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 student-athlete academic success. Further research is needed to explore the long-term effects and optimal design of ACCESS for student-athletes.
