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PROJECT TOPIC- Comparison of Academic Achievement of Students Athletes and Non-Athletes in Secondary Schools in Orlu Education Zone – Imo State

PROJECT TOPIC- Comparison of Academic Achievement of Students Athletes and Non-Athletes in Secondary Schools in Orlu Education Zone – Imo State

 

ASSTRACT 

This study on the compsrison of acalemic achievement of 8econ:’arg school a t h l e t e s anl non-athletes i n Orlu Education zone of Imo State was un”ertsken t o e s t a b l i s h ? ‘ whether the stu,.!ents who 3i.3 not p s r t i c i p a t e a c t i v e l y in s p o r t s perform-? b e t t e r aca’ernically than the s t u ‘ e n t nthletes. The survey research metho? was u:;d i.n con’uctinq the study.
Ti.;. nopul.:?tion ms maie up of Pen thoussn’ :XI,’ f i f t y (10,050) stu3ents; bat” a t h l e t e s ant! non-athletes. k sample of four hun4rec’ (‘too), which represents four (4%) percent of the populat ion wno use?. T h i ~cI o nstitute,! two hun- ‘ re? (200) a t h l e t e s tlrawn from twenty (20) secon3ary schools which represente,? h e zone if the 1992/93 an? 1993194 school sports competition, sn4 two hun+red (200) non-athletes selecte5bby random sampling technique. The school examination recorAs for 1992/93 an;? 1997/91t aca3emic sessions were the source of data c o l l e c t i o n f o r the stu,?y. The a s t a were converte-1 onto z r s ‘ e s – symbols A – Alpha, C – Credit, P – PBSS and F – f a i l . Scorcs were ?war4e> to the g r V e s – k – 4 points,
C- 3 points, P – 2 points an4 F – 0 point.W?ightea ?em point for the -‘ifferent subjects were calculates t o answer the research questions. The Gosset t – Test was usea t o t e s t the n u l l h g p t h e s i ~i of no s i q n i f i c a n t 4if ferenc between the academic acii;.\remcnt of stu7i”.it a t h l e t e s an-! non a t h l e t e s .

-C-H-H PT E. R .-O NE
INTRODUC-TION

Background of the study

Sports have remined pervasive i n the i n t e r – s c h o l a s t i c s e t t i n g i n Nigerian schools, but the degree t o which it c o n t r i b u t e s p o s i t i v e
educdtion rerlains a matter of ensnarement among people. Eidsmoe (1961) stated tmt a great deal of guessing has been going on f o r many years with regard t o acadeqic quality of a t h l e t e s . Perhaps, t h i s unccrtaintv about the sca3elic performance of a t \ l e t e s might !lot be d i f f e r e n t froaq the opinion of educators and students i n Orlu Education ?ope of imo s t a t e . Confirving t h i s , Osuoha (1973) observed t h a t the ::-.?rent dec1.i.w in s p o r t s achievement i n Orlu 3ducation zone is hecause of 8ro.w – misconception 5v parents who see a c t i v e p a r t i c i p a t i o n i n s p o r t s ac time cons urn in^^ and deterent t o academic achievement.
In recent times, s p o r t s competitions in schools have a t t r a c t e d ‘nuch a t t e n t i o n in Nigerian s p o r t s scene. This is as a r e s u l t of
the growing natlonal awareness of the importance of school s p o r t s i n the development of s p o r t s i n Nj,–ria a s well as its educational benefits t o t \ e students. Anyanwu (1979) maintained t h a t the need f o r t h e improveaent of the standard of performance of Nigerian a t h l e t e s has added a .?rent impetus to the develo~ment of school s p o r t s programme.
Perhaps t h i s continued emphasis on the improvement of the standnr? of performances of youths i n s p o r t s has given r i s e t o the  logan of t’2e day “Catch them young,’ dhich Anyawu (1979) described as a cleeir vindi-cation of t’le b e l i e f of many Nigerians i n the f a c t t h a t talented youn;r men an? women can ? a s i l y 5e i 2 e n t i f i s d and groomed properly during t h e i r f o r m t i v e staqes of grodth and developments. Sharing the same vied, Amuchie (1977) mintained thdt +;here are several tal~ented young boys and g i r l s i~ the remote Nigerian – i l . !o, e s d.18 i n ~ t i t u t i o n svh O can he spot – l ig5t ed and ~ i v e r i s c i e n t i f i c t r a i n i n g e a r l y i n t h e i r career. “Je should catch these young a t h l e t e s young” he continued. Naturallg, the ssco*idary schools are the most plausible resomce pool for breeding these calibre of future s p o r t s men an? women who could l a t s r be used t o feed t’he national teams.
De spi t e a l l the s e e f f n r t s , and e ~ p h a s i st o improve the standard of performance of school – a t h l e t e s i n order t o enhance sportk development, it cannot be said that a s i g n i f i c a n t c h a n ~ e , or improvement h:is mwifested, especially in 0rl.u education zone
of Imo !:!tltc. For t!?e fact t’lat aca4emic programme i q secondary schools any-where i:i the world cannot 5e d i s t i n c t i v e l y seperated
from s p o r t s a c t i v i t i e s , there is uae? therefore, t o t r y t o e s t a b l i s h the r e l n t i o n s 3 i p hetween active and non-active s p o r t s
p a r t i c i p a t i o n and academic achievement of school a t h l e t e s i n the securiLry s.:hools with p a r t i c u l a r reference t o Orlu Sducation
zone of :*in ::tate. T’ie ar~wement a r i s i n r : from t h i s r e l a t i o n s h i p between the academic ac’licve~nent of student – a t h l e t e s and nona
t h l e t e s has a t t r a c t e d the conczm of many eminent scholars. For example, %Lly e t a1 (1973) found no s i g n i f i c a n t difference i n
the academic achievement of a t h l e t e s and non-athletes in the sch00ls. athers t h a t supported h i s findings were Amuchie (1977) Odunle (1979)
I r o 1983 and Allen (19~~7). Yowever, some studi.e:i ilave mnorted t h a t a t h l ? t a s are ac.%demically superior t o non-ethletc:;, such a s Houg’~ (1973) Lones (1975) 3ucher (1975) an3 R i r r e l (1977). Besides, some s t u d i e s a l s o revealed t h ; ~ t non-atbletes are superior to student – a t i l e t e s in terms of acadmic ac’7ievernent include Glickman (1969) and Kissel (1971).

PROJECT TOPIC- Comparison of Academic Achievement of Students Athletes and Non-Athletes in Secondary Schools in Orlu Education Zone – Imo State

A s several findint;= continued t o vary, there are still doubts i n the minds of many, especially p r e n t s and even school administrators on the uncnrtainty associated with the f a t e of student – a t h l e t e s regardin8 t h e i r academic achievement. This leads t o thc recurrent question of who, r e a l l y does b e t t e r academically i n the schoo1,the student – a t h l e t e s or the non-athletes, even i n Orlu Education zone.
A s a physical Sducation xeacher in-charge of school s p o r t s i n on0 of the secondary schoo1.s i n Orlu Education zone, the researcher is 7rompte4 by tke un-endinlr arquqnent* on t h i s hurning issue t o carry out a comparative study of the academic achievement of student – a t h l e t e s and non-athletes i n the schools i n Orlu? Zducstion zone of Imo Stat!?. llisconception brin!:s discouragement on a c t i v e p a r t i c j . p a t i i ‘ * , , If t h i . s arjyement continued, s p o r t s in Nigeria as pointed out by 2layae (19%) may be i n trouble because p a r t i c i p a t i o n i n s p o r t s i n secondary schools is d i s c o u r a ~ e d . It is as t h i s note t h a t Tbeze (1982) a l e r t e d the society of the danger of i n a c t i v i t y of the Wicerisn students and called for a change of a t t i t u d e i n fxvour of phvsical a c t i v i t i e s . It is t r u e that ot\er conditions can e f f e c t academic achievement of students, both a t h l e t e s and non-athletes. ‘1″ view the ~ m i s c o n c e n t i o u s on t h i s issue a s highlighted i n t h i s b r i e f i n t r o d u c t i c ; ; , the rew?archf:r would l i k e t o carry out i n v e s t i g a t i o n i n t o t h i s matter i n ,Jr.lu Education zone of Imo s t a t e .

Statement of the Problem:

Sports p a r t i c i p a t i o n is plagued with a l o t of misconceotions of its values, objectives and meaning, According t o Amuchie (1977), t h i s misconception h a s a f f e c t e d the a t t i t u d e and views of students who now see p a r t i c i p a t i o n i n s p o r t s as burdensome t o combine with academics. Psople regard s p o r t s i n secondary school as mere play a 4 ciiv,:r..=Aori from work and so did not a t t a c h much importance t o i t and a- suc’l did v t merit spend in^ time and money. Jerome (1982), s t a t e d t h a t valuahle time is spent on sporting a c t i v i t i e s snd t h i s t e l l s much on the academic achievement of t ‘ ,~( ?s t u d e n t s n n r t i c i p a t i o n . i3ut s i n c e both of them cannot be divorcer’ r:?.r-~l.ately, t’le questioq of who performs b e t t e r academici.1’~- , xtuiienti; – a t h l e t e s or non-athletes,has t$erefore remained unansucred. The a t t i t u d e of the s o c i e t y , and other f a c t o r s l i k e p a r e n t s , t e a c h e r s e t c . on s p o r t s a r e feared t o have some influence on the a t t i t u d e of students towards s p o r t s and acadenics. Thin is why iidedeji (19781, s t a t e d t h a t non-physical Edacatj.on t e a c l l e r s , p i r e n t s and ~ u a r d i a n sh ave mixed f e e l i n g s about t h e e f f e c t s of s p o r t s -,.~irtici?:dti.ori and acaclem1.c achievement es?ecial.ly i n secondary school l e v e l . Duhu (1989), s t i p u l a t e d t,hat many parents and guardians believe tLlat p a r t i c i p a t i o n i n s p o r t s 10.reflstudents academic a b i l i t y , since time is speqt on t r a i n i n c and competition. In l i g h t of the above s p e c u l a t i o n s , t h e r e s e a r c h e r wishes t o compare the academic achievement of the students – a t h l e t e s anc3 non-athletes in O r h Education zone of Imo S t a t e .

Purpose of the Study:

The rationale for this study was t o compare the academic achievement of s t u d e n t – a t h l z t e s and non-athletes i n Orlu 3ducatlon zone of Imo S t a t e . The study was t o e s t a b l i s h whether s t u d e n t s who do not p a r t i c i p a t e i n s p o r t s perform b e t t e r academically than student – ~ t h l e t e s .

Objectives of  the Study:

This study is deslnned t o achieve the followin8 objectives:
1. To determine whether non-athletes perform h e t t e r than the student-athletes academically.
To compare the performances of student – a t h l e t e s and nona t h l e t e s i n the core s u b j e c t s .
To find out whether there is any s i g n i f i c a n t d i f f e r e n c e between the academic performance of student a t h l e t e s and
non-athletes.

Research Question:

The folloding research questions were formulated for the study:
1.) 9ow d.3 the academic performances o f non-athletes compare with those of t h e s t u d e n t a t h l e t e s of secondary schools i n
Orlu %ducation Zone of Imo State.
2) How do t h e non-athletes and student – a t h l e t e s i n Orlu Education Zone d i f f e r i n t h e i r performance i n the core subjects.

PROJECT TOPIC- Comparison of Academic Achievement of Students Athletes and Non-Athletes in Secondary Schools in Orlu Education Zone – Imo State

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