The Effects of Romantic Relationship Status on the

Academic Performance of Selected Grade 12 Students

of Army’s Angels Integrated School
SY: 2019-2020

Presented by : Group 5
ICT- THALES
INTRODUCTION

Relationship is about a romantic relationship between a two people. During

adolescence, teens become interested and involved in dating because of the
desire to belong with others. As a result, it is clear that over the time, romantic
relationships gain in importance. Students crave to have an intimate romantic
relationship to which love is given and received without restriction. It is
showing that students are synchronizing their time in both academic and
romantic aspect. Engaging themselves in this romantic relationship enables
them to feel that someone cares for them, shows affection to them, loves them,
etc.
BACKGROUND OF THE STUDY

Most of the youths are preoccupied with romantic issues and relationships become increasingly
significant in the lives of the young people. To illustrate, we can see nowadays that many graduating
students are prioritizing their time in both academic and romantic affairs (Bernales and Colonia,
2011). Moreover, some students have also involved themselves in a romantic relationship. Having
been in an institution which promotes honor and excellence among its students gave them a great
challenge to maintain a good academic performance. Considering that each professor has higher
expectations of the students, an increase of workloads which includes projects, school papers,
reports and challenging exams were given. Therefore, being a graduating student gives them more
responsibility and it requires a great amount of time and attention.
BACKGROUND OF THE STUDY

Because of this, students who are in a relationship, sometimes cannot balance their time and
attention in both academics and relationships that is why it affects the students’ grades in a
negative way. Many people and experts believe that students should not have a romantic
relationship since they are still studying and they have so much more to prioritize not just only
their partner but the future they will have. On the other hand, some claim that romantic
relationships do not always bring disadvantages toward the students’ performance but in some
instances they also serve as a great motivation for students to study harder (Giodano et al.,
2008). It also develop the social skills, interdependence, cooperation, empathy, and sensitivity
of the young people.
STATEMENT OF THE PROBLEM

• 1. What is the demographic profile of the respondents in terms of:

• 1.1 Gender
• 1.2 Age
• 1.3 General weighted average in the A.Y 2018-2019 1st semester
• 1.4 General weighted average in the A.Y. 2018-2019 2nd semester
• 2. What is the status of time management of the respondents:
• 2.1 In studying
• 2.2 With their partner
STATEMENT OF THE PROBLEM

• 3. What is the level of anxiety of the respondents in playing their role as a

student?
• 4. What is the level of motivation of the respondents in playing their role as
a student?
• 5. Is there a significant correlation of being in a relationship and academic
performance and:
• 5.1 Levels of anxiety
• 5.2 Levels of motivation
ASSUMPTIONS AND HYPOTHESIS

• HO1. There is a significance in studying that romantic relationship may lead

to success having each other as inspirations.

• HO2. There is no significance in studying that romantic relationships may

result on students to get unfocused on their academic performance
SCOPE AND DELIMITATION

The study is delimited to selected grade 12 students of Army's Angel

Integrated School. This is conducted inside the AAIS campus. This study
highlights the extent of effects of romantic relationship status on the academic
performances and ways of coping up those effects. Additionally, it determines
the levels of motivation and anxiety of the respondents. This study was
conducted in the first semester of the school year 2019-2020.
• CONCEPTUAL FRAMEWORK
1.What is the

PROCESS

OUTPUT
INPUT
demographic profile of
the respondents in
terms of:
1.1 Gender
1.2 Age
2. What is the status of
time management of
the respondents: Gathering data
through
2.1 . in studying
Adminstration Shows the
2.2 with their partner?
3. What is the level of of the effects of
anxiety of servey/question romantic
the respondents in aire
playing their role as relationship
astudent? Statistical
4. What is the level of treatment and on student's
motivation of the
respondents in playing tabulation academic
their role as astudent?
5. Is there a significant
Presentation, performance
correlation of being in Interpretation
a relationship and and analysis
academic performance
and: Inferal Statistics
5.1 Levels of anxiety
5.2 Levels of
motivation

FEEDBACK
• THEORETICAL FRAMEWORK
Relationships (Connecting with
others)

(The Need to Belong Theory)

Frequent Interaction Complex

which implies exchange
cognitive tasks
of sources (Social
Exchange Theory)

Desire to have a stable

relationship and have a
context of concern and
caring
Chapter II: RELATED STUDIES

• Foreign:
An article of Barber & Eccles (as cited in Luqman, 2009) talked about the importance of
romantic relationships to adolescent development and its “long lasting” effects on self-
confidence. It affirmed that romantic relationship teaches moral values on romance, “intimate
relationships and sexuality. Romantic relationship provides positive outlook of adolescents’ life
which motivates the adolescents in achieving goals such as performing well in the studies.
However, romantic relationships do not always behave in a positive way. There are instances in
which romantic relationship may harm adolescents and because of this, they need adults who
will guide them in developing healthy relationships (Luqman, 2009).
RELATED STUDIES

• Local:
Gustin (2015), Relationships can affect students when it comes to their performances in
school and the grades they earn. School relationships can have negative or positive effects on
the student’s daily performances. If a student feels like they could not manage both of their
studies and relationship, they should not be in one; however, some relationships can encourage
success in school. Relationships in high school can have many perks and many cons.

Miller (2016), choose not to date while being in school because it is considered as a distraction
to your studies. It will be very enjoyable when you graduated in high school and college
because that will be the time that you’ll have more spare time. School is very important; choose
to study first before engaging into relationships.
Chapter III: RESEARCH METHOD

• Research Design
The researchers implemented the simple descriptive design. This design used
survey questionnaires which were distributed to the respondents in order to
attain the main objective of the study which is to examine the effects of
romantic relationships on students’ academic performance. The survey or the
research itself tried to describe, analyze and interpret the status of the
respondents. The design is a non-experimental correlation research.
RESPONDENTS OF THE STUDY

There were 100 respondents who took part in the study. The population
consisted of Selected Grade 12 students from Army’s Angels Integrated
School.
POPULATION AND SAMPLING TECHNIQUE

The researchers made use of the selective sampling method in the selection of
the respondents since the study was focused on a particular group (students
involved in romantic relationship).
Selected Grade 12 students who were involved in a relationship in the S.Y.
2019-2020 became the respondents of the study. The researcher conducted was
100 students who met this criteria and these 100 students were the respondents
of the study.
INSTRUMENTATION

The survey questionnaires will consist of a broad range of questions aimed at gauging the
student’s involvement in romantic relationship and its adverse effects on their academic
achievement. Each questionnaire will have 3 parts. The first part of the questionnaire will
regard the profile of the respondent (i.e., name, gender, gwa). The second part will comprise
the status of time management of the respondent. The third and fourth part will consider the
levels of motivation and anxiety of the respondent as a student. These two last parts are in
Likert scale form in which respondents will be tasked to indicate whether they strongly agree,
agree, undecided, disagree or strongly disagree in the given statements.
Data Gathering Procedure

• The gathering of data for this study utilized a self-administered descriptive

questionnaire because it economizes our time and effort and it has the ability
to maintain respondent’s confidentiality.
• The respondents will be given survey questionnaires to provide the necessary
data needed in the study.
Chapter IV: Presentation, Analysis and Interpretation of Data
The age of 17 gathered the highest respondents which total of 52 followed by the
age of 18 gathered the second highest respondents with 28, followed by the age of
19 gathered the second to the last respondents of 14 and last at the age of 16
gathered the respondents of 6 and with the overall respondents of 100
• Table 1
There are five (30%) respondents whose general
weighted average decreased from first to second
semester; two (50%) have increased and three (10%)
general weighted average were maintained as it is from
first to second semester. It entails that most of the
respondents have increasing grades on the second
semester basing from the first semester. It then follows
that majority of the respondents have lowered
academic performance.
• Table 2
• Table 3
Table 3 shows the perception of the respondents
on their levels of motivation as a student while
they are involved in a romantic relationship. The
weighted mean in each item were computed to
find the general perception of the respondents on
their levels of motivation as a student.

The results reveal that the respondents’ level of

motivation as a student is Highly competent
which is evident in a weighted mean of (3.52). It
means that their involvement in romantic
relationship has a highly competent effect on the
respondents’ motivation as students. This means
that there is a motivation for the students when
they involve in romantic relationship, it has a
highly impact on the part of playing their role as
students.
• Table 4

In Question 1 ” I feel motivated to study when my partner shows

affection to me.” 19 respondents answered in strongly agree while 54 in
agree, 15 in undecided, 4 in disagree and 8 in strongly disagree.

In Question 2 “I want to get good grades to ensure a brighter future

with my partner.” 25 respondents answered in strongly agree while 51 in
agree, 12 in undecided, 2 in disagree and 7 in strongly disagree.

In question 3 “I expect my partner to help me with my studies.” 23

respondents answered in strongly agree while 47 in agree, 11 in
undecided, 9 in disagree and 10 in strongly disagree.

In question 4 “I feel motivated to do my projects because my partner

encouraged me to do so.” 18 respondents answered in strongly agree
while 56 in agree, 13 in undecided, 6 in disagree and 7 in strongly
disagree.

In question 5 “I feel motivated to study when I'm with my partner.”

14 respondents answered in strongly agree while 48 in agree, 21 in
undecided, 9 in disagree and 8 in strongly disagree.
In question 6 “I'm inspired to finish my course when I have a romantic partner.” 18
respondents answered in strongly agree while 38 in agree, 20 in undecided,11 in disagree and 3 in
strongly disagree.

In question 7 “I get more comfortable when I discuss my problems and concerns in my

studies to my partner.” 20 respondents answered in strongly agree while 40 in agree, 18 in
undecided, 7 in disagree and 9 in strongly disagree.

In question 8 “I enjoy studying when I'm in a relationship.” 12 respondents answered in strongly

agree while 42 in agree, 24 in undecided, 6 in disagree and 7 in strongly disagree.

In question 9 “I think I can get higher grades when I'm in a romantic relationship.” 14
respondents answered in strongly agree while 40 in agree, 22 in undecided, 11 in disagree and 13 in
strongly disagree.

In question 10 “I feel motivated to study because my parents allow me to involve in a romantic

relationship.” 15 respondents answered in strongly agree while 34 in agree, 25 in undecided, 10
disagree and 16 strongly disagree.
The general perception of the respondents regarding their levels of anxiety
acquired a weighted mean of 2.78 (competent). It implies that majority of the
respondents have a lower level of anxiety as a student while they were involved
in a romantic relationship.
Majority of the respondents perceived that their level of anxiety is low because
they were more aware of the benefits that their romantic partners have given
them. Moreover, they feel that they are more comfortable when they involve in a
relationship. Most of them think that they can still do well in their studies when
involved in a relationship. In addition, most of the adolescents who were
involved in a romantic relationship did not consider their romantic partners to be
a distraction in their studies.
• Table 5

In question 1 to 10, 13 respondents answered in strongly agree while 17 in agree, 23 in

undecided, 29 in disagree and 18 in strongly disagree.
The researchers gathered 3.52 in the levels of motivation
while 3.60 in the levels of academic performance. It shows
that there is no significant relationship between the levels
of motivation of the respondents as students and their
academic performance. Meaning to say, higher level of
motivation of the respondents as students when it relates
to their romantic relationship does not necessarily imply
that their academic performance will also get higher.
Respondents’ levels of motivation as students while in a
romantic relationship do not show some pattern of
relationship between levels of motivation and academic
performance.

It also indicates that the level of anxiety of the

respondents is inversely correlated with their academic
performance which value of 2.78. Meaning to say, it is
necessary that the academic performance increases as the
anxiety level gets lower; and the higher the anxiety level is,
the academic performance will decline.
Chapter V: SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
Summary of Findings
• The results indicate that majority of the Grade 12 students who were involved in romantic
relationship have increased their general weighted average from the first semester to the second
semester of the academic year 2018-2019.
• The results show that the respondents equally spent time with their partner and in studying. This
is evident based in how many respondents respond in the questions.
• The results reveal that the respondents’ level of motivation as a student considering
the involvement in romantic relationship is significant. This is evident in the average
mean of 3.52 which is categorized as highly competent.
Summary of Findings

• The results show that the respondents’ level of anxiety is low since it acquired an average mean
of 2.78(Disagree).

• The results depict that the correlation between the respondents’ level of motivation and
academic performance is variant. Meaning to say, the change in the grades of the respondents
was not dependent on their level of motivation. This can be deduced from the data wherein a
respondent who has a score of 3.52 in the level of motivation has a positive score in academic
performance while another respondent who is in the same level of motivation has a negative
score in academic performance. In anxiety results show that there is a significant inverse
correlation between the level of anxiety of the respondents and their academic performance it is
evident based of the average mean which is beyond the tabulated value.
Conclusions

• Based on the results of the study, it was found out that there is significant effect of romantic
relationship on the academic performance of the Army’s Angels Integrated Student’s. Adolescent stage
is the time when people started looking for their romantic partner. For the selected grade 12 student
you might noticed that some of the students particular gets more focused on their partner but
eventually also some of them in study
• In conclusion, if students are involved in a romantic relationship, a higher level of anxiety that the
students would experience in a romantic relationship would indicate a great possibility that it would
offer negative effects to their academic performance. Yet, selected grade 12 students who are involved
in romantic relationship have reported that they have a low level of anxiety as students.
Recommendations

• For the Grade 12 students, the researchers recommend that if they will involve
themselves in a romantic relationship, they must balance their time management in
order not to affect their academic performance. In addition, for students who are
involved in a relationship and for those are planning to be involved, we recommend
that they should be aware of the anxieties that romantic relationship would bring so
that they could manage themselves to cope up with the problems that would meet
in this relationship.
It is also recommended that parents may allow their siblings to involve in a
romantic relationship since it contributes to the development of adolescents for a
better committed relationship in the future. However, together with it must be the
guidance that the academic performance of their siblings will not be affected.
Thank you!