Effects of Relationships on Students' Social Lives

COMPARATIVE ANALYSIS ON THE EFFECTS OF INTIMATE
RELATIONSHIPS ON THE SOCIAL RELATION OF THE STUDENTS IN

SENIOR HIGH SCHOOL IN MALVAR S.Y 2018-2019
A thesis presented
to the faculty of Senior High School in Malvar
Malvar Batangas
In partial fulfilment
of the requirements in the subjects
Research Project and Culminating Activity
By:
Barte, Arvin A.
Calalo, Marjorie R.
Contante, Gen Gen P.
Kalalo, John Russel V.
Linatoc, April
Managbanag, Patricia Anne L.
Talatala, Angela Mae M.
Villanueva, Ralph Themote V.
October 2018
APPROVAL SHEET
This research paper entitled “COMPARATIVE ANALYSIS ON THE

EFFECTS OF INTIMATE RELATIONSHIPS ON THE SOCIAL RELATION OF
THE STUDENTS IN SENIOR HIGH SCHOOL IN MALVAR S.Y 2018-2019”,
prepared and submitted by Arvin A. Barte, Marjorie R. Calalo, Gen Gen P. Contante,
John Russel V. Kalalo, April Linatoc, Patricia Anne L. Managbanag, Angela Mae M.
Talatala, Ralph Themote V. Villanueva in fulfillment of the requirements in the subject
Research Project and Culminating Activity, has been examined and is recommended for
Oral Examination.
PRINCESS DIANNE P. CUASAY, MIHM

Adviser
Date of Oral Examination: October 16, 2018
Accepted and approved in partial fulfillment of the requirements for the subject
Research Project and Culminating Activity.
JHOMAR C. SOR, Ed D.
Principal II
THESIS ABSTRACT
Title : COMPARATIVE ANALYSIS ON THE EFFECTS OF

INTIMATE RELATIONSHIP ON THE SOCIA RELATION
OF THE STUDENTS IN SENIOR HIGH SCHOOL IN
HIGH SCHOOL IN MALVAR S.Y. 2018-2019
Researchers : Barte, Arvin A.
Calalo, Marjorie R.
Contante, Gen Gen P.
Kalalo, John Russel V.
Linatoc, April
Managbanag, Patricia Anne L.
Talatala, Angela Mae M.
Villanueva, Ralph Themote V.
Track/Strand : Academic/Humanities and Social Sciences
Year Level : 12
Adviser : Ms. Princess Dianne P. Cuasay
Institution : Senior High School in Malvar
______________________________________________________________________________
Summary
This study was made to better explain the Comparative Analysis on the Effects of
Intimate Relationship on the Social Relation of the students of Senior High School in
Malvar. This study mainly aimed to seek answers to the following; (1) profile of the
respondents in terms of age, sex, year level, relationship status; (2) effects of intimate
relationship in terms of their peers, family relationship and academic performance; (3)
significant difference between the effects of intimate relationships when grouped

according to profile; and (4) implication to the findings of the study to the interpersonal
skills of students.
The respondents of the study were the students of Senior High School in Malvar
with a total number of 100. The main instrument used in the study was a self- constructed
questionnaire, which is design to know the Comparative Analysis on the Effects of
Intimate Relationship on the Social Relation of the students of Senior High School in
Malvar.
In the total of 100 respondents, 45 were male and 55 were female. Majority of the
respondents were 17 years old with the total of 40 respondents while there were only
eight (8) respondents that is 19 years old and above. In terms of year-level, 48
respondents were grade 11 and there were 52 respondents who are grade 12. Lastly, 50
respondents detailed that they were single and there were also 50 respondents who were
in a relationship. Based on the results, it showed that there is no significant difference
between the profile of the respondents and the effects of intimate relationship in the
social relation of the students when grouped according to profile.
Base from the following results showed, the following recommendations are
hereby given; (1) to the parents, they may know the effects of having their child an
intimate relationship with the effect of it to their relationship with their family and how to
handle with those effects in their relationships, and have a guidance to it, (2) teachers
may guide their intimate relationship, and also be guided about it where they can observe
their students about the performance tasks, (3) students may undergo counselling to be
guided about intimate relationship and help with their relationship with their peers and
their family and also be guided by their academic performances if there’s a problem
about it, (4) future researchers may use the study to better understand intimate
relationship and to have proper knowledge regarding the comparative analysis on the
effects of intimate relationship to the students of Senior High School in Malvar.

ACKNOWLEDGEMENT
The researchers would like to express our deepest and sincerest gratitude to the
following persons who helped us in every step of the path, in one way or another,
towards the success of this undertaking;
First and foremost, to Dr. Jhomar C. Sor, Principal II of Senior High School in
Malvar, for his utmost effort and dedicated hard work to ensure the quality education
among the young generation of learners;
To Ms. Princess Dianne Cuasay, thesis adviser and research instructor, for her
extent effort and invaluable comments, opinions and suggestions towards our study that
nurtured and further enriched our knowledge with the technicalities and must-haves in
doing a research study;
To Mr. Perry Taborda, for his generous assistance in doing the statistics needed to
unlock and decode the hidden answers brought by the societal problem stated herewith;
To the 100 respondents from the selected students of Senior High School in
Malvar for their open-minded cooperation and honest response in the questions we’ve
given them that served as the key data in this study;
And of course, to our Heavenly Father, the Creator of all things, for showering the
researchers wisdom, strength, ability, confidence and determination all throughout in
the conduct of this study to make this one a triumphant one;
To God be all the glory!
Researchers
DEDICATION
We whole-heartedly dedicate this study to our parents,

siblings, teachers, classmates and friends
who untiringly gives us support
and motivation throughout the times
while we are conducting this research paper.
To our beloved teachers whom we view
as our second parents and close friends.
To Ms. Princess Dianne Cuasay, for her priceless
input to us that made this study a feasible and successful one.
And most of all,
to our Heavenly Father,
who keeps on blessing every one of us
wisdom, strength, and unconditional love.
We can do all things through Him who strengthen us (Phil. 4:13)
G.P.C
A.L
P.M
M.C
R.T.V
A.V.B
A.M.T
J.R.K
TABLE OF CONTENTS
PAGE
TITLE……………………………………………………………………. .i
THESIS ABSTRACT…………………………………………………….iii
ACKNOWLEDGEMENT………………………………………………..vi
DEDICATION……………………………………………………………vii
LIST OF TABLES………………………………………………………...x
LIST OF FIGURES…………………………………………………….....xii
Chapter
I THE PROBLEM
Introduction…………………………………………….........i
Statement of the Problem…………………………………...ii
Hypothesis…………………………………………………iii
Theoretical Framework……………………………….........iii
Conceptual Framework……………………………………vi
Scope and Limitation……………………………………...viii
Significance of the Study…………………………………viii
Definition of Terms………………………………………..ix
II REVIEW OF RELATED LITERATURE
Conceptual Literature………………………………………xi
Synthesis………………………………………………..….xiv
Research Literature…………………………………..…….xv
Synthesis…………………………………………….....…..xvi
III RESEARCH METHODOLOGY
Research Design…………………………………..………..xviii
Respondents of the Study…………………………………xix
Measurement and Instrumentation………………………...xx
Research Procedures……………………………………...xxi
Data Analysis…………………………………………..…xxii
IV PRESENTATION, INTERPRETATION AND
ANALYSIS OF DATA…………………………………..xxiv
V SUMMARY, FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS………………………….xxxxiv
BIBLIOGRAPHY……………………………………………………….xxxxix
APENDICES
A. QUESTIONNAIRE……………………………………….….LI
B. COMPUTATION………………………………………….…LII
C. CURRICULUM VITAE……………………………………..LIII
LIST OF TABLES
PAGE
TABLE
4.1.1 Profile of Respondents According to their Age…………...xxiv
4.1.2 Profile of Respondents According to their Sex……………xxv
4.1.3 Profile of Respondents According to their Year Level…….xxvi
4.1.4 Profile of Respondents According to their Relationship
Status………………………………………………………xxvii
4.2.1 Comparative Analysis on the Effects of Intimate
Relationship on the Social Relation of students in
Senior High School in Malvar in terms of Peers
(single)…………………………………………………… xxix
4.2.2. Comparative Analysis on the Effects of Intimate
Senior High School in Malvar in terms of Peers
(in a relationship)………………………………………….xxxi
Senior High School in Malvar in terms of family
Relationship (single)………………………..……………xxxiii
Senior High School in Malvar in terms of family
Relationship (in a relationship)………………………….xxxv

Senior High School in Malvar in terms Academic
Performance (single)……………………………..…………xxxvii
Senior High School in Malvar in terms Academic
Performance (in a relationship)…………………..…………..xxxix
4.3.1 Summary Table of Composite Mean (single)…..….………. .xxxx
4.3.2 Summary Table of Composite Mean (in a relationship)…….xxxxi
4.4.1 Summary of the computation in testing Relationship between
The Assessment of the Respondents towards the effects of
Intimate Relationship and their profile………………………xxxxii

LIST OF FIGURES
FIGURE PAGE
1 Urie Bronfenbrenner’s Ecological Theory……………………….iv
2 Research Paradigm…………………………………………………vii
Chapter I
THE PROBLEM
This chapter includes the background of the study that gives information on the
comparative analysis on the effects of intimate relationships on the social relation of the
students in Senior High School in Malvar S.Y 2018-2019.
Introduction
Students nowadays get involved in many kinds of relationship. They want to
explore and experience new things. They want to love and be loved. Having a
relationship is part of people’s lives and being attracted to another person is normal. For
students, it can serve as their inspiration and can boost their confidence and determination
to study harder in school. It can also help the student to be responsible and brave. Being
involved feels good but at that same time it can affect our academic performance.
Adolescent romantic experiences have also been described as the learning context
and training ground for future romantic and marital relationships. Adolescent’s romantic
experiences are thus the initial steps on a journey toward a mature relationship that is
expected to characterize the adult years (Connolly &Mclsaac, 2009).
Being involved in intimate relationship creates an amount of satisfaction it
contributes to the self-esteem and behaviors of those in the partnership. A major reason
for the strong scientific interest in relationship satisfaction is its importance for personal
and family well-being (Bradbury, as cited in Erol & Orth, 2014). In order to acquire
evidence for this notion, Erol and Orth (2014) administered a longitudinal study to
analyze relationship satisfaction in couples. The data showed that partners common
relationship contentment led to higher levels of self-worth. This result showed the true
importance of having genuine, reciprocal relationships in one’s life and a lack of these
bonds may potentially lead to negative consequences of low self-confidence. The status
of relationships within an individual’s environment overlaps in all other aspects of their
lives as well.
The purpose of this the study is to know how intimate relationship affects the
social being of the students. It includes the behaviour of the student in terms of being
involved in an intimate relationship and the behaviour of those students who are not
involved in any kind of intimate relationship. This study may serve as a guide to the
students about their responsibilities in having a relationship or not and also what will be
the consequences of it to the life every individual.
Statement of the Problem
The study aims to determine the effects of intimate relationship to the social
relation of students in Senior High School in Malvar SY 2018-2019.
Specifically, it seeks answers to the following questions:
1.What is the profile of the respondents in terms of:
1.1 Age;
1.2 Sex;
1.3 Year Level; and,
1.4 Relationship status?
2. How do intimate relationships affect the respondents in terms of:

2.1 Peers;
2.2 Family relationship; and,
2.3 Academic performance?
3. Is there a significant difference on the assessment of the effects of intimate
relationships between the two groups of respondents?
4. What is the implication of the findings of the study to the interpersonal skills of
students?
Hypothesis
The hypothesis is stated in its null form. There is no significant difference
between the assessments of the effects of intimate relationships between the two groups
of respondents.
Theoretical Framework
This theoretical framework is a summary of a theory or model that is related to
the present undertaking regarding the factors affecting the students in being involved on
intimate relationship.
American psychologist, Urie Bronfenbrenner, formulated the Ecological System
Theory to explain how the inherent qualities of a child and his environment interact to
influence how he will grow and develop. Through the Bronfenbrenner Ecological
Theory, Bronfenbrenner stressed the importance of studying a child in the context of
multiple environments, also known as ecological systems in the attempt to understand his
development. A child typically finds himself simultaneously enmeshed in different
ecosystems, from the most intimate home ecological system moving outward to the larger
school system and the most expansive system which is society and culture. Each of these
systems inevitably interact with and influence each other in every aspect of the child’s
life. This theory model organizes contexts of development into five levels of external
influence. The levels are categorized from the most intimate level to the broadest.
CHRONOSYSTEM
Changes over time
MACROSYSTEM
Social and cultural
values
Exosystem
Indirect Environment
MESOSYSTEM
Connection
S
MICROSYSTEM
Immediate Environment
CHILD
Figure 1. Urie Bronfenbrenner’s Ecological Theory

The microsystem is the smallest and most immediate environment in which the
child lives. As such, the microsystem comprises the daily home, school or daycare, peer
group or community environment of the child. Interactions within the microsystem
typically involve personal relationships with family members, classmates, teachers and
caregivers, in which influences go back and forth. How these groups or individuals
interact with the child will affect how the child grows.
The mesosystem encompasses the interaction of the different microsystems which
the developing child finds himself in. It is, in essence, a system of microsystems and as
such, involves linkages between home and school, between peer group and family, or
between family and church.
The exosystem pertains to the linkages that may exist between two or more
settings, one of which may not contain the developing child but affects him indirectly
nonetheless. Other people and places which the child may not directly interact with but
may still have an effect in the child, comprise the exosystem.
The macro system is the largest and most distant collection of people and places
to the child that still exercise significant influence on the child. It is composed of the
child’s cultural patterns and values, specifically the child’s dominant belief and ideas, as
well as political and economic systems.
The chronosystem adds the useful dimension of time, which demonstrates the
influence of both change and constancy in the child’s environment. The chronosystem
may thus include a change in family structure, address, parent’s employment status, in
addition to immense society changes such as economic cycles and wars. By studying the
different systems that simultaneously influence a child, the Bronfenbrenner’s Ecological
Theory is able to demonstrate the diversity of interrelated influences on the child’s
development.
To sum up, this theory talks about the development of a child to the environment
and importance of studying different factors that a child encounters. It is connected to the
present study because the latter tackles about effects of intimate relationship on how they
interact to their family, peers, school and to their community which are included in the
discussion of the theory.
Conceptual Framework
To further understand how the variables are connected to each other, the
researchers used input-process-output (IPO) model to present the method used to come
up to the proposed course of action for the study. In this study, the researchers aimed to
determine how intimate relationship affects the social relation of the students shown in
figure 2 in the next page.

INPUT PROCESS OUTPUT
Comparative analysis
on the effects of  Survey
intimate relationship questionnaire
on the social relation  Difference
of the students in between the Proposed plan for the
Senior High School in effects of intimate
implication of the
Malvar relationship on the
Profile of the students: social relation of findings of the study to
1.1 Age the students on the interpersonal skills
1.2 Sex having an intimate
of students.
1.3 Strand and relationship and
1.4 Year level not having an
Relationship affects intimate
the students: relationship
2.1 Peers through
2.2 Family relationship conducting a
2.3 Academic survey.
performance
Figure 2. Research Paradigm
The input in the first box contains the information about the profile of the
respondents in terms of their age, sex, strand, and their year level. The researchers
conduct a survey to know the effects of relationship on the students in terms of their
peers, family relation, and academic performance. On the other hand, the second box or
process contains the significant differences in the social relation of the students on having
an intimate relationship and not having an intimate relationship. In the third box is where
the output is. It contains the proposed plan for the implication of the findings of the study
to the interpersonal skills of the students.
Scope and Limitation
The study focuses on the comparative analysis on the effects of intimate
relationship on the social relation of the students in Senior High School in Malvar S.Y
2018-2019. The respondents consists of 13 students involved in an intimate relationship
whose partner is not necessarily studying in Senior High School in Malvar and regardless
of their sex and 12 students that are not involved in an intimate relationship for a total of
25 respondents for each strand includes students in Humanities and Social Sciences
(HUMSS), Science Technology Engineering and Mathematics (STEM), Accountancy
and Business Management (ABM), Technical Vocational Livelihood (TECH-VOC)
strand/track age 16 and above.
The answers of the respondents on the survey are limited in the study of the
effects of intimate relationship of the students to their peer, family relationship and
academic performance. Other answers that are not connected to study are not included.
Significance of the Study
In this point, the researchers believe that the finding of the study will be
beneficial to the teachers, parents, students, and future researchers about the comparative
analysis in the effects of intimate relationship on the social relation of the students in
Senior High School in Malvar.

To the parents. This will help them know and understand the effects of intimate
relationship or absence of it to the behavior or attitude of their children. This may also
guide them on how to deal with their children when it comes to balancing their time with
their academics, family and friends or partner.
To the teachers. The study will guide them about the effects of intimate
relationship on the social relation of the students. This will help them being aware of
what is the difference of having intimate relationship or absence of it to their social
relations so that they have a further knowledge on how to assess their students.
To the students. This study may provide them more information and awareness on
the effects of having intimate relationship or absence of it to their social relations. I
To the future researchers. The result of the study can serve as valuable and
reliable reference material that they can use as a guide which can be beneficial for the
future researchers involving the same field of study.
Definition of Terms
The following terms are defining conceptually and operationally to give the
reader a clearer understanding of the study. It is also useful to help the readers easily
examine different statements with the inclusion of these words.
Academic Performance. Is measured by the final grade earned in the course
(Young et al., 2017). In this study, it refers to the participation of students on classroom
activities, project, and examinations in school.

Peers. It is often regarded as people with the same standing or having the same
attributes, whether of education, status, work, interests, industry, talent, skills and other
determining factors and similar backgrounds (Celine, 2016). In this study, it pertains to
the group of people who share the same likes in life like hobbies with the respondents.
Family Relationship. Domestic group of people with some degree of kinship
who you are closest and spend the most time with them (Brown, 2013). In this study, it
pertains to the relationship of the student to their parents, siblings, and relatives.
Intimate relationship. Being intimate involves the mixing of our life with
another’s, a mingling of souls, a sharing of hearts. This is something we all long for
because it’s how God made us. We were designed to connect (Shana, 2009). In this
study, it talks about the students who have boyfriend or girlfriend.
Social relation. A friendship which comes from your social interest rather than
from your work or family (Ball, 2017). In this study, it talks about the relationship of the
students to their family, friends and those people surrounding them.

Chapter II
REVIEW OF RELATED LITERATURE
This chapter comprises of some related literature which have relevance to the
present study. It provides information that was used by the researcher to better understand
and conceptualize the factors how intimate relationship affecting the social relation of the
students.
Conceptual Literature
This conceptual literature is essential in doing such research about the
comparative analysis on the effects of intimate relationship on the social relation of the
students in Senior High School in Malvar.
Social Relation. According to functionalism, one of the functions of family is to
socialize their members. Miller and his colleagues (2009), proposed that families have
great influences on individual’s value towards dating, mate selection and norms of dating
behaviours.
Family can be broadly defined as the degree of togetherness and emotional
bonding that family members have towards one another (Vandeleur et al., 2009).
Connected to the study done of Liu and Mao (2011), parent-child relationship and
parenting style significantly influenced satisfaction with romantic relationship. It
suggested that there is a relationship between the high quality parent-child relationship
and high quality romantic relationship.
An article of Barber and Eccles (as cited in Lugman, 2009) talked about the
importance of romantic relationships to adolescent development and its “Long Lasting”
effects on self- confidence. Teens nowadays consider romantic relationship as the number
one source of stress. Manning et al., (2009), it results from the break-ups or conflicts with
partner. Even those who give more importance on academics, spending time with one’s
partner may also serve as a distraction.
Negative effects of romantic relationships are very evident in the report of
Namaganda (2009), saying that “developing feelings of love, two weeks before exams
can lead to lack of concentration during the time a learner should be reusing and thus
failure”.
Vandeleur et al. (2009) also reported that in the development of interpersonal
skills and social bonds, experiences of relationships with family members plays an
important role. Social learning is one of the process that lead to socialization. According
to social learning theory, it is suggested that learning happened within a social context.
Individuals are able to learn from observing and imitating others’ behaviors (Engler
2008).
Relationship. Humans, particularly adolescents get involve in with variety of
reasons. According to Aristotle, humans are “social animals” which made them long to
form an intimate relationship in which love can be given and receive freely which the
psychologists called “The need to belong” (Myers, 2010).
Raman (2010) stated that being in a relationship involves physical contact
which causes chemical arousal to the persons involved and at the same time gain love and
confidence in which they are longing for.

Establishing and maintaining a long-term relationship is a central social
process for many adults. The success or failure of this endeavor can significantly impact
happiness and wellbeing (Holmes & Johnson, 2009). Several studies suggest that
supportive stable romantic relationships are associated with higher wages and
gratification in many domains of life (Dush & Amato, 2005). Similarly, happily married
individuals are physically and emotionally healthier than those who are not (Koball,
Moiduddin, Henderson, Goesling, 2010). According to functionalism, one of the function
of family is to socialize their members. Miller and his colleagues (2009) proposed that
families have great influences on individuals’ value towards dating, mate selection and
norms of dating behaviors.
The American media consistently portray marriage as an involving little
commitment. For example, many if not media personalities appear to engage in
spontaneous unions and even more spontaneous dissolutions, immunity from the
messages society and the media send regarding intimate relationships, marriage, and
divorce especially to adolescents and young adults, is impossible. Not only do the media
portray marriage intimacy unstable, researchers suggest that television and modules
contribute to unrealistic and idealized beliefs about marriage.
Furthermore, also the parental influenced on children beliefs and attitudes
about marriage is paramount, and is a substantial focus of the current study. Children
naturally experience the relationship that their caregivers cultivate, both with the children
themselves and with significant others. These relationships contribute in the foundation
of relationship beliefs that a child will develop and carry into adult relationships.
While attachment style seems quite influential in the development of beliefs
and expectations of loving relationships also has been shown to have an effect on the
formation of relationship attitude and beliefs. (The effect of intimate relationship
education on relationship optimism and attitudes toward marriage, 2009).
Synthesis
The conceptual literature above are associated to the current undertaking for it
will be useful in supporting the study. All the concepts and terms are fully understood by
the researchers because of the literatures gathered.
Social relation includes family relationship, academic performance and peers.
In the family relationship, the parents have a great influences on individual’s value
toward dating. Family members significantly influenced satisfaction with romantic
relationship. In academic performance, being involve in romantic relationship lead to
lack of concentration during the time a learner should reviewing. Intimate relationship
affects the social aspects of the person if their partner is the source of stress, it results
distraction and mood swings which can affect their relationship to them.
Relationship according to Aristotle, human are “social animals”. Human have
a heart to love and express it freely. Happily married individuals are physically and
emotionally healthy. The success or failure of this endeavour can significantly impact
happiness and wellbeing.

Research Literature
This part contains the previous studies made that would be agree basis and
strong array for the current undertaking.
In the study of Giordano, Phelps, Manning, and Longmore (2008), they claim
that, “despite the ubiquity and general importance of dating, the role of romantic partners
on academic achievement has not been systematically investigated”. The majority of the
research on the link between social factors and academic achievement are concerned with
parental and peer relationships and their association with the academic achievement of
adolescents; far fewer studies have analysed romantic relationships and college students.
To address this gap in the literature, this study intends to investigate the relationship
between romantic relationships and academic achievement among students at a midsized,
private university.
In the study of relationships and substance use, Fleming, White, and Catalano
(2010), identified a hierarchy of the effects of relationship status on substance use:
Married individuals were the least likely to use illicit substances with single individuals
the most likely, suggesting that those in many types of romantic relationships less likely
to use drugs than those who are not romantically linked to another. These findings appear
to suggest that it would be too simplistic to declare that romantic relationships are
positive or negative factors for young people; the effects of romantic relationships on
numerous behaviours seem to be conditioned on several factors, including gender and
relationship quality.
The most pertinent study to date was conducted by Manning, Giordano,
Longmore, and Hocevar (2009). Their work analyzed longitudinal data from more than
400 young adults aged between 18 and 24 to first show a high degree of homophily
between romantic partners and their career and educational goals. They also found that
these young adults considered their partners to be a positive influence on their academic
goals rather than a hindrance. Similar to the previously described literature on the effects
of romantic relationships on other behaviors, it would be appropriate to say that the
effects more pertinent for the current study are the findings that link personal
relationships with academic achievement of students attending colleges and universities.
The influence of family factors has been shown to exert an effect on college success, with
parental attachment shown to increase levels of adjustment for young students
(Kolkhorst, Yazedjian, & Toews, 2010; Sarigiani, Trumbell, & Camarena, 2013).
Similarly, a study of young adult men in relationships found that stable
romantic relationships inhibit criminality, while antisocial behavior committed by
partners increases the likelihood that the men would commit offenses (Capaldi, Kim, &
Owen, 2008), of romantic relationships on academic achievement are mixed, but that
there is much evidence for differential effects based on the characteristics of the romantic
partners in question.
Synthesis
The research literature in the previous page relate to this study because it
provides information that help the researcher fully understand technical concepts and
terms about variables of the study.

In the study of Longmore (2008), it is related to the study of the researchers
because it talks about intimate relationship affects the peer, academic performance. In
this study, the researchers focus on the effects of intimate relationship on the social
relation including family relationship.
In the study of Fleming, White, and Catalano (2010), it is related to the study
of the researchers because it talks about romantic relationship in adolescences. It is
different to the study of the researchers because they give a numerous behaviours seem to
be conditioned on several factors, including gender and relationship quality.
In the study of Kolkhorst, Yazedjian, & Toews, 2010; Sarigiani, Trumbell, &
Camarena (2013), it is related to the study of the researchers because they get a result
that young adults considered their partners to be a positive influence on their academic
goals rather than a hindrance. It is different to the study of the researchers because they
focus on colleges and universities and the researchers give the differences on having an
intimate relationship or not on their academic performance.
In the study of Capaldi, Kim, & Owen (2008), they focus on the antisocial
behaviour committed by partners which men who commit the most. Similar to this study
in terms of their topic about romantic relationship.

Chapter III
METHODOLOGY
This chapter present the design and procedures in gathering the data for
the study. This chapter consists of research design, respondents of the study, research
procedures, data analysis and assumption of the study.
Research Design
The study aims to know the comparative analysis on the effects of intimate
relationship on the social relation of the students in Senior High School in Malvar. The
data will be gathered using a survey questionnaire that will help the researchers
determine information for the study.
According to Shuttleworth (2008), descriptive research design is a scientific
method which involves observing and describing the behaviour of a subject without
influencing it in any way. Many scientific disciplines, especially social science and
psychology, use this method to obtain a general overview of the subjects. Some subjects
cannot be observed in any other way. It is also useful where it is not possible to test and
measure the large number of samples needed for more quantitative types of
experimentation.
The researchers believe that through descriptive research method they can gather
truthful and factual data that is significant in conducting the said study. To fully
understand the comparative analysis on the effects of intimate relationship to the students
of Senior High School in Malvar, the researchers uses survey questionnaire.

Respondents of the Study
Students with and without intimate relationship from Senior High School in
Malvar were chosen to be the subjects of the study as researchers found out that these
respondents were accessible and accommodating in providing information about the
research topic. The chosen respondents from Senior High School in Malvar were
identified by seeking questions if they have an intimate relationship or not, that is why
the researchers have no doubt that the data that will be gathered are relevant, reliable, and
appropriate for the current study.
The subject of the study involved 30 students in total wherein 15 were single and
another 15 were in a relationship. These students are enrolled in the following stands:
Humanities and Social Sciences (HUMSS), Science Technology Engineering and
Mathematics (STEM), Accountancy and Business Management (ABM), Technical
Vocational Livelihood (TECH-VOC) which includes 15 students with an intimate
relationship and 15 students without an intimate relationship.
Sampling Design
The researchers used non-probability sampling specifically purposive sampling in
determining the respondents. Purposive sampling design is a design in which the
respondents are chosen base on their profile that will fit the topic of the researchers. The
researchers came up with the purposive sampling design as it is the most fit sampling
design for the study. A total of 100 respondents were set by the researchers before data
gathering. The respondents of the study were the selected students of Senior High School
in Malvar from Humanities and Social Sciences (HUMSS), Science Technology

Engineering and Mathematics (STEM), Accountancy and Business Management (ABM),
Technical Vocational Livelihood (TECH-VOC) strand. Wherein, they are present during
the time when the survey will be accompanied. In order to select the respondents,
purposive sampling design will be used by the researcher.
The survey questionnaire was passed, reviewed and corrected by the researcher
thesis adviser. All the suggestions and recommendations that were given questionnaire
and their answers will be interpret through the scale below.
Measurement and Instrumentation
The main instrument that was used in the study was a self-made questionnaire
used in gathering data. The survey questionnaire was designed to collect information
about the profile of the respondents and the comparative analysis of the effects of
intimate relationship on the social relation of the students in Senior High School in
Malvar. The first part of the questionnaire is the profile of the respondents which is
consists of age, sex, gender, and their relationship status. The second part is composed of
the comparative analysis of the effects of intimate relationship on the social relation of
the students.
In the constructed questionnaire, the respondents were requested to rate each item
on a four (4) point rating scale with their designated verbal interpretation.
Numerical Rating Value Verbal Interpretation
4 Always
3 Sometimes
2 Often
1 Never
To interpret the weighted mean and composite mean of the comparative analysis
of the effects on social relation of the students, the following numerical values and their
corresponding verbal interpretation were used:
Mean Ranges Interpretation
3.50-4.00 With High Effect
2.50-3.44 With Effect
1.50-2.49 With Slight Effect
1.00-1.49 With No Effect
Research Procedures
The researchers wanted to assess what are the difference between how students
participate in class, relationship to their family and friends if they are involve in intimate
relationships and if the students are not involve in any kind of intimate relationship.
Researchers end up doing this study because they are aiming to develop the social
relation of every student in terms of their academic performance, to their peers and
family relationship.
This study is all about comparative analysis on effects of intimate relationship on
the social relation of the students in Senior High School in Malvar. It includes 13 students
from any grade level and strands who are not involve in intimate relationship and 12
students from any level and strands who are involve in intimate relationship, a total of 25
students from Humanities and Social Sciences (HUMSS), Science Technology
Engineering and Mathematics (STEM), Accountancy and Business Management (ABM),
Technical Vocational Livelihood (TECH-VOC) strand. Researchers went to the different
libraries to collect data that will serve as support for the current undertaking. For more
related literature, researchers also used internet for getting needed information.
Questionnaire is the tool used by them to gather all significant data whereupon all the
included statement of such tool was checked by the instructor to ensure the content. The
questionnaire was distributed on the students of Senior High School in Malvar a total of
25 per strand/track. The retrieval of questionnaire is at 100 percent and is done also by
the researchers personally. The data was then tallied, tabulated, analyzed and interpreted.
The researchers assured confidentiality their responses since the identities are not
important. The researchers also understood that people’s consciousness may also affect
their honesty and effectiveness in answering the survey, and so, the researchers gave
people the option of being anonymous.
Data Analysis
Researchers used the following statistics tool totally, classify and tabulate data.
Frequency and Percentage – These were used to determine the profile of the
respondents in term of age, sex, year level and strand.

Weighted Mean – This was used to access the Senior High School students in
comparative analysis on effects of intimate relationship.
T- tests and analysis of variance (ANOVA). These were used to determine the
significance difference between the profile and the struggles encountered by the
respondents.
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the presentation, analysis and interpretation of the collected
data using the survey questionnaire to answer the specific questions in the chapter 1 of
this study.
1. Profile of the Respondents
This part presents the profile of the respondents in terms of their age, sex, year-
level and relationship status.
1.1 Age. The profile of the respondents in terms of age was determined and
interpreted using the frequency and percentage. Table 4.1.1. present the frequency
distribution of the respondents according to their age.
Table 4.1.1.
Profile of the Respondents in terms of Age
Age Frequency Percentage
16 years old 33 33
17 years old 40 40
18 years old 19 19
19 years old and above 8 8
Total 100 100
As shown in the table, it revealed that out of 100 respondents, majority of the
students are 17 years old that has the total of 40 over 100 respondents which is 40 percent
of the total percentage of the total population. Second are the 16 years old who gained 33
percent with a 33 frequency. Meanwhile, third are 18 years old who gained 19 percent
with a frequency of 19. While there are only eight (8) frequency in 19 years old and
above which has the lowest percentage of eight (8) percent of the total population.
The respondents of this study are students who are adolescents who majority age
range to 17 years old because most of the students of Senior High School fell under the
said age bracket which support the study of Connolly &Mclsaac (2009), adolescents
romantic experiences are thus the initial steps on a journey toward a mature relationship
that is expected to characterize the adult years.
1.2. Sex. The profile of the respondents in terms of sex was determined and
interpreted using the frequency and percentage. Table 4.1.2. present the frequency
distribution of the respondents according to their sex.
Table 4.1.2
Profile of the Respondents in terms of sex
Sex Frequency Percentage
Male 45 45
Female 55 55
Total 100 100
The table shows there are more female respondents which comprised of 55 in
frequency over 100 and 55 percent of the total percentage of the population. While the
male has a total number of 45 over 100 which is 45 percent of the total percentage of the
population.
The table states that most of the respondents are female students, they are more
open than male students when it talks about intimate relationship. They are more
cooperative in a research study.
1.3. Year level. The profile of the respondents in terms of year level was
determined and interpreted using the frequency and percentage. Table 4.1.3. present the
frequency distribution of the respondents in terms of year level.
Table 4.1.3
Profile of the Respondents in terms of Year level
Year level Frequency Percentage
Grade 11 48 48
Grade 12 52 52
Total 100 100
The table 4.1.3 above indicates that most of the selected respondents are Grade
12, that has the total of 52 over one hundred respondents which has 52 percent of the total
percentage of the total population. While there are only 48 frequency in Grade 11 which
has 48 percent to the total population.
Most of the respondents came from Grade 12 students, since they were able to
give the information needed by the researchers as they also are conducting their own
research.
1.4. Relationship Status. The profile of the respondents in terms of relationship
status was determined and interpreted using frequency and percentage. Table 4.1.4
presents the frequency and percentage distribution of the respondents according to their
relationship status.
Table 4.1.4
Profile of the respondents in terms of Relationship Status
Relationship status Frequency Percentage
Single 50 50
In a relationship 50 50
Total 100 100
The table 4.1.4 above indicates that there are equal number between Single and In
a Relationship. In single, there are 50 frequency over one hundred respondents which has
50 percent of the total percentage of the total population and there are also 50 frequency
in the respondents who are in a relationship which has 50 percent of the total percentage
of the total population.
The researchers got an equal number of respondents with and without intimate
relationship. Since the questionnaire was divided for those with an intimate relationship
and to those without intimate relationship.
2. Effects of Intimate Relationship
The succeeding tables present the data gathered through the questionnaires
accomplished by the respondents. The data presented herein focused on the Comparative
Analysis on the Effects of Intimate Relationship on the Social Relation of students in
Senior High School in Malvar in terms of peers, family relationship and academic
performance.
2.1 Peers. It pertains to the group of people who share the same likes in life like
hobbies with the respondents.
Table 4.2.1 presents the Comparative Analysis on the Effects of Intimate
Relationship on the Social Relation of students in Senior High School in Malvar in terms
of peers which was determined through weighted mean with its interpretation. \
SINGLE
Table 4.2.1
Comparative Analysis on the Effects of Intimate Relationship on the Social Relation
of students in Senior High School in Malvar in terms of Peers
Statement Weighted Mean Verbal Interpretation
1. I spend my free time with 3.74 Strongly Agree
my friends when in school
2. I go out with my friends 2.86 Agree
after class or during
weekends (i.e. food trip,
going to mall, etc.)
3. I chat with my friends 3.12 Agree
( through Facebook or other
social media platform) at
night or during the weekend
4. I am aware of the 3.24 Agree
problems my friends
currently experience and
keep them company when
they need someone to talk to
5. I attend all of my friend's 3.32 Agree
birthday parties or gathering
Composite Mean 3.46 With Effect

Based on the results as shown in table 4.2.1, for the respondents whose
relationship status is single, the most dominant factor pointed out that got the highest
weighted mean of 3.74 is the statement "I spend my free time with friends in school" with
a verbal interpretation of "Strongly Agree". This may due to the reason that single
students can spend their free time in school with their friends because they have no
boyfriend or girlfriend to spend their time with.
Meanwhile, the statement "I am aware of the problems my friends currently
experience and keep them company when they need someone to talk to" rank as number
two with weighted mean of 3.24 and with verbal interpretation of "Agree". This may due
to the reason that single students are aware of their friends' problems because they spend
their free time together and have an ample time to share every problem that their friends
experience.
Moreover, the statement "I go out with my friends after class or during weekends"
and "I attend all of my friends' birthday parties or gatherings" ranked as the lowest with
weighted mean of 3.32 and verbal interpretation of "Agree". The result revealed that even
though the single students can spend their free time with friends in school, students can't
go out after class or during weekends and can't attend birthday parties maybe because
single students are focused in their studies and maybe they are not allowed to hangout
during weekends.
Generally, the assessment of single respondents to the effects of intimate
relationship on the relation to their peers is "With Effect" as manifested by a composite

mean of 3.46. This is a clear indication that peers can affect an individual in either good
or bad way.
IN A RELATIONSHIP
Table 4.2.2
of students in Senior High School in Malvar in terms of Peers
1. I spend my free time with 3.48 Agree
my friends when in school
2. I go out with my friends 2.02 Agree
after class or during
weekends.
3. I chat with my friends to 3.02 Agree
any social media platform at
night or during the weekend.
4. I am aware of the 3.14 Agree
problems my friends
currently experience and
keep them company when
they need someone to talk to
5. I attend all of my friend's 3.02 Agree
birthday parties or gathering

Based on the results as shown in table 4.2.1,the most dominant factor pointed out
by the respondents whose relationship status is " In a Relationship " that got the highest
weighted mean of 3.48 is the statement "I spend my free time with my friends when in
school" with verbal interpretation of "Agree". This may due to the reason that the
respondents' relation to their friends or peers can be affected because they spend their free
time with their boyfriend /girlfriend and they can’t give enough time for their friends.
The statement "I am aware of the problems my friends currently experience and keep
them company when they need someone to talk to" obtained the second highest weighted
mean of 3.14 with verbal interpretation of "Agree".
On the other hand, the statement "I go out with my friends after class or during
weekends (i.e. food trip, going to mall, etc.)" got the lowest weighted mean of 2.02 yet
still interpreted as "Agree". This may due to the reason that respondents' relation to their
friends can be affected because they have no enough time to hang out with them because
they are with their partner.
Generally, the assessment of in relationship respondent to the effects of intimate
relationship on the social relation to their peers is "With Effect" as manifested by a
composite mean of 2.97. This is a clear indication that being in a relationship can affect
the relation to peers or friends.
2.2 Family Relationship. It pertains to the relationship of the student to their
parents, siblings, and relatives.
Table 4.2.2 shows the assessment of the respondents on the effects of intimate
relationship to the students in terms of family relationship.

Single
Table 4.2.3
of students in Senior High School in Malvar in terms of Family Relationship
1. I spend the weekends with 3.38 Agree
my family
2. I share my problems or 3.00 Agree
thoughts with my parents
and/or siblings
3. I am present in every 3.18 Agree
family reunion/gathering
4. I do and complete 3.24 Agree
household chores (washing
the dishes, cleaning the
house,etc.) without any
distractions
5. At home, I spend time 3.20 Agree
with my family watching TV
or eating dinner while
talking about our day and the
likes

weighted mean of 3.38 is the statement "I spend the weekends with my family" with
verbal interpretation of "Agree". This may due to the reason that single respondents have
time to spend their weekends with their family like going to church and going to mall
because they have no boyfriend/girlfriend to have date together or to spend time with.
The statement "I do and complete household chores (washing the dishes, cleaning the
house, etc.) without any distractions" obtained the second highest weighted mean of 3.24
with verbal interpretation of "Agree".
On the other hand, the statement "I share my problems or thoughts with my
parents and/or siblings" got the lowest weighted mean of 3.00 yet still interpreted as
"Agree". The result revealed that even though single respondents are close enough and
connected with their family members, they can't share their problems or thoughts with
their parents and/or siblings with full percent maybe because the respondents are shy or
trying to be independent in terms of their problems.
relationship on the relation to their family is "With Effect" as manifested by a composite
mean of 3.20. This is a clear indication that the relationship to family members can be
affected even though an individual is single.

In a Relationship
Table 4.2.4
of students in Senior High School in Malvar in terms of Family Relationship
1. I spend the weekends with 3.30 Agree
my family
2. I share my problems or 2.78 Agree
thoughts with my parents
and/or siblings
3. I am present in every 3.30 Agree
family reunion/gathering
4. I do and complete 3.88 Strongly Agree
household chores (washing
the dishes, cleaning the
house, etc.) without any
distractions
5. At home, I spend time 3.38 Agree
with my family watching TV
or eating dinner while
talking about our day and the
likes

Based on the results as shown in table 4.2.2, the most dominant factor pointed out
weighted mean of 3.88 is the statement "I do and complete household chores (washing
the dishes, cleaning the house, etc.) without any distractions" with verbal interpretation of
"Strongly Agree". This may due to the reason that a person who’s in a relationship can do
and complete household chores because they are not distracted by their
boyfriend/girlfriend through texting and calling and maybe they have a scheduled time to
text or call without distracting any household chores. The statement "At home, I spend
time with my family watching TV or eating dinner while talking about our day and the
like" obtained the second highest weighted mean of 3.38 with verbal interpretation of
"Agree".
On the other hand, the statement "I share my problems or thoughts with my
parents and/or siblings" got the lowest weighted mean of 2.78 yet still interpreted as
"Agree". The result revealed that an individual who are in a relationship can share
problems to their family members but not as close as the others.
Generally, the assessment of in a relationship respondents to the effects of
intimate relationship on the relation to their family is "With Effect" as manifested by a
the relation to family members.
2.3 Academic Performance. It refers to the participation of students on
classroom activities, project, and examinations in school.

Table 4.2.3 shows the assessment of the respondents on the effects of intimate
relationship to the students in terms of academic performance.
Single
Table 4.2.5
of students in Senior High School in Malvar in terms of Academic Performance
1. I always attend my classes 3.68 Strongly Agree
2. I actively participate in 3.30 Agree
oral recitation or group
activities
3. I refrain from using 3.10 Agree
mobile phone during class
discussion
4. I submit all requirements 3.09 Agree
(assignment, project, etc.) on
time
5. I use my free time to study 3.32 Agree
for an upcoming quiz or
exam
weighted mean of 3.68 is the statement "I always attend my classes" with verbal
interpretation of "Strongly Agree". This may due to the reason that single individuals are
never been absent on their class maybe because they want to achieve their dreams and
fulfill the duty that a student should do. The statement "I use my free time to study for an
upcoming quiz or exam" got the second highest weighted mean of 3.32 with verbal
interpretation of "Agree ".
On the other hand, the statement “I submit all requirements (assignment, project,
etc.) on time” got the lowest weighted mean of 3.09 yet still interpreted as "Agree". The
result revealed that students can submit all the requirements on time maybe because they
don’t have any distraction and their time revolve in school and family.
relationship to the academic performance is "With Effect" as manifested by a composite
mean of 3.46. This is a clear indication that the academic performance of the respondents
whose relationship status is single can be affected if the respondents will not study hard
and will not focus on their studies.

In a Relationship
Table 4.2.6
of students in Senior High School in Malvar in terms of Academic Performance
1. I always attend my classes 3.09 Agree
2. I actively participate in 3.09 Agree
oral recitation or group
activities
3. I refrain from using 3.04 Agree
mobile phone during class
discussion
4. I submit all requirements 3.48 Agree
(assignment, project, etc.) on
time
5. I use my free time to study 3.26 Agree
for an upcoming quiz or
exam
Composite Mean 14.53 With High Effect
Based on the results as shown in table 4.2.3,the most dominant factor pointed out
weighted mean of 3.48 is the statement "I submit all requirements (assignment, project,
etc.) on time" with verbal interpretation of "Agree". This may due to the reason that
individual whose relationship status is in a relationship be able to submit all requirements

because they are not busy with their partners and they are not distracted. The statement "I
actively participate in oral recitation or group activities" got the second highest weighted
mean of 3.46 with the verbal interpretation of "Agree".
On the other hand, the statement "I refrain from using mobile phone during class
discussion" got the lowest weighted mean of 3.04 yet still interpreted as "Agree". This
may due to the reason that students are not allowed to use mobile phones in school.
Generally, the assessment of in a relationship respondent to the effects of intimate
relationship to the academic performance is "With High Effect" as manifested by a
the academic performance of the respondents and can be a distraction.
SINGLE
Table 4.3.1 Summary Table of Composite Mean

Assessment on… Composite Mean Verbal Interpretation
Peers 3.16 With Effect
Family Relationship 3.20 With Effect
Academic Performance 3.46 With Effect
Grand Composite Mean 7.51 With High Effect
The grand composite mean of 17.97 was obtained which means that being single
has a high effect on the social relation of the students. This means that single students
must also be aware of what they are doing as it would make an effect on their social
relation.
IN A RELATIONSHIP
Table 4.3.2 Summary Table of Composite Mean

Assessment on… Composite Mean Verbal Interpretation
Peers 2.97 With Effect
Family Relationship 3.33 With Effect
Academic Performance 14.53 With High Effect
Grand Composite Mean 11.14 With High Effect
The grand composite mean of 11.14 was obtained which means that being in a
relationship has a great effect in the social relation of the students. It also means that
students who are in a relationship should know their limitations.
3. Difference analysis on the effects of intimate relationship when grouped according
to profile.
Table 4.3.1 showed the difference analysis on the effects of intimate relationship
when grouped according to their profile. Using Analysis of Variance, it can be gleaned
that majority there is no significant difference on the effects of intimate relationship when
grouped according to their profile.

Table 4.4.1
Summary of the computation in testing Relationship between the Asessment of
the Respondents towards the effects of Intimate Relationship and their profile.
Variable P- Value Level of Degree of Decision Conclusion
Significance Freedom
Age 0.826 0.05 3/99 Accept Not Significant
Sex 0.000 0.05 90/99 Reject Significant
Year Level 0.952 0.05 97/99 Accept Not Significant
Relationship 0.946 0.05 91/99 Accept Not Significant

Status
The table 4.3.1 shows the summary of the computation between the assessment of
the respondents towards the effect of intimate relationship and their profile. In the first
variable, the p-value 0.826 was greater than the level of significance 0.05, which meant
that the null hypothesis was accepted and that there is no significant difference on the
assessments if the respondents were group according to age.
In the second variable, the p-value 0.000 was less than the level of significance
0.05, which meant that the null hypothesis was rejected and that there is a significant
difference on the assessments if the respondents were group according to sex.
In the third variable, the p-value 0.958 was greater than the level of significance
0.05, which meant that the null hypothesis was accepted and that there is no significant
difference on the assessments if the respondents were group according to year level.
In the last variable, the p-value 0.946 was greater than the level of significance
0.05, which meant that the null hypothesis was accepted and that there is no significant
difference on the assessments if the respondents were group according to relationship
status.
4. Implication of the findings to the interpersonal skills of students
The study was conducted by the researchers to determine the comparative analysis on
the effects of intimate relationship to the students of Senior High School in Malvar.
Based on the findings and result of the study, it clearly shows that comparative analysis
on the effects of intimate relationship to the student of Senior High School in Malvar
doesn’t have any difference in terms on their interpersonal skills.
Having an intimate relationship between students compare to the students that doesn’t
have an intimate relationship don’t have any difference in their interpersonal skills. This
just explains that having or not having an intimate relationship doesn’t affect the
interpersonal skills of students.

Chapter V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study, its findings, conclusions and
recommendations drawn based on the results obtained by the researchers.
SUMMARY
The study examined the Comparative Analysis on the Effects of Intimate
Relationship to the Students of Senior High School in Malvar. The study used a
purposive sampling that involved 100 respondents.
The descriptive method of research was used by the researchers in order to
examine and assess the effects of intimate relationship in Senior High School in Malvar
from Humanities and Social Sciences (HUMSS), Science Technology Engineering and
Mathematics (STEM), Accountancy and Business Management (ABM), Technical
Vocational Livelihood (TECH-VOC) strand/ track who were requested to answer the
survey questionnaire which the researchers selected 25 students per strand/ track. This
study determined the profile of the respondents in terms of age, sex, year level and
relationship status. This also aimed to determine how the students assess the effect of
intimate relationship Senior High School in Malvar in terms of peer, family relationship
and academic performance.
The researchers used statistical tools used to treat the data gathered are frequency
and percentage and weighted mean in terms to the profile of the respondents and the
effects of intimate relationship to the students. The researchers also used the Analysis of
Variance (ANOVA or T- Test) to determine the significant difference on the assessments
of the effects of intimate relationship when grouped according to their profile.

Findings
After the data were gathered, analysed, tabulated, and statistically treated the
study discloses the following findings.
1. In the total of 100 respondents, each strand/track consist of 25 respondents. 45 were
male and 35 female. 33 of the respondents were 16 years old while there are 40
respondents who are 17 years old. 19 of the respondent were 18 years old and there were
only 8 respondents who are 19 years old and above. 48 of the respondents were Grade 11
and there were 52 respondents who are Grade 12. Lastly, 50 of the respondents detailed
that they were single and there were also 50 respondents who were in a relationship.
Single:
2. Based on the given information of the respondents on the relationship for the peers ,
the results showed a 3.16 composite mean and also given the verbal interpretation of
With Effect. Meanwhile, on the assessment of the respondents on their family
relationship, the results showed a 3.20 composite mean and also given the verbal
performance of With Effect. Lastly, in terms of the respondents assessment on their
academic performance, the results of obtained the composite mean, 3.46 which is
interpreted as With Effect.
In a relationship:
Based on the given information of the respondents on the relationship to their peers the
results showed a 2.97 which is the least among all the variables but then interpreted as
With Effect. Second, on the assessment of the respondents on their family relationship,
the results showed a 3.33 composite mean and also given the verbal interpretation of
With Effect. Lastly, in terms of the respondent’s assessment on their academic
performance the results obtained the composite mean of 14.53 which is interpreted as
with High Effect.
3. For single and in a relationship:
Based on the results showed in the computation in testing in the difference on the
comparative analysis of the effects of intimate relationship to the students of the students
of when grouped according to profile, all three variables obtained p-values greater than
the level of significance 0.05. These findings men that the researchers can accept the null
hypothesis and have to conclude that there is no significant difference between the profile
of the respondents and their assessment on their social relation.
4. The school officials who are able to know the assessments on the effects of intimate
relationship on their interpersonal skills of their students. They may guide their students
and observe them how being with in a relationship or absence of it affects their relation to
their peers, family, and academic performance by conducting a seminar.
The parents who have a child studying at Senior High School in Malvar will be aware on
the condition of their child at school. On how they socialize and behave.
The students who are studying at Senior High School in Malvar may undergo seminar to
be guided them about the effects of intimate relationship and undergo counselling if they
know that there’s a problem having an intimate relationship or not.

Conclusions
Based on the findings of the study, the researchers come up with the following
conclusions.
1. Most of the respondents were female 17 years old, Grade 12 and both single and in a
relationship.
2. Single: The respondents identified the effects of intimate relationship for single which
the first variable is peer that has With Effect to the students. For the second variable with
a verbal interpretation to their family relationship has a With Effect because single
respondents have time to spend their weekends with their family like going to church and
going to mall because they have no boyfriend/girlfriend to have date together or to spend
time with. And the last variable which is academic performance has a With Effect also.
In a relationship: The respondents identified the effects of the intimate relationship for
the students who were in a relationship by which the first variable is peer that has With
Effect. For the second variable with a verbal interpretation to their family relationship has
With Effect to the students. Lastly, in academic performance with a verbal interpretation
of With High Effect to the students.
3. There is no significant difference between the effects of intimate relationship and when
the respondents are grouped according to profile.
4. The result may serve as a basis for improving the interpersonal skills of the students
having or not having an intimate relationship.

Recommendations
In relation to the findings and conclusion obtained, the following recommendations are
hereby given.
1. To the parents, they may know the effects of having their child an intimate relationship
with the effect of it to their relationship with their family and how to handle with those
effects in their relationships, and have a guidance to it.
2. Teachers may guide their intimate relationship, and also be guided about it where they
can observe their students about the performance tasks.
3. Students may undergo counselling to be guided about intimate relationship and help
with their relationship with their peers and their family and also be guided by their
academic performances if there’s a problem about it.
4. Future researchers may use the study to better understand intimate relationship and to
have proper knowledge regarding the comparative analysis on the effects of intimate
relationship to the students of Senior High School in Malvar.

Bibliography
Celine (2016). “Differences Between Peer and Acquaintance”. Retrieved from

www.differencebetween,net/language/words-language/difference-between-peer-and-
acquaintance/
Bernales, Colonia (2011). “Effects of Romantic Relationships on the academic

Performance of University of the Philippines Cebu College Students (A.Y. 2011-2012)”.
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https://www.quora.com/What-does-social-relationship-mean-What-are-some-examples
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https://journals.sagepub.com/doi/abs/10.1177/152025115611614
APPENDICES
APPENDIX B
QUESTIONNAIRE
Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
SENIOR HIGH SCHOOL in MALVAR
COMPARATIVE ANALYSIS ON THE EFFECTS OF INTIMATE

RELATIONSHIP TO THE STUDENTS OF SENIOR HIGH SCHOOL IN
MALVAR
QUESTIONNAIRE
Part I. Profile of the Respondents
Age:
16 19 and above
17
18
19 years old and above
Sex:
Female
Male
Year Level:
Grade 11
Grade 12
Relationship Status:
Single
In a Relationship
Part II. Comparative Analysis on the Effects of Intimate Relationship on the social
relation of the students of Senior High School in Malvar
Directions: Please read each statement carefully. Put a check (/) mark on the column that
corresponds to your answer to the statement below.
Option Verbal Interpretation
4 Always
3 Sometimes
2 Often
1 Never
A. Peers 4 3 2 1
1.) I spend my free time with friends when in school
2.) I go out with my friends after class or during weekends (i.e. food trip,
going to the mall, etc.)
3.) I chat with my friends (through Facebook or other social media
platform) at night or during the weekend
4.) I am aware of the problems my friends currently experience and keep
them company when they need someone to talk to
5.) I attend all of my friends’ birthday parties or gathering
B. Family Relationship
1.) I spend the weekends with my family
2.) I share my problems or thoughts with my parents and/or siblings
3.) I am present in every family reunion/gathering
4.) I do and complete household chores (washing the dishes, cleaning the
house, etc.) without any distractions
5.) At home, I spend time with my family watching TV or eating dinner
while talking about our day and the likes
C. Academic Performance
1.) I always attend my classes
2.) I actively participate in oral recitation or group activities
3.) I refrain from using my mobile phone during class discussion
4.) I can pass my projects and homework on time
5.) I use my free time to study for an upcoming quiz or exam
————— 9/19/2018 8:58:45 AM ——————————————————
Welcome to Minitab, press F1 for help.
One-way ANOVA: Assessment versus Age
Method
Null hypothesis All means are equal

Alternative hypothesis At least one mean is different
Significance level α = 0.05
Equal variances were assumed for the analysis.
Factor Information
Factor Levels Values

Age 4 1, 2, 3, 4
Analysis of Variance
Source DF Adj SS Adj MS F-Value P-Value

Age 3 0.1416 0.04721 0.30 0.826
Error 96 15.1435 0.15774
Total 99 15.2852
Model Summary
S R-sq R-sq(adj) R-sq(pred)

0.397171 0.93% 0.00% 0.00%
Means
Age N Mean StDev 95% CI

1 33 3.3071 0.3543 (3.1698, 3.4443)
2 38 3.3035 0.4076 (3.1756, 3.4314)
3 21 3.2286 0.4460 (3.0565, 3.4006)
4 8 3.208 0.378 ( 2.930, 3.487)
Pooled StDev = 0.397171
Two-Sample T-Test and CI: Assessment, Sex
Two-sample T for Assessment
Sex N Mean StDev SE Mean

1 45 3.098 0.373 0.056
2 55 3.432 0.344 0.046
Difference = μ (1) - μ (2)

Estimate for difference: -0.3337
95% CI for difference: (-0.4777, -0.1898)
T-Test of difference = 0 (vs ≠): T-Value = -4.61 P-Value = 0.000 DF = 90
Two-Sample T-Test and CI: Assessment, Year Level
Year
Level N Mean StDev SE Mean
1 48 3.279 0.388 0.056
2 52 3.283 0.401 0.056

95% CI for difference: (-0.1608, 0.1525)
Two-Sample T-Test and CI: Assessment, Relationship Status
Relationship
Status N Mean StDev SE Mean
1 50 3.279 0.443 0.063
2 50 3.284 0.340 0.048

95% CI for difference: (-0.1622, 0.1516)
Summary of the Computation in Testing Relationship between the Assessment of the

Respondents towards the Effects of Intimate Relationship and Their Profile
Profiling Variables p- value Decision Conclusion

Age 0.826 Failed to Reject H0 Not Significant
Sex 0.000 Reject H0 Significant
Year Level 0.958 Failed to Reject H0 Not Significant
Relationship Status 0.946 Failed to Reject H0 Not Significant
GEN GEN P. CONTANTE
Career Objectives
------------------------------------------------------
 To enable self in sharing my
knowledge with colleagues and
further develop good attitude and
character towards work,which will
help me achieve personal and
professional growth.
ADDRESS Educational Attainment
-----------------------------------------------------
Luta Sur Malvar, Batangas 2018- Present
Senior High School in Malvar
CONTACT NUMBER San Joaquin Road, Poblacion
09222598383 Malvar, Batangas
2016- 2017
Santiago National High School
E-MAIL With High Honor
2012- 2013
gengencontante611@gmail.com Pasong Buaya II Elementary School
Imus, Cavite
DATE OF BIRTH Fourth Honor
April 6, 2000 Accomplishments
---------------------------------------------------
With High Honor – Grade 10 (2017)
RELIGION Sabayang Pagbigkas 1st Place (2015)
Roman Catholic With High Honor – Grade 11 (2017)
PERSON TO BE CONTACTED IN CASE

OF EMERGENCY
Gladys P. Contante
Mother
09294727645
PATRICIA ANNE L. MANAGBANAG
Career Objectives
------------------------------------------------------
Educational Attainment
-----------------------------------------------------
2018- Present
ADDRESS Senior High School in Malvar
San Joaquin Road, Poblacion
Filinvest Sto. Tomas Malvar, Batangas
2016- 2017
CONTACT NUMBER
Talim Point National High School
09222598383 Talim Island Binangonan Rizal
2012- 2013
Pura V. Kalaw Elementary School
E-MAIL Salalilla St. Proj.4 Quezon city
Accomplishments
patriciamanagbanag@gmail.com
---------------------------------------------------
DATE OF BIRTH
April 6, 2000
RELIGION
Roman Catholic
MARJORIE R. CALALO
Career Objectives
------------------------------------------------------
-----------------------------------------------------
ADDRESS 2018- Present
San Juan Malvar, Batangas San Joaquin Road, Poblacion
Malvar, Batangas
CONTACT NUMBER 2016- 2017
0935551929 Don Julio Leviste Memorial
vocational High School
San Andres Malvar Batangas
E-MAIL
2012- 2013
marjorieresabacalalo@gmail.com
San Juan Elementary School
DATE OF BIRTH San Juan Malvar
Fourth Honor
October 4, 2000
Accomplishments
---------------------------------------------------
RELIGION
Roman Catholic
APRIL LINATOC
Career Objectives
------------------------------------------------------
ADDRESS help me achieve personal and
San Juan Malvar, Batangas Educational Attainment
-----------------------------------------------------
CONTACT NUMBER 2018- Present
09064352694 Senior High School in Malvar
Malvar, Batangas
E-MAIL 2016- 2017
aprillinatoc2308@gmail.com Don Julio Leviste Memorial

DATE OF BIRTH San Andres Malvar Batangas
August 31, 2001
RELIGION 2012- 2013

Roman Catholic Sitio Balayan Elementary School
Sitio balayan San Juan Malvar
PERSON TO BE CONTACTED IN CASE Batanagas
Accomplishments
OF EMERGENCY
---------------------------------------------------
Alvin Linatoc With Honor- Grade 10 (2017)
With Honor- Grade 11 (2017)
Brother
09657035359
ARVIN A. BARTE
Career Objectives
------------------------------------------------------
-----------------------------------------------------
San Fernando Malvar, Batangas San Joaquin Road, Poblacion
Malvar, Batangas
09455806407 Bugtong National High School
With High Honor
2012- 2013
E-MAIL San Juan Elementary School
San Juan Malvar
satorouso@yahoo.com Accomplishments
---------------------------------------------------
DATE OF BIRTH
September 19, 2000
RELIGION
Roman Catholic
ANGELA MAE M. TALATALA
Career Objectives
------------------------------------------------------
-----------------------------------------------------
San Fernando Malvar, Batangas San Joaquin Road, Poblacion
Malvar, Batangas
09221598384 Malvar National High School
With High Honor
2012- 2013
E-MAIL Payapa Elementary School
Fourth Honor
angelatalatala@gmail.com Accomplishments
---------------------------------------------------
DATE OF BIRTH
April 15, 2000
RELIGION
Roman Catholic
JOHN RUSSEL V. KALALO
Career Objectives
------------------------------------------------------
-----------------------------------------------------
2018- Present
ADDRESS Malvar, Batangas
2016- 2017
San Juan Malvar, Batangas Don Julio Leviste Memorial
CONTACT NUMBER San Andres Malvar Batangas
09294740923 2012- 2013
San Juan Elementary School
DATE OF BIRTH San Juan Malvar
December 7, 2000 Accomplishments
---------------------------------------------------
RELIGION
Roman Catholic
RALPH THEMOTE V. VILLANUEVA
Career Objectives
------------------------------------------------------
ADDRESS professional growth.
Poblacion Malvar, Batangas -----------------------------------------------------
2018- Present
CONTACT NUMBER
09466492327 San Joaquin Road, Poblacion
Malvar, Batangas
E-MAIL
2016- 2017
themote0315@gmail.com Malvar National High School
With High Honor
DATE OF BIRTH 2012- 2013
March 2, 2001 Elementary School
RELIGION
Accomplishments
Roman Catholic ---------------------------------------------------
PERSON TO BE CONTACTED IN CASE

OF EMERGENCY
Ginalyn Villanueva
Mother
09077632836

Effects of Relationships on Students' Social Lives

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COMPARATIVE ANALYSIS ON THE EFFECTS OF INTIMATE

RELATIONSHIPS ON THE SOCIAL RELATION OF THE STUDENTS IN

to the faculty of Senior High School in Malvar

of the requirements in the subjects

Research Project and Culminating Activity

Contante, Gen Gen P.

Kalalo, John Russel V.

Managbanag, Patricia Anne L.

Talatala, Angela Mae M.

Villanueva, Ralph Themote V.

This research paper entitled “COMPARATIVE ANALYSIS ON THE

PRINCESS DIANNE P. CUASAY, MIHM

Date of Oral Examination: October 16, 2018

Title : COMPARATIVE ANALYSIS ON THE EFFECTS OF

Contante, Gen Gen P.

Kalalo, John Russel V.

Managbanag, Patricia Anne L.

Talatala, Angela Mae M.

Villanueva, Ralph Themote V.

Track/Strand : Academic/Humanities and Social Sciences

Adviser : Ms. Princess Dianne P. Cuasay

Institution : Senior High School in Malvar

significant difference between the effects of intimate relationships when grouped

questionnaire, which is design to know the Comparative Analysis on the Effects of

in a relationship. Based on the results, it showed that there is no significant difference

social relation of the students when grouped according to profile.

effects of intimate relationship to the students of Senior High School in Malvar.

towards the success of this undertaking;

among the young generation of learners;

doing a research study;

given them that served as the key data in this study;

researchers wisdom, strength, ability, confidence and determination all throughout in

the conduct of this study to make this one a triumphant one;

To God be all the glory!

We whole-heartedly dedicate this study to our parents,

We can do all things through Him who strengthen us (Phil. 4:13)

Statement of the Problem…………………………………...ii

Scope and Limitation……………………………………...viii

Significance of the Study…………………………………viii

II REVIEW OF RELATED LITERATURE

III RESEARCH METHODOLOGY

Measurement and Instrumentation………………………...xx

IV PRESENTATION, INTERPRETATION AND

V SUMMARY, FINDINGS, CONCLUSIONS,

4.1.2 Profile of Respondents According to their Sex……………xxv

4.1.3 Profile of Respondents According to their Year Level…….xxvi

4.1.4 Profile of Respondents According to their Relationship

4.2.1 Comparative Analysis on the Effects of Intimate

Relationship on the Social Relation of students in

Senior High School in Malvar in terms of Peers

4.2.2. Comparative Analysis on the Effects of Intimate

Relationship on the Social Relation of students in

Senior High School in Malvar in terms of Peers

4.2.3 Comparative Analysis on the Effects of Intimate

Relationship on the Social Relation of students in

Senior High School in Malvar in terms of family

4.2.4 Comparative Analysis on the Effects of Intimate

Relationship on the Social Relation of students in

Senior High School in Malvar in terms of family

Relationship (in a relationship)………………………….xxxv

4.2.5 Comparative Analysis on the Effects of Intimate

Senior High School in Malvar in terms Academic