i

THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON THE ACADEMIC

PERFORMANCE OF STUDENTS ATHLETES OF CEBU ROOSEVELT
MEMORIAL COLLEGES

A Thesis
Presented to the Faculty of the
College of Criminal Justice Education of
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Criminology

By:

Princes Amor T. Dago-oc.

Carl Vincent B. Dizon
Krisel Jean Conde
Kenje D. Conde
Lawrence Pepito
Kent Ronald Lanzaderas
Jomar Rosell

December 2023
 ii

This thesis entitled " THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON

THE ACADEMIC PERFORMANCE OF STUDENTS ATHLETES OF CEBU
ROOSEVELT MEMORIAL COLLEGES" prepared and submitted by PRINCES
AMOR T. DAGO-OC., CARL VINCENT B. DIZON, KRISEL JEAN CONDE, KENJE
D. CONDE, LAWRENCE PEPITO, KENT RONALD LANZADERAS, AND JOMAR
ROSELL in partial fulfillment of the requirement for the degree MASTER OF ARTS IN
EDUCATION, major in Educational Management, has been examined, accepted, and
approved.

NAME, TITLE
Adviser

THE THESIS COMMITTEE

NAME, TITLE
Dean, Criminal Justice Education
Cebu Roosevelt Memorial Colleges
Chairman

NAME, TITLE NAME, TTILE

Faculty, Criminal Justice Education Research Head, Graduate School of Education
Cebu Roosevelt Memorial Colleges Cebu Roosevelt Memorial Colleges
Member Member

NAME, TITLE
Dean, Criminal Justice Education
Cebu Roosevelt Memorial Colleges
 iii

PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with a grade of __________.

THE THESIS COMMITTEE

NAME, TITLE
Dean, Criminal Justice Education
Cebu Roosevelt Memorial Colleges
Chairman

NAME, TITLE NAME, TITLE

Faculty, Criminal Justice Education Research Head, Graduate School of Education
Cebu Roosevelt Memorial Colleges Cebu Roosevelt Memorial Colleges
Member Member

NAME, TITLE
Dean, Criminal Justice Education
Cebu Roosevelt Memorial Colleges

Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Science in Criminology.

Comprehensive Examination : (DATE) ? Rating : ______

Oral Examination :? Rating : ______
Book Submission :?

NAME, TITLE
Dean, Criminal Justice Eduation
 iv

Cebu Roosevelt Memorial Colleges

DEDICATION

In dedicating this research to our families, friends, and the Almighty God, the

researchers acknowledge and honor the immeasurable significance of their love, support,

and divine guidance throughout this collective academic pursuit.

The researchers extend our heartfelt gratitude to our beloved families, whose

unwavering love, support, and understanding have been the bedrock of our journey

through this research endeavor. Your encouragement, patience, and sacrifices have fueled

our determination, providing strength during challenging times and amplifying the joys of

our achievements. Your unwavering belief in us has been a constant motivation,

reminding us that we are never alone in this pursuit. For your enduring support, we are

eternally grateful.

To our dear friends and classmates, your unwavering encouragement,

camaraderie, and uplifting spirits have been a priceless source of inspiration throughout

our research journey. Your unwavering support, understanding, and companionship have

provided solace during moments of uncertainty and multiplied the joys of success. Your

friendship has been a guiding beacon, underscoring that the journey is as significant as

the destination. Your presence has been a source of immense strength and joy, and we

deeply appreciate your unwavering support.

Above all, we dedicate this to God Almighty, our source of everything, wisdom,

knowledge and understanding and to Him be all the glory!

 v

ACKNOWLEDGEMENT

We extend our heartfelt gratitude to all those who contributed to the completion

of this research endeavor. We express our deepest appreciation to our esteemed research

adviser, [title Name], whose unwavering guidance, expertise, and mentorship were

invaluable throughout this journey. Your insights, constructive feedback, and dedication

greatly enriched the quality of this study.

We would like to extend our sincere thanks to the esteemed panel of examiners

whose expertise and thoughtful evaluation provided valuable perspectives that enhanced

the rigor and depth of our research. Your contributions have been instrumental in shaping

the trajectory of this study.

Our gratitude also extends to the members of our research team whose dedication,

collaboration, and collective efforts significantly contributed to this endeavor. Your

diverse perspectives, commitment, and collaborative spirit have enriched the research

process and outcomes.

Finally, we humbly acknowledge the grace of the Almighty God for guiding us

through this journey, providing strength, wisdom, and perseverance to overcome

challenges and achieve milestones.

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The Impact of Extracurricular Activities On the Academic Performance of Students

Athletes of Cebu Roosevelt Memorial Colleges

NAME/S
Student, Cebu Roosevelt Memorial Colleges
@gmail.com

Abstract

TO BE FOLLOWED
 vii

Keywords:

TABLE OF CONTENTS

TITLE PAGE i
THESIS COMMITTEE ii
SIGNATORIES iii
DEDICATION iv
ACKNOWLEDGEMENT v
ABSTRACT vi

Chapter Page
I. THE PROBLEM
Introduction ……………………… -

Theoretical Framework ……………………… -

Statement of the Problem ……………………… -

Statement of the Hypotheses ……………………… -

Significance of the Study ……………………… -

Definition of Terms ……………………… -

II. REVIEW OF RELATED LITERATURE

Introduction ……………………… -

Volunteerism and Its Benefits ……………………… -

Civic Engagement ……………………… -

Self-Awareness ……………………… -

Critical Thinking ……………………… -

Synthesis ……………………… -
 viii

III. RESEARCH AND METHODOLOGY

Design ……………………… -

Environment ……………………… -

Respondents ……………………… -

Instruments ……………………… -

Data Gathering Procedure ……………………… -

Data Analysis -
Ethical Considerations ……………………… -
A. Risk of the Study to Participants……………………… -
B. Content, Comprehension, and Documentation of Informed Consent
Participant Status -
Study Goals ……………………… -
Type of Data ……………………-
Sponsorship ……………………… -
Participant Selection ……………………-

Potential Risk ……………………… -

Potential Benefits ……………………… -
Alternatives ……………………… -
Compensation ……………………… -
Confidentiality Pledge ……………………… -
Voluntary Consent -
Right to Withdraw and Withhold Information -
Contact Details ……………………… -
C. Authorization to Access Private Information -
D. Confidentiality Procedure ……………………… -
E. Debriefing, Communication, and Referral -
F. Conflict of Interest …………………… -
Inclusion Criteria ……………………… -
Exclusion Criteria …………………… -
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IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of the Respondents ……………………… 44

Implementation ……………………… 45

Participation of students ……………………… 47

Civic Engagement ……………………… 49

Critical Thinking ……………………… 50

Self-awareness ……………………… 52

Recognition and appreciation ……………………… 52

Personality ……………………… 53
Social awareness ……………………… 54
Unity ……………………… …………

Proposed Action Plan ……………………… -

Rationale ……………………… -
Objectives ……………………… -
Scheme of Implementation ……………………… -

V. REVIEW AND METHODOLOGY

Summary and Findings ……………………… -

Conclusion ……………………… -
Recommendations ……………………… -

REFERENCES ……………………… -

APPENDICES ……………………… -
Appendix A: Transmittal Letter ……………………… -
Appendix A-2: Transmittal Letter ……………………… -
Appendix B: Implied Consent Form ……………………… -
Appendix C: Research Instrument ……………………… -
Appendix D: Location Map ……………………… -
Appendix E: Plagiarism Check ……………………… -
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Appendix E-2: Plagiarism Check ……………………… -

Appendix F: Certification: ……………………… -
……………
CURRICULUM VITAE ………………………

LIST OF TABLES

TABLE TITLE PAGE

1 Distribution of Research Respondents 32

2 Profile of Respondents 44
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LIST OF FIGURES

FIGURES TITLE PAGE

1 Schematic Diagram -

2 Scheme of Implementation -
xii
 1

Chapter 1

THE PROBLEM

Introduction

Exploring the influence of extracurricular activities on student athletes is a pivotal

endeavor in understanding the multifaceted effects beyond the athletic realm. This study

delves into the impact of these activities, encompassing sports and other engagements, on

the overall development, academic performance, and well-being of student athletes. By

examining this relationship, we aim to uncover key insights into how participation in

extracurricular activities contributes to the holistic growth of these individuals. College

student-athletes tend to dedicate more time to their particular sport or sports rather than

their academics (Gutting, 2012). Although student-athletes value their overall college

experience and express a belief that athletic participation contributes in important ways to

their personal and academic development, they may be shortchanged academically

because of their time commitment to sports (Potuto & O’Hanlon, 2007). Students may

develop a negative attitude or perception about student-athletes because student-athletes

tend to spend most of their time with fellow student-athletes (Comeax, 2011). Time and

scheduling demands can contribute to difficulties in student-athletes integrating into

campus academic life (Jolly, 2008).

Participation in extracurricular activities, such as sports, forces student-athletes to

become adept at managing their time effectively. They must balance rigorous training

and competition schedules with their academic commitments. This experience instills

discipline and organizational skills that can benefit them in their academic endeavors and
 2

beyond. The relationship between extracurricular activities, particularly sports, and the

academic performance of student-athletes is influenced by a range of factors. While

sports participation can help develop time management skills, intrinsic motivation, and

discipline, it also requires careful consideration of the potential challenges it poses to

academic responsibilities. The provision of academic support services and the presence of

social support networks are essential in helping student-athletes succeed academically.

Understanding the individual needs and motivations of student-athletes is crucial in

creating an environment where they can excel both academically and athletically.

A less recognized but still influential burden faced by athletes is the negative

perceptions and expectations by faculty and other students. In a 2007 study, Simons,

Bosworth, Fujita, and Jenson concluded that athletes are stigmatized in higher education

based on the “dumb jock” stereotype and media portrayals. A stigmatized individual is

one who possess an attribute that is “deeply discrediting” and is seen by others as

“tainted” and “discounted” (Goffman, 1963). A stigma involves two parts: (1) the

recognition of difference based on some distinguishing characteristic or ‘mark’; and (2) a

consequent devaluation of a person (Dovidio, Major, & Crocker, 2000). Intercollegiate

athletes are usually not thought to be stigmatized because they are seen as privileged and

unlike most other stigmas they choose to be athletes whereas most stigmatized

individuals have little choice of their stigma, however, in spite of this somewhat

voluntary nature and belief that they are privileged, athletes meet the essential definition

of a stigma: a devalued social identity in a specific context, the academic domain

(Simons, Bosworth, Fujita & Jenson, 2007).

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The student-athlete population is unique in their college experience. Many non-

athletes express their belief that student-athletes should not be treated as regular students

because of their secondary role as entertainers at their respective college or university

(Hamilton & Stone, 1990). To assist student-athletes with their unique demands, many

institutions have set up special support structures to increase their chances of both

academic and athletic success. Some claim that this is right-minded for the university to

do, but others argue that it is unfair to non-athletes who do not receive the same support

(Potuto & O’Hanlon, 2007). Unfortunately, tensions between athletics and academics

often give rise to negative perceptions about student-athletes among both students and

faculty (Jolly, 2008). Stereotypical views of athletes may exist leading to misconceptions

about their academic ability and motivation (Baucom & Lantz, 2001; Cotton & Wilson,

2006). The perception is that student-athletes are unqualified illegitimate students whose

only interest is in athletics and who expect to receive special treatment from professors

and others around them (Simons, Bosworth, Fujita & Jenson, 2007). Some non-athletes

have negative attitudes toward student-athletes particularly in areas related to academic

performance. Non-athletes are sometimes suspicious and less trusting of student-athletes

who earn an A in a class. The suggestion is that non-athletes simply do not believe

student-athletes have the academic capabilities to earn an A (Engstrom & Sedlacek,

1991). However, when student-athletes were asked if they had ever received a grade

higher than they deserved, 89% reported never having this happen (Simons, Bosworth,

Fujita & Jenson, 2007). Knapp, Rasmussen and Barnhart (2001) found that only 70% of

non-athletes said they agree that faculty give student-athletes special treatment and only

44% agreed that student-athletes are legitimate students.

 4

Thus, the purpose of this study is to investigate and understand the relationship

between participation in extracurricular sports activities and the academic performance of

student-athletes, aiming to identify the potential benefits or challenges they experience in

balancing their dual roles. This research seeks to provide insights into how schools,

colleges, and universities can better support student-athletes in their pursuit of both

athletic and academic excellence, ultimately contributing to their holistic development

and well-being.

Theoretical Background

This study is anchored on Multiple Role Theory proposed by James Coleman's

(1961) and supported by Social Learning Theory by Albert Bandura (1977) and Self-

Determination Theory (SDT) by Edward L. Deci and Richard M. Ryan (2008).

Multiple Role Theory proposed by James Coleman's (1961) focuses on the way

people balance and navigate their multiple roles and commitments within a social system.

It's a sociological theory that aims to understand how individuals manage their diverse

roles and responsibilities in society and how this affects their well-being and social

functioning. James Coleman's multiple role theory posits that extracurricular activities

provide additional, complimentary roles for a student that benefits the student

academically because the added role of athlete, for example, increases self-esteem and

overall participation/interest in school, which can boost grades (Hunt 2005). There is not

yet a consensus as to whether the impact of extracurricular activities on educational

outcome is positive or not. Hunt (2005) however posited that extracurricular activities

have the tendency to boost educational outcome, judging from the theory advanced by
 5

Coleman in which it was stressed that extracurricular activities provide complementary

role for the student, which enhances school participation, leading to improvement in

grades. Miller et al (2005) stressed the role of participation in sports, which has been

linked to higher student performance resulting from higher school attendance, grade point

average and less disciplinary actions. Hunt (2005) also suggested that students who are

more likely to enjoy an increased sense of accomplishment, competence, and self-esteem,

are those who engage in extracurricular activities. Moreover, participating in various

extracurricular activities also helps students/alumni developing self-identity and social

networks (Stuart, Lido, Morgan, Solomon, & May, 2011), and is very important for

education. Marsh and Kleitman (2002) in their study has found out that total

extracurricular student involvement has a positive relationship with course outcomes.

Key Concepts and Components:

Roles and Role Sets: Coleman's theory emphasizes that individuals occupy

various social roles in their lives. These roles can be ascribed (assigned by society, like

being a student) or achieved (acquired through individual efforts, like becoming a parent

or pursuing a career). People are part of multiple role sets, and these roles can come from

different domains, such as family, work, education, and community involvement.

Role Conflict: One of the central ideas of Multiple Role Theory is the concept of

role conflict. This occurs when the demands and expectations of one role are

incompatible with those of another role. For example, a student-athlete may experience

role conflict when they must balance the demands of their sport with their academic

responsibilities.
 6

Role Strain: Role strain is another aspect of this theory and occurs when

individuals find it challenging to fulfill all the expectations within a single role. For

instance, an employee might experience role strain if they feel overwhelmed by the

demands of their job.

Resource and Time Allocation: The theory suggests that individuals allocate their

resources, such as time and energy, among their various roles. They do this based on their

perceptions of the importance and rewards associated with each role.

Implications and Applications: In the context of education, Coleman's Multiple

Role Theory highlights the importance of understanding the roles students occupy

beyond the classroom. It emphasizes the need for educators to consider how a student's

multiple roles, such as being a family member, part-time worker, and student, can affect

their academic performance.

Work-Life Balance: In the workplace, this theory is often used to examine the

challenges individuals face in balancing their professional and personal lives. Employers

can use these insights to create more supportive and flexible work environments.

Policy Implications: Coleman's theory has influenced discussions about social

policy, particularly in areas like education, family support, and work policies. It

underscores the importance of creating policies and structures that recognize and

accommodate the multiple roles individuals play in society.

Health and Well-being: The theory is also relevant in discussions about individual

well-being and mental health. It suggests that an understanding of role conflict and strain
 7

can be useful in addressing stress and promoting healthier ways of managing multiple

roles.

In summary, James Coleman's Multiple Role Theory provides a valuable

framework for understanding how individuals navigate their many roles and

responsibilities in society. It has implications in various fields, from education and work

to social policy and health, and offers insights into the challenges people face when

fulfilling multiple roles and how they allocate their resources to manage them effectively.

Self-Determination Theory focuses on the role of intrinsic motivation in

extracurricular activities. According to SDT, students who participate in extracurricular

activities because they are intrinsically motivated are more likely to have positive

outcomes in terms of academic performance. This theory suggests that when student-

athletes are motivated by personal interest and enjoyment in their sports, they can

maintain a better balance between athletics and academic. Self-Determination Theory

(SDT) is a theory of motivation that has been applied in many life domains such as

health, sport, education and work. Health is an intrinsic goal for us all that is strongly

influenced by our habits and lifestyle choices. Motivation—energy directed at a goal—

plays a big role in our lifestyle choices and in our ability to make sustained changes as

needed to maintain our health. According to SDT, all of us have three key psychological

needs as depicted graphically below. When our social environments, including the places

where we receive health care, are more supportive of these psychological needs, the

quality of our motivation is more autonomous. Alternatively, when our psychological

needs are not well met or even thwarted through our social interactions, the quality of our

motivation is more controlled. Researchers have found through many studies that when
 8

people are more autonomously motivated, they are more likely to achieve their health

goals over time.

Social learning theory is a psychological perspective that emphasizes the role of

observation and imitation in learning behavior. It suggests that people learn by watching

others and copying their behaviors, attitudes, and beliefs. The theory proposes that

individuals acquire new knowledge and skills through a process of modeling, retention,

reproduction, and motivation. According to social learning theory, people are more likely

to engage in behaviors they have observed and perceived as effective or desirable.

People learn from observing others and that this process can be influenced by

factors such as the behavior of the model, the context in which the behavior occurs, and

the individual's own attitudes and beliefs. The theory also highlights the importance of

reinforcement and punishment in shaping behavior, as well as the role of self-efficacy, or

one's belief in their ability to perform a task successfully. Overall, social learning theory

provides a comprehensive framework for understanding how behavior is learned and

maintained over time.

Social learning theory, introduced by psychologist Albert Bandura, proposed that

learning occurs through observation, imitation, and modeling and is influenced by factors

such as attention, motivation, attitudes, and emotions. The theory accounts for the

interaction of environmental and cognitive elements that affect how people learn. The

theory suggests that learning occurs because people observe the consequences of other

people's behaviors. Bandura's theory moves beyond behavioral theories, which suggest

that all behaviors are learned through conditioning, and cognitive theories, which
 9

consider psychological influences such as attention and memory. According to Bandura,

people observe behavior either directly through social interactions with others or

indirectly by observing behaviors through media. Actions that are rewarded are more

likely to be imitated, while those that are punished are avoided.

One of the key principles of social learning theory is that behavior is learned

through a process of modeling and reinforcement. People observe the behaviors of others

and then attempt to replicate those behaviors themselves. If they receive positive

feedback, such as praise or rewards, for their efforts, they are more likely to continue

engaging in that behavior in the behavior. Another important principle of social learning

theory is that people also learn by observing the consequences of others' behavior. If they

see someone else engaging in a behavior that leads to a positive outcome, they may be

more likely to adopt that behavior themselves. On the other hand, if they see someone

else engaging in a behavior.

 10

Multiple Role Theory proposed by James Coleman's

(1961)

Self-Determination Theory (SDT) by Edward L. Deci

and Richard M. Ryan (2008)

Social Learning Theory by Albert Bandura (1977)

STUDENT ATHLETES

EXTRACURRICULAR
ACTIVITIES ACADEMIC PERFORMANCE

PROPOSED ACTION PLAN

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Figure 1: Schematic Diagram of the Theoretical Framework of the study.

Statement of the Problem

This study aims to determine the Impact of Extracurricular Activity of the

Academic Performance of the Student Athletes of Cebu Roosevelt Memorial Colleges,

San Vicente St., Bogo City, Cebu. A.Y 2023-2024. Findings will serve as a bases of a

proposed action plan.

Specifically, this study will be able to answer the following questions:

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

1.1 age;

1.2 Gender and;

1.3 Year Level

2. What are the types of extracurricular activities in which students participate?

3. What is the frequency of the extracurricular activities that the student

participate?

4. What is the level of impact of extracurricular activies on the academic

performance of the students athletes of CRMC?

5. What is your academic performance in class?

6. Based on the findings, what plan of action can be proposed?

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Significance of the Study

This study aims to identify the Impact of Extracurricular activities on the

Academic Performance of Student Athletes of Cebu Roosevelt Memorial Colleges

participating in Cebu Schools Athletic Foundation, Inc. (CESAFI). Moreover, it would

provide benefits to the following entities.

Student athletes. Students who are trained in or good at games and exercises that

require physical skill, endurance, and strength. And also who participate in an organized

competitive sport sponsored by that educational institution or school.

Coaches. A process that enables learning and development to occur and thus

performance to improve. To be a successful a coach requires a knowledge and

understanding of process as well as the variety of styles, skills and techniques that are

appropriate.

School administration. Involves the management of all school operations, from

creating a safe learning environment to managing the school budget. Planning of school

programs and activities

Teachers. In systematic inquiry by teachers with the goals of gaining insights into

teaching and learning, becoming more reflective practitioners, effecting changes in the

classroom or school, and improving the lives of children.

 13

Researchers. Researching the impact of extracurricular activities on student

athletes benefits the conducting researchers by establishing expertise, leading to

academic recognition, and enhancing career prospects in academia, sports management,

or education. It fosters skill development in critical thinking, analysis, and

communication while offering personal fulfillment by contributing to meaningful

knowledge. Furthermore, the researchers become experts in this field, gaining in-depth

knowledge and understanding. This expertise enhances their credibility and authority

within academia and related professional domains.

Future Researchers. Studying the impact of extracurricular activities on student

athletes provides a foundational knowledge base for future researchers. It offers

frameworks, methodologies, and insights to build upon, enabling deeper exploration,

critical analysis, and innovation. This existing research guides future investigations,

encourages interdisciplinary collaboration, and informs the development of practical

applications and interventions. Ultimately, it sets the stage for continuous progress and

advancement in understanding how extracurricular activities influence student athletes.

In conclusion, a study on the impact of extracurricular activities, particularly

sports, on the academic performance of student-athletes is significant because it has far-

reaching implications for the educational experience, personal development, and future

success of these students. It guides institutions and decision-makers in creating

supportive, well-rounded environments that benefit student-athletes and the broader

community.
 14

Definition of Terms

In order to enhance the comprehensibility of this research study for readers, the

researchers have incorporated operational definitions for key terms. By providing these

explicit definitions, the researchers intend to facilitate readers` comprehension and ensure

consistent understanding throughout the research paper.

Academic Performance. This is measured based on the level of participation of

the students in class. It is the end result of the efforts executed by the students and

represents outcomes that indicates the extent to which a person has accomplished specific

goals.

Extracurricular Activity. Refers to the activities participated by the students

inside and outside of the school level. The students organized activity connected with the

school and sustain no academics.

Student Athletes. A full time or part time student of a university or college who

also participates in organization and competitive athletic program offered by the school.

Proposed Action Plan. Extracurricular Activity poses a significant challenge to

students athletes, affecting not only their school academic performance but also leads

them into poor performance level. In order to combat this issue, it is essential to develop
 15

comprehensive strategies that address the underlying impacts of academic performance.

This research proposed aims to look into the efficacy of an integrated action plan in

seeking the impact of extracurricular to the student athlete towards on their academic

performance.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Introduction

Student-athletes are individuals who are simultaneously pursuing an education as

students while actively participating in organized athletic competitions as athletes. They

are typically enrolled in educational institutions, such as schools, colleges, or universities,

where they balance their academic responsibilities with their commitment to a particular

sport or sports. This term is commonly associated with collegiate athletes, but it can also

apply to students in primary and secondary schools who engage in sports alongside their

studies. Student-athletes are expected to excel both academically and athletically, and

they often receive various forms of support and resources from their educational

institutions to help them manage their dual roles. Student-athletes are primarily students,

and they are expected to meet the academic requirements and standards of their

educational institution. They attend classes, complete assignments, and take exams like

any other student. In addition to their academic responsibilities, student-athletes

participate in competitive sports, representing their school or college in various athletic

events. This can range from traditional team sports like football and basketball to
 16

individual sports like track and field. Student-athletes face the challenge of managing

their time effectively. They must allocate time for classes, homework, practice, games,

and travel, often requiring strong time management skills. Many governing bodies, such

as the NCAA (National Collegiate Athletic Association) in the United States, have

specific eligibility rules that student-athletes must meet. These rules often relate to

academic progress, maintaining a certain GPA, and fulfilling a limited period of

eligibility. Student-athletes are often highly competitive individuals who strive for

success both academically and athletically. They have a strong work ethic and a

commitment to self-improvement in both domains. Student-athletes often develop

valuable life skills, including teamwork, leadership, discipline, and resilience, which can

be applied beyond their athletic and academic pursuits.

Overall, being a student-athlete involves a unique and demanding lifestyle that

requires dedication, discipline, and the ability to juggle the demands of academic and

athletic excellence. It offers an opportunity to excel in both areas and develop important

life skills in the process.

A student-athlete is an individual who embodies the balance of academic pursuits

and athletic commitment. These individuals are enrolled in educational institutions,

ranging from primary and secondary schools to colleges and universities, where they are

not only students but also dedicated athletes.

Student-athletes are known for their exceptional ability to juggle the demands of

their academic coursework with the rigorous training and competition required in their

chosen sport. They are passionate about their athletic endeavors, whether it's competing
 17

in team sports like basketball or soccer, individual sports such as tennis or track and field,

or even nontraditional sports like equestrian or wrestling.

This unique group of students possesses several key qualities:

Time Management: Student-athletes excel in time management. They carefully

plan their schedules to accommodate classes, study sessions, and practice or game times.

This skill is crucial for maintaining their academic performance and athletic

commitments.

Dedication: Student-athletes are incredibly dedicated to their sport. They put in

hours of training and conditioning to excel in their chosen discipline. This dedication

extends to the classroom, where they diligently complete assignments and strive to

perform well academically.

Work Ethic: These individuals have a strong work ethic. They understand that

success requires effort, both on the field and in the library. They are willing to put in the

time and effort to achieve their goals.

Discipline: Student-athletes are disciplined in their daily routines. They must

adhere to training schedules, follow dietary plans, and maintain a commitment to their

academic studies. Discipline is the cornerstone of their success.

Resilience: They are resilient, able to bounce back from setbacks, whether it's a

tough loss in a game or a challenging academic period. This resilience is a vital attribute

for overcoming obstacles in both athletics and academics.

 18

Teamwork: Those who participate in team sports understand the importance of

teamwork and collaboration. They not only work closely with their teammates on the

field but also collaborate with fellow students on group projects and in class.

Leadership: Many student-athletes naturally develop leadership skills through

their experiences as team captains or through their commitment to personal growth and

improvement. These leadership skills can extend beyond their athletic endeavors.

Future Ambitions: While some student-athletes aspire to professional careers in

their chosen sport, others see their education as a foundation for future careers in a

variety of fields, from medicine and law to business and education.

In essence, a student-athlete represents the ideal of achieving excellence in both

academics and athletics. They are well-rounded individuals who demonstrate the ability

to excel in different aspects of their lives, building character, work ethic, and skills that

will serve them well beyond their time as students.

According to "(Miller et al., 2014) Balancing Act: The Dual Role of Student-

Athletes. Student-athletes often face the challenge of managing their time effectively due

to the demands of both sports and academics. A study published in the "Journal of

College Student Development” explored the time management skills of student-athletes.

It found that involvement in sports helped student-athletes develop valuable time

management skills that positively influenced their academic performance.

A study of Dr. Kathleen E. F. Williams (2013) Academic Support for Student-

Athletes. Educational institutions recognize the unique needs of student-athletes and

often provide academic support services to help them excel in their studies the "Journal
 19

of Intercollegiate Sport" highlights the importance of academic advising, tutoring, and

mentoring in improving the academic success of student-athletes.

Intrinsic Motivation and Academic Success. A study published in the

"International Journal of Sports Science & Coaching" explored the relationship between

intrinsic motivation, sports participation, and academic success among student-athletes. It

found that student-athletes who were intrinsically motivated to excel in their sport also

exhibited higher levels of motivation and commitment to their academics, leading to

improved academic performance. (Moesch, Kenttä, and Kleinert, 2011)

Challenges of Travel and Competition. While many studies highlight the positive

aspects of sports participation on academic performance, some research recognizes the

challenges that student-athletes face. Travel and competition schedules can occasionally

conflict with academic responsibilities. A study by Sung Hwan Jang (2009) in the

"Journal of Issues in Intercollegiate Athletics" explores how these challenges can affect

the academic performance of student-athletes.

Social Support Networks. The social aspect of extracurricular activities, including

sports, can provide student-athletes with a strong support network. A study by Holt,

Hoar, and Brinkman (2011) in the "Journal of College Student Development" highlighted

the positive role of these social connections in helping student-athletes adapt to college

life and succeed academically.

Academic Achievement and Athletic Participation. A study by Darren M. Scott

and Daniel Gould (2013) in the "Journal of College Student Development" examined the

relationship between academic achievement and athletic participation among college

 20

athletes. They found that student-athletes performed at least as well as, and sometimes

better than, non-athletes academically, dispelling the notion that sports participation

necessarily hinders academic success.

Student-Athlete Time Management and Academic Success. Research published in

the "Journal of College Student Retention: Research, Theory & Practice" by Gerred A.

Pope and David L. Van Langen (2014) explored the impact of time management skills on

the academic success of student-athletes. The study revealed that student-athletes who

effectively managed their time were more likely to maintain good academic standing.

Influence of Coaching on Academic Performance. A study conducted by

Siegfried Nagel, John W. Boudreau, and Michelle W. Silvis (2017) and published in the

"Journal of Intercollegiate Sport" delved into the influence of coaching and athletic

support services on the academic performance of student-athletes. The findings showed

that academic support from coaches and athletic department staff had a positive impact

on student-athletes' grades and graduation rates.

Gender Differences in Student-Athlete Academic Performance. Research by

Laura Ogburn, Amanda L. Paule-Koba, and Janet S. Parks (2013) in the "Journal of

College Student Retention: Research, Theory & Practice" explored gender differences in

academic performance among student-athletes. The study found that female student-

athletes often outperformed their male counterparts academically.

The Role of Support Services in Student-Athlete Success. A study by Natalie L.

Stipanovic and Daphne P. Copeland (2011) in the "Journal of College Student

Development" examined the impact of academic support services, such as tutoring,

 21

mentoring, and advising, on the academic success of student-athletes. The results showed

that access to these services positively influenced the academic performance of student-

athletes.

Effects of Participation in Multiple Extracurricular Activities. Participation in

multiple extracurricular activities, including sports, is common among student-athletes. A

study by Robert W. Janke (2018) in the "Journal of Higher Education" investigated the

effects of involvement in multiple extracurricular activities on academic performance.

The research found that student-athletes who participated in a variety of activities

demonstrated better academic outcomes than those who were solely focused on their

sport.

In summary, the literature suggests that the impact of extracurricular activities,

particularly sports, on the academic performance of student-athletes is complex and

multifaceted. While participation in sports can provide valuable life skills and motivation

that enhance academic performance, challenges like time management, travel, and

competition schedules can also pose difficulties. The provision of academic support

services and a strong social support network can play a crucial role in helping student-

athletes balance their dual roles and succeed both academically and athletically.

Synthesis

Time Management and Discipline: Student-athletes are often lauded for their time

management skills and discipline. Participation in sports requires them to balance

rigorous training and competition schedules with their academic commitments. This dual

role encourages the development of crucial time management skills that can positively
 22

affect academic performance. Intrinsic Motivation: Intrinsic motivation, driven by a

genuine passion for both sports and academics, plays a significant role in the academic

success of student-athletes. When students are intrinsically motivated to excel in their

chosen sport, they are more likely to be equally committed to their academic pursuits.

Academic Support Services: Educational institutions often provide academic support

services tailored to the needs of student-athletes. These services can include tutoring,

academic advising, and mentoring. Research suggests that these support systems are

instrumental in helping student-athletes maintain good academic standing. Social Support

Networks: The social aspects of extracurricular activities, including the camaraderie

among teammates and fellow student-athletes, can provide a strong support network. This

sense of belonging and support contributes to the overall well-being of student-athletes

and helps them adapt to college life, which positively influences their academic

performance. Gender Differences: Studies have shown that female student-athletes often

outperform their male counterparts academically. This gender difference may be

influenced by various factors, including social expectations, time management, and

academic motivation. Challenges and Conflicts: Student-athletes do face challenges, such

as conflicts between travel and competition schedules and academic responsibilities.

These challenges can sometimes hinder academic performance, emphasizing the need for

institutions to provide flexibility and support to address such issues. Involvement in

Multiple Extracurricular Activities: Engaging in multiple extracurricular activities can

have a positive impact on academic performance. Student-athletes who participate in a

variety of activities, in addition to their sport, may exhibit better academic outcomes.
 23

This suggests that a well-rounded approach to extracurricular involvement can be

beneficial.

In summary, the relationship between extracurricular activities, particularly

sports, and the academic performance of student-athletes is influenced by a range of

factors. While sports participation can help develop time management skills, intrinsic

motivation, and discipline, it also requires careful consideration of the potential

challenges it poses to academic responsibilities. The provision of academic support

services and the presence of social support networks are essential in helping student-

athletes succeed academically. Understanding the individual needs and motivations of

student-athletes is crucial in creating an environment where they can excel both

academically and athletically.

Chapter 3

RESEARCH METHODOLOGY

The research design for this study will be exploratory, aiming to investigate the

impact of extracurricular activities on the academic performance of student-athletes at

Cebu Roosevelt Memorial Colleges. A quantitative research method will be employed to

systematically collect and analyze data. The researchers will secure approval from the

relevant authorities, such as the school administration, before proceeding with the study.

The researchers will utilize a structured questionnaire as the primary data collection

instrument. This survey will include questions designed to gather information on the

types and frequency of extracurricular activities in which student-athletes participate.

Additionally, academic performance data, such as GPA or standardized test scores, will
 24

be obtained from official records. Upon obtaining the necessary permissions, the

researchers will distribute the survey to a randomly selected sample of student-athletes

across various sports and academic levels. The survey will be administered in a manner

that ensures the confidentiality and voluntary participation of the students. The collected

data will be meticulously organized and subjected to quantitative analysis. Descriptive

statistics will be employed to summarize demographic characteristics and extracurricular

participation patterns. Correlation analysis will be conducted to explore the relationship

between participation in extracurricular activities and academic performance. Regression

analysis will further investigate the strength and direction of this relationship, controlling

for potential confounding variables such as socio-economic status and prior academic

performance. The findings will be presented through clear tables and charts to facilitate a

comprehensive understanding of the quantitative results. The researchers will interpret

the data, draw conclusions regarding the impact of extracurricular activities on academic

performance, and propose potential approaches for further exploration.

Research Design

Quantitative Research Design is process of inquiry and identified problem that is

based on testing a theory measured by numbers and analyzed with statistical techniques.

So the study focused on the Impact of Extracurricular Activities that correlates of the

Academic Performance among Athletes Students of the Cebu Roosevelt Memorial

Colleges. The research design is detailed and specific plan on how to interpret, analyze

and acquire the data. The Researchers make use of a Descriptive survey design in

conducting the study. According to ( Kothari and Grag. 2019.) the researcher must be

able to clearly define, what he wants to do measure and must find adequate methods for
 25

measuring it along with clear cut definition of population he wants to study. Therefore it

must be well planned. Furthermore, the study was conducted among 30 respondents of

the Athletes students of the Cebu Roosevelt Memorial Colleges, for school year 2023-

2024.

Environment

This study was conducted in a classroom-based setting at Cebu Roosevelt

Memorial Colleges (Main Campus) located at San Vicente St., Bogo City, Cebu from

July 2023 to December 2023.

Respondents
The respondents of this study are the Student Athletes of Cebu Roosevelt

Memorial Colleges enrolled in S.Y 2022-2023 located at San Vicente St., Bogo City,

Cebu. The respondents will consist of a random selection consisting of 30 respondents in

total, it can be from first and forth year students enrolled in different program in Cebu

Roosevelt Memorial Colleges.

Table 1

Respondents of the Study

Categories of Respondents Population (N) Respondents (n)

Basketball 15
Volleyball 15
Table Tennis 8
Scrabble 8
 26

Karate-Do 5

Total

Instruments

Questionnaires/Surveys: An adopted modified survey questionnaire was used to

gather data on the respondents. The questionnaire will assess, the impact of

extracurricular activities on the academic performance of student athletes of Cebu

Roosevelt Memorial Colleges. Develop a questionnaire or survey to gather data from the

participants. Include questions are the frequency of the extracurricular activities that the

students participate and the impact of Extracurricular Activities on the Academic

Performance of the student’s athletes.

Section 1: Demographic Information Part I. The Impact of Extracurricular

Activities on the Academic Performance of the student’s athletes of Cebu Roosevelt

Memorial Colleges. In terms of : Age, Gender and Year Level. Part II. The types of

Extracurricular Activities of the student’s athletes of Cebu Roosevelt Memorial Colleges

participate. Rate the following statements on a scale of 1 to 5, where 1 “Very Poor”, 2

“Poor”, 3 “Average”, “4 “High” and 5 “Excellent”. Part III. The student’s athletes of

Cebu Roosevelt Memorial Colleges frequency of the extracurricular activities that the

students participate. Rate the following statements on a scale of 1 to 5, where 1

represents “NEVER”, 2 “RARELY”, 3 “SOMETIMES”, 4 “OFTEN”, and 5

“ALWAYS”. Part IV: The Impact of Extracurricular Activities on the Academic

 27

Performance of the student’s athletes of Cebu Roosevelt Memorial Colleges.” Rate the

following statements on a scale of 1 to 5, where 1 represents “Strongly Disagree”, 2

“Disagree”, 3 “ Neutral”, 4 “Agree” and 5 “Strongly Agree”. Part V. The Impact of

Extracurricular Activities on the Academic Performance of the student’s athletes of Cebu

Roosevelt Memorial Colleges, in terms of their Academic Performance in class. Rate the

following statements on a scale of 1 to 5, where 1 represents “Very Poor”, 2 “Poor”, 3

“Average”, “4 “High” and 5 “Excellent”.

Data Gathering Procedures

This section presents the data gathering procedures and statistical treatment to be

used.

Pre-data Gathering. After the approval of the letter by Dean of the College of

Criminal Justice Education. The letter will be sent to the school’s sports coordinator in

order to ask for his approval to conduct the study and will request the student athlete’s

active participation towards the said study.

Actual Gathering Procedure. Having the approval of the Dean and the Sports

Coordinator of the school, the researchers shall start to conduct their study among student

athletes room collection of data and will distribute the questionnaires personally.

Respondents will be instructed as per direction of the said questionnaires and giving them

assurance that responses would be used for the purpose of the study only and treated with

utmost confidentiality. To validate their perception a personal interview will be done for

supporting the gathered data.

 28

Post Gathering Procedure. The researchers will spend a month for the

collections of data. Data will be stored. Retrieval of questionnaires followed and retrieved

documents will be analyze, tabulated and interpreted which will be shown in the next

chapter of this study.

DATA ANALYSIS

In the study, the following statistical tools were used:

The characteristics of the respondents were collected and examined using

Frequency Count and Percent. This assisted in making it easier for us to understand

the various characteristics that the participant group possessed. To assess the

respondents' frequency in which extra co-curricular activities they participate in, we

employed Weighted Mean and Ranking. These methods allowed us to consider the

importance of various responses and organize them based on their significance. By

doing so, we gained valuable insights on what is the level of impact of

extracurricular activities on the academic performance of the students athletes of

CRMC.

The following mean ranges will be used:

TO BE FOLLOWED

Ethical Consideration

This section presents a discussion of the ethical actions made before, during and

after the data collection.

 29

A. Protection of Human Rights

Informed consent will be provided for each of the participants after being briefed

about the purpose of the study. They will be informed of their rights to withhold

information that they are not comfortable sharing with others and that they have the right

to withdraw from their participation in the study at any time they want. Ethical approval

of the study will be obtained through an ethical review committee or by the REC.

Standard protocols will be employed in this study to minimize risks and maximize

benefits to participants.

B. Risk of this study to Participants

Participants on this study had no anticipated risk to the respondents. Participation

was completely optional, and the privacy and confidentiality of any information shared

were guaranteed. No identifier was included on the survey questionnaires. The

respondents received a full explanation of the entire research methodology. Respondents

would not be forced to participate in the surveys; just complete honestly would be

requested in their responses.

C. Content, Comprehension, and Documentation of Informed Consent

Participants Status

The participants’ status and the distinction between research and treatment are

both part of the consent. The main contributors to the learning process and the school’s

success were the teachers and students, who also served as the center of school

instruction. In order to identify areas of concern in scientific education that require

immediate attention for the improvement of the school’s operations, the researchers
 30

would be able to use the information they collected through their involvement in the

study. Information about the participant data collected would only be used for study.

Additionally, the selection process for response would be revealed. Since they have

firsthand experience with the actual location or events being examined, they were asked

to take part.

Study Goals

The name of the researchers, the study's title, its goal, the research design, the instruments

used, a brief description of the research's background, the respondents, and other data

utilized to gather data would all be included in the informed consent. As stated, the

study's title, “THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON THE

ACADEMIC PERFORMANCE OF STUDENTS ATHLETES OF CEBU ROOSEVELT

MEMORIAL COLLEGES” attempts to uncover the student's perception and how these

aspects assist educational policy-makers and teachers in finding answers.

Type of Data

The participant would receive more information about the kinds of data that were

collected. Participants in the study would fill out a questionnaire as part of a survey

approach, but they were free not to respond to any of the questions they were

uncomfortable answering.

Sponsorship

The participants must also be aware of the people or organizations supporting the

study as sponsors, as well as the fact that the research is being done to fulfill a
 31

requirement for a degree. With this in mind, it is significant to note that the institution

itself invested in this particular study in an effort to benefit by aiding in the study's

success, as part of the division being studied efforts to address problems with the

educational system.

Participant Selection

The number of participants required also contributed to consent. They will be

provided with a written authorization from the sports coordinator or other appropriate

authority figure to confirm that their participation was official and primarily for the

purpose of conducting a study. The study's target participants were the chosen student

athletes of the school, Cebu Roosevelt Memorial Colleges for the academic year 2023–

2024.

Potential Risks

The respondents would also be told that there were no anticipated risks from

participating, and they would be free to skip any questions with which they felt

uncomfortable. It will be stated that the results might inform them about the efficiency of

experiential learning and scientific process skills in science education.

Alternatives

Participants were informed that an alternative procedure was made available to

them in taking part in the study based on their own preference or convenience, whether to

withhold certain information or to provide additional details that may be very helpful in

the conduct of the study.

 32

Compensation

Participation was not compensated, and participants received no monetary

compensation for taking part in the study. The respondents were informed that the

researcher expressed heartfelt gratitude to them for their time and effort despite their

hectic schedule.

Confidentiality Pledge

Participants were assured that their information would be kept private. There was

no identifier in the survey questionnaire that would reveal the participant's identity in any

way. Any information that would reveal the participant's identity was not made public

during the interview.

Voluntary Consent

Furthermore, informed consent stated that respondents' participation would not

affect their current relationship with the school and that participation is entirely

voluntary. It was made clear that if they were unable to volunteer, there would be no

penalty or loss of benefits for them.

Right to Withdraw and Withhold Information

Even at the start of the inquiry, respondents' right to withdraw and withhold

specific information was included in the informed consent with the assurance that all

information will be dealt with the utmost confidentiality of divulge information. If a

participant becomes uncomfortable answering a specific question during the interview, it

 33

will be skipped or, if requested, it will be stopped. Participants have the option to

withdraw from the data collection process at any time.

Contact Details

Reflected also in the consent form are the details of the researcher to be able them

to know the researcher well and to avoid the risk of the participants during the study

conducted in the said school.

D. Privacy and Confidentiality

Privacy and confidentiality will be applied to all data gathered and all

questionnaires will be kept in a safe place. The researcher will not reveal the identity of

the respondents in the publication of the research output. All data will be treated with

utmost protection under the provisions of the DATA PRIVACY ACT of 2012. A copy of

an informed consent form will be provided for each respondents in this study.

E. Debriefing, Communication and Referrals

Following completion of the survey questions, the researchers would express

heartfelt gratitude to the respondents and further discuss the intention to conduct the

study. Respondents would be given the option to withdraw their data because they were

fully informed of the purpose of the study. Respondents would then be asked not to

disclose the procedure used in the study to anyone who might participate because it could

affect the study's results. During the debriefing procedure, the researcher would discuss
 34

the final report with the respondents. The respondents would be given a copy of the study

if they requested one.

F. Incentives or Compensation

There would be no financial gain or incentives for the respondent's participation.

It would be made clear to them that their voluntary assistance as informants is greatly

appreciated. All other study expenses are borne by the researchers.

G. Conflict of Interest

There was no conflict of interest in this study because personal interests did not

influence the researcher's decision on who, how, when, where, and why the study would

be conducted. It was agreed that the respondents' anonymity would be maintained in case

other people wanted to publish this research work. To avoid a conflict of interest, if the

research adviser requires monetary matters, the researcher complies and conforms to the

necessary agreement. After that, an official research agreement was provided, which

included the prerequisites, terms and conditions, and legalities of using the research study

as a future reference.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data obtained and the results analyzed and given

interpretation
 35

TO BE FOLLOWED
 36

PROPOSED PLAN OF ACTION

The Impact of Extracurricular Activities On the Academic Performance of Students

Athletes of Cebu Roosevelt Memorial Colleges

Rationale

In this section, a proposed plan of action consisting of enhancement program to

improve

TO BE FOLLOWED
 37

Figure 2. Scheme of Implementation

Concerns, Issues, Persons Directly

Actions to be taken Time Frame Budget Desired Outcomes
Gaps Involved
.

.
 38

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Presented in this chapter were the synthesis of the present study and the major

findings obtained from the data. This chapter also presented the results of the study and

the recommendations believed to provide meaning to the findings of this research paper.

Summary of Findings

Conclusions

Recommendations
 39

REFERENCES

Books

Atkinson, R. L., Atkinson, R. C., Smith, E. E., & Bem, D. J. (1993).

Introduction to psychology (11th ed.). Ft Worth, TX: Harcourt Brace
Jovanovich College Publishers.
 40

APPENDICES
 41

APPENDIX A
TRANSMITTAL LETTER

Cebu Roosevelt Memorial Colleges

COLLEGE OF CRIMINAL JUSTICE EDUCATION
San Vicente St., Bogo City, Cebu
November 14, 2023
MR. METCHI OCHEA
Sports Coordinator
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu
Dear Sir:

Greetings in Prosperity and Goodwill!

In view of our continuing education at Cebu Roosevelt Memorial Colleges – College of Criminal
Justice Education, we the researchers are currently conducting a study with the approved title
“THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON THE ACADEMIC
PERFORMANCE OF STUDENTS ATHLETES OF CEBU ROOSEVELT
MEMORIAL COLLEGES as partial fulfillment of the requirements of our course –
Criminological Research 2 (Writing and Presentation). In this regard, on behalf of the
researchers, I would like to ask permission to let us conduct our research in the student athletes of
Cebu Roosevelt Memorial Colleges who’s been playing this season of CESAFI. We the
researchers guarantee that the personal information and data collected will be handled with
extreme care and strict confidentiality.

Anticipating your positive and favorable response on this request. Thank you and God
Bless!
Respectfully yours,

PRINCES AMOR T. DAGO-OC

Researcher

Noted by: Approved by:

DR. ROSALYN A. GALLO MR. METCHI OCHEA
CCJE Dean Sports Coordinator
 42

APPENDIX B
IMPLIED CONSENT
October 19, 2023

Dear Respondents:

In view of our continuing education at Cebu Roosevelt Memorial Colleges – College of

Criminal Justice Education, we would like to conduct our research study with the
approved title “THE IMPACT OF EXTRACURRICULAR ACTIVITIES ON THE
ACADEMIC PERFORMANCE OF STUDENTS ATHLETES OF CEBU
ROOSEVELT MEMORIAL COLLEGES” be conducted in the student athletes of
Cebu Roosevelt Memorial Colleges as partial fulfillment of our course – Criminological
Research 2 (Writing and Presentation)
In this regard, we are humbly asking for your cooperation in the completion of our study.
We are hoping that you will read and answer the questionnaire. Rest assured that the data
that will be collected from you will be kept confidential.
We are looking forward for your positive response on this matter.

Respectfully yours;

Princes Amor T. Dago-oc Lawrence Pepito

Carl Vincent Dizon Kent Ronald Lanzaderas
Kenje D. Conde Jomar Rosell
Krisel Jean Conde
 43

APPENDIX C
INSTRUMENT

Section 1: Demographic Information

Part I. The Impact of Extracurricular Activities on the Academic Performance of

the student’s athletes of Cebu Roosevelt Memorial Colleges. In terms of :

Age:

Gender:

Year Level:

General Instruction: PUT A CHECK MARK R INSIDE THE BOX.

Part II. The types of Extracurricular Activities of the student’s athletes of Cebu Roosevelt

Memorial Colleges participate. Rate the following statements on a scale of 1 to 5, where

1 “Very Poor”, 2 “Poor”, 3 “Average”, “4 “High” and 5 “Excellent”.

QUESTIONS 1 2 3 4 5

1. Participation in additional sports or physical

fitness activities outside of your primary sport.
2. Involvement in school intramural sports or pick-
up games.
3. Attending sports-related workshops, camps, or
clinics..
4. Participation in sports-related leadership roles
(e.g., team captain, sports club president).
5. Participating in sports or physical fitness
activities outside of your primary sport.
 44

Part III. The student’s athletes of Cebu Roosevelt Memorial Colleges frequency of the

extracurricular activities that the students participate. Rate the following statements on a

scale of 1 to 5, where 1 represents “NEVER”, 2 “RARELY”, 3 “SOMETIMES”, 4

“OFTEN”, and 5 “ALWAYS”.

QUESTIONS 1 2 3 4 5

1. How often do you engage in extracurricular

activities outside of your regular school hours?
2. Do you participate in extracurricular activities
on a daily, weekly, or monthly basis?
3. Are there specific days of the week when you
are most active in your extracurricular activities?
4. Have you made any recent changes in the
frequency of your involvement in extracurricular
activities?
5. Do you find it challenging to maintain a
consistent schedule for your extracurricular
engagements?

Part IV: The Impact of Extracurricular Activities on the Academic Performance of the

student’s athletes of Cebu Roosevelt Memorial Colleges.” Rate the following statements

on a scale of 1 to 5, where 1 represents “Strongly Disagree”, 2 “Disagree”, 3 “

Neutral”, 4 “Agree” and 5 “Strongly Agree”.

QUESTIONS 1 2 3 4 5

1. Balancing my athletic commitments with academics

is challenging.
2. Receiving academic support or accommodations due
to my involvement in athletics has improved my
 45

academic performance.
3. My involvement in extracurricular activities, such as
sports, helps me develop time management skills.
4. I am motivated to excel both academically and
athletically
5. My long-term goals include success in both my
athletic pursuits and academic studies
6. Overall, I believe that my involvement in
extracurricular activities, such as sports, positively
affects my academic performance
7. Extracurricular activities enhance time management
skills, which benefit student-athletes academically.
8. Coaches and teachers collaborate effectively to
support student-athletes academically.
9. Student-athletes receive adequate academic support
from their schools.
10. The stress from sports competitions affects the
concentration of student-athletes in the classroom.
11. The support and encouragement from fellow
student-athletes positively impact academic
performance.
12. Extracurricular activities should be encouraged for
all students, regardless of their impact on academics.
13. Student-athletes who actively participate in
extracurricular activities show improved time
management skills compared to those who are not.
14. Student-athletes often face academic challenges due
to the time commitments required by the extracurricular
activities.

Part V. The Impact of Extracurricular Activities on the Academic Performance of the

student’s athletes of Cebu Roosevelt Memorial Colleges, in terms of their Academic

Performance in class. Rate the following statements on a scale of 1 to 5, where 1

represents “Very Poor”, 2 “Poor”, 3 “Average”, “4 “High” and 5 “Excellent”.

QUESTIONS 1 2 3 4 5

1. To what extent do you feel that your

involvement in extracurricular activities have
positively contributed to your academic
 46

performance?
2.How will do you think you manage your time
between your academic responsibilities and
extracurricular activities?
3.In your opinion, how supportive are your
teachers or professors when it comes to
accommodating your extracurricular
commitments?
4.On a scale from “Very Low” to “Excellent”, rate
the influence of your extracurricular activies on
your class?
5.To what extent do you believe your insolvent in
extracurricular activities affects your ability to
complete homework and assignments on time?
6.How do you perceive the influence of
participating in sports on your ability to focus and
concentrate in class?
7.Rate the impact of extracurricular activities on
your overall academic performance?
8.How would you assess the support and
encouragement you received from your school in
balancing academics and extracurricular activities?
9.How do you think, extracurricular activities
affects your academic performance?
10.To what extent do you believe that participating
in extracurricular activities has improve your time
management skills for academic commitments?

APPENDIX D
 47

LOCALE OF THE STUDY

Map of Cebu Roosevelt Memorial Colleges

APPENDIX E
 48

PLAGIARISM CHECK

APPENDIX F
 49

CERTIFICATION

CURRICULUM VITAE
 50

PRINCES AMOR T. DAGO-OC

Cabancalan, Dakit, Bogo City, Cebu

Cell Number: 09672431489

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : February 2, 2002

Gender : Female
Age : 21
Religion : Born Again
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Northern Cebu Colleges Inc. (2014-1018)

San Vicente St., Bogo City, Cebu

Primary : Dakit Elementary School (2008-2014)

Dakit, Bogo City, Cebu

 51

CARL VINCENT B. DIZON

Lourdes, Bogo City, Cebu

Cell Number: 09297913222

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : September 2, 2001

Gender : Male
Age : 22
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Tabogon Roosevelt High School (2014-2020)

Ilihan, Tabogon Cebu

Primary : Calambua, Elementary School (2008-2014)

Calambua, San Remigio, Cebu

 52

KENJE D. CONDE

Cabancalan, Dakit, Bogo City, Cebu

Cell Number: 09269946612

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : January 18, 2001

Gender : Male
Age : 22
Religion : Christian
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Northern Cebu Colleges Inc. (2014-2020)

San Vicente St., Bogo City, Cebu

Primary : Bogo Central Scholl III (2008-2014)

Gairan, Bogo City, Cebu

 53

KRISEL JEAN CONDE

Agujo, Daanbantayan, Cebu

Cell Number: 09512081734

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : January 14, 2001

Gender : Female
Age : 22
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary : Daanbantayan National High School (2014-2020)

Daanbantayan, Cebu

Primary : Agujo Elementary School (2008-2014)

Agujo, Daanbantayan, Cebu

 54

LAWRENCE PEPITO

Paypay, Daanbantayan, Cebu

Cell Number: 09691267110

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : May 21, 2002

Gender : Male
Age : 21
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary : Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary: Daanbantayan National High School (2014-2020)

Daanbantayan, Cebu

Primary: Paypay Elementary School (2008-2014)

Paypay, Daanbantayan, Cebu

 55

JOMAR ROSELL

Bitoon, Daanbantayan, Cebu

Cell Number: 09312139053

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : June 21, 2001

Gender : Female
Age : 22
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary: Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary: Daanbantayan National High School (2014-2020)

Daanbantayan, Cebu

Primary: Central Elementary School (2008-2014)

Daanbantayan, Cebu
 56

KENT RONALD LANZADERAS

Mano, San Remigio Cebu

Cell Number: 09512081734

Email address: [email protected]

PERSONAL INFORMATION:

Date of Birth : February 02, 2000

Gender : Male
Age : 23
Religion : Roman Catholic
Nationality : Filipino
Marital Status : Single

EDUCATIONAL BACKGROUND:

Tertiary: Cebu Roosevelt Memorial Colleges (2020-2024)

San Vicente St., Bogo City, Cebu

Secondary: San Remigio National High School (2014-2020)

San Remigio, Cebu

Primary: Mano Integrated School (2008-2014)

Mano, San Remigio, Cebu