Exploring the Effects of Competition

Participation on the Academic

Chapter 1: Introduction

Background of the Problem

Academic competitions have become increasingly widespread, allowing students

opportunities for skill improvement and personal growth. However, the large time commitment

required for preparation raises concerns about the possible impact on academic achievement and

overall well-being. Balancing the demands of rigorous coursework with the dedication required

for competition success is a major challenge for students

Researchers’ firsthand experiences in academic and athletic competitions revealed the

challenges of balancing competitive preparation with academic responsibilities. Even those who

enjoy competition found this balance difficult, leading to questions about the overall value of

such events, especially considering the exhaustion and potential negative impact on academic

performance. This concern was further highlighted by a classmate’s struggles at the recent

COPRESA event, prompting a deeper examination of the actual effect these competitions have

on students’ academic success.

student performance and mental health. For instance, studies have shown that competition can

motivate students and increase participation, but it can also cause stress or anxiety if taken too

seriously (Murayama & Elliot, 2015). This qualitative study explores this tension specifically

within the context of I-Link CST students, utilizing semi-structured interviews and focus groups

to gain a deeper understanding of their experiences.

Statement of the Problem

Building on these insights, this study seeks to understand the lived experiences of I-Link

CST students participating in academic competitions, including both high-achieving students and

those who may not be as academically inclined. The central research question is: How do I-Link

CST students, across different academic achievement levels, perceive and navigate the interplay

between their participation in academic competitions and their academic performance,

considering factors such as time management, stress levels, and overall academic satisfaction?

This will be investigated through semi-structured interviews and focus group discussions.

Previous research has highlighted the complex relationship between competition and student

outcomes, noting that while competition can enhance motivation and performance, it may also

exacerbate stress and anxiety (Lee & Kim, 2022).

To further guide the investigation, the following sub-questions will be explored:

preparation?

- What are the perceived impacts of competition participation on stress levels and

academic satisfaction?

- How do students’ experiences vary across different academic achievement levels?

Significance of the Study

This qualitative inquiry, employing semi-structured interviews and focus groups, offers

valuable insights into the lived experiences of I-Link CST students, moving beyond simple

correlations to explore the nuanced complexities of balancing academic and extracurricular

commitments. Understanding students’ perspectives, challenges, and coping mechanisms will

inform the development of more effective support systems within the I-Link CST program. For

instance, the findings could help educators design tailored support programs that address the

specific needs of students participating in competitions, potentially enhancing their academic

performance and well-being. Additionally, policymakers could benefit from these insights to

create supportive environments that foster both academic excellence and holistic student

development. Academic competitions can provide a challenging environment that fosters

productive attitudes and work habits, especially for gifted students (Ozturk & Debelak, 2008).

However, they may also present unique challenges for students who are not high achievers,

potentially affecting their self-esteem and motivation.

This study will focus exclusively on I-Link CST students who have participated in at least one
academic competition, including both high-achieving students and those who may not be as
academically inclined. Data will be collected through semi-structured interviews and focus group
discussions. The study’s scope is limited to the I-Link CST program, and the findings may not be
generalizable to other student populations or educational contexts. Furthermore, the inherent
subjectivity of qualitative research, even with structured methods like semi-structured interviews
and focus groups, necessitates careful consideration of researcher bias throughout the data
collection, analysis, and interpretation phases. To mitigate this, a reflexive journal will be
maintained to track biases and assumptions. Additionally, the potential for social desirability bias
in group settings (focus groups) will be considered during data analysis by ensuring diverse
participation and encouraging open discussion. Hsgudhuih This study will explore how
these challenges are experienced by students in a local context, specifically
focusing on I-Link CST students. By examining the effects of competition on
students at different academic achievement levels, the research aims to provide
insights into the complexities of managing both academic responsibilities and
competitive activities. This understanding will be crucial for developing
strategies to better support students in achieving a balance between their
academic and extracurricular pursuits, ensuring that participation in these
competitions fosters positive outcomes without compromising their academic
success or mental