Caribbean Advanced Proficiency Examination

Internal Assessment
Integrated Mathematics

Topic: Impact of Grade 10 students engaging in sports activities versus

academic performance
Title: The impact of grade 10 students of St. Rose’s High School engaging in
sports activities against academic performance for the period 2015- 2016

Candidate Name: Junell Jupiter

Candidate Number:
Name of School: St. Roses High
School Code:
Territory: Guyana
Year: 2017
 Contents Page
Title page.........................................................................................................................................1

Introduction......................................................................................................................................2

Research Methodology....................................................................................................................3

Organization of data........................................................................................................................5

Presentation of Data.........................................................................................................................6

Analysis of data.............................................................................................................................25

Interpretation..................................................................................................................................31

Conclusion.....................................................................................................................................33

Recommendation...........................................................................................................................34

Bibliography..................................................................................................................................35
 Title page
Topic:
Impact of Grade 10 students engaging in sports activities versus academic performance

Title:
The impact of grade 10 students of St. Rose’s High School engaging in sports activities against
academic performance for the period 2015- 2016
 Introduction
[CITATION wha \l 1033 ] defined sports as “a human activity capable of achieving a result requiring
physical exertion and/or physical skill, which, by its nature and organization, is competitive and
is generally accepted as being a sport. ".

During the academic year of 2015- 2016 it was observed that Grade 10 students of St. Rose’s
High School were always seen playing games or engaging in sports activities. Many instances
teachers have to send other students to locate these students. In many cases these absent students
can be located in the school’s auditorium engaging themselves most of the time in extracurricular
activities and sometimes some of these students fail to perform academically at the internal
examinations.

In this internal assessment the researcher focuses on the impact of grade 10 students of St. Roses
high school engaging in sports activities against academic performance for the period 2015-
2016

The researcher’s objectives of the research are as follows:

 To determine the negative and positive effects of Grade 10 students engaging in sports.
 To evaluate the challenges faced by Grade 10 students engaging in sport pertaining to
academic performance.
 To identify methods that can be used to assist Grade 10 students to balance their
academics and extra curriculum activities.

In conducting this research the researcher will be utilizing a quantitative research design.
[ CITATION Mah07 \l 1033 ] defined Quantitative research as a method whereby the data can be
represented by numerical quantity.”
 Research Methodology
In order to obtain relevant information on this research, the researcher utilized non-experimental
research method.[CITATION Ary09 \l 1033 ] defined non-experimental method as a research where
the researcher identifies variables and may look for relationship among them but does
manipulate the variable.

While conducting the research the researcher anticipates some limitations such as distribution of
the instrument design that will be used, students may be reluctant to answer the questionnaire.
Some of the students may leave some questions unanswered which the researcher would have to
then return it to be completed. The questionnaires would not be returned on time by the students
and lastly upon collection of the questionnaires some of the questionnaires maybe soiled.

The researcher’s target population is Grade 10 students which comprises of one hundred twenty-
seven (127) students. 30% of this target population will be selected as the sample frame for the
research. The sample size will be 38 students of Grade 10.

The researcher distributed the questionnaires by means of simple random sampling. The names
of the Grade 10 students’ were placed in a bag. A random student will be chosen to select the
sample size. If a student is not available the researcher would return after a few minutes to check.
If the person is still not available the researcher will select a random student to pick another
name from the bag to replace the said student.

The instrument design that will be utilized to gather information is questionnaire. [CITATION
Upt01 \l 1033 ] defined a questionnaire as a “series of questions concerning the facts of someone’s
life or their opinion on some subjects.” The researcher utilized this method because according to
[CITATION Upt01 \l 1033 ] large amounts of information can be collected from a large number of
people in a short period of time. It is relatively cost effective. It can be carried out by the
researcher or by any number of people with limited affect to its validity and reliability and lastly,
the results of the questionnaires can usually be quickly and easily quantified by either a
researcher or through the use of a software package.

The students will be given one day to complete the questionnaire. After the questionnaires are
returned, the information obtained will be transferred to numbers and percentages. This will then
be used to create suitable tables and graphs using the Microsoft word document. The entire
project will be stored on the researcher’s personal computer and on a flash which is used as a
backup in case of failure. The researcher will also upload the document to Microsoft one drive to
be accessed anywhere in cases of emergency.
 Organization of data
The use of tally tables, frequency tables and cumulative frequency tables will be used by the
researcher along with varying charts such as scatter plot, stem and leaf, bar graph and histogram
to give an accurate or clear presentation of the data collected by each participants. It is wise to
note that each question asked will be accompanied by its own table for precise information.

The various tables and graphs are explained below:

 A histogram is a graphs which displays continuous data in ordered columns. This was
utilized because it is visually strong, can compare to normal curve and usually the
vertical axis is a frequency count of items falling into each category
 A bar graph is a graph displaying discrete data in separate columns. A double bar graph
can be used to compare two data sets. This was utilized because its visually strong and
can easily compare two or three data sets
 A scatterplot is a graphs displaying the relationship between two factors of the
experiment. A trend line is used to determine positive, negative, or no correlation. This
was utilized because it shows a trend in the data relationship, retains exact data values
and sample size and shows minimum/maximum and outliers.
 Stem and Leaf Plot records data values in rows, and can easily be made into a histogram.
Large data sets can be accommodated by splitting stems. This was utilized because it
concise representation of data, shows range, minimum & maximum, gaps & clusters, and
outliers easily and can handle extremely large data sets
 A cumulative frequency distribution is the sum of the class and all classes below it in a frequency
distribution.
 Tally charts are one method of showing a certain amount of data in an easy-to-understand format.
This was utilized because of its simplicity, universality and increasing values
 Frequency tables can be useful for describing the number of occurrences of a particular type of
datum within a dataset. It was suited because frequency tables can quickly reveal outliers and
even significant trends within a data set with not much more than a cursory inspection. They can
also help researchers to examine the relative abundance of each particular target data within their
sample.
 Presentation of Data

Items Tally Frequency

A |||| |||| |||| ||| 18
B |||| |||| |||| |||| 20

Tally Table 1 showing the gender of the participants

Items Tally Frequency

A | 1
B |||| |||| ||| 13
C |||| |||| |||| |||| ||| 23
D | 1

Tally table 2 showing the age range of the participants

Items Tally Frequency

A |||| |||| 9
B |||| |||| | 11
C | 1
D || 2
E | 1
F |||| |||| |||| 14

Tally table 3 showing the ethnic group of the participants

Items Tally Frequency

A |||| |||| | 11
B |||| |||| |||| 15
C |||| |||| 10
D || 2
Tally table 4 showing the various streams the participants are in

Items Tally Frequency

A |||| |||| |||| |||| |||| |||| |||| || 37
B | 1

Tally table 5 showing whether the participants engage in sports activities

Items Tally Frequency

A |||| 5
B |||| | 6
C |||| || 7
D |||| ||| 8
E |||| 4
F | 1
G || 2
H ||| 3
I || 2

Tally table 6 showing the various sports the participants engage in

Items Tally Frequency

A |||| || 7
B |||| |||| | 11
C |||| |||| |||| 15
D |||| 5

Tally table 7 showing how often the participants engage in sport activities

Items Tally Frequency

A |||| || 7
B |||| |||| ||| 13
 C |||| |||| |||| ||| 18

Tally table 8 showing the reason for engaging in sports activities

Items Tally Frequency

A | 1
B |||| |||| |||| |||| |||| |||| | 31
C |||| 5
D | 1

Tally table 9 showing the percentage average grades of the participants for the period
September 2015- December 2015

Items Tally Frequency

A ||| 3
B |||| |||| |||| |||| |||| | 26
C |||| ||| 8
D | 1

Tally table 10 showing the percentage average grades of the participants for the period
January 2016 – March 2016

Items Tally Frequency

A | 1
B |||| |||| |||| |||| |||| || 27
C |||| ||| 8
D || 2
Tally table 11 showing the percentage average grades of the participants for the period April
2016 – July 2016

Items Tally Frequency

A |||| ||| 8
B |||| |||| |||| | 16
C |||| ||| 8
D | 1
E |||| 5

Tally table 12 showing the benefits of engaging in sports activities

Items Tally Frequency

A |||| |||| |||| |||| |||| |||| |||| || 37
B | 1

Tally table 13 showing the negative impact of engaging in sports activities

Items Tally Frequency

A |||| |||| || 12
B |||| |||| |||| |||| |||| | 26

Tally table 14 showing whether the participants face challenges while engaging in sports
activities

Items Tally Frequency

A |||| |||| || 12
B |||| ||| 8
C |||| |||| |||| ||| 18

Tally table 15 showing the challenges they face while engaging in sports activities
Table 16: Random data table showing the raw data obtained from the participants

18 20 1 13 23 1 9 11

1 2 1 14 11 15 10 2

37 1 5 6 7 8 4 1

2 3 2 7 11 15 5 7

13 18 1 31 5 1 3 26

8 1 1 27 8 2 8 16

8 1 5 37 1 12 26 12

8 18
Table 17: Grouped Frequency table

Average grades L.C.B U.C.B Frequency Class mid-point

%
ƒ x ƒx
1¿ (G) <5 0.5 5.5 24 3 72
6 ¿ (G) <10 5.5 10.5 12 8 96
11¿ (G) <15 10.5 15.5 10 13 130
16 ¿ (G) <20 15.5 20.5 5 18 90
21 ¿ (G) <25 20.5 25.5 1 23 23
26 ¿ (G) <30 25.5 30.5 3 28 84
31¿ (G) < 35 30.5 35.5 1 33 33
36 ¿ (G) <40 35.5 40.5 2 38 76
Totals Ʃƒ=58 Ʃƒx=¿604
Table 18: Grouped Cumulative frequency table

Average grades % U.C.B Frequency Cumulative

frequency
ƒ cf
1¿ (G) <5 5.5 24 24
6 ¿ (G) <10 10.5 12 36
11¿ (G) <15 15.5 10 46
16 ¿ (G) <20 20.5 5 51
21 ¿ (G) <25 25.5 1 52
26 ¿ (G) <30 30.5 3 55
31¿ (G) < 35 35.5 1 56
36 ¿ (G) <40 40.5 2 58
Totals Ʃƒ=58

Table 19: Grouped Standard deviation table

Average grades Frequency Class mid- Deviation Squared
% point deviation
ƒ x ƒx x−x (x−x)2 ƒ(x−x)2
1¿ (G) <5 24 3 72 -7.41 54.91 1317.84
6 ¿ (G) <10 12 8 96 -2.41 5.81 69.72
11¿ (G) <15 10 13 130 2.59 6.71 67.1
16 ¿ (G) <20 5 18 90 7.59 57.61 288.05
21 ¿ (G) <25 1 23 23 12.59 158.51 158.51
26 ¿ (G) <30 3 28 84 17.59 309.41 928.23
31¿ (G) < 35 1 33 33 22.59 510.31 510.31
36 ¿ (G) <40 2 38 76 27.59 761.21 1522.42
Totals Ʃƒ=58 Ʃƒx=¿604 Ʃƒ¿)2 = 4862.18
Table 20: Correlation and Regression Table

X Y X2 Y2 XY
3 24 9 576 72
8 12 64 144 96
13 10 169 100 130
18 5 324 25 90
23 1 529 1 21
28 3 784 9 84
33 1 1089 1 33
38 2 1444 4 76
ƩX=164 ƩY= 58 ƩX2= 4087 ƩY2=860 ƩXY=602
Table 21: Stem and Leaf

Stem Leaf
0 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 3 3 4 5 5 5 5 6 7 7 7 8
8 8 8 8 8 9
1 0 1 1 1 2 2 3 3 4 5 5 6 8 8 8
2 0 3 6 6 7
3 1 7 7
Figure 1:

HISTOGRAM 1 SHOWING THE VARIOUS SPORT ACTIVITIES THE

PARTICIPANTS TAKE PART IN
9

8
8

7
7

6
6
PARTICIPANTS

5
5

4
4

3
3

2
2 2

1
1

0
Basket ball Football Cricket Badminton Volleyball Dancing Lawn tennis Swimming Rugby

SPORTS

The histogram showing above the various sports activities the participants take part in. it can be
noted that majority of them which is 21% play Badminton while another 18% play Cricket. 16%
of the remaining participants play Football and 13% play Basketball. It can be noted that the
above sports are popular among the participants. The graph also shows that out of the total
population 8% take part in Swimming, 5% in Lawn tennis, 5% in Rugby and the remaining 3%
in Dancing.
Figure 2:

BAR GRAPH 1 SHOWING HOW OFTEN THE PARTICIPANT

TAKE PART IN SPORTS ACTIVITIES
16

14 15

12
PARTICIPANTS

11
10

7
6

5
4

0
Seldom Once a week Every other day Everyday

HOW OFTEN

The bar graph above shows how often the participants take part in sports activities. It can be
noted that 40% of the participants engage in sports activities every other day, while 29% of the
participants engage in it once a week. The 18% and 13% of the participants engage in sports
activities seldom and everyday respectively.
Figure 3:

BAR GRAPH 2 COMPARING THE AVERGAE GRADES OF THE

PARTICIPANTS PER TERM FOR THE PERIOD 2015-2016
35

30
30

25 27
26
PARTICIPANTS

20

15

10

8 8
5 6
3
0 2
1 1 1 1
85-100 70-84 50-69 40-49

AVERAGE GRADES

Term 1 Term 2 Term 3

The bar graph above showing the average grades of the participants for the period 2015-2016. It can be
noted that in both three term majority of the participants scored between 70-84 % on their exams. This
was indicated by 78% of the participants for term 1, 68% of the participants for term 2 and 71% of the
participants for term 3. It can be noted from the graph that the second highest average grades for both 3
terms was 50-59%. This was indicated by 16% in term 1, 21% in term 2 and 21% in term 3. For term one
equal amount of the participants scored 85-100% and 40-59%. This was indicated by 3% each
respectively of the respondent. In the second term the participants scored 85-100%, which was indicated
by 8% of the participants while only 3% of the participants scored 40-49% average score, the final term
only 3% of the participants scored 85-100% of the participants while 5% scored 40-49% average grades.
Figure 4:

Bar Graph 3 Showing The Benefits Of Engaging In Sports

Activities
NUMBER OF PARTICIPANTS

16

8 8

1
Improved social Better health Self esteem and Better concentration Lower negative
skills confidence level Influences

BENEFITS

The bar graph above showing the various benefits of engaging in sports activities. According to
the graph it can be noted that the major benefit derived from engaging in sports activities is
better health. This was supported by 42% of the respondent. According to another 42% of the
remaining of the participants improved social skills and self-esteem are the main benefit derived.
This was supported by 21% respectively. According to 13% of the participants the main benefit
is better concentration level. Lastly the remaining 3% claimed the main benefit is lower risk of
negative influences.
Figure 5:

Histogram 2 Showing The Various Challenges Faced In

Engaging In Sports In Comparison To Academic
Performance
NUMBER OF PARTICIPANTS

18

12

CHALLENGES FACED

Insufficient time to study Missed classes

Insufficient time to complete homework and assignments

The histogram above showing the various challenges while engaging in sports activities students
face pertaining to academic performance. According to 47% of the participants the main
challenge faced is inefficient time to complete homework and assignments. While 32% claimed
the main challenge is insufficient time to study. The remaining 21% of the participants claimed
the main challenge is missed classes.
Figure 6:

CUMULATIVE FREQUECNY CURVE

Cumulative frequency curve
70

60
CUMULATIVE FREQUENCY

58
55 56
50
51 52
46
40

36
30

20 24

10

0
0
0 5.5 10.5 15.5 20.5 25.5 30.5 35.5 40.5

UPPER CLASS BOUNDARY

Key:

Q1
Q2
Q3
Figure 7:

HISTOGRAM 3 SHOWING THE MODE

30

25 24

20
Frequency

15
12
10
10

5
5
3
2
1 1
0
0.5 5.5 10.5 15.5 20.5 25.5 30.5 35.5

UPPER AND LOWER CLASS BOUNDARIES

Figure 8:

SCATTER DIAGRAM
Y-Values Linear (Y-Values)

30

25

20
FREQUENCY

f(x) = − 0.56 x + 18.67

15 R² = 0.74

10

0
0 5 10 15 20 25 30 35 40

MIDPOINT
 Analysis of data

Measures of Central Tendency

 Mean

The mean is used in the Frequency Table; it can be determined by determining the mid value for
each class interval to represent that particular range.

Ʃƒ x
The mean =
Ʃƒ

604
=
58

=10.41 (2dps)

Therefore the mean is 10.41

 Median

In order to determine the median of grouped frequency distribution a cumulative frequency curve
was constructed.

Q2 = ½ (cf)

= ½ 58

= 29

The median can be found in the second class interval: 6¿ (G) <10

Therefore Q2 is 7.
  Mode

It is uses information from the histogram to determine the mode.

The mode can be found in the first class interval: 1¿ (G) <5

Therefore the mode is 3.5

Measure of Variability

 Range

R= the highest upper class boundary – the lowest lower class boundary

= 40.5-0.5

= 40

Interquartile range = Q3- Q1

Q3= ¾ x (cf)

= 3/4 x 58

= 43.5

Therefore Q3 = 14.5

Q1 = 1/4 x (cf)

= ¼ x 58

= 14.5

Therefore Q1 = 3

Interquartile = Q3 – Q1

= 14.5 - 3

=11.5
 Interquartile range
Semi interquartile range =
2

11.5
=
2

= 5.75

 Variance

Ʃƒ ( x−x) 2
S2 =
Ʃƒ

4862.18
=
58

=83.83 points

 Standard deviation

Ʃƒ (x −x) 2
S=
√ Ʃƒ

4862.18
=
√ 58

=√ 83.83

= 9.16 (2dps) points

Measures of Relationships

 Correlation And Regression

Correlation coefficient

nƩxy− ƩxƩy
r= 2 2 2 2
√[nƩ x ¿−( Ʃx ) ][nƩ y −( Ʃy ) ]¿
8 ×602−164 × 58
r= 2 2
√[8× 4412−( 164 ) ][8 ×860−( 58 ) ]
−4696
r=
√ 8400× 3516
−4696
r=
√ 29,534,400
−4696
r=
5434.56

r = -0.864 (2dps)

Regression Line

y = a + bx

nƩxy − Ʃx Ʃy
b= 2 2
nƩ x −( Ʃx )

8 ( 602 )−164 ×58

b=
8 ( 4087 )−1642

4816−9512
b = 16348−26896

−4696
b = −10548
By b = 0.445

a = ý−b × x́

a = 7.25 – 0.445 × 20.5

a = 7.25 – 9.127

a = -1.877

Therefore regression line is

y = a +bx

y = -1.877 + 0.445x
 Interpretation
The purpose of the research was to determine the impact of engaging in sports activities versus
academic. After the research was completed they were a number of findings. It was noted that
40% of the participants participate in sports activities every other day. The most played sport is
badminton which was indicated by 21% of the respondents, while the least played sports is
dancing which was represented by 3% of the participants. It was also noted that in both three
term majority of the participants scored between 70-84 % on their exams. Which was indicated
by 78% of the participants for term 1, 68% of the participants for term 2 and 71% of the
participants for term 3. The major benefit derived from engaging in sports activities is better
health indicated by 42% of the participants while 3% claimed the main benefit is lower risk of
negative influences. According to 47% of the participants the main challenge faced is inefficient
time to complete homework and assignments. The remaining 21% of the participants claimed the
main challenge is missed classes.

The mean of the sample set is that number, which can replace all the numbers in the set such that
the set will still have the same weight. In this sample set the mean is 10.41 points. Because there
is not a lot of large numbers present the set is not heavily skewed. This shows the expected value
if the distribution of the measurements were random. However, the median is 7 points. The
Mode is helpful when you just want to know the number that has the highest probability of
occurrence when you randomly pick out a number from the set. From the set it can be noted the
mode is 3.5. It can be noted that the mean is larger than the mode which indicates that the
distribution is positively skewed.

The standard deviation measures how concentrated is the data around the mean. Based on the
findings it can be noted the Standard Deviation is 9.16. The average distance each data point is
from the Mean is 9.16 points. This means it’s a huge Spread. It is noted the further away a
Standard Deviation is from 0, the less accurate the Mean for that sample is. In this case, a
Standard Deviation of 9.16 indicates that the Average shown for the sample (10.41) is just not
reliable. It also indicates there is extreme volatile in the sample and that there is a lot of variation
with the group being studied.
Correlation measures the relationship between two variables. When one variable increases as the
other decrease the correlation is negative as indicated by the value -0.864. This indicates that the
variables are working against each other. This value indicates that there is a slight negative
correlation between the variables.

Based on the information after calculating the regression line it can be noted that for every
increase in the value for x, the value y increases by 0.445
 Conclusion
In conclusion it can be noted that sports activities affects academic performance of Grade 10
students during 2015-2016. It was noted that the main challenged faced by those who partake in
sports activities is insufficient time to study and do homework which further lead to them
performing satisfactory at internal examinations.
 Recommendation
The researcher would recommend:

 students, that they should create a time table to balance their time between sports
activities and academics
 That the ministry make sports activities a compulsory subject as to reduce students
engaging in sports activities in other teacher’s period.
 It was noted that students suffer from physical injury most time so the researcher would
recommend that they should have a trainer or a teacher at the venture so as to reduce the
amount of injury happening to their body
 Bibliography

Ary, D., Jacobs, L. C., & Razavieh, A. (2009). Introduction to reearch in Education (8th Edition
ed.). (C. Shortt, Ed.) Belmont: Wadsworth. Retrieved January 26, 2017

Commisson, A. S. (2007). What is Sports? Retrieved 2017, from Topend Sports:

http://www.topendsports.com/sport/what-is-a-sport.htm

Labaree, R. (2009). Organizing Your Social Sciences Research Paper: Quantitative Methods.
Retrieved from USCLibraries Research Guides:
http://libguides.usc.edu/writingguide/quantitative

Mahadeo , R. (2007). Statistical Analysis A Comprehensive Text (First Edition) (First Edition
ed.). La Romaine: Caribbean Educational Publishers 2003 Ltd. Retrieved January 24,
2017

Price, P. C., Jhangiani, R. S., & Chiang, I.-C. A. (n.d.). Research Methods. Retrieved January 22,
2017, from BC Open textbooks: https://opentextbc.ca/researchmethods/chapter/overview-
of-nonexperimental-research/

Questionnaire. (n.d.). Retrieved from Businessdictionnary:

http://www.businessdictionary.com/definition/questionnaire.html

Upton, G., & Cook, I. (2001). Introducing Statistics (Second Edition ed.). Toronto: Bell and Bain
Ltd. Retrieved January 24, 2017
Appendi
x
“Survey based on the impact of grade 10 students engaging in sports versus academic”

Dear Respondents:

The researcher is a sixth form student of St. Rose’s high school. To complete the Integrated
Mathematics course the researcher have to conduct a researcher on a relevant topic. The
researcher have chosen to conduct a research on the impact of grade 10 students engaging in
sports activities versus academic.

You are kindly asked to answer the following questions truthfully. The information you give will
be kept confidential since you are not required to write your name. Please indicate your response
by putting a tick in the given boxes. √

Thank you for your kind cooperation

Yours respectively

Junell Jupiter

(Student)

Questionnaire
1. Gender
 Male { }
Female { }

2. Age
14 { } 15 { } 16 { } 17 { }

3. To which ethnic group do you belong?

African { }
East Indians { }
Chinese { }
Amerindians { }
Europeans / Portuguese { }
Mixed { }

4. What stream are you in?

Arts { }
Business { }
Science { }
Science tech { }

5. Do you engage in sports?

Yes { }
No { }

6. If yes, which sport(s) do you engage in?

Basketball { }
Football { }
Cricket { }
Badminton { }
Volleyball { }
If others please state:
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….

7. How often do you engage in sports?

Seldom { }
Once a week { }
Every other day { }
Everyday { }

8. Why do you engage in sports activities?

Academic reasons { }
 Leisure { }
Enjoyment { }
If others please state:
…………………………………………………………………………..
…………………………………………………………………………………………
……………….

9. What was your percentage/ grades for the period of September 2015 - December
2015?
85-100 { }
70-84 { }
50-69 { }
40-49 { }

10. What was your percentage/ grades for the period of January 2016 - March 2016?
85-100 { }
70-84 { }
50-69 { }
40-49 { }

11. What was your percentage/ grades for the period of April 2016 - July 2016?
85-100 { }
70-84 { }
50-69 { }
40-49 { }

12. How beneficial is playing sports?

Improved social skills { }
Better health { }
Self- Esteem and confidence { }
Lower Risk of Negative Influences { }
Better concentration level { }

13. How does engaging in sports impact you negatively?

Physical injury { }
Physiological injury { }

14. Do you face challenges engaging in sports in comparison to academic performance?

Yes { }
No { }

15. If yes, what challenges do you face pertaining to your academic performance?
Insufficient time to study { }
 Missed classes { }
Insufficient time to complete homework and assignments { }
If others please state:
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….

16. What measures can be implemented to balance students’ time between academic and
sports?
……………………………………………………………………….
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………