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    1) A survey was conducted of 63 Grade 12 students in the Humanities and Social Sciences track at Barotac Nuevo National Comprehensive High School about the length and impact of romantic relationships. 2) The majority (21 students) reported relationship lengths between 6 months to 1 year, while 18 reported lengths between 2 to 4 years. 3) All students reported satisfactory or outstanding academic performance, with 21 earning marks between 90-100 and 35 between 85-89. 4) Students were asked if romantic relationships affected their ability to focus, manage time, make decisions, priorities, and grades. Most reported positive or neutral effects, though some reported negative effects, with a strong positive correlation found

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    Practical Research 2

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    CHAPTER-4

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    1) A survey was conducted of 63 Grade 12 students in the Humanities and Social Sciences track at Barotac Nuevo National Comprehensive High School about the length and impact of romantic relationships. 2) The majority (21 students) reported relationship lengths between 6 months to 1 year, while 18 reported lengths between 2 to 4 years. 3) All students reported satisfactory or outstanding academic performance, with 21 earning marks between 90-100 and 35 between 85-89. 4) Students were asked if romantic relationships affected their ability to focus, manage time, make decisions, priorities, and grades. Most reported positive or neutral effects, though some reported negative effects, with a strong positive correlation found

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    © All Rights Reserved
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    11 views3 pages

    Chapter 4

    Uploaded by

    Jiez Castor
    1) A survey was conducted of 63 Grade 12 students in the Humanities and Social Sciences track at Barotac Nuevo National Comprehensive High School about the length and impact of romantic relationships. 2) The majority (21 students) reported relationship lengths between 6 months to 1 year, while 18 reported lengths between 2 to 4 years. 3) All students reported satisfactory or outstanding academic performance, with 21 earning marks between 90-100 and 35 between 85-89. 4) Students were asked if romantic relationships affected their ability to focus, manage time, make decisions, priorities, and grades. Most reported positive or neutral effects, though some reported negative effects, with a strong positive correlation found

    Copyright:

    © All Rights Reserved
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    of 3

    Republic of the Philippines

    Department of Education
    Region VI – Western Visayas
    Schools Division of Iloilo
    BAROTAC NUEVO NATIONAL COMPREHENSIVE HIGH SCHOOL
    J.T. Bretaña Street, Barotac Nuevo, Iloilo, Philippines 5007
    Email:bnnchs.barotacnuevo@gmail.com
    Telefax:(+63 33) 3612019

    SENIOR HIGH SCHOOL

    Chapter IV
    Results and Discussion
    I. Length of Relationship of Grade 12 HUMSS learners engaging in
    Romantic Relationship
    Table 1.1. Survey Results
    Length of Tally Frequency
    Relationship
    24 hours – 5 months 21
    6 months – 12 months 17
    2 years – 4 years 18
    5 years and above 7

    II. Academic Performance of Grade 12 HUMSS learners engaging in


    Romantic Relationship
    Table 2.1
    Grades Descriptive Meaning Frequency
    90-100 Outstanding 21
    85-89 Very Satisfactory 35
    80-84 Satisfactory 7
    75-79 Fairly Satisfactory 0
    Below 74 Did not meet 0
    expectation

    III. Relationship between Romantic Relationship and Academic


    Relationship
    Table 3.1
    Statement Strongly Positive Neutral Negative Strongly
    Positive (4) (3) (2) Negative
    (5) (1)
    1. It affects my
    ability to focus
    in studying.
    2. It affects my
    ability to manage
    my time.
    3. It affects my
    decision-making
    skill.
    4. It affects my
    priorities.
    5. It affects my
    grades.
    TOTAL 115 324 180 184 59

    Correlations

    STRONGLY_ STRONGLY_
    NEGATIVE NEGATIVE NEUTRAL POSITIVE POSITIVE

    STRONGLY_NEGATIVE Pearson Correlation 1 -.492 .753 .262 -.739

    Sig. (2-tailed) .399 .142 .670 .154

    N 5 5 5 5 5
    NEGATIVE Pearson Correlation -.492 1 -.661 .463 .093
    Sig. (2-tailed) .399 .225 .432 .882
    N 5 5 5 5 5
    NEUTRAL Pearson Correlation .753 -.661 1 -.033 -.720
    Sig. (2-tailed) .142 .225 .958 .171
    N 5 5 5 5 5
    POSITIVE Pearson Correlation .262 .463 -.033 1 -.655
    Sig. (2-tailed) .670 .432 .958 .230
    N 5 5 5 5 5
    STRONGLY_POSITIVE Pearson Correlation -.739 .093 -.720 -.655 1

    Sig. (2-tailed) .154 .882 .171 .230

    N 5 5 5 5 5

    The Pearson correlation coefficient (r) is the most common way of

    measuring a linear correlation. It is a number between –1 and 1 that

    measures the strength and direction of the relationship between two

    variables (Turney, 2022). Based on the result of the SPSS analyses,

    in strongly positive (r=1), there is a Strong Positive correlation


    between Romantic Relationship and Academic Relationship. It means both

    variables (Romantic Relationship and Academic Relationship) positively

    change in the same direction.

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