Love and Other Plates: A Study of the Effects of Romantic

Relationship on the Academic Performance of

Architecture Students in

Divine Word College

Of Calapan.

A research paper submitted to the Engineering

And Architecture Department

Divine Word College

Of Calapan

In partial fulfillment of the Research course

Researcher: Kheat Mendoza Manalo

BS Architecture 4

Arch. Creselda Roldan

Instructor

March 2017
 Acknowledgements

The researcher would like to express his sincerest

appreciation and gratitude to the following people who
extended their invaluable support and help to make this study
complete.

To Arch. Creselda Roldan, for sharing all her knowledge

to us; for her patience on checking this research every now
and then; for encouraging and never giving up on us; and
keeping us inspired all throughout the course.

To my family who were there for me from the beginning I

type the first word until to the very last page I am typing,
and for the unending financial and emotional support.

To my friends who stick with me even in the busiest time;

for their comments and suggestions which truly contributed a
lot in making this research better; and for the unnecessary
bullying which keeps this research more enjoyable.

To the respondents, the architecture students, who have

spared a little of their time and effort answering the survey
questionnaires, without you this research is nothing.

To my special someone for keeping me inspired and

motivated all the time. You know who you are.

And most especially to Almighty God, He who have given

me my life to let me experience this kind of assignment for
me to learn and grow as a person, and as a student; and for
the strength and enlightenment to pursue this course.

It was truly nice having all your support during the

process of completing this study. Thank you so much!
 List of Charts and Graphs

Chart 4.1 - Respondents Distribution in terms of Gender

Chart 4.2 - "Does intimate relationship affects your studies?"

Chart 4.3 - "What do you think is the effect of having an

intimate relationship?"

Chart 4.4 - "Does your partner motivates you in your studies or

not?"

Chart 4.5 - "Does it inspire you more when you started havig a
relationship or not?"

Chart 4.6 - "Is your partner a big help in doing your plates and
other school work?"

Chart 4.7 - "In your study, does your partner's contribution

develop necessary intellectual skills and
concept?"

Graph 4.1 - Number of hours spent in Studying and with Partner

Graph 4.2 - Motivation Graph

Graph 4.3 - Anxiety Graph

 Table of Contents

Title Page...............................................

Acknowledgement..........................................

List of Charts and Graphs................................

Chapter I - Introduction
1.1 Introduction...................................
1.2 Research Local.................................
1.3 Theoretical Framework..........................
1.4 Conceptual Framework...........................
1.5 Statement of the Problem.......................
1.6 Goal, Objectives, and Strategies...............
1.7 Assumptions....................................
1.8 Significance of the Study......................
1.9 Scope and Limitations..........................
1.10 Definition of Terms............................

Chapter II Review of Related Literature and Studies

2.1 Related Literature.............................
2.2 Related Studies................................
2.2.1 Local Study..............................
2.2.2 Foreign Study............................

Chapter III Research Methodology

3.1 Research Design................................
3.2 Respondents....................................
3.3 Data Gathering Procedure.......................
3.4 Data Processing................................

Chapter IV Presentation Interpretation and Analysis of

Data................................................
Chapter V Summary of Findings, Conclusion,
Recommendations
Summary of findings...............................
Conclusions.......................................
Recommendations...................................

Bibliography.............................................

Appendix.................................................
 CHAPTER I

The Problem and its Setting

1.1 Introduction

Being deeply loved by someone gives you strength,

while loving someone deeply gives you courage.
-Lao Tzu

Love can be considered as a form of inspiration to

many. It can give people power and bravery to carry out
something as they use it to motivate their selves.

During adolescence, it is normal for teens to 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.
Adolescents crave to have an intimate romantic relationship
to which love is given and received without restrictions.
Belongingness is supported by close, intimate relationship
which tends to be healthier and happier.

However, love sometimes affect the other way around.

It can be a form of distraction for some, depending on their
perspective.

In Divine Word College of Calapan, several

architecture students get actively involved in romantic
relationships in this day and age. Theyre synchronizing
their time in both academic and romantic aspects as it
causes them to choose between spending time with their study
or with their significant partner.
 Theyre engaging their selves into romantic
relationship for it enables them to feel someone cares for
them, shows affection to them, loves them, and other special
attentions, etc. However, architecture program also
requires a great necessity of attention and concentration
with its undeniable massive work of loads which includes
number of plates, stimulating exams and other compound
architectural requirements. Also, instructors have a high
expectations from the students giving them a great
challenge to face and deal.

Being an architecture student is a difficult career.

Plates and other projects consume immeasurable time from
students that will certainly require a great time
management and a skillful multi-tasking. Extra activities
in this career are difficult to accommodate. So, how come
the students in a romantic relationship, under the
architecture program, can managed to synchronize academics
and relationship? A question on the effect of romantic
relationship among the students involved, whether they can
manage their time efficiently or not, arisen. Moreover,
determining the vital role of motivation and anxiety in the
life of the romantic partners and how they affect their
academic performance is also a problem.

In order to answer these problems, the study aims to

identify the effects of romantic relationship on the
academic performance of architecture students involved in
a romantic relationship, as well as determining if there is
a relationship between the time management, levels of
motivation and anxiety and the academic performance of the
students in Divine Word College of Calapan, through
conducting several surveys.
1.2 Research Locale

The Divine Word College of Calapan (DWCC) is

a Catholic institution of higher learning run by the Society
of the Divine Word (SVD), located in Calapan City, Oriental
Mindoro, Philippines. It was established in April 1946 and
was first called Mindoro Junior College until January 1981.
The first year was in normal education, liberal arts, pre-
law, including short term courses in typing and stenography
(July 1, 1946). Later on, additional courses were offered
including the Engineering and Architecture department which
aims to develop students into a highly qualified
professionals who will be able to make notable contribution
to the professions and society.

1.3 Theoretical Framework

To have a guide towards explaining the effects of

romantic relationships on the academic performance of
architecture students, the researcher will use three
important theories which will also introduce the main
variables of this study.

The first theory is Attachment theory, John Bowlby

(1958), is a concept who in developmental psychology that
concerns the importance of "attachment" in regards to
personal development. Specifically, it makes the claim that
the ability for an individual to form an emotional and
physical "attachment" to another person gives a sense of
stability and security necessary to take risks, branch out,
and grow and develop as a personality. Naturally,
attachment theory is a broad idea with many expressions,
and the best understanding of it can be had by looking at
several of those expressions in turn.

The second theory Social exchange theory, George

Homans(1978), is a social psychological and sociological
perspective that explains social change and stability as a
process of negotiated exchanges between parties. Social
exchange theory posits that human relationships are formed
by the use of a subjective cost-benefit analysis and the
comparison of alternatives. The theory has roots
in economics, psychology and sociology. Social exchange
theory features many of the main assumptions found in
rational choice theory and structuralism. It is also used
quite frequently in the business world to imply a two-
sided, mutually contingent and rewarding process involving
transactions or simply exchange.

The third theory is Social learning theory, by Albert

bandura, integrated behavioral and cognitive theories of
learning in order to provide a comprehensive model that
could account for the wide range of learning experiences
that occur in the real world. As initially outlined by
Bandura and Walters in 1963 and further detailed in
1977, key tenets of social learning theory are as follows:

Learning is not purely behavioral; rather, it is

a cognitive process that takes place in a social
context.
Learning can occur by observing a behavior and by
observing the consequences of the behavior (vicarious
reinforcement).
 Learning involves observation, extraction of
information from those observations, and making
decisions about the performance of the behavior
(observational learning or modeling). Thus, learning
can occur without an observable change in behavior.
Reinforcement plays a role in learning but is not
entirely responsible for learning.
The learner is not a passive recipient of information.
Cognition, environment, and behavior all mutually
influence each other (reciprocal determinism).

Theres a close relation between the given theories which

can support this study. The first theory explains how
relevant socializing and attachment to others is, in order
to satisfy ones growth and development. With that being
said, people tend to learn from each other in a way of a
cost and benefit concept which explains the second and third
theory. These theories are about frequent interaction with
the same individuals or group of persons having an exchange
of material or non-material things that each one gives will
become costs on the part of the giver while these will
become benefits on the part of the receiver. This entails
that if the things which they usually give in the course of
their interaction, were also the things that they require
in accomplishing the complex cognitive tasks, frequent
interactions will affect those tasks.

In figure 1 illustrates the flow of theoretical

framework.
 INDIVIDUALS

RELATIONSHIP
(ATTACHMENT THEORY)

COST & BENEFIT

CONCEPT
Frequent Interactions

(SOCIAL EXCHANGE THEORY & SOCIAL LEARNING THEORY)

AFFECTS

COMPLEX
COGNITIVE TASKS
ACADEMIC PERFORMANCE -(EFFECTS:
POSITIVE/NEGATIVE) Figure 1. Theoretical Framework
 1.4 Conceptual Framework

Figure 2.0 below shows the flow of the study from

input, process, to output.

DATA GATHERING
DATA GATHERING

INPUT ACADEMIC
ROMANTIC
PERFORMANCE THEORIES &
THEORIES &
ASSUMPTIONS
RELATIONSHIP ASSUMPTIONS
(MAIN VARIABLE)
(MAIN VARIABLE)

Time

Motivation

SURVEYS Anxiety SURVEYS

EVALUATION EVALUATION

OUTPUT

EFFECTS OF ROMANTIC RELATIONSHIP ON THE ACADEMIC

PERMANCE OF ARCHITECTURE STUDENTS
Figure 2.0 Conceptual Framework

Figure 2.1 on the next page shows the outline of how

the theories are being laid down into concepts which will
be used in the study. It can be seen in the structure that
aspects of romantic relationship affects the academic
performance both in negative and positive way.
 INDIVIDUALS

RELATIONSHIP
(ATTACHMENT THEORY)

TIME MOTIVATION ANXIETY

AFFECTS

ACADEMIC
PERFORMANCE
Figure 2.1 Conceptual Framework
(EFFECTS)
1.5 Statement of the Problem

Romantic relationships on the academic performance of

architecture students have been dominating discussions
today since many of them are getting involved with it. As
a result, these students put in sync their time for
academics and romance.

Most people are concerned that this kind of intimate

connection are thought to be greatly affecting the academic
lives of the subjected students. People concludes different
effects like relationships unable students to finish their
tasks on the given period since the time are divided. Some
concludes relationships are a form of distraction and some
opposes. Because for others, its a form of inspiration.
Romantic relationship affects variously.

In response to this problem, this study proposes to

investigate several matters that will answer questions
related to the problem. The researcher plans to carry out
surveys with architecture students that are involved in a
romantic relationships. The researcher will also consider
less expensive ways to mitigate some or all of the problems
noted above.

1.6 Goals, Objectives, and Strategies

The general objective of this study aims to determine

the effects of romantic relationship in the academic
performance of architecture students in DWCC. In order to
achieve the general objective, the study has specific
objectives which aims:

To determine the profile of the respondents in

terms of gender
To determine the status of the time management of
the respondents:
o in studying,
o with their partner.
To determine the levels of motivation of the
respondents in playing their role as a student.
To determine the level of anxiety of the
respondents in playing their role as a student.
To determine whether there is a significant
correlation between time management of the
respondents and their academic performance.
To determine whether there is a significant
correlation between the levels of
motivation/anxiety of the respondents and their
academic performance.

The following will be conducted through conducting

surveys among architecture students involved in romantic
relationships.

1.7 Assumptions

Love and Other Plates: A Study of the Effects of

Romantic Relationship on the Academic Performance of
Architecture Students in Divine Word College of Calapan.
 This research study is anchored on the assumption that
romantic relationship has a relevant effect on the academic
performance of architecture students in DWCC. The study is
also based on the following assumptions:

Most people think that relationships tend to

distract students from their academic lives.
For some, its a form of inspiration which
students obtain their motivation.
Romance has a relevance to the students time
management

1.8 Significance of the Study

This research study could provide information about

the various effects of romantic relationships on the
academic performance of architecture students. Also, this
research study would be beneficial for both students and
parents as this study delivers informative knowledge about
the possible effects whether positive or in negative. This
would expectedly heighten the awareness of the students
especially those who are taking architecture program the
possible impact of romance in their academic performance,
and to the parents, they will be more cognizant about their
children. To the future researchers, this study can provide
baseline information on the related study they will
conduct.
1.9 Scope and Limitations

The main focus of this project will be the effects of

romantic relationship on the academic performance of
architecture students in DWCC. The study is a correlational
research which will be conducting several surveys limited
only on DWCC architecture students who are involved in an
intimate commitment.

1.10 Definition of Terms

The following vocabularies and acronyms were used in

the study:

DWCC Divine Word College of Calapan

Architecture means offering or rendering
professional services in connection with the
design and construction of buildings, or built
environments.
Plates the architectural requirements of the
students. Usually drawings, and research papers.
 CHAPTER II

Review of Related Literature and Studies

2.1 Related Literature

Motivations and Emotions

A big and important word, motivation, inextricably

linked with learning. After intelligence, claim Steinmayr
and Spinath(2008), motivation is one of the most important
variables in determining performance in school. Its
importance in all other endeavors can hardly be overstated.

A motive is a conscious or unconscious force that

incites a person to act or, sometimes, not to act.

The study of human motivation is both reasons and

causes.

Its important to note that motives and motivation are

very closely tied to emotions. Emotions may be centrally
involved as causes and reasons for a very large number of
human actions. Just as powerful negative emotions accompany
painful sensations of heat, so too do powerful positive
emotions accompany the attraction one might feel for a love
interest.

Emotions can be very general states experienced as

feeling good, feeling bad, feeling energized, and so
on. When these states are linked directly to some cause,
such as an activity or an object, they can become very
powerful sources of motivation. (Guy R. Lefrancois, 2012,
p.291-292).
 Social Learning

Social Learning can mean all learning that occurs as

a result of social interaction or in some way involves
social interactions. Or it can mean the sort of learning
involved in finding out which behaviors are socially
expected and acceptable in social situations. The phrase
social learning might refer to the process by which we learn
(specifically, a process that involves social interaction)
or to the product of social learning (that is, the learning
of socially appropriate behaviors). (Guy R. Lefrancois,
2012, p.321).

The Interpersonal Realm

This realm of emotional intelligence concerns what are

known as people skills. Those who function well in this
area tend to be responsible and dependable. They
understand, interact with, and relate well to others in a
variety of situations. They inspire trust, and they
function well as part of a team. (Steven J. Stein, 2013,
p.115).

Interpersonal Relationships

It refers to the skill of developing and maintaining

mutually satisfying relationships that are characterized by
trust and compassion. Mutually satisfying relationships
include social interchanges that are potentially
meaningful, rewarding, and enjoyable. Among positive
interpersonal relationship skills are the ability to
connect with others by remaining open and by a willingness
to do both give and receive affection and intimacy; and the
ability to remain at ease and comfortable in social
situations. This emotional skill requires sensitivity
toward others, the desire to establish meaningful
relationships, and the ability to feel satisfied with
relationships. (Multi-Health Systems, 2011, p.5).

Attachment Theory

Attachment theory, (John Bowlby, 1958), is a concept

in developmental psychology that concerns the importance of
"attachment" in regards to personal development.
Specifically, it makes the claim that the ability for an
individual to form an emotional and physical "attachment"
to another person gives a sense of stability and security
necessary to take risks, branch out, and grow and develop
as a personality. Naturally, attachment theory is a broad
idea with many expressions, and the best understanding of
it can be had by looking at several of those expressions in
turn.

Psychologist John Bowlby was the first to coin the

term. His work in the late 60s established the precedent
that childhood development depended heavily upon a child's
ability to form a strong relationship with "at least one
primary caregiver". Generally speaking, this is one of the
parents.

Bowlby's studies in childhood development and

"temperament" led him to the conclusion that a strong
attachment to a caregiver provides a necessary sense of
security and foundation. Without such a relationship in
place, Bowlby found that a great deal of developmental
energy is expended in the search for stability and security.
In general, those without such attachments are fearful and
are less willing to seek out and learn from new experiences.
By contrast, a child with a strong attachment to a parent
knows that they have "back-up" so to speak, and thusly tend
to be more adventurous and eager to have new experiences
(which are of course vital to learning and development).

There is some basis in observational psychology here.

The baby who is attached strongly to a caregiver has several
of his or her most immediate needs met and accounted for.
Consequently, they are able to spend a great deal more time
observing and interacting with their environments. Thusly,
their development is facilitated.
(https://www.psychologistworld.com/developmental/attachme
nt-theory.php).

Observational Psychology

For Bowlby, the role of the parent as caregiver grows

over time to meet the particular needs of the attached
child. Early on, that role is to be attached to and provide
constant support and security during the formative years.
Later, that role is to be available as the child needs
periodic help during their excursions into the outside
world.

Mary Ainsworth would develop many of the ideas set

forth by Bowlby in her studies. In particular, she
identified the existence of what she calls "attachment
behavior", examples of behavior that are demonstrated by
insecure children in hopes of establishing or re-
establishing an attachment to a presently absent caregiver.
Since this behavior occurs uniformly in children, it is a
compelling argument for the existence of "innate" or
instinctual behavior in the human animal.

The study worked by looking at a broad cross-section

of children with varying degrees of attachment to their
parents or caregivers from strong and healthy attachments
to weak and tenuous bonds. The children were then separated
from their caregivers and their responses were observed.
The children with strong attachments were relatively calm,
seeming to be secure in the belief that their caregivers
would return shortly, whereas the children with weak
attachments would cry and demonstrate great distress under
they were restored to their parents.

Later in the same study, children were exposed to

intentionally stressful situations, during which nearly all
of them began to exhibit particular behaviors that were
effective in attracting the attention of their caregivers
a keen example of attachment behavior.
(https://www.psychologistworld.com/developmental/attachme
nt-theory.php).

Hazan and Shaver

Early on, one of the primary limitations of attachment

theory was that it had only really been studied in the
context of young children. While studies of children are
often instrumental in the field of developmental
psychology, that field is ideally supposed to address the
development of the entire human organism, including the
stage of adulthood. In the 1980s, Cindy Hazan and Phillip
Shaver were able to garner a lot of attention, then, when
they turned attachment theory on adult relationships.
(https://www.psychologistworld.com/developmental/attachme
nt-theory.php).

In their studies, they looked at a number of couples,

examining the nature of the attachments between them, and
then observed how those couples reacted to various
stressors and stimuli. In the case of adults, it would seem
that a strong attachment is still quite important. For
example, in cases where the adults had a weak attachment,
there were feelings of inadequacy and a lack of intimacy on
the part of both parties. When attachments were too strong,
there were issues with co-dependency. The relationships
functioned best when both parties managed to balance
intimacy with independence. Much as is the case with
developing children, the ideal situation seemed to be an
attachment that functioned as a secure base from which to
reach out and gain experience in the world.
(https://www.psychologistworld.com/developmental/attachme
nt-theory.php).

Criticisms of Attachment Theory

One of the most common criticisms of attachment theory

is that non-Western societies tend to offer up compelling
counter-examples. For instance, in Papua New Guinea or
Uganda, the idea of a child being intimately attached to a
caregiver is somewhat alien, and child-rearing duties are
more evenly distributed among a broader group of people.
Still, "well-adjusted" members of society are produced,
indicating that, at least in these societies, some other
mechanism is acting in the place of the attachments that
are so necessary for Western children.
(https://www.psychologistworld.com/developmental/attachme
nt-theory.php).

Social exchange theory

Social exchange theory, (George Homans, 1978) is a social

psychological and sociological perspective that explains
social change and stability as a process of negotiated
exchanges between parties. Social exchange theory posits
that human relationships are formed by the use of a
subjective cost-benefit analysis and the comparison of
alternatives. The theory has roots in economic, psychology,
and sociology. Social exchange theory features many of the
main assumptions found in rational choice theory and
structuralism. It is also used quite frequently in the
business world to imply a two-sided, mutually contingent
and rewarding process involving transactions or simply
exchange.

Social exchange theory focuses on the outcomes of

relationships. Social exchange theory suggests that
relationship partners focus on the positive outcomes
(rewards) and negative outcomes (costs) of their
relationships. Rewards include social
rewards and material rewards. Costs
include opportunity costs. According to this theory,
people evaluate their relationships both in terms of
actual rewards and costs and in terms of anticipated
rewards and costs.
People evaluate their relationship outcomes based on
their comparison level and their comparison level for
 alternatives. Comparison level refers to the outcomes
that people think they deserve, or can expect to get,
in a relationship. Comparison level for alternatives
refers to the outcomes that people think they could
get if they were to enter a different relationship.
People with a low comparison level and low comparison
level for alternatives tend to have a high level
of dependency on their relationship and may feel
unable to leave.
Alternatives are broadly construed. They include, not
just alternative relationships, but alternatives to
being in a relationship. They also include all the
consequences someone might face for leaving his or
her relationship. These include losing investments
that have been put into the relationship, social
disapproval for leaving the relationship, and other
factors that make people feel unable to leave, no
matter how much they might want to.
Commitment is a product of satisfaction and
dependence. Commitment, defined as the intention to remain
in a relationship, is comprised of the desire to stay (i.e.,
satisfaction) and the inability to leave (i.e.,
dependency).(https://en.wikipedia.org/wiki/Social_exchang
e_theory).

Social learning theory

Social learning theory, (Albert Bandura) posits that

learning is a cognitive process that takes place in a social
context and can occur purely through observation or direct
instruction, even in the absence of motor reproduction or
direct reinforcement. In addition to the observation of
behavior, learning also occurs through the observation of
rewards and punishments, a process known as vicarious
reinforcement. The theory expands on traditional behavioral
theories, in which behavior is governed solely by
reinforcements, by placing emphasis on the important roles
of various internal processes in the learning individual.

Social learning theory integrated behavioral and cognitive

theories of learning in order to provide a comprehensive
model that could account for the wide range of learning
experiences that occur in the real world. As initially
outlined by Bandura and Walters in 1963 and further detailed
in 1977, key tenets of social learning theory are as
follows:

Learning is not purely behavioral; rather, it is

a cognitive process that takes place in a social
context.
Learning can occur by observing a behavior and by
observing the consequences of the behavior (vicarious
reinforcement).

Learning involves observation, extraction of

information from those observations, and making
decisions about the performance of the behavior
(observational learning or modeling). Thus, learning
can occur without an observable change in behavior.
Reinforcement plays a role in learning but is not
entirely responsible for learning.
The learner is not a passive recipient of information.
Cognition, environment, and behavior all mutually
influence each other (reciprocal determinism).
 Social learning theory draws heavily on the concept of
modeling, or learning by observing a behavior. Bandura
outlined three types of modeling stimuli:

Live model
in which an actual person is demonstrating the desired
behavior

Verbal instruction
in which an individual describes the desired behavior
in detail and instructs the participant in how to
engage in the behavior

Symbolic
in which modeling occurs by means of the media,
including movies, television, Internet, literature,
and radio. Stimuli can be either real or fictional
characters.

Exactly what information is gleaned from

observation is influenced by the type of model, as
well as a series of cognitive and behavioral
processes, including:

Attention
In order to learn, observers must attend to the modeled
behavior. Attention is impacted by characteristics of
the observer (e.g., perceptual abilities, cognitive
abilities, arousal, past performance) and
characteristics of the behavior or event (e.g.,
relevance, novelty, affective valence, and functional
value).
 Retention
In order to reproduce an observed behavior, observers
must be able to remember features of the behavior.
Again, this process is influenced by observer
characteristics (cognitive capabilities, cognitive
rehearsal) and event characteristics (complexity).

Reproduction
To reproduce a behavior, the observer must organize
responses in accordance with the model. Observer
characteristics affecting reproduction include
physical and cognitive capabilities and previous
performance.

Motivation
The decision to reproduce (or refrain from
reproducing) an observed behavior is dependent on the
motivations and expectations of the observer,
including anticipated consequences and internal
standards.

An important factor in social learning theory is the

concept of reciprocal determinism. This notion states that
just as an individual's behavior is influenced by the
environment, the environment is also influenced by the
individual's behavior. In other words, a person's behavior,
environment, and personal qualities all reciprocally
influence each other. For example, a child who plays violent
video games will likely influence their peers to play as
well, which then encourages the child to play more often.
This could lead to the child becoming desensitized to
violence, which in turn will likely affect the child's real
life behaviors.
 Social learning theory views behavior as central to
relationships. Partners affect each others lives
through the behaviors they exchange.
Partners learn from their relationship
behaviors. Each time partners engage in positive
behaviors, they learn they can trust each other and
view the relationship positively. Each time partners
engage in negative behaviors, they question whether
they can trust each other, and begin to view the
relationship negatively. Partners bring these
memories of past behaviors, and ideas of whether they
can trust their partner and relationship, into their
next interaction with their partner.
Coercion theory, one subset of social learning
theory, captures cycles of behavior. This theory
states that, if people get a response from their
partner after engaging in a particular behavior
(e.g., yelling to get their partners attention),
they will continue to engage in that behavior.
Escape conditioning, another subset of social learning
theory, captures another aspect of cycles of behavior. This
idea states that, if a behavior brings an end to an
uncomfortable situation, people will repeat that behavior.
For instance, if storming out brings an end to an
uncomfortable argument, people will storm out again the
next time they experience an uncomfortable
argument.(https://en.wikipedia.org/wiki/Social_learning_t
heory).
2.2 Related Studies

2.2.1 Local Study

The Effects of Having a Relationship to the

Academic Performance of CFAD Students

By: 3IND2; Dianne Ronco, Edzel Sinocruz, Marivin,

Tayag, Steven Tirado, Marianne Tomagan, Stephen Uy.

Introduction:

We chose this as our topic because we would like to

see the difference or the effects of having a relationship
while studying. We notice that now a days having a
relationship is increasing, we would like to study if being
in a relationship helps or not.

Objective:

Our objective for this study is that what would

students prefer or would like while studying. What happens
to student in a relationship and who are not? What would
must be our guidance to students who is having a hard time
coping in studies while having a relationship and to those
who are doing fine?

Problem of the study:

When it comes to college having relationship is part

of it, and as a person being attracted to opposite sex is
normal. Having a burden or relationship not only in your
life but also in your time may affect someones studies. In
now a days many student are having relationship while
studying, what we want to know how this student be able to
maintain their relationship to opposite sex and their
performance in their studies.

Background of the study:

Education is one of the highest achievement and the

trademark on how you are being recognized not only at work
but also the people whom you met in your everyday life and
the key in attaining our goal. Its importance in life is
what make us who we really and what are we capable of that
lead us to progress and develop further more. It isnt a
tangible product rather its an intellectual property that
each of us uniquely have, but before we have this
information we take it as a step by step process. And
college is one of the basic needs in education attainment
in order for us to have a formal job.

When talking about college student life, we experience

plenty of things socializing and having friends is one of
it, but what the relationship of being friends went up to
the next level where in the both opposite sex developed to
each that development resulted to what we psychologically
called love in which both person has the emotion of
affection and personal attachment. Having relationship is
part of the environment in life and many says it serves as
a inspiration and feeling that someone is there for there
to accompanied him, but as a student the question is how it
does affect the performance and emotion of each in their
studies? Whats the difference of with and without
relationship? How would students budget their time in order
for them, as a partner, maintain that relationship they
have?

Scope and Limitation:

Our focus is the students here in College of Fine Arts

and Designs. We will survey to those students who are in a
relationship. What are the effects either good or bad? What
are better in influencing their partners the guys or the
girls?

Methodology:

Twenty participants took part in the study ranging in

age from seventeen to twenty 21. The population consisted
of undergraduate students from University of Santo Tomas
who participated on a strictly voluntary basis.
Participants were encountered both in the classrooms at UST
and in random social interaction. Convenience sampling was
used in the selection of the participants.

Summary:

The researchers objectives are to find out the

effects of having a relationship to the academic
performance of CFAD students. The respondents found some
effects to their academic performance while having a
relationship
 The procedure is the researchers first brain storm
what can be the effects of having a relationship to their
academic performance of CFAD students. After brain storming
the researchers make the questionnaire. After getting the
sample size the respondents assigned numbers to each
students and decide to have a lottery to which the
questionnaire will be given. After getting the answered
questionnaire the researchers tally, analyze and give the
interpretation.

The researchers found out that having a relationship

affect their academic performance than to those who are
singles that stay focused on their academics.

Conclusion:

Base on the survey, data and study that the researchers

had conducted, the group learned that having a relationship
affect their academic performance of CFAD students. Those
who are single have a higher grade and they are more focused
on their academics.

Recommendation:

The researchers recommend this research paper to

professors, to other researchers and to students. To know
what are the effects of having a relationship to their
academic performance.
 To Professors so they can help students and at the
same time manage their academics and to other commitments.

To researchers so this study can be a guide or their

source about their study. They can gather information about
having a relationship.

To students so they have a guide on what are effects

of having a relationship to their academic performance.

2.2.2 Foreign Studies

Romantic relationships and academic grade point average

Introuction:

This study will be conducted to investigate whether or

not there is an association between involvement in a
romantic relationship and academic grade point average
(GPA) amongst pharmacy students.

Methods:

Pharmacy students in their first, second, and third

professional years of the traditional Doctor of Pharmacy
program at Shenandoah University Bernard J. Dunn School of
Pharmacy in Winchester, Virginia will be utilized as
subjects for the study. Fourth-year and non-traditional
students will be excluded from participation due to limited
or no accessibility. By way of convenience sampling,
approximately 355 students from the Winchester and Ashburn
campuses of the school of pharmacy will be administered a
survey at the end of the spring semester. Only students who
are present and in class on the day the survey is
administered will participate. Based on their responses to
the third survey question concerning current romantic
relationship and corresponding living status, the students
will be separated into groups ranked from least involved to
most involved with respect to current romantic relationship
status; these groups will be designated single, casual
partner, serious partner, and married. After all students
have been placed into a group, their GPAs will be analyzed
and compared to examine if there exists a correlation
between involvement in varying levels of romantic
relationships and pharmacy school GPA. We hypothesize that
involvement in a romantic relationship will have an effect
on GPA.

Conclusions:

We conclude that involvement in a romantic

relationship affects pharmacy school GPA. Students who will
be or are currently enrolled in a graduate program can use
the information from this study to make decisions
concerning involvement in romantic relationships and
extracurricular commitments.

Introduction

While there have been many studies on the effect of

academic grade point average (GPA) (given a wide range of
variables), it is unknown, up to this point, if relationship
status affects GPA, and if so, how it affects GPA
(positively or negatively). The rationale for this research
project is that there have been no previous studies on GPA
and relationship status for graduate students currently
enrolled in pharmacy school. While limited research has
been conducted on GPA and relationship status, there was
more focus on adolescents (high school students). Previous
limited studies performed on pharmacy students include
variables such as test anxiety, time management, test
competence, academic competence, and study techniques. The
scope of this research project is to study the effects of
relationship status on GPA for graduate students in
pharmacy school. As a result, the same study can be
performed on any graduate school program, not just
pharmacy, using the same survey questionnaire.

We hypothesize that involvement in a romantic

relationship will have an effect on GPA. Relationship
status, in this study, is defined as any one of the
following: single; casual partner; serious partner;
married. Being in a relationship is defined as all of the
latter except: single. Other variables considered in this
project (gender, age, year of study, hours dedicated to
studying per week, importance of GPA, and hours worked
and/or volunteered per week) are needed and help to isolate
the effects of relationship status on GPA. While the primary
concern of this study is to evaluate if romantic
relationship status has any effect on the GPA of students
in pharmacy school, it may also be extended to discover if
there is a positive or negative effect on GPA dependent on
relationship status. If there is no significant difference
between relationship status and GPA, then perhaps data
collected on other variables might explain a difference.

Methodology

Participants

Second-year Doctor of Pharmacy (PharmD) students from

Shenandoah University Bernard J. Dunn School of Pharmacy in
Winchester, Virginia (VA) conducted a research study to
determine if there exists a link between involvement in
romantic relationships of pharmacy school students and
their academic GPA. GPA will be the dependent variable of
this study and thus the focus of the research. The GPA will
subsequently be analyzed and compared with involvement in
romantic relationships. Involvement in pharmaceutical
organizations, volunteer work, and weekly part-time work
will also be considered as future research factors that may
have an impact on GPA. The data for the project was gathered
at the two separate campuses of the Bernard J. Dunn School
of Pharmacy. The survey was administered at the main campus
in Winchester, VA as well as the satellite campus in
Ashburn, VA. A survey was selected to be the method of
choice to obtain data because of its relative low cost of
manufacturing and ease of administration.

Sampling

The population under consideration in this study

includes all traditional PharmD students who are currently
enrolled full-time. This does not include fourth-year and
non-traditional students on clinical rotations. Our sample
population will include all traditional PharmD students at
the Winchester and Ashburn campuses of the Bernard J. Dunn
School of Pharmacy who agreed to fill-out and complete a
survey questionnaire within a 10 day period. The
researchers agreed that a limit of 10 days is a sufficient
length of time to provide for appropriate completion of the
survey questionnaires and for adequate collection of
responses. The sample will be gathered through a
convenience sampling method and will therefore be given to
participants present on the day selected by the researchers
to administer the survey. Because a control group will not
be utilized in this study, convenience sampling is the
easiest and most effective method to gather participants.
The researchers plan to administer the survey to
approximately 355 participants across the two campuses of
the Bernard J. Dunn School of Pharmacy.

Before data is collected, the researchers will obtain

approval for the research study from the Human Subjects
Review Board at Shenandoah University. This board is the
equivalent of an Institutional Review Board. The
confidentiality of participants will be ensured for this
study as no identifying information will be collected.

Research Design

Data will be collected through the use of a survey

questionnaire. The survey consists of eight questions
designed to gather information about students' GPA and
their involvement in romantic relationships. The survey was
created by the researchers and was designed to allow for
quick and easy completion. The survey was administered to
the students at the end of the spring semester by the
researchers. Administration of the survey at end of the
spring semester was chosen in order to allow for the
inclusion of first-year students, who by then already
received their fall semester grades, in the study. Each
survey questionnaire contains the same questions and can be
administered without any prior training of the student
participant.

Each survey question was designed to be a test item

for the research study. The survey is attached as an
appendix. The first, second, and fifth questions are used
to attain demographic information. Gender, age, and year in
professional school can all be used as adjuncts in
evaluation of the data. The third question is the first
critical test item of the study. It inquiries into the
current relationship and corresponding living status of the
survey respondent. This question is intended to be a test
item that would group students into categories ranging from
least involved to most involve as relating to romantic
relationship involvement. Each category was based upon the
following answer choices:

1. Single

2. Casual partner

3. Serious partner

4. Married

An answer of the respondent to this question is the

independent variable and therefore the prime factor for
comparison against GPA. Using responses to this question,
the researchers will place student participants in their
designated groups, compute and compare the average GPAs for
each group, and evaluate for any variances in GPA amongst
groups. The fourth question was used as a tool to gather
information about the dependent variable, student GPA. The
researchers decided to use five ranges for the GPA. This
will allow for easier collection and grouping of data in a
manner that will facilitate efficiency of management and
analysis. The sixth, seventh, and eighth questions were
placed in the survey to gather additional data about the
extracurricular activities of student participants. These
responses will be collected and appropriately managed. The
data will not be analyzed in this study but will be made
available for future research studies. The seventh question
was based on a Likert Scale and can be used to evaluate
whether or not the motivation of a respondent has an effect
on their GPA.

Data Collection

Our method of collecting data is through a survey. The

entire sample population will be asked to complete the same
survey within a 10-day period. We have increased the
reliability of our study in two ways. The first is by asking
all of the participants to complete the same survey. This
increases the consistency of the study. The second is by
making the survey questions concise and straightforward so
that each can be interpreted and understood the same by all
respondents. This is critical because all respondents are
asked the same questions, and therefore, it is necessary to
achieve similar interpretation among respondents. It is
important to have reliability because without reliability
a study cannot have validity.

Reliability is required in order to assess the

validity of the measurement instrument. We have established
that our study has reliability. We must now determine if it
has internal validity. Internal validity is very important
in our study because it shows that our survey correctly
assessed the effects of involvement in romantic
relationships on the academic GPA of pharmacy students. Our
study is based on a two-group after only model, and
therefore, many of the threats to internal validity do not
apply. The history threat does not apply because we do not
ask questions regarding past events that might have altered
the GPA of a pharmacy student. For example, a student may
have a lower GPA than normal because a traumatic event
happened right before a big exam. Many of the other threats
to internal validity cannot occur in our study because of
our study design. Therefore, the internal validity of our
study is further substantiated.

Only complete survey questionnaires will be included

in this study. If all eight survey questions are not
answered, that particular survey questionnaire will be
thrown out.

Data Analysis

The pooled variance t-Test will be used because of the

two populations (single and in a relationship), as well as
the comparison between two means (mean GPA of students who
are single and mean GPA of students who answered as being
in a relationship). Data will be collected using the eight
question survey discussed previously and will be coded and
analyzed using the Statistical Package for the Social
Scientists (SPSS) program. The data will be coded
corresponding to the answers circled by each participant
(for example, if a participant circled the number '1' for
the question "What is your gender," that would correspond
to "male" and the number '1' would be entered under the
gender category for our SPSS data sheet; if they circled a
'3' for the question "What is your current age range," that
answer would correspond to "25 - 29" and a number '3' would
be entered under the age category for our data sheet). All
of the data will be entered manually by one person and every
fifth entry will be checked against that particular survey
by a research assistant. Having all data entered into SPSS
allows for easy comparison of different factors on GPA,
including testing the study hypothesis.

The first test performed on the data will be to

evaluate the average GPA for respondents of all romantic
relationship status groups except the 'single' group. This
average GPA will then be compared to the average GPA of
those students who fall into the 'single' group. The mean
value of GPA for all students who completed a survey
questionnaire will also be computed. An alpha level of 0.05
will be set. Our objective is to discover any significant
variances in GPA of those who are in romantic relationships
versus those who are single. If our P value is less than
0.05 (our alpha value) then there is a significant
difference in the mean GPA values for those who are in
romantic relationships versus those who are single. In this
case, we will reject our null hypothesis: involvement in a
romantic relationship will have an effect on academic GPA.
Accordingly, we will examine significant differences in GPA
to see whether there exists a positive or negative
correlation to involvement in romantic relationships as
opposed to being single. We will also break down the
relationship categories to compare and determine if there
are any significant differences between the average GPA of
each group. For example, analysis will be performed to see
if there is a significant difference in GPA between students
in 'serious partner' relationships versus those in
'married' relationships.

Discussion

The null hypothesis of the study states that there is

no effect regarding involvement of romantic relationship on
GPA. If the resulting P value is greater than or equal to
our alpha value of 0.05, we would fail to reject the null
hypothesis. Therefore, the projected outcome of the study
is that there is no effect on involvement in a romantic
relationship and GPA. However, if the resulted P value is
less than our alpha value of 0.05, then we would reject the
null hypothesis. In the latter case, the result would be
that there is an effect regarding involvement of romantic
relationship on GPA.

The main reason for this study is to see if being in

a relationship has an effect on GPA for graduate students.
As noted earlier, no study has been done on graduate
students in terms of relationships and GPA. While a few
studies have been done in the past on relationship status
and GPA, the studies were conducted on adolescent (high
school age) students. It was agreed by all of the researches
of this graduate student study that there is quite a big
difference between the types of relationships in high
school versus graduate school, as well as the courses,
course load, and expectations of each student. Quite
frankly, there really is no comparison between the two (high
school versus graduate school). While this particular study
was done on pharmacy school students, the exact same study
can be done to any graduate school program, not just
pharmacy. The eight questions in the survey are not specific
to pharmacy or any other program and, although we are only
concerned with relationship status (our independent
variable) and GPA (our dependent variable), we also asked
a series of other independent variable questions. Further
tests and comparisons can be made with the other independent
variables collected on the survey questionnaire. This is
especially helpful if there is no correlation or
significant difference between GPA and relationship status.
The other independent variables might be able to explain
some of the differences between GPA other than relationship
status (for instance, if a student works or volunteers
regardless of relationship status - perhaps some work has
no effect but working full time while in graduate school
has an effect on GPA). How many of the additional questions
to use in the analysis of the GPA versus relationship status
is up to the evaluators of this study.

Limitations

Results from this study should be interpreted with

several limitations in mind. First, the study is limited in
sample size because only the first through third year
students at one pharmacy school were used as subjects for
the survey. This small population would inhibit and prevent
the generalization of results and findings from the study
to other schools of pharmacy. A second limitation of the
study is the narrow focus on pharmacy students. This
restricts generalizations of study findings and results to
other graduate and professional programs (e.g. medicine,
law), undergraduate curriculums, and vocational programs.

Another study limitation is the use of different

levels of pharmacy students: first-year, second-year, and
third-year students. This limitation may skew results due
to the differences in the degree of difficulty between the
distinct years of professional pharmacy study, and this can
have an impact on GPA. Generally, the first year curriculum
is less difficult and demanding than the second year
curriculum, and the second year curriculum is less
difficult and demanding than the third year curriculum.
Moreover, the difference in the cumulative amount of
classes students have completed between their first,
second, and third years in pharmacy school can also impact
their overall academic GPA. The results of just one semester
of completed classes can be skewed and are more volatile to
GPA shifts in the next semester than a student who has
completed three years of classes. Furthermore, there may be
other factors influencing GPA for first year students that
the survey does not account for. This study limitation may
discount external factors such as moving to a new city and
or state, starting at a new school, making new friends,
finding suitable housing, and even living away from their
family for the first time.

The study does not take into consideration if a person

was in a relationship at some point during graduate school
and now is not, and vice-versa. The survey questionnaire
only seeks information regarding current romantic
relationship status. It can be assumed for those who
selected 'married' that they have either been married for
the duration of graduate school or were in another of the
relationship categories and then got married. This aspect
points out that people do not get married without first
being casual and/or serious partners. For those in a 'casual
partner' relationship, one may wonder how long they have
been in the relationship. For some third year students,
perhaps they have finally taken on relationships because
they feel comfortable with their GPA and school to take on
more responsibility. For a first year student, classes and
program demands are perhaps still not difficult. This
suggests they still can have a romantic relationship
without significant effects on GPA.

Although the survey questionnaire is completely

confidential, some students might find a need to over-
inflate their GPA. Instead of asking for them to fill in
their actual GPA, ranges were provided in the hopes of
keeping over-inflation of GPA to a minimum. However, over
reporting of GPA can still exist.

Conclusions

It is the hope of the evaluators that this study will

shed some light on trends in GPA and what exactly affects
it in order to help and inform incoming graduate students.
With this information and correlations (or no correlation),
graduate students will be able to make educated choices in
terms of relationships and possibly other aspects outside
of the classroom as well (for instance, how much time to
work without having an effect on GPA). The results of this
study should answer some of the myths of graduate school
and "having a life" at the same time.
 CHAPTER III

Research Methodology

3.1 Research Design

The researcher conducted a descriptive research which

data are recorded, described, interpreted, analyzed, and
compared. The researcher used survey questionnaires which
were given to the respondents who are currently involved in
romantic relationship, specifically the architecture
students. This was in order to achieve the main goal and
objective of the study which is to test the effects of the
romantic relationship on the architecture students
academic performance.

The design is a non-experimental correlational

research. It will investigate the relationship of the
variables without manipulating them. The two main variables
which will be evaluated were academic performance and
romantic relationship which involves time management and
levels of motivation and anxiety.

3.2 Respondents

The study was conducted in DWCC during the second

semester of academic year 2016- 2017.

There were 8 selected respondents who took part in the

study mainly the architecture students from different years
who are currently involved in a romantic relationship.
3.3 Data Gathering Procedure

The researcher will conduct the study through the use

of sampling method, selecting specific respondents among
one hundred thirty six overall population of architecture
students in DWCC, who are presently involved in romantic
relationship.

Data that will be used in this study will be merely

from the survey questionnaires that will be distributed to
the respondents. The survey questionnaires will consist a
broad range of questions aimed at gauging the students
involvement in romantic relationship and its adverse
effects on the respondents academic performance.

The researcher will be expecting the respondents to

answer every item in their most honest way as possible to
maintain the credibility of this research study.

Interview to the respondents will also be conducted to

ensure that the data collected will be true and correct.
3.4 Data Processing

The gathered data were analyzed and evaluated, and

were presented in tabular and graphical forms, and other
related charts for interpretation.

1. Determining the gender percentage:

P = (F/N) x 100

Where:
P = Percentage
F = Frequency
N = Number of respondents

2. Determining the status of the respondents time

management, levels of motivation and levels of
anxiety, weighted mean will be used:
x = f(x)
N
Where:
x = Mean
f(x) = Total scores of respondents
N = Number of respondents

*Multiply by 100 for percentage

 Chapter IV

Presentation, Interpretation, and Analysis of Data

The following data and information are ascertained in

the study.

Chart 4.1 - Respondents' Distribution in terms of Gender

Male Female

The respondents profile were determined according to

their gender which was indicated in the first part of the
survey questionnaire.

Chart 4.1 shows equal number of respondents in terms

of gender. There were 4 (50%) male respondents and 4 (50%)
female respondents.
 Bar 4.1 - Number of hours spent in Studying and with
Partner
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Always (above 10hrs/ Almost always (5- Sometimes (1-4hrs/week) No answer
week) 10hrs/week)

Study Partner

Bar 4.1 shows the hours spent of the respondents in

studying and hour spent with their partners.

In terms of studying, theres a respondent (12.5%)

spending over 10 hours in studying; four respondents (50%)
spending 5 to 10 hours in studying; two respondents (25%)
spending 1 to 4 hours in studying; and a respondent who
didnt gave an answer.

On the other hand in terms of spending time with their

partners, two respondents (25%) spend over 10 hours a week;
four respondents (50%) spend 5 to 10 hours a week; and two
respondents (25%) spend at least 1 to 4 hours a week.

The bar graph entails that half of the respondents

have an equal hours of spending almost always in studying
and at the same time with their partners. It also shows
that quarter of the respondents spend equally some time in
both studying and with their partners a week.
 The following bar graphs specifies the scale of the
motivation and anxiety based on the respondents answers.
It shows different instances where they have agreed and
disagreed.

Bar 4.2 - Motivation Graph

Motivated because parents allow to get involve in romantic
relationship.

Inspired to get higher grades to impress partner.

Eager to finish the projects ahead of time to be able to spend more

quality time with partner.
Gets more comfortable when discussing problems and concerns
about academics to partner.

Inspired to finish the program having romantic relationship.

Motivated to do projects because partner encourages to do so.

Expects partner to help with the academics.

Wanting good grades to ensure a brighter future with partner.

Motivated to study whenever the partner is around.

0 2 4 6 8

Strongly Agree Agree Undecided Disagree Strongly Disagree

In Bar 4.2 shows the motivation graph of the

respondents in their academics providing different
instances. Level of agreement is classified by the color of
the bar line, blue as the most agreed, yellow as agreed,
grey as undecided, orange as disagree, and light blue as
disagreed the most.

The above graph presents that seven (87.5%) of the

respondents agreed that theyre most motivated whenever
their significant partners are around. It entails as the
main reason of motivation among the other given occurrences
as majority agreed.

Although one of the respondents stated, Good grades

doesnt mean for my future, six (75%) of the respondents
still strongly agreed that theyre motivated because
theyre aiming to get good grades to ensure a brighter
future with their partners.

The bar graph below shows the anxiety scale of the

respondents. Level of agreement is classified by the color
of the bar line, blue as the most agreed, yellow as agreed,
grey as undecided, orange as disagree, and light blue as
disagreed the most.

Bar 4.3 - Anxiety Graph

Anxious on not getting passing grades being on romantic
relationship.
Cant focus on studies for over thinking too much that the partner
cheats.

Worried to be left out if attention given to partner is not enough.

Unable to catch up with my lesson because of hanging out with

partner.

Cant concentrate on studies because parents dont like my partner.

Often to miss class because of spending time with partner

Distracted on studies for worrying that romantic relationship wont

work out.
Cant concentrate on studies when having misunderstanding with
partner.

0 1 2 3 4 5 6

Strongly Agree Agree Undecided Disagree Strongly Disagree

In Bar 4.3 presents that five (62.5%) of the

respondents disagreed that theyre unable to finish their
works because of hanging-out with their partners. Also five
(62.5%) of the respondents disagreed that they cant
concentrate because theyre parents dont like their
partners.

On the other hand, four (50%) of the respondents agreed

that they cant concentrate whenever they have
misunderstandings with partners. They are also distracted
for worrying that theyre relationship with partner wont
work out.
 Chart 4.2 - "Does intimate relationship affects your
studies?"

YES NO

Chart 4.2 displays the answer of the respondents

in whether intimate relationship affects their studies or
not. Almost all answered intimate relationship affects
their studies (87.5 %) except for one (12.5%).

Chart 4.3 - "What do you think is the effect of having

an intimate relationship?"

Better Worse Don't care

Chart 4.3 indicates the thoughts of respondents

on the question, what do you think is the effect of having
intimate relationship? 75% of the respondents thought that
close relationship effects better on them while 25% of the
respondents dont care. No one of the respondents thought
close relationship would have a worse effect on them.
 Chart 4.4 "Does your partner motivates you in your
studies or not?"

YES NO Doesn't do anything

Chart 4.4 entails the answer of the respondents

on the question, Does your partner motivates you in your
studies or not? 100% of the respondents answered that their
partners motivate them in their studies.

Chart 4.5 - "Does it inspire you more when you started

havig a relationship or not?"

YES NO Nothing happened

Chart 4.5 shows that the eight respondents (100%)

are inspired more in their studies when started committing
in a relationship.
 Chart 4.5 - "Is your partner a big help in doing your plates
and other school work?"

YES NO Sometimes

Chart 4.5 indicates the percentage of the

respondents answer on the question, Is your partner a big
help in doing your plates and other school works? Four
(50%) of the respondents said that their partners are a big
help in doing their plates and other school works while
three (37.5%) of the respondents said sometimes. One
(12.5%) answered that the respondents partner is not a big
help in doing plates and other related matters.

Chart 4.6 - "In your study, does your partner's contribution

develop necessary intellectual skills and concept?"

YES NO

Chapter 4.6 shows that 100% of the respondents

partner contribution develop necessary intellectual skills
and concept when it comes to their academic career.
 Chapter V

Summary of Findings, Conclusions, and Recommendations

5.1 Summary of Findings

The study aimed to determine the effects of romantic

relationship on the academic performance of architecture
students in DWCC that are currently involved in a romantic
relationship. Data needed are gathered through the
distribution of the survey questionnaires to the
respondents during the second semester of the academic year
2016-2017 in order to attain the objectives.

The summary of findings is as follows:

The results showed that the time spent in academics

and time spent with their significant partners are
balanced. This is evident that majority of the
respondents answered that they spent time with
academics as well as spending time with their partners
5 to 10 hours a week.
The result revealed that a high percentage of 87.5% of
the respondents answered that intimate relationship
affects their academics.
The result indicated that 75% of the respondents
thought that having a relationship effects better on
them while 25% dont care whether it has effects or
hasnt.
The result entailed that all of the respondents said
that their partners motivates them in their studies.
 The result presented that 100% of the respondents were
more inspired when they entered romantic relationship.
The results showed that half percent of the
respondents said that their partners is a big help in
their academics; 37.5% said that theyre undecided,
while one respondent said that his partner isnt a big
help.
The result revealed that 100% of the respondents said
that their partners contribution develop their
necessary intellectual skills and concept when it
comes to their academic career.
The result also revealed that 75% of the respondents
strongly agreed that theyre motivated because theyre
aiming to get good grades to ensure a brighter future
with their partners.
The result showed that 87.5% of the respondents agreed
that theyre most motivated whenever their significant
partners are around. It also showed that its the main
reason of motivation among the other given occurrences
as majority agreed.
The result have shown that 62.5% of the respondents
disagreed that theyre unable to finish their works
because of hanging-out with their partners.
The result have also shown that (62.5%) of the
respondents disagreed that they cant concentrate
because theyre parents dont like their partners.
Lastly, the result indicated that 50% of the
respondents agreed that they cant concentrate
whenever they have misunderstandings with partners.
They are also distracted for worrying that theyre
relationship with partner wont work out.
5.2 Conclusions

The general objective of this study aims to determine

the effects of romantic relationship in the academic
performance of architecture students in DWCC.

This study is also anchored on the assumption that

romantic relationship has a relevant effect on the academic
performance of architecture students in DWCC. The study is
also based on the following assumptions:

Most people think that relationships tend to

distract students from their academic lives.
For some, its a form of inspiration which
students obtain their motivation.
Romance has a relevance to the students time
management

For the architecture students who are involved in

romantic relationship, it can be observed that they have
discipline and good attitude in terms of balancing their
time for academics and time for their significant partner.
They can manage to synchronize both matters at the same
time.

Also in this study, it can be perceived that romantic

relationship on architecture students has significant
effects. Affirmative effects on students are more discerned
than the expected adverse effects. Thus, it clearly opposes
the assumption that most people think that relationships
tend to distract students from their academic lives.
 The statement of a respondent supported the argument
above. Para sa akin, hindi sagabal ang pagsyosyota,
depende sa tao yan, the respondent quoted.

As the author of the book, Theories of Human Learning,

stated, motivation is linked with learning. It is one of
the most important variables in determining performance in
school.

The author also added that its important to note that

motivation are very closely tied to emotions. Emotions may
be centrally involved as causes and reasons for a very large
number of human actions. Just as powerful negative emotions
accompany painful sensations of heat, so to do powerful
positive emotions accompany the attraction one might feel
for a love interest.

Emotions can be very general states experienced as

feeling good, feeling bad, feeling energized, and so
on. When these states are linked directly to some cause,
such as an activity or an object, they can become very
powerful sources of motivation. (Guy R. Lefrancois, 2012,
p.291-292).

As for the respondents, the study observed that the

levels of motivation on them are high. Main source of
motivation are coming from their significant partners. They
are greatly motivated with their academics for their
partner drives them to be.

However, when misunderstandings arises in between,

levels of anxiety also increases in which the time
respondents become demotivated.
 In conclusion, DWCC architecture students that are
committed in a romantic relationship, have a high level of
motivation coming from their significant partners. Theyre
more driven and eager to do their plates, projects and other
similar academic matters. They just have to maintain proper
time management which is already observed on them. Its
quite amusing to see a result inversely proportional from
the expected outcome of this study.

Architecture students in DWCC proved that it depends

on the discipline of a student to make a romantic
relationship and academics work well together at the same
time.

There is only a small implications to consider when

things slightly go rough - when misunderstanding falls
amidst the relationship. Misunderstandings are inevitable
which perhaps normal between people. They just have to/must
handle their emotion very well in order not to affect their
academics.

Over all, the researcher found out that romantic

relationship has a significant effect on the academic
performance of architecture students in DWCC, favorably
this effect is affirmative.
5.3 Recommendations

This study covers only a small part of the population

of DWCC architecture who are involved in romantic
relationship with which the researchers cannot generalize
it for all the adolescents who involve in romantic
relationships. Thus, for the future researchers who will be
going to research the same topic, the researcher highly
recommends that they must gather respondents in a wider
range since this study is just focused on the views of few
respondents from the architecture students. Moreover,
limited respondents may affect the precision of the results
of the study.

For the architecture students of DWCC, the researcher

recommend that if they will invest themselves in a romantic
relationship, they must maintain their good balance of time
management in order not to affect their academic
performance. In addition, for students who already have
invested their love and for those are planning to invest,
the researcher also recommends 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 the 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.
 References

Online Resources

https://en.wikipedia.org/wiki/Divine_Word_College_of_Cala
pan

https://www.academia.edu/7736954/The_Effects_of_Romantic_
Relationships_on_the_Academic_Performance_of_University_o
f_the_Philippines_Cebu_College_Students_ACKNOWLEDGMENTS

http://journals.sagepub.com/doi/abs/10.1177/1521025115611
614

http://statisticsindustrial.blogspot.com/2012/03/effects-
of-having-relationship-to.html

https://ohssocialscienceresearch.wordpress.com/2015/06/05
/romantic-relationships-and-academic-achievement-by-
gabriela-huggins/

https://www.ukessays.com/essays/psychology/romantic-
relationships-and-academic-grade-point-average-
psychology-essay.php?utm_expid=309629-
42.KXZ6CCs5RRCgVDyVYVWeng.0&utm_referrer=https%3A%2F%2Fww
w.google.com.ph%2F

http://www.webclearinghouse.net/volume/6/KOPFLER-
EffectsofR.php
https://www.psychologistworld.com/developmental/attachmen
t-theory.php

https://en.wikipedia.org/wiki/Social_learning_theory

https://en.wikipedia.org/wiki/Social_exchange_theory

http://www.wwnorton.com/college/psych/intimate-
relationships/ch/03/summary.aspx

Books

Motivation pg. 290-291, 303-318

Guy R. Lefrancois (2012), Theories of Human Learning,

Linda Schreiber-Ganster, Wadstworth

Australia

Emotions pg. 290-291, 303-318

Guy R. Lefrancois (2012), Theories of Human Learning,

Linda Schreiber-Ganster, Wadstworth

Australia

Social Learning: Banduras Social Cognitive Theory pg.

320-339
Guy R. Lefrancois (2012), Theories of Human Learning,
Linda Schreiber-Ganster, Wadstworth

Australia

The Interpersonal Realm pg. 115-139

Steven J. Stein (2013), The Student EQ Edge: Emotional

Intelligence and Your Academic & Personal Success,
Jossey-Bass

One Montgomery St., Suite 1200, San Francisco, CA94104-

4594

Journals

Divine Word College of Calapan Faculty Hand book, 2009

revised edition

PDFs

Alma Mae J. Bernales and Fretzy Colonia, The Effects of

Romantic Relationships on the Academic Performance of
University of the Philippines Cebu College Students (A.Y.
2011-2012), October 2011.

Peggy C. Giordano, Kenyatta D. Phelps, Wendy D. Manning,

Monica A. Longmore, Adolescent Romantic Relationships and
Academic Achievement, 2006.
 Appendix

Questionnaires

Dear Respondent,

Good day! I am Kheat Mendoza Manalo, a fourth year

student who is currently taking up Research subject, under
the class of Ar. Creselda Roldan. I am conducting a research
study on the effects of romantic relationship on the
academic performance of architecture students. I would like
to ask a little of your time to answer this survey
questionnaire with all honesty. I assure you that this will
be confidential.

I am hoping for your very kind consideration. Thank

you!

Sincerely yours,

The Proponent

Part I. Personal Information

Name: (Optional) _________________________________________

Sex: _____ Age: _____ Year: ______________________

General Weighted Average (GWA):

S.Y. 2015-2016, First Semester: _____
S.Y. 2015-2016, Second Semester: ____
Part II. Check (/) the answer that corresponds your choice.

1. Do you think having an intimate relationship affects

your studies?

Yes No

2. In your own perspective, what do you think is the effect

of having an intimate relationship?

Better

Worse

Dont care

3. Does your partner motivate you in your studies or not?

Yes No doesnt do anything

4. When you started having a relationship does it inspires

you more or not?

Yes

No

Nothing happened.
5. Is he/ she a big help in doing your plates and other
school work?

Yes

sometimes

NO!

I'm single

6. Does his / her contribution develop intellectual skills

and concept that are necessary in your studies?

Yes

Not really

No

Part III. Check (/) the answer that corresponds your choice.

How often do you spend time:

In studying? With your partner?

Always(above 10 hrs/week) _____ _____

Almost Always (5-10 hrs/week) _____ _____
Sometimes (1-4hrs/week) _____ _____
Part IV. Check (/) the answers that corresponds to your
choice based on the following statements:

SD - Strongly Disagree
D - Disagree
U - Undecided
SA - Strongly Agree
A - Agree

Motivation Scale: SD D U SA A

Motivated to study whenever the partner

is around.

Wanting good grades to ensure a brighter

future with partner.

Expects partner to help with the

academics.

Motivated to do projects because partner

encourages to do so.

Inspired to finish the program having

romantic relationship.

Gets more comfortable when discussing

problems and concerns about academics to
partner.

Eager to finish the projects ahead of time

to be able to spend more quality time with
partner.

Inspired to get higher grades to impress

partner.

Motivated because parents allow to get

involve in romantic relationship.
Anxiety Scale: SD D U SA A

Cant concentrate on studies when having

misunderstanding with partner.

Distracted on studies for worrying that

romantic relationship wont work out.

Often to miss class because of spending

time with partner

Cant concentrate on studies because

parents dont like my partner.

Unable to catch up with my lesson because

of hanging out with partner.

Worried to be left out if attention given

to partner is not enough.

Cant focus on studies for over thinking

too much that the partner cheats.

Anxious on not getting passing grades

being on romantic relationship.

Bothered because parents might know that

he/she is secretly in a relationship while
studying.