Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 34 no. 10 (2025)

Balancing Academics and Athletics: The Access (Athlete-Centered Comprehensive Education Support System) Program as an Alternative Delivery Mode (ADM) for Student-Athletes

Rachelle Cruzada | Rizzie Rodriguez | Dominador Rebugio | Albert John Aquino

Discipline: Education

 

Abstract:

This study investigated the impact of the Athlete-Centered Comprehensive Education Support System (ACCESS) program, an alternative delivery mode (ADM), on the academic performance and module engagement of junior high school student-athletes in six high schools in Lambayong, Sultan Kudarat, Philippines. Thirty student-athletes participating in the ACCESS program were surveyed to assess their frequency of printed module utilization and level of engagement. GPA data before and after ACCESS participation was obtained from the student-athlete advisor. Data analysis included descriptive statistics and paired t-tests. Results indicated moderate utilization (Mean = 2.93, SD = 0.77) and neutral engagement (Mean = 3.02, SD = 0.98) with printed modules. A paired t-test revealed a statistically significant increase in GPA after participation in the ACCESS program (Before: Mean = 2.65, SD = 0.255; After: Mean = 3.30, SD = 0.417; p < 0.05). However, Pearson correlation showed no significant relationship between the frequency of module utilization and GPA (p > 0.05). These findings suggest that while ACCESS participation correlates with improved academic performance, the benefits may stem from the program's overall structure rather than solely from module utilization frequency. The study recommends refining module design, promoting active learning strategies, and personalizing learning experiences to maximize the ACCESS program's impact on studentathlete academic success. Further research is needed to explore the long-term effects and optimal design of ACCESS for student-athletes.



References:

  1. Adler, A. K., Adams, B., & Leberman, S. (2018). The impact of sport-related physical and mental fatigue on academic performance. Journal of Athletic Enhancement, 7(3), 45-59.
  2. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2006). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 43(5), 369-386.
  3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
  4. Brown et al. (2015): Brown, D. J., Fletcher, D., Henry, I., Borrie, A., Emmett, J., Buzza, A., & Wombwell, S. (2015). A British university case study of the transitional experiences of student-athletes. Psychology of Sport and Exercise, 21, 78–90. Link
  5. Carodine, K., Almond, K., Gratto, K. K., & Williamson, T. (2001). Student-athlete success: The role of academic support. New Directions for Student Services, 2001(93), 19-33.
  6. Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
  7. Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley.
  8. Comeaux, E., & Harrison, C. K. (2007). Faculty and male student-athletes: Racial differences in the environmental predictors of academic achievement. Journal of Sport and Social Issues, 31(1), 20-30.
  9. Comeaux, E., & Harrison, C. K. (2011). A conceptual model of academic success for student-athletes. Educational Researcher, 40(5), 235-245.
  10. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  11. DepEd. (2020). Learning continuity plan for the academic year 2020-2021. Department of Education.
  12. DepEd Order No. 54, s. 2012](https://www.deped.gov.ph/2012/06/15/do-54-s-2012-policy-guidelines-on-the-implementation-of-alternative-delivery-modes-adms/
  13. DepEd Order No. 53, s. 2011](https://www.deped.gov.ph/2011/07/13/do-53-s-2011-policy-guidelines-on-the-utilization-of-funds-for-alternative-delivery-modes-adms-in-formal-basic-education/)
  14. Drysdale, J. S., Graham, C. R., & Spring, K. J. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90-100.
  15. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
  16. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). Pfeiffer Publishing.
  17. Knight, J., Shuman, D., & Hayek, C. (2017). The impact of athletic participation on academic achievement. Journal of College Student Development, 58(5), 627-642.
  18. Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), 1-14.
  19. Kuh, G. D. (2001). The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties. Indiana University Center
  20. Quimbo, N. S. (2023). Athletic participation, time management and academic performance of student athletes in San Isidro, Leyte. World Journal of Advanced Research and Reviews, 17(01), 1059–1068. Link
  21. Rubin, L. M., & Moses, R. (2017). Academic support services and the role of faculty in student-athlete success. Journal of Higher Education, 88(3), 453-471.
  22. Simons, H. D., Van Rheenen, D., & Covington, M. V. (2007). Academic motivation and the student-athlete. Journal of College Student Development, 48(2), 238-248.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic