Investigating Sports Betting Activities of University Students

WORKING TITLE: INVESTIGATING SPORTS BETTING ACTIVITIES OF UNIVERSITY STUDENTS AND ITS EFFECTS ON THEIR STUDIES 1  CHAPTER ONE INTRODUCTION 1.0 Background of the Study Sports betting1 has sparked...

WORKING TITLE: INVESTIGATING SPORTS BETTING ACTIVITIES OF UNIVERSITY STUDENTS AND ITS EFFECTS ON THEIR STUDIES 1  CHAPTER ONE INTRODUCTION 1.0 Background of the Study Sports betting1 has sparked concerns of major stakeholder in education and other opinion leaders due to its rise in recent days (Daily Searchlight, 2019; Burkhart & Welsh, 2013). Further, within the African setting, some studies document evidence of sports betting activities particularly among university students in gambling literature (Acheampong et al., 2022; Ofosu & Kotey, 2019; Okoti et al., 2019; Koross, 2016; Mwisukha & Rintaugu, 2013). These researchers linked the increased involvement of students in sports betting activities to jeopardizing their future and that of their country via how the activity affects their private studies in school. In their research, Opoku and Yeboah (2021) found that a considerable number of university students in Ghana, whether male or female had engaged in sports betting activities at some points in their educational path. Currently, GeoPoll (2017) has ranked Ghana as third (3rd) among a list of other African countries in sports betting activities. Based on the above, other scholars report that sports betting may pose a potential threat to student learning experience and the quality of education since it can drift their attention away from their studies (Acheampong et al., 2022; Okoti et al., 2019; Ofosu & Kotey, 2019). As to the sudden shift, Sammut (2010) orate that hardship could affect all aspects of life including student budgets. Other scholars further explain how a country’s economic hardship may drive the populace to bet on sports to supplement their incomes (Ofosu & Kotey, 2019). For example, Jones et al. (2022) affirm that a country's standard of living can 1 Sports Betting is the activity of trying to win money by placing a bet (guessing the result of a race, game) (Binde et al., 2017). In this research, sports betting and gambling can be used interchangeably. 2 lead university students to consider sports betting as an alternative to earning extra income. Typically, some university student bettors off late use financial rewards derived from their betting activities to purchase their personal belongings (Frimpong & Acheampong, 2024; Acheampong et al., 2022; National Collegiate Athletic Association [NCAA], 2018). On the contrary, some publications share that university student engage in betting activities because it offers them a form of a leisure event to reduce stress (Hing et al., 2014; Delfabbro, 2012). Sociological enquirers have identified that peer influence does not only inspire, but introduces some university students into sports betting activities. Such studies have contributed to other scholars describing sports betting as an established norm among certain students in various university campuses (Karafil, 2024; Acheampong et al., 2022; Koross, 2016). The increased involvement of university students in sports betting activities is alarming, because it can expose them to certain harms including, bankruptcy, overall psychological and cognitive disposition that can lead them to dropping out from school (Lamont & Hing, 2020; Young Gamers & Gamblers Education Trust, 2019; Okoti et al., 2019; Guguyu, 2016; Koross, 2016; Langham et al., 2016). In a Kenyan university, a student was reported to have committed suicide after losing his fees he waged on a sports bet (Koross, 2016). Not too long ago in Ghana, over 6000 university students from Kwame Nkrumah University of Science and Technology had also used their fees to bet on sports (Kenu, 2022). Acheampong et al.'s (2022) studies explain that when these students get overly involved in sports betting activities, they miss lectures, resulting in getting poor grades. Although the above concerns and several others have been raised, some university students continue to bet nonetheless. 3  In line with the above, this research aims to investigate university students’ sports betting activities and how it affects their studies on campus. The findings of this research would provide empirical data to the university management and other key stakeholders regarding university students’ engaging in sports betting and with other gambling products. This can also help prompt the attention of the university authorities on the need to implement intervening measures such as drafting needful policies to regulate or ban students’ involvement in sports betting activities. 1.2 Statement of the Problem Sports betting has become a social canker (Binde et al., 2016), it is institutionalized among peers in universities (Karafil, 2024; Acheampong et al., 2022) and calls for public concern (Lastra et al., 2016). For instance, studies have shown that losing bets can expose a student to some gambling harms such as learning difficulties, financial issues, cognitive and psychological disposition, and even committing suicide (Koross, 2016; Cosenza & Nigro, 2015). Other contrary research indicates that male students who are academically unsuccessful, from poorer families, unhappy and show signs of psychological discomforts gamble severely (Koç et al., 2023). These impact substantiates the assertion that involvement in sports betting should be considered as a global public health issue (e.g., Bunn et al., 2020; Stuhldreheret al., 2007; Skitch & Hodgins, 2005). The literature supports that it is essential for students to study whiles in school. Yet it could also be very challenging to many others on campus (Marion et al., 2014; Salmela- Aro & Upadaya, 2012). In their research, they orate that serious students earn good grades, whiles other students who are not committed to their studies do experience anxiety, stress and depression (Bakker et al., 2015; Salanova et al., 2010). Scholarly works highlights that 4 some barriers including sports betting can impede students’ studies (Enwereuzor et al., 2016; Bakker et al., 2015; Salanova et al., 2010). For example, university students’ over- involvement of in sports betting activities can consume much of their time (Acheampong et al., 2022; Okoti et al., 2019; Koross, 2016; Enwereuzor et al., 2016). A non-participatory observation on campus, reveals that students at the University of Education (Winneba) engage in sports betting activities on campus. Some students stake bets and monitor the status of their waged bets using their mobile devices. Some students visit the Junior Common Room (JCR) during live telecast of football matches to bet on sports or to support the team they placed their bets on (Opoku & Yeboah, 2021). Occasional visits to the summer hearths where university students’ group to have their private studies also showed how other students spend ample time discussing their sports betting choices and odds or concurrently arranging their bets on their mobile phones and laptops whiles neglecting their books. The danger of university students’ regular engagement in sport betting activities can result in loss of focus on their studies. This is because some university students cannot balance both activities, rather they prioritize their betting activities over group assignments, private studies, and even attendance to other academic activities or gatherings (Young Gamers and Gamblers Education Trust [YGGMT], 2019; Gordon et al., 2015). Notably, Peltzer and Peng-Pid (2014) and Barnes et al. (2010) studies showed that as many as 17,789 university students worldwide engage in sports betting activities at least more than once a week. It also fascinates especially when Barnes et al. (2010) research echoes 75% increased engagement of these same university students in sports betting activities whiles on campus. As if that were not alarming enough, research indicates that some students on an average 5 spent 1.5 hours daily on their bets out of which significant minority were heavy gamblers who experienced adverse consequences from their gambling activities (Williams et al., 2006). Research conducted by Tsitsika et al. (2011) and Husky et al. (2015) opine that when university students become preoccupied with sports betting activities, it could affect their educational goals or future career. Also, excessive involvement in sports betting can hinder the achievement of the United Nations Sustainable Development Goal 4, which aims to provide inclusive, equitable, and quality education for all individuals by 2030. If sports betting activities interfere with academic work, SDG 4 may in the long run be derailed (Okoti et al., 2019; United Nations, 2015). Others, support that male students who are ingrained in both gambling and gaming activities to the extent that they barely have enough leisure time, sleep and spend more money weekly and experience psychological distress (Manu et al., 2024; Koç et al., 2023). The narration above inspired this research to investigate university students’ sports betting activities and how it affects their studies on campus. This research would be of great significance to the university authorities and other stakeholders who strive to improve the welfare of students. 1.3 Purpose of the Study This research aimed to investigate sports betting activities of university students and how it affects their studies on campus. 6 1.4 Research Objectives The following objectives guide the research: 1. examine what drives university students to engage in sports betting activities. 2. explore sources of money that university students use to fund their sports betting activities. 3. analyze how sports betting activities affects students’ studies on campus. 4. determine the typologies of sports bettors based on students’ betting behaviors exhibited. 1.5 Research Questions 1. What drives university students to engage in sports betting activities? 2. How do university students source money to fund their sports betting activities? 3. How does sports betting affect students’ studies on campus? 4. What types of sports betting behaviour do students exhibit on campus? 1.6 Significance of the Study The findings of this research are essential for university management, stakeholders, and policymakers since can contribute to raising awareness about university students’ engagement in sports betting activities. This research can also explain the potential hazards of university students’ involvement in betting activities. This could help inform university authorities in framing needful policies towards minimising their engagement in such activities on campus. Again, this research can help enlighten key stakeholders on the need to put in measures to regulate students sports betting activities. This way, those who cannot stop outright can bet whiles doing so responsibly to avert its harms. Here, the study advocates for school authorities to use prevention strategies including 7 educational messages that provide tips and tricks for balancing leisure gambling time and daily responsibilities (e.g. private studies). It is also important to look for ways of breaking isolation and loss of control in such concentrated settings as the school. Finally, this research contributes to literature on sports betting and gambling studies in the Global South, through enhancing the empirical data on the subject. The society, country, families, and university management will benefit significantly from this study since they directly invest in university students' education. 1.7 Organization of the Study The research was organized into five chapters. First, it highlights the background of the study, statement of the problem, research questions and objectives, significance of the study, organization of the study, delimited of the study, definition of terminologies as used in relation to this study in its preliminary chapter. Following, is a review of related literature explaining the rational choice theory, what drives university students to engage in sports betting, how university students source money to sponsor their betting activities, sports betting and its impact on university students’ private studies. Chapter three of the research focused on the methodological procedures adhered to in conducting the research. These includes the protocols observed in collecting data for answering the research questions itemized in the preliminary chapter. It shows the exact paradigm, the role of the researcher, research design, sampling and sampling techniques, data collection procedure, trustworthiness or rigor techniques followed to ensure stability and dependability of the data and finally ethical considerations and how data was managed confidentially to prevent sharing participants personalized information with the public. The 8 third chapter finishes off with how the data was thematically will be analysed aligning with the research objectives. The fourth chapter entails the results gathered out of the data with relevant discussions made in relation to existent literature. The results obtained were thoroughly compared to existent literature whether it contradicts or aligns with previous research in the field. Finally, chapter five contains a summary of findings, recommendations and conclusions drawn from the study findings and the suggestions for other prospective inquirers in the field. Delimitations of the Study This research focuses solely on students at the University of Education, Winneba (UEW). The participants captured in this research were those who had past and present experiences in sports betting for at least a year. The above permitted to distill their practices, knowledge, skill and factual experiences of participants involvement in the phenomenon under investigation. Findings in the study can only be generalised for male student bettors at the university of education, Winneba but not the entire university student population on the university campuses or other universities within the Ghanaian tertiary educational space. Definition of Terminologies 9  CHAPTER TWO LITERATURE REVIEW 2.0 Introduction This research aimed to investigate sports betting activities of university students and how it affects their private studies on campus. In this chapter, related literature is reviewed on the subject matter to align with the study’s objectives and research questions. This chapter focused on the theory of rational choice and its relevance to explaining students’ decision to engage in sports betting activities after considering a set of available alternatives, consequences and have ascribed value to the potential results or outcomes they stand to derive from their stakes. Further, it delves deeper into the impact of sports betting activities on students’ private studies as they balance engaging in such activities alongside with time allotted for studying whiles on campus. The areas covered include; 2.1 Theoretical Framework-Rational Choice Theory (RCT). 2.1.2 The Bettor as a Self-interested Individual 2.2 Students’ drive for engaging in sports betting activities. 2.3 Sourcing funds to engage in sports betting activities. 2.4 Sports betting activities and students’ private studies. 2.5 Typologies of bettors based on betting behaviours and consequences. 2.6 Summary of related literature Reviewing what other scholars have studied previously support to explain holistically what drives university students’ decision to bet on sports, through how they gather funds to sustain their activities on campus, to how their engagement in sports betting affects their private studies and the typology of bettors they identify with through their sports betting behaviours or practices on the university campus. 10 2.1 Theoretical Framework-Rational Choice Theory (RCT) In this research, Ogu’s (2013) and Lovett’s (2006) rational choice theory explains that individuals are driven by their self-interest to make decisions that bring them the greatest benefit. Rational choice theory is hinged on the assumption that the homoeconomicus individual makes rational and optimal or informed decision (Burns & Rowszkowska, 2016) having considered finite sets of alternatives available and known the value and consequences that results from each. Their studies suggests that an individual driven by self-interest will seek to increase their satisfaction while minimizing costs (Elster, 2009; Lovett, 2006). The core elements of rational choice theory are exemplified in in the following ways: (1) Self-interest: which explains how individuals seek to maximize their own desire, satisfaction, and benefits. (2) Cost- benefit analysis: which describes the weighing of decisions (pros and cons) to make a decision. (3) Expected value of outcome: which explains the outcome of the choice made or the result of one’s action. Simply, the results of an informed choice made. Typically, an individual considers his decision to quit smoking as way of protecting his/her health. To another, he/she may choose to smoke to destress. Although the choices are opposite, both individuals make personalized choice to obtain the best outcome for themselves. The theory assumes that there is always justification for choice of action or decision an individual takes and rather than being judgmental, it is subjective in nature (Akers, 2017). Individuals try to maximize their rewards because of the value they ascribe to them (Scott, 2000). Rational choice theory, also known as choice theory, has been applied in a wide range of fields, including economics, political science, sociology, psychology, and criminology. For instance, in economics, rational choice theory is mostly used to explain consumer behavior, market outcomes, and 11 individual decision-making in various contexts, including investment, labor supply, and consumption (Scott, 2000). Also, in the field of political science, the theory explains voting behavior and public policy describing voters’ actions of weighing their interests, policies, and benefits of certain political parties and deciding on which one would serve them best. Dowding (2019) also explains how certain individuals make rational choices for political powers or leadership positions. In sociology, rational choice theory has been used to explain why certain individuals make rational decisions to conform to the acceptable ways of doing things in society (Khan et al., 2023). The above supports understanding of the theory of rational choice as fundamental for explaining university students and their decision to engage in betting activities as well as its usage in several other fields of inquiry. 2.1.2 The Bettor as a Self-interest Individual Self-interest is a key component of the rational choice (Ogu, 2013; Lovett, 2006). It explains how a person is motivated by their personal wants and needs (Ogu, 2013). Interest shows how an individual manages to act out of their own free will, based on what they perceive to be in their best desire. For instance, Afzal et al. (2018) reveals how self-interest plays a significant role when choosing peers, recreational activities, leisure, life partners, and choosing to take risks in order to get greater rewards in the future. Scott (2000) explains how an individual driven to multiply their personal gains can be influenced by certain consideration before buying at the market. In this research, self-interest refers to university students’ desires, emotional attachments, and situational events that serve as drive or the basis for choosing to engage in sports betting 12 activities. Further, Ogu (2013) explained that, social actors make choices on events that would bring them more benefit because it is the way of making more positive outcomes. This statement could mean that social actors focus on maximizing their benefits. As the expected value on the outcomes is greater, then they will rationally choose the event or the activity. But when it is otherwise they will rationally refrain from the event. For example, a person may be faced with available job opportunities to choose from, the one that offers more salary but demands more working hours, and the second which provides less salary and demands fewer working hours. If the social actor has a strong interest in allocating more time to pursue other activities such as attending to his/her family beside the job, he/she may consider choosing the job opportunity that would provide satisfaction regardless of the amount of salary that would be paid. In the above regard, the social actor has achieved the benefits opted for, since the time needed to be with his/her family is prioritized over the low salary and job is optimally earned. Thus, the social actor makes a rational choice based on what would bring him/her greatest benefit (Ogu, 2013; Lovett, 2006; Scott, 2000) which in this case, is his/her family. Finally, the last component of rational choice theory is the expected value of outcomes, which refers to the expected gain or loss over the long run when making certain choices or decisions (Ogu, 2013; Lovett, 2006). For example, when a sports bettor places his bet, their expected returns would first be considered before investing a certain amount. It is perceived that bettors invest fewer resources to gain more (the expected value of the outcome) (Scott, 2000). This means that people choose based on the expected value of/on the outcome when making rational decisions. 13  The rational choice theory from Ogu’s (2013) and Lovett (2006) perspectives supports providing valuable insight into why university students engage in sports betting activities in school despite the other negative consequential effects and other gambling related problems. This way, the individual university student bettor makes a rational choice to engage in betting activities based on the perceived benefits which is valued to outweigh the costs attached to losing it, losing face in society and family disunity, intimate partner violence, gambling problems, disorders and addiction. 2.2 Students and Sports Betting Activities Sports betting is explained as putting money or anything valuable on the results of a sporting event, with the objective of getting more money or resources as return (Botwe, 2020; Rose & Bolin, 2012). Before an individual chooses to bet on sports, the following considerations are key: (1) Interest in betting activity, (2) Cost-benefit analysis (chance), (3) Amount of money to invest, and (4) Expected value of returns (reward) (Ogu, 2013; Rose & Bolin, 2012; Scott, 2000). Choosing to bet on any sport can be considered as a form of investment (involving money, an item of value), risked on the outcome of a sports event or a variety of sporting events (Weller & Ross, 2014; Cannon, 2005). An individual’s choice to bet means that the activity is rewarding or satisfying. This is usually based on careful and strategic cost-benefit analysis of the event in question to know whether the pros out-weighs the cons in alignment with the desired or intended reward or satisfaction before making the choice. The amount to invest in a bet depends on how much can be realized in return and often regulated by the element 14 of chance (the probability/ degree of likelihood). The higher the bettor feels closer to certainty(winning) the more he would invest greater amounts on the bet. Lastly the expected results, this is the part that tends to lure most bettors. When the expected return is high, it attracts bettors and so bookmakers peg higher returns with unlikely or highly uncertain results of events. In Ghana, sports betting can be accessed in two different forms, either visiting the betting centers and /or online or mobile betting platforms provided by companies such as Mybet, Sportybet, 1Xbet, Eurobet, and others (Opoku & Yeboah, 2021; Botwe, 2020). Ofosu and Kotey’s (2019) research exposed that betting shops proliferates Ghanaian communities in that, bettors everywhere on the street or corner, in front and behind every specific can easily locate a betting shop. In their study, some Ghanaian university students left campus to visit the betting shops to engage in sports betting (Acheampong et al., 2022; Ofosu & Kotey, 2019). Opoku and Yeboah’s (2021) research however, suggests a contrasting view that students use online modes for staking sports bets to affirm Okoti et al.’s (2019) studies on how via online digital technologies betting industries serve it in diverse kinds, with easy access on mobile devices. Further, Botwe (2020) asserts that most university students choose to bet online because of perceived greater potential of winning. However, it can seriously harm them because of the suicidal thoughts associated with loss chasing and possible gambling problems. The above contributes to understanding why some university students can sit in the comfort of their hostels and bet on various sporting events (Botwe, 2020). Among other forms of gambling, research indicates that sports betting, particularly appeals to many bettors because it is easy to stake, very accessible and 15 comes in varied kinds (Karafil, 2023; Acheampong et al., 2022; Opoku & Yeboah, 2021; Aguocha et al., 2019; Caldeira et al., 2017; Koross, 2016), thereby attracting many university students to engage in it. University students’ engagement in sports betting activities has seen a rise in recent days. Scholars attribute it to financial difficulties, family or private issues, and inadequate job opportunities for students before and after graduation (Acheampong et al., 2022; Opoku & Yeboah, 2021; Koross, 2016). Self-dependency drove many of those to engage in activities including sports betting as a way to improve their livelihood after school. The danger associated with university students engaging in sports betting activities is that, they are at-risk of gambling addiction due to their excessive or over- immersion in the activity. Opoku & Yeboah (2021) and Aguocha et al. (2019). Others go as far as investing their pocket money on sports betting, with an overarching desire to win and achieve more than the amount they have invested (Acheampong et al., 2022; Jones et al., 2022; Wang & Won, 2021; Okoti et al., 2019; Koross, 2016). In their studies, some university students through their obsession to win monies out of their stakes, they lose focus on other aspect of their life including their academics (Wang & Won, 2021; Okoti et al., 2019; Koross, 2016). In this regard, some university students are likely to drop out of school because of their engagement in sports betting activities (Botwe, 2020; Okoti et al., 2019). In the United States of America, a study discovered that 90% of the population of 1356 university students engage in betting activities (Petry & Weinstock, 2007). In Kenya, a study identified 9 from every 10 university students met on the university campus as gamblers both on the internet and in-play gambling centers (Koross, 2016). 16  The over-involvement of university students in sports betting, fuels the steady rise of the the activity, and has made it a national crisis (Botwe, 2020). This is because stakeholders including the government, family, and communities who invest in the future of university students consider sports betting as a potential threat to future workforce needed for national development (Botwe, 2020). The above supports giving evidence that students engage in sports betting activities in the university and calls for apt concern from stakeholders to draft immediate intervening measures. 2.3 Students’ drive for engaging in sports betting activities In Barron (2009) research it explains the term “drive” as the underlying reason behind an individual’s choice to engage in a game of chances. Here what drives a bettor to engage in sports betting activities can be as same as his/her reasons for engaging in it. Also, previous studies document different motives behind students’ engagement in sports betting activities (Acheampong et al., 2022; Opoku & Yeboah, 2021; Lamont & Hing, 2020; Okoti et al., 2019; Koross, 2016; Barron, 2009). Barron’s explanation means that university students who engage in sports betting have specific reasons or motives that influence their decision to bet on sports rather than engaging in any other activity. Killick and Griffiths (2021) research supported this explanation, indicating that factors that drive individuals to engage in sports betting activities are closely linked to their motives. In addition, these motives are powerful driving forces that influence human actions (Killick & Griffiths, 2020; Barron, 2009). To this end, it can be inferred from the studies above that bettors have unique motives, reasons and drives for engaging in sports betting activities. 17  Some studies have identified social pressure, lack of financial incentives, psychological factors, and ubiquity of sports betting within communities as what drives university students’ to engage in sports betting activities (Acheampong et al., 2022; Opoku & Yeboah, 2021; Lamont & Hing, 2020; Okoti et al., 2019; Koross, 2016). In the case of social pressure, it stems from peer influence or societal norms, while financial incentives could involve the desire to make money quickly or recover losses. To Killick & Griffiths (2020) emotional, social, biological, and cognitive factors, rewards, risk-taking, and excitement of the activity itself empower sports betting activities. These drives identified above helps to provide insight into why university students choose to engage in sports betting activities. Certain scholars attribute the increased sports betting activities of student bettors to their mission to seek a solution to economic hardship and social problems they face (Acheampong, 2022; Mwesigwa, 2018; Koross, 2016). Wins from sports betting can provide both economic escape and personal happiness a positive drive that further promotes the individuals’ well-being (Acheampong et al., 2022; Sirgy et al., 2018). But other research convey that some university students are attracted to online sports betting due to technological advancement (Acheampong et al., 2022; Wood & Williams, 2009; Petry & Weinstock, 2007). Ofosu and Kotey’s (2020) research confirmed that betting companies nationwide, employ new modalities such as mobile and online platforms to attract many student bettors in Ghana. Today, gambling is becoming culturally rooted in sports because various gambling promotions are modelled to demonstrate sports fandom, team loyalty, sports knowledge, and masculinity (Delfabbro & King, 2021;Thomas et al., 2018; McMullan, 18 2011). In other cases, the increased popularity of professional sports, has emanated a bulk of sports betting activities as in the case of Singapore. The essences of such developments have further established a kind of symbiotic relationship between sports betting, and sports fan loyalty. Certain gamblers including students, however, over-rate their ability to win (Brochu et al, 2022; Lévesque, 2017), as they believe that accumulating information on past statistics or bets would give them the advantage to stake the most profitable bets (Cantinotti, 2004). Some bettors perceive that sports betting participation comes with pleasure and enjoyment which results from bettors maintaining social interaction with others in the betting centers (Matilainen, 2017). Some scholars argue that there is every day boredom (Platz & Millar, 2001) associated with academic work on campus and engaging in sports betting activities is an avenue to shirk the dullness. Here students engaging in sports betting can be regarded as a way to escape academic pressure or deal with stress, resist or isolate from their peers to have personalized time freedom from and social pressure (Walker et al. 2005; Grant & Kim, 2002). Mfinanga and Bushibura (2021) and Masaba et al. (2016) went further to clarify how sports betting motives are prioritized by these students. They discovered that money appears more vital than all other drives behind students’ sports betting activities. This was because monies won triggered the interest of the other novice (new entrants) university student sports bettors to try and win similar or more (Mfinanga & Bushibura, 2021). In another study, American students were found to have concluded specifically on five most common motives for recreational gambling including winning, 19 exploration, excitement, being with friends, and being with similar people (Platz & Millar, 2001). In their study, Benson et al. (2021) identified that student-athletes embraced internet sports betting because it was fun and a pleasant pastime. Aside from being socially institutionalized among certain groups of students during their leisure time on campus (Acheampong et al., 2022), others continue to enjoy the activity with the object of satisfying their varied basic and growth needs, during their free time (Sirgy et al., 2018; Gupta & Derevensky, 1998). Interestingly, a research also confirmed Koross assertion by highlighting how winning huge amount of money from sports betting can enhance a student's social status and provide social recognition within their community (Benson et al., 2021). However, amidst the ban on all gambling activities in Ghanaian schools, university students are seen occasionally playing card and dice games during their annual inter-hall sports and games festivities as a social activity (Acheampong et al., 2022; Walker & Dickerson, 1996). Such activities can consequentially engender their perception and how they conceive gambling activities. Different researchers have suggested the need for scientific inquiry into the upsurge of sports betting among the youth in African communities (Acheampong et al., 2022; Ofosu & Kotey, 2020). In their research, Acheampong, and colleagues, imagine the threats preoccupation with sports betting presents to prospective teachers who represent the state’s workforce (Acheampong et al., 2022; Wood et al., 2007). They considered how gambling-related problems can have effects on a person’s health and well-being, relationships, families, and society. In another study, Koross (2016) re- 20 echoes similar recommendation, yet university students continue to engage in betting alarming audiences about its detriment or negative consequences on their studies. To this end, sports betting is becoming a serious problem (Lastra et al., 2016) due to certain negative consequences associated with it. For instance, some students drink alcohol after losing or winning sports bets to console themselves or show their excitement after winning on campus. This can further affect their social lives by making them socially irresponsible, disconnecting them from friends and society, and increasing their addiction to online betting where the traditional losses accompanying the activity may make them bankrupt (Benson et al., 2021). There is evidence of certain student bettors attempting suicide following losing the entire or part of their fees to sports betting (Benson et al., 2021; Koross, 2016). Recently at Kwame Nkrumah University of Science and Technology, a significant proportion of students had to defer their education due to non-payment of school fees they had reportedly invested on their sports bets (Graphic Online, 2022). Sports betting activities among these students are of great concern to parents, families, other interest groups, and the nation thereby inspiring researchers to investigate into what drives the sudden drift of students’ attention to sports betting (Acheampong et al., 2022; Benson et al., 2021; Koross, 2016). This has inspired the study to inquire into university students and sports betting activities and how it affects their private studies. Reviewing the literature on sports betting extend our understanding of how students, in universities are gradually becoming engrained in gambling activities. 21  Also, the studies point to the increased sports betting among the youth in the university thereby advocating for keen concern raised by certain opinion leaders and community heads or chiefs in Ghanaian communities including educationists and other stakeholders at the various tertiary institutions (Acheampong et al., 2022; Daily Searchlight, 2019). Ramadhani research revealed that some sports bettors were glued with the activity with the expectation of recovering the amount of money they have lost to sports betting. In 2022, Kim’s research asserts that monies derived from betting, entertainment, improved self-esteem, excitement, conforming to social pressure, the mental challenges, escape from stress, and others attracts sports bettors (Dwyer & Weiner, 2018; Lee, 2013; Dwyer & Kim, 2011). There are also financial gains, peer or social pressure, and fun or entertainment that also motivates gamblers. However, the identified motives were subjective according and contextual to the individual bettors. Thus, the rational choice of the individual bettor to engage in sports betting activities is dependent on what he/she regards as best or satisfying the desired interest. Killick and Griffiths (2020) and Lamont and Hing (2020) explain that university students who engage in sports betting activities are driven by financial rewards, such as the opportunity to win huge sums of money and betting bonuses. For instance, it was further clarified from studies above that sports betting is a way to get quicker and easier money. Technology has made it easy for sports bettors to access betting sites on digital devices, allowing them to get money comfortably without walking a mile for it (Lamont & Hing, 2020). Many students although are aware of the risks associated with sports betting, they are enticed with the financial rewards to engage in it unabated. 22  In research conducted by Koross (2016) Kenyan university students were driven to bet on sports because of financial gains as they were enchanted by winning huge sums of money for their livelihood. Majority of the participants in the study hinted that they relied on sports betting as a source of income to cover their daily expenses (Koross, 2016). This added social incentive, along with the desire for entertainment and social connections with peers, further drives students to engage in sports betting. It is important to note that excessive sports betting can lead to addiction and other detrimental effects, which can ultimately humper students’ studies and overall well- being. Therefore, it is crucial for this research to explore drives for university students to engage in sports betting activities and its impact on their studies. Doing so, would help university’s authorities to take stringent measures to intervene or better still educate culprits on ways of betting responsibly or minimizing their practices to avert the associated harms on students. 2.4 Sourcing funds for sports betting activities on campus In this research, various ways that university students source funds to support their sports betting activities is reviewed. Hing et al. (2016) identified that university students gather from their personal savings and part-time jobs earnings to fund their sports betting activities. In a similar study, Martin et al. (2018) scholars clarified how student endure working part-time jobs to cover their living expenses and tuition fees, and even set-aside an amount to sustain their daily and weekly betting activities. Monies given to them by their parents, guardians and other relations as pocket money meant for daily upkeep is what is diverted either whole or part into such activities. To this extent, some were described as compulsive bettors who lie, cheat and go as far as begging for monies from social relations or network of friends for monies to sustain their betting practices. 23  Acheampong et al. (2022) document some matured university students on stipend (study-leave with pay) use part of their salaries earned monthly to bet on sports. Some scholars report that a number students on loan schemes and scholarships at the university also allot some of their funds awarded them for other activities such as sports betting (Mfinanga & Bushibura, 2021). Others do rely on external sources of funds without necessarily depending on their parents and other familial relations including resorting to loans or borrowing from friends, classmates (Lopez-Gonzalez et al., 2017; Hing et al., 2016). The danger involved in borrowing from friends, colleagues, and family to for supporting such practices is that, it can impact on university students’ academics as borrowing may impose financial stress and distract them from concentrating fully on their studies (Hing et al., 2016). In all, whether the use of salaries, personal savings, earnings from part-time or borrowed funds used for engaging in sports betting can have consequences on university students, as they risk diverting their attention and resources away from what is supposed to be channelled into supporting their education (Deans et al., 2017). For instance, it is imperative that university students engrained in betting and expecting to win their stakes would not concentrate fully in the classroom. Instead, his or her attention span and focus can be drifted away from the classroom lesson. There are revealing statistics detailed out by scholars to show the sources bettors derive monies to fund their activities. For example, about 30 out of 148 participants receive funds from family and friends to be able to engage, whereas 26 others use funds from their institutional loan scheme to sustain their betting activities. Only as few 6 (4.7%) students out of the total sample in that study sponsored their betting activities with their salary and monies from their personal safe (Mfinanga & Bushibura, 2021). 24  It is particularly alarming considering how some university students have used monies meant to pay their school fees to stake sports bets (Kenu, 2022; Koross, 2016). To these authors, some university students invest a portion or even the entirety of their school fees to bet often occasionally resulting in loss-chasing and further tragic incident including, committing suicide. Aside from Ghanaian newspaper reporting on university students facing withdrawal for non-payment of fees which they had invested on sports bets (Kenu, 2022). In another development, a student had combined his fees and that of other mates to bet on sports due to the overarching dream of winning a hefty amount in return (Kamasah, 2023). The tragedy is that, these students, when overwhelmed with frustration, derailed or academic failure, commit suicide (Kamasah, 2023). Reviewing the above literature on the subject supports understanding the varied sources bettors acquire monies to bet on sports whiles on the university campus. 2.5 Sports Betting and Students’ Private Studies Recently, sports betting has become increasingly popular among university students (Kamasah, 2023; Acheampong et al., 2022; Kenu, 2022; Caldeira et al. 2017). Some “benevolent bettors” justified their potential loss of bets as an object of goodwill and charity thereby considering sports betting practices as a harmless activity in the sense that even if they lose, revenues are donated or channelled into worthwhile causes in the community (Lau, 2011). To others, their betting behaviour is solely to entertain themselves or recreate rather than driven by monetary returns that can spiral them into addiction (Wood & Griffiths, 2014). Notwithstanding, there is growing concern about its impact on student studies in Ghana (Acheampong et al., 2022; Opoku & Yeboah, 2021). Under this caption, literature is reviewed taking a critical dive into some of the 25 negative consequences of engaging in sports betting including, psychological and emotional impacts, such as stress and anxiety as key to understanding the direct impact of students’ betting activities on their private studies. Acheampong et al. (2022) reports that sports betting affects students’ academic performance as they consistently spend time visiting the betting centers to place their bets instead of committing time to their study. Through loss of concentration in class, tardiness, and absenteeism to both private and group studies and irregular attendance to lectures, student’s over-involvement in sports betting activities have resulted in poor academic performance (Enwereuzor et al. 2016: Goodie, 2005) in some higher institutions. Similarly, other studies have also confirmed that sports betting have negative consequences on students’ studies (Vitaro et al., 2018; Hing et al., 2014; Blinn- Pike et al., 2010; Bergevin et al., 2006). Vitaro et al. (2018) and Bergevin et al. (2006) research further mentions that gambling can affect students’ success in their studies because when students get engrossed with betting activities, they lose concentration, and subsequently results in their getting poor grades and onward discontinuity or relinquish school activities (Vitaro et al., 2018, 2005: Barnes et al., 2010). To Killick and Griffiths (2021) they described sports betting as a highly engaging activity for students to the extent that student bettors instead of focusing on their studies, they are consistently found checking sports scores, following games, and analyzing betting odds. Further, the distraction caused by sports betting can be problematic to students who struggle to manage their time or every day procrastinating when to study for betting activities. Research have identified that student bettors spend less time studying and so reflected in poorer grades they earn unlike serious non-betting 26 students (Gainsbury et al., 2014). Other scholars perceive that time wasted on such distractors as engaging in sports betting activities can withdraw their active participation in academic lecture and or after school discussions (Opoku & Yeboah, 2021; Aguocha et al., 2019; Gainsbury et al., 2014). Previous research found that university students who engage in sports betting are more likely to experience financial problems, which could lead to academic difficulties causing them to draw cold towards and possibly neglect or abandon their studies (Opoku & Yeboah, 2021; Ofosu & Kotey, 2019; Okoti et al., 2019; Koross, 2016). Students who become addicted to sports betting may spend a significant amount of time and money on their activities, leaving them with less time and resources to devote to studies. Losing money invested in sports betting could lead to financial difficulties for student bettors, affecting their ability to afford expenses regarding their studies (LaBrie et al., 2007). To Barnes et al. (2010) students bettors misappropriate funds because they are used to constantly over spending monies they perceive as quicky and effortlessly gained from betting activities. In Ghana, university students risk dropping-out from school when they lose their fees to sports betting stakes. Scholar have reported on students who have deferred their courses at various universities due to their inability to pay for tuition fees (Daniel, 2022). University student bettors have also had to absent from lectures because they did not have sufficient funds to support their transportation to the lecture halls from their hostel. Students who bet on sports have eventually run bankrupt (Opoku & Yeboah, 2021; Koross, 2016). For instance, when students lose the money meant to pay their school fees, upkeep, and other expenses, it likely their attention on studies would be drifted away. 27  Okoti et al. (2019) pointed out how interruption during a lecture could distract students’ attention to affect their studies. More often than not, students are anxious of winning money from sports betting to improve their financial situations. In this sense, their whole attention is focused on their activities leaving them inattentive in class or at the lecture halls.(Bergevin et al., 2006). Some researchers orate that engaging in sports betting activities may distract some university students from their studies and affects how they manage time (Acheampong et al., 2022; Enwereuzor et al., 2016; Kim et al., 2014; Lin et al., 2010). Research shows that when students spend excessive time whiles using technology and social media, they do so at the expense of their studies (Mfinanga & Bushibura, 2021; Opoku & Yeboah, 2021; Habibu et al., 2020). The required hours for students to sit in for lecture halls and other academic- related activities as specified on timetables are described as demanding (Ramdass & Zimmerman, 2011). They assert that studies at the university could be very demanding, leaving students with limited time to engage in their private and group studies (Thibodeaux et al., 2017). Adding on, Young Gamers and Gamblers Education Trust (2019) identified that when university students manage their time properly, it contributes to achieving their educational career. One study explains that students who manage their time with their studies are mostly higher achievers than students who add extra activities to their studies (Brint & Cantwell, 2010). Undoubtedly, it can be inferred from the studies above that university students spending significant amount of time researching and placing bets, takes away time which could have been used for studying or completing course assignments and certainly affect their studies. Also, others have had to deal with the difficulty in 28 managing their time properly despite their interests, personal preferences, and desired results pegged to winning from staking sports bets (Thibodeaux et al. 2017; Lovett 2006). To Thibodeaux et al. (2017) when student bettors make rational decision to split their time for studying to engage in sports betting activities, one of the two activities will inevitably suffer. Studying the impact of betting on Kenyan university students' behavior, Koross (2016) investigated university students’ gambling. The study used a survey of 100 university students. According to Koross’ (2016) research, university student sports bettors devote most of their time and attention to their betting activities, losing interest in their studies and other academic assignments. According to the study, some university students who bet on sports are able to spend more time researching on the activity than actually learning. Koross (2016) was able to elicit some of the gambling- related behaviors of university students who bet on sports, but it was unable to determine how their studies were impacted. Quite the contrary, some studies have argued that students' studies are more important than any other activity when in school (Daud et al. 2018, Thibodeaux et al. 2017). Therefore, whatever will affect university students' studies be a primary focus of every gambling research about students. Lin et al. (2010) also researched on the time and money spent on gambling and the relationship with quality-of-life measure in New Zealand. Lin and colleagues discussed how sports bettors spend time on electronic gambling. In their finding, university students who bet on sports were likely not to live up to academic expectations. When students continue to spend time on betting, it can translate into time and interest needed to study. Vitaro et al. (2018) research how some sports bettors use 29 time dedicated for their studies for betting. From Lin et al. (2010) quantitative study, time spent on gambling could generally affect the lifestyle of bettors. The gravity of the such consequences on university students prompted the current research to engage with the rational choice model to examine the motives behind university students for engaging in betting activities. Also using a qualitative approach can help unveil into in- depth the impacts of engaging in betting activities on their studies. Benson et al. (2021) conveyed that online sports betting affects the perceived social wellbeing of students. The results of the study found that sports betting had negative impact on the social wellbeing of students that is, it affects the time needed to connect with their colleague students. Sports betting sometimes stole the time needed to attend to other aspect of life. Student bettors who spent much time on betting activities relegating their studies and other academic functions. Mathew and Volberg (2013) described the students’ time spent to engage in sports betting as wasting, because it had no bearing on improving their academic goals whiles in school. University students who bet on sports are at-risk of losing time needed to sleep because they experience daily activity disruptions (Vitaro et al., 2018). As students there should be time allotted for extracurricular activities, friends and family, studies and general well- being (Lamont & Hing, 2020). Neves et al. (2019) and Vitaro et al. (2018) reports on the importance of psychological health as an ingredient requisite for achieving sound mind for learning (Neves et al., 2019; Vitaro et al., 2018). When students are prepared and ready in the classroom, they are able to learn the content taught to them. However, other factors including sports betting can destabilize students from achieving their learning goals 30 (Manu et al., 2024; Karafil, 2023; Benson et al., 2021; Vitaro et al., 2018). In their study, Benson et al. (2019) discusses anxiety, migraine and sleeplessness attached to losing sports bets and how they affect bettors’ overall well-being and health. Previous studies highlight how stress and anxiety obtained from engaging in betting can significantly affect students’ cognitive disposition, memory and general academics (Gainsbury et al. 2020). Losing resources invested on sports bets can expose university students to higher risks of psychological problems, such as unstable mind, cognitive disposition, loss of focus and even suicide thoughts (Karafil, 2023: Koross, 2016) with direct influence on their studies (Benson et al., 2021; Vitaro et al., 2018). Sports betting can provide excitement aside from the monies gained from winning staked bets. Other studies have established a link between sports betting and anxiety, stress, and other mental-related health issues (Binde et al. 2017; Gainsbury et al. 2020; Hing et al. 2014). Hing et al. (2014) asserts that continuous engagement in sports betting causes depression and anxiety. To Binde (2017) sports bettors experience intense levels of stress when they lose their bets. Evidence supports that it can further arousing emotional issues to affect student’s interest in attending academic meetings or seminars (Gainsburg, 2015; Gainsbury & Russell, 2015; Hodgins et al., 2006). 2.5 Typology of sports bettors based on betting behaviours and consequences To classify the different types of sports bettors among university students, this research used Gluck’s (2021) five categories of gamblers. Also, Gluck (2021) identified five types of sports bettors include; (1) escape and compulsive sports bettors, (2) antisocial sports bettors, (3) serious social sports bettors, (4) professional sports bettors, and (5) casual social sports. Each type has different drives, behaviours, and consequences 31 resulting from their betting activities. Casual social betting, as described by Gluck (2021), is a leisure activity often engaged in by sports enthusiasts who occasionally place bets for entertainment purposes with their friends or peers. These bettors do not have a strong motivation or goal for gambling, but rather see it as a way to enhance their social experience or enjoy their favourite sports. The act of betting among friends might be considered a norm or socially acceptable behavior within their peer group (Acheampong et al., 2022, 2019; Lamong & Hing, 2018). This behavior is often influenced by the significance of or the euphoria surrounding the sporting event, such as the UEFA Champions League or the African Cup of Nations, among others (Acheampong et al., 2022). Further, Acheampong and colleagues (2022) noted that a sports bettor’s behavior might be a reflection of personal affinity and cultural impact. Their betting activities are frequently driven by social emotions and feelings of thrill and enjoyment. Despite this, these casual social sports bettors demonstrate a low level of involvement and commitment to their betting activities. They do not spend much time or money on it, further emphasizing the casual nature of their engagement with sports betting. Compulsive sports bettors represent a distinct category characterized by an unrelenting and uncontrollable urge to place bets on sports, regardless of the negative repercussions it may have on their academic, personal, or financial circumstances (Gluck, 2021; Shumlick et al., 2017). According to Acheampong and colleagues (2022), these bettors find their sports betting activities spiralling into the point of addiction. Bettors in this group may have a biological predisposition towards gambling 32 addiction, potentially influenced by factors such as genetics, brain chemistry, or certain personality traits. Their commitment to gambling is not driven by enjoyment or involvement, but rather by an overwhelming compulsion that leads them to invest all their time and money into it. Compulsive sports bettors are known to resort to questionable methods to sustain their betting activities. They cheat, lie, borrow money, and deceive other people to sustain their sports betting activities (Custer & Milt, 1985). They are not selective about the games they play; any game that is available or accessible becomes a potential outlet to channel their betting activities. They harbour irrational beliefs and illusions about sports betting (Acheampong 2019, Lamont & Hing, 2018). They lack a sense of control over their betting activities resulting in devastating consequences. Another category of sports bettors are the relief and escape bettors. They are those who gamble to cope with stress or negative emotions related to their academic, personal, or financial situations (Gluck, 2021; Lamont & Hing, 2018). To Gluck (2021) argue that escape sports bettors have a psychological need or desire for gambling, such as relieving anxiety, depression, anger, loneliness, or guilt. They are severely addicted to their betting activities, but they do not enjoy it as a pleasure or a challenge. They have a low level of involvement and commitment to gambling, but they spend a lot of time and money on it. Acheampong et al. (2022) and Sirgy et al. (2018) documents that these sports bettors use betting as a means of relaxation whiles avoiding obnoxious stimuli. They usually bet on sports that require little skill or strategy. They experience many negative consequences including isolation or dissociation from friends and family members. 33  To Gluck (2021) there are professional sports bettors who can be distinguished based on the high level of skill and competence in placing successful bets (Acheampong et al., 2022; Gluck, 2021). Professional sports bettors engage in the activity to earn some money for living and have skills and strategies that give them an edge over the house or other players. They are not addicted to gambling, but rather perceive the activity as a form of business or investment. Unlike other categories of bettors, professional sports bettors approach betting as a serious occupation rather than a leisure activity. These bettors employ strategic approach to betting, demonstrating extensive knowledge of the sports they bet on and the ability to make informed decisions. These decisions are based on a variety of factors including team statistics, player performance, historical trends, and cost-benefit analysis among other relevant information (Gluck, 2021). Professional sports bettors also exhibit a high level of self-control and effectively manage their betting activities (Acheampong et al., 2022; Sirgy et al., 2018). However, despite their strategic approach and management skills, they are not immune to the psychological aspects of betting as they can still fall prey to the same pitfalls as other types of gamblers. Despite their expertise, they may face potential negative impacts such as financial instability, addiction, and social isolation. Gluck (2021) described antisocial sports bettors as another class of bettors based on their genuine interest and happiness in the potential financial reward gotten from their involvement in sports betting activities. Bettors in this category manages to use any means by necessary to achieve their satisfaction in sports betting. Antisocial sports bettors are those who use gambling to commit crimes or cheat others. They are often involved in illegal activities, such as fraud, theft, forgery, or money laundering. Aside taking any means to achieve their wants in sports betting, they hate to lose their stakes 34 (Acheampong et al., 2022). Lastly on the classification of sports bettors is the serious social sports bettor. In their model, Gluck (2021) serious social sports bettors gamble regularly for social reasons or personal satisfaction. Other scholars have earlier described them as those betting as source of hobby or for leisure or recreational purpose. They have a strong motivation or goal for gambling, such as enhancing their self-esteem, proving their abilities, competing with others. Acheampong et al. (2022) added that sports bettors in this category do give other aspect of their lives such as studies, family duties and job that needs attention over their sports betting activities. This suggests that serious social sports bettors can manage their betting activities without overriding on other responsibilities they have to meet. Identifying the typology of sports bettors on campus supports understanding different drivers behind their betting practices and consequences for their betting activities. This can help and authorities to design effective interventions to minimize their operations among this population sub-group. 2.6 Summary of Related Literature The purpose of this research was to examine sports betting activities among university students and its impacts on their private studies. In this chapter, previous studies conducted by other researchers on the subject matter was reviewed. This supported to explain the concept of rational choice as the theoretical foundation for understanding university students’ decision to engage in sports betting activities. Further, other scholarly publications concerning the impact of sports betting on students was reviewed 35 to offer insight into how students continued and over engagement in sports betting activities can affect their private studies. Lastly, Gluck’s (2021) categories of bettors supported to describe the typologies of sports bettors among university students aligning those with their behaviour and consequences of their engagement in sports betting activities on campus. The methodological processes followed in conducting the study is detailed in the ensuing chapter. 36  CHAPTER THREE METHODOLOGY 3.0 Introduction This chapter focuses on explaining methods and procedures followed in conducting the study. It covered the protocols duly followed to gather the data and how it contributed to understanding students' drive to bet on sports, source of funds for their sports betting activities as well as how their betting activities affects their private studies on the university campus. The section details the research paradigm, the rationale and assumption of the qualitative approach, research design, role of the researcher, the site, sample and sampling techniques, the essence of using interviews and how interview questions were designed to collect the data, data collection procedure, ensuring trustworthiness, ethical considerations, data analysis procedure, and limitation of this research. 3.1 Study’s Paradigm Different paradigms view the nature of reality, knowledge, and human behaviours differently (Gichuru, 2017; Levers, 2013). In this study, the interpretivists paradigm guides the research process and interpretation of its findings (Creswell & Plano, 2018). Interpretivism is hinged on understanding the meaning and interpretations that individuals attach to their beliefs, motivations, reasoning, and experiences within any social context or situation (Hanif & Lallie, 2021; Gichuru, 2017; Levers, 2013). Scholars have identified three key assumptions as core to this paradigm (Tiselius, 2019; Gichuru, 2017; Harmandar Demirel et al., 2017; Lever, 2013; Guba & Lincoln, 2011; Denzin & Lincoln, 2005; Crotty, 1998) including; (1) reality is socially constructed and subjective to the individual. 37  From the above, there are multiple realities which rather than being subjective, it could be understood from different perspectives when it is thoroughly explored, (2) knowledge is gained through understanding the meanings and interpretations of human experiences in their context, instead of testing hypotheses and or finding universal laws that strictly binds every behaviour. (3) human beings construct meanings through interacting with their world they and their interpretations and senses or meanings they make are based on their history and social experiences and perspectives long formed (Myers, 2008). These assumptions supports that the reality in itself is not fixed but made up of a collection of different realities that can be uncovered and examined (Gichuru, 2017; Harmandar Demirel et al., 2017; Lever, 2013). Also, the subjective realities could vary across individuals. Thus, individuals describe their social environment around them through their human experiences (Personal & Archive, 2018; Leavy, 2014; Lever, 2013). Choosing the interpretivists paradigm aided the study to appreciate the diversity and complexity of the sports betting based on subjective, individualised lived realities, thoughts, feelings, and meanings and experiences of student bettors on the university campus. The paradigm also afforded in-depth exploration of their sports betting experiences, opinions and perspectives needed for understanding what drives them to bet, how they source funds to engage in it, impact of their sports betting engagement on their studies, and lastly, the typology of bettors based on their betting behaviours (Hesse-Biber & Leavy, 2011). The paradigm chosen aligns with rationale of the study as data was collected concerns the unique, personal experiences and perspectives about betting. 38 3.2 Rationale and assumption of qualitative research approach The purpose of this study is to explore sports betting among university students and how it affects their private studies on campus. The qualitative approach was considered suitable for this study because it aids understanding of peoples’ experiences, perceptions, and meanings regarding a given phenomenon (Creswell & Plano, 2018; Hammarberg et al., 2015). Qualitative approach also permits in-depth insights and ideas, and capturing complex and rich participants lived realities (Bingham & Witkowsky, 2022; Leavy, 2014). Using qualitative approach to research allows the researcher to establish rapport and trust with the participants, and also be flexible with themes emerging from the data (Mampane, 2018). The approach allows for exploration of multiple and diverse perspectives of the participants on an issue (Denzin & Lincoln, 2018; Hammarberg et al., 2015). Adopting the qualitative approach for this study enabled the study’s participants to contribute diversely their viewpoints about sports betting experiences (realities or knowledge). To Denzin and Lincoln (2018) and Hammarberg et al.’s (2015) the qualitative approach allows for flexibility needed to create different meanings from participants’ experiences in its contribution to existent literature. 3.3 Research Design This research adopts a phenomenological research design to understand the subjective meanings and interpretations that individuals ascribe to their lived experiences and actions concerning sports betting (Delve & Limpaecher, 2022; Creswell, 2014; Hesse- Biber & Leavy, 2014). The design is justified among the five common types of qualitative designs reported by scholars while comparing and contrasting them (Creswell, 2007; Creswell & Maietta, 2002). In this phenomenological study, participants narrations are re-described and interpreted in a meaningful structure 39 (Finlay, 2008; Creswell, 2007) allowing themes to emerge from the data as participants reflect on their sports betting experiences encountered (Moustakas, 1994). The phenomenological design chosen was because it recognized the uniqueness or distinctive nature of individual experiences and perspectives on sports betting (Alhazmi & Kaufmann, 2022). The above design was selected due to its flexibility compared with other qualitative designs (Manyam & Panjwani, 2019). Again, the phenomenological design supported the study to give a voice to students by contributing to a more authentic and nuanced understanding of sports betting. 3.4 The Researcher’s role The role of the researcher in this research is that of an “explorer and an “interpreter” (Tiselius, 2018; Bendazzolli, 2016, p. 24; Valero-Garces & Tipton, 2016; Suurmond et al., 2016; Crotty, 1998). In this research, it was necessary to explore the phenomenon of sports betting among student bettors and to interpret the meanings, thoughts, feelings and experiences through bettor’s shared narrations. This includes exploring and interpreting participant’s individual perspectives on their drive to engage in sports betting, where they source funds to bet, the impact of betting on their studies, and the typology of bettors they belong. The researcher also acknowledges that his own personality can influence the research process and outcomes (Moustakas, 1994). The researcher is a male continue student studying at the Department of Physical Education in the same university where the study is conducted. The researcher doubles as a sports bettor with previous and present experiences with betting on various sporting events. The researcher also has friends who engage in the activity. In this sense, there was the likelihood that the researcher’s pre-existing relationship with the participants could impact the openness with which participants shared information, especially concerning 40 scenarios that involved the researcher (Aserlin, 2003). There was therefore the need to suspend all natural attitudes in order to be reflexive (Korjsten & Moser, 2017) as possible to explain the phenomenon only from the participants perspective (Dwyer & Buckle, 2009; McConnell-Henry, 2009). 3.5 Research Setting This research was conducted at the University of Education, Winneba-Campus. The institution is located in Effutu Municipality of the Central Region, Ghana. The study covered all the three campuses in Winneba that specialises in professional teacher- development as several others in West Africa. The school was chosen as the setting because of its lead role in teacher preparation in the country. Over the years the institution has gained visibility for competent teachers handling students at various childhood, basic and senior high school levels within the Ghanaian educational system. Also, the institution admits direct students entering from the high schools and matured students on sponsorship by government. 3.6 Population The group of interest in this research (Creswell and Plano, 2018) are students at the University of Education, Winneba (UEW). They comprise of both male and female students hailing from different cities spread across Ghana. The case of students in this university professional teachers who have direct contact, interaction and influence on students within Ghanaian schools and communities. The university also has a large student population, because it ran almost all programs in the educational ministry are offered. This supported in getting a better representation of the participants and in appreciating the diversity as students residing in all the regions in Ghana enrolled in 41 the above university to further their education. Lastly, the government spends much of its resources on building their professional capacity to promote human efficiency and for productivity. 3.7 Sample and Sampling Technique This study adopted both purposive and snowball sampling techniques. Purposive sampling was used to select students who engaged in sports betting including those using mobile phones and other electronic and internet compatible devices at the university campus. The research relied on purposeful sampling to obtain expert knowledge from participants who represented the entire population of the study (Palinkas et al., 2013; Creswell & Plano-Clarke, 2011). The study considered participants who are knowledgeable in the activity and are able to give a detailed account of their sports betting experiences (Creswell, 2014; Patton, 2015). This approach allowed participants to share their sports experiences. Further the snowball sampling techniques helped the researcher to reach out to other students who engaged in sports betting activities via referral from earlier interviewed participants (Nikolopoulou, 2023; Palinkas et al., 2015; Babbie, 2013). Using a snowballing sampling technique, participants were able to refer the researcher to other colleagues who also engaged in sports betting but were hard to reach (Nikolopoulou, 2023). According to Nikolopoulou (2023), snowballing sampling is used in studies where the subjects show hesitation towards participating due to fear of exposure or stigmatization. 3.7.1 Participants This study interviewed sixteen (16) male participants (student bettors) from ten (10) different departments within University of Education, Winneba because they could 42 provide a detailed account of their experiences that sufficed to uncover the core elements (sports betting activities among males on university campus) to align with the purpose of the study (Brown Trinidad & Starks, 2007). The study comprised solely males, because the use of the Snowball technique only permitted recruitment of only participants nominated or referred by the initial and other participants. The researcher had no control on the participants sampled as all those participants selected fell either within participants’ network of friends or part of bettors who consistently met to discuss and exchanged sports betting information or statistics and had become popular on campus. Recruited participants comprised of both undergraduate and postgraduate students (see Table 1). The research participants were from different levels of study. This helped to solicit diverse responses that enriched the study’s finding. A greater portion of the (93.7%) participants had some connection with sports, either as athletes or fans of football and basketball with at (2-10) years of experience whereas 6.25% of the participants had no interest in sports. The participants whose interest was in sports admitted to being fans of both foreign and local sports teams. Majority were undergraduate students, and the remaining who were postgraduates. Most participants were in level 200 representing (43.8%), with 25.0% of the sports bettors also in level 200, 18.8% belonged to level 100, while 6.2% sports bettor were in level 400 and postgraduate respectively. All the participants recruited were males vindicating Koc et al., 2023 and Ofosu & Kotey (2020) studies. Table 1 shows the distribution of student bettor across various departments and levels of study in the university campus. Seventy-five (75.0%) majority of the participants resides at the north campus, with 6.2% participants recorded at the central, and 18.8% were at the southern campuses of the university. 43 Table 1: Distribution of student bettors on campus Campuses Department Educational level/ Team of affiliation L. 100 L. 200 L. 300 L. 400 L. 800 Total Physical BT 12 BT 14 BT 6 BT 15 4 Education Chelsea FC Chelsea Chelsea Chelsea (with stipend) North Political BT13 BT 16 2 Campus science Bayern Chelsea Education (masters) Geography BT 3 2 Education Barcelona. BT 5 Man u History BT 1 1 Education Man U Art BT 4 1 Education Chelsea Social BT 8 1 Studies Westham Education Basic BT 10 1 Education Man City (Footballer) Central Creative Art BT 9 1 Campus Basketball (Athlete) English BT 11 BT 7 2 South Education Arsenal Barcelona Campus (without stipend) Integrated BT 2 1 science Barcelona Education Total 10 16 Source: researcher’s construct (2023). 3.4.1 Data Giorgi (2009) orates that phenomenological design typically involves conducting interviews. A Semi-structured interviews guideline was used to collect data from student bettors on campus. The data for this study consisted first-hand information gathered from interviews with participants. The interviews were conducted face-to-face with participants with participants in their hostel facilities and at the summer hearth on the university compound. 44 3.4.2 Observation The researcher observed the social lives of student bettors engaging in sports betting activities (Bailey, 2007). Some of the student bettors were seen betting and watching their progress of the bets on their phones. Others visit the Junior Common Room (JCRC) during live telecasts of football matches to bet on sports or support the teams they have placed a bet on (Opoku & Yeboah, 2021). Whereas a portion of the student bettors are spotted under their study summer hearth to discuss their bets with their peers. At different times, these student bettors were seen spending a lot of hours on their bets at these aforementioned venues on campus, especially during weekdays and weekends. 3.4.3 Interview schedule Lambert and Loisselles (2007) added that interviews are most effective for collecting detailed understanding of human lived experiences, realities and opinions. This supported the current study to solicit for in-depth personal information from university students concerning their sports betting activities and how they balance their betting activities with their private studies (Creswell, 2014). In this research semi-structured interviews were used These interview questions were framed using the analysis grid in line with the literature on sports betting (see Table 2). The of analysis grid bore the variables and or characteristics which were obtained from the literatures on sports betting, including, “Could you explain why you bet on sports”, and “Could you share with me how you balance sports betting activities with your studies on campus” (See. Acheampong et al., 2022; Hing et al., 2017). The interview with each of the participants lasted between 20 and 30 minutes. The semi-structured interview allowed for flexibility as the researcher was able to probe further for clarification on participant’s narrations (Kvale & Brinkmann, 2009). The interviews were recorded using audio recorder and 45 stored on a protected hard drive and kept from public. 46 Table 2 Analysis Grid/ Table Sub- Characteristics / Interview Question Prompts theme variable Student departments, Could you tell me What is your department or programme of profile campuses, career about yourself and study? goals, aspirations, your academic career What is your level of study? etc. path? Which of the campuses do you reside? What do you hope to achieve in/after school? What does success mean to your academic journey? Sports Relationship with Explain how you got Are you a sports fan, athlete or neither? profile sports (sports fan, into sports, your What sports is your favourite whether (foreign athlete or other), favourite sports and the & local)? favourite sports, years of following your How long have you been following your years of following sports? favourite sports? Motives The drives to bet Could you explain why What do you know about sports betting and for betting on sports: you bet on sports and how did you learn about it? on sports (economic interest, for how long have you How did you get into sports betting? social, hobby, been betting? What drove you to bet on sports and why? entertainment), How do you engage or organise your betting rational choice activities? (personal interest, Roughly how much time do you spend on expected value of sports betting? Sources of return, cost-benefit What is the highest amount invested and won? fund for analysis), years of Explain to me how you Why did you choose sports betting over engaging betting, time spent finance your sports others? in sports on betting, sources betting activities on How many years have you been betting on betting of funding for campus? sports? betting, typology How much do you spend on betting? of sports bettors. Where do you get the money from to engage in sports betting? 47  Impact of Academic or study Could you share with Do you have private study time? sports time me how you manage How many days a week do you have betting on your study schedules including weekends? Studies including your private How much time do you spend studying? study schedules, group How do you combine sports betting with your tasks/ assignments? studies? Does betting interfere with your study’s, how? Experience in Can you share with me Share how you feel when you win or lose your sports betting your experience with bet? sports betting? What are some of the challenges you have encountered since betting? How are you able to balance your betting activities? Advice for non- What would be your What advice will you have for students who student bettors advice to students who are not betting on sports? wants bet on sports? Source: researcher’s construct (2023) 3.5 Data Collection Procedure Data were collected once from the research participants. Participants gave their verbal consent indicating their willingness to participate or freely opting out from the research as and when wanted. A colleague in the at the undergraduate level assisted voluntarily during data collection phase of this research. The researcher and assistant visited the, summer hearths, and junior common rooms (JCR) where they watched their sporting events. We located the research participants within their social groups at their JCR, in hostels, and in summer hearths. Data on were collected between April and May, 2023. The researcher was able to acquire a considerable numbers participants which meets the required sample size for a qualitative study as stipulated by scholars (Starks & Brown Trinidad 2007; Marques & McCall, 2005). 48 3.6 Trustworthiness According to Pilot and Beck (2014) trustworthiness describes the level of confidence in participants’ feedback, interpretation, methods used for collecting data and judging the quality of a study. To ensure trustworthiness, the researcher ensured that the necessary protocols and procedures were complied with including, ensuring credibility, transparency, and dependability at various stages of the research (Amankwaa, 2016; Pilot & Beck, 2014). First, the researcher declared his stance right from the beginning of the study indicating the exact paradigmatic position, the approach, the role of the researcher and the research design specifically employed to enable others evaluate and judge the procedures followed in conducting the study as well as ensuring that the research findings are not tainted or clouded by the researcher’s biases (Kitto et al., 2008). Also, such declaration supported the researcher a “knowing one” who can describe and justify the interpretive and artistic innovations in the study (Braun & Clarkes, 2022; Finlay, 2021). This ensured transparency in terms of how the study was conducted (approach and method), procedural decisions, and details of data obtained. To derive a transparent data, the interview questions were framed and subsequently refined using the analysis grid to ensure all the questions posed stemmed out from the literature on sports betting. The above supported the researcher to set aside all pre-conceived ideas about the phenomenon and the participants to maintain a transparent research process (Shehan, 2014). Further, the study ensured credibility in the findings as the researcher paid critical attention to the narrations provided by the participants which were tape recorded. The 49 audio recordings from the interviews with participants were played consistently and repeatedly to ensure familiarity, clarity and alignment with the interview transcripts (Braun & Clarke, 2016). This was done to ensure that the data was stable or dependable (Conelly, 2016). Following the transcription, the study participants were contacted at a different time to authenticate narrations as per the interview transcripts to ensure accuracy and completeness of the data (Birt et al., 2016). Finally, the researcher described all the research activities and decisions, such as the research design, participants, data collection procedures, data analysis procedure, and ethical issues, and explained the rationale and its justification for each of the steps in the research methodology (Pilot & Beck, 2014). According to Pilot and Beck (2014) keeping records of these participants data, methodological processes, and decisions can help other researchers to judge the overall quality of the study. Thus, the current research was able to give a detailed description of the participants, their background including, academic information, age and setting can support transferability judgement of the research findings (Kordjsten & Moser, 2017). 3.7 Ethical Considerations The researcher submitted an executive summary of the study, his supervisors curriculum vitae, in application for ethical clearance through the Dean of Graduate School to the university’s Ethical Review Board (ERB). Following the application for ethical clearance, the ERB who are in charge of ethical agreement in the university wrote officially to researcher with letter reference number of (PVC/B.11/VOL.1/11) indicating acceptance to commence the study and the collection of the data from the participants. 50 The participants were informed of the objectives of the study and their anonymity was preserved to avoid victimization. The identity of the research participants was confidentially protected by the researcher with the use of pseudonyms such as (BT1 to BT16) on all the transcription. The researcher took measures to create a comfortable atmosphere ensuring that the participants were not physically or psychologically harmed in anyway during the research process. 3.8 Data Analysis Procedure In analysing this study, participants provided a detailed narrations of their sports betting experiences which supported the researcher to identify and generate captivating themes and structure for reporting on participants sports betting experiences. The data were made up of audio recorded and verbatim transcriptions of participant’s narration reflecting the meanings, opinions, feelings, and thoughts of the participants about betting. The qualitative data were analysed following the six-phases of thematic analysis postulated by Braun and Clarke (2021). The thematic analysis had the following phases; (1) familiarizing with the data, (2) generating initial codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and (6) producing final reports (Braun & Clarke, 2021; Dawadi, 2020). First, the researcher transcribed all the recorded participants’ interview narrations. The researcher had time to listen to the audios recorded to familiarize himself with the data. In doing so, the researcher made notes, and jotted down some ideas or potential codes emerging from the data. Further, the researcher identified the codes by reading through the data and applying the same code to sections of the text that represent 51 the same meaning. This was done in a codebook created by the researcher which aided to keep track of the codes, organise the data in a meaningful, and systematic way. In this phase, the researcher read thoroughly the shared sports betting experiences, meanings and thoughts from the participants and matched them up with the codes which reflected similar meanings. It also allowed the researcher to discover reoccurring concepts that needs further refining. This helped the study to generate an initial set of codes right from the first review. The third phase involved searching for themes in the initial generated codes across the entire qualitative data sets. Adhering to the above process, the codes were organised and reoccurring themes were identified. The researcher was able to identify generated codes which were not relevant or not aligning with the purpose of the study and later focused on modifying and updating them (Braun & Clarke, 2020; Ryan & Bernard, 2003). Following was the search for common themes across the codes that had similarities when reading through the codes that align with the study. This helped the study to get the main themes which represents the relationships between the codes and why they belong to the theme in order to tell the broader story. The fourth phase of the analysis was focused on reviewing and refining the derived themes. Here, the researcher read through the data focusing on revealing meaningful items from the raw extracts and ensuring that there are recognisable differences between the themes provided (Braun & Clarke, 2020). Through peer debriefing, the researcher’s supervisor reviewed the dataset, the generated codes, and the themes extracted from the quotations to reconfirm whether they represented participants’ 52 narrations. The supervisor and the researcher reviewed and refined the subjective rationale (drives) for students engaging in sports betting activities on campus, the effect sports betting has on their studies, and the typology of bettors. This was done to ensure that the themes align with the sub-themes and also with the literature on sports betting. Also, the review process helped the research identify new themes the study missed, made sure that the themes are useful, and made accurate representations of the data (Braun & Clark, 2020). The rest of the stages were carefully pursued to define and name the themes to produce the final report (Braun & Clarke, 2021, 2020; Dawadi, 2020). For instance, how sub-themes were obtained from participants’ narration and how vivid quotes were extracted from the qualitative dataset to support the themes as evidence to give credible findings. 3.9 Limitations of the study The study only focused on male student bettors, as the female bettors were not referred to by colleague sports bettors during the data collection. Maybe due to the fact that they were not in the other bettors’ network. For the two who were referred to, they could also not be reached because they refused to be interviewed for the fear of being stigmatized or labelled as bettors on the university campus. Only student bettors from university of education were captured in the study. However, there might still be others betting in some public universities or other educational institutions in Ghana. Yet, their opinions and experiences were left out in this study. The study concentrated on only those who engage in sports betting whiles on campus leaving those who visit the betting shops and staked on other live sporting events outside the university campuses. 53  CHAPTER FOUR RESULTS AND DISCUSSION 4.0 Introduction The study aimed to examine students sports betting activities and how it affects their private studies at the university. This section presents key themes and concepts derived from the narration of participants based on their experiences with betting activities while on the university campus including, (1) motives for engaging in sports betting activities, (2) sources of funds for engaging in betting activities, (3) effects of betting on students’ private studies and (4) typology of student bett