Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data based on the
problems of this study.
Table 1. Their time management as a student athletes.
Frequency Rating Scale
Strongly Disagree Neutral Agree Strongly Verbal
Question items Disagree Agree descriptor Rank
F F F F F
1 I used advanced tools and
data to continually optimize 0 1 12 14 3 3.63 Agree 7
my time.
2 I have a structured
schedule that helps me 1 3 10 15 1 3.4 Neutral 10
manage my time.
3 I often find it challenging
to meet deadlines for both
my studies and sports 0 3 10 14 3 3.57 Agree 8
activities.
4 I use time management
tools in order for me to 1 0 11 16 2 3.6 Agree 9
organize my tasks and
commitments.
5 My coaches and academic
advisers are helping me to
manage both academics 1 2 3 18 6 3.87 Agree 2
and sports.
6 I prioritize my tasks and
assignments based on 1 0 6 19 4 3.83 Agree 4
deadlines.
7 To make sure I am on track
with my academics and
sports activities, I regularly
review and adjust my 0 1 8 21 0 3.67 Agree 6
strategies based on
detailed tracking.
8 I evaluate and modify my
schedule on a regular basis
to enhance my time 0 0 9 17 4 3.83 Agree 4
management abilities.
9 I prioritize my tasks
effectively, ensuring that
important academic and 1 0 7 17 5 3.83 Agree 4
athletic responsibilities are
completed on time.
10 I have a clear schedule that
balances both my 0 1 2 21 6 4.06 Agree 1
academic and athletic
commitments.
Table 1 shows the frequency of responses, mean, verbal description,
and rank of their time management. Rank 1, question number 10 “ I have a
clear schedule that balances both my academic and athletic commitments.”
With a mean of 4.06 indicating “Agree”. Rank 2, question 5 “My coaches and
academic advisers are helping me to manage both academics and sports.”
With a mean of 3.87 indicating “Agree”. Rank 4, question number 6, 8 and 9 “I
prioritize my tasks and assignments based on deadlines.”, “I evaluate and
modify my schedule on a regular basis to enhance my time management
abilities.” and “I prioritize my tasks effectively, ensuring that important
academic and athletic responsibilities are completed on time.” With a mean of
3.83 indicating “Agree”.
Table 2. The challenges that student athletes face in attempting to manage
their time
Frequency Rating Scale
Strongly Disagree Neutral Agree Strongly Verbal
Question items Disagree Agree descriptor Rank
F F F F F
1 Balancing academic
responsibilities with athletic 0 1 8 16 5 3.83 Agree 1
commitments is difficult.
2 I often struggle to prioritize
between study time and 0 6 8 12 4 3.47 Neutral 3.5
practice sessions.
3 Managing my time for
homework and assignments
around my training 1 3 7 14 5 3.63 Agree 2
schedule is difficult.
4 I often feel overwhelmed by
the combined pressure of
competing in sports 0 6 11 8 5 3.4 Neutral 9
succeeding academically.
5 I often have trouble finding
time for personal or leisure 0 3 12 12 3 3.5 Agree 8
due to my busy schedule.
6 Unexpected changes in my
athletic schedule often 1 2 15 9 3 3.37 Neutral 5
disrupt my academic
planning.
7 I struggle to manage time
effectively during 1 4 13 8 4 3.33 Neutral
competition and exam 6
periods.
8 I often miss academic
deadlines due to athletic 2 4 13 8 3 3.2 Neutral 10
commitments
9 I experience stress due to
the constant need to
manage and prioritize 0 5 9 13 3 3.47 Neutral 3.5
multiple aspect of my life.
10 I find it difficult to plan and
manage time for group
projects or team 0 4 10 10 6 3.6 Agree 7
assignments due to my
athletic schedule.
Table 2 shows the frequency of responses, mean, verbal descriptor,
and rank of each challenges that student athlete’s face in attempting to
manage their time. Rank 1, question number 1 “Balancing academic
responsibilities with athletic commitments is difficult.” With a mean of 3.83
indicating “Agree”. Rank 2, question number 3 “Managing my time for
homework and assignments around my training schedule is difficult.” With a
mean of 3.63 indicating “Agree”. Rank 4, question number 2 and 9 “I often
struggle to prioritize between study time and practice sessions.” and “I
experience stress due to the constant need to manage and prioritize multiple
aspect of my life.” With a mean of 3.47 indicating “Neutral”.
Table 3. The Person- Product Moment Correlation Coefficient of the time
management of the student athletes, the challenges that student athletes face
in attempting to manage their time, and their academic performance.
Factors Affecting Result using Person-
Academic Performance Interpretation
Product Coefficient
Time management of -0.014 Negligible Correlation
Student Athletes
Challenges Student -0.161 Negligible Correlation
Athletes Face in
Managing Time.
Table 3 shows the computed Person- Product Coefficient Correlation between
Academic Performance and two factors related to time management among
student athletes: “Time Management of Student Athletes” and “Challenges
student Athletes Face in Managing Time”. Between Academic Performance
and Time Management , there have been -0.014 correlation which indicates
negligible correlation which means that Time Management do not have a
significant relationship to the Academic performance of the Student Athletes.
On the other hand, Academic Performance and the Challenges that Student
Athletes Face in Managing Time, there have been -0.161 correlation which
means that the Challenges that Student Athletes Face in Managing Time has
a negligible relationship to their Academic Performance. In summary, the time
management of student athletes and the challenges they in managing time
has negligible relationship with their academic performance.
TABLE OF TALLY FOR THE COMPUTATION OF PROBLEM 1 USING
PERSON- PRODUCT COEFFICIENT CORRELATION
Time management of the student athletes
Student x y x2 y2 xy
Student 1 97 42 9409 1764 4074
Student 2 94 43 8836 1849 4042
Student 3 86 37 7396 1369 3182
Student 4 90 36 8100 1296 3240
Student 5 90 40 8100 1600 3600
Student 6 93 36 8649 1296 3348
Student 7 90 38 8100 1444 3420
Student 8 91 42 8281 1764 3822
Student 9 86 37 7396 1369 3182
Student 10 90 42 8100 1764 3780
Student 11 92 41 8464 1681 3772
Student 12 88 40 7744 1600 3520
Student 13 92 37 8464 1369 3404
Student 14 84 41 7056 1681 3444
Student 15 84 34 7056 1156 2856
Student 16 88 40 7744 1600 3520
Student 17 92 35 8464 1225 3220
Student 18 91 22 8281 4084 2002
Student 19 91 36 8281 1296 3276
Student 20 92 40 8464 1600 3680
Student 21 94 31 8836 9061 2914
Student 22 94 33 8836 1089 3102
Student 23 93 38 8649 1444 3534
Student 24 92 33 8464 1089 3036
Student 25 93 39 8649 1521 3627
Student 26 90 40 8100 1600 3600
Student 27 90 38 8100 1444 3420
Student 28 88 40 7744 1600 3520
Student 29 89 36 7921 1296 3204
Student 30 92 30 8464 900 2760
Total 2716 1117 246,148 53,851 101,101
. The challenges that student athletes face
Student x y x2 y2 xy
Student 1 97 28 9409 784 2716
Student 2 94 24 8836 576 2256
Student 3 86 30 7396 900 2580
Student 4 90 25 8100 625 2250
Student 5 90 35 8100 1225 3150
Student 6 93 45 8649 2025 4185
Student 7 90 35 8100 1225 3150
Student 8 91 40 8281 1600 3640
Student 9 86 32 7396 1024 2752
Student 10 90 36 8100 1296 3240
Student 11 92 33 8464 1089 3036
Student 12 88 41 7744 1681 3608
Student 13 92 35 8464 1225 3220
Student 14 84 50 7056 2500 4200
Student 15 84 35 7056 1225 2940
Student 16 88 33 7744 1089 2904
Student 17 92 37 8464 1369 3404
Student 18 91 24 8281 576 2184
Student 19 91 39 8281 1521 3549
Student 20 92 30 8464 900 2760
Student 21 94 44 8836 1936 4136
Student 22 94 44 8836 1936 4136
Student 23 93 33 8649 1089 3069
Student 24 92 38 8464 1444 3496
Student 25 93 21 8649 441 1953
Student 26 90 45 8100 2025 4050
Student 27 90 44 8100 1936 3960
Student 28 88 30 7744 900 2640
Student 29 89 28 7921 784 2492
Student 30 92 30 8464 900 2760
Total 2716 1044 246,148 37,846 94,416
Type equation here .