Sacred Heart School Ateneo de Cebu

High School Department

MARIANNE LIM
ALGEO ANDREW OLMILLA

The Academic Performance of Volleyball Varsity High School

Student-Athletes in the First Quarter

In partial fulfillment of the requirements of the English and Social Studies Subjects

Research Advisers:
MS. NANCY LOURDES TOLEDO

Date of Submission:
December 9, 2015

ii
RESEARCH ABSTRACT
This study aims to determine how the participation in a volleyball varsity affects the
academic performance of athletes and non-athletes. It specifically aimed to determine the
academic performance of athletes and non-athletes in the subjects, Math, Science and English,
the study times of athletes and non-athletes and the practice times of volleyball student athletes.
To determine their perceptions, the researchers used survey method to get data from athletes and
non-athletes to validate the answers. Findings showed that: 1) having a varsity does affect the
academic performance of high school volleyball student-athletes 2) The general academic grade
for volleyball student-athletes in the subject Mathematics is 87.2 while for non-athletes, it is
91.88. The general academic grade for volleyball student-athletes in the subject Science is 87.77
while for non-athletes, the average grade is 90.15. The general academic grade for volleyball
student-athletes in the subject English is 86.25 while for non-athletes, it is 88.25. 3) From the
data, the average time volleyball student-athletes practice is 159 minutes and the average time for
volleyball student-athletes to study daily is 75 minutes while for non-athletes it is 99 minutes;
from the findings, the following recommendations are made: 1); other factors such as gender and
age should be regarded as they may also affect the academic performance of the volleyball
student-athletes.

iii
ACKNOWLEDGMENT
We praise and thank God for the wisdom he has bestowed upon us in order to persevere
and proceed successfully. This paper is realized through the assistance and guidance of several
people. We would therefore like to offer our special thanks to them.
First and foremost, we would like to thank Fr. Manuel Uy Jr, SJ for allowing this
research to be conducted.
Second, we would like to thank Ms. Nancy Toledo for guiding us in every step of the
formulation of this research paper. She kindly read our paper, and offered detailed advices on
grammar, organization, and the theme of the paper.
Third, we would like to thank Mr. John Cardones for providing us with the knowledge of
the concept needed in the formulation of the paper.
The product of this research paper would not be possible without all of them.

MARIANNE LIM
ALGEO ANDREW OLMILLA

iv
TABLE OF CONTENTS
Title Page.
Research Abstract....
Acknowledgment.
Table of Contents.
Chapter

i
ii
iii
iv
Page

THE PROBLEM AND ITS SCOPE

Rationale

Background of the Study .

The Problem..

Statement of the Problem..

Significance of the Study..

RESEARCH METHODOLOGY
Research Design..

Research Environment.

Research Respondent

Research Procedure.

10

Data Gathering Procedure

10

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

Figure 1: Duration of Practice of Volleyball Student Athletes...

11

Figure 2: Comparison of the Study Time between Volleyball Student-Athletes and NonAthletes ......................................................................................................................

12

Figure 3: Comparison between Mathematics Grades between Volleyball Student-Athletes

and Non-Athletes ..

13

Figure 4: Comparison between Science Grades between Volleyball Student-Athletes and

Non-Athletes

14

v
Figure 5: Comparison between English Grades between Volleyball Student-Athletes and
Non-Athletes ...

15

Table 1: Computation for the Average Grade between Volleyball Student-Athletes and
Non-Athletes in the subject Mathematics ..

16

Table 2: Computation for the Average Grade between Volleyball Student-Athletes and
Non-Athletes in the subject Science ...

17

Table 3: Computation for the Average Grade between Volleyball Student-Athletes and
Non-Athletes in the subject English ...
Table 4: Computation for the Average Practice Time of Volleyball Student-Athletes

18
18

Table 5: Computation for the Average Study Time between Volleyball Student-Athletes
and Non-Athletes ..

19

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

21

Conclusions

21

Recommendations .

22

REFERENCES

23

APPENDICES
Research Questionnaire....

24

1
CHAPTER I
THE PROBLEM AND ITS SCOPE
Rationale
Nowadays, students have always had the interest in joining a sport whether it is
basketball, table tennis or volleyball. It allows the student to fulfill his or her passion for the
chosen sport and it allows the person to exercise his skill in that sport. Furthermore, students
have been joining such organizations like varsities in order to enhance their skill while playing
the sport chosen by the student. One of these organizations is the volleyball varsity team. As
students, however, we are tasked to not only do a great performance in sports, but we are also
tasked to do a great performance in our academics. The volleyball varsity team practices more
than four times a week for three hours which could harm the academic performance of the
student-athletes.
Student-athletes have always been treated the same way the non-athletes are treated
despite the conflicting schedules and the missed discussions that the student-athlete has to face.
With this, student-athletes have already started with a disadvantage, since they have another task
that they need to work on and that needs to be balanced with their studies. Knowing this, the
student-athletes have the tendency to be less focused on their academics and their varsity due to
overloading of tasks and activities that the student-athlete must do. It is now becoming a rising
issue that each student, parent and even the people in school have been facing.
With this rising issue, the researchers have decided to make a research regarding the topic.
This research is about how being a member in a volleyball varsity team affects the academic
performance of the volleyball student-athletes. This research also determines the relationship

2
between the participation of the volleyball student-athletes towards the sport and the
participation of the volleyball student-athletes towards their academics. In addition, the research
will talk about the effects of having a varsity team to the academic performances of the
volleyball student-athletes. Moreover, the research talks about how much time and effort the
volleyball student-athletes give to their sports and to their academics.
The purpose of conducting this research is to help give awareness of this rising issue to
the whole school body and to each person in society. The research will not only help the studentathletes but it will help the school understand the struggles and problems that the student-athletes
must face. Most importantly, the research is not only about how does being a member in a
varsity help in the academic performance but it shows to us how time is a great factor in our lives,
and how it needs to be organized in order to balance such activities that life brings us.

3
Background of the Study
Participation in sports is one of the many extra-curricular activities that students can
engage in. From basketball to table tennis, soccer to volleyball, sports have become an essential
tool for students to be active and be energized. It allows students to be engaged in physical,
strenuous, and mental activities. Participation in sports not only enhances the skill of the person
but it also brings out the best in people. Indeed, sports has been a vital part in our society and it
has been a big influence in our world today.
One reason why sports has been the key in improving a students skill is that it allows a
better performance in his or her academics. Casey, Parker and Johnson acknowledge that
participation in sports improves students achievement motivation (2). Participation in sports
gives the students reason and motivation to do well on their academics. Melnick, Sabo and
Vanfossen illustrate that sport programs improves grades, and it allows them to stay in school
and raises their educational aspirations (2). Participation in sports makes the student have a better
performance in his or her academics. It brings out the best of the student and allows the students
to become better, and it maximizes their potential in achieving such achievements. In conclusion,
sports have become a vital factor in ones education. The National Federation of State High
School Association says that sport programs contribute to the overall education of students (1).
There are even times that participating in sports does not become an effective tool in
improving ones academic performance. In some cases, participation in sports is not an effective
tool for better performance in the students academics. Lueptow and Kayser state that
participation in high school sports is not associated with high grades (6). It provides no
correlation between the participation in sports and improving the students academic grades.

4
Furthermore, Lueptow and Kayser stated that they investigated the relationship between athletics
and academic achievement among 3461 seniors in 20 public high schools in 1964 and found no
difference in grades between athletes and non-athletes during the high school years (7).
Still from Lueptow and Kayser, a few years later, they reported that athletes had higher
GPAs at the end of their years than they did at the start, but their academic gains were not as
high as for non-athletes over the years. The result of their study was that students who chose to
participate in high school sports were better students initially and experienced a relative decline
in academic achievement. Participation in sports can also be the reason of ones decline of
academic performances. Participation in sports can also be the reason why there is decline of
academic performances and that there is no correlation between sports and academics. Stencel
points out that he found no statistically signified relationship between participation in athletics
and academic achievement (11).
With this, the researchers can say that there are times that participating in a certain sport
can help enhance ones academic performance and can be the reason of the decline of academic
performances. The researchers are determining if the participation in sports affects the academic
performance of volleyball student- athletes. The research will also talk about how invested
student-athletes are to their chosen sport varsity and to their academics.
The research, undertaken by the researchers, is based by an idea by Gregory Mankiw
which illustrates even though economic goods and services are limited, the need to use services
of these goods are limitless (2). Based from this idea, this can be correlated to the research topic
in terms of the time management of the student athletes invested on their practice and studies.
Moreover, Mankiw also illustrates that it is not enough goods and services to satisfy even a small

5
fraction of everyones consumption desires. Furthermore, an idea from the same author points
out that a society must decide how to use these limited sources and distribute them along to
different people. In conclusion, people must consider how to spend their own limited incomes or
time. People must know how to manage and maximize their time wisely in order for people to do
most of what they can do. In other words, people face tradeoffs, and making decisions requires
trading off one goal against another.
The research study will determine if participation in sports is factor in improving ones
academic performance in school. It will allow the researchers to see the comparison between the
academic performances of non-athletes to the academic performances of the student-athletes. It
will allow the researchers to be mindful and have a deeper understanding of the situation and
problem. Because of this research study, it will allow such improvement of certain areas of the
school especially the curriculum that could help suit the needs and help the student athletes
improve in his or her academic performances in his time in school.

6
Statement of the Problem
This study aims to determine how the participation in Sacred Heart School- Ateneo de
Cebus volleyball varsity team affects the academic performances of the volleyball studentathletes. Specifically, it seeks to answer the following questions.
1. Does being a member of a varsity team affect the academic performance of the high
school students who are part of the schools volleyball varsity team?
2. What is the general academic grade of these students in the following subjects:
a. Math?
b. Science?
c. English?
3. How much time do high school varsity volleyball players invest in the following?
a. Practice?
b. Study?

7
Significance of the Study
The researchers believe that the study on the academic performances of Sacred Heart
School Ateneo de Cebu volleyball varsity students will be beneficial to the following:

Administrators of the SHS-AdC Community. This study will benefit the SHS-AdC
community by giving them awareness of how participating in a varsity affect the
academic performance of the student-athletes. This will allow them to adjust to the needs
of the student-athletes, and for the student-athletes to improve in their performance in
school.
Teachers of SHS AdC. This study will benefit the teachers of SHS-AdC by giving
them information about the performance of their students who are members of a varsity.
This study will also allow teachers to have an idea of how to improve their teaching style
so that the students will have a better performance in school.
Parents of the Student-Athelets of SHS-AdC. This study will benefit the parents of the
student-athletes by giving them information and idea on how being a member of a varsity
affects the academic performance of their children. This study will allow parents to know
about their childrens participation in school and in their respective varsity teams.
Student- Athletes of SHS-AdC. This study will benefit the student-athletes by giving
them an idea on what they can improve on their academic performance. This study will
also allow them to have an idea how their participation in a varsity team affect their
performance in school.

8
Future Researchers. This study will benefit the future researchers, for it will allow them
to have an idea or insight about the topic. This study will allow them to have more
information to have a better understanding about the topic for their own research study.

9
Chapter 2
RESEARCH METHODOLOGY

This chapter presents the research design, research environment, research respondents,
research procedure, data gathering procedure, and statistical treatment of the study.

Research Design
This research will employ descriptive survey method. This means that the researchers will
conduct surveys to the researchers group of respondents which are the male and female
volleyball student-athletes and the male and female non-student-athletes. This research will use
descriptive survey method since the respondents are using questionnaires to gather and analyze
the data so that the researchers can answer the main problem of the study.
Research Environment
The researchers will conduct this study in Sacred Heart School Ateneo de Cebu. The
researchers have chosen this particular place since the researchers are from that school. It will be
accessible for the researchers to gather and analyze the data.
Research Respondents
The respondents gathered for the data of this research are the male and female Team A
volleyball players of Sacred Heart School Ateneo de Cebu. There are nine male volleyball
players and eleven female volleyball players that will be asked to answer the questionnaire that
the researchers have provided. In the female volleyball varsity team, there is one grade seven
student, one grade eight student, five grade nine students and four grade ten students. In the male

10
volleyball varsity team, there are one grade eight student, six grade nine students and two grade
ten students. The researchers will also compare the grades of the volleyball student-athletes to
the non-athletes. With this, the researchers will get the same quantity of the male and female
volleyball players. The researchers will also get the same quantity of male or female students
from each grade level in order to be equal and fair.
Research Instrument
In this research, the researchers will be using a questionnaire and it will be distributed to
each person. The questionnaire consists of seven questions that are all related and that could help
the researchers answer the main problem of their study. The questions of this questionnaire are
related to the time invested in studying and practicing volleyball. It will also ask questions
related to the academic grades of the student and the student-athletes of the subjects Math,
Science and English. The questionnaire will normally take two to three minutes to answer.
Data Gathering Procedure
In this research, the researchers will gather their data from both the male and female
volleyball players of Sacred Heart School- Ateneo de Cebu and the students who are not athletes.
The questionnaire will be handed out personally and the researchers will collect all the
questionnaires for the analysis of data. The researchers would be using random sampling for the
non-student-athletes but the researchers will be distributed according to the same number of male
and female volleyball players and by grade level.

11
CHAPTER III
PRESENTATION AND ANALYSIS OF THE DATA
The survey was conducted on November 16, 2015 in Sacred Heart School Ateneo de
Cebu. The researcher distributed a total of 45 questionnaires to their sample size which consisted
of 20 volleyball student-athletes and 20 non-athletes. The sample of the non-athletes was based
on the sample of the volleyball student-athletes. The extra five copies of the questionnaire only
served as extras for the said survey. The survey only took one day to be completed.
Figure 1: Duration of Practice of Volleyball Student-Athletes

Figure 1 shows that no student-athlete practices for less than 60 minutes daily.
Meanwhile, two student-athletes practice for 61 120 minutes daily. On the other hand, thirteen
student-athletes practice for 121 180 minutes a day. However, five student-athletes practice for
181 240 minutes a day. Lastly, no student-athlete practices for more than 240 minutes daily.

12
From the figure above, most student-athletes commonly practice for 121 -180 minutes a
day. This implies that athletes go home late due to their practice.
Figure 2: Comparison of the Study Time between Volleyball Student-Athletes and NonAthletes

Number of People

Study Time
14
12
10
8
6
4
2
0

13

7
5
Athletes
1

Less than 61 120

60
minutes
minutes

0 0

Non - Athletes

121 180 181 240 More than

240
minutes minutes
minutes
Time

Figure 2 shows that six student-athletes and seven non-athletes study in less than 60
minutes daily. On the other hand, there are thirteen student-athletes and five non-athletes who
study 61 120 minutes daily. One student-athlete and seven non-athletes study in 121 180
minutes daily. However, no student-athlete or non-athlete study in 181 240 minutes daily.
Lastly, there is no student-athlete but one non-athlete who studies more than 240 minutes daily.
From the presentation of data above, most volleyball student-athletes study 61 120
minutes daily while in the case of non-athletes, they study for 121 180 minutes daily. This
implies that non-athletes study more than athletes daily.

13
Figure 3: Comparison between Mathematics Grades between Volleyball Student-Athletes
and Non-Athletes

Figure 3 shows that one student-athlete and no non-athlete got a grade in the range of 70
75.99. However, there are three student-athletes and one non-athlete who got grades in the
range of 76 80.99. On the other hand, three student-athletes and four non-athletes got grades in
the range 81 85.99. Seven student-athletes and four non-athletes got grades in the range of 86
90.99. While in the range of 91 95.99, five student-athletes and six non-athletes got grades of
this class. Lastly, one student-athlete and five non-athletes got grades in the range of 96 100.
From the presentation above, student-athletes commonly get grades in the range of 86
90.99, while non-athletes commonly get grades in the range of 91 95.99 in Mathematics. This
implies that non-athletes have better grades in Math compared to athletes.

14
Figure 4: Comparison between Science Grades between Volleyball Student-Athletes and
Non-Athletes

Figure 4 shows that one student-athlete and no non-athlete got a grade in the range 70 75.99. However, there is one student-athlete and two non-athletes who got grades in the range of
76 80.99. On the other hand, there are five student-athletes and three non-athletes who got
grades within the range 81 85.99. Seven student-athletes and five non-athletes got grades
within the 86 90.99 range. While in the range 91 to 95.99, there are five student-athletes and
six non-athletes who got grades of this class. Lastly, one student-athlete and five non-athlete got
grades in the 96 100 range.
From the diagram above, student-athletes commonly got grades within the 86 90.99
range, while non-athletes commonly get grades in the range of 91 to 95.99 in Science. This
implies that non-athletes have better grades in Science compared to athletes.

15
Figure 5: Comparison between English Grades between Volleyball Student-Athletes and
Non-Athletes

Figure 5 shows that no student-athlete or non-athlete who got a grade in the range 70
75.99. However in the range 76 -80.99, there is one student-athlete and two non-athletes who got
the grade. On the other hand, in the range 81-85.99, there are ten student-athletes and five nonathletes who got the grade. Six student-athletes and five non-athletes got grades between the 86
90.99 range. In contrast, there are three student-athletes and eight non-athlethes who got grades
in the 91 - 95.99 range. Lastly in the range 96 -100, there is no student-athlete or non-athlete who
got a grade within that range.
From the diagram above, student-athletes commonly get a grade within the 81 85.99
range and for the non-athletes, their grades are commonly between the 91 95.99 range in the
subject English. This implies that non-athletes have better grades in English compared to athletes.

16
Table 1: Computation for the Average Grade between Volleyball Student-Athletes and
Non-Athletes in the subject Mathematics
Range

f (Athletes)

f (Non-

Class Mark

Athlete)

(x)

fx (Athletes)

fx (NonAthletes)

96 -100

98

98

490

91 95.99

93.5

467.5

561

86 90.99

88.5

619.5

354

81 85.99

83.5

250.5

334

76 80.99

78.5

235.5

78.5

70 - 75.99

73.5

73

20

20

1744

1837.5

= 1744 / 20

= 1837.5 / 20

87.2

91.88

Average

The average grade of volleyball student-athletes in Mathematics is 87.2. On the other

hand, the average grade of non-athletes in Mathematics is 91.88. This means that non-athletes
get higher grades in the subject Mathematics than volleyball student-athletes.

17
Table 2: Computation for the Average Grade between Volleyball Student-Athletes and
Non-Athletes in the subject Science
Range

f (Athletes)

f (Non-

Class Mark

Athlete)

(x)

fx (Athletes)

fx (NonAthletes)

96 -100

98

98

392

91 95.99

93.5

467.5

561

86 90.99

88.5

619.5

442.5

81 85.99

83.5

417.5

250.5

76 80.99

78.5

78.5

157

70 - 75.99

73.5

73

20

20

1754

1803

= 1754 / 20

= 1803 / 20

87.7

90.15

Average

The average grade of volleyball student-athletes in Science is 87.7. On the other hand, the
average grade of non-athletes in Science is 90.15. In conclusion, non-athletes get higher grades
in the subject Science than volleyball student-athletes.

18
Table 3: Computation for the Average Grade between Volleyball Student-Athletes and
Non-Athletes in the subject English
Range

f (Athletes)

f (Non-

Class Mark

Athlete)

(x)

fx (Athletes)

fx (NonAthletes)

96 -100

98

91 95.99

93.5

280.5

748

86 90.99

88.5

531

442.5

81 85.99

10

83.5

835

417.5

76 80.99

78.5

78.5

157

70 - 75.99

73.5

20

20

1725

1765

= 1725 / 20

= 1765 / 20

86.25

88.25

Average

The average grade of volleyball student-athletes in English is 86.25. On the other hand,
the average grade of non-athletes in English is 88.25. This means that non-athletes get higher
grades in the subject English than volleyball student-athletes.
Table 4: Computation for the Average Practice Time of Volleyball Student-Athletes
Range

Class mark (x)

Fx

Less than 60 minutes

30

61 120 minutes

90

180

19
121 180 minutes

13

150

1950

181 240 minutes

210

1050

More than 240 min.

270

0
3180

= 3180 / 20
Average

159

The average time is 159 minutes of volleyball student-athletes to practice their sport.
Table 5: Computation for the Average Study Time between Volleyball Student-Athletes
and Non-Athletes
Range

Less than 60
minutes
61 120
minutes
121 180
minutes
181 240
minutes
More than
240 min.

Average

f (Athletes)

f (Non-

Class Mark

fx (Athletes)

fx (Non-

Athlete)

(x)

30

180

210

13

90

1170

450

150

150

1050

210

270

270

1500

1980

= 1500 / 20

= 1980 / 20

75

99

Athletes)

20
The average time of volleyball student-athletes to study daily is 75 minutes while the
average time of non-athletes to study daily is 99 minutes. In conclusion, non-athletes spend more
time in schoolwork than volleyball student-athletes.

21
CHAPTER IV
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
This research was focused on how the participation of the Sacred Heart School Ateneo
de Cebus volleyball varsity team affects the academic performance of the volleyball studentathletes. The researchers conducted a survey last October 6, 2015 in Sacred Heart School
Ateneo de Cebu, and they distributed a total of 45 questionnaires to their sample size which
consisted of 20 volleyball student-athletes and 20 non-athletes. They then presented the gathered
data from the survey into bar graphs. From there, they analyzed and processed the data. In order
for the researchers to compare the academic performances between student-athletes and nonathletes, they computed the average grade of both groups in the subjects Mathematics, Science
and English. As a result from the tabulation of data, non-athletes prove to have better academic
performances of all three subjects.
Conclusion
In conclusion, having a varsity does affect the academic performance of high school
volleyball student-athletes since the data gathered by the researchers showed that non-athletes
have higher grades compared to the volleyball student-athletes in the three subjects. The general
academic grade for volleyball student-athletes in the subject Mathematics is 87.2 while for nonathletes, it is 91.88. The general academic grade for volleyball student-athletes in the subject
Science is 87.77 while for non-athletes, the average grade is 90.15. The general academic grade
for volleyball student-athletes in the subject English is 86.25 while for non-athletes, it is 88.25.
From the data, the average time volleyball student-athletes practice is 159 minutes. The average

22
time for volleyball student-athletes to study daily is 75 minutes while for non-athletes it is 99
minutes.
Recommendations
In this research, the researchers were only able to tackle on how the participation of
the Sacred Heart School Ateneo de Cebus volleyball varsity team affects the academic
performance of the volleyball student-athletes with no further account of other factors. As a
result, the researchers highly recommend that in future studies, other factors such as gender and
age should be regarded as they may also affect the academic performance of the volleyball
student-athletes. The researchers also recommend that future researchers should use the Slovins
formula in finding the correct number of sample in representing a whole population. The
researchers method of choosing the sample of the non-athletes was based on the sample of the
volleyball student-athletes, and this was later discovered to be inaccurate and unreasonable. The
population of the volleyball student athletes is lesser than the population of the non-athletes thus
the sample of the volleyball student athletes is of different value from the sample of the nonathletes.

23
REFERENCES
Altobelli, Laura MS. Does Participation in Sports Negatively Affect Academics?
Livestrong.com, 25 May 2015. Web. 25 Aug. 2015

Din, Feng S. Sport Activities versus Academic Achievement for Rural High School Students.
Teensneedsleep.files.wordpress.com, National Forum of Applied Education Research Journal
Electronic, 2005 2006.Web. 25 Aug. 2015

Gorman, David. The Effect of Athletic Participation on Academic Achievement for High School
Seniors in Eastern Tennessee. Digitalcommons.liberty.edu, 2010. Web. 25 August 2015

Lumpkin, Angela and Judy Favor. Comparing the Academic Performance of High School
Athletes and Non-Athletes in Kansas in 2008-2009. Quod.lib.umich.edu, March 2012.Web. 25
Aug. 2015

Mankiw, Gregory. Principles of Economics. Swlearning.com, 2006. Web. 28 August 2015.

McGrath, Joseph E. Social and Psychological Factors in Stress. United States of America: Holt,
Rinehart and Winston, Inc., 1970. Print.

24
APPENDICES
RESEARCH QUESTIONNAIRE
Good day! We are a group of Grade 10 students conducting a survey on the academic
performance of volleyball varsity high school student-athletes in the first semester. Thank you
for taking the time to go over the questionnaire and answering the questions as honestly and
thoroughly as you can. This questionnaire would only take no more than 2-3 minutes. The results
of the survey are for purely academic research and as such are entirely confidential.
Name:

Grade and Section:

Gender:
Instructions: Please check the box thats applicable to you.
Are you a member of the volleyball varsity team?
Yes
No
If yes, please answer the follow-up questions.
Are you part of what team?
Team A
Team B
How many hours do you practice per school day?
Less than 60 minutes
61 120 minutes
121 180 minutes
181 240 minutes
More than 240 minutes
If youre part of the volleyball varsity or not, please answer the following questions.
1. What is your academic grade in the following subjects in first grading?
a. Math?

70 75.99
76 80.99
81 85.99
86 90.99
91 95.99
96 100

b. Science?
70 75.99
76 80.99
81 85.99

25
86 90.99
91 95.99
96 100
c. English?
70 75.99
76 80.99
81 85.99
86 90.99
91 95.99
96 100
2. How many hours do you study and do home works per school day?

Less than 60 minutes

61 120 minutes
121 180 minutes
181 240 minutes
More than 240 minutes