Thesis

The Romantic Relationship and
Academic Performance
of College Students in City College of
Tagaytay
GROUP 2
Ambion, Marlon B.
Bunao, Francis J.
Evangelista. Christian Glenn
Gabon, Maricar M.
Galeon, Angela Rafaelle T.
Gatpandan, Marnell M.
Hernandez, Xander P.
Miano, Rey S.
Orpilla, Redly A.
Pante, Chetlyn Rona T.
INTRODUCTION:
Romantic Relationship – are those characterized by feeling of love and attraction for
another person. Romantic relationship is a commitment and or dating-based. In
romantic relationship, sexual activity is not always necessary assumed (Kendra,
2022).
Being involved in romantic relationship will be hard at first, they both should
know to apply time management. Time for each other, time for family, time for
friends and time for studies. Romantic partnerships allow individuals to be themselves
with someone they appreciate and who respects them back. Sexual interactions are not
always implied in romantic relationships.
Most of the research are between the romantic relationship academically
and psychologically in students. Far fewer studies have analyzed romantic relationship
and their limitations as a student. Like they are dropping out because they are pregnant
and starting their own family instead of pursuing their studies. To address this gap, this
study investigates the relationship between romantic relationship and academic
performance among college students in City College of Tagaytay.
This research explores the impact of romantic relationships on college students,
analyzing factors that can lead to varying outcomes in terms of personal development.
To determine the status of students engaged in a romantic relationship in the past six
months in terms of time management. level of classroom motivation, level of anxiety
as a students
STATEMENT OF THE PROBLEM:
This study seeks to identify the Romantic Relationships and Academic Performance
of college students in City College of Tagaytay A.Y 2022-2023. Specifically, this study
seeks to answer the following questions:
1. What is the student’s Demographic Profile in terms of:
a. Age
b. Sex
c. Relationship status
d. Course
2. What is the status of students engaged in a romantic relationship in the past six months in
terms of:
a. Time management
b. Level of classroom motivation
c. Level of anxiety as a students
3. What is the academic performance of the students engaged in romantic
relationships?
4. Is there a significant relationship between time management and
academic performance among students engaged in romantic relationships?
5. Is there a significant relationship between the level of classroom
motivation and academic performance among students engaged in romantic
relationships?
6. Is there a significant relationship between level of anxiety and academic
performance among students engaged in romantic relationships?
IMPORTANCE OF THE STUDY
Students- The result will provide the students with some knowledge on handling romantic
relationships and help the students that are experiencing difficulties in handling relationships.
The students will be aware of the negative and positive effect of romantic relationship to their
academic performance while still in school/university.
Teachers- The given data will help teachers what to do to guide and understand more their
students that are dealing with romantic relationship. And they will be able to teach students the
importance of their academics.
Parents- Like the teachers, the parents will understand their children more through the given
data. They will know how to approach them and motivate them to prioritize their study more
and explain their limitations since they are still students. Student will be more open to their
parents, and parents will not worry about their children’s studies while they are in romantic
relationship.
City College of Tagaytay Administration - This study will help The Office of Student
Affairs Services (OSAS) to monitor each student with or without partner. And to lessen
the amount of Public Display of Affection (PDA) by talking to the students and giving
them advice.
Future researchers- The study will help the future researchers to use this research as
reference in their study or a background in creating more impact to the students, parents,
teachers and administration.
The goal of the current study is to ascertain whether academic accomplishment levels of
college students are affected by their romantic relationship connected to the academic
performance of their dating partner after accounting for the well-known influences of
parents and peers.
OBJECTIVES:
The study aims to determine the Effects of Romantic Relationship on the Academic Performance of the college
students in City College of Tagaytay specifically;
1. To determine the profile of the respondents in terms of gender in the A.Y. 2022-2023 first sem.
a. Age
b. Gender
c. Relationship status
d. Course
2. Determine the status of students engaged in a romantic relationship in the past six months in terms of:
a. Time management
b. Level of classroom motivation
c. Level of anxiety as a students
3. Determine the academic performance of the students engaged in romantic
relationships.
4. Determine the significant relationship between time management and
academic performance of the students engaged in romantic relationships.
5. Determine the significant relationship between level of classroom
motivation and academic performance of the students engaged in romantic
relationships.
6. Determine the significant relationship between level of anxiety and
academic performance of the students engaged in romantic relationships.
STATEMENT OF HYPHOTESIS
H1: There is a significant relationship between time management and
academic performance among students engaged in romantic relationships.
H2: There is a significant relationship between level of classroom
motivation and academic performance among students engaged in
romantic relationships.
H2; There is a significant relationship between level of anxiety and
academic performance among students engaged in romantic relationships.
SCOPE AND LIMITATIONS:
The study is focus on the college students in City College of Tagaytay A.Y 2022-2023. The
romantic relationship and academic performance of college students in City College of
Tagaytay. The research will need 100 respondents both male and female college students from
the whole department of City College of Tagaytay.
This study will be conducted from March 2023 to June 2023. That will be done through the
utilization of questionnaire to the students as a survey and references. We need to acquire the
experience of both positive and negative effects of romantic relationship.
Determine the status of students engaged in a romantic relationship in the past six months in
terms of time management, level of classroom motivation, level of anxiety as a student. This
study will be conducted at City College of Tagaytay.
CONCEPTUAL FRAMEWORK:
The major concept of this study is to determine the Effects of

Romantic Relationship in the Academic Performance of
College Students in City College of Tagaytay
Figure 1: The research paradigm showing the effects of
romantic relationship to the college students’ academic
performance. The process contains surveys, data gathering,
data analysis and data interpretation, and output variable
contain.
METHODOLOGY:
This chapter presents the general plan in the conduct of the study. It includes the research design, sources of
data, data-gathering procedure, research instrument, reliability and validity of research instrument, data
analysis, and the statistical treatment of data.
I. Research Design
This study utilizes the descriptive research design. The descriptive research design accurately and
systematically describes, observes, or validates aspects of groups collected through quantifiable
information, like the relationship among variables, in their natural state (Siedlecki, 2020).
Quantitative methods will be used by researchers to observe conditions or events that have an impact on
people. Quantitative research generates objective data that may be convey easily using statistics and
figures.
The researchers will use purposive sampling it is the process of selecting sample by taking subject
that is not based on the level or area, but it is taken based on the specific purpose. Purposive
sampling is where a researcher selects a sample based on the needs about the study. According to
Arikunto (2010: 183)
The study is a non-experimental correlation study. Without changing the variables, this design
investigated their relationship. Academic performance and romantic relationship, which include
time management, levels of motivation, and anxiety, are the three key characteristics assessed.
II. Sources of Data

The main sources of data are the students of City College of Tagaytay. Criteria is that they need to
pass six months and above being together in romantic relationship to determine the accurate result
of the study. This research will need one hundred participants in total, purposive sampling. The use
of survey form will be utilized in gathering the data needed for the study.
III. Data Gathering Procedure
The researchers will make a survey questionnaire to conduct the study through online survey and will
gather the needed data to its intended respondents at City College of Tagaytay.
The researchers will collect the data through online survey questionnaire that comprises their age, sex,
relationship status and course. The survey will be only given to respondents who is in a relationship in order
to know what the effect of romantic relationship for them.
IV. Research Instrument
The researcher will use a survey-questionnaire to gather quantitative data
The instrument of the study will compromise into two parts:
Part1. Demographic Profile –This pertains to the age, sex/gender relationship status and course of the
respondents
Part2. Self-made Questionnaire – This includes the effects of Romantic Relationship and academic
performance based on the student’s perception with three components motivational scale, anxiety scale, and
time management scale.
V. Reliability and Validity of Research Instrument
A questionnaire is a research tool that consists of a series of questions designed pertains the demographic
profile of respondents, the researcher will use self-made questionnaire as the instrument for this study this
includes the effects of romantic relationship based on the student's perception from the students enrolled in
City College of Tagaytay. The instrument will be validated by department of SHTM professors and expert.
The researchers conduct a pilot testing to the 12 students who are involved in romantic relationship.
Part 1
Using the demographic profile, the researchers will use a survey questionnaire to make sure all
respondents where give answers and tested under the same conditions, through a purposive sampling.
Part 2
The researcher provides self-made questionnaire that will give as the instrument to conduct survey for this
study that includes the effects of romantic relationship based on the student's perception.
This research will utilize a self-employed questionnaire and will be check and validate by the experts. In
order to gather the needed data, this study will need one hundred participants. The data and results of the
survey will be evaluated statistically using the frequency and percentage, mean, and standard deviation
formula. With the expertise of the adviser and technical critic, analysis of the data is from the table data.
The confidentiality of every respondent's personal information and the results of the data are assured.
VII. Statistical Treatment of the Data

The following statistical tools will be used to treat the data gathered. Data that will be collected will be
converted to percentage and will be presented in tabular and graphical forms for simple interpretation.
1. Percentage will be used to determine the demographic profile of the respondents:
Formula: % = f/N x 100
Where:
P= Percentage
F= Frequency
N= No. of respondents
2. Weighted mean will be used to determine the status of time management, level of anxiety and
level of motivation the weighted mean will be used,
Formula:
Where:
x̄ = mean
∑f(x) = Total scores of students
N = No. of respondents
3. Standard Deviation (or σ) is a measure of how dispersed the data is in relation to the mean. Low
standard deviation means data are clustered around the mean, and high standard deviation indicates
data are more spread out. First compute the mean of the data values (¯x x ¯ ) and then compute the
deviations of each data value from the mean. Then we use the following standard deviation
formula by actual mean method: σ = √(∑(x−¯x) ( x − x ¯ ) 2 /n), where n = total number of
observations.
RESULTS AND DISCUSSION
TABLE 1
Gender Frequency Percentage
Male 30 30
Female 71 71
Total 101 100

•Table 1 displays that the female has 71
frequency and a percentage equal to 101
frequency and 100 percent, whereas the man
has 30 frequency and 30 percent.
TABLE 2
Course Frequency Percentage
BSHM 27 27
BSTM 10 10
BSED 35 35
BSIT 9 9
BSBA 20 20
Total 101 100

• On table 2, with a frequency and
percentage score of 35, BSED has the
highest score . With a frequency and
percentage of 27, BSHM comes in second,
followed by BSBA, which has a frequency
and percentage of 20. In contrast, BSTM had
10 and BSIT had 9. Total of 101 in frequency
and 100 in percentage.
TABLE 4
Age Frequency Percentage
16 and below years old 0 0
17-19 years old 13 13
20-22 years old 67 67
23 and above years old 21 21
Total 101 100

• Table 3 indicates that the frequency
and percentage of people aged 17 to 19
are 13. People aged 20 to 22 had 67, while
those aged 23 and up had 21. Then, with a
total percentage of 100 and 101 in
frequency,
TABLE 5
Duration Frequency Percentage
6 months and above 30 30
1-2 years 33 33
3-4 years 19 19
5 years and above 19 19
Total 101 100

• As can be seen in Table 4, the
frequency and percentage of romantic
relationships lasting six years or longer are
30; those lasting one year or less are 33;
those lasting three to four years are 19, and
those lasting five years or more are 19,
with a total percentage 100 and frequency
of 101.
MOTIVATIONAL SCALE:
1. I feel motivated to study when my partner shows affection to me.
TABLE 5
Question 1 Frequency Percentage
Strongly Agree 41 41
Agree 41 41
Undecided 12 12
Disagree 5 5
Strongly Disagree 2 2
Total 101 100
Mean 4.13 4.13

Standard Deviation 0.95 0.95
• On the table 5, "I feel motivated to study
when my partner shows affection to me" and
shows that out of 100 respondents answers was
41% Strongly Agree, 41% Agree, 12%
Undecided, 5% Disagree and 2% Strongly
Disagree. The mean for table 5 is 4.13 and the
standard deviation is 0.95.
2. I want to get good grades to ensure a bright future with my partner.
TABLE 6
Agree 53 53
Undecided 17 17
Disagree 7 7
Total 101 100
Mean 3.65 3.65

On the table 6, the "I want to get good grades to
ensure a bright future with my partner" and shows
that out of 100 respondents answers was 17%
Strongly Agree, 53% Agree, 17% Undecided, 7%
Disagree and 7% Strongly Disagree. The mean for
table 6 is 3.65 and the standard deviation is 1.06.
3. I expect my partner to help me with my studies.
TABLE 7
Agree 57 57
Undecided 17 17
Disagree 4 4
Total 101 100
Mean 3.70 3.70

•On the table 7, "I expect my partner to help
me with my studies" and shows that out of
100 respondents answers was 16% Strongly
Agree, 57% Agree, 17% Undecided, 4%
Disagree and 7% Strongly Disagree. The
mean for table 7 is 3.70 and the standard
deviation is 1.02.
4. I feel motivated to study when I’m with my partner.
TABLE 8

Strongly Agree 0 0
Agree 45 45
Undecided 24 24
Disagree 21 21
Total 101 100
Mean 3.02 3.02

• On the table 8, the "I feel motivated to study
when I’m with my partner" and shows that out of
Disagree and 11% Strongly Disagree. The mean
for table 8 is 3.02 and the standard deviation is
1.04.
5. I’m inspired to finish my course when I have a romantic partner.
TABLE 9
STRONGLY AGREE 16 16
AGREE 57 57
UNDECIDED 12 12
DISAGREE 9 9
STRONGLY DISAGREE 7 7
Total 101 100
Mean 3.65 3.65

• On the table 9, the "I’m inspired to finish my
course when I have a romantic partner” and shows
that out of 100 respondents answers was 16%
Strongly Agree, 57% Agree, 12% Undecided, 9%
Disagree and 7% Strongly Disagree. The mean for
table 9 is 3.65 and the standard deviation is 1.07.
6. I get more comfortable when I discuss my problems and concerns in
my studies with my partner.
TABLE 10
Agree 39 39
Undecided 6 6
Disagree 4 4
Total 101 100
Mean 4.13 4.13

On the table 10, the "I get more comfort when I
discuss my problems and concerns in my
studies with my partner" and shows that out of
1.09.
7. I enjoy studying when I’m in a relationship.
TABLE 11
Question Frequency Percentage
Agree 44 44
Undecided 10 10
Disagree 7 7
Total 101 100
Mean 3.90 3.901

• On the table 11, the "I enjoy studying when
I’m in a relationship" and shows that out of
deviation is 1.11.
8. I feel motivated to do my projects/ activities because my partner
encourages me to do so.
TABLE 12

Agree 44 44
Undecided 10 10
Disagree 5 5
Total 101 100
Mean 3.94 3.94

• On the table 12, the "I feel motivated to do
my projects/ activities because my partner
encourages me to do so" and shows that out of
for table 12 is 3.94 and the standard deviation
is 1.12.
9. I think I can get higher grades when I’m in a romantic relationship.
Table 13

Agree 47 47
Undecided 15 15
Disagree 8 8
Total 101 100
Mean 3.80 3.80

• On the table 13, the "I think I can get higher
grades when I’m in a romantic relationship”
and shows that out of 100 respondents answers
was 26% Strongly Agree, 47% Agree, 15%
Undecided, 8% Disagree and 5% Strongly
Disagree. The mean for table 13 is 3.80 and the
10. I feel motivated to study because my parents allow me to be
involved in a romantic relationship.
Table 14

Agree 22 22
Undecided 23 23
Disagree 23 23
Total 101 100
Mean 2.73 2.73

• On the table 14, the “I feel motivated to study
because my parents allow me to be involved in
a romantic relationship” and shows that out of
deviation is 1.30.
Anxiety Scale
1. I can concentrate on my studies even my partner and I have
misunderstanding or problems.
Table 15
Agree 60 60
Undecided 5 5
Disagree 2 2
Total 101 100
Mean 4.09 4.09

• In Table 15 it shows that out of 100 respondents
(60%) say's they were agree. (30%) say's strongly
agree. (5%) say's undecided. (4%) say's strongly
disagree. And (2%) say's disagree. It implies that
most of the respondents agree that they can
concentrate their studies even their partner have
misunderstanding or problems. The mean for
table 15 is 4.09 and the standard deviation is
0.88.
2. I can focus on my studies because I don’t feel worried that this romantic
relationship won’t work out.
Table 16
Strongly Agree 0 0
Agree 49 49
Undecided 34 34
Disagree 10 10
Total 101 100
Mean 3.25 3.25

In Table 16 it shows that out of 100 respondents
(49%) say's they were agree. (34%) say's
undecided. (10%) say's disagree. (8%) say's
strongly disagree. And (0) for strongly disagree. It
implies that most of the respondents agree that they
can focus on their studies because they don't feel
worried that romantic relationship won't work out.
The mean for table 16 is 3.25 and the standard
deviation is 0.91.
3. I don’t miss my classes even I often hang out with my partner.
Table 17

Agree 48 48
Undecided 6 6
Disagree 5 5
Total 101 100
Mean 4.01 4.01

In Table 17 it shows that out of 100
respondents (48%) say's they were agree.
(36%) say's strongly agree. (6%) say's they
were undecided and strongly disagree (5%)
say's disagree. It shows that most of the
respondents agree that they don't miss their
classes even they often hangout with their
partner. The mean for table 17 is 4.01 and the
4. I can concentrate on my studies on my studies because my parents like my
partner.
Table 18

Agree 33 33
Undecided 25 25
Disagree 10 10
Total 101 100
Mean 3.38 3.38

•In Table 18 it shows that out of 100 respondents
undecided. (22%) say's strongly agree. (11%)
say's strongly disagree. And (10%) say's
disagree. It implies that most of the respondents
agree that they can concentrate their studies
because their parents like their partner. The mean
1.25.
5. I can catch up with my lessons even we have dates with my partner.
Table 19

Agree 37 37
Undecided 19 19
Disagree 11 11
Total 101 100
Mean 3.66 3.66

agree. (19%) say's undecided. (11%) say's
disagree. And (7%) say's strongly disagree. It
shows that most of the respondents agree that they
can catch up with their lessons even they have
date with their partner. The mean for table 20 is
3.66 and the standard deviation is 1.19.
6. I always give attention on my studies because of my partners
motivation.
Table 20
Agree 44 44
Undecided 22 22
Disagree 9 9
Total 101 100
Mean 3.47 3.47

• In Table 20 it shows that out of 100
(22%) say's undecided. (16%) say's strongly
agree. (10%) say's strongly disagree. And (9%)
say's disagree. It shows that most of the
respondents agree that they always give
attention on their studies because of their
partners motivation. The mean for table 20 is
7. I can still pass my projects and homework on time even if I’m in a
relationship.
Table 21
Agree 43 43
Undecided 14 14
Disagree 6 6
Total 101 100
Mean 4.00 4.00

agree. (14%) say's undecided. (6%) say's
disagree. And (3%) say's strongly disagree. It
implies that most of the respondents agree that
they can still pass their projects and homework in
time even if they are in a relationship. The mean
1.00.
8. I can focus on my studies because I think my partner really love
me.
Table 22
Agree 37 37
Undecided 22 22
Disagree 11 11
Total 101 100
Mean 3.55 3.55

• In Table 22 it shows that out of 100 respondents
agree. (22%) say's undecided. (11%) say's disagree.
And (8%) say's strongly disagree. It implies that
most of the respondents agree that they think their
partner really love them. The mean for table 22 is
9. I think I can get higher grades when I’m involved in romantic
relationship.
Table 23
Strongly Agree 0 0
Agree 66 66
Undecided 25 25
Disagree 5 5
Total 101 100
Mean 3.50 3.50

(25%) say's undecided. (5%) say's they were
disagree and strongly disagree. (0) for strongly
agree. It shows that most of the respondents
agree that they can get higher grades when they
are involved in romantic relationship. The
deviation is 1.19.
10. I feel anxious about my studies because my parents might know that
I’m involved in relationship.
Table 24
Agree 37 37
Undecided 16 16
Disagree 13 13
Total 101 100
Mean 3.69 3.69

agree. (16%) say's undecided. (13%) say's disagree.
And (6%) say's strongly disagree. It shows that
most of the respondents agree that they feel
anxious about their studies because their parents
might know that they are involved in a relationship.
deviation is 1.19.
Time management scale
1. I often spend time in studying instead of being with my
partner.
Table 25
Strongly Agree 0 0
Agree 40 40
Undecided 29 29
Disagree 22 22
Total 101 100
Mean 2.98 2.98

(29%) say's undecided. (22%) say's disagree.
And (10%) say's strongly disagree. It implies
that most of the respondents agree that they
often spend time in studying instead of being
with their partner. The mean for table 25 is
2. I always update my partner what are the things I do in
school/university.
Table 26
Agree 49 49
Undecided 2 2
Disagree 1 1
Total 101 100
Mean 4.29 4.29

respondents (49%) say's they were agree. (45%)
say's strongly agree. (4%) say's strongly
disagree. (2%) say's undecided. And (1%) say's
disagree. It implies that most of the respondents
agree that they always update their partner what
are the things they do in school. The mean for
table 26 is 4,29 and the standard deviation is
0.89.
3. I always do my activities early so that I can spend more
time with my partner.
Table 27
Agree 54 54
Undecided 16 16
Disagree 4 4
Total 101 100
Mean 3.83 3.83

agree. (16%) say's undecided. (5%) say's strongly
disagree. And (4%) say's disagree. It shows that
most of the respondents agree that they always do
their activities early so that they can spend more
time with their partner. The mean for table 27 is
4. I can balance my time for studies and for my partner.
Table 28
Agree 42 42
Undecided 5 5
Disagree 8 8
Total 101 100
Mean 3.97 3.97

(39%) say's strongly agree. (8%) say's
disagree. (7%) say's strongly disagree. And
(5%) say's undecided. It shows that most of the
respondents agree that they can balance their
time for studies and for their partner. The mean
for table 28 is 3.97 and the standard deviation
is 1.18.
5. When I have many tasks to submit on time, I let my partner help me.
Table 29

Agree 39 39
Undecided 4 4
Disagree 4 4
Total 101 100
Mean 4.34 4.34

(52%) say's they were strongly agree. (39%) say's
agree. (4%) say's they were undecided and disagree.
(2%) say's strongly disagree. It shows that most of
the respondents strongly agree that they have many
tasks to submit on time, and let their partner help
them. The mean for table 29 is 4.34 and the standard
deviation is 0.87.
6. I always choose to study beforehand so I can help my
partner in his/her studies too.
Table 30
Strongly Agree 0 0
Agree 54 54
Undecided 34 34
Disagree 8 8
Total 101 100
Mean 3.36 3.36

(5%) say's strongly disagree. And (0) for
strongly agree. It implies that most of the
respondents agree that they always choose to
study beforehand, so they can help their
partner in his/her studies too. The mean for
0.83.
7. I always arrive on time in school/ university because my partner
inspires me to do it.
Table 31
Strongly Agree 0 0
Agree 44 44
Undecided 27 27
Disagree 21 21
Total 101 100
Mean 3.05 3.05

(44%) say's they were agree. (27%) say's undecided.
(21%) say's disagree. (9%) say's strongly disagree.
And (0) for strongly agree. It shows that most of the
respondents agree that they always arrived on time
in school because their partner inspire them to do it.
deviation is 1.00.
8. I am more productive in school because of my partner
motivations.
Table 32
Strongly Agree 0 0
Agree 55 55
Undecided 35 35
Disagree 6 6
Total 101 100
Mean 3.39 3.39

respondents (55%) say’s they were agree.
(35%) say’s undecided. (6%) say’s disagree.
(5%) say’s strongly disagree. And (0) for
respondents agree that they are more
productive in school because of their partners
motivation. The mean for table 32 is 3.39 and
the standard deviation is 0.81.
9. I spend enough time to study so I can get higher grades
while being in a romantic relationship.
Table 33
Strongly Agree 0 0
Agree 52 52
Undecided 32 32
Disagree 11 11
Total 101 100
Mean 3.29 3.29

(6%) say's strongly disagree. And (0) for
respondents agree that they spend enough
time to study, so they can get higher grades
while being in relationship. The mean for
0.89.
10. We help each other in our studies so we can spend more time
together.
Table 34
Strongly Agree 0 0
Agree 39 39
Undecided 38 38
Disagree 16 16
Total 101 100
Mean 3.07 3.07

undecided. (16%) say's disagree. (8%) say's
strongly disagree. And (0) for strongly agree. It
shows that most of the respondents agree that
they help each other in their studies so they can
spend more time together. The mean for table 34
is 3.07 and the standard deviation is 0.93.
SUMMARY
The romantic relationships and academic performance of the college students in the City
College of Tagaytay are to determine the advantages and disadvantages of romantic
relationships and how will it affect in aspects of our lives. As per our research, most
respondents are female, with 70% of the results, while males have 30%. It was also
discovered that a student who has been involved in a romantic relationship for more than 1
to 2 years has better outcomes than those involved for 6 to 11 months. Time management
and the level of classroom motivation on academic performance while in a romantic
relationship can be very useful and can lead to improved success for their future, but the
level of anxiety is extremely high and focusing on positive thoughts can be very
exhausting for the student, which decreases their learning activities. A high level of
anxiety that remains constant over time can inhibit learning because it grasps the brain and
effectively shuts it down.
CONCLUSION:
As a result, we draw the conclusion that positive benefits of romantic
relationships outweigh negative ones in terms of student motivation,
time management, and anxiety. When we're in a relationship, whether
it be romantic or otherwise, our mental health is important. We also
advise students in love relationships to make goals for the future and
support one another. It's crucial to encourage and be inspired by
others. Be in a pleasant environment we’re both of you can grow
together and individually as a person.
RECOMMENDATIONS:
For Students:
For students who involve in romantic relationship to ensure that they can balance academic and
romantic love with their partners. And also, for students who are not involve in romantic
relationship to, have some knowledge how to handle the challenges in dealing with romantic
relationship while entering school.
Examine the emotional well-being of students in romantic relationships: Analyze the
psychological well-being of college students involved in romantic relationships to determine how
it influences their mental health, stress levels, and overall happiness.
Explore the influence of romantic relationships on social interactions and friendships: Evaluate
how romantic relationships affect students' friendships, social circles, and overall social
interactions within the college environment.
For Parents:
Provide proper guidance and advice to their children on what may be the result of
entering into a romantic relationship.
Research how romantic relationships among college students impact their
relationships with their parents, including communication patterns, emotional
support, and parent-child dynamics.
Examine the role of parental guidance in managing romantic relationships:
Evaluate the influence of parental guidance and support in assisting college
students in maintaining healthy romantic relationships while balancing their
academic and personal lives.
For School Administrators:
Provide a competent policy within the school to prevent PDA “Public Display of
Affection” that causes distraction in the study of couples within the school.
Assess the impact of romantic relationships on student engagement and campus
involvement: Examine how romantic relationships influence students' participation in
extracurricular activities, clubs, and organizations, as well as their overall engagement
with the campus community.
Evaluate the need for relationship education programs on campuses: Investigate the
effectiveness of implementing relationship education programs or workshops that
provide students with the necessary skills and knowledge to navigate healthy romantic
relationships while pursuing their academic goals.
For Future Researchers:
Use this research to deepen the knowledge of the effect of
romantic relationships on students. Conduct a longitudinal
study to examine the long-term effects of romantic
relationships on college students' career trajectories:
Investigate how romantic relationships during college
influence students' career choices, job satisfaction, and
professional development after graduation.
THANK YOU AND GODBLESS!

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The Romantic Relationship and

The major concept of this study is to determine the Effects of

II. Sources of Data

VII. Statistical Treatment of the Data

Total 101 100

Total 101 100

Age Frequency Percentage

16 and below years old 0 0

17-19 years old 13 13

20-22 years old 67 67

23 and above years old 21 21

Total 101 100

Duration Frequency Percentage

6 months and above 30 30

5 years and above 19 19

Total 101 100

Mean 4.13 4.13

Mean 3.65 3.65

Mean 3.70 3.70

Question 4 Frequency Percentage

Mean 3.02 3.02

Mean 3.65 3.65

Mean 4.13 4.13

Mean 3.90 3.901

Question 8 Frequency Percentage

Mean 3.94 3.94

Question 9 Frequency Percentage

Mean 3.80 3.80

Question 10 Frequency Percentage

Mean 2.73 2.73

Mean 4.09 4.09

Mean 3.25 3.25

Question 3 Frequency Percentage

Mean 4.01 4.01

Question 4 Frequency Percentage

Mean 3.38 3.38

Question 5 Frequency Percentage

Mean 3.66 3.66

Mean 3.47 3.47

Mean 4.00 4.00

Mean 3.55 3.55

Mean 3.50 3.50

Total 101 100

Mean 3.69 3.69

Standard Deviation 1.19 1.19

Mean 2.98 2.98

Mean 4.29 4.29

Mean 3.83 3.83

Mean 3.97 3.97

Question 5 Frequency Percentage

Mean 4.34 4.34

Mean 3.36 3.36

Mean 3.05 3.05

Mean 3.39 3.39

Mean 3.29 3.29

Mean 3.07 3.07

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