Practical Research - Final Paper-3

Greenhills Christian Fellowship International Christian School
Knowledge, Attitudes, and Practices of ICS High School Students on Romantic
Relationships
In fulfillment of the requirements in
Practical Research 1 & 2
Grade 12 - HUMSS
Authored by:
Basco, Sophia Brenda
Garcia, Calista Dominique B.
Pascual, Josh Xaris E.
Yu, Megan Louise L.
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Table of Contents
Acknowledgements……………………………………………………………………4
Chapter 1- Introduction
● Background of the Study………………………………………………....….…5
● Statement of the Problem…………………………………………...………….6
● Objectives of the Study……………………………………….…...………..….6
Chapter 2- Significance of the Study
● Significance of the Study………….…………………………………..............7
Chapter 3 - Review of Related Literature
● Current State of Research…………..……………………………….…………8
● Adolescents Expectations on Romantic Relationships…..................................9
● Health in Adolescent Romantic Relationships………………………………...9
● The Adolescents Reservations Regarding Romantic Relationships.…….…….10
● The Risks of Adolescent Romantic Relationships………………………….…11
● Biblical Views on Romantic Relationships……………………………………12
● Summary and Synthesis……………………………………………………….13
Chapter 4 - Theoretical Framework
● Theoretical Base…………………………....………………………………….14
● Conceptual Framework…………………………………………………...…...14
● Operational Definition of Terms……………………………………..………..15
● Delimitations of Study………………………………………………………...16
Chapter 5 - Sampling Design
● Introduction……………...……………………..……………………………..18
● Procedure in Sampling………………………...………..…………………….18
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Chapter 6 - Instrumentation
● Instrumentation……………………………………………….……………….19
● Data Processing……………………………………………………………......23
Chapter 7 - Ethical Considerations
● Ethical Considerations…………………………………………….....………..24
Chapter 8 - Results and Discussions
● Results and Discussion………………………………………………………..26
Chapter 9 - Conclusion and Recommendations
● Conclusion……………………….……………………………………………54
● Recommendations…………………………………………………………….55
Bibliography…………………………………………………..……...………..…….57
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ACKNOWLEDGEMENT
The researchers would like to thank the following individuals for their generous
contribution to this research paper.
The researchers are pleased to have received guidance and assistance from their
research mentor, Dr. Aurorita Roldan, for her valuable inputs throughout the study that
greatly helped the researchers create their research paper.
The assistance provided by the researchers' statistics teacher and senior high school
principal Valentin De Jesus III was greatly appreciated. He rendered the researchers estimable
information that enabled them to finalize the results and discussion of the study.
Lastly, the researchers wish to extend their special thanks to the respondents from
Grades 10 to 12 of the school year 2020-2021. Without their participation, the researchers
would not be able to pursue their study. Moreover, their cooperation and patience were deeply
appreciated.
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CHAPTER 1
INTRODUCTION
I. Background of the Study
Romance is what you would call an emotion of intimate love towards a special
individual, and it is also the courtship behaviors that one undertakes. As young individuals
mature, they see the opposite gender as potential romantic partners rather than merely
platonic friends. Romantic relationships are quite difficult and complex as there are factors
that one needs to manage in order for the relationship to work. Now for adolescents, romantic
relationships are quite daunting as it is a new experience for them. Thus, a lack of experience
in romance could lead to complications in relationships. However, with the widespread
influence of social media and other platforms, that could possibly fill in their lack of
experience and result in a stable relationship.
With the rapid development of technology and the rise of social media, adolescents
today have more opportunities to socialize with dozens of people. Furthermore, in turn, it
opens more opportunities for romantic relationships to develop. Adolescents today receive
much influence regarding romantic relationships from multiple sources such as TV shows,
social media, video games, and even their religious beliefs. Those influences manipulate
adolescents' thoughts, beliefs, behavior, attitudes, and practices regarding romantic
relationships. The vast amount of influences results in adolescents having different views and
opinions regarding the topic. Thus, the researchers would like to determine how adolescents
of today perceive the concept of adolescent romantic relationships. The subjects of this study
will be individuals from Grades 10 to 12, of which are students of GCF International
Christian School.
II. Statement of the Problem
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To this day, studies regarding romantic adolescent relationships have not been
undertaken by a great deal of researchers and institutions. To gain a substantial understanding
of knowledge, attitudes, and practices of adolescents regarding romantic relationships,
in-depth qualitative research is required. Focusing on their opinion and standpoint on the
subject can help develop more robust theories about the topic and potentially inform future
objectives.
This research is to ascertain how adolescents perceive romantic relationships today.
Qualitative methods will be used to gain in-depth insight into the adolescents' knowledge,
attitudes, practices, and Biblical beliefs regarding romantic relationships. This data will be
further contextualized with a review of recent literature on adolescents' romantic relationships
and statistical analysis of adolescents' varying perspectives on the matter.
III. Objectives of the Study
The objective of the study is to identify the expectations and reservations of Grades
10 to 12 GCF-ICS students with respect to entering a romantic relationship. Expectation
meaning what they think will take place if they enter a relationship, and what’s an ideal time
and way to enter a romantic relationship. Reservations refers to the hindrances they face that
serve as an obstacle in entering a romantic relationship. In addition, the researchers would
like to determine their inclination to participate in romantic relationships. The researchers
will view the results with the standard of Biblical belief; the concepts presented in the Bible
regarding romantic relationships. Furthermore, the researchers would also like to determine
how knowledgeable adolescents are about adolescent romantic relationships, their attitude
towards adolescent romantic relationships, and what their behaviour or practices are in the
context of adolescent romantic relationships.
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CHAPTER 2
SIGNIFICANCE OF THE STUDY
The researchers will be tackling various topics in this paper regarding adolescent
romantic relationships. The knowledge and data gathered during the research would be
valuable to many people. Whether it be for future research or broadening one's knowledge
regarding the topic, with that said, this research could be of importance to the following:
Educators. This research would benefit educators by allowing them to know their
students adequately and tailor their classes to their student's needs. Thus, it will help them
reform the institutions' policies regarding romantic relationships to suit their students' and
their institutions' Biblical predominant beliefs.
Parents of the students. This paper will delineate the predominant belief of Christian
adolescents regarding romantic relationships; if parents are to pursue it, they would be more
acquainted with their child's values and, by doing so, give better guidance to them.
Additionally, the knowledge of their children's expectations and reservations about romantic
relationships, allow them to give better and more relevant advice.
Future researchers. It will serve future researchers by creating a paper presenting
adolescents' knowledge, attitude, and practices, in addition to Biblical belief, regarding
romantic relationships that will inform individuals studying the same subject and support
their objectives.
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CHAPTER 3
REVIEW OF RELATED LITERATURE
In today's generation, romantic relationship involvement in adolescents has been
prevalent; an adolescent is elucidated as any individual between ages ten (10) to nineteen (19)
as maintained by the World Health Organization (Csikszentmihalyi, 2020). According to
Andrew Collins, romantic relationships are regarded as trivial and transitory because of the
developmental growth involved (Collins, Welsh, & Furman, 2009). Also, research regarding
the topic has been shortened due to maladaptation. Nonetheless, the relevance of studying
romantic relationships lies in different aspects, whether it is from internal or external
influences. This literature review will discuss the current state of research on romantic
adolescent relationships, adolescents' expectations of romantic relationships, health of the
adolescents in the romantic relationship, the adolescents' reservations regarding entering a
romantic relationship, the risks of entering a romantic relationship, and the Biblical views on
romantic relationships.
I. Current State of Research
Although popular in other aspects, romantic adolescent relationships is not a topic
very commonly studied in research, even presently. The topic was one that was barely
researched and paid attention to, and therefore did not have a lot of information (Kirkpatrick,
et al., 1992). A reason for the lack of research done on this topic is the idea that adolescent
relationships are of a more temporary and laid-back nature, overall being a less serious
commitment (Shulman, et al, 2001). Though it has been lacking, there have been substantial
developments done on the topic as many of the researches done on adolescent romantic
relationships in the past were descriptive rather than explaining more about it (Furman,
2002). However, researchers have gained acknowledgement of the idea that adolescent
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romantic relationships are more important than originally anticipated, and therefore more
have started to gain interest in the topic (Furman, 2002).
II. Adolescents expectations of romantic relationships
Adolescents who are entering romantic relationships have a few sets of expectations
at hand. These expectations may pertain to what they look for in a partner or, rather, what
they want to experience or benefit from the relationship. However, due to the deficit of
research regarding the topic, insufficient information is known about selecting adolescent
partners, and the available information is largely anecdotal. The most common traits
adolescents look for in a partner are intelligence, interpersonal skills, and physical appearance
(Collins, et al., 2009). Furthermore, adolescents tend to choose their romantic partners based
on their similarities, but particularly with adolescents, physical attraction is highly concordant
in the selection process (Giordano, et al., n.d.). Nonetheless, community and cultural norms
play a huge role in the availability of a partner. Many adolescents are bound to conform to the
standards for who is acceptable as a romantic target, which can influence partner selection
(Collins, et al., 2009).
In terms of what they expect in their relationship as a whole, adolescents typically
enter a relationship seeking emotional intimacy and support. Moreover, communication plays
an important role in this attachment system in adolescents. According to the study The
language of love: Romantic relationships in adolescence, the two elements of this system
present that they view the relationship as a 'safe-haven' when they are in distress and a
venture to explore new pursuits and ideas. Therefore, the intimate disclosure in the
relationship makes the adolescents face their problems to a lesser degree (Berger, et al., n.d.).
III. Health in Adolescent Romantic Relationship
There is limited research regarding the association between mental health and
romantic relationships, though there have been relevant findings. Social causation and social
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selection are two concepts that depict the mental health of adolescents in romantic
relationships. Social causation is the concept of how an independent variable affects a
dependent variable; a healthy relationship can positively affect the adolescent while an
unhealthy relationship can affect the adolescent negatively. Hence, the negative effects can
likely be connected to depressive behavior. There have been findings showing that
individuals with poor mental health or suicidal issues tend to desire to enter a romantic
relationship more, insinuating that a romantic relationship serves as a coping mechanism for
their stressors (Sanberg-Thoma, 2012). During adolescence, this is not a common occurrence
due to their lack of independence, but it manifests in a romantic relationship at a young age.
IV. The Adolescents Reservations Regarding Romantic Relationships
According to the National Youth Mental Health Foundation, some reservations the
adolescents may have are inexperience, respective age, stage of development, and the
influence romantic relationships can have on existing support networks (National Youth
Mental Health Foundation, n.d.). Typically, adolescents have little experience in romantic
relationships, making them wary of getting involved in one. Adolescents are known to have
erratic mood swings, and that can serve as a hindrance from entering romantic relationships;
although according to Dominique Maciejewski, a Ph.D. student in Amsterdam, it is normal,
and as adolescents mature, they discover better ways to cope with unstable emotions
(Shallcross, 2015). Romantic relationships can cause problems in existing support
networks—namely friendships, relationships with family—due to the adolescent's shift in
priorities; the newfound relationship in the adolescent's life can cause them to prefer exerting
effort in the romantic relationship to the existing support network, which can cause conflict.
In addition, Sarah Sorensen states that the "peer pressure" that adolescents experience can
hinder them from entering a romantic relationship because if they do so, they can be forced to
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behave in a way they do not prefer; which can mean dressing differently, having sexual
intercourse, and abuse. (Sorensen, 2007).
V. The Risks of adolescent romantic relationships
Romantic relationships have potential benefits to the youth when it is healthy.
Although, when entering romantic relationships, there is undoubtedly a risk that both parties
involved in the relationship face. Those risks could leave a long-lasting mark on the people
involved (Sorensen, 2007). Adolescents are particularly in danger of getting into unhealthy
relationships that exposes them to risks. Additionally, according to reports, that in all ages,
adolescents experience the most relationship abuse (Sorensen, 2007). Now that puts into
perspective how risky adolescent romantic relationships are and why some adolescents today
refuse to get into a relationship. As mentioned, teens face a great risk for abuse from their
partners, ranging from emotional/verbal abuse, to physical abuse (Sorensen, 2007). Adding
on to that, reports show that one third of adolescents experience victimization and twelve
percent experience physical violence victimization (Halpern,et al., 2002). Additionally, there
is data stating that sixty-one (61) percent of teens who have been in a relationship have
experienced their partner making them feel embarrassed of themselves (Sorensen, 2007).
Now, this may be due to the insensitivity of teens that is a result of their lack of maturity and
experience in romantic relationships. Furthermore, adolescents are also at risk in contracting
STDs or sexually transmitted diseases as well as teenage pregnancy due to risky sexual
behaviour. Adding on to that, a significant amount of adolescents feel like they are pressured
to engage in sexual activities (Sorensen, 2007). That pressure comes from the strategies some
romantic partners do in order to communicate their sexual interest towards their partner.
Those strategies however are toxic, as they are used to pressure someone into participating in
sexual activities. Some of these strategies are downright risks that contribute to the
susceptibility of adolescents to contract STDs and experience teenage pregnancy. These toxic
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strategies include threats, guilt tripping, and manipulation using alcohol and drugs (Berger,
et al.,n.d.).
Aside from the risks of abuse and STDs, adolescents who experience stress in
romantic relationships are more likely to show depressive symptoms than adolescents who
are not in a romantic relationship (National Youth Mental Health Foundation, n.d.). This data
further proves that the risks that adolescents face in romantic relationships leave a long
lasting impact. Furthermore, Academic difficulties, drug use, stress and involvement in
delinquent behaviour are also risks that people in relationships could face (National Youth
Mental Health Foundation, n.d.). These risks reveal a darker side to adolescent romantic
relationships.
VI. Biblical Views on Romantic Relationships
According to Jonathan Grant, romantic relationships have always been alluring but
risky. However, now more than ever, today's culture encompasses the boundless playground
of sex and relationships. This toxic culture resulted in much-losing faith in marriage, and
young people are becoming more sexually active at a young age, refusing or rather delaying
to settle down. This cultural viewpoint twists the Biblical vision of sexuality and
marriage⏤making it look naive, unreasonable, or unworkable if it were based on philosophy.
Christians face the temptation to get involved, explore different relationships, and even
marginalize their Christian faith without knowing the outgrowths of their doing. The church
embodied these new perspectives rather than change them (Grant, 2015).
Moreover, a toxic environment brews in churches between man and woman, for they
blame the opposite sex for them not finding their "perfect" significant other. It was even
emphasized that the Christian youth are the most frequent and severe when relating to
sexuality and relationships. Christians today face the contradiction that they should always
put into mind that the quality of love between two people is the gateway into the sexual
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realm, which creates confusion and incapacity to handle the idea. Without considering the
issue at hand and the possible consequences they may face, Christians can fall into the trap of
refusing all contemporary cultural standards. However, hope emerges despite the darkness
surrounding this virtue because the impulse of self-fulfillment can only be balanced again
within the other privileges of the Christian life—such as obedience to Jesus, patience in
suffering, and self-giving agape love within the community of faith (Grant, 2015).
VII. Summary
From the gathered data, it can be concluded that adolescent romantic relationships
were once considered unimportant, and therefore less researched until more recently, causing
a lack of information in many areas concerning the topic (Kirkpatrick, et al., 1992). From the
data, it is also shown that adolescents look for certain traits in their partners, such as
intelligence or physical appearance, that decide their appeal, and usually enter romantic
relationships for the sake of seeking intimacy and support (Collins, et al., 2009). A healthy
intimate bond can have a positive effect on the mental health of an adolescent while an
unhealthy one causes the opposite, which is why adolescent romantic relationships could
have either a good or bad effect on adolescents’ health (Sanberg-Thoma, 2012). It’s also been
found from the data that because of the less mature nature of adolescents, it can be difficult
for them to maintain romantic relationships because of an inexperience in coping with strong
emotions (Shallcross, 2015), the conflict caused in the shift of their priorities in their support
networks, and peer pressure from others’ standards (Sorensen, 2007). Finally, according to
the data gathered there are risks that adolescents are exposed to in romantic relationships such
as the possibility of an unhealthy or abusive relationship, both physically and emotionally, as
well as risks associated with sexual activity, including STD (Sorensen, 2007). Not only that,
however, can have a negative effect on how adolescents view romantic relationships, as
culture and toxic environments from religion could also shape the way they see these
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relationships, unless balanced with other privileges of Christian life (Grant, 2015). In
conclusion, because adolescent relationships are more risky, casual, and less permanent than
mature ones, some will avoid it; It is also the reason for the scarcity of research on it.
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CHAPTER 4
THEORETICAL FRAMEWORK
I. Theoretical Base
The theories presented by the researchers are Dunphy’s Theory and the Theory of
Propinquity. The Dunphy’s theory states the following: early adolescents form cliques (4-10)
people of the same sex including an authority figure, crowd formation from cliques that are
the same sex, dating higher clique members from heterosexual cliques, fully developed
crowed (number of couples in close association with each other), and crowd disintegration
(couples go their separate ways).
The theory of Propinquity is a concept of being more acquainted with an individual
who is physically closer to the subject. It shows the likelihood of individuals to be more
acquainted and intimate with one another if they are of close proximity. One example for this
principle being embodied is when a new student becomes more familiar and comfortable with
his batchmates rather than those of the upper batch, reason being they are within each other's
circle of influence.
II. Conceptual Framework
The variables of the research will explain the adolescent relationships. It will be
divided into two parts, dependents and independent variables.
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Thus, the researchers will focus on the reservations and expectations of Grade 10-12
GCF-ICS students on romantic relationships. Additionally, the researchers will also look into
the behaviors and practices of Grades 10 to 12. Aside from the dependent and independent
variables, extraneous variables are at play in the research. The specific variables highlighted
are Biblical beliefs. Furthermore, it includes Biblical principles, family influence, peer
influence, their specific relationship status, and their perspective regarding romantic
relationships. This is done to ascertain how much of an effect romantic relationships have on
adolescents today, specifically Grades 10 to 12 students of GCF-ICS.
III. Operational Definition of Terms
The researchers constructed several definitions for the terms they will be using
throughout the paper. In this section of the paper, the terms and descriptions are presented for
an articulate account throughout the research. The operational definition of terms are the
following: adolescents refer to individuals that are transitioning from childhood to adult.
Romantic relationship refers to a kind of relationship that commonly connects two
individuals through intimate love. Biblical Principles refers to the statements in the Holy
Bible regarding romantic relationships. Knowledge refers to the collected information that an
individual has regarding romantic relationships. Attitudes refers to the position of an
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individual regarding romantic relationships. Practices refer to the actions that an individual
takes during intimacy. Reservations are the thoughts or concepts that are hindering them from
entering a romantic relationship. Expectations are the events that the subject presupposes will
take place once they enter a romantic relationship. Willingness towards romantic
relationships is the rate at which one desires entering a romantic relationship.
IV. Delimitations of the Study
There are potential limitations to this research study. The respondents will all be from
the same school, GCF-ICS, and will only be from Grades 10 to 12. The researchers will only
choose respondents from GCF-ICS in order to have a more controlled environment for the
research due to the students all sharing the same morals and values that were taught to them.
This research study is limited to its respondents, which has only thirty (30) respondents for
the chosen environment and has a limited student population. The bias and hesitations of
these respondents will also affect the analysis of the survey, for these can either negatively or
positively affect the data.
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CHAPTER 5
SAMPLING DESIGN
The requirements for the study are as follows: The subject must be a part of his/her
batch from the start of the 2020-2021 school year in GCF International Christian School. The
subject must also be part of Grades 10, 11, or 12. The subject may be either a male or female.
In addition, subjects who are aged below eighteen (18) years old will require a legal guardian
or parent to sign a consent form in order to participate in the study. The researchers will use a
survey form in order to procure data from the subjects. This will be distributed by the
researchers communicating with the subjects through Facebook Messenger.
I. Procedure in Sampling
The researchers will use the stratified sampling method in procuring respondents for
the study by taking ten (10) students from each grade level required in our study—which is
Grades 10, 11, and 12. The researchers will create two (2) subgroups in each grade level, a
subgroup for males and a subgroup for females which would total to six (6) subgroups. The
researchers will then put the alphanumeric numbers of students in a fishbowl and take five (5)
students in each subgroup until they are able to get thirty (30) students in total.
Grade 10 Grade 11 Grade 12 Total
Female 5 5 5 15
Male 5 5 5 15
Sum of Subjects 10 10 10 30
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CHAPTER 6
INSTRUMENTATION
The researchers will be utilizing a survey that will evaluate the subjects' expectations
for a romantic relationship, reservations as to why the subject will not enter a romantic
relationship, the subject's willingness to enter a romantic relationship, and outlook on Biblical
principles regarding romantic relationships. This test aims to analyze the knowledge,
attitudes, and practices of the subjects regarding the research topic. For this study, the survey
will be handed out to different participants—none repeating—for both the pretest and the
posttest.
The researchers will collect the data using the instrumentation they created. The
instrumentation will be generated from Jotform—which is a platform for creating customized
forms. The researcher-constructed test will consist of thirteen (13) questions. The pretest will
be administered before the unit, and the same version will be administered as a posttest after
the unit. This will establish test-retest reliability by showing stability throughout the data
collection. The researchers of the test relied on expert judgment to ensure content validity
based on Dunphy's theory, the theory of Propinquity, and Wyndoll Furman's work with other
credible research institutions and authors. This is a practical evaluation from the standpoint of
adolescents because of its reliability and validity.
Furthermore, the questions provided in our survey allows the researchers to obtain the
data required to accomplish their objectives. In addition, the question provides insight
regarding the state of adolescents' thoughts regarding the current trend of romantic
relationships, incorporating Biblical principles with the inquisition. The researchers
formulated the questions in the survey with three (3) categories in mind: questions about their
knowledge, questions about their attitudes, and questions about their practices. The purpose
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of the three (3) categories is to guarantee that the objectives of the study are accomplished.
Moreover, the questions in the survey will now be discussed in order to show its relevance in
the study.
The first category are questions about their knowledge, and will include four (4)
questions relevant to answering how much our subjects know about adolescent romantic
relationships. The questions for this category are the following: “In your own words, what is
a romantic relationship?”, “What do you think makes a relationship "romantic"?”, “What do
you expect once you are part of a romantic relationship?”, and lastly “Do you think there is a
risk in entering a romantic relationship? If yes, what are the risks? If no, why do you think
so?”. These questions aim to answer two (2) objectives in the research: To determine the
knowledge of adolescents regarding adolescent romantic relationships, and to identify the
expectations of adolescents regarding adolescent romantic relationships.
The following categories are questions about their attitudes. This category includes
five (5) questions relevant to answering the subjects’ attitudes or positions regarding
adolescent romantic relationships. The questions are as follows: “What is your opinion of
Biblical principles regarding adolescent romantic relationships before marriage? Do you
agree or disagree with them?”, “How willing are you to enter a romantic relationship?”,
“What is hindering/stopping you from entering a romantic relationship?”, “Do you think that
your romantic relationships should be kept a secret from your parents? Why do you think
so?”, and lastly “What do you think is the right age to enter a romantic relationship? Why do
you think so?”. These questions aim to answer and accomplish four (4) of the objectives in
this study: To determine the expectations and reservations of adolescents regarding romantic
relationships, to determine their willingness to enter an adolescent romantic relationship, and
lastly to determine how Biblical principles affect their views towards adolescent romantic
relationships.
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The last category are questions about practices. These questions aim to gauge the
behaviors adolescents exhibit with regard to romantic relationships. There are four (4)
questions in total that fall under this category. The questions are as follows: “Are you more
likely to be romantically interested in people you interact with everyday within your friend
group than people outside your friend group?”, “Are you easily attached to those you are
romantically interested in?”, “What are the signs that you exhibit when you are romantically
interested in someone?”, and “Do you have any experience in romantic relationships? If yes,
has your experience changed your perception of romantic relationships? If no, then simply
write ‘N/A’”. These questions aim to determine the behavior and experiences of the subjects
and, by doing so, fulfill the objective of determining what their behaviour or practices are in
the context of adolescent romantic relationships.
Enclosed below is a table which contains all the questions that will be answered by
the subjects in the sequence that the researchers have determined to be the most efficient way
to present them:
Sequence Question
Number
1 In your own words, what is a romantic relationship?
2 What do you think makes a relationship "romantic"?
3 What do you think is the right age to enter a romantic relationship? Why do
you think so?
4 Are you more likely to be romantically interested in people you interact with
everyday within your friend group than people outside your friend group?
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5 How willing are you to enter a romantic relationship?
6 What do you think are the things that take place in an adolescent romantic
relationship?
7 Do you think there is a risk in entering a romantic relationship? If yes, what
are the risks? If no, why do you think so?
8 Are you easily attached to those you are romantically interested in?
9 What are the signs that you exhibit when you are romantically interested in
someone?
10 What is hindering/stopping you from entering a romantic relationship?
11 Do you think that your romantic relationships should be kept a secret from
your parents? Why do you think so?
12 Do you have any experience in romantic relationships? If yes, has your
experience changed your perception of romantic relationships? If no, then
simply write “N/A”
13 What is your opinion of Biblical principles regarding adolescent romantic
relationships before marriage? Do you agree or disagree with it?
The procedure for procuring data is as follows. The researchers will be sending a
message to the respondents via G-Mail or Messenger, whichever is most convenient for the
subject, with a primer that contains terminologies and procedures that the subject must
follow. The terminologies to be clarified are adolescents, expectations, reservations,
willingness, expectations, and Biblical views. The subjects who are below the legal age,
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eighteen (18), will be given a parental consent form, and the subjects who are over eighteen
(18) will also be given a consent form, which is required in order for them to participate in
the study. After the primer has been comprehended by the subjects and all pre-requisite
documents are accomplished, the researchers will administer the survey to the subjects.
II. Data Processing
The respondents of the survey will be answering through paragraph form containing a
variety of themes; in order to process the data efficiently, codes have been assigned to the
themes and encoded into a chart (See Appendix A). The chart presents the data in a cohesive
manner and, in turn, makes observing the data facile. The codes, and charts will all be in an
excel file to further make the processing more efficient.
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CHAPTER 7
ETHICAL CONSIDERATIONS
In this research, the authors acknowledged the value of privacy of the subjects in the
study. Because this research is utilizing a qualitative study, ethical considerations are crucial
for the study goes in-depth with the participant's responses. The guidelines for ethical
considerations in a qualitative data study are customary rather than highlighting the
importance of practice. The purpose of this paper is to provide insight into the researcher's
involvement in conducting their survey forms. The researchers noted the essential ethical
issues in their study.
For the survey portion in the research, to ensure ethical practice, the researchers
devised a consent form that will be distributed to the potential subjects. The purpose of the
evaluation is to inform the researchers that the subjects they have chosen are agreeing to
participate in the research. Additionally, in the consent form, the researchers will be requiring
subjects who are under eighteen (18) to receive consent from their parents. While those who
are above eighteen (18) are able to freely choose if they wish to participate or not.
Furthermore, the consent form also informs the participants about the general idea of the
study as well as the survey that the researchers will administer to them. This is to ensure that
the potential participants know what they're getting themselves into, thus avoiding future
complications.
The survey is carefully constructed by the researchers to not intentionally provide any
harm—such as psychological stress—to any of its participants. However, if it were to affect
its subjects negatively, they will be given the right to withdraw from the study for the benefit
of their well being.
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The researchers ensured the anonymity of their subjects by not revealing their names
and identity in the survey form. The confidentiality of the information is to be managed
deliberately in the data collection and the gathering of participants for the study. The subjects
will be randomly chosen through a list of students provided by the teachers of the school.
Despite the researcher’s knowledge of who will participate in the survey firsthand, it will be
anonymous from then on in the data gathering and analysis.
The researchers certify that everything in survey form will be relevant to the research
and will be utilized in helping the researchers come up with observations for the study. None
of the data obtained in the survey will be used for personal means and will be strictly used for
research only. Furthermore, the researchers ensured the subjects that they are not biased to
any individual participating in the study. Indicating that the researchers will not be focusing
on an individual's answers but instead to equally evaluate all of their responses. The
researchers guarantee that this impartiality will be conveyed in the results of the study.
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CHAPTER 8
RESULTS AND DISCUSSION
The results and discussion portion of the research will allow the researchers to assess
the compiled answers of all the respondents from each grade level through their gathered
data. Furthermore, the observations and findings that the researchers will process will be
strictly based on the data gathered. The researchers aim to answer and achieve all of the
objectives of the research. Lastly, the results and discussion portion will allow the researchers
to conclude and recommend the following chapter formally.
As previously stated, the researchers have devised a coding system, which is formed
through a chart, for them to process the data efficiently. The researchers have coded the
respondents' answers in each question and have seen common and varying themes among the
respondents. The discussions were written accordingly in the order of questions in the
research. In chapter 8, the results and discussion from the data processing of the researchers
will further be explained and refined.
Following the accumulation of results, the researchers were able to identify that there
were recurring answers among the respondents. This denotes that there were similarities
among the respondents' answers in certain legends and questions. Moreover, the researchers
were able to quantify each legend by tallying them for each question. From there, the
researchers are able to determine the average responses of the respondents. The researchers
will explain their findings by the chronological order of questions in the questionnaire. It is
worth noting that the age range for each grade is: Grade 10 students are fifteen (15) to sixteen
(16), Grade 11 are sixteen (16) to seventeen (17), and Grade 12 seventeen (17) to eighteen
(18).
26
Figure 1 Figure 1.1
Figure 1.2
Figure 1 presents the answers of the respondents regarding question one. “In your
own words, what is a romantic relationship?”. The results presented below will be in the
context of the question above. Seen in Figure 1, In code “L”, twenty one (21) out of thirty
(30) respondents reported that a romantic relationship is where romantic emotions are
exchanged and felt between parties in an exclusive manner. In code “C”, thirteen (13) out of
thirty (30) credence that a romantic relationship is one that is long term and binds two parties.
In code “T”, Five (5) out of thirty (30) believe that a romantic relationship is one where a
connection or bond is shared between two respondents that beget affection for one another. In
code “G”, three (3) respondents out of thirty (30) believe that a romantic relationship is one
where gradual holistic growth takes place between two parties. In code “BP”, two (2)
respondents report that romantic relationships should be biblical or seen through biblical
27
perspective. Lastly, in code “E”, one (1) individual out of thirty (30) reported that a romantic
relationship is one where effort is exchanged by two parties.
In Figure 1.1, there appear to be similarities in the answers of Grade 10 and Grade 12
respondents. Both grades are more inclined to the togetherness and intimacy idea of
adolescent romantic relationships. While the 11th Graders are more inclined to the
commitment and intimacy idea of relationships. The expectations toward a romantic
relationship vary per grade. With Grade 10 and Grade 12, they were both similar with regards
to their expectations in a romantic relationship. However, Grade 12 has more expectations in
a romantic relationship. It’s not for the reason that they all have an experience, but that they
have established their values and morals that influenced these expectations.
According to the data garnered, the majority of females believe that a romantic
relationship is where two individuals share romantic emotions and are committed to each
other. Majority of males believe that a romantic relationship is where two individuals share
romantic emotions for each other—compared to the females, there was less notion towards
commitment.
The researchers were able to determine that the respondents from Grade 10 to 12 have
a grasp on the concept of adolescent romantic relationships. This would indicate that they
have sufficient knowledge on the matter. However, as they age, it affects the complexity of
the answers.
28
Figure 2 Figure 2.1
Figure 2.2
Figure 2 presents the answers of the respondents to the question “What do you think
makes a relationship "romantic"?” The results mentioned below will be in context of the
question above. In code ‘L” it shows that out of the thirty (30) respondents, twenty three (23)
reported that the thing that makes a relationship “romantic” are romantic emotions. Code “T”
shows that, out of the thirty (30) respondents, ten (10) reported that there is a unique bond or
connection. Code “C” shows that nine (9) out of thirty (30) respondents reported that a couple
should have a long term plan to be together. Code “S” shows that nine (9) out of thirty (30)
respondents reported that a romantic relationship involves coital relations. In code “E”, four
(4) out of thirty (30) respondents reported that effort should be dedicated to the significant
other. In code “G”, four (4) out of thirty (30) respondents reported that gradual holistic
29
growth is exhibited in the relationship. And lastly, in code “BP” one (1) out of thirty (30)
respondents reported that Biblical perspectives make a relationship “romantic”.
The same observation as Question 1 can be concluded for Figure 2.1. As previously
mentioned, the Grade 11 respondents are more inclined to the commitment, togetherness and
intimacy aspect of relationships, while the majority of the Grade 10 and 12 respondents are
more inclined to the togetherness and intimacy aspect. However, the Grade 12 have more
variety with their romantic viewpoints in a relationship.
The researchers found that on Figure 2.2, there were no significant differences in
almost all the answers of the male and female respondents across all grades. Both genders
agree on the same concepts, except that the females were the only ones who answered that
Biblical perspectives make a relationship “romantic”.
The researchers were able to determine that the respondents from Grades 10 to 12
have a good idea on what the concept of romance is. This would indicate that the respondents
have sufficient knowledge regarding the matter. This brings the researchers closer to fulfilling
their objectives about determining the respondents knowledge regarding adolescent romantic
relationships.
Figure 3
Figure 3 displays the answers for the third question: “What do you think is the right
age to enter a romantic relationship?” 53.3% or sixteen (16) out of the thirty (30) respondents
30
believed that adolescence, around ten to nineteen (10-19) years of age, is an acceptable age to
enter a romantic relationship. Furthermore, 43.3% or thirteen (13) respondents out of the
thirty (30) believed that young adulthood, around the age of twenty-four (24) or less, is an
acceptable age to enter a relationship. Lastly, one (1) participant or the remaining 3.3% did
not believe there was a specific age required to enter a romantic relationship.
Figure 3.1 Figure 3.2
Figure 3.3
Figure 3.1 shows the results of the follow-up question: “Why do you think that is the
right age to enter a romantic relationship?” The results mentioned below will be in the
context of the question above. Code “F” shows that eleven (11) out of thirty (30) respondents
report that stable finances and career are a factor when it comes to the age they had answered.
Code “MA” shows that twenty four (24) out of thirty (30) respondents report that maturity of
their romantic partners was a factor in the age they had specified. Code “SS” shows that six
31
(6) out of thirty (30) respondents reported that another factor that comes with age would have
to be self-sustainability and the means to support themselves or their family. Code “MD”
shows that one (1) out of thirty (30) respondents report that people mature at different rates
and that not everyone is emotionally available at the same time. Code “ME” shows that two
(2) out of thirty (30) respondents report that having mental and emotional stability is a factor
in their specified age. Code “CL” shows that three (3) out of thirty (30) respondents report
that potential romantic partners should graduate from college. The researchers determined
that the respondents who answered ages that fall under early adulthood mentioned finances or
financial stability in the follow up question regarding the reasoning behind their choice of
age.
The researchers determined that based on Figure 3.2, the majority of the 11th Graders
answered with ages within early adulthood, while the majority of the respondents from
Grades 10 and 12 answered adolescent ages. As for the follow up question, the Grade 11
respondents reasoned that with the age of early adulthood comes financial stability and
maturity. The majority of Grades 10 and 12 on the other hand reasoned that once an
individual reaches adolescence they are already mature enough for a relationship. However,
the respondents from Grades 10 and 12 who answered with the ages within early adulthood
also believe that with age comes financial stability.
With regards to gender on Figure 3.3, the researchers found that there are significant
differences between the answers of the male and female respondents. The female and male
respondents both agree that the maturity of their romantic partners was a factor in the age
they had specified. However, the difference between them is that the males are the only ones
who answered that mental and emotional stability is a factor in their specified age. The
females on the other hand were the only ones who answered that they mature at different
rates and that not everyone is emotionally available at the same time. The researchers have
32
determined the right age to enter a romantic relationship from the standpoint and attitudes of
the respondents from Grades 10 to 12.
Figure 4.3
Figure 4 shows the results for the fourth question, ”Are you more likely to be
romantically interested in people you interact with everyday within your friend group than
people outside your friend group?” The question above is a yes or no question. The pie graph
shows that twenty (20) out of the thirty (30) respondents or 66.7% reported yes while the rest
of the ten (10) or 33.3% respondents reported no.
The researchers have found that the fact that most respondents answered yes proves
the theory of propinquity to be reliable. But the respondents who answered no indicates that
the theory of propinquity does not apply to all individuals.
33
With regards to gender, the researchers found that there were more female
respondents who answered no to the question than the male respondents while there were
more male respondents who answered yes to the question than females respondents.
Through the data gathered in question 4, researchers were able to determine that the
respondents’ practices towards being romantically interested in an individual is that they
usually tend to be close in proximity with the individual. This brings the researchers closer to
fulfilling their objectives about determining the respondents' practices regarding adolescent
Figure 5.3
Figure 5.1 presents the answers of the respondents to the question “How willing are
you to enter a romantic relationship?“. The results mentioned below will be in context of the
question above. Based on the chart, in code “N”, fifteen (15) out of the thirty (30)
34
respondents reported that they are not yet willing. In code “CR”, six (6) out of thirty (30)
respondents reported that they are ready and willing. In code “EN”, six (6) of the thirty (30)
respondents reported that they feel neutral on the matter, they are neither willing nor not
willing. Lastly, in code “W”, three (3) out of the thirty (30) respondents reported that they are
willing but only if certain conditions are met.
The researchers determined in Figure 5.1 that as the grade levels go higher,
respondents are more drawn into the idea of romantic relationships. Both the tenth and
eleventh grade, the majority of the responses stated that they are not willing, and a few stated
that they are either confidently willing or only if certain conditions are met with regards to
entering a romantic relationship. While in Grade 12, most of the respondents stated that they
were not willing, two stated that they were neutral, and four stated that they were willing
regarding entering a romantic relationship.
With regards to gender in Figure 5.2, the researchers found that there were more
female respondents who were not willing to enter a romantic relationship than male
respondents. The majority of female participants either answered that they were not willing or
willing with the minority answering that they were neutral. The majority of the male
respondents answered that they were not willing with the minority answering either willing or
neutral.
Through the data acquired from question 5, the researchers have determined that, the
older an individual is, the more they can establish and explain their standpoint on
relationships further because of factors like maturity. This brings the researchers closer to
fulfilling their objectives about determining the respondents attitudes regarding adolescent
35
Figure 6 Figure 6.1
Figure 6.2
Figure 6 shows the answers for question six, “What do you think are the things that
take place in an adolescent romantic relationship?” The results mentioned below will be in
context of the question above. Code “E” shows that seventeen (17) out of the thirty (30)
respondents reported engaging with your partner through dating and conversing. Code “L”
shows that eleven (11) out of the thirty (30) respondents reported that sharing the emotions of
romance through an intimate bond takes place. Code “SE” shows that nine (9) out of the
thirty (30) respondents reported supporting one another emotionally and serving as moral
support. Code “TR” shows that four (4) out of the thirty (30) respondents mentioned the
mutuality of trust. Code “S” shows that another four (4) out of the 30 respondents reported
that coital intimacy is what takes place. Code “GV” two (2) out of the 30 respondents
reported gift giving. Code “H” shows that one individual out of the thirty (30) respondents
36
mentioned hiding the relationship because of its taboo nature. Lastly, Code “NS” shows that
another one (1) individual out of the 30 reported that they are not sure.
Based on Figure 6.1, ICS respondents deem that dating and conversing with the
significant other is the main thing that takes place in a romantic relationship, aside from
physical intimacy taking place. The preponderance of Grade 10 respondents believe dates and
conversation with the significant other is what takes place in a romantic relationship. For
Grade 11, the preponderance also believe that dates and conversations with a significant other
is what mainly takes place in a relationship. For Grade 12, the preponderance of people
believe that the sharing the emotions of romance through an intimate bond takes place in a
romantic relationship
Figure 6.2 shows that the majority of males from Grade 10 to Grade 12 believe that
dating, moral and emotional support, and physical intimacy are things that take place in an
adolescent romantic relationship. While the majority of females from Grades 10 to 12 believe
that dates and conversations are what takes place in an adolescent romantic relationship.
Evidently, through the data garnered in Question 6, ICS respondents have a clear
grasp of what may take place in a romantic relationship—from physical intimacy to going on
dates. This brings the researchers closer to fulfilling their objectives about determining the
respondents knowledge regarding adolescent romantic relationships.
Figure 7
37
Figure 7 shows the results of the seventh question “Do you think there is a risk in
entering a romantic relationship?“ The pie graph shows that, 100% or all thirty (30)
Participants reported yes.
Figure 7.3
Figure 7.1 above presents the results of a follow-up to the previous question,
respondents were asked to answer this question: “If yes (in accordance to the previous
question), what are the risks? If no, why do you think so?” Because all respondents reported
with yes in the previous question, only the former part of this question was reported. The
results mentioned below will be in the context of the question above. Code “A” shows that
ten (10) out of thirty (30) respondents report that there are risks of heartbreak or being left by
their romantic partner. Code “M” shows that fourteen (14) out of thirty (30) respondents
report that there are risks of misplacing their priorities and getting distracted from other
things such as school, friends, decisions, etc. Code “EX” shows that three (3) out of thirty
38
(30) respondents report that the relationship becoming too explorative or sexual can be one
such risk. Code “EA” shows that eight (8) out of thirty (30) respondents report that the
relationship becoming unhealthy, toxic, or abusive is another risk. Code “LT” shows that
three (3) out of thirty (30) respondents report that a lack of trust between partners is another
risk in romantic relationships. Code “RB” shows that three (3) out of thirty (30) respondents
report that rebelling against the wishes of parents is a risk in romantic relationships. Code
“C” shows that three (3) out of thirty (30) respondents report that there is a risk of romantic
partners being unfaithful or cheating on each other. Code “TC” shows that two (2) out of
thirty (30) respondents report that the lack of knowledge of a romantic partner’s true nature
or intentions is another risk in romantic relationships.
Based on Figure 7.2, the majority of the Grade 10 respondents believe that the risk of
entering a romantic relationship would be misplacing their priority from school and/or family
to the significant other. The Grade 11 respondents believe that entering a romantic
relationship would also make them lose track of said priorities. The majority of Grade 12
credence that entering a romantic relationship would risk losing certain friendships. ICS
respondents believe that the risk of entering a romantic relationship is to lose priority over
important things such as family and academics; and in addition, it may also damage existing
friendships.
The researchers found that all respondents recognize that there will always be risks
that come with romantic relationships. The respondents in higher grade levels recognize more
profound risks in terms of romantic relationships, while lower Grade levels were determined
to have answers that focused more solely on heartbreak, cheating, and misplaced priorities.
Regarding gender in Figure 7.3, the majority of the female and male respondents
believe that the risk of entering a romantic relationship is losing focus on family and
academics. In addition, the majority of female respondents believe that the risk when entering
39
a romantic relationship is that it can lead to an unhealthy, toxic, or abusive relationship.
Furthermore, most male respondents believe that entering a romantic relationship may lead to
heartbreak or fear of being left by their partner.
Through the data acquired from question 7, the researchers have determined that the
respondents know the potential risks in a relationship which indicates that the respondents
have knowledge on the matter. This brings the researchers closer to fulfilling their objectives
about determining the respondents knowledge regarding adolescent romantic relationships.
Figure 8 Figure 8.1
Figure 8.2
Figure 8 presents the results for the eighth question, “Are you easily attached to those
you are romantically interested in?” Out of the thirty (30) respondents, twenty four (24), most
of them, 80%, respond with yes, while the other six (6) out of thirty (30) respondents, or
20%, have responded with no.
40
As shown in Figure 8.1, the researchers found that the preponderance of ICS students
are highly susceptible to being emotionally attached to those who they are romantically
interested in. The Grade 12 class, unlike Grades 10 and 11, are all highly susceptible to being
emotionally attached to the individual they are romantically interested in. Grade 10 and
Grade 11 have three (3) individuals who stated that they are not susceptible to being
emotionally attached to an individual they are romantically interested in.
With regards to gender, Figure 8.2 shows that more male respondents answered yes
compared to female respondents while more female participants answered no compared to
male participants. For Grade 10, the majority of the male and female participants answered
yes. For the Grade 11 respondents, the results were the same as the Grade 10 respondents.
Lastly for the Grade 12 respondents, all males and females answered yes.
The data garnered from the question portrayed the emotional attachment levels of ICS
students toward individuals they are romantically interested in. This brings the researchers
closer to fulfilling their objectives about determining the respondents' practices regarding
adolescent romantic relationships.
Figure 9
41
Figure 9 above presents the results to the ninth question. Question nine (9) asks the
respondent to answer: “What are the signs that you exhibit when you are romantically
interested in someone?” Code “K” shows that fifteen (15) out of thirty (30) respondents
report that they feel “kilig”, or get butterflies in their stomach when romantically interested in
someone. Code “EC” shows that ten (10) out of thirty (30) respondents report that they have
or feel like they should communicate with their romantic partner or compliment them. Code
“O” shows that five (5) out of thirty (30) respondents report that they would like to determine
their romantic partner, and are curious about them. Code “TH” shows that nine (9) out of
thirty (30) respondents report that they think of their romantic interest often. Code “PT”
shows that five (5) out of thirty (30) respondents report that they want to be near their
romantic interest or make physical contact with them. Code “ST” shows that four (4) out of
thirty (30) report that they want to spend time with their romantic interest. Code “S” shows
that two (2) out of thirty (30) respondents report that they feel sexual desire for their romantic
partner. Code “HN” shows that two (2) out of thirty (30) respondents report that they feel shy
around their romantic interests. Code “IN” shows that three (3) out of thirty (30) respondents
report that they want to learn and develop their interests.
As shown in Figure 9.1, the ICS respondents exhibit the behavior of being infatuated
(which may mean butterflies in the stomach, and etcetera) once they see the individual they
42
are romantically interested in. In addition, some exhibit interest in what the individual has to
say regarding their interests and etcetera. The Grade 10 class exhibits that feelings of
infatuation take place once they are romantically interested in a certain individual, namely:
butterflies in the stomach, and etcetera. The Grade 11 class exhibits that feelings of
infatuation take place when one is romantically interested in a certain individual. In addition,
engaging with the individual they are romantically interested in occurs as well, the certain
respondents would want to physically interact with the individual they are romantically
interested in more. The Grade 12 exhibits that feelings of infatuation, namely butterflies in
the stomach and etcetera, take place when one is romantically interested in someone.
The researchers found that the respondents in higher Grades are determined to want to
engage with their romantic relationships and get to know them more deeply. There was also
one extraneous variable in the respondents’ answers in Grade 12, wherein the respondent is
uncertain about how they feel since they have not “reached the level of being very
romantically interested”
Regarding gender in Figure 9.2, the researchers noted that only the females answered
that they want to learn and develop the interests they are romantically interested in.
Furthermore, the males were the only ones who answered that they feel shy around their
romantic interests. However, both genders are inclined to feel romantic excitement around
their romantic interests and get “butterflies” in their stomachs.
The data gathered in question 9 has exhibited the behaviors ICS students hold when it
comes to being romantically interested in an individual. This brings the researchers closer to
fulfilling their objectives about determining the respondents' practices regarding adolescent
43
Figure 10 Figure 10.1
Figure 10.2
Figure 10 presents the results for question 10, ”What is hindering/stopping you from
entering a romantic relationship?” Code “FE” shows that eight (8) out of thirty (30)
respondents report that they feel afraid of getting hurt or judged for entering a relationship.
Code “PR” shows that fourteen (14) out of thirty (30) respondents report that they wish to
focus more on their priorities rather than relationships. Code “F” shows that five (5) out of
thirty (30) respondents report that they are hindered from having romantic relationships
because they fear a lack of stability in finances or career, as well as a lack of opportunities for
other things. Code “NT” shows that twelve (12) out of thirty (30) respondents report that they
do not feel ready for a romantic relationship yet for reasons such as personal values or lack of
maturity. Code “CP” shows that seven (7) out of thirty (30) respondents report that they are
not allowed to enter a relationship because their parents forbid it, or for fear they may not be
44
allowed by their parents. Code “ID” shows that five (5) out of thirty (30) respondents report
that they feel indifferent to entering a romantic relationship.
The researchers have determined that each grade level has different answers to the
question based on Figure 10.1. The majority of the Grade 10 respondents stated that they are
not willing because they are indifferent to the idea or they prefer to focus on their priorities,
namely: school, family, and etcetera. While, the majority of Grade 11 said that their parents
don’t allow them to engage in one, and they are not ready due to their personal values or lack
of maturity. Lastly, for Grade 12, a variety of answers and themes have been stated: The most
common answers are that they are in the state of not being ready to enter a romantic
relationship, they want to focus on their priorities, and they’re not financially stable yet. All
in all this shows that each Grade level has their own reasons which are most likely influenced
by their experiences.
With regards to gender in Figure 10.2, the researchers found that the majority of the
female respondents answered that they have priorities and they are indifferent about it, and
that their parents don’t allow them. Then, the majority of the male respondents answered that
they do not feel ready for a romantic relationship yet for reasons such as personal values or
lack of maturity. Furthermore, the researchers have determined that only the male
respondents answered that they are not entering a romantic relationship because of lack of
financial stability.
The researchers have determined that the respondents have their own reasons and
standpoints regarding what's stopping them from entering an adolescent romantic
relationship. By obtaining this data, the researchers have come closer to fulfilling the
objectives to know the attitudes adolescents have regarding adolescent romantic
relationships.
45
(Figure 11)
Figure 11 shows the results for the eleventh question, “Do you think that your
romantic relationship should be kept a secret from your parents?” The question above is a yes
or no question. The pie graph shows that twenty seven (27) out of thirty (30) respondents, or
90%, reported “No”, while the other three (3) out of thirty (30) respondents, or 10%, reported
“Yes”.
Figure 11.3
46
Figure 11 above shows the results for the follow up of the eleventh question. Code
“KS” shows that twelve (12) out of thirty (30) respondents report that they believe keeping
secrets is immoral. Code “HG” shows that one (1) out of thirty (30) respondents believe that
keeping it a secret will hinder the growth of the relationship. Code “PH” shows that twelve
(12) out of thirty (30) respondents report their belief that they shouldn’t keep romantic
relationships a secret because the parents have the ability to help them by giving advice. Code
“FI” shows that two (2) out of thirty (30) respondents believe that it should not be kept a
secret because the parents finding out about it is inevitable. Code “DP'' shows that four (4)
out of thirty (30) respondents report that it depends or that they are not obligated to tell their
parents.
The researchers found in Figure 11.1 and Figure 11.2 that all Grade 12 respondents
and the majority of Grades 11 and 10 believe it should not be kept a secret. It shows that the
young age of the Grade 10 respondents and the full growth of the Grades 11 and 12
respondents recognizes the importance of their parent's role in their relationships. As for the
follow-up question, the researchers found that most Grade 10 respondents believe that
keeping a secret is immoral. However, the minority believes that it should not be kept a secret
for their parents to guide them in their relationship, and that it depends or that they are not
obligated to tell. For the Grade 11 respondents, the researchers found that the majority
answered that keeping secrets is immoral and that parents are beneficial and could help in the
relationship. The minority, however, answered that they are not obligated, or it depends and
that they should not keep secrets because the parents will find out eventually. Lastly, for the
Grade 12 respondents, the majority believe that they should not keep it a secret because
parents are beneficial and helpful for the relationship. However, the minority believes that
keeping secrets is immoral, it will hinder the growth of the relationship, and that their parents
will find out eventually.
47
With regards to gender in Figure 11.3, the researchers found that the majority of the
male respondents and the minority of the female respondents answered that the role of their
parents in the relationship will help their relationship grow. Furthermore, the majority of the
female respondents and the minority of male respondents answered that the relationship
should not be kept a secret from their parents.
The data garnered from question 11 determines the notions of ICS students regarding
the parents’ awareness of their adolescent romantic relationships. This brings the researchers
closer to fulfilling their objectives to determine the respondents attitude regarding romantic
relationships.
Figure 12.2
Figure 12 provides a visual for question 12, which asks: “Do you have any experience
in romantic relationships?” The pie graph shows that twelve (12) our of thirty (30)
48
respondents, or 40%, have reported yes, they have had experience with romantic
relationships, while the other eighteen (18) out of thirty (30) respondents, or 60%, have
reported no, they have not.
Figure 12.5
Figure 12.3 shows the results for a follow-up question. “If yes, has your experience
changed your perception of romantic relationships? If no, then simply put N/A” The results
below will be in the context of the question above. Code “NR” shows that five (5) of thirty
(30) respondents report that they have developed new outlooks regarding romantic
relationships. Code “SR” shows that two (2) out of thirty (30) respondents report that they
were able to reflect on themselves. Code “PS” shows that two (2) out of thirty (30)
respondents report that they had past experiences in romantic relationships but their
perception remains the same as before. Code “NA” shows that twenty-one (21) out of thirty
(30) respondents answer that they reported no in the previous question.
49
The researchers have found in Figure 12.2 that compared to the other Grade levels,
Grade 12 has the most respondents who have experience in romantic relationships followed
by Grade 10 and lastly, Grade 11. In figure 12.4, the researchers have also found that for the
Grade 10 respondents who have had experience, their answers for the following question
were all about them having new outlooks on romantic relationships. For the Grade 12
respondents however, the majority answered that they have developed new outlooks on
romantic relationships and that they were able to self-reflect.
Based on Figure 12.3 and Figure 12.5, most males and females have not had an
experience in a romantic relationship. For those who answered “yes” in the previous
question, most of the females and a minority of the male respondents answered that they had
developed new outlooks regarding romantic relationships. However, The females were the
only ones that answered that they did not gain a new perspective, while the others responded
that they gained a new outlook. Moreover, the male respondents were the only ones that
experienced self-reflection.
Through the data acquired from question 12, the researchers were able to determine
that the respondents who have had experiences had takeaways or learnings from the
relationship. This brings the researchers closer to fulfilling their objectives about determining
the respondents' practices regarding adolescent romantic relationships.
50
Figure 13.2
Figure 13 presents the results for Question 13, “What is your opinion of Biblical
principles regarding adolescent romantic relationships before marriage?” Code “BI” shows
that fifteen (15) out of thirty (30) respondents report that it is important to follow Biblical
principles in romantic relationships. Code “NB” shows that four (4) out of thirty (30)
respondents reported that they acknowledge the Biblical principle but aren’t driven to follow
it in romantic relationships. Code “RH” shows that three (3) out of thirty (30) respondents
report their belief that it helps keep a romantic relationship healthy. Code “CP” shows that
two (2) out of thirty (30) respondents report that Biblical principles should be followed but
only certain ones. Code “SG” shows that two (2) out of thirty (30) respondents report that
they believe it is merely a suggestion to what should be done. Code “RF” shows that two (2)
out of thirty (30) respondents report that they believe the Biblical principles are reasonable
and fair. Code “ND” shows that two (2) out of thirty (30) respondents report that they should
only follow the principle of getting married after dating. Code “SX” shows that six (6) out of
thirty (30) respondents report that sex is something shared only between two people. Lastly,
code “NF” shows that two (2) out of thirty (30) respondents are not familiar with Biblical
principles in romantic relationships.
51
(Figure 13.3)
As a follow up question, the respondents were asked “Do you agree or disagree with
it?“ Twenty six (26), or 86.7%, out of the thirty (30) respondents reported yes, while the
remaining four (3) , or 13.3%, respondents reported no.
Majority of all respondents agree with the principles based on Figure 13.1, with all
Grade 11 respondents being shown to agree with the principles according to the data, most of
the respondents from Grade 10 also agree with the Biblical principles, and most of the
respondents from Grade 12 agree with the principles, though they have the lowest agreement
rate among the three. Majority of the respondents have set opinions regarding Biblical
principles. They believe that Biblical principles are a pivotal factor in romantic relationships
and have importance with them, some have a less firm standpoint of the Biblical principles,
however they still recognize them, and a few others are not familiar with the principles. The
majority of the respondents are at least aware of the Biblical principles or the role of Biblical
principles in romantic relationships. Though, only a few of the total respondents disagree
with the principles.
Based on Figure 13.2, for the first part, the researchers found that the majority of the
female respondents believe that it is important to follow the biblical principles regarding
romantic relationships. However, for the male respondents, the researchers found that
everyone had varying answers. The majority of the males answered that it is important to
52
follow the biblical principles regarding romantic relationships, biblical principles help keep a
relationship healthy, and that they agree about what the bible says about sexual intercourse.
For the follow up question, based on Figure 13.2 the researchers found that the majority of
those who answered “No” are the female respondents along with one male respondent.
Through the data acquired in question 13, the researchers have determined that the
respondents had their own outlooks and opinions regarding the Biblical principles about
adolescent romantic relationships. This brings the researchers closer to fulfilling their
objectives about determining the respondents attitudes.
53
CHAPTER 9
CONCLUSION AND RECOMMENDATION
I. Conclusion
It has been made clear that despite the young age of the participants, they already
have a good idea of what a romantic relationship is and what it means for them. The
respondents were able to show that they are capable of thinking about themselves regarding
their future in romance. Additionally, though not all, the results showed that the respondents
had been taught good principles regarding romantic relationships. Furthermore, all of the
respondents are aware of the risks in entering a relationship, showing that they are most likely
less prone to subjecting themselves to those risks.
With the respondents standpoints and opinions, it was ascertained that the adolescents
of ICS have high standards when it comes to relationships. Furthermore, those standards
could potentially keep them away from the risks of entering an adolescent romantic
relationship. Additionally, those standards have revealed if the respondents are ready to enter
a romantic relationship or not.
There is consistency in the respondents' answers, which support the fact that they
have already formed strong beliefs regarding romantic relationships. These beliefs serve as a
foundation on how one goes about relationships and the complexity of a person regarding
romance. The presence of these foundations was evident in the respondents' opinions and
thoughts and it has allowed the researchers to see the respondents' current state of mind
regarding romantic relationships.
The researchers have hypothesized that adolescents have different views and opinions
regarding adolescent romantic relationships. When looking through all the answers of the
respondents, a variety of opinions and outlooks were provided. Thus, proving our hypothesis,
54
but aside from that, it shows that the respondents have been exposed to romantic relationships
or have experienced it personally. And that's where the respondents base their thoughts and
opinions on.
Lastly, there comes the point in an adolescent's life wherein they begin to look deeper
into what a romantic relationship entails. As the respondents grow as individuals and have
more experience, they begin moving away from the surface-level concepts of romance, such
as dating, to develop more complex ideas and thoughts regarding romance, such as growing
together and building trust. Numerous respondents have already reached that point in their
lives and are looking for something more. It has been made clear that love is no longer the
only thing they associate romantic relationships with.
II. Recommendations
To the educators, the researchers would like to recommend that further action be taken
to ensure that the students have a correct view and outlook regarding entering an adolescent
romantic relationship at their age. Furthermore, the researchers believe that educators should
educate students about principles regarding adolescent romantic relationships that could help
them grow more as an individual. Additionally, since the researchers have found that the
respondents know their priorities, the researchers would like to recommend that rules
regarding relationships allow them to have experience, which would ultimately lead them
further developing and solidifying their beliefs regarding romantic relationships.
To the parents of the students, the researchers would like to recommend that you
further support and educate your children regarding the topic of adolescent romantic
relationships. Since the researchers were able to determine that the ICS respondents have
their views and outlooks regarding adolescent romantic relationships, the researchers felt that
it is essential that parents help their children further solidify their beliefs and convictions
55
regarding the topic. This is for them not to develop any misconceptions regarding romantic
relationships that could potentially hurt them later in their lives.
The researchers would like to recommend that further studies be done regarding this
topic for future researchers. The researchers recommend that the research be done in a larger
scope that includes adolescents from different schools. The recommendation is that since this
research only tackles ICS students' knowledge, attitudes, and practices regarding adolescent
romantic relationships, it does not apply to other individuals outside ICS.
The researchers would also like to recommend that this research be done with more
respondents. Though the researchers were satisfied with the thirty respondents, they felt that
more would be better for the research. The researchers believe that if more respondents are
present in the research, then the observations and analysis that the researchers presented will
be more accurate and have more credibility.
56
BIBLIOGRAPHY
Berger, L., McMakin, D., & Furman, W. (n.d.). The language of love: Romantic
relationships in adolescence. Retrieved from
https://www.du.edu/ahss/psychology/relationship-center/media/documents/publ
ications/berger-mcmakin-furman-2005.pdf
Collins, W. A., Welsh, D. P., & Furman, W. (2009). Adolescent romantic
relationships. Annual Review of Psychology, 60(1), 631-652.
doi:10.1146/annurev.psych.60.110707.163459
Csikszentmihalyi, M. (2020, April 3). Adolescence. Encyclopedia Britannica.
https://www.britannica.com/science/adolescence
Furman, W. (2002). The emerging Field of adolescent romantic relationships. Current
Directions in
Psychological Science, 11(5), 177-180. doi:10.1111/1467-8721.00195
Giordano, P. C., Phelps, K. D., Manning, W. D., & Longmore, M. A. (2008).
Adolescent academic
achievement and romantic relationships. Social Science Research, 37(1).
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Grant, J. (2015). Divine sex: a compelling vision for Christian relationships in a
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Halpern, C. T., Oslak, S. G., Young, M. L., Martin, S. L., & Kupper, L. L. (2001).
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1679-1685. doi:10.2105/ajph.91.10.1679
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relationships -
Why are they important? and should they be encouraged or avoided? Retrieved from
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antic-relationships-why-are-they-important-headspace-evsum.pdf
Kirkpatrick, L. A., & Shaver, P. R. (1992). An attachment-theoretical approach to
romantic love and
religious belief. Personality and Social Psychology Bulletin, 18(3), 266-275.
doi:10.1177/0146167292183002
Shallcross, L. (2015, October 14). Young teens suffer most from turbulent mood
swings. Retrieved From
https://www.npr.org/sections/health-shots/2015/10/14/448658923/younger-teen
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Shulman, S., & Kipnis, O. (2001). Adolescent romantic relationships: A look from the
future.
Journal of Adolescence, 24(3), 337-351. doi:10.1006/jado.2001.0409
Sorensen, S. (2007, July). Adolescent Romantic Relationships. Retrieved from
http://www.actforyouth.net/resources/rf/rf_romantic_0707.pdf
Sanberg-Thoma, S. E. (2012). The Association between mental health and
relationship progression
(Master's thesis, Ohio State University ). Retrieved from
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&disposition=inline
Principle Of Proximity. (n.d.). In Alleydog.com's online glossary.
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59
APPENDIX A
60
APPENDIX B
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Greenhills Christian Fellowship International Christian School

Knowledge, Attitudes, and Practices of ICS High School Students on Romantic

In fulfillment of the requirements in

Practical Research 1 & 2

Basco, Sophia Brenda

Garcia, Calista Dominique B.

Pascual, Josh Xaris E.

Yu, Megan Louise L.

● Background of the Study………………………………………………....….…5

● Statement of the Problem…………………………………………...………….6

● Objectives of the Study……………………………………….…...………..….6

Chapter 2- Significance of the Study

● Significance of the Study………….…………………………………..............7

Chapter 3 - Review of Related Literature

● Current State of Research…………..……………………………….…………8

● Adolescents Expectations on Romantic Relationships…..................................9

● Health in Adolescent Romantic Relationships………………………………...9

● The Adolescents Reservations Regarding Romantic Relationships.…….…….10

● The Risks of Adolescent Romantic Relationships………………………….…11

● Biblical Views on Romantic Relationships……………………………………12

● Summary and Synthesis……………………………………………………….13

Chapter 4 - Theoretical Framework

● Operational Definition of Terms……………………………………..………..15

Chapter 5 - Sampling Design

Chapter 7 - Ethical Considerations

Chapter 8 - Results and Discussions

● Results and Discussion………………………………………………………..26

Chapter 9 - Conclusion and Recommendations

contribution to this research paper.

greatly helped the researchers create their research paper.

I. Background of the Study

in romance could lead to complications in relationships. However, with the widespread

experience and result in a stable relationship.

adolescents' thoughts, beliefs, behavior, attitudes, and practices regarding romantic

II. Statement of the Problem

undertaken by a great deal of researchers and institutions. To gain a substantial understanding

of knowledge, attitudes, and practices of adolescents regarding romantic relationships,

This research is to ascertain how adolescents perceive romantic relationships today.

further contextualized with a review of recent literature on adolescents' romantic relationships

and statistical analysis of adolescents' varying perspectives on the matter.

III. Objectives of the Study

10 to 12 GCF-ICS students with respect to entering a romantic relationship. Expectation

serve as an obstacle in entering a romantic relationship. In addition, the researchers would

like to determine their inclination to participate in romantic relationships. The researchers

context of adolescent romantic relationships.

SIGNIFICANCE OF THE STUDY

their institutions' Biblical predominant beliefs.

relationships, allow them to give better and more relevant advice.

Future researchers. It will serve future researchers by creating a paper presenting

adolescents' knowledge, attitude, and practices, in addition to Biblical belief, regarding

REVIEW OF RELATED LITERATURE

In today's generation, romantic relationship involvement in adolescents has been

as maintained by the World Health Organization (Csikszentmihalyi, 2020). According to

romantic relationships lies in different aspects, whether it is from internal or external

adolescent relationships, adolescents' expectations of romantic relationships, health of the

adolescents in the romantic relationship, the adolescents' reservations regarding entering a

I. Current State of Research

Although popular in other aspects, romantic adolescent relationships is not a topic

have started to gain interest in the topic (Furman, 2002).

II. Adolescents expectations of romantic relationships

(Collins, et al., 2009).

In terms of what they expect in their relationship as a whole, adolescents typically

III. Health in Adolescent Romantic Relationship