Effects of Romantic

Relationship on the Academic

Performance of SBC
Accountancy Students

Presented to you by:

Dann Cyrel L. Miolata
Emerson Carlo Licerio
Lucky Nicole Umbalin
Christian Gonzales
CHAPTER 1
INTRODUCTION
 Background of the Studies
Young people spend much of their time
thinking about, talking about, and being in
romantic relationships (Furman, 2002).
Having a romantic relationship motivates,
or inspires most persons on their
endeavors.
Classroom grades are a valid measure of
the students academic performance.
 Development of academic motivation in
accounting students is an important goal to
attain because of its apparent effect on
improving the desire to learn, as well as for
students effective school functioning.
(Gottfried, 1990).
Purpose: To investigate if having a romantic
relationship while studying accountancy
induces benefits to the academic
performance of accounting students.
Statement of the Problem
Do accounting students engagement
in a romantic relationship promote the
development of ideal study habits?
What are the academic benefits that
romantic relationships contribute to
the academic performance of
accounting students?
 How does a romantic relationship
bring forth academic benefits on the
academic performance of accounting
students?
Does the length of the relationship
heighten the level of the academic
benefits?
Scope and Delimitation
First Semester, school year 2010-2011
in relationship Bedan accounting
students
benefits of having a romantic
relationship to academic performance
CHAPTER 2
THEORETICAL FRAMEWORK AND
CONCEPTUAL FRAMEWORK
Review of Related Literature
Love is an emotion of strong affection
and personal attachment. In
philosophical context, love is a virtue
representing all of human kindness,
compassion, and affection.
Most teenagers have already
experienced having relationships. At
this stage, they are easily attracted
with their opposite sex.
 Positive effects... studies...
* serve as an inspiration to get a high
grades
* motivate student.
* make a teenager to feel more
bouncy, lively and more energetic.
Negative effects Studies
* occupy their minds.
* spend most of their time texting and
writing their partner's name during
class time
* hard for them to concentrate.
Conceptual Framework
CHAPTER 3
METHODOLOGY
Research Design
descriptive survey design
Sources of Data
Sample: In relationship Bedan
accounting students
randomly chosen thirty participants
few population
one on one approach
Data Gathering Instrument
First part: extract information about
the background of the relationship
Second part: extract information about
the experiences of the participant
during the relationships course
Data Gathering Procedure
visited random accounting major
sections
distribution of the survey forms and
questionnaires
retrieval and analysis of answered
questionnaires
Data Analysis Procedure
descriptive statistics concentrating on
the means and standard deviations.
CHAPTER 4
PRESENTATION AND ANALYSIS
OF RESULT
 CHAPTER 4
Promotion of study habits by Academic benefits by cause of
cause of romantic relationship romantic relationship
Very Someti Occasion Rarel
Often Never
Often mes ally y
More motivated
10 13 10 2 1 0
to study
More confident
on your answers 8 8 13 4 3 0
during exams
Aims for high
grades to 14 11 6 2 1 2
impress partner
More
participative
7 10 9 7 2 1
during
recitations
More secured
with self- 10 15 6 2 2 1
appearance
Gives more
importance to
12 12 4 6 1 1
studies than to
the relationship
 Hampering study habits by
cause of romantic relationship
Interrelation between the length of a
Very relationship and the benefits acquired
Ofte Someti Occasio Rare Neve
Ofte
n mes nally ly r
n
Meets partner Difference
11 2 7 10 4 2
after class
bet. Grade
Daydreaming Average Average
1 7 7 5 9 5 Average before and
during class
Grade Before Grade While Grade
Skips meals to Length of
2 3 7 3 7 14 Age the in the
save money Relationship while in
Texts partner Relationship Relationship the
6 10 12 1 4 3 (month)
during class (self-rated) (self-rated) Relationsh
Spends
ip
sleepless
nights talking 4 6 6 7 6 7
16 years
with partner 5.5 7.13 7.67
over the phone old
+0.54
Spends less
time reading 17 years
0 3 9 8 9 7 9 8.5 8.2
textbooks/stud old
- 0.03
ying
Choices are 18 years
22 7.31 8.15
influenced by old
+0.84
partners 5 11 8 2 5 5
regardless of 19 years
32 7.5 8.17
nature old
+0.67
Unable to
concentrate on 0 4 4 11 4 13
studies
CHAPTER 5
SUMMARY, CONCLUSION AND
RECOMMENDATION
 Summary
The number of accountancy students
having had to repeat a subject decreased
significantly after being involved in a
relationship.
This shows that accountancy students
involved in a relationship develop proper
attitudes toward studying.
The length of the relationship does not
affect the level of academic benefits.
 Conclusion
In a relationship status of SBC accountancy
students promotes ideal study habits
Accountancy students know how to
manage their time and proper attitudes
toward studying.
The length of the relationship does not
affect the level of academic benefits.
 Recommendations
The researchers recommend the following:
The accountancy students should continue
to do their best in their academic
performances with or without romantic
relationship.
The parents should watch their son or
daughter if they are doing all their
schoolwork before giving time in their
relationship and they should provide
constant advices to their siblings.
Future researchers interested in this area
may choose a different set of respondents
to expand the applicability of this research.