THE INFLUENCE OF SLEEP QUALITY ON THE ACADEMIC PERFORMANCE OF
GRADE 12 SENIOR HIGH SCHOOL STUDENTS AT KALINGAGAN
NATIONAL HIGH SCHOOL
A Thesis
Presented to
The Senior High School Faculty
Kalingagan National High School
Imelda, Villanueva, Misamis Oriental
In Partial Fulfilment
Of the Requirements of the Course
PRACTICAL RESEARCH 2
(Quantitative Research)
By
-
January 2024
Chapter 1
THE PROBLEM
Introduction
Sleep quality contributes an essential part in our general well-being and
performance in many facets of life, which includes academic performance. Adequate
and sufficient sleep is required for brain functioning, consolidation of memory, focus,
and consciousness. Poor sleep quality, defined as difficulty falling asleep, periodic
awakenings during the duration of the evening, as well as non-restorative sleep, may
result in an unfavorable effect on the academic performance.
In the past few years, there is believed to have been an increased focus on
comprehending the association among sleep quality and academic performance.
Several research investigations have looked into the effects of sleep duration, sleep
problems, and sleep problems on how well students do in school. The results indicate
that good quality sleep augments mental capacity, focus, ability to solve problems, as
well as information processing, resulting in better academic performance.
Inadequate and bad quality sleep, on the other hand, can cause fatigue during
the day, shorter attention spans, compromised memory, reduced enthusiasm, and
poorer performance in school. Students with persistent insomnia are additionally more
probable to suffer from daytime sleepiness, which reduces efficiency and impairs their
ability to learn.
Recognizing the influence of the quality of sleep on academic performance can
be crucial for students as a whole, educational systems, and policymakers. Figuring
out the variables that cause sleep problems and carrying out interventions that
enhance sleep quality might have an enormous effect on students' academic
performance and well-being.
This study will look into the relationship between sleep quality and academic
performance in a particular student population. We intend to investigate the extent to
which sleep quality affects academic performance while looking for potential mediators
or moderators of this relationship through examining existing literature, surveying
students, and carrying out statistical analyses. The research results of this study will
contribute to broadening the comprehension of the significance of sleep quality in
academic settings, as well as impart valuable information for establishing successful
approaches to strengthen students' sleeping habits and, as a result, their academic
outcomes.
It is based on this consideration that the researchers are enthused to conduct
this study to ascertain the relationship between the influence of sleep quality and the
academic performance of senior high school students of Kalingagan National High
School in Villanueva North District in the Division of Misamis Oriental for the school
year 2023-2024.
Theoretical & Conceptual Framework
The concept of the study was anchored on the study of Vallido et al, (2009)
who studied the impact of sleep duration on the academic achievement of senior high
school students.
The study is supported by the Theory of Behavioural Changes of Vallido et
al. (2009) this theory clarifies the factors influencing and impacting students'
behavioural changes (Vallido et al., 2009).
According to Vallido et al. (2009), difficulties with sleep frequently lead to
discomfort, dropped focus, and an absence of vitality. Depression and anxiety are
frequently linked with lack of sleep, which can lead to long-lasting feelings of despair
and worthlessness. When an individual is unhappy, the likelihood of not getting
enough sleep elevates dramatically. The fatigue brought on by an insufficient amount
of sleep results in to decreased bodily activity and exercise. Individuals in such
circumstances become trapped in an endless cycle of idleness and inadequate sleep.
Sleep deprivation increases the likelihood of self-harm.
Further, Individuals most notably adolescents, who fall asleep less than eight
hours per night are a total of three times more probable to have thoughts of self-harm
compared to those who fall asleep more than eight hours per night. The understanding
of how sleep deprivation is capable of triggering self-harm thoughts has been critical
for programs aimed at preventing suicide.
However, contemplation of suicide tend to be solely experienced in serious
instances of sleep deprivation, there are nevertheless a few common actions that are
health risks associated with poor sleep quality.
Moreover, in accordance to studies conducted by Vail-Smith, Felts, and Becker
(2009), people who get less than six hours of sleep per night are more likely to smoke
and drink more than five times per day. These research investigations additionally
demonstrate that college students are more susceptible to the negative consequences
of sleep deprivation.
Statement of the Problem
The research study will sought to explore the influence of sleep quality on the
academic performance of senior high school students at Kalingagan National High
School in the Villanueva North District of the Division of Misamis Oriental during the
school year 2023-2024.
Research questions:
1. What is the extent of students’ sleep quality?
2. What is the level of students’ learning achievements when they are categorized
as?
2.1.
Outstanding
2.2.
Very Satisfactory
2.3.
Satisfactory
2.4.
Fairly Satisfactory
2.5.
Did not meet Expectation?
3. Is there a significant relationship between the students’ academic performance
and the extent of their quality of sleep?
Scope and Limitation
This study examines how sleep quality influences academic performance in
senior high school students.
The research study will only look at the relationship between sleep quality and
academic performance among senior high school students. This study will not go
beyond the previously stated scope and will only include senior high school students
from Kalingagan National High School during the school year 2023-2024. The analysis
of the collected data will be limited to the data provided by the chosen respondents,
who are expected to provide the most reliable responses.
Statement of Hypothesis
Problems 1 and 2 were hypothesis free. Problem 3 hypothesis was stated in a
null form:
Ho1: There is no significant relationship between the students’ academic
performance and the extent of their sleep quality.
Significance of the Study
The purpose of this study is to investigate the influence of sleep quality on
academic performance among senior high school students at Kalingagan National
High School. Furthermore, this may provide information and benefit the following:
Students - They will be given thorough and precise details about how sleep
quality influences senior high school students' academic performance. In addition, the
study's findings will help them assess themselves as well as figure out how sleep
quality influences their academic performance, which can be difficult and require a lot
of focus and ability to concentrate.
Teachers - They will also be informed as to how sleep quality influences senior
high school students' academic performance. They may additionally provide and
disseminate knowledge for their students as a method of instruction.
Parents - The study will help parents become more mindful of their children's
academic performance as well as how the quality of their sleep could influence it.
Future Researchers - The results of the research will be useful to future
researchers who are interested in carrying out similar investigations with different
variables. In addition, they ought to may obtain data insights, or the references for
corresponding research.
Definition of Key-Terms
Academic Performance - is a measure of student achievement in various
subjects in school. It includes the students' performance on the pre-test, written tasks
and activities, and the post-assessment test administered by the teachers.
Did not meet expectation - Students were unable to meet the fundamental
requirements for advancement, lacked proficiency in any one of the sought
competencies, and received an average grade of less than 74%.
Fairly Satisfactory - It corresponds to a student's academic performance,
which demonstrates that he or she possesses a capacity with an overall grade point
average of 75% to 79%.
Sleep Quality - Sleep quality corresponds to the subjective experience of
restfulness and effectiveness during sleep. It defines the extent to which an individual's
sleep meets their specific requirements in terms of time frame, consistency, and
thoroughness.
Satisfactory.
Satisfactory academic performance encompasses students'
academic outcomes defined by the knowledge and capacity obtained in a specific
assignment and quarter, with an average grade of 80% to 84%.
Outstanding - This subset of students' academic results can be described in
terms of the competencies acquired throughout a specific quarter or grading period.
An outstanding grade may range from 90 to 100 percent.
Very Satisfactory - It corresponds to meeting expectations or needs that are
acceptable but not outstanding or perfect, with average grades ranging from 85% to
89%.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter comprises a review of pertinent studies and literature from books,
unpublished research, journals, and websites that are relevant to the current topic and
should be used as a framework of reference.
Related Literature and Studies from the Local Setting
This study is supported by Theory of Behavioural Changes of Vallido et al.
(2009) this theory clarifies the factors influencing and impacting students' behavioural
changes (Vallido et al., 2009).
According to the 2016 Healthy Living Index Survey, as cited by the National
Nutrition Council (2021), 46% of Filipinos are not getting enough sleep, with 32%
reporting less than six hours per day. Furthermore, sleep deprivation impairs a
person's performance and health, particularly blood pressure and speed of response
(Patrick et al. 2017).
Further, according to Hirshkowitz et al. (2015), adolescents aged 13 to 17
should sleep for at least eight hours and up to ten hours per night without interruption.
Chee et al. (2020) found that many teenagers struggle to get enough sleep.
Short sleep is associated with lower cognitive function, academic achievement, and
poor physical and mental health. Adolescents may not get enough sleep due to
biological or social factors. Later bedtimes and less sleep result from a delay in
circadian rhythms, a slower build up of homeostatic sleep pressure, and less parental
supervision of adolescents' sleep habits.
Sleep is a pattern of mind-body rhythm that includes an altered state of
consciousness, sensory inhibition, voluntary muscles, and minimal interaction with the
environment (National Institute of Neurological Disorders and Stroke, 2017).
Similarly, According to Gould et al. (2016), adolescents' sleep quality
undergoes a significant dramatic shift as a result of biological processes such as
circadian rhythm alignment, which causes insomnia, excessive daytime sleepiness,
and sleep-wake cycle changes.
Tang et al. (2017) discovered that female participants had higher overall sleep
quality scores (indicating poor sleep quality) than males when using the Pittsburgh
Sleep Quality Index (PSQI).
Moreover, According to Redline et al. (2004), females sleep later at night
because their nocturnal stage 1 and stage 2 sleep periods are shorter than men's.
Related Literature and Studies from Foreign Setting
According to James Zeitzer (2016), having inadequate Sleep can affect
students' performance the following day. Having two consecutive nights with less than
six hours could cause a student to become inactive and dizzy the rest of the week
Zeitzer, J. (2016) also discovered that Staying up later before going to bed,
even if it's following a full night's sleep the next day, are more related to the students'
slower performance. But going to bed an hour earlier than the normal sleep time has
a minor effect. The web-scale study is responsible. for the perception of the effect of
sleep deprivation in The real world, particularly in students who are prone to In this
type of situation, people compensate for lost Sleep with extra coffee and naps, and
otherwise adjust to Sleep is limited due to life circumstances.
According to Peters, B. MD. (2013), while someone may be irritable or badtempered, difficulty sleeping can contribute to anxiety and depression. Weakening of
the frontal lobe of the brain may also interfere with higher-level cognitive processes
known as executive functions. This can impair judgment, critical thinking, relationships,
problem-solving, planning, and organization. People who sleep less than seven hours
per night exhibit reaction times comparable to those who are completely sleep
deprived for one or two nights. This leads to mistakes, accidents, and poor work
performance.
Further, El et al. (2015) pointed out that sleep is required for memory
consolidation, learning, decision-making, and critical thinking, all of which contribute
to academic and social success in higher education. Unfortunately, students' sleep
patterns frequently change due to their daily activities. Sleep deprivation and poor
sleep quality are particularly common in young adult and college student populations.
Indeed, research in other academic fields such as medicine and biology has shown
that getting enough sleep is critical for maintaining mood, motivation, memory, and
cognitive performance. While sleeping, the brain integrates new information and
creates new associations.
Subsequently, Nathan et al. (2015) identified that students experiencing sleep
deprivation can immediately include the reaction and interaction about their
performance, resulting in less anxiety, dizziness, and unproductive behaviour that can
improve their academic performance. Subsequently it's understood that sleep
deprivation decreased academic performance is associated with a variety of
behavioural, psychological, cognitive and Emotional concerns.
However, Andersson. et. at. (2014) suggested that one aspect of preparing for
success is developing a plan and working strategically to implement it. Distractions,
on the other hand, can take many forms, shapes, and sounds. Within the online
student environment. Outward Distractions include noise, people speaking, TV, and
music and alarms, which distract individuals from staying. Focused on completing a
task. Inner distractions, such as Hunger, exhaustion, illnesses, anxiety, uncertainties,
or other disturbing thoughts may interfere with thinking. Inner distractions can be just
as effective in diverting External distractions occupy an individual's attention.
In Addition, Kathleen, a D.FNP. (2018, January 25) revealed that sleep
deprivation occurs when an individual receives less they require more sleep in order
to feel awake and alert. People varies in how little sleep is required to be considered
sleep-deprived. Some people, particularly older adults, seem to become more resilient
to the effects of sleep deprivation, others, particularly children and young adults, are
more vulnerable. Despite occasional sleep interruptions are generally only a nuisance,
ongoing lack of Sleep can cause excessive daytime sleepiness. Emotional difficulties,
poor job performance, and obesity and a decreased sense of quality of life. There is
no specific amount of attention required to both management avoid sleep deprivation.
Questioning the importance of restorative sleep, and a certain level of attention is
required to both manage and avoid sleep deprivation.
Chapter 3
RESEARCH METHODOLOGY
This chapter is to place in context the logical basis for data collection and
subsequent analysis of the data collected viewed under research design, locale of the
study, research participants, research instrument, and the methods of data analysis
that were used in this study
Research Design
The descriptive-correlational research design was employed in this study.
According to Calderon et al. (2012), descriptive research is a fact-finding inquiry or
investigation. It was employed to gain an in-depth knowledge of the underlying causes
of the scenarios at hand.
Furthermore, descriptive design was employed as an inquiry to conduct an indepth analysis of the issue, along with data collection methods including, but not
strictly limited to, survey questionnaires and similar instruments.
The descriptive research design is going to be employed to determine the
magnitude of the problem by generating numerical information or information that can
be converted into usable statistics. This method measures variables using quantifiable
or finite data, and the analysis is based on information generated by statistical tools.
This method was additionally employed in a more extensive study.
Successively, descriptive data collection procedures include various types of
information gathering, such as, but not limited to, the utilization of adapted survey
questionnaires.
Research Locale
The research was conducted out at Kalingagan National High School in Imelda,
Villanueva. An institution chosen by many students because of its proven excellent
education, environmental friendliness, and the students' safety on campus. This study
was conducted on the school's Grade 12 students.
Research Respondents
The respondents to the study were Grade 12 senior high school students from
Kalingagan National High School in Villanueva North District, Misamis Oriental
Division.
The survey questionnaire on sports engagement and senior high school
students' academic performance was completed by thirty (30) study studentrespondents who are actively engaged in academic endeavors. The participants in the
research were purposefully chosen to be easily accessible to the researchers.
Research Instrument
The researchers used a questionnaire created by the researchers to collect
data from the respondents.
The research instruments were composed of two parts. Part I was on the extent
of sports engagement of students’ with ten (10) indicators while the second part was
on students’ academic performance which were described based on the following
categories, namely; outstanding, very satisfactory, satisfactory, fairly satisfactory, and
did not meet expectations.
Data-Gathering Procedure
The procedure for conducting the study began with requesting permission to
conduct the study from the Principal of Kalingagan National High School, with proper
endorsement from the Researcher’s subject teacher in Practical Research.
Further, the researchers made a consent form for the respondents of the
study. After the consents were made, the researchers met the research participants
with the Informed Consent Form to administer the interview questions.
Successively, when the survey questionnaire was ready, copies of the
questionnaires were distributed to the senior high school students in Grade 12. The
researchers briefed the student-respondents on the questionnaire's features and
objectives before personally administering the survey to assist them in answering it,
to address any clarifying questions immediately, and to avoid problems with
questionnaire retrieval. The survey respondents were given enough time to complete
the questionnaire. Finally, the data will be gathered, analysed, and interpreted using
tables.
Categorization of the Variables/Scoring Guidelines
The following scoring procedures were utilized by the researchers to describe
the data of the study:
A) Independent Variable
Sports Engagement of the Students’
Scale
Range
Description
5
4.21 – 5.00
Always
4
3.41 – 4.20
Most of time
3
2.61 - 3.40
Sometimes
2
1.81 – 2.60
Seldom
1
1.00 – 1.80
Never
B.) Dependent Variable
Students’ Academic Performance
Score
Grades
Description
5
90% to 100%
Outstanding
4
86% to 89%
Very Satisfactory
3
80% to 85%
Satisfactory
2
75% to 79%
Fairly Satisfactory
1
74% and below
Did not meet Expectations
Statistical Treatment of the Study
The following statistical treatments were utilized to analyse the data of the
study:
Problem 1. Mean values and standard deviation were used to present the extent of
Sports engagement of students.
Problem 2. Frequency counts and percentages were used to present the students’
Academic performance.
Problem 3. Pearson-Product Moment Correlation or Pearson-r was utilized to
ascertain significant relationship between the students’ academic performance
and the extent of their sports engagement.
Formula:
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter comprises of an analysis, presentation, as well as interpretation of the
research study's findings on sports participation and academic performance. In lieu of
the problems presented, analysis and interpretation of data are carried out on the basis
of the responses received of a survey questionnaire.
Problem1. What is the extent of sports engagement of senior high school
students?
Table 1 displays the mean distribution of the extent of students’ sports
engagement in Kalingagan National High School.
Table 1
Distribution of the Extent of Sports Engagement of Students’
Indicators
1. I engage in sports on a regular
basis.
2. Sports are highly significant in my life.
3. I enjoy watching sporting events live or on
television.
4. Sports help me maintain my physical
fitness and health.
5. I have a favorite sports team that I follow
and support.
6. Engaging in sports activities allows me to
unwind and relax.
7. I enjoy the competitive aspect of sports
and am constantly striving to improve my
abilities.
8. Sports give me the chance to interact with
and meet new individuals.
9. Professional athletes and sports figures
inspire and motivate me.
10. Sports taught me important values in life,
such as cooperation, discipline, and
determination.
Mean
SD
3,93
.393
Verbal
Description
High Extent
4.36
4.53
.436
.453
Very High Extent
Very High Extent
4.30
.433
Very High Extent
4.13
.413
High Extent
4.63
.463
Very High Extent
4.40
.440
Very High Extent
4.23
.423
Very High Extent
4.36
.436
Very High Extent
4.13
.413
High Extent
OVERALL MEAN
4.43
.430
Very High Extent
Legend: 4.21-5.00 Very High/3.41-4.20 High/2.61-3.40 Moderate/1.81-2.60 Low/1.00-1.80
Very Low
The table presents the mean distribution of the extent of sports engagement of
students. Overall, the respondents rated “Very High Extent” on the extent of sports
engagement of students with a mean of 4.43 (SD= .430). The finding suggests that
respondents have acknowledged to being actively involved in sports and getting
involved with activities associated with sports. Thus, students may find sports
participation to be soothing, fun and growth-promoting activities, in addition to be
mindful of the advantages it brings to their physical and mental well-being.
The indicator, “Engaging in sports activities allows me to unwind and
relax.” obtained the highest mean of 4.63 (SD=.463) which verbally described as
“Very High Extent”. This result indicates that the respondents are aware that getting
involved with sports-associated endeavors is valuable for the reason that it gives them
the chance to unwind and feel at ease at times. Given the attributes, this may be
advantageous for both their intellectual and physical well-being. Thus, non-sport
students are highly encouraged to take part in athletic endeavors so as to reap the
aforementioned advantages.
On the contrary, the lowest mean of 3.93 (SD=.393) is verbally described as
“High Extent” in the indicator, “I engage in sports on a regular basis”. The findings
imply that respondents are mindful of the fact that they have spent time taking part in
sports-related pursuits on a regular basis. This additionally suggests that these
students not only enjoy engaging in sports on school grounds, yet also at their own
places of residence, and this may appear to be their leisure activity. Thus, participating
in sports on a regular schedule can be advantageous since it fosters physical activity
and the production of happy hormones, which stimulate our bodies' cognitive abilities.
Problem 2: What is the level of students’ academic performance when they are
categorized as?
2.1. Outstanding;
2.2. Very Satisfactory;
2.3. Satisfactory;
2.4. Fairly Satisfactory; and,
2.5. Did not meet expectations?
The level of academic performance of students is established in accordance
with their academic performance during the semester during which their participation
in sports is substantial. This level is additionally influenced by the manner in which
students carried out their sports-related activities and academic pursuits.
Table 2 presents the frequency and percentage distribution of the level of
students’ academic performance when they are categorized as outstanding, very
satisfactory, satisfactory, fairly satisfactory, and did not meet expectations.
Table 2
Distribution of Students’ Academic Performance
Students’ Academic Performance
Frequency
Percentage
Outstanding
4
13.3%
Very Satisfactory
Satisfactory
Fairly satisfactory
Did not meet Expectations
10
16
0
0
33.3%
53.3%
0
0
TOTAL
30
100%
The table shows the frequency and percentage distribution of the level of senior high
school students’ academic performance. As can be seen, 16 (53.3%) respondents are
rated very satisfactory in their academic performance. This suggests that the vast
majority of senior high school students are performing satisfactorily in school. This
outcome can be associated to the students' tenacity, inherent drive, and esteem in
their educational pursuits. It additionally implies that, despite being actively engaged
in sports-related activities, students refuse to allow this to hinder or slow down their
progress in their academic pursuits. Thus, it is of the utmost importance that educators
motivate students to continue to exhibit their interest, inner drive, and keenness to
achieving educational fulfillment while likewise engaging in sports activities and
endeavors.
On the contrary, the lowest frequency of 4 (13.3%) indicates that respondents
who achieved an outstanding level in their academic performance. This suggests
that, regardless of having been actively participating in sports-related endeavors, only
a tiny percentage of student-respondents were rated exceptionally better on the basis
of their academic accomplishments and performance. Thus, it simply indicates that
certain students have been born with excellent intellectual capacities, allowing them
to balance both sports involvement and academic studies on their plate at once.
Table 3
Test of Relationship between Students’ Academic Performance and
The level of Academic Performance
Students’ Academic Performance
SPORTS
ENGAGEMENT
(r)
Sig (2 tailed)
Interpretation
.700
.228
Denotes
Moderate
Correlation
Decision on
Ho1
Accepted
Table 3 presents the result of the test of relationship between the level of
students’ academic performance and the extent of their sports engagement. The
results demonstrate that the extent of engagement in sports has a "moderate
correlation" with the level of students' academic performance (r=.700), as indicated
by a statistically significant value of .700. This finding indicates that students' athletic
participation had no effect on their academic performance. Therefore, there is no
significant relationship between students' academic performance and their
engagement in sports.
Furthermore, the findings indicated that the efficacy of students' learning
achievements was unusually vital across their individual dedication inherent drive, and
cognitive capacity to perform more proficient in their academic endeavors at school.
Accordingly, the previously stated findings contradict previous studies that
encouraged that students' capacity to execute tasks well influences or affects their
academic performance. Henceforth, this present study indicated that the null
hypothesis was accepted because students’ academic performance and their sports
engagement were found to have a moderate correlation.
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
In this chapter the conclusions derived from the findings of this study on sports
engagement and students’ academic perfromance in Kalingagan National High School
in Villanueva North District in the Division of Misamis Oriental. The conclusions were
based on the purpose, research questions and results of the study. The implications
of these findings and the ensuing recommendations will also be explained.
Summary
The researchers focused on the sports engagement of students’ and their
academic performance. In particular, this study sought to: (1) assess the extent of
sports engagement of Grade 12 Senior High School Students in Kalingagan National
High School; (2) determine the level of students’ academic performance when they
are categorized as outstanding, very satisfactory, satisfactory, fairly satisfactory, and
did not meet expectations; (3) ascertain the significant relationship between the level
of students’ academic performance and the extent of students’ sports engagement.
The research instruments used in this study was a survey type-questionnaire. The
study used a descriptive-correlational research design. Additionally, the researchers
used the mean distribution to determine the extent of sports engagement of students,
aside from frequency and percentage distribution to assess the level of students’
academic performance, Pearson Product Moment Correlation or Pearson-r was also
utilized to find the significant relationship between the level of students’ academic
performance and the extent of sports engagement of students
Findings
The following findings are based on the research accomplished:
1. Overall, the respondents rated “Very High Extent” on the extent of sports
engagement of students with a mean of 4.43 (SD= .430).
2. On the other hand, the indicator, “Engaging in sports activities allows me to
unwind and relax.” obtained the highest mean of 4.63 (SD=.463) which
verbally described as “Very High Extent”.
3. Contrarywise, the lowest mean of 3.93 (SD=.393) is verbally described as
“High Extent” in the indicator, “I engage in sports on a regular basis”.
4. A vast majority, 16 (53.3%) respondents are rated very satisfactory in their
academic performance.
5. On one hand, among the respondents, only 4 (13.3%) got an outstanding level
of academic performance.
6. The results demonstrate that the extent of engagement in sports has a
"moderate correlation" with the level of students' academic performance
(r=.700), as indicated by a statistically significant value of .700.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. The finding suggests that respondents have acknowledged to being actively
involved in sports and getting involved with activities associated with sports.
Thus, students may find sports participation to be soothing, fun and growthpromoting activities, in addition to be mindful of the advantages it brings to their
physical and mental well-being.
2. This result indicates that the respondents are aware that getting involved with
sports-associated endeavors is valuable for the reason that it gives them the
chance to unwind and feel at ease at times. Given the attributes, this may be
advantageous for both their intellectual and physical well-being. Thus, nonsport students are highly encouraged to take part in athletic endeavors so as to
reap the aforementioned advantages.
3. The findings imply that respondents are mindful of the fact that they have spent
time taking part in sports-related pursuits on a regular basis. This additionally
suggests that these students not only enjoy engaging in sports on school
grounds, yet also at their own places of residence, and this may appear to be
their leisure activity. Thus, participating in sports on a regular schedule can be
advantageous since it fosters physical activity and the production of happy
hormones, which stimulate our bodies' cognitive abilities.
4. This suggests that the vast majority of senior high school students are
performing satisfactorily in school. This outcome can be associated to the
students' tenacity, inherent drive, and esteem in their educational pursuits. It
additionally implies that, despite being actively engaged in sports-related
activities, students refuse to allow this to hinder or slow down their progress in
their academic pursuits.
5. This suggests that, regardless of having been actively participating in sportsrelated endeavors, only a tiny percentage of student-respondents were rated
exceptionally better on the basis of their academic accomplishments and
performance. Thus, it simply indicates that certain students have been born
with excellent intellectual capacities, allowing them to balance both sports
involvement and academic studies on their plate at once.
6. This finding indicates that students' athletic participation had no effect on their
academic performance. Therefore, there is no significant relationship between
students' academic performance and their engagement in sports.
Recommendations
Based
on
the
findings
and
conclusions
presented,
the
following
recommendations are suggested:
1. School Principals/School Heads It is suggested that teachers to further
develop and incorporate instruction on sports participation for non-sport
students to be motivated to take part in sports-related activities because of to
the multitude of advantages.
2. Teachers It has been suggested that educators demonstrate to students the
fundamentals of sports participation considering it is advantageous for
minimizing anxiety, promote physical involvement, enjoyment, and stimulating
pursuits.
3. Parents are encouraged to offer even greater support for their child's
participation in sports, in order to ensure their child will be encouraged to
understand what sports are and the significant advantages they have to their
health as a whole.
4. Future Researchers are advised to broaden the scope of the investigation into
sports participation and academic performance in order to provide more indepth insights into the various areas of influence.
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APPENDIX A
SURVEY QUESTIONNAIRE
Part I. Extent of Sports Engagement of Students
The statements below most accurately reflect the extent to which students
participate in sports. Please check the box that corresponds with your response using
the following qualifying descriptions:
Description
Interpretation
5 – Always
Very High
4 – Most of the Time
High
3 – Sometimes
Moderate
2 – Seldom
1 – Never
Low
Very Low
Indicators
5
1. I engage in sports on a regular basis..
2. Sports are highly significant in my life.
3. I enjoy watching sporting events live or on television.
4. Sports help me maintain my physical fitness and health.
5. I have a favorite sports team that I follow and support.
6. Engaging in sports activities allows me to unwind and
relax.
7. I enjoy the competitive aspect of sports and am
constantly striving to improve my abilities.
8. Sports give me the chance to interact with and meet
new individuals.
9. Professional athletes and sports figures inspire and
motivate me.
10. Sports taught me important values in life, such as
cooperation, discipline, and determination.
4
3
2
1
Part 2: Students’ Academic Performance (1st Sem GWA): _____________
Thank you for not leaving anything unanswered.
GRADE 12 AUTOMOTIVE
Researchers