1

THE EFFECT OF PARTICIPATION IN ATHLETE COMPETITION

ON THE STUDY HABIT AMONG SELECTED SENIOR HIGH

SCHOOL STUDENT OF CENTRAL NATIONAL HIGH SCHOOL

Marie Paula v. Alvarez

Ronnie T. Laurente

April jane B. Evanglio

Ma. Cecilia A. Maravilla

Christine Joy R. Rollo

Jaymark R. Bargola

APPROVAL SHEET
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This thesis entitled, THE EFFECT OF PARTICIPATION IN ATHLETE COMPETITION
ON THE STUDY HABIT AMONG SELECTED SENIOR HIGH SCHOOL
STUDENTS, prepared and submitted by Marie Paula V. Alvarez, Ronnie T. Laurente,
April jane B. Evanglio, Ma. Cecilia A. Maravilla, Christine Joy R. Rollo and Jaymark R.
Bargola in Partial fulfilment of the requirements for Inquiry, Investigation, and
Immersion, has been examined and is recommended for the acceptance and approval for
oral defense.

____________________

ADVISER
Approved by the committee on oral defense.

_____________________

______________________

_____________________ _____________________

Accepted in partial fulfillment of the requirements for the

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I

DEDICATION

We sincerely dedicated this piece of work to our beloved parents, who served as our

inspiration and for their financial support to make it possible

We also dedicate this work to our dear teachers, brothers and sisters, and to our friends

who also gave their, moral and financial to this undertaking.

This is affectionately dedicated to our hardworking and loving patents

Mr. & Mrs. Avelino Jr. and Marites Alvarez

Mr. & Mrs. Ronaldo and Amelia Laurente

Mr. & Mrs. Myrna Evanglelio

Mr. & Mrs. Lucas and Ailyn Maravilla

Mr &. Mrs. Felimon and Ma. Victoria Rollo

Mr. & Mrs. Mario Bargola

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II

ACKNOWLEDGMENT

The authors wish to express their sincerest gratitude to be following person, who in one

way or another, have helped in the success of this study:

Above all Almighty God for the blessing, guidance, strengths, and wisdom for the

development and competition of this research.

Marlon L. Martinez Principal II of Central National high school, for the kind support and

encouragement accorded this researcher

To our Parents, who served as our inspiration and for their financial support to make this

research possible.

Mrs. Elne G. Mangampo, our research adviser, for her willingness to provide feedback

and suggestion on the content of the research

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TABLE OF CONTENTS

Dedication....................................................................................................................2

Acknowledgement......................................................................................................3

CHAPTER ONE: INTRODUCTION

Background to the Study…………………………………………………………….

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

Objectives of the Study ……………………………………………………………....

Hypotheses …………………………………………………………..…………….…

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

CHAPTER TWO: LITERATURE REVIEW

52.1 Introduction……………………………………………………………….……5

Student and athlete competition……………………………………………………..

Study habit……………………………………………………………………………

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design………………………………………………………………………….

Time and place……………………………………………………………………………

Respondent………………………………………………………………………………..

Data gathering procedure…………………………………………………………….…

Research instrument used………………………………………………………………..

Statistical used……………………………………………………………………………

CHAPTER FOUR: DATA ANALYSIS, PRESENTATION, INTERPRETATION

AND DISCUSSION

5Introduction………………………………………………………………………….5
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CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS6

Introduction……………………………………………………………………………6

Discussion………………………………………………………………………………

Conclusion………………………………………………………………………….…..

Recommendations of the Study………………………………………………............6

References…………………………………………………………………………...…6

APPENDICES6

Appendix : ……………………………………………………………………………. 6

Appendix :……………………………………………………………………………..6

Appendix C: …………………………………………………………………………..6

Appendix D: …………………………………………………………………….……..6

LIST OF TABLE

Table 1 Frequency and percentage Distribution According to age…………………

Table 2 Frequency and percentage distribution according to gender……………….

Table 3 Frequency and percentage distribution according to their sorts participate into

resent the school in internal or external competitions……………………………………..

Table 4 Frequency and percentage according to the number of hours per day allocated to

school work………………………………………………………………………

Table 5 Frequency and percentage according to the number of hours per day allocated in

sport……………………………………………………………………………………..
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Table 6 Is there any significant relation in the participation of athlete participation in

terms of study habit…………………………………………………………………….

Table 7 Is there any significant relation in the participation of athlete participation in

terms of motivation……………………………………………………………
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LIST OF FIGURES8

Table 1
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ABSTARCT

The purpose of the study was to determine the relationship between participation in

athlete competition on the study habit among selected senior high school. The study

intended to establish the effect of participation of athlete competition on the study habit

the study employed descriptive survey design. It targeted all the 21 student athlete in

Senior high school in Central National High School. The study employed judgmental

sampling the study use a questionnaire to collect data. Correlation coefficient was use

data analysis, the finding of the study revealed that there is significant relationship

between study habit and participation of athlete in competition. It was recommended that

teacher and school guidance counselor or even their coaches should collaboratively guide

the student on how to develop good study habit, thereby enhancing academic

achievement and also their athletic achievement.

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CHAPTER I

INTRODUCTION

A student athlete is a participant in an organized competitive sport sponsored by the

educational institution in which he or she is enrolled. Student athletes must typically

balance the roles of being a full-time student and a full-time athlete

Today’s the instance are already adopted. being athletics student in school are so

admirable attributes, showing a uniqueness skills are great, fighting for the name of

school or wherever competition is honor to serve, To Receiving an award from the

assayed is one of the salutation to achieve the success.

Being athletes are not easy but being student while being athlete are so difficult if it’s

giving a try. Being athlete is not all about in popularity, but sometimes being athlete is all

about in Scholarship, and especially being athlete is all about in dreams, in a part of

studying and training in being athlete are has the same goal That is to achieve the success.

Student are facing a lot of paper works compare to the athlete student who practicing

under the sun that the investment is perspiration and weary even it has a contrast between

the two. It is having also an equivalent purpose. Become athlete it same like a hometown

hero of the school when it comes you achieve the expectation of them to you.
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As time passes, athlete is more attractive to join in any competition and

performing their talent to achieve his/her desired goal through his/her ability. Being

athlete they can improve their teamwork, perseverance, commitment and also time

management on it aptitude you will be astound. According to Naorbe (2017) in CNN

Philippines in the previous month April 23 to 29 2017 they celebrating the larong

pambansa that has an around 10,000 student athlete and sports officials will attend the

palarong pambansa that performed on the province of antique, athlete from 18 regions

will prove their mettle in 22 sporting events including ball games, board games,

taekwondo, swimming, arnis, archery and badminton from april 23 to 29. This year’s

palaro also feature demo sports Pencak silat and dance sport, and a demo event of aero

gymnastics. With the theme “Converges youth power, builds sustainable future” the

Palarong Pambansa will showcase Philippine sports “Cream of the Crop” it will also

introduce the administration sport development program to counter drugs and crimes.

Base on the state of the governor of the Antique Rhodora Cadiao “we are underlining the

youth empowerment in this edition of palarong pambansa, highlighting self-discipline,

teamwork and excellence for the development of a healthy and alert citizenry,”

When we called student athlete the thing that enter to our mind is excellent,

efficiently, fame and might have a good opportunity in the future and they can pay school

tuition in the way of receiving scholarship called athletics scholarship being involve in

athlete is the best part of many student high school career aside of receiving a scholarship

they also receive other incentive.

Every year they celebrate the SIGLA PALIGSAHAN in central national high

school the year junior and senior high school has a lot of interest in sports. Student giving
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a chance to participate in any games and this program interscholastic has participation

and it’s contributing to the academic performance even the program giving the student a

chance to play. A lot of student would like to join but only few are needed to join and

those are the student that has an abilities and can win. But what if your choices become

hindrance to have you a good study habit. What may its effect on their study habit and

those us will be going to get a research?

STATEMENT OF THE PROBLEM

The study was conducted to determine the effect of participation in athletics on the

academic performance among selected junior high school and senior high school student

of central national high school

1. What is the profile of the respondent considering to the following question?

1.1 Age of the student

1.2 Sport type of student

1.3 Number of hours per day allocated to sport /studying

2. Is there any significant relationship in athletic participation of student in

terms of?

2.1 study habit

2.2motivation to participate in school activities

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OBJECTIVE OF THE STUDY

General objective

This study has the general objectives to find out what are the effects of participation in

athletics on academic performance among selected junior high school and senior high

school student athlete in central national high school

Specific objective

To identify the effect of participation in athletic competition to the study habit

To determine if the student who participate in athletic have a good study habit

To determine if there are relation between joining in athlete competition in the study habit

of student

SIGNIFICANCE OF THE STUDY

This study is all about the effect of participation in athletics on academic performance

among selected junior high school and senior high school student athlete for this year

2017-2018 in Central National High School

This will benefit the teachers, students, parents, because in each benefited has a different

role in the field of education.

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Teacher: The result of the study could help other teachers to change their way of

teaching and use appropriate teaching strategy suited to their student’s athletes.

Student: The result of the study could help students to improve their academic

performance and help them to manage their time being students and being athlete to gain

high grades.

Parents: The result of the study could help parents to encourage their child to pursue

their studying and to be good influence to others.

SCOPE AND LIMITATION OF THE STUDY

This research will be undertaken conducted in this school year 2017-2018 to the

Central National High School.

This study is limited only on the 21 athlete students from the selected personnel/subject

of the research each student athlete will be answer. The given questionnaire the capacity

of this study is based on the answer of the respondent the respondent is comprised of

athlete student only in any different sports.

Hypothesis
Ho: There is no significant relationship between study habit and participation in

athlete competition

Ha: There is significant relationship between study habit and participation in

athlete competition
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Ho: There is no significant relationship between participation in athlete

competition and motivation in participation in school activities

Ha: There is significant relationship between participation in athlete competition

and motivation in participation in school activities

DEFINITION OF TERMS

Study habit – are the behavior use when preparing for test or learning academic material.

Athlete- a person who is proficient in sport and other forms of physical exercise

Athletics- is a collection of sporting events that involved competitive running, jumping,

throwing, etc.
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CHAPTER II

Introduction

This chapter presents a review of literature related to the study on effects

of participation in athlete competition on the study habit. It covers

literature on sports participation and study habit.

Students and Athletic Competition

From physical education, it is but a short leap to participation in athletic

competition (Dawkins, 2005; Ferris & Finster, 2003; Jacobs & Lanza, et

al., 2002; Parish & Williams, 2007; Quaiser-Pohl & Lehrmann, 2002;

Wann & Polk, 2007; Wild & Flischer, et al., 2007). As noted above,

physical activity and positive attitudes about participating in physical

education classes in schools have been associated with positive

development of such non-cognitive constructs as SOC. By contrast,

physical inactivity in adolescence “Has been shown to be associated with

a less healthy lifestyle, worse educational progression, and poor self-

perceived health” (Sollerhed & Ejlertsson, et al. 2003, p.341). When it

comes to sports, many more studies have found evidence of its 16positive

impact on non-cognitive factors in adolescents. In the Role of Sports in

Youth Development study by the Carnegie Corporation in 1996, it was

found that sport “produces multiple benefits” for young people, including

“confidence in one’s physical abilities, an appreciation of personal health

and fitness, and strong social bonds with individuals and institutions”
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(NHSAW, 2001, p. 3). In a study in a Minnesota high school 91% of all

students said that “students who participate in school activities (including

sports) tend to be school leaders and role models” (NHSAW, p. 3). After

school programs including sports have long been known to counteract the

tendency for adolescents to engage in high-risk behaviors such as alcohol

and drug use, and even criminal behavior (NHSAW, 2001). Students who

engage in no extracurricular activities such as sports are “57% more likely

to have dropped out of school by the time they would have been seniors”

(NHSAW, p. 3), and are “27% more likely to have been arrested than those

who spend one to four hours per week in extracurricular activities”

(NHSAW, p. 3). Almost all high school principals (over 95%) believe that

extracurricular activities teach valuable lessons to students and promote

citizenship behavior (NHSAW, 2001). When the American College Testing

Service examined yardsticks that could be used to predict student success

in life, defined as being satisfied with oneself, it found that participation in

school activities such as sports rather than high grades was the best

indicator (NHSAW). In a study conducted by the Alberta Schools Athletic

Association it was found that student-athletes are “less likely to smoke”

and “are less likely to report drinking more than once a week in

comparison to non-athletic students” (NHSAW, p. 9). The results of the

study were interpreted to mean that “students who participate in school

based sport programs are good school citizens and may be even better

school citizens17than their non-sport peers” (NHSAW, p. 9). Another

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study found that sports at the high school levels “introduce young people

to skills such as teamwork, self-discipline, sportsmanship, leadership and

socialization” (NHSAW, p. 10). Still another study found that, in addition

to having better GPAs than non-athletes, student-athletes also had fewer

discipline referrals and a much lower dropout rate than non-athletic

students (NHSAW). Theoretically, these studies perceive sports

participation to be a “protectivefactor” against social ills. Dawkins (2006)

examined the association between participation in school-based sports and

substance abuse. The author found that for both Black and White students,

participation in athletics was positively associated with “reduction in

cigarette and marijuana use,” while sports served as a protective factor

against alcohol abuse only for Black girls (Dawkins, 2006, p. 1). This

finding supports the literature, based on Trulson’s classic study of 1986,

which found that boys exposed to highly-regimented sports-based

treatment programs, as opposed to merely basketball orfootball

participation, were correlated to reductions in risky behavior (Dawkins,

2006). Trulson’s study did not present sports as a “cure” for deviant

behavior, but found that sports combined with “explicit teaching of anti

deviance” (Dawkins, p. 2) could reduce deviance. Dawkins’ study

confirmed that, as sports fill up a students’ time and motivate them toward

healthy goals, use of tobacco and marijuana decline among student-

athletes. Thus, sports are a “potentially important protective activity” for

young adults (Dawkins, p. 7). All of these studies indicated that student-
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athletes, through participation in sports, become better citizens of schools,

behave better, and are more likely to stay in school. Athletes also engage

in less high-risk adolescent behavior than non-athletes. However, most of

these studies, from a behavioral point of view, concentrated on symptoms

not causal constructs. In order to be convincing, studies must look at how

participation in sports contributes to positive belief systems in young

people, and how sports improve young adults’ achievement motivation

and self-esteem (Jacobs & Lanza, et al., 2002). Research has been

conducted in all of these areas. In the area of achievement motivation, it

has been found that beliefs of self-competence are critical “mediators of

actual achievement in various domains” (Jacobs & Lanza, et al., p. 309).

According to attribution and self-efficacy theory, “children perform better

and are more motivated to select increasingly challenging tasks when they

believe that they have the ability to accomplish a particular task” (Jacobs

& Lanza, et al., p. 309). Motivation has been shown to be a critical factor

in a young person “maintaining involvement in extracurricular activities,

such as sports” (Jacobs & Lanza, et al., p. 309). According to the

expectancy-value theory developed by Eccles, a young person’s

“competence beliefs, expectations for success and task values to

achievement and choice in different domains” all contribute to whether or

not the student achieves (Jacobs &Lanza, et al., 2002, p. 309). An

important theoretical finding in the context of these studies is that

children’s competence beliefs decline when they enter middle and then
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high school, and that most students experience some level of a decline in

“perceptions of academic self-competence” as they enter junior high

school (Jacobs & Lantz, et al., p. 510). Moreover, different competence

beliefs are found in different subject areas, with adolescents maintaining

positive beliefs about their abilities in English, but losing a sense of

competence in math. In the area of sports, the role of competence beliefs

has been studied less. In studies conducted thus far, “conflicting results

have been reported” 2020(Jacobs & Lanza, et al., p. 510). Some studies

show that adolescents, in general, begin to have lower competence beliefs

with regard to physical abilities, even though other studies find that

positive competence beliefs are maintained by carefully choosing sports

areas where they perceive themselves as competent. The fact that sports

offer many more options for a young person to find a good fit than

academics suggests a source of continued, positive self-perceptions in

sports (Jacob & Lanza, et al., 2002). Boys also showed much more

positive expectations of success in sports than girls. Indeed, in most

studies, “gender differences in participation in sports and other

discretionary leisure activities continue to be reported” (Jacobs & Lanza,

et al., p. 511). Competence beliefs in sports remain consistently gender-

differentiated through high school. While this finding suggests a selection

process in sports that is negative with regard to the physical health of all,

others also find a secondary negative outcome of sports participation. As

children get older and enter into high school, they become much more
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aware of where they fall in the “pecking order” of the school, both

academically and in sports. This is because “children most into situations

in which there are larger pools of potential competitors and the number of

‘slots’ on sports teams or in advanced placement classes is limited”

(Jacobs & Lanza, et al., 2002, p. 522). This is especially true in sports as

“sport activities become more selective and comparative, and fewer

children are selected to be on competitive teams” (Jacobs & Lanza, et al.,

p. 522). Thus, as Jacobs & Lanza, et al. described, “the child who was the

best basketball player in his or her elementary school may feel less skilled

after playing with others on the basketball team in middle school, and,

after sitting on the bench some of the time in middle school, may decide

not to try out in high school” (p. 522). Thus, while some studies continue

to 21argue that participation in sports contributes to self-competence

beliefs and improves one’s motivation, there is also evidence that sports in

schools are enmeshed in structural and organizational realities that may

contribute to declining self-competence and motivational beliefs as a

young adult enters high school. The mixed results in motivation studies

have led some researchers to examine the question of why so many

student-athletes leave sports in high school, and, conversely, what

motivates them to stay committed to sports (Parish & Williams, 2007).

William Glasser developed the “needs wheel” to determine what motivates

high school athletes. According to the wheel, high school student-athletes

are motivated to achieve in sports either because they need “power, worth
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an recognition,” want to have fun, or sports gives them a sense of freedom

from other constraints in their lives (Parish & Williams, p. 37). Also,

sports continue to motivate some students because being on a team

provides them with a sense of belonging, while others simply use sports to

provide perks or peak experiences that counteract a fear of not being able

to survive in life outside of sports (Parish & Williams, 2007). This and

other studies continue the stream of research which shows sports as a

buffer zone against other ills in adolescent life. Looking more carefully

into non-cognitive qualities, one of the major areas where differences

between males and females have been found is in spatial abilities

(QuaiserPohl & Lehrmann, 2002). Spatial abilities have often been taken

as a basic reason why boys choose such areas of study as mathematics,

and girls move into English and humanities. In their study, Quaiser-Pohl &

Lehrmann (2002) found “self-ratings of spatial abilities in everyday

life….revealed significant gender differences favoring males” (p. 256). As

a result, “males and females differed i their experiences with technical and

22arts-and-needlework activities” (Quaiser-Pohl & Lehrmann, p. 256). By

and large, sports have often been found to be another area where male

spatial ability self-beliefs improve outcomes. Nonetheless, Quaiser-Pohl &

Lehrmann (2002), in analyzing the results of their study, found that they

were “consistent with gender schema theories and social cognitive theories

of gender development” (p. 257). As a result, they concluded that the

results achieved “can be interpreted as reflecting the influence of socio-

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culturally shaped gender role stereotypes regarding mathematics, technical

skills and tasks measuring spatial abilities as male domains” and that

whether or not a person believes a task conforms to their sense of gender

impacts how the person performs on the task. Thus, attitudes negatively

affect performance more than innate spatial or physical abilities. A major

area of research involves the effort to prove that participation in sports

improves the self-esteem of young adults. For generation, findings have

indicated that when an adolescent fails to conform to group norms, he or

she may develop self-rejecting ideas that lead to a loss of motivation and

self-esteem. This “increases the likelihood that they will turn instead to

delinquent peers and adopt risk behaviors that are valued and considered

to be appropriate within these deviant groups” (Wild & Flischer, et al.,

2004,

p. 1454). Over time, more careful examination of this linkage of low self-

esteem and risk behavior has developed demographic differentials. Thus,

girls with low self-esteem are more likely to smoke, drink and have eating

disorder problems, while low self-esteem in African-American girls is

correlated with teenage pregnancy (Wild & Flischer, et al., 2007). Sports

factors enter into this discussion insofar as low self-esteem, in general, is

correlated with low self-esteem when participating in athletics. Indeed, in

their study, Wild & Flischer, et al., (2007) found that when boys had low

self-esteem with regard to 23their sports abilities, they were much more

likely to be at risk of being bullied in school—suggesting a spiral of

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negative consequences for self-esteem, with sports quarely in the middle.

The extent to which global low self-esteem has been associated with risky

sexual behavior and even suicide, high self-esteem as an athlete, and

participation in sports, the extent to which these factors counteract global

low self-esteem, can be said to indirectly contribute to the non-cognitive

construct of self-esteem. Approaching this issue from another perspective,

Gaston-Gayle’s (2005) examined the predictability of non-cognitive

variables for student-athletes with regard to grades. Studies have shown

that for student-athletes, several non-cognitive variables, including

“individual and community support, and a positive self-concept” better

predicted academic performance than SAT scores did (p. 1). Among

African-American students, only “goal setting, understanding racism and

community service (were) significant predictors of academic

performance” (Gaston-Gayles, p. 1). Other studies have found that, apart

from SAT scores, “motivation, time-management skills, creativity, and

other late-developing qualities,” as well as other non-cognitive variables,

predict academic performance. Among others looking at what are also

termed nontraditional measures of academic success among student-

athletes, Tracey and Sedlacek introduced the Non cognitive Questionnaire,

measuring seven variables. In another study, Ferris & Finster, et al. (2003)

used an expectancy value theoretical framework to measure the degree to

which motivation was maintained in student athletes, finding that athletic

motivation carried over into academic motivation. The study also found
 25
that female athletes “have less difficult balancing academic and athletic

tasks” because “female athletes are more willing and able than other

groups of 25athletes to transfer the skills that they use to be successful in

the athletic domain, such as effort and time on task, to the academic

domain” (Ferris & Finster, et al., p. 11). Ferris & Finster, et al. also

conjectured that the greater likelihood of women transferring athletic skills

to the academic arena may be linked to the fact that “there are fewer

opportunities for females to play at the professional level” (p. 11). This

conjecture was based on another finding that male athletes were more

motivated in sports because of the possibility of professional level

participation (though abovementioned studies characterize this as a

fantasy). In any case, these findings present the possibility that a bridge

based on motivation levels can be created between sports and academics

and the researchers recommend that academic support programs for

athletes focus in especially on “helping student athletes, particularly those

deemed academically at risk, recognize and use transferable skills from

the athletic domain to the academic domain” (Ferris & Finster, et al., p.

16). Finally, a number of studies approached the issue of the non-cognitive

benefits of participating in sports based on the fact that athletes often

compete on teams and develop stronger group cohesion as a result (Wann

& Polk, 2007). This literature derived from psychology, where the benefit

of “membership in various groups including religious organizations” was

believed to be one of the “core variables that best predict happiness and
 26
satisfaction with life” (Wann & Polk, p. 251). In the field of sports

psychology, researchers have outlined in numerous studies over the past

20 years that a fan that identifies with a team accrues a number of

psychological benefits from such an association (Wann & Polk). These

persons experience “lower levels of loneliness and alienation, and higher

levels of collective self-esteem, personal self-esteem, frequency of

26experiencing positive emotions, extroversion, conscientiousness and

social life satisfaction” (Wann & Polk, p. 251). Such Team Identification,

as it is called, can lead to temporary and enduring benefits, with the latter

leading to trait levels of social well-being (Turman, 2003). This stream of

research envisions sporting culture as a place where all involved gain a

number of psychological benefits, primarily contributing to social well-

being. In other studies of the impact of team cohesion on the

psychological outcomes of participants, the type of sport and the character

of the coach or leader are also variables. Teams can be coactive, requiring

little interaction between team members, or interactive, requiring a lot of

interaction. The degree of team cohesion required of a sport appears to

impact the psychological benefits of sport participation (Murray, 1999).

Turman (2005) described the psychological benefits of sport in the context

of an evolution of game culture, defined as when the sport was organized

by participants, to sport culture, where “participants’ activities are

structured by organizations made up of coaches, parents and

administrators” (Turman, p. 116). The primary concern of his study was

 27
that more and more young people are dropping out of sports as they move

from game to sport culture. This suggested that the administrative

structure surrounding sports has made it too competitive, and there was

too much emphasis on winning (Turman, 2003). Coaches, moreover, were

blamed for using messages that evoke regret among athletes, making them

feel bad about not winning (Turman, 2005). As such, the study identified a

message strategy used by coaches which, while motivating in the short

term, ultimately tended to undermine student participation in sports

(Turman, 2005). Overall, coaches used either prosaically feedback, or

provided less supportive feedback. In a study of a team 27whose success

caused it to play more, the frequency of competition caused the coach’s

prosaically messages to shift to antisocial messages. Moreover, less

experienced coaches tended to rely on antisocial messages. Often coaches

ridiculed or embarrassed players, thus reducing team cohesion. Other

coaches’ showed favoritism to some players over others, also reducing

team cohesion. In using explicit accountability regret messages, coaches

began to focus on the idea that minor alterations accounted for team

failure, while social significance regret messages involved the coach

trying to express the social significance of a game. Near the end of the

season, coaches began to make use of future regret messages, which draw

attention “to the long-term implication of successful or unsuccessful

performance by the team” (Turman, p. 131). Overall, the study found that

too many coaches use regret messages focused on athletic performance

 28
alone, a practice which leads athletes to “believe that the primary goal of

competing and taking part in sport is to win” (Turman, p. 135). This focus

on winning alone may short-circuit the beneficial, non-cognitive aspects of

sport, such as “personal satisfaction, relationship building, and the value

of physical activity” aspects of sport (Turman, p. 133). In the long run, the

way coaches talk to players may end up causing athletes to leave the sport.

Finally, rather than impose their own narrative on the events of the team’s

success, coaches must find a way to allow team members to contribute to

the depiction of the team’s record. This “could allow athletes to establish

more positive reflections on their athletic performance and allow them to

be more committed to continuing their sports participation” (Turman, p.

135). The above study again belonged to a stream of research which found

in the current practice of sports in school a betrayal of the original

principles of sportsmanship. 28It demonstrated that when coaches focus

on winning alone they end up short-circuiting the development of many of

the non-cognitive benefits that keep athletes in sports and improve other

areas of their life, including academics. Another such construct understudy

is fear of failure, which has been “associated with problems in

achievement, mental health and physical health” (Conroy, 2003, p. 756).

Fear of failure could come to control the behavior of such persons by

causing them to avoid failure situations and retreat from social life. In

Conroy’s (2003) study he related fear of failure to the “representational

models” persons develop in their psyche as a result of early interaction

 29
with others, as spelled out by attachment theory. Differences in how babies

were raised created “the internalization of different beliefs and

expectations concerning the availability and responsiveness of their

caregivers” (Conroy, p. 760).Among the various forms of internalization,

introjections involved persons treating themselves as they have been

treated by others. In environments where love and approval were lacking,

children grew up fearing failure. Parents of high FF children in high

school were critical and demand High levels of performance (Conroy,

2003). If children learned that failures led to either “punishment or

withdrawal of affection and approval,” this could lead to the “development

of shame,” an essential aspect of FF (Conroy, p. 763). Coupled with the

above study of coaches using regret messages, this study found that the

sporting culture could harbor many critical and punitive elements which

lead to fear of failure and withdrawal from sports (Conroy, 2003). With

regard to girls, participation in sports often involves wider issues

concerning body image (James, 2000). For example, “swimming is a

healthy, relaxing form of physical activity that girls should feel free to

participate in without constraint” (James, p. 29262). Nonetheless, one

study found that at the age of puberty more and more girls stop swimming,

more out of concern for their body image when swimming, than with

regard to the sport itself. This development was supported by the fact that

more young people began to “drop out of sport” as they entered high

school for various reasons usually related to non-cognitive weaknesses.

 30
For women in general and girls in particular, participation in sport is on

the decline. This is undoubtedly related to statistics that show that 66% of

adolescent girls thought they were overweight, even though “only 21%

had body mass in excess of their recommended level” (James, p. 263). At

public swimming pools, this self-consciousness was exacerbated by the

fact that women did not feel that they were in control of the public space.

This is primarily due to the fact that public spaces are generally designed

to favor men’s views of how to present themselves in public. In one study

of girls who liked swimming but did not use public pools, “29% of the

girls surveyed said that they would use them more if boys were not

around” (James, p. 204). Adding to the difficulties is that pools are also

social places, which means that girls present themselves to others in a way

which involves an effort to create an impression on an audience, as

conceptualized by Goffman’s theory of “presentation of self” in the 1950s

(James, p. 265). If, as part of this presentation, one developed the capacity

to keep one’s composure in a possibly embarrassing moment, one could be

able to survive such presentation. If however, one succumbed to

embarrassment, this could inhibit one’s level of participation. It all

depends, according to research, on how one negotiates the situation. In a

study of girls in Australia at public pools, only a small percentage of girls

felt good about their bodies and “did not experience any constraints to

their participation” (James, p. 269). Those who were less sure of

themselves felt30constrained by the knowledge that others (especially

 31
boys) were watching them. As a result, girls developed a number of coping

mechanisms: achievers remained oblivious to constraints, while

rationalizes talked down the constraints. Compromisers found a way to

cope, while spectators and avoiders decided to avoid participation in sport.

While, overall, this study focused on how different types of girls respond

to the constraints sport in a male-dominated society, it also present another

case study in the stream of research that characterizes aspects of current

practices in sport which actually drive students out of athletics, or at the

very least short-circuit the non-cognitive gains said by many to result from

participating in sport. The fact that so much of sporting culture today is

counterproductive in terms of developing non-cognitive traits of strength

is a point of serious concern in the literature. Indeed, Mathews & Bennell,

et al.’s (2006) study of dancers and gymnasts found that those most

motivated and committed to the sport are most susceptible to succumbing

to eating and other disorders. The theme thus sounds again: participation

in sport is good, but in today’s professionalized sporting world muchthat is

good in sport is being compromised. In addition to the literature on non-

cognitive benefits of sport, applied to other aspects of life or not, there is

also a growing anecdotal literature on what might be termed cheating,

suggesting that the pressures of professionalization are shredding the time-

honored goal of sport to instill good sportsmanship into all participants.

While a hint of this difficulty has already been seen where coaches instill

unnecessary regret into athletes who lose games, what does one say about
 32
coaches who are “consistently fielding ineligible athletes” (Beem, 2006, p.

1) at the high school level? Or what about coaches who go to teachers and

ask them to change students’ grades or attendance records? In

the32context of the professionalization trend, some high school athletes

are forced to travelling distances to “hyped-up tournaments with their

frenzied parents sporting team colors and yelling encouragement or barbs

from the bleachers” (Beem, p. 2). Many live in communities where even

community leaders try to usurp the role of educators in promoting high

school sports as a local commodity. This often involves the construction of

large sports facilities, even at the high school level. As a result, many

communities lose sight of what high school is all about. As one

superintendent found out in a Texas school district, “you can do most

anything, but if you mess with football, you’re gone” (Beem, p. 5). All of

these current trends tend to undermine the traditional values of sports, and

may interfere with the transference of the non-cognitive benefits of sports.

For some reformers, it is enough to ensure that the non-cognitive benefits

of sports as they might indirectly apply to improved academics is enough.

For others, it is necessary to return to the idea that school is about

academics, and to reestablish the emphasis on scholastic endeavors. In

order for sports to thrive in a reformed environment, it is necessary to

prove in a much more direct way that participation in sports at the high

school level not only serves as a protective device against adolescent ills,
 33
or develops non-cognitive strengths in students, but also actually helps

students do better academically. 33

Study habit
How a student takes his or her studies, greatly determines his/her level of

academic achievements. The level of preparation and learning strategies

developed and employed consciously by students, go a long way to

influence their level of academic performance. Thus, study habit is one of

the greatest students or learning factors that hugely influences students’

academic achievements. If undermined by students at all levels, teachers,

administrators, parents and guardians, school counselors and the

government, then, the trend and menace of students’ abysmal performance

in both internal and external examinations would continue to boom and

become more devastating and alarming. Mark and Howard (2009) are of

the opinion that the most common challenge to the success of students in

all ramifications is a lack of effective or positive (good) study habit. They

further maintain that if students can develop a good study habit and with

good discipline, they are bound to perform remarkably well in their

academic pursuit. Husain (2000) stresses that lack of effective or positive

(good) study habits is a critical study problem among students at all levels.

Grace (2013) also maintains that the process of learning is still a little

mysterious but studies do show that the most effective process for

studying involves highly active behavior over a period of time. In other

words, to study effectively, one must read, draw, compare, memorize and
 34
test himself over time. The concept of study habit according to Husain

(2000) is broad, as it combines nearly all other sub-concepts such as study

attitude, study methods and study skills. Attitude is a mental and natural

state of readiness, organized through experience, exerting a direct

influence on the individual’s response to all objects and situations with

which is related. Attitude towards study has great contribution on

academic achievement, and good study pattern. Successful learners adopt

positive attitude towards study, and do not waste time or energy over what

they have to do. If the learning experience is pleasant, the learner’s

attitude and motivation is usually positive, and if the learning experience

is not pleasant he tends to avoid it. Negative attitude towards study

sometimes finds expression in comment such as “I study but cannot

remember what I study” or “the lessons are too long”. Attitude serves as

index on how we think and feel about people, objects and issues in our

environment. Study attitude, according to Husain (2000), refers to the

predispositions which students have developed towards private readings

through a period of time. According to him, study attitude offers great

possibilities for successful achievement in studies. Study method is the

knowledge and application of effective study skills or techniques by

students. Several study methods have been identified several effective

study methods and skills that could be used by students based on the

learning environment (Husain, 2000). Kelli (2009) posits that for students

to succeed in their studies, they must be able to appropriately assimilate

 35
course content, digest it, reflect on it and be able to articulate the

information in written and/or oral form. What is fundamental is the ability

of a student to acquire effective study habits. Many students feel that the

hours of study are the most important. However, students can study for

hours on end and retain very little. The more appropriate question is how

students should study more effectively. Developing good time

management skills is very important. Students must realize that there is a

time to be in class, a time for study, time for family, time to socialize and

time to just be alone. The critical issue is recognition that there must be an

appropriate balance. Students should also have vision. A clearly articulated

picture of the future they intend to create for themselves is very important

and contributes to students’ success in school. This will promote a passion

for what they wish to do. Passion is critical and leads to an intense interest,

dedication and commitment to achieving career goals and objectives. Marc

(2011) explains that students with learning problems, however, may still

have generally inefficient and ineffective study habits and skills.

Becoming aware of your learning habits or styles will help students to

understand why they sometimes get frustrated with common study

methods. He observes that good study habits are essential to educational

success; as they contribute to a successful academic future. Good study

habits lead to good grades while good grades lead to admissions to better

colleges and universities, possibly with a scholarship thrown in. This in

turn, will lead to a great career. Developing good study habits to Marc is
 36
very crucial for every student irrespective of his level of education. It

boosts students’ ability to be self-discipline, self-directed and ultimately

successful in their degree programs. The sooner a student starts practicing

and developing good habits, the better chance he will have that he will

continue with them. Procrastination can be overcome with proper study

habits and improving one’s study habits is the key to better studying.

Being organized and having homework routines are the most important

things in helping a child/student develop good study habits for life.

Developing good study habits help spell success and a student will find

himself working more efficiently and experiencing lesser stress in the

process. He adds that having effective study habits creates a more efficient

academic environment. Planning your study schedule asa student in

advance and faithfully sticking to it saves time. When students have good

study habits, they tend to be less stressed. Students who are anxious on

exam day are typically the procrastinators who come unprepared. Students

who organize their lives and stick to their established study schedules are

confident and relaxed at test-taking time (Marc, 2011).Ashish (2013)

opines that if students must ensure academic success throughout the entire

year, it is important to ditch bad study habits and establish good ones. He

further maintains that no matter what age or academic level, employing

effective study strategies can make all the difference between acing a

class, barely passing or worse and failing miserably. She admits that many

of today’s most common study methods or habits can lead to utter

 37
disappointment despite best efforts and intentions. To Ashish (2013),

knowing exactly what does land does not work on a personal level, even

tracking study patterns and correlating it with related grades and then

proactively creating a study plan and schedule around the proven effective

methods, is the most powerful study tool of all. Adeninyi (2011) maintains

that good study habits allow students to study independently at home and

aspire for higher educational career. The formation of good study habits in

secondary school level further serves as the basis for students’

performance in external examinations such as West African Examinations

Council (WAEC), National Examinations Council (NECO) and Joint

Admissions and Matriculation Board (JAMB). In the view of Agba (2013),

unserious students do study anyhow without specific techniques, and he

submits that such students are most likely to perform below average. Thus,

he concludes that good study habits help students to: attend classes very

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

time, read or prepare very well for tests and exams, take down notes and

develop the points independently, ask relevant questions in class; thereby

having good grades at the end of the term or semester. Monday (2008)

writing on bad study habits maintains that developing good study habits in

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

Similarly, Bolling (2000) asserts that good study habit through planning

helps students prepare for what is ahead, and accomplish their academic

goals. Thus, lack of study habits clearly puts students at a disadvantage,

 38
and is one of the main reasons students need remedial classes, fall behind

in coursework and drop out of school. Developing good study habits

drastically lowers students’ risk of academic struggles, and failure to

complete a college degree. Hence, Bolling (2000) submits that students

who tend to perform high across most of their subjects can be considered

to have good study habits by being actively involved in their own learning

process, continuous planning and carefully monitoring of the educational

task that they are required to complete. Different students have different

and unique study habits. What may be a good study habit to a particular

student may be a bad one indeed to another student. As such, it is often

difficult to practically pin-point that this is good and that is bad. In the

opinion of Katelyn (2013), there is no doubt that different people study in

different ways and it is a near certainty that what works for one person

may not work for another. John (2010) opines that not all students are

alike. There are several key study habits that are crucial to all students’

success. One of such is study in a good environment, a little bit of

background music, such as classical with no lyrics are fine and a good

studying location. Whether studying in rain or shine, day or night, what is

most important is to be consistent and stay on one schedule. Generally,

study habits can be classified into two-good study habits, and bad study

habits. Good study habits according to Katelyn (2013) are sometimes

referred to as positive or productive study habits. As the name implies,

they are those pleasant study habits which have the tendency to improve
 39
the academic performance of students or that seem to produce good

results. They are the study habits which make students successful in their

studies after developing and applying them throughout their academic

career. Good study habits occur as a result of practice and knowing what

methods are most effective for you as a student. When studying, stay away

from distractions, such as the computer. Instead of procrastinating, work

on a long term assignment daily, instead of studying the night before,

study a little each night. Review what you learned in class every day when

you get home, before starting homework. Also, a good tip is to review

what you did in class the previous day at the beginning of class when you

have a few minutes before the teacher starts talking. By learning the ways

that you learn the best, you will be successful in your studies. Katelyn

(2013) therefore, identifies fourteen positive or good study habits which

students can employ in order to improve their academic performance.

They are: attending all classes, reviewing your notes daily, reading

material prior to it being covered in class, study daily, have at least one

conference with the professor, develop and learn a word list for the course,

read materials to improve your background in the course (other than text),

attend help session, attend learning resource lab when available, develop a

list of possible questions, ask questions in class, study an old exam (when

available), avoid a last minute cram session, and sleep at least 8 hours the

night before exams commence. In the same vein, Harper and Row (2009),

highlight good study habits as thus: 1. studying every day 2.Creating a

 40
quiet place at home or anywhere to study 3.Turning off the phone, TV and

other devices that may disturb you when studying 4.Listening to soft

music or white noise 5.Studying in a way that suits your learning style6.

Taking regular breaks 7.Studying early (do not wait for last minutes)8.

Studying the hardest things first, spending more time on topics you find

difficult

9. Asking for help if one is struggling with his studies, taking notes as one

studies as well as organizing notes in a notebook or folder. On the other

hand, bad study habits according to John (2010) are negative or non-

productive study habits which are undesirable and counter-productive to

students’ academic performance. When developed and utilized by students

at all levels, they tend to hamper academic progress and performance of

the users. Due to the peculiarity and uniqueness of individual student,

what may be considered as bad study habits to student “A”, may seem to

be very productive and efficient for student “B”. However, bad study

habits generally range from procrastination, truancy, not taking note,

selective reading, studying while watching television or what is generally

regarded as distractive study etc. Nikki (2013) identifies bad reading

habits to include studying with friends, listening to loud music, studying in

uncomfortable conditions, cramming, etc. There are several factors that

tend to affect students study habits. Anything can affect students’ study

habits. Their ability to study and concentrate can be increased by finding a

quiet place where they can concentrate. Distractions such as phones, chat
 41
rooms, TM and text messaging, TV, video games, music and computers

can all decrease students’ ability to learn. Whatever is going on around and

within a student’s own mind is going to affect his study habits. According

to SheeRa (2012), study habits can be affected by factors such as: 1. Age

of a student 2. Home environment

3. Studying materials 4.Television and computer games 5.Social network

(face book) 6.Students’ determination and aspiration7.Financial and

economic status of parents8. Surrounding such as entertainment center,

games center etc.9.The rule of the schools10.The teaching style of teacher.

11. The leisure of the student’s 12.Some activities in schools13.

Availability of library 14.The nature friends and peer group

15.Assignments and homework restriction 16.Student parents’ educational

background17. Parents not interested and supportive in helping their

children study18. Household chores19. Family problems20.

Procrastination and poor time management21. Students’ comfort level22.

The noise level. 23. The lighting level and the availability of items that

might be necessary to study or to enhance concentration.

 42

CONCETUAL FRAMEWORK

INDEPENDENT VARIABLE PROCESS DEPENDENT VARIABLE

ATHLETIC IMPLEMENTATION ON  STUDY HABIT

PARTICIPATION THE GOOD STUDY  GOOD AND BAD

HABIT EFFECT OF

STUDY HABIT

 ADVANTAGE

AND

DISADVANTAGE

IN

PARTICIPATING

IN ATHLETIC

COMPETITION

 TIME SPENT IN
PARTICIPATING
IN ATHLETIC
COMPETITION
 MOTIVATION IN

PARTICIPATING

IN SCHOOL

ACTIVITIES

CONCEPTUAL FRAMEWORK
CHAPTER III
 43

The purpose of this study was to determine whether participating in athlete

competition have an effect on the study habit of senior high school

student. In order to determine

PLACE AND TIME

This study was conducted during year of 2017-2018 in Central, where the

first sugarcane in Mindoro was constructed.

RESEARCH DESIGN

This study uses descriptive research design as it intends to describe the participation in

athlete competition regarding to the effect of participation in athlete competition on the

study habit and to visualize the positive and negative effect of it. In descriptive as it

determine the athletes student with regard to their study habit it is also descriptive as it

determine the motivation on participating in school activities It also want to find out the

cooperation of the student toward being athlete, in athlete student of senior high school

student based on their participation

Descriptive design is determine the relationship between two or more variables; this

method consists of describing a data so as to get valid information. This method will be

used to appraise the relevance between in participating in athletics competition and the
 44
study habit of senior high school in central national high school in central San Jose

Occidental Mindoro.

RESPONDENT

This respondent in this study are (21) twenty-one the total of this population. In this study

involved the twenty one (21) athletic students in central national high school who

enrolled for the academic year 2017-2018. This sample is selected out of athlete student

only.

NAME OF SCHOOL LOCATION POPULATION SAMPLE SIZE

SIZE

CNHS Central San Jose 21 21

Occidental Mindoro

The distribution of respondent were selected through judgmental sampling

DATA GATHERING PROCEDURE

The researchers prepared 2 letters this is for the principal of the school involve in this

study requesting permission for the distribution of questionnaire and the last letter is for

our respondent requesting permission for answering our questionnaire.

As soon as the permission was granted and all the need material produced through

photocopying. The researcher moves on. We went to prospected room for the distribution
 45
of our questionnaire we personally administered the questionnaire to the senior high

school.

RESEARCH INSTRUMENT USED

This study used the questionnaire since this kind of instrument is appropriate to be used

in order to gather the necessary data. Questionnaires consists of different parts,

Part I it is consists of the profile of the respondent was described by means of the

personal data which provided information regarding their personal and occupational and

also the time spent in practicing and time spent in studying.

Part II it consist about in study habit of athlete student

Part III it consist of motivation of athlete in participating in school activities

Statistical Treatment of Data

To be able to present, analyze and interpret the research data, this study will make

use of the following tools and techniques.

1. Percentage and Frequency Distribution- This method will be used to present the profile

of the respondents in terms of age, first and second grading final grade.

x=100

Where:

P= percentage
 46
f= frequency, the number of cases in any category

n= number of cases in all categories

2. Mean. Descriptive statistics will be used to determine the assessment of the

respondents concerning the math teaching strategies/materials and student behaviour.

Where: f = frequency of respondents

x= scale value

n= total number of respondents

3. Pearson (r) coefficient of correlation will be used to determine the significant relation

that exists between the respondents and factors being studied.

Formula: r= (y-

Where:

Rxy- Correlation between X and Y

ƩX- Sum of all X values

 47
ƩY- Sum of all Y values

Ʃ - Sum of squared of X values

Ʃ - Sum of squared Y values

ƩXY- Sum of the products of X and Y

N- Number of cases
 48

CHAPTER IV

Presentation, analysis and interpretation of data

Introduction

This chapter presents the study findings and associated issues respectively. The main

purpose of the study was to determine the effect of participation in athlete competition on

the study habit among selected senior high school student in central National high school

for presentation and analysis of data, the chapter is organized into four sections. Section

one presents the response rate, section two presents demographic characteristics of the

participants while section three and four captures student’s participation in athlete

competition and motivation in participating in school activities. The study findings were

presented based on the following:

Ha1: there is significant relation between participation in athlete in competition on the

study habit

Ho2: there is no significant relation between participation in athlete in competition on the

motivation to participate in school activities

 49

1. What is the demographic profile of the respondent?

Table 1
Frequency and Percentage Distribution According to age
AGE FREQUENCY PERCENTAGE
19 -20 2 9.52
16-18 19 90.47
13-15 0 0
10 12 0 0

Table 1 shows that for age 19-20 0r( 9.52%), there were two (2) of the respondent

belonged to this age bracket nineteen (19) or 90.47% were between 16-18 years old while

in the age of 13-15 and

10-12 has 0 respondents, these only shows that the majority of the

respondent was between 16-18 years old

Frequency and percentage distribution according to gender

Table 2
GENDER FREQUENCY PERCENTAGE

Male 11 52.38
Female 10 47.61

Table 2 shows that eleven (11) or 52.38% of the respondents were Male students while

ten (10) or 47.61% were Female table 2 indicates that majority of the student respondents

were Male.
 50

Frequency and percentage distribution according to their sorts participate into resent the
school in internal or external competitions
Table 3
SPORTS FREQUENCY PERCENTAGE
Badminton 3 14.3
Basketball 8 38.1
Volleyball 4 19.04
Throwing 2 9.52
High jump 1 4.8
Baseball 1 4.8
Table tennis 1 4.8
Takraw 1 4.8
The table 3 shows that the majority of the participant, 8 (38.1) played basketball as a

competitive sport followed by volleyball, 4 (19.04), badminton were 3 (14.3), throwing 2

(9.52), while those who participated in high 5jump, baseball, table tennis and takraw

were the least 1 (4.8) each. Majority of the participants played basketball, volleyball,

badminton and throwing. High jump, baseball, table tines, and takraw had the least

number of participants.

Frequency and percentage according to the number of hours per day allocated to school
work
Table 4
Hours Frequency Percentage
More than 11 hours 0 0
8-11 hours 5 23.80
5-7 hours 9 42.85
Less than 5 hours 7 33.33
99.98
Table 4 illustrate the hours for participating in their school work. There’s have; more than

11 hours the Frequency is (0) and the Percentage is 0, 8-11 hours the Frequency is (5) and

the Percentage is (23.80), 5-7 hours the Frequency is (9) and the Percentage is (42.85),

and Less than 5 hours and the Percentage is (7) ) and the Percentage is (33.33) with the

total of 99.98 percent.

 51
Frequency and percentage according to the number of hours per day allocated in sports.

Hours Frequency Percentage

More than 11 hours 0 0
8-11 hours 4 19.04
5-7 hours 10 47.61
Less than 5 hours 7 33.33
Table 5
99.98
Table 5 illustrate the hours for practicing for their sports choices. There’s have; More than

11 hours the Frequency is (0) and the Percentage is 0, 8-11 hours the frequency is (4) and

the percentage is (19.04), 5-7 hours the Frequency is (10) and the Percentage is (47.61),

and the Less than 5 hours the Frequency is (7) and the Percentage is 33.33

. Is there any significant relation in the participation of athlete participation in terms of?

Study habit
Table 6
 52
Question 4 3 2 1 Mean interpretation
1. Do you take note properly during 2 12 3 4 2.581 Seldom
class?
2. Do you read books other than 3 12 4 2 2.76 seldom
textbook?
3. Do you listen well on what the 9 12 0 0 4.01 occasionally
teacher is saying?
4. Do you finish your homework on 0 5 6 10 4.04 occasionally
time?
5. Do you prepare for classes be for 1 6 3 11 3.86 Seldom
hand and review what you have
learned?
6. Do you proactively participate in 4 17 0 o 4.04 Occasionally
group work?
7. Do you proactively participate in 1 15 2 3 2.66 Seldom
group work

8. Do you take naps during class? 1 3 12 5 1.99 Not all

Table 6 illustrates the study habit of athlete student. For Do you take note properly during

class? Two (2) answered strongly agree, twelve (12) agree, three (3) strongly disagree and

four (4) Disagree. The weighted mean was 2.581 interpreted as seldom. Regarding Do

you read books other than textbook, three (3) Strongly Agree, twelve (12) Agree, four (4)

were strongly disagree and, two (2) Disagree. The weighted mean was 2.76 interpreted as

seldom meaning the respondent was seldom that they read books than to other textbook.

For Do you finish your homework on time Zero (0) answered strongly agree, five (5)

agree, six (6) were answered strongly disagree, ten (10) Disagree. The weighted mean

was 4.04. Interpreted as occasionally. For Do you listen well on what the teacher is

saying? Nine (9) answered strongly agree, twelve (12) agree and strongly disagree and

disagree answered was zero (0). The weighted mean was 4.01 interpreted as occasionally.

Regarding the question, Do you prepare for classes before hand and review what you
 53
have learned, one (1) answered strongly agree, six (6) agree, three (3) strongly disagree,

eleven (11) disagree. The weighted mean was 3.86 and interpreted as seldom. For the

question, Do you proactively participate in group work, four (4) answered strongly agree,

seventeen (17) agree, zero (0) strongly disagree, zero (0) disagree. The weighted mean

4.04 interpreted as occasionally. Regarding the question, Do you proactively participate

in group work, one (1) answered strongly, (15) agree, two (2) strongly disagree , three

(3) disagree. The weighted mean was 2.66. Interpreted as seldom. For the question, Do

you Take naps during class.? One (1) strongly agree, three (3) agree, twelve (12) strongly

disagree, five (5) disagree. The composite weighted mean was 3.25 interpreted as

occasionally. The respondent were occasionally

II. is there any significant relation in the participation of athlete participation in terms of;

Motivation
Table 7
Weighted Interpretation
Question SA A SD D mean
1. I feel like a real part of this school 2 18 0 1 3.01 seldom
since I participate in sport
2. I wish I were in different school 3 9 4 5 2.48 seldom
and participate actively in sports
3. I can really be myself at this school 2 16 2 1 2.91 seldom
because the administration recognize
and appreciate me for my active
participate in sports
4. I am included in a lot of activities 4 15 0 2 2.99 seldom
at this school though I actively
participate in sports
5. people were know I am good at my 0 13 5 2 2.32 seldom
academic work despite participating
 54
actively in sports
6. people notice me when I am 1 11 3 6 2.56 seldom
playing sports that when participating
in any other school activity
7. My school offers a number of 7 12 1 0 3.13 seldom
activities but sporting activities is my
favorite
8. The school allows student to 3 13 4 0 2.96 seldom
engage in more than one activity but I
am more active in sports than any
other activity

Table 7 illustrates the motivation in participating in school activities. For I feel like a real

part of this school since I participate in sports, two (2) answered strongly agree, eighteen

(18) agree, zero (0) strongly disagree. The weighted mean was 3.01 interpreted as

seldom. For I wish I were in different school that participate actively in sport, three (3)

answered strongly agree, nine (9) agree, four (4) strongly disagree, five (5) disagree. The

weighted mean was 2.48 interpreted as seldom. For I can really be myself at this school

because the administration recognized and appreciate me for my active participate in

sports, two (2) answered strongly agree, sixteen (16) agree, two (2) strongly disagree, one

(1) disagree. The weighted mean 2.91 interpreted as seldom. Regarding I'm included in a

lot of activities at this school thought I actively participate in sport, four (4) answered

strongly agree, fifteen (15) agree, zero (0) strongly disagree, two (2) disagree. The

weighted mean was 2.99 interpreted as seldom. For people here know I'm good at my

academic work despite participating actively in sport, zero (0) answered strongly

disagree, thirteen (13) agree, five (5) strongly disagree, two (2) disagree. The weighted

mean was 2.32 interpreted as seldom. Regarding my school offers a number of activities

but sporting activities are my favorite, seven (7) answered strongly agree, twelve (12)
 55
agree, one (1) strongly disagree, zero (0) disagree. The weighted mean was 3.13

interpreted as seldom. For the school allows student to engage in more than one activity

but I’m more active in sport than any other activity, three (3) answered strongly agree,

fourteen (14) agree, four (4) strongly disagree, zero (0) disagree. The composites

weighted mean was______ interpreted as______ the respondent were still

TABLE 8
RESULT CORRELATION

COEFFICIENT

STUDT HABIT 0.55084

MOTIVATION -O.69349

The table shows that the participation in athlete at Central National High School have a

bad study habit (r=0.55),they are attending class but they are more focus on how to

participate in athlete competition and did not perform a good study habit, while

motivation in participating on school activities (r= -0.69).this study shows that being

athlete there has no significant relation they are not motivated to participate in school

activities. it can be observed that there was a statistically significant difference in the
x
mean score of participation in athlete on the study habit mean (2.625), y mean (2.24), Qx

(2.44) at ymean (0.83).These findings were supported by Nteere (1983) who found that

national schools had records to show that they participated in a variety of sporting

activities such as rugby, cricket, swimming and tennis unlike county and district schools.

Athletes in National schools have better attendance records, lower dropout rates

compared to day (Gitonga, 1998). The first null hypothesis was thus rejected and its
 56
alternative form accepted that there is significant relation between participation in athlete

on the study habit. However the analysis showed that there was no significant

relationship between participation in athlete competition on the motivation to participate

in school activities

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Introduction

This chapter presents summary, conclusions and recommendations derived

from the findings of the study. 56

Summary of the Research Findings56

This main purpose of the study was to determine the effects of

participation in 56athlete competition on the study habit among selected

senior high school in central national high school. Data was collected

using questionnaire from 21 students the study variable were gender, age,
 57
type of sport. Majority of the participant played basketball, volleyball and

baseball, table tennis, high jump, throwing, and badminton. In relation to

time allocated in sports 1 or (4.8%) of participants were allocated 1 hour ,

7 hours, 8 hours, 3 hours per day, while the majority of the participants

who were allocated In 8 hours 8 or (38.1%). Regarding this objectives, the

study establish the students were more connected in participation in athlete

competition than to have a good study habit. In addition to this result of

the analysis revealed that being athlete students there are no connection in

motivation to participate in school activities.

CONCLUSION

The researchers investigated the study habit and its participation of athlete

competition in senior high school in central national high school. Base on

the findings of the study, the researcher concluded that student within field

in sport, have bad study habit. The study also concludes that there is

significant relationship between study habit and participating in athlete

competition. The researcher also concluded that participating in athlete

competition and motivation to participate in school activities has no

significant relation.
 58
RECOMMEDATION

In the line with the findings of the study, the researcher recommended

teacher, coached and school guidance counselor should collaboratively

guide the student on how to develop good study habit, thereby enhancing

their academic achievement and also to their athletic achievement.

REFERENCES58

Mark A, Howard C (2009). How to Study. Psychol. Sci. 20(4):516-52258

Husain A (2000). Developing Study Habits. Wikipedia, the free

encyclopedia.

Grace F (20 13). Would Group Study Improve Your Grades? Retrieved
from www.about.com. 11/3/2016.58

Kelli K (2009). Developing Good Study Habits. Retrieved from

monster.com. media/ads. 11/3/2016. 58

Marc K (2011), The Importance of Good Study Habits. Retrieved

58fromwww.answer.com. 12/3/2016.58

Ashish R (2013). Study Habits for Students: Bad Ones to Avoid, Good
Ones to Achieve Success. www.education.wisc .education/soe/newsevents.
12/3/2016.58

Adeninyi V (2011). Studying to Pass: Implication for Students. Lagos:

Macmillan.
 59
Agba R (2013). Why Students must Develop Study Habits. Calabar:
Rixmas Publishing Company.

Bolling S (2000). The Advantages & Disadvantages of Study Habits

forCollege Students. New Jessy: Prentice Hall Inc.59

Katelyn F (2013). College Study Habits News. Retrieved

fromwww.studymode.com/essays. 12/3/2016. 59

John M (2010). Students Study Habits and Styles. Retrieved

fromwww.worldwidelearn.com. 12/3/2016. 59

Nikki K (2013). Common Bad Study Habits. Retrieved from www.newa4j

ax.com2/4/2016.59

Harpe T, Row A (2009). Effective Study Habits. Retrieved

fromwww.arbeitsblaetter.com. 12/3/2016. 59

Beem, K. (2006). Righting the balance in the athletics-academic equation:

The School Administrator, June, 1-15. 59

Dawkins, M.P. (2006). Participation in school sports: risk or protective

factor for drug use among white and black students? The Journal of Negro

Education, Winter, 1-9. 59

Nteere, J. S. (1983). The historical background to the development of

physical

education in Kenya. Un published MED thesis. Manchester University.

https/en.m.wikipedia.org/wiki/Student athlete?59
 60

Appendix A

ROSALIE A. CASTRO, MAED

MASTER TEACHER I

SENIOR HIGH SCHOOL COORDINATION

CENTRAL NATIONAL HIGH SCHOOL

CENTRAL, SAN JOSE, OCCIDENTAL MINDORO

Madam:

Greeting!
 61
As a research/ student in this school presently conducting a study entitled “ THE

EEFECT OF PARTICIPATION IN A ATHLETE COMPITION ON THE STUDY

HABIT AMONG SELECTED SENIOR HIGH SCHOOL STUDENT OF

CENTRAL NATIONAL HIGH SCHOOL” as part of the requirements on the inquires,

investigates and Immersion.

In this regard, the undersigned would like to request the approval from your good office

to conduct the data gathering and collect this month. The 21 athlete are the respondent for

this research. The result of this research/ study will remain absolutely.

Appendix B

Dear Respondent,

Greetings!

We are conducting a research entitled “THE EFFECT OF

PARTICIPATION IN ATHLETE COMPETITION ON THE STUDY HABIT

AMONG SELECTED SENIOR HIGH STUDENT OF CENTRAL NATIONAL

HIGH SCHOOL”.
 62
In connection with this, I would like to ask your help to

improve the necessary data for our study, please feel free to answer the questionnaires.

I would like to appreciate your assistance and support in this

particular research endeavor. Thank you very much for your cooperation.

Thank you,

MARIE PAULA ALVAREZ

RONNIE LAURENTE

APRIL JANE EVENGELIO

MA. CECELIA MARAVILLA

CRISTINE JOY ROLLO

APPENDIX C

NAME

GRADE/SECTION:

DATE SPORTS

Direction: Put a check (/) in a blank that is provided.

1. Age (Year): ______ (a) 10-12 _______(c) 16-18

_______ (b) 13-15 _______ (d) 19-20

 63

2. Gender: _______ (a) male _______ (b) Female

3. Approximately how many per week do you devote to school work?

_______ (a1 H ________(c) 8-11 hours

_______ (b) 5-7 hour’s ________ (d) more than 11 hours

Please give your responses to the following items and put a check (/) in the column that

you consider as the most appropriate.

LEGEND:

4. Strongly Agree 3. Agree 2. Strongly disagree 1. Disagree

NO. QUESTION 4 3 2 1

5. Do you believe that

participating in athletics
competition will affect your
study habit?

6. Do you think that being an

athlete will help you to
improve your way to
studying?
7. Do you encounter any
problem regarding to your
study habit?
 64
8. Do you believe your grade
would be better if you are
not an athlete?

9. Do you still choose to

complete at the collegiate
level?
10. Do you believe that your
participating in sports is
irreplaceable?
11. Do you think being an
athlete negative effect your
academic achievement?

12. Do you believe does your

involvement in athletics have
on your motivation to attend
class?
13. Your involvement in
athletics has on your
motivation to attend class?

The tables below present some statements about your motivation in school activities.

Please answer how true you feel each statement in your motivation, by choosing on the

appropriate box. Use the key below to respond.

Please give your respond to the following items and put a check (/) in the column that

you consider as the most appropriate.

LEGEND:

4. Strongly agree 3. Agree 2. Strongly disagree 1. Disagree

QUESTION 4 3 2 1

1. I feel like a real art of this

school since I participated
in sports?
 65
2. I wish I were in a different
school that participates
actively in sports?
3. I can really be myself at
this school because the
administration recognizes
and appreciate me for my
active participation in
sports?
4. I am including in a lot of
activities at this school
though I actively
participate in sports?
5. People notice me when I
am playing sports than
when participating in any
other school activity?
6. People here know I am
good at my academic work
despite participating
actively in sports?
7. My school offers number
activities but sporting
activities are my favorite?

8. The school allows student

to engage in more than one
activity but I am more
actively in sports than any
other activity.
 66

CURRICULUM VITAE

PERSONAL DATA:

NAME: MARIE PAULA V. ALVAREZ

AGE: 18

ADDRESS: PULANG LUPA, CENTRAL, SAN JOSE, OCCIDENTAL

MINDORO

DATE OF BIRTHDAY: APRIL 21, 1999

SEX: FEMALE

CIVIL STATUS: SINGLE

EDUCATIONAL ATTAINMENT:
 67
ELEMENTARY: PULANG LUPA ELEMENTARY SCHOOL

CURRICULUM VITAE

PERSONAL DATA:

NAME: CRISTINE JOY R. ROLLO

AGE: 17

ADDRESS: BO. SITE, CENTRAL, SAN JOSE, OCCIDENTAL MINDORO

DATE OF BIRTHDAY: JULY 11, 2000

SEX: FEMALE

CIVIL STATUS: SINGLE

EDUCATIONAL ATTAINMENT:
 68
ELEMENTARY: HILLTOP ELEMENTARY SCHOOL

CURRICULUM VITAE

PERSONAL DATA:

NAME: MA. CECELIA A. MARAVILLA

AGE: 19

ADDRESS: SAN ISIDRO, OCCIDENTAL MINDORO

DATE OF BIRTHDAY: NOVEMBER 21, 1998

SEX: FEMALE

CIVIL STATUS: SINGLE

EDUCATIONAL ATTAINMENT:
 69
ELEMENTARY: HILLTOP ELEMENTARY SCHOOL

CURRICULUM VITAE

PERSONAL DATA:

NAME: APRIL JANE B. EVANGELIO

AGE: 18

ADDRESS: CAMANGAHAN, CENTRAL, SAN JOSE, OCCIDENTAL

MINDORO

DATE OF BIRTHDAY: APRIL 2, 1999

SEX: FEMALE

CIVIL STATUS: SINGLE

EDUCATIONAL ATTAINMENT:
 70
ELEMENTARY: CAMANGAHAN ELEMENTARY SCHOOL

CURRICULUM VITAE

PERSONAL DATA:

NAME: JAYMARK R. BARGOLA

AGE: 20

ADDRESS: SITIO MABUHAY II, CENTRAL, SAN JOSE, OCCIDENTAL

MINDORO

DATE OF BIRTHDAY: JANUARY 4, 1998

SEX: MALE

CIVIL STATUS: SINGLE

 71
EDUCATIONAL ATTAINMENT:

ELEMENTARY: PULANG LUPA ELEMENTARY SCHOOL

CURRICULUM VITAE

PERSONAL DATA:

NAME: RONNIE T. LAURENTE

AGE: 17

ADDRESS: PUROK NIYOG, CENTRAL, SAN JOSE, OCCIDENTAL

MINDORO

DATE OF BIRTHDAY: MARCH 20, 2000

SEX: MALE

CIVIL STATUS: SINGLE

EDUCATIONAL ATTAINMENT:
 72
ELEMENTARY: HILLTOP ELEMENTARY SCHOOL