Chapter 1

The Problem and its Background

Introduction

Music, Parental involvement, sports – all of these have an influence on how

children perform academically. The way children choose to spend their free time can
affect their school performance; it is not simply traditional in – class instruction that
impacts academic achievement.
Sports have both positive and negative effects on the lives of the student who
participate in them. Playing a sport is something that requires many hours of practice
and dedication which can take away from other things such as person’s studies.

Playing sport does not have complete negative effect, although these students
feel considerable pressure to perform both in the field and in the rom.

Many children are pressured into sports, as children’s by their parents, to get
elaborate and find passion or hobby in life. Sports have become a major business and
attraction for all teenagers.

The purpose of this study is to examine the effects of involvement in varsity of

the selected students of Asian Institute of Technology, Sciences and the Arts Inc. This
paper seeks to determine if the participation of the varsities of the private schools, if it’s
beneficial to the person or not.

Some people believes that the school should help their students balance their
sports and their academic performance by offering tutors and time management classes
during their busy days as a varsity of the school. They’ll be benefited because it would
help the students maintain their grades between academics and sports. Academic
performances, popularity, and physical fitness are all directly affected by involvement in
athletics. Overall, and contrary to popular belief, those students who participate in
athletic activities often have higher physical, mental and emotional abilities than their
non-participating peers. Stereotypically student’s athletes are portrayed as popular but
unintelligent and unmotivated to excel in academics

1
Background of the study
Sports goes back at least 3,000 years. In the beginning, sports often involved the
preparation for the war or training as a hunter, which explains why so many early
games involved the throwing of spears, stakes and rocks, and sparring one-on-one with
opponents.

Varsity teams are the principal athletic teams representing a college, university,
high school, or the other secondary school. Varsity team typically represents the high
school or college in intercollegiate or national competitions. In high school this means
that the team is made up of students in grade 11 and 12.
It provides insight on the relationship between student athletes' academic
performance and their level of involvement, as well as insight on relationships between
student athlete demographic variables and their level of involvement. The study also
provides insight on the attitudes of student athletes' in regard to academic involvement.

Considering inconsistent previous findings on the relationship between

academic achievement and sports engagement, the study was conducted with the aim to
examine the relations between students’ academic achievement and selected indicators
of sports engagement, including the type of sport (individual/ team), years of sport
experience and the level of competition.

It involves the time of the varsity player and their academic performances, on
how they can handle their time to the practice and their academic lessons. It has a
positive and negative effect to their academic performances. Positive effect of this is
that, as a varsity player they are already exempted to the quizzes, lessons, recitation etc.
but the negative effect of that is some teachers do not give special quizzes, lessons,
recitation and others that can’t provide their academic needs for their grades.

2
 Conceptual framework
The purpose of this conceptual framework is to illustrate the key relationships
between the elements of that system, and to hold and organize together the ideas
comprising a broad concept.

INPUT PROCESS OUTPUT

What are the respondents in

terms of the demographic
profile of:

•Strand
•Gender We gathered data
•Age through survey form

Factors affecting academic

performance: Gathering of
Conceptual and
 Time Management Research Literature The benefits of
being varsity player
 Class
 Practice Analysis and
Interpretation of
The problems that the Data through the use
varsity players encountered: of Statistical Tools

 Responsibilities

The varsity practice affect

their academic
performances:

 Tiredness

FEEDBACK
Fi

3
 Figure 1

Theoretical Framework

Is a subset of Banduras (1986), a social cognitive theory. According to this

experience, the two key determinants of behavior are perceived self – efficacy theory
and outcome expectancies. The latter construct refers to the perceived positive and
negative consequences of performing behavior. Yeung (2013), study examines the
relationship between athletics and academic achievement.

Statement of the Problem

This study aimed to determine the effects of being a varsity players towards
academic performances among the selected students of Asian Institute of Technology
Sciences and the Arts Inc. In Cabuyao, Laguna. More specifically, it sought to the
following questions.

1. What is the demographic profile of the respondents in terms of :

1.1Strand
1.2 Gender
1.3 Age
2. What are the factors affecting Academic Performances?
2.1 Time Management
2.2 Class
2.3 Practice
3. What are the problems that the varsity players encountered?
3.1 Responsibilities
4. How can the varsity’s practice affect their academic performances?
4.1 Tiredness

Hypothesis

This study assumed that all the varsity players will be aware of their academic
performances. The hypothesis was corresponds with the research questions and
objectives of the study. The determined hypothesis of this study will be the following:

1. The varsity players find sport as a remedy to their low grades.

4
 2. The varsity players were given consideration from their professors for their
exams, assignments and quiz.

Scope and limitations of the study

The topic of this study include only the effects of being varsity player towards
their Academic Performances among the selected students of Asian Institute of
Technology Sciences and the Arts Inc. In Cabuyao, Laguna, in terms of the varsity player
and academic performances.

The variable that comprise varsity player are time management, behavioral of
the learners, strength and weaknesses.

The respondents of this study was divided into the Strands of Asian Institute of
Technology Sciences and the Arts Inc. In Cabuyao, Laguna. On the other hand the time
year covered the school year 2019-2020.

Significance of the Study

This study is deemed significant to the Department of Education, the schools,

administrators, teachers, parents and students, along with the government and non-
government organizations.

Department of Education. This study is a manifestation of the effects of being

varsity player towards their Academic Performances among the selected students of
Asian Institute of Technology Sciences and the Arts Inc. Cabuyao, Laguna. This
information may be used as a feedback of the compliance of the learning used in this
study, relative to such new schools.

School Administrator. This study may also reflect the same issues and concerns
they encounter along the effects of being varsity player towards their Academic
Performances from which they may gather ideas how to synchronize the difficulties of
the parents and their position as the varsity player.

Teachers. This study teaches them to demonstrate innovativeness by seeking

further professional growth and development that would enhance to further
competencies between varsity’s practice and academic performances.

5
 Parents. This study will voice out their concerns on the time management and
grades of their children.

Students. Their difficulties may be revealed in this study so that concerned

authorities may become aware.

6
 Chapter 2

Review of Related Literature and Studies

In this chapter, the researchers explained the main issue, its result and variables
through presenting the literature and studies reviewed which have outstanding
significance with the present study. This review includes the effects of being varsity
players towards their academic performances
In this chapter, articles and studies from books, papers, proposal, online
magazines and databases are shown to demonstrate the experience of person that
effects of being varsity players towards their academic performances.

Foreign Literature

According to Bishop (2018), High School have both positive and negative effects
on the lives of the students who participate in them. Playing a sport is something that
requires many hours of practice and dedication which can take away from other things
such as a person’s studies. Because of the time needed to focus on a sport some students
start to fall behind in their academics. The only way a student can focus on the both
school and sports is if a healthy balance is found between the two, the academic studies
and sports.

According to DiFiori Kent et al., (2014), students athletes who struggle with the
improper management of time devoted to both school and sports can frequently lead to
athlete burnout: a part of a spectrum of conditions that includes overreaching and over
training, and it occurs as a result of chronic stress that causes a young athlete to cease a
participation in a previously enjoyable activity.

Based on Laura Altobelli (2018), from livestong.com “a commitment to school

sports does not have to translate into compromised academic performance. Although
these students often feel substantial pressure to perform both on the field and in the
classroom.” One problem with this pressure is that if a student favors sports over
academics than they may not care if they start to fall behind. The counter to this is that
students who begin to slack in academics should be penalized in their sport.

7
Foreign Studies

According to Foster and Hulm (2017), this study examines the correlation
between athletic identity and academic major selection among intercollegiate student-
athletes. A thorough review of literature focusing on academic clustering, athletic
identity, and academic development leads to the development of two hypotheses – 1)
student-athletes with stronger athletic identity will have a declared major of decreased
academic rigor; and 2) student-athletes with stronger athletic identity will be more
likely to be undecided on their major.

In the study of Yelk (2013), Student athletes face a unique set of challenges when
pursuing both academic and athletic goals simultaneously. These challenges are
aggregated from a variety of sources, both external and internal. Many of the issues
facing student athletes are cognitive factors, however, the author chose to target a less
researched area and looked at the non-cognitive factors affecting student athlete
academic performance

Based on Yeung (2013), this study examines the relationship between athletics
and academic achievement. This is likely to be a tricky issue as athletes and are not
likely to be a random group of students. To address this issue I control for school fixed
effects and instrument the endogenous variables with height. I find that athletes
perform better than non-athletes in every subject area tested by the High School and
beyond survey and that this effect appear to differ by sex and race. Based on the
literature, these results are likely to be especially true for urban youths.

Local Literature

According to Henson (2013), Varsity athletes are widely regarded as campus

heroes. They personify school spirit. Since sports is a galvanizing element in the
collegiate community, athletes assume a key responsibility in instilling school pride.
There looked up to by students, alumni, faculty, administration and media as symbols of
athletic excellence. Clearly, there as pressure on the athletes to win or at least compete
to the best of their ability. It as what they’re supposed to do as athletic scholars.

8
 Based on of Ignacio et al,. (2017), Issues and deliberations concerning sports
participation and academic achievement have been heard for decades. Sports
enthusiasts were claiming that participation in any sports help the student-athletes to
have “a sound mind and a sound body” individual. However, some people in the
academe believed that sports participation hindered students’ ability to excel in their
academic courses because most of their times were allotted into sports commitments
such as training and competitions than studying alone. Some critics further believed
that there was no possibility that the student-athletes achieve excellence in sports as
well as in academics at the same time.

According to Nucum (2018), Athletic scholarship is one of the most

common types of support that students get when they join a varsity team. This type of
scholarship provides students with either full or partial tuition coverage as well as other
miscellaneous expenses. In line with these benefits, student-athletes must meet certain
requirements to retain this scholarship like grade requirement, good moral
character, and athletic performance among others. There are numerous athletic
scholarships offered in the Philippines that you can try.

Local Studies

Based on Bullon kent et al (2017), this study was to analyze the effect that
participating in extracurricular sporting activities has on academic performance among
students in higher education. Prior research on this topic has yielded contradictory
results: while some authors find a positive effect of sports participation on academic
outcomes, others report a negative impact. Accordingly, the authors seek to provide a
more rounded understanding of these mixed findings. The empirical evidence is
provided by a panel dataset of undergraduate students who studied at a Spanish
University over the period 2008–2014. The academic performance of sports
participants are compared with those of non-participants in terms of their outcomes in
the form of grades. Results reveal that participation in formal sporting activities is
associated with higher grades among students at this university. The analysis reinforces
the idea that apart from their health benefits for practitioners, sporting activities lead to
the attainment of the performance goals to which higher education institutions aspire.

9
 According to the study of Valbuena (2015), Filipino athlete engage with their
sport and the influence in this process of their cultural background and the way in
which they construct their personal identity as athlete.

Valleser (2014), stated that Varsity sports is a part of many colleges and
universities in the Philippines. At the core of any collegiate sports program is the
student-athlete. The purpose of this study was to determine how changes in the
competitive environment may influence the academic performance of college student-
athletes in team sports. This is the first time such an endeavor was attempted in the
Philippine setting. The researcher compared the General Weighted Averages (GWA) and
academic credits attempted during the in- and off-seasons by student-athletes from the
University of the Philippines Diliman. A total of 221 college student-athletes from three
team sports – basketball, football and volleyball - were included in the study. Overall,
there was no difference in the academic performance during the in-season and off-
season GWA’s. A separate analysis yielded similar results for gender, team and sport.
There was also no difference in academic load credits attempted during the in- and off-
season overall and in separate analysis for gender, sport and team. This did not take
into account load credits attempted during the summer term and it is likely that
student-athletes enrolled in reduced academic load during the regular semesters and
enrolled in the summer term to make up for academic credits. The academic
performance of student-athletes was not affected by regular transitions between the in-
and off-seasons.

Synthesis

In foreign and local literature say that, the effects of being varsity players
towards their academic performances among selected students of Asian Institute of
Technology, Sciences and the Arts Inc. In Cabuyao, Laguna. According to Bishop (2018),
High School have both positive and negative effects on the lives of the students who
participate in them. Playing a sport is something that requires many hours of practice
and dedication which can take away from other things such as a person’s studies.
Because of the time needed to focus on a sport some students start to fall behind in their
academics. The only way a student can focus on the both school and sports is if a healthy
balance is found between the two, the academic studies and sports. And in addition of
that Nucum (2018), Athletic scholarship is one of the most common types of support

10
that students get when they join a varsity team. This type of scholarship provides
students with either full or partial tuition coverage as well as other miscellaneous
expenses. In line with these benefits, student-athletes must meet certain requirements
to retain this scholarship like grade requirement, good moral character, and athletic
performance among others. There are numerous athletic scholarships offered in the
Philippines that you can try.

In foreign and Local Studies assessed that, Ignacio et al,. (2017), Issues and
deliberations concerning sports participation and academic achievement have been
heard for decades. Sports enthusiasts were claiming that participation in any sports
help the student-athletes to have “a sound mind and a sound body” individual. However,
some people in the academe believed that sports participation hindered students’
ability to excel in their academic courses because most of their times were allotted into
sports commitments such as training and competitions than studying alone. Some
critics further believed that there was no possibility that the student-athletes achieve
excellence in sports as well as in academics at the same time. And According to Foster
and Hulm (2017), this study examines the correlation between athletic identity and
academic major selection among intercollegiate student-athletes. A thorough review of
literature focusing on academic clustering, athletic identity, and academic development
leads to the development of two hypotheses – 1) student-athletes with stronger athletic
identity will have a declared major of decreased academic rigor; and 2) student-athletes
with stronger athletic identity will be more likely to be undecided on their major.

The review of related literature for this study focuses more on the effects of
being varsity players towards their academic performances among the selected
students of Asian Institute of Technology, Sciences and the Arts Inc.

11
 Chapter 3

METHODOLOGY AND PROCEDURE

This chapter presents the research Methodology, the Researchers design. The
Research Locale, Population sampling, Description of the Respondents, Instrumentation,
Validation of Instruments, Data gathering Information/Procedure and Treatment of
Quantitative data.

Research Design

The researchers used a quantitative research strategy for the derivation of

findings and analysis within this study which is the phenomenological analysis.
Phenomenological analysis is an approach to psychological quantitative research that
attempts or understand a person’s perception, perspective and understanding or a
particular situation or phenomena and the researchers will gather information from
research participants using techniques such as interviews, diaries, focus group or open
discussions to complete the data needed for their study. Although this research is highly
accurate, it does not gather the causes behind a situation.

Population and Sample Size

Table 1 presents the population and sample size and the venue of the study
which covered the selected students of Asian Institute of Technology Sciences and the
Arts Inc. in Cabuyao, Laguna A.Y 2019-2020.

STRANDS POPULATION SIZE

GA 86 30
ABM 199 30
HUMSS 199 30
HE 100 30
ICT 90 30
TOTAL 674 150

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 Table 1

The target population of the study was the varsity player of the selected students
Asian Institute of Technology Sciences and the Arts Inc. in Cabuyao, Laguna A.Y 2019-
2020.The respondents of this study are willingly to cooperate with the researchers. The
considered respondents are freely selected.

Sampling Techniques

The simple random sampling through descriptive technique was used in this
study to minimize the number of selected students of AITSA CABUYAO to a manageable
one. Therefore, a total of 150 respondents were selected: 30 from GA, 30 from ABM, 30
from ICT, 30 from HE, and 30 from Humss.

Description of the Respondents

There are 5 strands that composed of the selected respondents. The respondents
were the selected students of Asian Institute of Technology, Sciences and the Arts Inc.
They are the students who are willingly to cooperate with the researchers to answer the
given survey form. These 5 strands are ABM (Accountancy and Business Management),
GA (General Academic), ICT (Information and Communications Technology), HE (Home
Economics), and HUMSS (Humanities and Social Sciences). There are a set of a tourism
and hotel in HE followed by ICT that also have Software and Hardware. If the selected
students of this 5 strands were a varsity player, they are the best suitable to answer the
given survey form by the researcher.

Instrumentation

The Researchers made a questionnaire as an instruments for evaluation guide

questions. It is used to know the effect of being a varsity player toward their academic
performances based on their experience by answering the questions. This questions
allowed the participants to respond to their own perception and point of view.

Validation of the Instrument

The interviewed question have been validated by the two teachers which was
clearly discussed in this chapter which is the instrumentation. The questionnaires have

13
been approved and revised by the help of the two teacher one is adviser of Grade 12
“General Academic” (GA), and the other one is the Triple I teacher.

Data Gathering Procedure

All data pertinent to the topics of this study were gathered personally. The
researchers were commenced by the researcher in order to gather data first, the
researchers consulted their validator to formulate questions for the interview. Second,
the gathering and analysis of quantitative data through answering questionnaire which
was conducted by the researchers to the participants of the study to come up with
themes and later be interpreted. Lastly, the gathered data and pieces of information
were analyzed and interpreted in order to emerge theme which is needed to fulfill the
study.

Statistical Treatment of Data

For a clearer interpretation of the data gathered from the survey questionnaire,
the researchers used the following statistical procedure:

1. Simple Percentage, The statistic was used in describing the demographic

profile of the respondents in terms of age, gender, educational attainment
and length of service
The formula for computing this statistic is as follows:
P F/ N (100)
Where: P= computed percent
F= Frequency for each class or category
N= Total number of respondents
100= constant multiplier to change the decimal into percentage value
2. Weighted Mean. This procedure was used to measure the extent by which
the respondents assessed the given research variables, which include schools
and teachers readiness and problem encountered in the implementation of K
to 12.

14
 The formula for computing this statistic is as follows:

WM= ΣFW /N
Where:

WM= Computed Weighted Mean

Σ = Summation symbol
F = Frequency for each options
W = Assigned weight
N = Total number of frequencies

The following scale was used was used in interpreting the computed weighted mean.

Weight Scale/ Range Description Code

5 4.21- 5.0 Strongly Agree SA
4 3.41 – 4.20 Agree A
3 2.61 – 3.40 Neutral N
2 1.81 – 2.60 Disagree D
1 1.00 – 1.80 Strongly Disagree SD

The formula for computing the scale interval is as follows:

SI=UL- LL/N

Where: SI=Scale Interval; UL=Upper Limit; LL= Lower Limit (in reference to assigned
weights) and N= total number of assigned weights.

3. Pearson Product Moment Correlation Coefficient. This statistic was used

to validate the research instrument, the formula of which follows:

NΣXY −( ΣX ) ( ΣY )
ρ= √¿ ¿ ¿

15
 Chapter 4

Presentation analysis and Interpretation of Data

This chapter plays a very important role of achieving the purpose of this study
that involves aspect such as documentation, presentation analysis and interpretation of
data. This chapter shows the result and analysis of data gathering in line to the
statements of the problems that was presented in chapter 1.

The purpose of this chapter is to provide a summary and analysis of the gathered
data that were used to fulfill this research.

Table 2

Profile of the participants by Strand

Strand Respondents Percentage

ABM 30 20%
H.E 30 20%
ICT 30 20%
G.A 30 20%
HUMSS 30 20%
Total 150 100%

Table 2. Show the participants from the different strand in selected students in
AITSA Cabuyao. Each of the strands has 30 participants for a total of 150 respondents.

TABLE 2.1

Profile of participants by Gender

GENDER PARTICIPANTS PERCENTAGE

FEMALE 68 45%

16
 MALE 82 55%
TOTAL 150 100%

Table 1.2 show the gender of the 150 participants whether if they are female or male
and also the percentage.

Percentage of Gender

MALE FEMALE

45%
55%

Figure 2

Figure 2, shows the percentage of the gender of the varsity players. It tells that Male has
the most varsity that have 55% than female that have a 45%.

Table 2.2

Profile participants by Age.

AGE NUMBER OF PERCENT

RESPONDENTS

17 Years Old 15 10%

18 Years Old 45 31%
19 Years Old 65 45%
20 Years Old 25 14%
TOTAL: 150 100%

Table 2.2, Shows that the most age of the respondents are 19 years old and the least is
the 17 years old.

17
 Percentage of Age

14% 10%
17 Years old
18 Years old
19 Years old
31% 20 Years old

45%

Figure 3
Figure 3, shows the percentage of the age of the respondents that 19 years old
has the percentage of 45%, the most age of the players and the least age is the 17 years
old that have 10%.

18
 Table 3

The Effects of Being Varsity Players towards their Academic Performance among the
Selected Students of Asian Institute of Technology, Sciences and the Arts Inc. in Cabuyao
Laguna

No. of Total Mea Remar

QUESTION SA A N D SD res score n k

I. The time of practice of the

varsity players and their
academic performances.
TIME MANAGEMENT
1. I didn’t attend to class, just to 48 20 24 29 29 150 479 3.1 N
practice.
2. I find that being a varsity player, 23 45 40 24 18 150 481 3.2 N
lessen my time.
CLASS
3. I prioritize the time in varsity 36 27 35 31 21 150 476 3.1 N
practice.
4. I neglect my education over my 27 32 35 27 29 150 451 3.0 N
varsity practice.
PRACTICE
5. I commit more time in training 40 26 23 29 32 150 463 3.0 N
than academic activities.
II. The problems that the
varsity players encountered
RESPONSIBILITIES
1. The varsity’s practice effect 51 47 28 16 8 150 567 3.7 N
their academic performances.
2. I been left behind on what my 26 34 54 22 14 150 486 3.2 N
teacher teach to my classmates.
3. I don’t know what to choose 23 42 40 32 13 150 480 3.2 N
between practice and class.
4. I delay my academics just to 27 31 42 24 26 150 459 3.1 N
attend the practice.

19
5. I feel stress between academics 43 37 36 25 9 150 530 3.5 N
and varsity practice.
III. The varsity’s practice effect
their academic
performances.
Tiredness
1. I exert more time to class than 51 34 28 23 14 150 535 3.5 N
to be in the practice.
2. I get low grade 18 41 36 39 16 150 456 3.0 N
3. I didn’t pass on time my 22 31 43 41 13 150 458 3.0 N
projects.
4. I experienced being absent on 18 40 39 41 12 150 461 3.0 N
the time of the class.
5. I can’t study before my exams 29 24 43 35 19 150 459 3.0 N
because of tired on the practice.

IV. The benefits of being varsity

players of the selected
private school.
1. I feel physically fit whenever I 53 38 33 20 6 150 562 3.7 N
go to the practice of the
varsities.
2. Being a varsity player helps me 32 45 46 19 8 150 524 3.4 N
to improve my academics.
3. The school give me a 35 37 40 24 14 150 505 3.3 N
scholarship because I’m a
varsity player.
4. The administration give me 29 39 44 27 11 150 498 3.3 N
special treatment.
5. My professors credited my hard 34 40 31 34 11 150 502 3.3 N
work as a varsity player

20
 Statement of the Problem #1

Statement no. 1

19% SA
32% A
N
D
19%
SD
13%
16%

Figure 4

Figure 4 shows the statement “I didn’t attend to class, just to practice”. 32 %

answered strongly agree, 14 % answered agree, 16 % answered neutral, and the last is has the
same percent 19 % in Disagree and strongly disagree.

Statement no. 2

SA
12% 15% A
16% N
D
30% SD

27%

Figure 5

Figure 5 shows that statement “I find that being a varsity player, lessen my time”,
Answered 30 % in Agree, 15 % answered strongly agree, 27 % answered neutral, 16 %
answered disagree, and the last 12 % answered strongly disagree.

21
 Statement no. 3

14% SA
24%
A
N
21% D
18% SD

23%

Figure 6

Figure 6 shows that statement “I prioritize the time in varsity practice”, answered
24% strongly agree, 23% answered neutral, 21% answered disagree, 18% answered
agree, then the least percent and remaining percent is 14% answered strongly disagree.

Statement no. 4

19% 18% SA
A
N
D
18% 21% SD

23%

Figure 7
Figure 7 shows the statement of “I neglect my education over my varsity
practice“, answered 23% in neutral, 22% answered agree, 18% answered disagree
about it and 19% in strongly disagree and the last is 18% answered strongly agree.

22
 Statement no. 5

21% SA
27% A
N
D
19% SD
17%
15%

Figure 8
Figure 8 shows the statement “I commit more time in training than academic
activities”, answered 27% which is the highest percentage of this question no. 5 and
which means strongly agree then, 21% in strongly disagree, 19% in disagree, 17% in
agree and the last whose have the least percentage is neutral that have 16%.

Statement of the Problem # 2

Statement no. 6

5% SA
11%
34% A
N
19% D
SD

31%

Figure 9
Figure 9 shows that “ The varsity’s practice effect their academic performances”,
strongly agree has the highest percentage for this question that have 34%, 31% in

23
agree, 19% in neutral, 11% in disagree, and the least percentage is the 5%of strongly
disagree.

Statement no. 7

9% 17% SA
15% A
N
D
23%
SD

36%

Figure 10
Figure 10 shows the statement of “I been left behind on what my teacher teach
to my classmates.”, commonly answered as neutral that have 36%, 23% answered
agree, 17% answered strongly agree, 15% answered disagree, and the last is 9%
answered strongly disagree.

Statement no. 8

9% 15% SA
A
21% N
D
28% SD

27%

Figure 11
Figure 11 shows the statement of “I don’t know what to choose between practice
and class”, 28% answered agree on the statement no. 8, 27% answered neutral, 21%

24
answered disagree, 15% answered strongly agree, and the least percentage is 9% as
strongly disagree.

Statement no. 9

17% 18% SA
A
N
16% D
21%
SD

28%

Figure 12
Figure 12 shows the statement “I delay my academics just to attend the practice
“, answered 28% in neutral, 16% in disagree, 21% in agree, 18% in strongly agree, and
the last 17% answered strongly disagree.

Statement no. 10

6% SA
17% 29% A
N
D
SD
24%
25%

Figure 13
Figure 13 shows the statement “I feel stress between academics and varsity
practice”, the respondents answered a lot in strongly agree that have 28%, 25%

25
answered agree in this statement, 24% answered in neutral, 17% answered disagree,
and the last is 6% answered strongly disagree.

Statement of the Problem # 3

Statement no. 11

9% SA
15% 34% A
N
D
SD
19%
23%

Figure 14
Figure 14 shows the statement “I exert more time to class than to be in the
practice”, answered 34% in strongly agree, 23% answered agree, 19% answered
neutral, 15% answered disagree, 9% answered strongly agree.

Statement no. 12

11% 12% SA
A
N
26% 27% D
SD

24%

Figure 15

26
 Figure 15 shows the statement “I get low grade”, the respondents answered 27%
in agree that they experienced getting a low grade. 26% answered disagree, 24%
neutral, and 12% in strongly agree, and the last and least percentage is strongly
disagree that have 11%.

Statement no. 13

9% 15% SA
A
27% N
21% D
SD

29%

Figure 16
Figure 16 shows the statement “I didn’t pass on time my projects”, answered
29% in neutral, 27% answered disagree, 21% answered agree, 14% answered strongly
agree, and the last is 9% answered strongly disagree.

Statement no. 14

5% 12%
SA
A
28% N
27% D
SD

27%

Figure 17
Figure 17 shows the statement “I experienced being absent on the time of the
class”, the respondents answered agree and neutral that has the same 27%, 28%

27
answered disagree, 12% answered strongly agree, and the last is 6% answered strongly
agree.

Statement no. 15

6% SA
21%
A
25%
N
D
17% SD

31%

Figure 18
Figure 18, shows the statement “I can’t study before my exams because of tired on the
practice”, the respondents answered commonly in neutral that has 31%, 25% answered
disagree, 21% answered strongly agree, 17% answered agree and the last is 6%
answered in strongly disagree.

Statement no. 16 Statement of the

Problem # 4

4%
13% SA
33% A
N
21% D
SD

30%

Figure 19
Figure 19 shows the statement “I feel physically fit whenever I go to the practice
of the varsities”, has a lot answered in strongly agree that have 33%, 29% answered in
agree, 21% answered neutral, 13% answered disagree, and the least percentage of this
statement is strongly disagree that have 4%.

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 Statement no. 17

5%
13% 21% SA
A
N
D
SD
31%
30%

Figure 20
Figure 20 shows the statement “Being a varsity player helps me to improve my
academic”, the respondents commonly answered neutral that has now 31%, 30% in
agree, 21% in strongly agree, 13% for disagree, and the last is 5% answered strongly
disagree.

Statement no. 18

9% SA
23%
16% A
N
D
SD
25%
27%

Figure 21
Figure 21 shows the statement “The school give me a scholarship because I’m a
varsity player”, answered 27% in neutral, 25% in agree, 23% in strongly agree, 16% in
disagree, and 9% in strongly disagree.

Statement no. 19

7% SA
19%
18% A
N
D
26% SD
29%

29
 Figure 22
Figure 22 shows the statement of “The administration give me special
treatment”, commonly answered neutral that has a percentage of 29%, agree that has
26%, 19% in strongly agree, 18% from disagree, and the last is 8%.

Statement no. 20

5%
23% SA
23% A
N
D
SD
21% 27%

Figure 23

Figure 23 show the statement “My professors credited my hard work as a varsity
player”, the respondents answered agree that have 27% that their professor credited
their hard work as the varsity player. 21% answered neutral, strongly agree and
disagree have both 23%, and the least percentage has only 6% in strongly disagree.

30
 98.66%
94.60%
85.30%
74.90%

43.06%

STRONG L Y AG REE AGR EE NEUTRAL D ISAG REE STRONGL Y

D I SAG REE

Percentage Tally

Figure 24

Figure 24 shows the survey result of this study. Neutral got a high percentage
score that has 99% survey result while Strongly Disagree got the lowest percentage
score which has 43.2% answered. Strongly agree got 85.30% survey result, Agree got
94.60% and Disagree got 74.90% survey result.

31
 OVERALL INTERPRETATION
40
35
30
25
20
15
10
5
0

SA A N D SD

Figure 25

In general, the overall interpretation for the figure 25or the effects of being a
varsity player towards their academic performances among the selected students of
AITSA Cabuyao, shows the questions that have a higher result, this questions are
question number 1, 6, 7, 11, and lastly 16. Question no. 1, states that one of the problem
of being a varsity player that they didn’t attend to class just to practice. Question no. 6,
states that they have injuries when they are in the practice and they been left behind on
what their teacher teaches to their fellow classmates. Question 11, states that being a
varsity player give them a benefits, a benefit to be physical fit and strong. And lastly is
Question 16, some students exert more time and prioritize their education than their
varsity practice.

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 Chapter 5

Summary, Consolidated Findings, Conclusions, and Recommendation

This chapter discusses the summary of each finding with regards to regulating
the effect of being a varsity players towards their academic performances among the
selected students of Asian Institute of Technology, Sciences and the Arts Inc. The
reflection and recommendation of the researchers will be also shown to this chapter.

Summary

This study aim is to determine the effect of being a varsity players towards their
academic performances. This study is shown to know the effects of being a varsity
player towards their academics, and what will be the result.

Grade 11 and 12 students are the one who chosen by researcher to be the
respondents of this study. The 150 chosen respondents were answering the survey
given by the researchers. The researchers select 30 participants in each strand. They
choose to survey the student in AITSA, so that they can figure out the effect of being a
varsity players towards their academic performances.

Findings

1. Based on the gathered data, most of the respondents was commonly answered in
this statement that being a varsity player, lessen their time.
2. Based on the gathered data, most of the varsity player feel stress between
academic and varsity practice.
3. Based on the gathered data, most of the respondents feel physically fit whenever
they go to the practice of the varsities.
4. Based on the gathered data, most of the respondents experienced of being absent
on the time of their class.

Recommendation

1. The researchers recommend to the varsity player to handle the time between
academics and practice.
2. The researchers recommend to the school admin, teacher, pupils and parents
who are involve on this study to be more aware on how to handle the effects of
the person who

33
 3. The researchers strongly recommend to all people that attending seminars
regarding on how handle the time management. It will teach you how to be a
good individual to earn more knowledge and it will help you to manipulate all
the problems or challenges you’ll face.
4. Based on the findings of the study, the researchers proposed this
recommendation.

Conclusions

Therefore the researchers conclude that being a varsity player was truly
affecting the academics of each person who committed on their chosen sports. It tells,
how they surpass the time being of academics and sports, and it tells how being a
varsity player has been an advantage also of the student. How they put extra time just to
catch up the lessons that they missed, how they balance the priorities between
academics and being a varsity in both sides. This study, was a big example of a student
whose have a crisis of choosing what will him/her to choose first.

APPENDECIES

34
Bibliography

A. Books/ Electronic References

Sayvon J.L. foster and Matt R. Huml ( 2017), The Relationship between Athletic
Identity and Academic Major Chosen by Student-Athletes. Retrieved from
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Yelk, Tyler (2013), Non-Cognitive Factors Affecting Student Athlete Academic

Performance. Retrieved from

https://conservancy.umn.edu/handle/11299/187541

Ryan Yeung (2015), Athletics, Athletic Leadership, and Academic Achievement.

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https://journals.sagepub.com/doi/abs/10.1177/0013124513495277

Fernando Munoz-Bullon, Maria j. Sanchez-Bueno, Antonio Vos-Saz (2017), The

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https://www.sciencedirect.com/science/article/abs/pii/S144135231630064X

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