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The effects of Having Relationship on The Academic Performance Senior High School Students
A Quantitative Research
Submitted to the Senior High School Department
of Colegio de Sebastian
February 2018
APPROVAL SHEET
The effects of Having Relationship on The Academic Performance Senior High School Students
Hazel T. Genova
Adviser
APPROVED by the Panel of Examiners in the Oral Defense Examination held on February, 2018 with
a grade of ________.
_________________
Chairman
________________ ________________
Member Member
As we grow up, we experience things that could somehow bugle our mind, distort objective, goal
and/or plans in life. These things will either strengthen us or weaken us in terms of decision making
whether what is the most important thing we should first value and give importance to. We have our
own priorities in life which we first consider before doing such things, such as family, studies or even
love life. They say for you to be able to be successful, you must first finish your studies to get a high
paid job. But what if love comes along it? Would you be able to handle the situation where you choose
A lot of students nowadays get involved to many kind of relationship. "Somehow students are
getting careless on making decisions on this topic. Due to immaturity and lack of guidance this may
result to some negative and positive outcomes. Negative outcomes may be in a form in which students
will get unfocused to their studies or even worst (Rafael,2014) . Having a burden or relationship not
only in your life but also in your time may affect someone’s studies. In now a day’s many students are
having relationship while studying, what we want to know how this student be able to maintain their
relationship to opposite sex and their performance in their studies (Ronco et al., 2012) In conducted
statistics, they say that grades and achievements during your schooling years doesn't really affects your
future literally. It is all about the will, determination, and the hard work that dictates your future. Even if
you got the highest grades back then, or finished with flying colours, it really doesn't matter because
grades are just your assessment with what you have learned throughout the school season, but the real
life begins after you graduate. Having love relationship with other individual has been part of lifestyle for
most students today. Prioritizing their relationship with their love partners makes their time less spent
especially in their subjects and to other school activities that affects their performance (.
“Grades reflect effort, not intelligence. Some of the smartest people are the laziest people.” Some
choose to ignore homework because they simply don't feel like doing it. Besides homework, the thing
So, it just means that, in life It’s a matter of choices and that wherever we are, good or bad, is because of
choices we make(Holtz, 2001) .Love will always be there and will never be vanished. Even if it took a
thousand years, if you really do love the person, time has nothing to do about it. We don't discourage nor
encouraging students to push their love life while studying, because we should acknowledge our
parent’s decision most especially when we were still not in legal age and if we still cannot stand on our
own.
Conceptual Framework
Academic Performance
This figure explains the flow of our research. Senior High Students will be the respondents and
they will be asked about their relationship status to know if this affects their academic performance.
This study or topic aims to know the effects of having relationship on the academic performance
of a student, if we have the sense of responsibility in ourselves, weather we have our special someone in
our lives , grades alone or even do both, we can manage and handle it without affecting our lives and
Null Hypotheses
There are no significant effects of having relationship on the academic performance of a student
Alternative Hypotheses
There are significant effects of having relationship on the academic performance of a student
It will help the researchers to understand further the depth of effect when students are infatuated
and whether it has an enormous impact in their study. Furthermore, it would also be of assistance not
just to the people who conducted this study but also to students in the future as to handle and balance
relationship and study which the researchers find as a contemporary issue especially in the Senior High
School level. This research is opted to be of use as a guiding principle towards success for their future
endeavours both to the former and the latter in resolving such issues and at the same time it is further
foreseen that this will be of great assistance to teachers on handling such situation and use it as an
additional help meet in addressing any circumstances that may fall in this category.
This study focuses on the romantic relationship status on the academic performance of the Senior
High School Students. The research study also wanted to find out what are the effects and reasons why
students have this kind of relationship. The research study was limited to 30 respondents which are
Senior High School students of Colegio de Sebastian in the school year 2017-2018 who’s given a
questionnaire to answers.
Definition of Terms
student, teacher or institution has achieved their short or long-term educational goals.
Cumulative GPA and completion of educational degrees such as High School and bachelor's
Love. a feeling of strong or constant affection for a person. : attraction that includes sexual desire
: the strong affection felt by people who have a romantic relationship. : a person you love in a
romantic way.
Relationship. the way in which two or more concepts, objects, or people are connected, or the
Students. a person formally engaged in learning, especially one enrolled in a school or college;
pupil
A research design is the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in procedure
(Gauravv,2008). This study will employ an experimental design to find out and determine whether the
Relationship status of a student affect their academic performance and their capability to cope or deal to
Respondents
The center of this study are focused to the Senior High School of Colegio de Sebastian. The
participants consists of 30 students, wherein, 15 are males and the rest are females. This study was
Instrument
A survey is defined as the measure of opinions or experiences of a group of people through the
asking of questions. This is opposed to a questionnaire, which is defined as a set of printed or written
questions with a choice of answers, devised for the purposes of a survey or statistical study (Survey
monkey, 2014) The researcher will conduct a pre-survey questionnaires to determined who are the
students who are in a relationship. Then after, we will give a survey questionnaires to the chosen
students.
Data gathering Procedure
In this study, the researchers will ask for the permission of the Vice president of academic
affairs in Colegio de Sebastian to conduct an experiment among Senior High School Students. The
researchers will give the pre survey questionnaires to the Senior High School students. The students who
are in a relationship will be chosen to answer the survey questionnaires that the researchers made. The
collected survey questionnaires will deeply analyzed by the researchers to make sure that the quality of
data will produce an accurate results. The papers collected will be checked and extracted based on their
answers. Then, the answers will be tabulated to get the total average of students who are in a
relationship. In this study we can determine or prove if there is an effect on having relationship on the
Male Female
50% 50%
This chart shows that out of thirty (30) respondents, fifteen (15) respondents or fifty percent
(50%) are Male and the fifteen (15) respondents or fifty percent (50%) are Female.
46%
47%
This Chart shows that out of thirty (30) respondents, zero (0) respondents or zero percent (0%)
has an semestral average of 75-79, fourteen (14) respondents or forty-six (46%) has an semestral
average of 80-84 fourteen (14) respondents or forty-seven (47%) has an semestral average of 85-89
two (2) respondents or seven percent (7%) has an semestral average of 90 above.
A AA S
30% 27%
43%
This chart shows that out of thirty (30) respondents, eight (8) respondents or twenty-seven
percent (27%) answers always thirteen (13) respondents or forty-three percent (43%) answers Almost
A AA S
17%
50%
33%
This chart shows that out of thirty (30) respondents, five (5) respondents or seventeen percent
(17%) answers Always ten (10) respondents or thirty-three percent (33%) answers Almost Always
0% 7%
27%
63%
Figure 5. Students Feel Motivated to Study when Their Partner Shows Affection to Them
This chart shows that out of thirty (30) respondents, eight (8) respondents or twenty-seven percent
(27%) answers Strongly Agree, Nineteen (19) respondents or sixty-three percent (63%) answers Agree,
one (1) respondents or three percent (3%) answers Undecided, zero (0) respondents or zero percent
(0%) answers Disagree, two (2) respondents or seven percent (7%) answers Strongly Disagree
SA A U D SD
3%
10% 0%
23%
64%
Figure 6. Students Want to Get Good Grades to Ensure Brighter Future with Their Partner
This chart shows that out of thirty (30) respondents, nineteen (19) respondents or sixty-four percent
(24%) answers Strongly Agree, seven (7) respondents or twenty-three percent (23%) answers Agree,
three (3) respondents or ten percent (10%) answers Undecided, zero (0) respondents or zero percent
(0%) answers Disagree, one (1) respondents or three percent (3%) answers Strongly Disagree
SA A U D SD
7% 3% 0%
27%
63%
Figure 7. Students Expect That Their Partner will Help each other in Studying
This chart shows that out of thirty (30) respondents, eight (8) respondents or twenty-seven percent
(27%) answers Strongly Agree, nineteen (19) respondents or sixty-three percent (63%) answers Agree,
two (2) respondents or seven percent (7%) answers Undecided, one (1) respondents or three percent
(3%) answers Disagree, zero (0) respondents or zero percent (0%) answers Strongly Disagree
SA A U D SD
7% 0% 0%
14%
79%
Figure 8. Students Feel Motivated to Do their Projects because their Partner Encourage them to do so.
This chart shows that out o thirty (30) respondents, four (4) respondents or fourteen percent (14%)
answers Strongly Agree, nineteen (19) respondents or seventy-nine (79%) answers Agree, one (1)
respondents or seven percent (7%) answers Undecided, one (1) respondents or three percent (3%)
answers Disagree, zero (0) respondents or zero percent (0%) answers Strongly Disagree
SA A U D SD
10% 0%
27%
63%
Figure 9. Students Feel Motivated to Study when they are with their Partner.
This chart shows that out o thirty (30) respondents, eight (8) respondents or twenty-seven percent (27%)
answers Strongly Agree, nineteen (19) respondents or sixty-three percent (63%) answers Agree, three
(3) respondents or ten percent (10%) answers Undecided, zero (0) respondents or zero percent (0%)
answers Disagree, zero (0) respondents or zero percent (0%) answers Strongly Disagree
SA A U D SD
3% 3%
23% 34%
37%
Figure 10. Students are Inspired o Finish their Course when they have Romantic Relationship.
This chart shows that out o thirty (30) respondents, ten (10) respondents or thirty-four percent (34%)
answers Strongly Agree, eleven (11) respondents or thirty-seven (37%) answers Agree, seven (7)
respondents or twenty-three percent (23%) answers Undecided, one (1) respondents or three percent
(3%) answers Disagree, one (1) respondents or three percent (3%) answers Strongly Disagree
SA A U D SD
3% 0%
0%
40%
57%
Figure XI. Students get more Comfortable when they Discuss their Problems and Concerns in Studies to
their Partner.
This chart shows that out o thirty (30) respondents, twelve (12) respondents or forty percent (40%)
answers Strongly Agree, seventeen (17) respondents or fifty-seven (57%) answers Agree, one (1)
respondents or three percent (3%) answers Undecided, zero (0) respondents or zero percent (0%)
answers Disagree, zero (0) respondents or zero percent (0%) answers Strongly Disagree
SA A U D SD
5% 0%
23% 30%
42%
This chart shows that out o thirty (30) respondents, nine (9) respondents or forty percent (40%) answers
Strongly Agree, twelve (12) respondents or forty-two percent (42%) answers Agree, seven (7)
respondents or twenty-three percent (23%) answers Undecided, two (2) respondents or five percent
(5%) answers Disagree, zero (0) respondents or zero percent (0%) answers Strongly Disagree
SA A U D SD
10%
7%
6% 27%
50%
Figure XIII. Students can get higher grades when they are in a romantic relationship
This chart shows that out o thirty (30) respondents, eight (8) respondents or twenty seven percent (27%)
answers Strongly Agree, fifteen (15) respondents or fifty percent (50%) answers Agree, two (2)
respondents or six percent (6%) answers Undecided, two (2) respondents or seven percent (7%) answers
Disagree, three (3) respondents or ten percent (10%) answers Strongly Disagree
SA A U D SD
12% 3%
12% 26%
47%
Figure XIIII. Students feel motivated to study because their partner allow them to involve in a romantic
relationship.
This chart shows that out o thirty (30) respondents, six (6) respondents or twenty six percent (26%)
answers Strongly Agree, fifteen (15) respondents or forty seven (47%) answers Agree, four (4)
respondents or twelve percent (12%) answers Undecided, four (4) respondents or twelve percent (12%)
answers Disagree, one (1) respondents or zero percent (3%) answers Strongly Disagr
7%
20% SA
30% A
23% U
20% D
SD
Figure XV. Students can’t concentrate on their studies whenever their partner have misunderstanding
This chart shows that out o thirty (30) respondents, two (2) respondents or seven percent (7%) answers
Strongly Agree, nine (9) respondents or thirty (30%) answers Agree, six (6) respondents or twenty
percent (20%) answers Undecided, seven (7) respondents or twenty three percent (23%) answers
Disagree, six (6) respondents or zero percent (20%) answers Strongly Disagree
17% 14% 7%
SA
A
21% U
41%
D
SD
Figure XVI. Students can’t fix their attention on their studies because they feel worried that this
This chart shows that out o thirty (30) respondents, four (4) respondents or fourteen percent (14%)
answers Strongly Agree, two (2) respondents or seven (7%) answers Agree, six (6) respondents or
twenty one percent (21%) answers Undecided, twelve (12) respondents or forty one percent (41%)
answers Disagree, five (5) respondents or seventeen percent (17%) answers Strongly Disagree
6% 0% SA
7%
48% A
U
39%
D
SD
Figure XVII. Students often miss their classes because of hanging out with their partner.
This chart shows that out o thirty (30) respondents, two (2) respondents or seven percent (7%) answers
Strongly Agree, two (12) respondents or six percent (6%) answers Agree, zero (0) respondents or zero
percent (0%) answers Undecided, twelve (12) respondents or thirty nine percent (139%) answers
Disagree, fourteen (14) respondents or forty eight percent (48%) answers Strongly Disagre
3%
10% SA
40% 13%
A
U
34% D
SD
Figure XVIII. Students can’t concentrate on their studies because their parents don’t like their partner.
This chart shows that out o thirty (30) respondents, three (3) respondents or ten percent (10%) answers
Strongly Agree, one (1) respondents or three percent (3%) answers Agree, four (4) respondents or
thirteen percent (13%) answers Undecided, ten (10) respondents or thirty four percent (34%) answers
Disagree, twelve (12) respondents or forty percent (40%) answers Strongly Disagree
3% 7%
SA
43% 10%
A
U
37%
D
SD
Figure XVIIII. Students can’t catch up on their lessons because they often hang out with their partner
This chart shows that out o thirty (30) respondents, one (1) respondents or three percent (3%) answers
Strongly Agree, two (2) respondents or seven percent (7%) answers Agree, three (3) respondents or ten
percent (10%) answers Undecided, eleven (11) respondents or thirty seven percent (37%) answers
Disagree, thirteen (13) respondents or forty three percent (43%) answers Strongly Disagree
10% SA
44% 13%
A
13%
U
20% D
SD
Figure XX. Students hardly give attention on their studies because they feel worried about being left by
their partner.
This chart shows that out o thirty (30) respondents, three (3) respondents or ten percent (10%) answers
Strongly Agree, four (4) respondents or thirteen percent (13%) answers Agree, four (4) respondents or
thirteen percent (13%) answers Undecided, six (6) respondents or twenty percent (20%) answers
Disagree, thirteen (13) respondents or forty four percent (44%) answers Strongly Disagree
0% 0%
7% SA
A
40% 53%
U
D
SD
Figure XXI. Students can still past their projects and homework’s on time even if they are in a
relationship .
This chart shows that out o thirty (30) respondents, sixteen (16) respondents or fifty three percent (53%)
answers Strongly Agree, twelve (12) respondents or forty percent (40%) answers Agree, zero (0)
respondents o zero percent (0%) answers Undecided, two (2) respondents or seven percent (7%)
answers Disagree, zero (0) respondents or zero percent (0%) answers Strongly Disagree
3% 7%
SA
43% 13%
A
U
34%
D
SD
Figure XXII. Students can’t focus on their studies because they think that their parents don’t really love
them.
This chart shows that out o thirty (30) respondents, one (1) respondents or three percent (3%) answers
Strongly Agree, two (2) respondents or seven percent (7%) answers Agree, four (4) respondents or
thirteen percent (13%) answers Undecided, ten (10) respondents or thirty four percent (34%) answers
Disagree, thirteen (13) respondents or forty three percent (43%) answers Strongly Disagree
4%
23% 10% SA
23% A
U
40% D
SD
Figure XXIII. Students think that they can’t get higher grades when they are involve in a romantic
relationship
This chart shows that out o thirty (30) respondents, three (3) respondents or ten percent (10%) answers
Strongly Agree, one (1) respondents or four percent (4%) answers Agree, seven (7) respondents or
twenty three percent (23%) answers Undecided, twelve (12) respondents or forty percent (40%)
answers Disagree, seven (7) respondents or twenty three percent (23%) answers Strongly Disagree
3% 7%
7%
SA
38%
A
U
45%
D
SD
Figure XXIV. Students feel worried about their studies because their parents might know that they are
involved in a relationship
This chart shows that out o thirty (30) respondents, one (1) respondents or three percent (3%) answers
Strongly Agree, two (2) respondents or seven percent (7%) answers Agree, two (2) respondents or seven
percent (7%) answers Undecided, thirteen (13) respondents or forty five percent (45%) answers
Disagree, eleven (11) respondents or thirty eight percent (38%) answers Strongly DisagreeResult and
Discussion
Conclusion
Bibliography
Questionnaire
Dear Respondents,
Good Day! We are Roselyn Punzalan, Vince Paulo Dizon and Angela Alfonso, Grade 12
students taking up ABM (Accountancy and Business and Management). We are conducting a study
about the Effects of Having Relationship on the Academic Performance of Senior High School Students.
We will ask you some questions. Please answer it with all your honesty. We are hoping for your kind
cooperation.
Thank you!
Sincerely Yours,
The Researchers
Name(optional): ___________________________
Sex: _____________________________
Motivational Scale: SA A U D SD
to do so.
my studies to my partner
a romantic relationship.
Part IV: Please check the answers that correspond to your choice based on the following statement:
Anxiety Scale: SA A U D SD
I can’t fix my attention on my studies because I feel worried that this romantic
I can’t catch up with my lessons because I often hang out with my partner.
I hardly give attention on my studies because I feel worried about being left by my
partner.
I can still past my projects and homework on time even if I’m in a relationship
I can’t focus on my studies because I think that my parents don’t really love me.
I think I can’t get higher grades when I’m involved in a romantic relationship.
I feel worried about my studies because my parents might know that I’m involved in
a relationship.