school, and has been part of the men’s varsity basketball team for 7

years.

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 Christian Jiroh C.Salonga is a Grade 12 student studying at Holy Spirit Integrated

School in the GAS strand. He is currently 19 years and was born on the 26th of October,

2000. He lives at #32 St. Anthony St. Milagros Subd. Brgy. Dalig, Antipolo City with his

family. His parents are Roberto Fernandez Salonga and Maria Remedios Chavez while

his two siblings are Robert Angelo Salonga and Jophet Anson Bitong. He spent his

Preparatory years in Kids Castle and Holistic Learning Academy and after that, he then

studied at Holy Spirit Integrated School from Grade 1 and currently Grade 12.

During his study in the schools mentioned, he has attained numerous

achievements such as being a consistent White Dove Awardee since Grade 1, Academic

Proficiency Awards in various subjects, Senatorial Academic Excellence Awardee and

Holian Gold Medal Awardee or Class Valedictorian when he graduated Senior Grade

School in Grade 6.

51
 San Antonio, Renee Julia is a senior high school student at Holy Spirit Integrated

School in the General Academic Strand. She is 18 years old and was born and raised in

Antipolo City. She has studied at Holy Spirit Integrated School since 1st grade until 12th

grade. During her 2nd grade, she was awarded as an honor student, had 3 proficiency

awards, and was also awarded with the Mayor’s medal.

She was a table tennis player during 6th grade but she withdrew from the team

after graduating from grade school. From 7th grade until 10th grade, she was a working

scholar in the said school. She became a CAT officer during 10th grade and was awarded

for her proficiency in the subjects English, Mapeh, Araling Panlipunan, T.L.E, and Filipino.

She also auditioned as a proofreader in her school’s journalism club during 10th grade and

has been a member since then.

52
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