| Involvement in extracurricular activities has traditionally been viewed as a predictor of academic success in college. The research on college athletes is mixed and has focused mostly on Division I athletes. Astin's involvement theory and Tinto's model of social and academic integration provided the theoretical frameworks for this study. A mixed method approach was used to address the overall research question concerning the impact of athletic participation on the academic achievement of Division III athletes. The quantitative phase compared the Collegiate Assessment of Academic Proficiency (CAAP) scores of students and student-athletes. Two separate analysis of covariance models, using SAT math and verbal scores as the covariates, were used to test for group differences. No significant results were observed. The 2nd phase utilized a focus group interview to explore the academic situations of 6 successful student-athletes. Four themes emerged from a phenomenological data analysis of the interview transcript: (a) busy schedules of college athletes forces adaptation, (b) dedication to their respective sport is essential, (c) communication contributes to an athlete's academic success, and (d) student-athletes must be self-disciplined. Taken together, these results are consistent with Astin's and Tinto's assertions about the effects of extracurricular activities, and support policies established by the National Collegiate Athletic Association (NCAA) to ensure the educational success of student-athletes, thus improving access to higher education by all types of students. As an issue of social change, sports participation has served as a means for many historically under-served students to escape their situations and to succeed in college. |
