Colegio De Sebastian

Mac Arthur Highway, San Isidro, City of San Fernando, Pampanga

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

Alfonso, Ma. Angela A.

Dizon, Vince Paulo M.
Punzalan, Roselyn G.

February 2018
 APPROVAL SHEET

This Research entitled

The effects of Having Relationship on The Academic Performance Senior High School Students

prepared and submitted by Ma. Angela A Alfonso, Vince Paulo M. Dizon,

Roselyn G. Punzalan has been approved and accepted as a requirement for Senior High School.

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

Ms. Adelaida M. Lansangan Ms. Carina D. Pagcu

School Principal VP for Academic Affairs
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
TABLE OF CONTENTS
LIST OF FIGURES
Introduction

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

between love and studies?

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

most people complain about in a class is the teacher. (Beall, 2014)

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

Figure 1. Effects of having a relationship on the academic performance

Senior High School

(Colegio de Sebastian)

Without Relationship With Relationship

While Studying While Studying

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.

Statement of the Problem

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

others lives negatively.

Specifically, it sought to answer the following questions:

1. What are the student’s reason in having a relationship?

2. How much time do they spend with partner?

3. How do you maintain your academic performance?

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

Significance of the Study

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.

Scope and Definition of the Study

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

 Academic Performance. achievement or (academic) performance is the extent to which a

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

degrees represent academic achievement.

 Bane. Advantage or annoying or distraction.

 Boon. Advantage or beneficial

 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

state of being connected.

 Students. a person formally engaged in learning, especially one enrolled in a school or college;

pupil

Methodology/ Research Design

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

this certain event.

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

conducted among students with relationship, suitors and partner.

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

academic performance of a students.

Presentation, Analysis and Interpretation of data

Male Female

50% 50%

Figure 1. Sex of the Respondents

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.

75-79 80-84 85-89 90 above

7% 0%

46%
47%

Figure 2. First Semester Average of the Respondents.

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%

Figure 3. Students Often Spending Time in Studying.

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

Always nine (9) respondents or thirty (30%) answers Sometimes

A AA S

17%
50%
33%

Figure 4. Students Often Spending Time with Their Partner.

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

Fifteen (15) respondents or fifty percent (50%) answers Sometimes.

 3% SA A U D SD

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%

Figure 12. Students Enjoy Studying when they are in a Relationship

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

romantic relationship won’t workout

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

Part I. Personal Information

Name(optional): ___________________________

Sex: _____________________________

Relationship status: _________________

Indicate your first Sem Average: _______

Part. II. Please check the answers that correspond on your choice.

How often do you spend time?

In studying with your partner?

Always (above 10 hours/week) _____ Always (above 10 hours/week) _____

Almost always (5-9 hours/week)____ Almost always (5-9 hours/week) ____

Sometimes (1-4hours/week)___ Sometimes (1-4hours/week) ______

Part III: Please check the answers that correspond to your choice based on the following statement:

SD: Strongly Disagree U: Undecided SA: Strongly D: Disagree A: Agree.

Motivational Scale: SA A U D SD

I feel motivated to study when my partner shows affection to me.

I want get good grades to ensure brighter future with my partner.

I expect my partner to help me with my studies.

I feel motivated to do my projects because my partner encourages me

to do so.

I feel motivated to do study when I’m with my partner.

I’m inspired to finish my course when I have a romantic partner

I get more comfortable when I discuss my problems and concerns in

my studies to my partner

I enjoy studying when I’m in a relationship

I think I can get higher grades when I’m in a romantic relationship

I feel motivated to study because my partners allow me to involve in

a romantic relationship.
 Part IV: Please check the answers that correspond to your choice based on the following statement:

SD: Strongly Disagree U: Undecided SA: Strongly Agree D: Disagree A: Agree

Anxiety Scale: SA A U D SD

I can’t concentrate on my studies whenever my partner and I have misunderstandings.

I can’t fix my attention on my studies because I feel worried that this romantic

relationship won’t work out.

I often miss my classes because of hanging out with my partner

I can’t concentrate on my studies because my parents don’t like my partner.

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.