Republic of the Philippines

DAEHAN COLLEGE OF BUSINESS AND TECHNOLOGY

Rd.20, Sitio Siwang, Brgy. San Juan, Taytay, Rizal

A Qualitative Research

Presented to the Faculty of

Daehan College

THE COPING MECHANISM OF THE ATHLETES AT DAEHAN COLLEGE AND BUSINESS AND
TECHNOLOGY

In Partial fulfillment of the Requirements for the Subject

RESEARCH 1

Researchers:

Edem, Jemar Gay R.

Flores, Mark Anthony C.

Runenecia, MA. Jolina P.

Silot, Samson II C.

AUGUST 2025

0
 Republic of the Philippines

DAEHAN COLLEGE OF BUSINESS AND TECHNOLOGY

Rd.20, Sitio Siwang, Brgy. San Juan, Taytay, Rizal

PERMISSION LETTER

Mrs. Gerlie Arquiza

Principal

Daehan College of Business and Technology

Dear Mrs. Gerlie Arquiza

Greetings! This research paper titled "THE COPING MECHANISM OF ATHELETES AT

DAEHAN COLLEGE OF BUSINESS AND TECHNOLOGY" was prepared and submitted by the

undersigned researchers in partial fulfillment of the requirements for their subject “RESEARCH 1”.

We are seeking permission to conduct this research within the premises of Daehan College of

Business and Technology, particularly involving students enrolled in various year levels. The data

will be collected using a Google Form survey designed to investigate the coping mechanisms of

athletes at Daehan College of Business and Technology. We respectfully request your approval to

administer our research instrument.

Edem, Jemar Gay R.

Flores, Mark Anthony C.

Rbenecia, MA. Jolina P.

Silot, Samson II C.

Noted by:

Mr. Andrew S. Magtagnob, MA.PhD. Cand.

Research Instructor

Approved by:

Mrs. Gerlie Arquiza

Principal

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ACKNOWLEDGEMENT

The researchers extend their sincerest gratitude to all individuals who have contributed to the

progress of this study. The invaluable support and guidance received are deeply appreciated as the

research continues.

This journey has been a testament to a guiding and ever-present force. It is with deep

gratitude that we acknowledge the blessings, wisdom, and strength that have been our constant

companions. This unwavering inspiration has fueled our perseverance, giving us the resolve to

overcome obstacles and reach our goals.

We are also grateful to Mrs. Gerlie Arquiza, the School Principal of Daehan College of

Business and Technology, for Her permission to carry out this research at the school. Her

cooperation was essential to the successful completion of this study.

This research would not have been possible without the support of our parents and

guardians. We sincerely thank them for their continuous encouragement, guidance, and financial

assistance, which were crucial in enabling us to carry out this study.

Lastly, we would like to thank all individuals who contributed to this study. Your support,

whether large or small, was greatly valued and helped us in completing this work.
 ABSTRACT

This study investigates the coping mechanisms employed by student-athletes at Daehan

College of Business and Technology. As athletes navigate the dual pressures of academic rigor and

athletic demands, they must develop effective strategies to manage stress, maintain focus, and

ensure both academic and athletic success. The research explores various coping strategies,

including emotion-focused, problem-focused, and social support mechanisms, and examines their

influence on an athlete's mental well-being and overall performance. These findings offer valuable

insights into the psychological challenges faced by student-athletes and can inform the

development of targeted support programs within educational and athletic institutions.

Table of Contents

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PERMISSION LETTER.................................................................................................................... 1
ACKNOWLEDGEMENT...................................................................................................................3
ABSTRACT...................................................................................................................................... 4
CHAPTER I...................................................................................................................................... 6
INTRODUCTION.........................................................................................................................6
BACKGROUND OF THE STUDY............................................................................................... 8
THEORETICAL FRAMEWORK...................................................................................................9
CONCEPTUAL FRAMEWORK................................................................................................10
STATEMENT OF THE PROBLEM.............................................................................................11
SIGNIFICANCE OF THE STUDY..............................................................................................12
SCOPE AND DELIMITATION....................................................................................................13
BASIC ASSUMPTIONS.............................................................................................................14
DEFINITION OF TERMS.......................................................................................................... 15
CHAPTER II................................................................................................................................... 16
FOREIGN LITERATURE...........................................................................................................16
LOCAL LITERATURE................................................................................................................17
FOREIGN STUDIES................................................................................................................. 18
LOCAL STUDIES...................................................................................................................... 19
CONCLUSION.......................................................................................................................... 20
CHAPTER III.................................................................................................................................. 22
RESEARCH DESIGN................................................................................................................22
SAMPLING TECHNIQUE..........................................................................................................23
RESEARCH PARTICIPANTS....................................................................................................24
RESEARCH INSTRUMENT......................................................................................................24
DATA GATHERING PROCEDURE........................................................................................... 25
STATISTICAL TREATMENT......................................................................................................27
ROLE OF THE RESEARCHERS..............................................................................................28
ETHICAL ISSUES AND CONSIDERATIONS............................................................................28
REFERENCES............................................................................................................................... 30
CURRICULUM VITAE.................................................................................................................... 34

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter consists of introduction, background of the study, conceptual framework,

statement of the problem, significance of the study, scope and limitation of the study, and definition

of terms that will help the researchers to introduce and formulate the research.

INTRODUCTION

For student-athletes, participating in competitive sports requires a lot of effort and

dedication. They face the extra challenge of balancing demanding practice schedules and the

pressure of competitions with their academic coursework.

Athletes are constantly dealing with many kinds of stress. These include the pressure to

perform well, the fear of getting injured, the disappointment of losing, and being constantly watched

by coaches, teammates, and fans. How an athlete handles and reacts to these pressures—their

coping mechanism—is a key factor in their long-term success, mental health, and ability to recover.

While a lot of research focuses on the physical training of athletes, less attention is often focused to

the mental and psychological strategies they use to handle the emotional side of their sport.

This study looks into the different ways student-athletes at Daehan College of Business

Technology cope with stress. By examining the good and bad strategies they use to handle their

unique challenges, we hope to better understand the mental aspects of

college sports. The results of this research could help coaches, athletic directors, and counselors

better support the mental well-being and personal growth of their student-athletes. In the end, this

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study aims to show how these young people not only get through but also succeed despite the

difficulties of being both students and athletes.

BACKGROUND OF THE STUDY

The dual role of a student-athlete presents a unique set of challenges that can significantly

impact their physical, mental, and emotional health. Unlike the general student population, athletes

must handle the tough demands of their schoolwork while also committing to intense training,

competitive schedules, and team duties. This demanding lifestyle often leads to various stresses,

including pressure to perform well, difficulties with managing time, giving up social activities, and

the constant threat of getting injured. These combined pressures can put student-athletes at a

higher risk for burnout, anxiety, and other psychological distress.

Effective coping mechanisms are crucial for a student-athlete's success on and off the field.

Coping strategies are the mental and behavioral efforts used to handle both internal and external

pressures. They directly influence a person's ability to manage stressful situations. When athletes

have good coping skills, they are better able to keep up with their schoolwork, control their

emotions, improve their athletic performance, and build a healthy self-image that isn't just tied to

their sport. On the other hand, lacking good coping skills can lead to bad habits, a drop in

performance, and a higher chance of facing mental health problems.

Daehan College of Business and Technology wants its students to succeed in all areas, so it

gives athletes chances to do well in both academics and sports. There is a suggestion that

student-athletes in such focused academic settings may deal with specific pressures related to

keeping up high grades, balancing demanding classes with training, and maintaining the good

reputation of the college's athletic department.

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 This study aims to investigate the coping mechanisms employed by student-athletes at

Daehan College of Business and Technology to manage the specific stressors they encounter. By

identifying and understanding these strategies, the research seeks to contribute valuable insights

into the psychological well-being of the college's athletic community. The findings of this study will

provide a foundation for developing targeted support programs and interventions that can better

assist student-athletes in managing stress, fostering resilience, and achieving success in all

aspects of their lives.

THEORETICAL FRAMEWORK

This study is fundamentally guided by the Transactional Model of Stress and Coping, a

seminal theory developed by Richard Lazarus and Susan Folkman (1984). This model moves

beyond the simplistic view of stress as a direct stimulus-response reaction and instead

conceptualizes it as a dynamic, interactive process between the individual and their environment. It

posits that stress arises not from the event itself, but from the individual's subjective appraisal of

that event. For the student-athletes at Daehan College of Business and Technology, this framework

is particularly relevant as it allows for an in-depth analysis of how individual perceptions shape their

responses to the unique demands of their lives.

The first stage is where the individual evaluates the significance of a situation. The athlete

asks a crucial question: "Is this situation a threat, a challenge, or is it irrelevant to my well-being?"

For a student-athlete, this involves assessing the myriad stressors they face. A high-stakes

championship game might be appraised as an exciting challenge that offers an opportunity for

personal growth and achievement, while a failing grade in a core business subject might be

appraised as a significant threat to their academic eligibility. The model suggests that the nature of

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this initial appraisal whether positive or negative is a primary determinant of the emotional response

and subsequent coping efforts.

Following the primary appraisal, the individual moves to the secondary appraisal stage,

where they evaluate their available resources and coping options. The central question here

becomes, "What can I do about this situation?" This is a self-assessment of internal and external

resources, including personal skills, knowledge, social support from teammates, coaches, or family,

and tangible resources like time or money. An athlete who appraises a difficult situation as a threat

but feels they have ample resources to manage it (e.g., they have a strong support system and

effective time management skills) will likely experience a different level of stress and choose

different coping strategies than an athlete who feels they have no resources. The perceived match

or mismatch between the stressor and the available resources is a critical factor in determining the

outcome.

Coping Mechanisms

Based on these appraisals, individuals employ one of two broad categories of coping

mechanisms:

Problem-Focused Coping: This category of coping involves active, conscious efforts to

change the source of the stressor itself. It is a proactive approach to problem-solving. In this study's

context, problem-focused coping would include behaviors such as a student-athlete creating a

detailed study schedule to manage their academic workload, seeking a tutor to address a difficult

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subject, or initiating a direct conversation with a coach to resolve a conflict. These strategies are

aimed at directly altering the stressful situation.

Emotion-Focused Coping: When the stressors is perceived as unchangeable or is too

overwhelming, individuals often turn to emotion-focused coping. These strategies are designed to

manage the emotional response to the stressors rather than the stressors itself. For student-

athletes, this could involve journal to process their feelings after a tough loss, using mindfulness or

meditation techniques to calm pregame anxiety, or seeking social support from friends or family

simply to vent and gain perspective.

CONCEPTUAL FRAMEWORK

This study examines the coping mechanism of the athlete at Daehan College of Business and

Technology. Conceptual Framework for This Study This research will utilize the Transactional Model

of Stress and Coping as a lens to examine the following relationships:

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 To illustrate the study’s framework, we use Independent Variable, Interving Variable, and

Dependent Variable

Independent Variable Intervening Variable Dependent Variable

The various academic, athletic, The student-athlete's The specific problem-focused

and personal pressures faced subjective evaluation of these or emotion-focused strategies

by the student-athletes at stressors as either a challenge the student-athletes use to

Daehan College of Business or a threat, and their navigate their stressors.

and Technology. These include assessment of their personal

academic deadlines, training coping resources.

regimens, team dynamics, and

future career anxieties.

Figure 1: Conceptual Framework

STATEMENT OF THE PROBLEM

This study will look at how student-athletes at Daehan College of Business and Technology

(DCBT) deal with stress. It wants to find out what things cause them stress and what they do to

handle those problems.

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 1. What kind of student-athletes are at DCBT? We will look at their:

1.1. Age

1.2. Gender

1.3. Sport

1.4. Year Level

2. What are the main things that cause stress for these student-athletes? We will

look at problems with school, sports, and social life.

3. What ways do they use to deal with stress? We will see if they try to fix the

problem directly or if they try to control their feelings about the problem.

4. Does a student-athlete's age, gender, or sport change how they deal with

stress?

5. How well do the ways they handle stress actually work for them?

6. Based on what we find, what can DCBT do to better help its student-athletes?

SIGNIFICANCE OF THE STUDY

This research, titled "The Coping Mechanism of the Athlete at Daehan College of Business

and Technology," holds significant value for student athletes and stakeholders. The findings are

expected to provide a deeper understanding of the unique stressors and psychological demands

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placed on student-athletes, and how they navigate these challenges to maintain both academic

and athletic performance. This study's contributions are detailed below.

For Student-Athletes: This study will directly benefit the student-athletes themselves by

shedding light on the common and effective coping strategies utilized by their peers. The results

can serve as a guide for developing personal resilience and a healthier mindset. By understanding

the positive and negative coping mechanisms, athletes can be empowered to seek help and adopt

strategies that will support their overall well-being, both on and off the field.

For Coaches and Athletic Staff: The insights from this research will be invaluable for

coaches, trainers, and the entire athletic department at Daehan College of Business and

Technology. The findings can inform the development of more effective and targeted support

programs. By recognizing the specific academic, athletic, and social stressors that athletes face,

the staff can implement interventions, workshops, and mentorship programs that are truly relevant

to the needs of the students they serve. This can lead to improved team cohesion, mental health,

and athletic performance.

For the College Administration: This study will provide the administration of Daehan College

of Business and Technology with critical data to support policy and resource allocation decisions.

Understanding the mental and emotional health of its student-athlete population is essential for

fulfilling the institution's commitment to student welfare. The results can justify the establishment of

dedicated mental health services for athletes or the integration of sports psychologists into the

athletic program, ensuring a more holistic educational experience.

For Future Researchers: As one of the first studies to specifically examine the student-

athlete experience at Daehan College, this research will provide a foundational framework for

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future academic inquiry. It will offer a baseline understanding of the challenges and coping

strategies within this particular institutional context, opening doors for subsequent studies that

could explore specific sports, gender differences, or longitudinal changes in coping behaviors.

For the Field of Sports Psychology: This research contributes to the broader academic

field of sports psychology by offering a case study on a business and technology-focused college. It

adds to the existing body of literature by exploring the unique pressures associated with balancing

rigorous academic programs, particularly in business and technology, with the demands of

collegiate athletics.

SCOPE AND LIMITATION

This present study "The Coping Mechanism Of The Athlete At Daehan College Of Business

And Technology" focused on understanding the different ways that student-athletes at Daehan

College of Business and Technology cope with the stresses they face. The research will be limited

to collecting information from the athletes currently enrolled at Daehan College. Using a survey

method through Google Forms to gather necessary information about the respondents.

The study will explore the various strategies they use to manage pressure from their sports,

their schoolwork, and their social lives. This investigation will not include students who are not

athletes, nor will it compare the coping mechanisms of athletes at this college with those at other

schools. Additionally, the study will not evaluate how effective these coping mechanisms are, but

will only identify and describe them. The information gathered will be based on the experiences of

the student-athletes in the past and during the current school year

BASIC ASSUMPTIONS

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 This study is guided by several basic assumptions that shape the direction of the research

and influence.

First, it is assumed that student-athletes at Daehan College of Business and Technology

face various challenges and pressures from their sports and academic responsibilities.

Second, we assume that these athletes use specific strategies to deal with the stress they

encounter. We also assume that the participants who volunteer for this study will be honest and

open when sharing their experiences.

Lastly, it is assumed that the coping mechanisms described by the participants are a true

reflection of how student-athletes at the college manage pressure. These assumptions allow us to

proceed with the research and focus on understanding their experiences.

DEFINITION OF TERMS

This section explains the main words and phrases used in this study to ensure they are understood

correctly.

Coping Mechanism: This refers to the specific thoughts or actions that student-athletes use to

handle difficult and stressful situations. These are the strategies they use to deal with the pressure

from their sport, school, and personal life.

Athlete: For the purpose of this study, an athlete is a student who is officially part of a sports team

at Daehan College of Business and Technology and represents the school in official games and

events.

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Daehan College of Business and Technology: This is the specific school where the study is

being conducted. All of the participants in this research are students who attend this college.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes foreign and local studies related to the topic of preferences and were

correlated and summarized materially and theoretically which helped the research in order to have

a better understanding of the present study.

FOREIGN LITERATURE

In sport psychology, athletes learn mental strategies to handle tough challenges. While most

successful athletes are mentally healthy, they still face issues like anxiety, negative emotions, and

fear of failure, which can hurt their performance. Other things like avoiding problems or having

trouble with other people can also hold them back.

For a long time, Psychological Skills Training (PST) was used to help athletes gain more

control over their thoughts and feelings. However, some researchers now believe there isn't enough

solid proof that PST directly improves athletic performance.

Some experts, like Gardner (2009), think that mindfulness doesn't directly make athletes

better. Instead, it works indirectly by changing something else, like reducing competition anxiety,

which then leads to better performance. Another theory, called the Buddhist psychological model

(BPM), suggests that mindfulness helps by stopping what they call "mental proliferation," which is

like constantly reacting to thoughts and feelings. This can lead to rumination, or overthinking, and

mindfulness helps reduce this. However, no one has specifically studied how mindfulness affects

overthinking or controlling emotions in athletes.

To better understand mindfulness in sports, Birrer et al. (2012) created a model to explain

how it might improve performance. They argued that athletes need to develop several skills like
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coping skills, attention skills, and recovery skills to handle the demands of their sport, such as

difficult training or injuries. Techniques like goal setting and imagery are used to build these skills

and help athletes reach their best performance.

LOCAL LITERATURE

The Impact of Coping Mechanisms on Athlete Performance

Research in the Philippines has explored how certain strategies can influence student

outcomes. For example, a study at the University of Saint Louis Tuguegarao compared two groups

of students in an Environmental Science class: one taught in English only, and another in both

Filipino and English. The group taught in English performed better on a post-test. While this study

was about language, it suggests that certain instructional methods or in our case, specific coping

strategies can have a measurable impact on performance. This local finding supports the idea that

the methods athletes use to cope with stress will directly affect their success.

Psychological Skills and Their Outcomes

Internationally, studies are increasingly looking at how psychological skills influence both an

athlete's mental health and their performance. For instance, Alphonce, Jumani, and Maqbool (2024)

explored how being bilingual affects students' cognitive abilities and academic success. Their

research, which used a mixed-methods approach, found that bilingualism has both positive and

complex effects on intelligence and achievement. This highlights a key idea for our study: that the

ways athletes cope with stress are not simple. Just as bilingualism has complicated effects, a single

coping strategy might have both benefits and drawbacks depending on the situation. The findings

18
from this international study encourage a deeper look into the relationship between an athlete's

coping skills and their overall well-being and success.

FOREIGN STUDIES

Stressors and Psychological Challenges in Athletes

International research, such as the work by Birrer et al. (2012), shows that even successful

athletes deal with a variety of internal processes like competition anxiety, negative emotions, and

fear of failure. These psychological factors can negatively impact performance. Personality traits,

such as an avoidant coping style, can also hold an athlete back.

Psychological Skills and Coping Strategies

Psychological skills training (PST) has long been used to help athletes gain greater self-

control over their thoughts and emotions (Moore, 2009). While the direct link between PST and

performance is debated, studies confirm the importance of athletes developing a variety of skills,

including coping skills, attention skills, and recovery skills, to handle the demands of their sport

(Birrer & Morgan, 2010). Recent foreign research has also explored the role of mindfulness,

suggesting it may indirectly improve performance by reducing anxiety (Röthlin et al., 2016) and

decreasing rumination, or overthinking (Grabovac et al., 2011).

The Social and Environmental Impact on Athlete Coping

Research consistently shows that athletes' ability to cope with stress is influenced by their

environment. The social support they receive from coaches, teammates, and family is a crucial

factor in their well-being. Additionally, studies on athlete resilience and character strengths

(Peterson & Seligman, 2004; Philippe et al., 2009) highlight the importance of positive emotions and
19
mental toughness in helping athletes bounce back from setbacks and see challenges as

opportunities for growth. Understanding these global findings will help this study identify which

coping mechanisms are most effective for DCBT's student-athletes.

LOCAL STUDIES

Foreign studies show that athletes, even successful ones, face various mental challenges like

competition anxiety, negative emotions, and fear of failure. These psychological factors can harm

their performance. Foreign research, such as that by Birrer et al. (2012), confirms that personality

traits like an avoidant coping style can also hold an athlete back.

Traditionally, psychological skills training (PST) has been a key tool to help athletes control

their thoughts and emotions (Moore, 2009). While its direct link to performance is debated, studies

confirm the importance of developing a range of skills including coping, attention, and recovery to

handle the demands of a sport (Birrer & Morgan, 2010). More recent foreign research has also

explored mindfulness, suggesting it can indirectly boost performance by reducing anxiety and

overthinking (Röthlin et al., 2016; Grabovac et al., 2011).

In a similar way, research on Filipino learners has focused on how language and other factors

influence academic success. One study (which used English and Filipino) found that the language

of instruction did not significantly affect reading comprehension, highlighting that students can

perform well in either language. Another study on indigenous students found that their beliefs and

strategies were a key factor in how well they learned Filipino. These local findings, like their foreign

counterparts, emphasize that a student's internal mindset and skills are crucial for managing

challenges.

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 The Impact of Social Support and Environment

International studies consistently show that an athlete's ability to cope with stress is heavily

influenced by their environment. The social support they get from coaches, teammates, and family

is a critical factor in their well-being. Studies on athlete resilience and character strengths (Peterson

& Seligman, 2004; Philippe et al., 2009) also highlight the importance of positive emotions and

mental toughness in helping athletes bounce back from setbacks.

Filipino research further supports this. Local studies on student-athletes show they face

pressures from balancing school and sports. They deal with academic challenges like heavy

workloads and sports-related stress such as tough training and fear of losing. To cope, they rely on

strategies like active coping (taking direct action to solve problems) and social support from their

coaches, teammates, and families. This local body of work confirms that having a positive mindset

and mental toughness helps athletes turn difficult situations into opportunities for growth.

By combining these local and international findings, this study will identify the most effective

coping mechanisms for DCBT's student-athletes.

CONCLUSION

In conclusion, research from both foreign and local sources demonstrates that student-

athletes, regardless of their background, face significant psychological and environmental

pressures. These challenges include internal struggles like anxiety and fear of failure, as well as

21
external stressors from academics and social life. The literature makes it clear that developing

effective coping strategies is essential for an athlete’s success and overall well-being. Studies have

shown that a variety of mental skills, such as psychological skills training (PST), mindfulness, and

active coping, are key to managing these difficulties. This extensive body of work confirms that an

athlete's ability to cope is a direct factor in their performance.

Furthermore, the research emphasizes the critical role of a strong support system and a

positive mindset. Foreign and local studies agree that receiving social support from coaches,

teammates, and family is a vital resource for athletes. This external support, combined with internal

qualities like resilience and mental toughness, helps athletes recover from setbacks and view

challenges as opportunities for growth. By integrating these global and local findings, this study on

Daehan College of Business and Technology's student-athletes will be able to identify which specific

coping mechanisms are most beneficial, providing a foundation for developing better support

programs for them.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter explains various methodologies that we will use in gathering data and analysis

which are relevant to the research. The methodologies will include areas such as the research

design, method technique used, respondents of the study, research instrument, data gathering

procedure and statistical treatment of data.

RESEARCH DESIGN

This study will use a mixed-methods approach to understand how student-athletes at Daehan

College of Business and Technology cope with challenges. It's a convergent parallel design, which

means the researchers will collect and analyze both quantitative data (numbers and statistics) and

qualitative data (personal stories and experiences) at the same time.

The goal is to get a complete picture. The quantitative data, gathered from a broader group of

students, will show common trends in coping strategies. The qualitative data, collected through one-

on-one interviews with a smaller group, will provide deeper insight into the personal experiences

behind those strategies.

The study will focus specifically on Daehan College and will select participants who are

directly relevant to the research topic. All participants will give their informed consent, and the study

will be conducted with approval from the college administration.

Once the data is collected, the researchers will use descriptive statistics to analyze the

quantitative data and thematic analysis to find recurring themes in the qualitative interviews. Finally,
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the findings from both data sets will be combined to form a complete and well-rounded conclusion,

with a strong commitment to ethical practices like confidentiality and honest reporting.

SAMPLING TECHNIQUE

In this study, the researchers will utilize a purposive sampling technique to select the

participants. This method is the most appropriate for this research because it allows the researchers

to deliberately select individuals who possess a specific set of characteristics and who can provide

the necessary information to address the research questions. In this case, the specific

characteristics are being a student who is also an athlete and is currently enrolled at Daehan

College of Business And Technology.

The sampling process will be conducted in two phases to align with the mixed-methods

research design. For the Quantitative Phase (Survey): All currently enrolled student-athletes at

Daehan College of Business And Technology will be invited to participate in the survey. The goal is

to gather data from the entire population of student-athletes at the college to ensure a broad and

representative understanding of their coping mechanisms.

For the Qualitative Phase (Interviews): A smaller subset of participants will be selected from

the survey respondents for in-depth, semi-structured interviews. This selection will be made based

on their willingness to participate further and to ensure a diverse representation of various sports

and academic year levels. A sample size of 5 to 10 participants is deemed sufficient for a qualitative

study to achieve data saturation and provide rich, detailed insights into their experiences.

Coordination with the college's Athletic Department and team coaches will be vital in identifying and

approaching the student-athletes to solicit their voluntary participation. This targeted sampling

24
approach ensures that the data collected is directly relevant to the study's specific context and

objectives.

RESEARCH PARTICIPANTS

The participants of this study will be the student-athletes of Daehan College of Business And

Technology. This specific population has been chosen as they face the unique dual roles and

pressures of being both a student and a competitive athlete, which is central to the research

problem. The target population for this study includes all individuals currently enrolled as students at

Daehan College of Business And Technology who are also members of the institution's official

athletic teams.

This encompasses both male and female athletes from various sports, including but not

limited to basketball, volleyball, badminton, and other sanctioned varsity sports. The researchers

will utilize a purposive sampling technique to select participants who can provide the most relevant

and detailed insights into the research questions. The participants must meet the following inclusion

criteria: They are officially recognized as a student-athlete by the Daehan College of Business And

Technology Athletics Department.

They are currently enrolled and active in their respective academic and athletic programs for

the academic year of the study. They have been a student-athlete for at least one semester, to

ensure they have experienced both academic and athletic demands. The researchers will

coordinate with the college's athletic director and team coaches to obtain a list of eligible student-

athletes and to facilitate the recruitment process. This approach ensures that the study's

respondents are directly involved in the context of the research, thereby providing credible and

valuable data for the analysis of their coping mechanisms.

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RESEARCH INSTRUMENT

To effectively study the coping mechanisms of student-athletes at Daehan College of

Business and Technology, this research will use a mixed-methods approach. The primary

instrument will be a survey questionnaire, which includes sections on demographic information and

uses a Likert scale to measure both the sources of stress and the frequency of various coping

strategies. This quantitative data will provide a broad overview of common challenges and

responses.

To complement this, a semi-structured interview guide will be used to conduct in-depth

interviews with a subset of the student-athletes. This qualitative instrument will allow for a deeper

exploration of individual experiences, providing context and rich detail to the survey findings. By

combining these two methods, the study will collect comprehensive data to fully understand how

these athletes manage the dual pressures of academics and sports

DATA GATHERING PROCEDURE

The data gathering process will be conducted in a systematic and ethical manner.

Seeking Permission: A formal letter of request will be sent to the college administration and the

head of the athletic department to seek permission to conduct the study.The letter will clearly state

the purpose of the research, the data collection methods, and how the results will be used.

Participant Recruitment: The researcher will coordinate with coaches to identify potential

participants. And information about the study will be disseminated to the athletes, explaining the

purpose, voluntary nature of participation, and confidentiality of their responses.

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Informed Consent: Before any data is collected, participants will be provided with a consent form,

the form will explain the study's purpose, the procedures, potential risks and benefits, and their

right to withdraw at any time without penalty,and participants will sign the form to indicate their

voluntary agreement. For minors, parental or guardian consent will also be obtained.

Data Collection: The likert scale questionnaires will be administered to the participants. This can

be done in-person (e.g., during a team meeting) or via an online survey platform.The researcher

will be present to explain the instructions and answer any questions.Completed questionnaires will

be collected and securely stored. Data Analysis The collected data will be processed and analyzed

using appropriate statistical and thematic methods.

Quantitative Data Analysis: The data from the questionnaires will be encoded into a statistical

software like SPSS (Statistical Package for the Social Sciences) and MINITAB.

Descriptive Statistics: Frequency distributions, percentages, means, and standard deviations will

be calculated to describe the demographic profile of the participants and to summarize the athletes'

reported coping mechanisms.

Qualitative Data Analysis: The audio-recorded interviews will be transcribed verbatim. The

researcher will look for common stressors, shared coping strategies, and the underlying meaning

of the athletes' experiences. Ethical Considerations The study will strictly adhere to ethical

principles for research involving human subjects.

Informed Consent: As mentioned, full and voluntary consent will be obtained from all participants.

Confidentiality and Anonymity: All data will be treated with strict confidentiality. Participants' names

and identifying information will not be revealed in the research report. Data will be anonymized

27
during transcription and analysis. Voluntary Participation: Participants will be assured that their

participation is completely voluntary and they can withdraw at any time without any negative

consequences.

Data Security: All collected data, including consent forms and audio recordings, will be stored

securely and only accessible to the researcher. Data will be destroyed after a specified period as

per research ethics guidelines.

Beneficence: The research aims to provide valuable insights that could be used by the college's

athletic department to develop better support programs for their student-athletes.

STATISTICAL TREATMENT

To analyze the data on the coping mechanisms of student-athletes, the researchers will use

specific qualitative and quantitative methods to find common themes, patterns, and insights. Since

the study combines qualitative and quantitative elements, the statistical treatment will include

descriptive analysis.

1. Frequency and Percentage Distribution:To analyze the demographic profile of the

student-athletes, including their age, gender, year level, and sport, the researchers will use

frequency and percentage distribution. This method will clearly and concisely show the

demographic characteristics of the participants.

28
 2.Narrative Analysis :For open-ended questions that provide detailed explanations of the

athletes' experiences, the researchers will use narrative analysis. This method will help present

individual stories and detailed accounts of how athletes cope. It is essential for understanding the

deeper, more personal implications of how different coping mechanisms affect their well-being and

performance.

ROLE OF THE RESEARCHERS

The researchers will be responsible for administering a survey questionnaire and gathering

data from selected college students at Daehan College of Business and Technology. This data

collection process will focus on gathering information related to the respondents' language

proficiency, academic performance, and demographic profile.

To ensure the accuracy and reliability of the data, the researchers will utilize various

qualitative data interpretation methods. Descriptive statistics, including frequency and percentage

distribution, will be applied to analyze demographic information. Additionally, thematic analysis will

be employed to identify patterns, themes, and insights from the respondents' experiences and

perceptions. For open-ended responses, narrative analysis will be used to interpret detailed

accounts and personal insights shared by the participants.

By employing these methods, the researchers aim to comprehensively analyze the data,

ensuring that the results accurately reflect the impact of bilingualism on the academic performance

of college students at Daehan College of Business and Technology.

29
ETHICAL ISSUES AND CONSIDERATIONS

In conducting this study on the impact of bilingualism on academic performance among

college students at Daehan College of Business and Technology, ethical considerations were

carefully addressed to ensure the integrity, reliability, and confidentiality of the research process.

Informed Consent. Before participating in the study, all respondents will be provided with a

consent form explaining the purpose, objectives, and scope of the research. Participants will be

informed that their participation is voluntary, and they will have the right to withdraw at any stage

without facing any consequences. The consent form will ensure that respondents fully understand

the nature of the study and agree to take part willingly.

Privacy and Confidentiality. To protect the privacy of respondents, all collected data will be

kept strictly confidential. Personal information will be anonymized to prevent identification, and

responses will be used solely for research purposes. Any sensitive data provided by participants

will be securely stored and accessed only by authorized researchers. The study will adhere to

ethical guidelines to ensure that no harm, whether emotional or academic, comes to the

respondents as a result of their participation.

Avoidance of Bias and Misinterpretation. As this research examines bilingualism, special

attention will be given to ensuring that language use and academic performance are analyzed

objectively. Efforts will be made to prevent any cultural or linguistic biases that could influence the

interpretation of results. The survey questionnaire, distributed via Google Forms, will be designed

to be neutral and inclusive of diverse linguistic backgrounds, ensuring that responses accurately

reflect the experiences of bilingual students.

30
 By upholding these ethical considerations, the study aims to provide accurate and

meaningful insights while safeguarding the rights and well-being of all participants.

31
REFERENCES

FOREIGN

Birrer, D., & Morgan, G. (2010). "Psychological skills training as a way to enhance an athlete's

performance in high-intensity sports." Scandinavian Journal of Medicine & Science in Sports.

Birrer, D., Röthlin, P., & Morgan, G. (2012). "Mindfulness to enhance athletic performance:

Theoretical considerations and possible impact mechanisms." Mindfulness.

Gardner, F. L. (2009). It's highly probable this is a reference to: Gardner, F. L. (2009). "A

psychological framework for the use of mindfulness in sport." In The mindful athlete: The science of

mindfulness meditation for sport and performance. American Psychological Association.

Grabovac, A. D., Lau, M. A., & Willett, B. R. (2011). "Mechanisms of mindfulness: A Buddhist

psychological model." Mindfulness.

Moore, Z. E. (2009). This is likely a reference to: Moore, Z. E. (2009). "Mindfulness training

for athletes: A new direction in mental skills training." The Sport Psychologist.

Röthlin, P., Birrer, D., Horvath, S., & Grosse Holtforth, M. (2016). "Mindfulness and

competition anxiety: A mediation analysis." Journal of Clinical Sport Psychology.

Birrer, D., Röthlin, P., & Morgan, G. (2012). Mindfulness to enhance athletic performance:

Theoretical considerations and possible impact mechanisms. Mindfulness, 3(3), 235–246.

32
 Birrer, D., & Morgan, G. (2010). Psychological skills training as a way to enhance an athlete's

performance in high-intensity sports. Scandinavian Journal of Medicine & Science in Sports,

20(Suppl. 2), 70-77.

Grabovac, A. D., Lau, M. A., & Willett, B. R. (2011). Mechanisms of mindfulness: A Buddhist

psychological model. Mindfulness, 2(3), 154–166.

Moore, Z. E. (2009). Mindfulness training for athletes: A new direction in mental skills training.

The Sport Psychologist, 23(2), 189–200.

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and

classification. Oxford University Press; American Psychological Association.

Philippe, F. L., Lecours, S., & Beaulieu-Pelletier, G. (2009). Resilience and positive emotions:

Examining the role of emotional memories. Journal of Personality, 77(1), 139–175.

Röthlin, P., Birrer, D., Horvath, S., & Grosse Holtforth, M. (2016). Mindfulness and competition

anxiety: A mediation analysis. Journalof Clinical Sport Psychology, 10(2), 115–128.

LOCAL

Patron, P. (2016). English Proficiency and Academic Performance of Bilingual Filipino Students in

the Tertiary Level. Prism, 21(1).

Patron, P., & Barrera, D. J. (2016). Academic Survival of Filipino Students in the University: Does

English Proficiency Matter?. Prism, 21(2).

33
Maranan, M., Batalla, R., & Santos, A. (2025). Exploring the Role of Code-Switching in Multilingual

Classroom Dynamics: A Comparative Study of Attitudes and Practices among University Students

in the Philippines. JPAIR Multidisciplinary Research, 59(1), 22-40.

Lobaton, A. M. (2022). Bilingualism: Its influence on the reading comprehension of college

students. International Research Journal of Science, Technology, Education, and Management,

2(2), 187-203.

Napil, M. C., & San Jose, A. E. (2020). Beliefs and strategies in Filipino language learning and

academic performance of indigenous students. International Journal of Educational Policy

Research and Review.

Cahapay, M. B. (2020). Attitudes toward mother tongue and academic performance: evidence from

monolingual context in the Southern Philippines. International Journal of Language Teaching and

Education, 4(1), 1-12.

Bagui, B. E., & Oloteo, J. B. M. Perceived Implications to the Academic Performance of

Engineering Students with Bicultural Status in Batangas State University, Philippines.

Alphonce, L. J. N., Jumani, N. B., & Maqbool, S. (2024). Cognitive and academic outcomes of

bilingualism: A mixed-methods study. Journal of Education and Social Sciences, 1(1), 1–15.

34
EDEM, JEMAR GAY R.
Blk.6 Purok 7 Hippocrates St. Lupang Arenda Brgy. Sta Ana
Taytay Rizal
+639303715060
[email protected]

EDUCATIONAL BACKGROUND:

35
Elementary
Dalama Elementary School, 2011 - 2012
Junior High School
Laparay National High School (LNHS), 2015 - 2016
Senior High School
Western Mindanao State University Mabuhay External Studies Unit (WMSU), 2017- 2018
Humanities And Social Sciences (HUMSS)
College
Daehan College of Business and Technology, 2022 - Present
Bachelor of Physical Education

PERSONAL INFORMATION:
Age : 24 years old
Citizenship : Filipino
Civil Status : Single

FLORES, MARK ANTHONY C.

Centenial II, Pinag Buhatan Pasig City

EDUCATIONAL BACKGROUND:
36
Elementary
Sitio Tapayan Elementary School, 2014-2015
Junior High School
Nagpayong Highschool (NHS), 2015-2019
Senior High School
Arellano University (AU), 2019-2021
Information and Communication Technology (ICT)
College
Daehan College of Business and Technology, 2022 - Present
Bachelor of Physical Education

PERSONAL INFORMATION:
Age : 22 years old
Citizenship : Filipino
Civil Status : Single

RUBENECIA, MA. JOLINA P.

EDUCATIONAL BACKGROUND:
Elementary
Sitio Tapayan Elementary School, 2014-2015
37
Junior High School
Antonio c. Esguerra memorial National High School (ACEMNS), 2015 – 2019
Senior High School
Arellano University, 2019- 2021
Accountancy of business and management (ABM)
College
Daehan College of Business and Technology, 2022 - Present
Bachelor of Physical Education

PERSONAL INFORMATION:
Age : 22 years old
Citizenship : Filipino
Civil Status : Single

SILOT, SAMSON C. II
Sitio Siwang Road 22 Vermside Brgy. San Juan Taytay Rizal
+639918784884
[email protected]

EDUCATIONAL BACKGROUND:
38
Elementary
Sitio Tapayan Elementary School, 2015-2016
Junior High School
Nagpayong High School (NHS), 2019 – 2020
Senior High School
Nagpayong Senior High School (NSHS), 2022- 2023
Humanities And Social Sciences HUMSS)
College
Daehan College of Business and Technology, 2022 - Present
Bachelor of Physical Education

PERSONAL INFORMATION:
Age : 22 years old
Citizenship : Filipino
Civil Status : Single

39