FACTORS AFFECTING THE PERFORMANCE IN ENGLISH OF SENIOR STUDENTS IN SPECIAL PROGRAM IN SPORTS CURRICULUM
OF TAGUM CITY NATIONAL COMPREHENSIVE HIGH SCHOOL

A Research Paper Presented to the Faculty of University of Southeastern Philippines
Tagum - Mabini Campus

In Fulfillment of the Requirements in Education 11 (Practice Teaching)

Baghucan, Fernalyn M.
Ebarle, Bernadeth B.
Lambojon, Carol J.

March 2012
ACKNOWLEDGEMENT
The researchers would like to acknowledge the following persons who have helped in one way or another in making this study possible: To Prof. Maricel A. Palomata, their adviser for her constant encouragement, professional guidance and constructive criticism for the enrichment of this study; To Mrs. Melquiades H. Astorga, principal of Tagum City National Comprehensive High School and Mr. Ruditho R. Mello, English teacher of the section where the researchers administered the test, for their approval, kind cooperation and support, without whom this research study would not have push through; To the selected students of SPS IV-Bonifacio of Tagum City National Comprehensive High School, for their active participation and cooperation, without whom this research study would not have been realized; To Dr. Roque Langcoy II, Prof. Jocelyn Matildo, Prof. Donna Magallanes, Prof. Unique Sajol, Prof. Kaye Pond and Prof. Richel Albite, for the time, patience, knowledge and enlightenment that they have shared to the researchers; To their family and friends for the support and understanding in the duration of the study; Above all, thanks to the Almighty God for the knowledge, wisdom and determination for this study.
The Researchers
ABSTRACT
Title: Factors Affecting the Performance in English of Senior Students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School
Researchers: Fernalyn M. Baghucan Bernadeth B. Ebarle Carol J. Lambojon
Date: March 9, 2012
Statement of the Problem: This study was intended to determine the factors affecting the performance in English of senior students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School. Specifically, this study sought to answer the following questions: 1. Is there any significant relationship between the senior students in SPS Curriculum and the following factors: 1. Physical Constraint; 2. State of Mind; and 3. Schedule? 2. What factor affects most on the SPS senior students’ performance in English? 3. What factor brings lesser impact on the SPS senior students’ performance in English?
Respondents: twenty-seven (27) selected students of SPS IV-Bonifacio
Instrument: Survey Questionnaire
Statistical Tool: Percentage Formula
Summary of Findings: The following were findings based on the result of the study: 1. Thirty percent (30%) of the total number of SPS senior students’ responses in Physical Constrain are yes while seventy percent (70%) of it are no. 2. In State of Mind, forty-seven percent (47%) of the students’ responses are yes while fifty-three percent (53%) are no. 3. In Schedule, seventy-five percent (75%) of the total number of responses are yes while twenty-five percent (25%) of the answers are no. 4. The factor which had the highest percentage of students who agreed that it could affect their performance in English is the Schedule. 5. The factor which had the lowest percentage of students who agreed that it could affect their performance in English is Physical Constrain.
Conclusions
Based on the findings of the survey, the researchers had the following conclusions: 1. Physical constrains, state of mind and schedule could affect the SPS senior students’ performance in English. 2. The factor which affects most on the SPS senior students’ performance in English is the schedule. 3. The factor which brought lesser impact on the SPS senior students’ performance in English are physical constrains.
Recommendations
Based on the findings and conclusions of the study, the researchers offered the following recommendations:
A. Policies 1. Students in Special Program in Sports should strive to balance their sport specialization and English subject. 2. Teachers should broaden their capability of understanding the SPS students’ performance in class and help them to cope more effectively. 3. School administrators of TCNCHS should monitor whether the Special Program in Sports Curriculum in their institution was implemented properly.
B. Further Studies 1. The researchers highly recommend a follow-up study on this problem to discuss further the factors affecting the performance in English of senior students in SPS Curriculum. 2. Use another method in gathering data to obtain a more valid and reliable study. 3. Review more related readings and studies to have a wide knowledge about the study.

TABLE OF CONTENTS
Pages
Title Page
Acknowledgement
Abstract
Table of Contents
List of Table
List of Figures
Chapter 1 THE PROBLEM AND ITS SETTING Background of the Study Statement of the Problem Hypothesis Review of Related Literature Review Related Studies Theoretical Framework Conceptual Framework Conceptual Model of the Study Significance of the Study Definition of Terms Chapter 2 METHODOLOGY Research Design Respondents of the Study Research Instrument Data Gathering Procedure Statistical Treatment of the Data Chapter 3 PRESENTATION AND ANALYSIS OF FINDINGS Chapter 4 SUMMARY, CONCLUSION AND RECOMMENDATIONS Summary of Findings Conclusions Recommendations
Bibliography
Appendices
Curriculum Vitae

LIST OF TABLE

Table Title Page 1 Summary of the Factors Affecting the Performance 14 of Senior Students in Special Program in Sports Curriculum

LIST OF FIGURES

Figure Title Page 1. Variables of the Study 7 2. Flow Chart of the Procedure 11

Chapter 1
THE PROBLEM AND ITS SETTING
Background of the Study Nowadays, numerous curriculums are being implemented among institutions which could give the learners a variety of options on where would they enroll themselves and on what skill would they hone up. Curriculum, in its broadest sense may refer to the set of courses, and their content, offered at a school. It may also refer to a defined and prescribed course of studies, which students must fulfil in order to pass a certain level of education (Christensen, 2003). In high school, curriculum refer to the courses required in order to receive one’s diploma and the overall offering of courses, which help prepare a student for life after high school. Usually, students in high school have some degree of choice in pursuing their education. They often have specially designed curriculum which helps them attain a degree or to specialize in a certain field. Their curriculum may be separated into courses that make one eligible to attend certain colleges, and courses that will merely earn students a diploma (Wallace, 2011). The Special Program in Sports (SPS) is one of the specialized curriculums offered among some of the secondary schools in the Philippines. It is in line with the efforts of the Department of Education (DepEd) to institutionalize a program that will identify or discover students with potential talent in sports and hone their skills for higher levels of athletic competitions (Bureau of Secondary Education, 2009). However, Mahoney, et al. (2004) stated that a common problem for many students enrolled in these specialized courses is that they take on too much. Instead of focusing on their academic performance they tend to be pre-occupied with their specialization which often causes their classroom performance and grades to suffer. In Tagum City National Comprehensive High School, the researchers noticed that some senior students under the Special Program in Sports (SPS) Curriculum have numerous tardiness and absences, participate less when present and does not do their homework. In relation to these, the researchers decided to conduct a study about the factors affecting the performance in English of senior students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School.
Statement of the Problem This study was intended to determine the factors affecting the performance in English of senior students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School. Specifically, this study sought to answer the following questions: 1. Is there any significant relationship between the senior students in SPS Curriculum and the following factors: 1. Physical Constraint; 2. State of Mind; and 1.3 Schedule? 2. What factor affects most on the SPS senior students’ performance in English? 3. What factor brings lesser impact on the SPS senior students’ performance in English?
Hypotheses
This study of the factors affecting the performance in English of senior students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School has the following null hypotheses: 1. There is no significant relationship between the SPS senior students’ performance in English and the following factors: 1. Physical Constraint; 2. State of Mind; and 1.3 Schedule. 2. There is no factor that affects most on the SPS senior students’ performance in English; and 3. There is no factor that brings lesser impact on the SPS senior students’ performance in English.
Review of Related Literature Broh (2002) stated that the impact of sports has on academic performance has been debated over the years. Early analysis of the effect of participation in sports on academic achievement produced inconsistent evidence — some say the impact is positive, while others say it is negative. Trend & Braddock (1992) as cited by (Fairclough and Stratton, 2005), participation in sport activities could provide extrinsic rewards to students and help them form social bonds and relationships within school. However, educators were sceptical of participation in sports and other extra- curricular activities, believing that school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as primarily recreational and therefore were detrimental to academic achievement and consequently were discouraged (Marsh and Kleitman, 2002). Moreover, Marsh (1988) as cited by Schley, et al. (2002), reported that participation in too many activities produced diminishing returns. Participation in sports and other extracurricular activities was consistently beneficial, but had mixed or predominantly negative effects.
Review of Related Studies In the study conducted by the Carnegie Corporation of New York in March 2006, they found that young people in sports experience multiple benefits. Their results indicated that, at their best, sports programs promote responsible social behavior and greater academic success. Many studies have demonstrated the positive effects of physical education and physical activity on school performance. Several studies have stated that providing increased time for physical activity can lead to better concentration, reduced disruptive behaviors and higher test scores in reading, math and writing (Satcher, 2005). However, the results of the study conducted by the U.S. Department of Health and Human Services in April 2010, suggest that physical education may have favorable associations with students’ cognitive skills and attitudes and their academic achievement, but the relationships are not universal and vary by outcome studied. In schools across the United States, physical education has been substantially reduced — and in some cases completely eliminated — in response to the study conducted about the budget concerns and pressures to improve academic test scores (Goldberg et al., 2005). Moreover, in the study conducted in California State University, a student who devotes his spare time in sport activities spends less time on studies. This can affect his grades if he is not spending enough time studying. It can also become stressful dedicating time to an activity if the schedule increases. As the academic workload increases, so too can sport activity, and a child can feel stressed wondering how he can deal with both (Hartmann, 2008).
Theoretical Framework This study is mainly anchored on Subjectivity Education Theory. The theory presumes that teachers should create democratic, harmonious and loose teaching scenes through guiding and enlightening the students’ internal activity demands, and purposefully organize and specify all kinds of teaching activities in a planned way to cultivate the students to be the subject who can recognize and practice autonomously, actively and creatively. Subjectivity education further assumes that teaching sports to some extent can stimulate students’ initiative and activity and improve their academic performance. It explains that sports class can enlighten and cultivate students’ subject consciousness, establish democratic and harmonious teaching scenes and carry out the teaching thought of subjective participation, respect for differences, cooperative learning and successful experience. However, as what the researchers have observed among the SPS senior students, it shows that their performance in English is opposite to what was mentioned above. Therefore, conducting this study is necessary to find out whether this theory is applicable to all or not.
Conceptual Framework This conceptual framework was used as a guide to explain the relatedness of the three variables that were involved in the study; the independent (factors affecting the performance in English of senior students in SPS Curriculum of TCNCHS), the intervention (survey questionnaire) and the dependent (result of the conducted survey). The central component of the study was the factors affecting the performance in English of senior students in SPS Curriculum of TCNCHS (independent variable). Factors affecting the performance in English of senior students in SPS basically include physical constrain, state of mind and schedule. To identify the factors affecting the performance in English of senior students in SPS Curriculum, the researchers administered a survey. The result of the survey that was conducted enabled the researchers to determine the factor that affects most and the factor that brings lesser impact on the performance in English of senior students in SPS Curriculum of TCNCHS.
Conceptual Model of the Study

Figure 1. Variables of the Study
Significance of the Study This study is considered important as its results will benefit the following stakeholders:
Students. This study will help the senior students in Special Program in Sports Curriculum to determine the factors affecting their performance in English. With this, they would be able to address these factors and subsequently avoid low performance in English.
Teachers. The outcome of this study will serve as the teacher’s basis in determining the factors affecting the performance in English of the students in SPS Curriculum which could broaden their capability of understanding the SPS students’ performance in class and help the students to cope more effectively.
School Administrators. The result of this study will serve as an eye opener for the school administrators to monitor whether the Special Program in Sports Curriculum in TCNCHS was implemented properly.
Definition of Terms The following terms were conceptually and operationally defined in this study for better understanding of the paper:
Curriculum. This term refers to the set of courses, and their content, offered at a school or university. It is a prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard (Christensen, 2003). In this study, the term is used in the same context.
Physical Constraint. This term refers to physical restriction; repression of one's own feelings, behavior, or actions (Merriam Webster’s Dictionary, 2004). In the study, it refers on the physical condition of the students in a particular time or during English period that hinders them in participating or attending the class.
Schedule. This term refers to a plan of procedure, usually written, for a proposed objective, especially with reference to the sequence of and time allotted for each item or operation necessary to its completion (Merriam Webster’s Dictionary, 2004). In this study, it refers to the sequence of time allotted by the SPS senior students in English and in their sport specialization.
Special Program in Sports (SPS) Curriculum. This term refers to one of the specialized curriculums offered among some of the secondary schools in the Philippines. It is in line with the efforts of the Department of Education (DepEd) to institutionalize a program that will identify or discover students with potential talent in sports and hone their skills for higher levels of athletic competitions (Bureau of Secondary Education, 2009). In this study, the term is used in the same context.
State of Mind This term refers to a temporary psychological state; the mood or the mental state at a particular time (Merriam Webster’s Dictionary, 2004). In the study, it refers to the preference and mind set of the SPS senior students when it comes to English and to their sport specialization.
| |

Chapter 2
METHODOLOGY
This chapter discusses the research methods employed in the study. It includes research design, respondents of the study, research instrument, data gathering procedure and the statistical treatment of the data.
Research Design The study employed the descriptive survey method to generate, to analyze and to interpret the factors that affect the performance in English of the SPS senior students. The researchers had chosen this as the most appropriate design for this study since it is a general procedure used to discover facts on which professional judgment could be based (Rivera et al., 2007).
Respondents of the Study The researchers have utilized the non-probability purposive sampling to select the respondents. Purposive sampling otherwise called deliberate sampling is a design where the researchers select the respondents who are best qualified to achieve the objectives of the study (Rivera et al., 2007). Half of the population which is twenty-seven (27) of the SPS IV- Bonifacio students of Tagum City National Comprehensive High School were the respondents for this study. The respondents who perform least in English were identified with the assistance of the section’s English Teacher. The selected SPS senior students of TCNCHS were chosen by the researchers as the respondents for this study because they were best qualified to achieve the objectives of the study.
Research Instrument The researchers used a questionnaire as an instrument for gathering the needed data. The questionnaire was designed to determine the factors that affect the SPS senior students' performance in English. The questionnaire was consist of 9-item situations which was divided into three categories: physical constrain, state of mind and schedule. Each category was composed of three (3) situations that are answerable by yes or no. The survey helped the researchers to identify the factor that affects most and the factor that brought lesser impact on the performance in English of SPS senior students.
Data Gathering Procedure

In gathering the data of this study, the researchers had undergone several processes:

Figure 2. Flow Chart of the Procedure

Step 1: Formulation of the survey questionnaire The researchers formulated a survey questionnaire that was used during the conduct of the study.
Step 2: Asking permission to the school principal A permission was asked from the school principal of Tagum City National Comprehensive High School, Dr. Melquiades H. Astorga.
Step 3: Administration of the survey The researchers administered the survey to the SPS IV- Bonifacio students of Tagum City National Comprehensive High School. With the assistance of the section’s English Teacher, the researchers selected and conducted the survey among the twenty-seven (27) least performing students in English.
Step 4: Summarization of the result The researchers recorded and summarized the result of the survey given to the twenty-seven (27) selected students of SPS IV-Bonifacio.
Step 5: Interpretation of the gathered data The researchers interpreted the recorded and summarized result of the survey. The factor that affects most and the factor that affects least were also identified in this step.
Statistical Treatment of the Data The data that was gathered by the researchers were analyzed with the use of percentage formula:

The formula above enabled the researchers to identify the factor that affects most and the factor that affects least on the performance in English of SPS senior students.

Chapter 3
PRESENTATION AND ANALYSIS OF FINDINGS This chapter mainly deals with the descriptive presentation of the data gathered and the comprehensive discussion of the findings of the study including the interpretation and its implication. The factors affecting the performance in English of senior students in Special Program in Sports of Tagum City National Comprehensive High School was presented in Table 1.
Table 1
Summary of the Factors Affecting the Performance of Senior Students in Special Program in Sports Curriculum

|ANSWERS |Physical Constraint |State of Mind |Schedule |
| |Frequency |% |Frequency |% |Frequency |% |
|YES |24 |30 |38 |47 |61 |75 |
|NO |57 |70 |43 |53 |20 |25 |
|TOTAL |81 |100 |81 |100 |81 |100 |

Result of the study revealed that thirty percent (30%) of the total number of SPS senior students’ responses in Physical Constrain are yes while seventy percent (70%) of it are no. In State of Mind, forty-seven percent (47%) of the students’ responses are yes while fifty-three percent (53%) are no. This means that the number of students who disagree that Physical Constrain and State of Mind could affect their performance in English is greater than those who agree. However, both of them could still affect the SPS students’ performance in English. In Schedule, seventy-five percent (75%) of the total number of responses are yes while twenty-five percent (25%) of the answers are no. This means that the number of students who agree that Schedule could affect their performance in English is greater than those who disagree. Therefore, physical constrain, state of mind and schedule could affect the SPS senior students’ performance in English. However, the factor which affects most on the SPS senior students’ performance in English is the schedule which had the highest number of responses in yes. In contrast, the factor that brought lesser impact on the students’ performance in English is physical constrain which had the lowest number of responses in yes. This result was supported by the study conducted in California State University that a student who devotes his spare time in sport activities spends less time on studies. This could affect the student’s grades if he would not spend enough time studying (Spreitzer and Pugh, 2003).

Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusions and recommendations of the research conducted among the senior students in Special Program in Sports in of Tagum City National Comprehensive High School.

Summary of the Findings

The following are findings based on the result of the study:

1. Thirty percent (30%) of the total number of SPS senior students’ responses in Physical Constrain are yes while seventy percent (70%) of it are no.

2. In State of Mind, forty-seven percent (47%) of the students’ responses are yes while fifty-three percent (53%) are no.

3. In Schedule, seventy-five percent (75%) of the total number of responses are yes while twenty-five percent (25%) of the answers are no.

4. The factor which had the highest percentage of students who agreed that it could affect their performance in English is the Schedule.

5. The factor which had the lowest percentage of students who agreed that it could affect their performance in English is Physical Constrain.

Conclusions

Based on the findings of the survey, the researchers had the following conclusions:

1. Physical constrains, state of mind and schedule could affect the SPS senior students’ performance in English.

2. The factor which affects most on the SPS senior students’ performance in English is the schedule.

3. The factor which brought lesser impact on the SPS senior students’ performance in English are physical constrains.

Recommendations

Based on the findings and conclusions of the study, the researchers offered the following recommendations:

A. Policies

1. Students in Special Program in Sports should strive to balance their sport specialization and English subject.

2. Teachers should broaden their capability of understanding the SPS students’ performance in class and help them to cope more effectively.

3. School administrators of TCNCHS should monitor whether the Special Program in Sports Curriculum in their institution was implemented properly.

B. Further Studies 1. The researchers highly recommend a follow-up study on this problem to discuss further the factors affecting the performance in English of senior students in SPS Curriculum. 2. Use another method in gathering data to obtain a more valid and reliable study. 3. Review more related readings and studies to have a wide knowledge about the study.

Bibliography

Bureau of Secondary Education. (2009). Implementing Guidelines for the Institutionalization of the Special Program in Sports (SPS). Retrieved March 2012, http://www.deped.gov.ph/

Christensen, B. (2003). Teachers as Curriculum Planners. Retrieved March 2012, from http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb =true&_&ERICExtSearch_SearchValue_0=ED295928&ERICExtSearch_SearchType_0=no&accno=ED295928

Fairclough, P., Stratton, E. (2005). Extracurricular Activities: The path to academic success? Educational Leadership, 57(4). Retrieved March 2002, from http://www.ascd.org/readingroom/edlead/9912/holloway.html

Fujita, Kimiko. (2010). The Effects of Extracurricular Activities on the Academic Performance of Junior High Student. Retrieved March 2012, from http://olga-assessment.blogspot.com/2009/05/assessment-in-affective-domain.html

Goldberg, A., Chandler, T. (2005). The Role of Athletics in the Social World of High School Adolescents. Youth & Society, 21(2), 238-250. Retrieved March 2012, http://www.ascd.org/readingroom/edlead/9912/holloway.html

Hartmann, Douglas. (2008). High School Sports Participation and Educational Attainment: Recognizing, Assessing, and Utilizing the Relationship. Retrieved March 2012, from http://sitemaker.umich.edu/356.speregen /specific_interventio_programs

International Qualifications Assessment Service. (2007). International Education Guidefor the Assessment of Education from the Philippines. Alberta Canada.

Mahoney, Joseph L., et al. (2004). Organized Activities as Contexts of Development: Extracurricular Activities, After-School, and Community Programs. Mahwah, NJ: Lawrence Erlbaum Associates. Retreived March 2012, http://www.answers.com/topic/extracurricular-activity-3#ixzz 1nqai cDxy

Marsh, I., Kleitman, A. (2002).Extracurricular Activities: Beneficial Extension of the Traditional Curriculum or Subversion of Academic Goals? Journal of Educational Psychology, 84(4), 553-562.

Physical constrain. (2004). Merriam Webster’s Dictionary. Geddes & Grosset.

Rivera, M., Rivera, R. (2007). Practical Guide to Thesis and Dissertation Writing (Revised Edition). KATHA Publishing, Inc.

Satcher. (2005). Benefits of Physical Education. Retrieved March 2012, http://w ww.in-the-brain.com/benefits-of-physical-education

Schedule. (2004). Merriam Webster’s Dictionary. Geddes & Grosset.

Schley, Vanessa. (2002). The Effects of Athletic Participation on Academic Achievement and Social Status. Retrieved March 2012, from http://www.sportengland.org/research/value_of_sport_monitor/education.aspx

State of mind. (2004). Merriam Webster’s Dictionary. Geddes & Grosset.

Appendices

Appendix A

Letter Request to the Principal

University of Southeastern Philippines
College of Teacher Education and Technology
Apokon, Tagum City

September 29, 2011

MELQUIADES H. ASTORGA
Principal II
Tagum City National Comprehensive High School

Dear Sir:

Greetings!

We are currently conducting our study entitled “Factors Affecting the Performance in English of Senior Students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School”. This is in compliance of the requirements in Education 11 (Practice Teaching) for the degree Bachelor of Secondary Education major in English.

Anent to this we would like to ask permission from your good office to allow us to conduct our study in your school. Rest assured that all gathered data will be used solely for the purpose of this study and will be kept confidential.

Your positive response ensures the success of this undertaking.

Respectfully yours,

(SGD.) FERNALYN M. BAGHUCAN

(SGD.) BERNADETH B. EBARLE

(SGD.) CAROL J. LAMBOJON

Noted by:

(SGD.) PROF. MARICEL A. PALOMATA
Instructor

Recommending Approval:

(SGD.) DR. MAGDALENA S. LICAS
Dean

Appendix B

Survey Questionnaire

Republic of the Philippines
UNIVERSITY OF SOUTHEASTERN PHLIPPINES
Tagum-Mabini Campus
Apokon, Tagum City

SURVEY QUESTIONNAIRE

I. Profile of Respondents Name (optional): ________________________________ Sport Specialization: _____________________________

To the Rater: Hereunder are items concerning the conduct on “Factors Affecting the Performance in English of Senior Students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School”. Put a check mark on the left column in responding to the description specified on the right column.

Your honesty and sincere assessment is needed in connection with the researchers’ study entitled “Factors Affecting the Performance in English of Senior Students in Special Program in Sports Curriculum of Tagum City National Comprehensive High School”.

II. Direction: Put a check mark (() on the space provided that represents your answer.

| DESCRIPTIONS |YES |NO |
|A. PHYSICAL CONSTRAIN |
|1. I have not participated in my English class because I’m already tired from my sport specialization class/training. | | |
|2. I have skipped from my English class just to rest because I’m so tired from my sport specialization class/training. | | |
|3. A rigid training in my sport specialization class have caused me to be absent from my English class because of | | |
|physical/health troubles. | | |
|B. STATE OF MIND |
|1. I prefer to do my assignments/tasks in my sport specialization than in English. | | |
|2. I believe that my English teacher will surely pass me even if I won’t work hard on his/her subject because they need me | | |
|to represent the school. | | |
|3. I think about my sport specialization even when I’m in my English class. | | |
|C. SCHEDULE |
|1. I have skipped from my class in English just to have a practice in my sport specialization. | | |
|2. I have experienced to be tardy in my English class because of a practice in our sport specialization. | | |
|3. I have joined sport competitions that are held during regular class days which causes me to be absent from my English | | |
|class. | | |

Appendix C

Factors Affecting the Performance in English of SPS Senior Students of TCNCHS

Appendix C

Physical Constrain
|ANSWERS |1 |2 |3 |
| |Frequency |% |Frequency |% |Frequency |% |
|YES |8 |30 |5 |19 |11 |41 |
|NO |19 |70 |22 |81 |16 |59 |
|TOTAL |27 |100 |27 |100 |27 |100 |

|ANSWERS |1 |2 |3 |
| |Frequency |% |Frequency |% |Frequency |% |
|YES |16 |59 |8 |30 |14 |52 |
|NO |11 |41 |19 |70 |13 |48 |
|TOTAL |27 |100 |27 |100 |27 |100 |

State of Mind

|ANSWERS |1 |2 |3 |
| |Frequency |% |Frequency |% |Frequency |% |
|YES |16 |59 |21 |78 |24 |89 |
|NO |11 |41 |6 |22 |3 |11 |
|TOTAL |27 |100 |27 |100 |27 |100 |

Schedule
CURRICULUM VITAE

Personal Data

Name : Fernalyn M. Baghucan

Date of Birth : July 04, 1990

Place of Birth : Sabangan, San Isidro, Davao del Norte

Civil Status : Single

Father : Fernando G. Baghucan

Mother : Avelina L. Baghucan

Address : Purok-3 Lintahon, Bagong Silang, Laak, Comval Province

Educational Background:

Elementary : Bagong Silang Elementary School

Bagong Silang, Laak, Compostela Valley Province

Secondary : Sawata National High School

Sto.Nino. San Isidro, Davao del Norte

Tertiary : University of Southeastern Philippines

Apokon, Tagum City

CURRICULUM VITAE

Personal Data

Name : Bernadeth B. Ebarle

Date of Birth : August 22, 1991

Place of Birth : La Libertad, Sto. Tomas, Davao del Norte

Civil Status : Single

Father : Bernardo C. Ebarle

Mother : Zenaida B. Ebarle

Brother : Rodel B. Ebarle

Address : Apitong, La Libertad, Sto. Tomas, Davao del Norte

Educational Background:

Elementary : Apitong Elementary School

Apitong La Libertad Sto. Tomas, Davao del Norte

Secondary : La Libertad National High School

La Libertad Sto Tomas, Davao del Norte

Tertiary : University of Southeastern Philippines

Apokon, Tagum City, Davao del Norte

CURRICULUM VITAE

Personal Data
Name : Carol J. Lambojon
Date of Birth : October 21, 1990
Place of Birth : Davao Regional Hospital, Tagum Davao
Civil Status : Single
Father : Pat W. Lambojon
Mother : Angelina J. Lambojon
Brother : Ken Carlo J. Lambojon
Sisters : Ivy Maris J. Lambojon Karen J. Lambojon Ira Marie J. Lambojon
Address : #60, Gladiola St., Merville Subd., Magdum, Tagum City

Educational Background:
Elementary : Magugpo Pilot Imelda Elementary School Sobrecary St., Tagum City, Davao del Norte
Secondary : Tagum City National High School Mangga, Visayan Village, Tagum City, Davao del Norte
Tertiary : University of Southeastern Philippines Apokon, Tagum City, Davao del Norte
SURVEY QUESTIONNAIRE

I. Profile of Respondents Name (optional): ________________________________ Sport Specialization: _____________________________

II. Direction: Put a check mark (() on the space provided that represents your answer.

| DESCRIPTIONS |YES |NO |
|A. PHYSICAL CONSTRAIN |
|1. I have not participated in my English class because I’m already tired from my sport specialization class/training. | | |
|2. I have skipped from my English class just to rest because I’m so tired from my sport specialization class/training. | | |
|3. A rigid training in my sport specialization class have caused me to be absent from my English class because of physical/health troubles. | | |
|B. STATE OF MIND |
|1. I prefer to do my assignments/tasks in my sport specialization than in English. | | |
|2. I believe that my English teacher will surely pass me even if I won’t work hard on his/her subject because they need me to represent the | | |
|school. | | |
|3. I think about my sport specialization even when I’m in my English class. | | |
|C. SCHEDULE |
|1. I have skipped from my class in English just to have a practice in my sport specialization. | | |
|2. I have experienced to be tardy in my English class because of a practice in our sport specialization. | | |
|3. I have joined sport competitions that are held during regular class days which causes me to be absent from my English class. | | |

SURVEY QUESTIONNAIRE

I. Profile of Respondents Name (optional): ________________________________ Sport Specialization: _____________________________

II. Direction: Put a check mark (() on the space provided that represents your answer.

| DESCRIPTIONS |YES |NO |
|A. PHYSICAL CONSTRAIN |
|1. I have not participated in my English class because I’m already tired from my sport specialization class/training. | | |
|2. I have skipped from my English class just to rest because I’m so tired from my sport specialization class/training. | | |
|3. A rigid training in my sport specialization class have caused me to be absent from my English class because of physical/health troubles. | | |
|B. STATE OF MIND |
|1. I prefer to do my assignments/tasks in my sport specialization than in English. | | |
|2. I believe that my English teacher will surely pass me even if I won’t work hard on his/her subject because they need me to represent the | | |
|school. | | |
|3. I think about my sport specialization even when I’m in my English class. | | |
|C. SCHEDULE |
|1. I have skipped from my class in English just to have a practice in my sport specialization. | | |
|2. I have experienced to be tardy in my English class because of a practice in our sport specialization. | | |
|3. I have joined sport competitions that are held during regular class days which causes me to be absent from my English class. | | |

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Intervention

Survey Questionnaire

Dependent

Result of the Conducted Survey

Independent

Factors Affecting the Performance in English of Senior Students in SPS Curriculum of TCNCHS

1. Physical Constrain 2. State of Mind 3. Schedule 4.
Formulation of the Survey Questionnaire

Interpretation of the Gathered Data

Administration of the Survey

Summarization of the Result

Asking of Permission from the Principal of TCNTS

Percentage =

Frequency

Total Responses

X 100