Effects of Romantic Relationship on the Academic Performance of SBC Accountancy Students

Presented to you by:

Dann Cyrel L. Miolata Emerson Carlo Licerio Lucky Nicole Umbalin Christian Gonzales

CHAPTER 1 INTRODUCTION

Background of the Studies

Young people spend much of their time thinking about, talking about, and being in romantic relationships (Furman, 2002). Having a romantic relationship motivates, or inspires most persons on their endeavors. Classroom grades are a valid measure of the students academic performance.

Development of academic motivation in accounting students is an important goal to attain because of its apparent effect on improving the desire to learn, as well as for students effective school functioning. (Gottfried, 1990). Purpose: To investigate if having a romantic relationship while studying accountancy induces benefits to the academic performance of accounting students.

Statement of the Problem

Do accounting students engagement in a romantic relationship promote the development of ideal study habits? What are the academic benefits that romantic relationships contribute to the academic performance of accounting students?

How does a romantic relationship bring forth academic benefits on the academic performance of accounting students? Does the length of the relationship heighten the level of the academic benefits?

Scope and Delimitation

First Semester, school year 2010-2011 in relationship Bedan accounting students benefits of having a romantic relationship to academic performance

CHAPTER 2 THEORETICAL FRAMEWORK AND CONCEPTUAL FRAMEWORK

Review of Related Literature

Love is an emotion of strong affection and personal attachment. In philosophical context, love is a virtue representing all of human kindness, compassion, and affection. Most teenagers have already experienced having relationships. At this stage, they are easily attracted with their opposite sex.

Positive effects... studies... * serve as an inspiration to get a high grades * motivate student. * make a teenager to feel more bouncy, lively and more energetic. Negative effects Studies * occupy their minds. * spend most of their time texting and writing their partner's name during class time * hard for them to concentrate.

Conceptual Framework

CHAPTER 3 METHODOLOGY

Research Design

descriptive survey design

Sources of Data
Sample: In relationship Bedan accounting students randomly chosen thirty participants few population one on one approach

Data Gathering Instrument

First part: extract information about the background of the relationship Second part: extract information about the experiences of the participant during the relationships course

Data Gathering Procedure

visited random accounting major sections distribution of the survey forms and questionnaires retrieval and analysis of answered questionnaires

Data Analysis Procedure

descriptive statistics concentrating on the means and standard deviations.

CHAPTER 4 PRESENTATION AND ANALYSIS OF RESULT

CHAPTER 4
Promotion of study habits by cause of romantic relationship Academic benefits by cause of romantic relationship
Very Often Often More motivated to study More confident on your answers during exams Aims for high grades to impress partner More participative during recitations More secured with selfappearance Gives more importance to studies than to the relationship 10 8 13 8 Someti mes 10 13 Occasion ally 2 4 Rarel y 1 3

Never
0 0

14

11

10

10

15

12

12

Hampering study habits by cause of romantic relationship

Very Ofte n Meets partner after class Daydreaming during class Skips meals to save money Texts partner during class Spends sleepless nights talking with partner over the phone Spends less time reading textbooks/stud ying Choices are influenced by partners regardless of nature Unable to concentrate on studies 11 Ofte n 2 Someti mes 7 Occasio nally 10 Rare ly 4 Neve r 2

Interrelation between the length of a relationship and the benefits acquired

Difference bet. Grade before and Grade while in the Relationsh ip

1
2 6

7
3 10

7
7 12

5
3 1

9
7 4

5
14 3 Age

Average Length of Relationship (month)

Average Grade Before the Relationship (self-rated)

Average Grade While in the Relationship (self-rated)

16 years old 17 years old 18 years old

5.5

7.13

7.67 +0.54

8.5

8.2 - 0.03

22

7.31

8.15 +0.84

11

5 19 years old
32 7.5 8.17

+0.67

11

13

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary
The number of accountancy students having had to repeat a subject decreased significantly after being involved in a relationship. This shows that accountancy students involved in a relationship develop proper attitudes toward studying. The length of the relationship does not affect the level of academic benefits.

Conclusion
In a relationship status of SBC accountancy students promotes ideal study habits Accountancy students know how to manage their time and proper attitudes toward studying. The length of the relationship does not affect the level of academic benefits.

Recommendations
The researchers recommend the following: The accountancy students should continue to do their best in their academic performances with or without romantic relationship. The parents should watch their son or daughter if they are doing all their schoolwork before giving time in their relationship and they should provide constant advices to their siblings. Future researchers interested in this area may choose a different set of respondents to expand the applicability of this research.