1

Chapter I
Introduction

Relationship is the state of being connected by blood or marriage. It is also a

romantic or sexual friendship between two people. It is composed of many things like

friendship, sexual attraction, intellectual compatibility, and love. It is very common to

teen-agers especially to those who are curious about being in a relationship. In this

chapter, we are aiming to show different kinds of perspective on how having a

relationship affects one person. We decided to conduct this study because in this

generation many of us are having a high level of curiosity. We aim to exhibit the

outcomes of different effects of having a relationship on the study habits of the students.

We also want to assimilate the key to manage between the studies and relationship.

According to Daniele Iannarone (2014), making the shift from high school, to

college, and then university in the span of just three years is a big jump. School becomes

more serious and students need to adapt and manage their time accordingly. While in

university, students mature from young adult to adult alongside experiencing the

transition from being in school to having a career which leaves the question: to date or

not to date? Many single students may wonder how students in relationships can find

time to devote to their significant other while coping with the stresses of school and

work. Being in a relationship does mean that you are going to spend time with your

significant other, but that does not mean it has to be detrimental to one’s grades or

motivation when it comes to school.

According to Doris Franche-Borja (2017)’s article, Roberto Mallari, Bishop of the

CBCP Commission on Youth, said that it is advisable to put aside dating and
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relationships as it can be a hindrance for graduation, he also added that there’s no need

to rush the youth and students, because everyone has the right time. Bishop Mallari also

encourages students to abstain from vices and luxuries, and to focus on attending school

and becoming good citizens.

Review of Related Literature

Based on the study of Giordano, P. C., Phelps, K. D., Manning, W. D., and

Longmore, M. A. (2008), Parent and peer influences on academic achievement are well

documented, but little research has examined links to romantic involvement during the

adolescent period. Their study draws on interviews with 572 currently dating teens and

results indicate that the romantic partner's grades are significantly related to adolescent

respondents' self-reported grades, even after their own orientation toward school and

traditional family, peer, and demographic controls have been taken into account. They

hypothesize, following results on peer influence processes, that this concordance reveals

a tendency to select similar partners, but may involve social influence processes as well.

A longitudinal analysis in which partners' grades predict respondents' grades reported

at the second interview (controlling for wave one grades and the other covariates) lends

support to this view. They also explore the role of age, gender and race/ethnicity as

affecting the nature of these relationships.

A study conducted by Crissey (2006) stated that having a romantic affair

especially when you are a student would not just give a “source of stress” but also a

disturbance. Having a romantic relationship is really disturbing because a student will

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deal managing time between the school and in the romantic side that somehow leads to

give academic works a lesser priority.

On Lantagne, A., & Furman, W. (2017)’s study explored on how romantic

relationship qualities develop with age and relationship length. Eight waves of data on

romantic relationships were collected over 10.5 years during adolescence and early

adulthood from a community-based sample in a Western U.S. city (100 males, 100

females; M age Wave 1 = 15.83). Measures of support, negative interactions, control, and

jealousy were derived from interviews and questionnaire measures. Using multilevel

modeling, main effects of age were found for jealousy, and main effects of relationship

length were found for each quality. However, main effects were qualified by significant

age by length interactions for each and every relationship quality. Short relationships

increased in support with age. In comparison, long-term adolescent relationships were

notable in that they were both supportive and turbulent, with elevated levels of support,

negative interactions, control, and jealousy. With age, long-term relationships continued

to have high levels of support, but decreased in negative interactions, control, and

jealousy. Present findings highlight how the interplay between age and relationship

length is key for understanding the development of romantic relationships.

A study of Gormley, B., & Lopez, F. G. (2010) , investigated whether gender,

stressful problems common among college students, and adult attachment orientations

(anxiety and avoidance) contributed to self-reported perpetration of psychological abuse

in dating relationships among 127 college students. College men’s stress levels were the

strongest predictor of perpetration of emotional abuse against their female romantic

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partners. Attachment avoidance among college men and women was associated with

higher levels of emotional abuse perpetration when self-reported stress levels were high.

Statement of the Problem

We chose this study to make us more aware of what it is like and what are the

arbitrary effects of having a relationship on your study habits. To help us find clear

answers to this endless debate, here are some guide questions:

1. How does having a relationship affect the students?

2. What are the effects of having a relationship on the study habits of the

students?

3. What are the ways to improve the study habits of a student even though they

are in?
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Chapter II

Methodology

Research design

For the research, the researchers used a quantitative method that includes

a collecting analyzing and integrating quantitative research. Quantitative method

research is a type of research in which a researcher collects quantitative data and is

analyzed for the purposes of breadth and depth of understanding and corroboration.

Ultimately, quantitative method research is about heightened knowledge

and validity. The design as a product should be sufficient quality in order to obtain

multiple validities legitimation (Johnson and Christensen 2017)

Descriptive design is the type of mixed method and is used to describe the

characteristics of a population of phenomenon being studied. It does not answer

questions about now/when/why the characteristics have occurred. In particular it is

useful to gather information with disruption of the subjects or when it is not possible to

test and analyze large quantities of samples. It allows researchers to observe natural

behaviors without affecting them anyway (overview of descriptive research n.d)

Participants in sampling design

The participants of this study are high school students studying in Holy

Family Montessori. They consist of grade levels 7,8,9,10,11, and 12. There are 30

respondents for the survey and 7 interviewees for the interview.

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Effects of Having a Relationship on the Study Habits of the Students

A non-probability sampling procedure was used in selecting the

participants in this study. This technique wherein the samples are gathered in a process

that does not give all the individuals in population equals chances of selection. The

researches selected base on the subjection of the participants which can sustained the

productivity of the study. The participants where either male or female who volunteered

to answer survey questionnaires and in-depth interview.

Research Instrument

A self-constructed questionnaire and in-depth interview questions are the

main instrument used to gather the date in order to assess the effects of having a

relationship on the study habits of students. The content of the questionnaire and

interview is based on the statement of the problem, theory of planned behavior and as

well as on the information from the literature reviewed. The questionnaire and in-depth

interview questions was validated by chosen validations.

The first part of the questionnaire is a multiple choice type of questions. It

asks about how having a relationship affects the students, its effect on the student’s

study habits, and the ways to improve study habits in a relationship environment. It will

determine if the stated factors is considered when having a relationship while studying.
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Chapter III

Results and Discussion

Results

This part focuses on the data gathered from the survey questionnaire and in-

depth interview retrieved from the respondents.

Table 1: Relationship serves as an inspiration

Scale Frequency Percentage Rank

Strongly agree 15 50% 1

Agree 10 33.33% 2

Neither Disagree 5 16.67% 3

Disagree 0

Strongly Disagree 0

Table 1 represents about how the relationship serves as an inspiration. For the

first column, the table shows the scale which are the Strongly Agree, Agree, Neither

Agree no Disagree, Disagree, and Strongly Disagree. On the second column, it presents

the number of respondents who answered the corresponding rates. For the third column

gives, the percentage of each scale. The last column gives it’s rank.
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Among 30 respondents there are 50% percent who indicated that they strongly agree

that the relationship serves as an inspiration 33.33% percent of it indicated that they

agree to it, while the other 16.67% percent answers neither agree nor disagree.

In this table strongly agree ranked 1st and agree are in the 2nd ranked while the neither

disagree is on the 3rd ranked.

Table 2: Helps in being a better person

Scale Frequency Percentage Rank

Strongly agree 0

Agree 9 30% 2

Neither Disagree 18 60% 1

Disagree 3 10% 3

Strongly Disagree 0

Table 2 represents about how a relationship helps someone on being a better

person. For the first column, the table shows the scale which are the Strongly Agree,

Agree, Neither Disagree nor Agree, Disagree, and Strongly Disagree. On the second

column, it presents the number of respondents who answered the corresponding rates.

The third column gives the percentage of each scale. The last column gives it’s rank.
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Among 30 respondents, there are 30% who indicated that they agree that a relationship

helps a someone on being a better person. Meanwhile, 60% of the respondents are

Neither Disagree nor Agree. Lastly, there are 10% who are disagree.

In this table, Neither Disagree nor Agree ranked first. Agree are in the second rank while

the disagree ranked third.

Table 3: Covering up the truth about relationship

Scale Frequency Percentage Rank

Strongly agree 17 56.67% 1

Agree 11 36.67% 2

Neither Disagree 2 6.66% 3

Disagree 0

Strongly Disagree 0

Table 3 represents about how the relationship keeps someone prone to covering

up the truth to their parents. For the first column, the table shows the scale which are

the Strongly Agree, Agree, Neither Disagree nor Agree, Disagree, and Strongly Disagree.

On the second column, it presents the number of respondents who answered the

corresponding rates. The third column gives the percentage of each scale. The last

column gives it’s rank.

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Among 30 respondents, there are 56.67% who indicated that they strongly agree that

they are prone to covering up the truth to their parents. Meanwhile, 36.67% of the

respondents are agree. Lastly, there are 6.66% who are Neither disagree nor agree.

In this table, Neither Disagree nor Agree ranked first. Agree are in the second rank while

the disagree ranked third.

Table 4: Emotional sometimes

Scale Frequency Percentage Rank

Strongly agree 0

Agree 20 66.67% 1

Neither Disagree 5 16. 67% 2

Disagree 5 16.67% 2

Strongly Disagree 0

Table 4 represents about they become emotional sometimes. For the first column,

the table shows the scale which are the Strongly Agree, Agree, Neither Disagree nor

Agree, Disagree, and Strongly Disagree. On the second column, it presents the number

of respondents who answered the corresponding rates. The third column gives the

percentage of each scale. The last column gives its rank.

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Among 30 respondents, there are 66.67% who indicated that they agree that they are

emotional sometimes. Meanwhile, 16.67% of the respondents are Neither Disagree nor

Agree. Lastly, there are 16.67% who are disagree.

In this table, agree ranked second. Neither Disagree nor Agree and Disagree are ranked

third.

Table 5: Helps in studying

Scale Frequency Percentage Rank

Strongly agree 2 7% 4

Agree 8 27% 2

Neither Disagree 16 53% 1

Disagree 4 13% 3

Strongly Disagree 0

Table 5 represents about how a relationship helps in studying. For the first

column, the table shows the scale which are the Strongly Agree, Agree, Neither Disagree

nor Agree, Disagree, and Strongly Disagree. On the second column, it presents the

number of respondents who answered the corresponding rates. The third column gives

the percentage of each scale. The last column gives its rank.
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Among 30 respondents, there are 7% who indicated that they strongly agree that a

relationship helps in studying. Meanwhile, 27% of the respondents are Agree while the

53% of the respondents are Neither Disagree nor Agree. Lastly, there are 13% who are

disagree.

In this table, Neither Disagree nor Agree ranked first. On the second rank was the agree,

third rank is the disagree and the last rank is the strongly agree.

Table 6: Improves academic performance

Scale Frequency Percentage Rank

Strongly agree 4 13% 3

Agree 20 67% 1

Neither Disagree nor Agree 6 20% 2

Disagree 0

Strongly Disagree 0

Table 6 represents about how a relationship improves someone’s academic

performance. For the first column, the table shows the scale which are the Strongly

Agree, Agree, Neither Disagree nor Agree, Disagree, and Strongly Disagree. On the

second column, it presents the number of respondents who answered the corresponding
 13

rates. The third column gives the percentage of each scale. The last column gives its

rank.

Among 30 respondents, there are 13% who indicated that they strongly agree that a

relationship improves academic performance. Meanwhile, 67% of the respondents are

agree. Lastly, there are 20% who are neither disagree nor agree.

In this table, agree ranked first. Neither Disagree nor Agree are in the second rank while

the Strongly Agree ranked third.

Table 7: Lack of time management

Scale Frequency Percentage Rank

Strongly agree 10 33% 1

Agree 10 33% 1

Neither Disagree nor Agree 8 27% 2

Disagree 2 7% 3

Strongly Disagree 0

Table 7 represents about having a lack of time management because of a

relationship. For the first column, the table shows the scale which are the Strongly

Agree, Agree, Neither Disagree nor Agree, Disagree, and Strongly Disagree. On the

second column, it presents the number of respondents who answered the corresponding
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rates. The third column gives the percentage of each scale. The last column gives its

rank.

Among 30 respondents, there are 33% who indicated that they strongly agree that they

lack of time management. Meanwhile, there are also 33% of the respondents who are

agree. There are 27% who are neither disagree nor agree. And for the last one, 7% who

are disagree.

In this table, Strongly Agree and Agree ranked first. Neither Disagree nor Agree are in

the second rank while the disagree ranked third.

Table 8: Staying away from friendship

Scale Frequency Percentage Rank

Strongly agree 0

Agree 15 50% 1

Neither Disagree nor Agree 13 43% 2

Disagree 2 7% 3

Strongly Disagree 0

Table 8 represents about how a relationship becomes a reason of straying away

from friendship. For the first column, the table shows the scale which are the Strongly

Agree, Agree, Neither Disagree nor Agree, Disagree, and Strongly Disagree. On the
 15

second column, it presents the number of respondents who answered the corresponding

rates. The third column gives the percentage of each scale. The last column gives it’s

rank.

Among 30 respondents, there are 50% who indicated that they agree that a relationship

becomes a reason of straying away from friendship. Meanwhile, 43% of the respondents

are Neither Disagree nor Agree. Lastly, there are 7% who are disagree.

In this table, agree ranked first. Neither Disagree nor Agree are in the second rank while

the disagree ranked third.

Table 9: Know the limitations

Scale Frequency Percentage Rank

Strongly agree 2 7% 4

Agree 3 10% 3

Neither Disagree nor Agree 19 63% 1

Disagree 6 20% 2

Strongly Disagree 0

Table 9 represents about knowing their limitations. For the first column, the

table shows the scale which are the Strongly Agree, Agree, Neither Disagree nor Agree,

Disagree, and Strongly Disagree. On the second column, it presents the number of
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respondents who answered the corresponding rates. The third column gives the

percentage of each scale. The last column gives its rank.

Among 30 respondents, there are 7% who indicated that they strongly agree on knowing

their limitations when it comes to a relationship. Meanwhile, 10% of the respondents are

Agree. There are 63% who are neither disagree nor agree. For the last one, there are

20% who are disagree.

In this table, Neither Disagree nor Agree ranked first. On the second rank is the disagree

while the disagree ranked third, and the on the last rank is the strongly agree.

Table 10: Relationship is an inspiration and not a distraction

Scale Frequency Percentage Rank

Strongly agree 3 10% 3

Agree 17 57% 1

Neither Disagree nor Agree 8 26% 2

Disagree 2 3% 4

Strongly Disagree 0

Table 10 represents about a relationship being an inspiration and not a

distraction. For the first column, the table shows the scale which are the Strongly Agree,

Agree, Neither Disagree nor Agree, Disagree, and Strongly Disagree. On the second
 17

column, it presents the number of respondents who answered the corresponding rates.

The third column gives the percentage of each scale. The last column gives its rank.

Among 30 respondents, there are 10% who indicated that they strongly agree that a

relationship is being an inspiration and not a distraction. Meanwhile, 57% of the

respondents are Agree. There are 26% who are Neither disagree nor agree. And for the

last one, there are 3% who are disagree.

In this table, agree ranked first. Neither disagree nor agree are in the second rank while

the strongly agree ranked third. The last rank is the disagree.
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Chapter IV

Summary of Findings

This chapter discusses the context of research about summary of findings,

conclusion and recommendations.

The findings show’s that:

1. A lot of students said that a romantic relationship, somehow, serves as an

inspiration and helps them on being motivated at school.

2. Romantic relationship, especially when it is prohibited by the parents, is a

common reason why teenagers are lying to their parents or relatives. They are tended to

keep more secrets from their parents.

3. Being in an early relationship, they do not realize that they are beyond their

limits and becomes compulsive.

Conclusion

This study concluded the effects of having a relationship on the study habits of

the students. Most of the students are very familiar of having a relationship while

studying. There are the bad and good effects of it, depending on how a student handle

his/her relationship. Students believed that relationship helps them on being motivated
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at school. It's okay to have an inspiration but we should know our limits specially to

those things that are not suited to our age.

Recommendations

1.The teachers should collaboratively guide students on how to develop good

study habits and by enhancing their academic success

2.Students should continue do their best in their academic performances

3.It is recommended that teachers and parents should identify good habits like

studying with friends while having fun

4.School Counsellors should be able to advice and encourage students to manage

their study time table of school and relationships

5. To researchers so this study can be a guide or their source about their study.

They can gather information about having a relationship.

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References

Borja, D.F. (2017), Study before relationship - Bishop, from

https://www.google.com/amp/s/www.philstar.com/pilipino-star-ngayon/bansa/

2017/05/22/1702662/litra-talk/amp/

Crissey (2007). Effects of Romantic Relationships On The Academic Performance, from

https://www.academia.edu › ROMA...(DOC) ROMANTIC RELATIONSHIP AND

ACADEMIC PERFORMANCE SENIOR HIGH ...

Giordano, P. C., Phelps, K. D., Manning, W. D., & Longmore, M. A. (2008). Adolescent

academic achievement and romantic relationships, from

https://psycnet.apa.org/record/2010-22633-016

Gormley, B., & Lopez, F. G. (2010). Psychological abuse perpetration in college dating

relationships, from https://psycnet.apa.org/record/2009-25100-002

Iannarone, D. (2014). Pros and Cons: To date or not to date in university, from

http://theconcordian.com/2014/01/pros-and-cons-to-date-or-not-to-date-in-

university/

Kopler, M. E, (2003). Effects of a Romantic Relationships On Academic Performance of

Undergraduate Students, from

http://www.webclearinghouse.net/volume/6/KOPFLER-EffectsofR.php

Lantagne, A., & Furman, W. (2017). Romantic relationship development: The interplay

between age and relationship length. Developmental Psychology, 53(9), 1738–1749,

from https://doi.org/10.1037/dev0000363
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Appendix D

1. My relationship serves as an inspiration

2. My special someone helps me in being a better person

3. I am prone to covering up the truth about my relationship

4. I am being emotional sometimes

5. My relationship helps me in studying

6. My relationship helps to improve my academic performance

7. I lack of time management in performing my task

8. My relationship compromise my friendship

9. I should know my limits

10. I use my relationship as an inspiration rather than a distraction