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This study examines the relationship between sports involvement and math achievement among grade 10 students in Sto. Tomas National High School. It aims to determine the level of sports involvement and math achievement, compare levels by curriculum, and identify any domains of sports involvement that influence math achievement. The study uses a quantitative descriptive correlational design and collects data through questionnaires. Preliminary results found high sports involvement and fairly satisfactory math achievement. Sports involvement was also found to positively influence math achievement.

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354 views32 pages

Chapter 1 4

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Erick Meguiso

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ABSTRACT

This study utilizes quantitative non-experimental descriptive correlational approach in

probing the significant influence of sports involvement with regards to the Math

Achievement of grade 10 students from Regular curriculum, and Special Programs of

Sto.Tomas National High School, Davao del Norte. The researchers used researcher made

questionnaires in getting their primary data. Result show that the level of Sports Involvement

is in high level whereas the level of math achievement is in the fairly satisfactory level. Also,

the researchers found out that there is a significant difference in level of sports involvement

and math achievement when applied by curriculum. As sports involvement increases, math

achievement increases and vice versa. Researcher found out that there is a direct significant

relationships between the two variables. Thus, only 8.70 % is the affecting factor of sports

involvement to the math achievement of students while remaining percent were caused by

other factors.
Sports Involvement and Math Achievement of Students

Research Proposal

Practical Research 2 (Quantitative Research)

Senior High School Department

Sto. Tomas National High School

Rosvel Anne Binondo

Mel Zaimen Vallescas

Mae Deguito

Ferdjaymer Redillas

Sherjoe Tabon

Razelle Ledesma

First Semester S.Y 2017-2018

CHAPTER 1

INTRODUCTION

Background of the study

Involvement in sports could lessen the interest of students with their studies. This is

one of the emerging issues in high school students that merely affect the quality of learning
that schools provide. Sitowski (2008). It is possible that student-athletes in high schools have

developed a negative reputation with respect to academic performance. Demonstrated that

there may be some short-term improvements due to physical activity, specifically with

respect to concentration, but it has not been prove that shows a long-term improvement of

academic achievement as a result of more vigorous physical activity.

According to Brown Centre on Education Policy (2005) in the United States, schools

sports commitment does not include high academic performance in Mathematics. These

students feel much pressure to perform both on the field and in school, student-athletes fails

to balance the challenges in the present. After all, many youth athletes become increasingly

stressed as they strive to maintain academic eligibility while advancing through their school

years. Numerous studies indicates positive correlations between students’ participation in

sports and academic achievement. The involvement of students with sports teams is somehow

associated with student’s improvement in academics these positive correlations are weak and

has left lots of explanation that researchers fail to address (Straub, 2016).

Among the different school-related activities, sport in almost three seasons every

school year. Their active participation with sports is considered to be potentially affect their

academic performance in a various ways. Academic requirements that specifically inclined

with variety teams are one of the factors relating school sports and students’ academic

achievement. Nevertheless, the other factors that could perhaps affect student’s athletes’

academic performance positively and negatively (Straub, 2016).

According to Professor Ian Henry (2001) , having an outlet of interest other than

sports helps athletes to put their training and performance into perspective, allowing them to

deal more effectively with the challenges of sport, including setbacks and injury. However, a

number of studies show that there is a negative relationship between sport and academic
achievement. Corneliben & Pleifer, (2007) argue that since the time spent on sport activities

struggles out of time to sports and academics, the impact of sports is negative.

In Sto.Tomas, Davao del Norte one injury case were reported during last year’s

Provincial Meet soccer competition. The young athlete experienced a leg fracture and stayed

in the hospital for a month. The risk of injury is one of the factors that can affect students’

academic performance.

Due to the cited scenarios the researchers are urged to conduct a study regarding the

effect of sports involvement and math achievement of students, to see if it is occurring in

Sto.Tomas National High School. Our study entitled “Sports Involvement and Math

Achievement of Students” to find out if there is a significant influence between sports

involvement and math achievement of students.

Statement of the problem

The main purpose is to determine the domains between sports involvement and math

achievements of students in special programs of Sto.Tomas National High School.

Specifically, this aims to answer the following quest

1. What is the level of sports involvement in terms of:

1.1 common interest,

1.2 leadership opportunity,

1.3 equity in administrative decision,

1.4 administrative consideration,

1.5 social spaces, and

1.6 competition?

2. What is the level of math achievement of students in terms of grade?

3. Is there a significant difference in level of sports involvement with analyzed by

curriculum?

4. Is there a significant difference in academic performance with analyzed by

curriculum?

5. Does sports involvement significantly influence math achievement of students?

6. What domain/s in sports involvement significantly influence in math achievement of

students?

Hypotheses

The following hypotheses are formulated from statement of the problems and will be

tested at 0.05 level of significance.

1. There is no significant difference in the level of sports involvement with analyzed

by curriculum.

2. There is no significant difference in the level of math achievement of students

analyzed by curriculum.

3. There is no significant influence between sports involvement and math

achievement of students.

4. There is no domain that significantly influence the math achievement of students.

Definition of terms
For the purposes of this study, the following operational definitions apply.

Sports Involvement refers to the act of being involved in sports activities. This is defined

through common interest, leadership opportunity, equity in administrative, decision

administrative consideration, social spaces, and competition.

Math Achievement refers to the achievement of students in math subject. This is defined

through score in math test.

Scope and Limitation

This study will be conducted at Sto.Tomas National High School. The students will

be the respondents specifically the Grade 10 students coming from the four departments

which are the Science, Technology, Engineering Department, Special Program in the Arts

and Special Program in Sports and Regular Department. These are used to examine how

sports involvement affects the math achievement of students.

The main source of data was the survey questionnaire, which was prepared by the

researchers.

Theoretical Framework

The researchers theoretical framework discuss about the relationship of sports

involvement and math achievement of students.

This study is anchored in from the proposition of (Straub, 2016) that positive

correlation in academic achievement based in numerous studies. In the field of sports,

academic success is highly valued due to school requirements or with regards to the future
endeavours in post-secondary education which could possibly explain the high correlation of

sports participation and academic achievement.

The two reasons that indicates the positive correlation between sports involvement

and math achievement of students is the selection hypothesis and situational hypothesis

which is anchored from the proposition of (Prasad, 2012). In selection it states that people

who conduce with active- lifestyle is physically and academically skillful. And, the

situational hypothesis stated that if students are allowed by their parents to engage with sports

became academically competent. And, students who are academically poor are most likely

inclined with being prohibited by parents to participate with sport.

Easting (2003) conducted a study and found a strong evidence that the bodily

well-being of students has a direct impact on their ability to achieve academically and that

students achieve best when they are sports involved. The study have shown that there is a

positive relationship between sports involvement and math achievement of students.

Conceptual Framework

The conceptual framework of this study discuss about the independent variable sports

involvement and dependent variable math achievement and moderator curriculum.

Independent Variable Dependent Variable

Sports Involvement
1. common interest refers to Math achievement
2. leadership opportunity
3 equity in administrative 1. score in math test
decision
4. administrative consideration
5. social spaces
6. competition
Moderator
1. curriculum

Figure 1. The schematic diagram show the flow of the research.

The Independent variable is Sports Involvement with its corresponding indicators

namely; common interest, leadership opportunity, equity in administrative, administrative

consideration, social spaces and competition.

According to Warner, (2017) common interest refers to the group of people that

shares the same interest to one another. Leadership Opportunity refers to the capacity to act

as a leader in a large group of people. Equity in Administrative refers to the equal

opportunities given by the authorities to the people. Administrative Consideration refers to

understand and consider any situations by high power of administration. Social Spaces refers

to the interaction towards other people. Lastly, the Competition refers to an event or activity

in which people compete. Sparvero & Shapiro, Anderson (2017).

The dependent variable is Math achievement with its corresponding indicator the

score in math test. And, the moderator which is the curriculum.

Chapter 2

Methodology

Research Design

This study used the quantitative research, non-experimental, descriptive

correlational to determine if the variables such as sports involvement and the academic
performance outcomes are influenced to one another. It is correlational study because it

examines the relationship between the “Sports Involvement and Math Achievement”.

This method is appropriate because the main objective of this study was to determine

the relationship of Sports involvement and math achievement to find out if there is a

significant influence between the two variable.

Research Locale

The study will be conducted at Sto.Tomas National High School particularly with the

Grade 10 students of Special Curriculums namely the Science, Technology, Engineering

(STE), Special Program in the Arts (SPA), Special Program in Sports (SPS) and Regular.

Respondents

The Respondents of this study were the Grade 10 Special Program in the Arts, Special

Program in Sports and Science Technology and Engineering Program and Regular

Department.

The distribution of the respondents is presented in Table 1 showing the population

and sample of the respondents. Using the Slovin’s Formula, the population mean is 798 and

the sample mean is 262.

The table 1. Shows the Distribution of Respondents

Section Population Sample

MALE FEMALE TOTAL MALE FEMALE TOTAL

MAXWELL 6 20 26 2 7 9

MENDEL 6 21 27 2 7 9

ESTRADA 21 11 32 7 4 11

ARROYO 8 28 36 3 9 12

AQUINO 9 27 36 3 9 12

OSMEÑA 15 33 48 5 11 16

QUEZON 28 28 56 10 9 19

MACAPAGAL 26 28 54 9 9 18

RAMOS 22 32 54 7 10 17

LAUREL 26 28 54 9 9 18

ROXAS 28 27 55 9 8 17

AGUINALDO 27 27 54 9 9 18

MAGSAYSAY 16 38 54 5 12 17

GARCIA 29 26 55 9 9 18

MARCOS 16 36 49 5 10 15

DUTERTE 27 28 55 9 9 18

QUIRINO 27 26 53 9 9 18

TOTAL 337 461 798 112 154 262

Research Instrument

The researcher constructed the instrument and present it to the panel members for

improvement. After the revision, the researcher submits it for final validation. The final draft
will be used in the gathering data to determine the significant domains that influence sports

involvement and math achievement of students.

The researchers’ questionnaire is patterned from Stacey Warner questionnaire.

The following parameters will be used

Interval Description Interpretation

4.21-5.00 Very High The level of sport is excellent

3.41-4.20 High The level of sports

involvement is very good

2.61-3.40 Average The level of sports

involvement is fair average

1.81-2.60 Low The level of sports

involvement is poor.

1.00-1.80 Very Low The level of sports

involvement is very poor.

Procedure

The necessary data will be gathered through the following procedure:

1. The researchers will ask permission from the office of the school principal requesting

for approval for the researchers to conduct the study.

2. The researchers made questionnaires will be distributed to the respondents to answer

the questions in their respective classrooms.

3. Each respondent will be given a copy of questionnaire. The researchers make sure that

all the respondents assessed every item in the questionnaire after they filled-in the

researchers will collect the questionnaires.

Statistical Tool

The following statistical tools will be used in analysing and interpreting the responses

in the study.

2. Weighted Mean will be used to determine the level of sports involvement in terms of

common interest, leadership opportunities, and equity in administrative decision,

administrative consideration, social spaces and competition.

3. Mean will be used to determine the level of academic performance in terms of grade.

4. T-test will be used to determine if there is a significant difference in level of sports

involvement with analysed by sex and curriculum.

5. ANOVA will be used to determine if there is a significant difference in academic

performance with analysed by sex and curriculum.

6. REGRESSION ANALYSIS will be used in determining if sports involvement

significantly influences math achievement

Data Analysis

To analyse the researchers’ data from the given sample, the researchers will be using

Special Package for Social Sciences version 20.

CHAPTER 3
RESULT

This chapter presents the results and interpretation of data.

Table 2 shows the average level ( x =3.95; S.D.=0.57 ) of Sport Involvement.

Common interest is in average level( x = 3.79; S.D. =0.59 ), Leadership Opportunity is in

average level( x =3.68; S.D.= 0.65),Equity in Administrative Decision is in average

level( x= 4.14; S.D.= 0.68), Administrative Consideration is in average level( x =4.22,

S.D.=0.69), Social Spaces is in average level ( x =3.92, S.D. =0.71), Competition is in

average level ( x = 3.94, S.D.=0.74).

Table 3 shows the average level ( x = 78.38, S.D.= 6.18) of Math test score.

Table 4 shows the average level ( x=3.87; S.D.=0.58) in Regular. SPA is in average

level ( x= 4.08;S.D.= 0.31), STE is in average level ( x= 4.22; S.D.= 0.33), SPS is in

average level (x= 4.69; S.D.= 0.16). The significant difference (f-value= 10.56; p-value<

0.05) in level of Sports Involvement when analyzed by curriculum.

Table 5 shows the average level ( x = 77.20;S.D. = 5.66) in Regular. SPA in average

level ( x = 79.50; S.D.= 79.50). STE is in average level ( x = 84.83; S.D.= 5.24). SPS is in

average level ( x = 78.38; S.D. =3.99). The significant difference (f-value= 22.24;p<0.05) in

level of Academic Performance when analyzed by curriculum.

Table 6 shows that there is a significant relationship (r-value= 0.295; p-value= 0.000)

between sports involvement ( x =3.95; S.D.=0.57 ) and math achievement ( x = 78.38, S.D.=

6.18). The r^2 value is 0.087. This implies that sports involvement and math achievement

have a very low positive correlation.

Table 2. The level of Sports Involvement

Indicators x S.D. Description

Common Interest 3.79 0.59 High

(n=262)

Leadership Opportunity 3.68 0.65 High

(n=262)

Equity in administrative 4.14 0.68 High

decision

(n=262)

Administrative consideration 4.22 0.69 Very High

(n=262)

Social spaces 3.92 0.71 High

(n=262)

Competition 3.94 0.74 High

(n=262)

Overall Mean: 3.95 0.57 High

Table 3. The Level of Academic Performance.

Indicator x S.D. Description

Math test score 78.38 6.18 Fairly Satisfactory

(n=262)
Table 4. The significant difference in level of Sports Involvement when analyzed by

Curriculum

Curriculum x S.D. Description f-value p-value

Regular (n=209) 3.87 0.58 High

SPA (n=24) 4.08 0.31 High

10.56 0.000

STE (n=18) 4.22 0.33 Very High

SPS (n=11) 4.69 0.16 Very High

∝=0.05
Table 5. The Significant Difference in level of Academic Performance when analyzed by

Curriculum

Curriculum x S.D. Description f-value p-value

Regular (n=209) 77.20 5.66 Fairly Satisfactory

SPA (n=24) 79.50 5.31 Fairly Satisfactory

22.24 0.000

STE (n=18) 84.83 5.24 Very Satisfactory

SPS (n=11) 78.38 3.99 Fairly Satisfactory

∝=0.05
Table 6. The Significant relationship betweeen Sports Involvement and Academic

Performance

Variable x S.D. r-value p-value

Sports Involvement 3.95 0.57

0.295 0.000

Math Achievement of 78.38 6.18

Students
CHAPTER 4

DISCUSSION

This chapter presents the discussions, conclusion, and recommendations. That

have been thoroughly discussed and analyzed by the researchers based on the result.

The level of Sports Involvement

The students got the high level on common interest in regards to sports involvement.

The researchers found out that most of the students are undecided in sharing similar values in

sports with other students in their curriculum. Westminster (2010) Some of them shows

undesirable behavior like yelling, cursing or violence in response to self-anger at a referee or

other players. Therefore, witnessing this behaviors may lead the student to mimic in similar

situation. Yet, many students felt the belongingness in their institution when practicing and

competing in sports at the same time being part of the curriculum helps them gain more

friends who shares strong commitment. Left out of these measures is a student’s subjective

feelings of connectedness or cohesion to the institution, or sense of belonging. Hoffman,

Richmond, Morrow, and Salomone (2002) found that 1st-year students involved with

learning communities indicate a higher sense of belonging than their peers who enroll in

general university courses. These students perceive higher levels of faculty support, peer

support, and classroom comfort. Moreover, students with the same curriculum shares the

same interest are most likely enjoying their bonding activities in lined with their common

interest.

Hence, students got the high level on leadership opportunity regarding to sports

involvement. The result shows that mostly, they are willing to help in terms to programs and

activities in school. Involving other students, most of them influenced each other and shares
ideas to improve and develop students’ capability. On the other hand, they agree that they

consider themselves as good role model that students can look up to and can manage to lead a

large group of people. Ammary (2017) stated that sports help students improve their

leadership learning and development. Providing students with significant experiences to

induce leadership awareness and skills development in able to give self-efficacy and overall

team success.

Referring to equity in administrative decisions, students rated a high level on sports

involvement. Presented on the table revealed that students agree that teachers in their

curriculum makes decisions fairly that everyone will benefit. Most of the students agrees

about teachers in curriculum consider their students need when making decisions, guide and

protect students, and are concerned and understands every students situations. According to

Court of Appeal (2016) concluded that equity treats the personal contractual rights.

Administrative law usually only enables decisions (or actions) that are “administrative” in

nature to be challenged. In other words, there are other types of “decisions” made in

government that are not governed by administrative law.

In sports involvement, students got a very high level on administrative consideration.

As shown on the table that students strongly agree that curriculum teacher’s care and supports

their students. In regards to curriculum teachers who talk to students in a courteous and ease

manner to make a student more comfortable the students rated it in a high level. Moreover,

students agree that curriculum teachers give consideration to students in terms of excuses and

absentees. It is inevitable that you will have the opportunity (and pleasure) of working

with special needs students in your classroom. You may need to make accommodations for

some and modifications for others. Providing for the needs of special education students will

certainly be one of your greatest challenges as a professional educator. Fredericks (2005).

On social spaces meeting new friends while engaging with sports. Moreover, students

agree that their curriculum finds place appropriate to them. In addition, in sports, students got

the chance to meet new people and gain new friends.

In sports involvement, students got high level on competition. The findings showed

students’ agreement in sports involvement students rated themselves as high level. Unveiled

in the table was the agreement of students in having confident interaction with other students.

Competitiveness between students creates bond, enjoyment and fun in competition.

According to Mendonca (2011) competition provides motivation to achieve a goal; to

demonstrate determination, creativity and perseverance to overcome challenges. Students

who understand that hard work and commitment leads to a greater chance of success are

competent in sports.

The Level of Math Achievement of students

The Math achievement of the grade 10 coming from Regular and Special programs

students that were taken from their first quarter of the school year has a level of fairly

satisfactory. Thus, only 8.70 % is the affecting factor of sports involvement to the math

achievement of students while remaining percent were caused by other factors.

The Significant Difference on the Level of

Sports involvement with analyzed by curriculum.

There is a significant relationship because the p-value is less than the level of

significance. In regular curriculum the overall mean were found to have a high descriptive

equivalent. Meanwhile, based on the results the Special Program in the Arts have the same

descriptive equivalent which is the high level. On the part of Science Technology and

Engineering the overall mean were rated as very high level. Lastly the sports inclined

curriculum the Special Program in sports was found to be very high. The result of the
findings shows that there is a significant relationship between sports involvement and math

achievement of students. In the studies examined by the CDC report, “increased time in

physical education appears to have a positive relationship or no relationship with academic

achievement. Increased time in physical education does not appear to have a negative

relationship with academic achievement. Florida National University (2017).

The Significant Difference on the Level of

Math Achievement of students with analyzed by curriculum

There is still a significant relationship between math achievements of students

because the p-value is less than the level of significance. In regular curriculum the overall

mean were found to have a fairly satisfactory rate of math achievement while the Special

Program in the Arts have found a satisfactory rate of math achievement. On the other hand,

the Science Technology and Engineering curriculum found the overall mean were rated as

very satisfactory. Lastly, the Special Program in Sport were rated the final mean as fairly

satisfactory. The result shows that there is a significant relationship between sports

involvement and math achievement of students. Rees and Sabia (2009) found out that

participation in athletic activities promotes wide range of “social, physical and intellectual

skills”, leading to better classroom performance. In fact, student-athletes are on average

academic performance than non-athletes.

The Significant Relationship Between

Sports Involvement and Math Achievement of students

There is a significant relationship between sports involvement and math achievement

of students because the p-value is less than the level of significance. Presented on the table

are the data on the significance of the relationship between the level of sports involvement

and math achievement of students. As the result shows that there is a slight correlational
relationship between the sports involvement and math achievement of students. Sitkowski

(2008) revealed that sports involvement develop school activities and academic esteem of all

student athletes. In addition he stated that there is a positive relationship existed between

sports participation and academic achievement. Ventor (2010) found that participation in

sport can help students build discipline, set goals, organize time, develop self-confidence and

could also introduce them to skills such as teamwork, sportsmanship, leadership and

socialization. He also stated that sports participation leads to a more positive attitude towards

school.
CONCLUSION

The result of the study revealed that the level of sports involvement of grade 10

students of regular curriculum and special programs is in average level when applied on the

common interest, leadership opportunity, equity in administrative decision, administrative

consideration, social spaces and competition. Based on the findings, there is a significant

difference in the level of sports involvement and math achievement when applied by

curriculum. The findings suggest that the sports involvement vary on curriculum so as the

other affecting factors. Moreover, the sports involvement of grade 10 students from regular

curriculum and special programs revealed to have a significant relationship on math

achievement. The student’s sports involvement can significantly influence the math

achievement, which show that the more they engage in sports the higher their math test

scores.
RECOMMENDATION

With the results gathered from the study. It becomes essential to give the following

recommendations.

Philippine Sports Commission shall have the partnership with Department of Education to

continue designing programs most especially to give full support in sports because it has to

do with the academic achievement of students in math. The Department of Education shall

implement a program to be actively participated by students according to their sports interest.

After class they are expected to engage in sports at least one hour before going home. In

addition, the school administration will continue and preserve the implemented program to

maintain a good the influence of sports towards the students. Furthermore, the continuous

implementation of the program can be effective and successful with assistance and support of

teachers or the authority. Meanwhile, students are advised to maintain a healthy body, mind

and soul to perform any school activities better. Lastly, future researchers can conduct future

research that will also prove existing factors related to the sports involvement that could

affect the math achievement of students.