Polytechnic University of the Philippines

College of Engineering
Sta. Mesa, Manila

Correlation of the romantic relationship and the academic

performance of BSIE 2-4 students of Polytechnic University of
the Philippines

In partial fulfillment
of the requirements for the course

Statistical Analysis for Industrial Engineering 2

Researchers:
Gerrord Tykes Hinojosa
Allen Joy Miraflor

Submitted to:
Mr. Joseph Vincent David

22 October 2019
ABSTRACT
 Through the vastness of relationships among students and the truths and false labels that

accompanies between their union, this study acknowledges the problem and did an investigation

whether or not does relationship influences the academic performance, motivational and

academic stress level, and time management of the students

A descriptive method is used to gather and analyze the data, the researcher is assisted with

a questionnaire of their own. The data were subjected with Pearson’s r Correlation and T-test.

It was found out that the time management of the respondents was imbalanced which

entails that they were more focused in their romantic relationship than in studying. The time

spent with the partner were found to be insignificantly related to academic performance.

However, since the results revealed that PUP BS Industrial Engineering students who were

involved in a relationship (during the academic year 2018-2019) have neutral anxiety level as

students, the researchers concluded that the time spent with their partner have no significant

effect to their academic performance. It was also found that the level of motivation has no

significant relationship with the academic achievement of the respondents.

 CHAPTER I
INTRODUCTION

RATIONALE

According to Maslow’s Hierarchy of Human Needs, one of humans physiological needs

is intimacy and where to find it better is being involve in a relationship. Nowadays, dating seems

to be more accessible and easy to come across specifically with adolescent male/female, this is

where the pinnacle stage of humans to desire mutual bond and someone to share their life with.

“Need to Belong” theory supports Maslow’s Hierarchy by which individuals have the

determination to engage in close relationships that is proven beneficial because it states life

would be better if individuals do connect.

Furman (2002) tells romantic relationships is significant to the social adolescent world.

This applies mostly with students, with them balancing their academics obligation and

committing to a relation. Campbell & Oliver (1994) finding “companionship and belongingness

from someone benefits to increase motivational level in their studies. Furthermore, some

students on the Polytechnic University of the Philippines have also involved themselves in a

relationship. Myers (2010) said that relationships also consume much of the life of university

students. In addition, considering that academic workloads which includes assignments,

examination and projects will challenge them on how they will juggle their responsibilities if

there is too much on their plate. However, Campbell & Oliver (1994) mentioned that problems

can arise in the process of relationships. Psychological problems (stress and anxiousness), Social

problems (interpersonal and intrapersonal sacrifices), Emotional problems (self-loathing)

which can disrupt academic focus.

This study will try to answer the vital roles of motivational and academic stress level in

relationships. Moreover, it was aimed to determine the effects of romantic affiliation to the

academic performance of 2nd Year PUP BS Industrial Engineering students of section 4 who are
involved in a romantic relationship.

STATEMENT OF THE PROBLEM

This study aims to determine the effects of romantic relationship on the academic

performance of male and female 2nd year students of section 4 of BS Industrial Engineer of the

Polytechnic University of the Philippines (A.Y. 2019-2020, Second semester) who were involved

in a romantic relationship during the academic year 2018-2019.

Specifically, this study sought to answer the following questions:

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

a. Gender,

b. General Weighted Average in the A.Y 2018-2019 1st semester,

c. General Weighted Average in the A.Y. 2018-2019 2nd semester?

2. What is the status of time management of the respondents:

a. Studying alone?

b. Studying with their partner?

3. How is the motivation level of the respondents affects their role as a student?

4. Is there a significant relationship between the academic performance and time

management of the respondents?

5. Is there a significant correlation between academic performance and motivational

levels?

6. Is there a significant correlation between academic performance and motivational

levels?

OBJECTIVES OF THE STUDY

This study aimed to determine the effects of romantic relationship on the academic

performance of male and female 2nd year students of section 4 of BS Industrial Engineer of the
 Polytechnic University of the Philippines (A.Y. 2019-2020, Second semester) who were involved

in a romantic relationship during the academic year 2018-2019.

In order to answer the main problem, the study has the following specific objectives:

1. To determine how the academic time management is influenced to students who engage

in romantic affiliation.

2. To determine how the motivational and academic stress level is to students who engage in

romantic affiliation.

3. To determine the correlation of academic performance to the time management,

motivational level and academic stress level of the student.

SIGNIFICANCE OF THE STUDY

The result of this study benefits the following people:

Students. To state how involvement in a relation comes with benefits and consequences

on how they will handle their academic performance and obligation.

Parents. To aid their parenting practices to their sons/daughters involving their

concerns to their child involving in a relation

Teachers. To guide their class management to students who are involve in a relation

and to give an idea how they can utilize the study so they can incorporate it to their teaching

strategies.

OPERATIONAL FRAMEWORK

The framework describes how the researchers will analyze the data to answer if

involvement in a relation correlates to academic performance.

 The student's intake if relationships helps them to be efficient or not in working on their

academic obligation is determined by their responses through their motivational and academic

stress levels. Moreover, academic task and a relationship of a students is tested if increased of

workload arises such as of assignments, examinations and projects.

The hypothesis is student’s academic obligation will be interrupted negatively due to

simultaneous occurrences of high level of academic stress and their troubled time management

between relationship and studies.

Romantic Relationships of BSIE 2-4

students of PUP

Levels of Motivation, Academic

Time Management
Stress as a student

Academic Performance of BSIE 2-4

students of PUP

SCOPE AND LIMITATION

The study focuses mainly on students who are engage in relationship. This was conducted

in BS Industrial Engineering Department of section 2-4 of Polytechnic University of the

Philippines during the first semester of 2nd year. This is to test how engaging into a relation

influence one’s student time management, motivational level and academic stress level.

However, this study did not include students who are not engage in a relationship and

outside the population of BS Industrial Engineering of section 2-4.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This presents the literature and researches which relate significantly to the present

investigation.

Humans, particularly adolescents get involve in romantic relationships 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 received freely which the psychologists called

“the need to belong” (Myers, 2010). Rest assured of the love and care given by the persons close

to them, they are secured with the trust and confidence that they are acceptable to individuals

whom they can depend on for the satisfaction of their needs. Raman (2010) stated that being in

romantic 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. Koob &

Bloom (1982) also explained this by stating that the individuals who are in love release a number

of chemicals within the brain such as oxytocin, vasopressin and endorphins which cause “short-

term” joy and pleasure.

On the other hand, According to Arnet (as cited in Fincham& Cui, 2011) "late adolescents"

is the stage where teenagers experienced how to be totally and socially independent. This is the

time for curiosity & explorations in choosing and having a partner, and explores this kind of

curiosity that somehow leads to romantic relationship. However, this kind of relationship may not

lead to a pleasant and intense love affair. This is just a result of their inquisitive mind and a sort

of finding on how to fit into the world. “What is life all about?” Questions such as these assume

special significance during teenage years, as adolescents seek to find their place in broader and

social world. This quest takes adolescents along several routes.

 Consequently, “half of all teens have been in a dating relationship and nearly one third of

all teens have been in a serious relationship” (Teenage Research Unlimited, as cited in Luqman,

2009). According to Furman (2002), romantic relationships become more and more significant

to adolescents in their social world as they also develop from puberty towards late adolescence.

This shows how prevalent is romantic relationship among adolescents.

Luqman (2009) said that an adolescent relationship plays an important role to adolescents

as it develops the ability for committed relationships. Additionally, Pelt (2004) stated that those

relationships help develop personality. She also added that it is a way of knowing one’s unique

qualities of opposite sex and at the same time choosing the right life partner. Moreover,

researchers theorized that romantic relationship is essential to the development of adolescents in

different aspects such as “transformation of family relationships, close relationships with peers,

sexuality, and career planning” (Furman, 2002).

An article of Barber & Eccles (as cited in Luqman, 2009) talked about the importance of

romantic relationships to adolescent development and its “long lasting” effects on self-confidence.

It affirmed that romantic relationship teaches moral values on romance, “intimate relationships

and sexuality”. In addition to this, healthy romantic relationship could possibly benefit student’s

education (Phelps, 2007). Romantic relationship provides positive outlook of adolescents’ life

which motivates the adolescents in achieving goals such as performing well in the studies.

According to Zulueta & Maglaya (2004), “motivation constitutes the degree of an individual’s

behavior as manifested by his interests, attitudes, and aspirations to satisfy his desired goal. It is

an urge to satisfy goal object” (p. 212). Provided a positive romantic relationship, adolescents

would strive hard on performing well in studies to bring a brighter future in their relationship.

According to Lucas & Curpuz (2007), “quality personal relationships that provide stability,

trust, and caring such as romantic relationships can increase learners’ sense of belonging, self-

respect and self-acceptance, and provide a positive climate for learning” (p. 16) and thus increase
academic performance. According to the theory of incentive approach of motivation, the desirable

properties of external stimuli – whether grades, money, affection, food, or sex – account for

person’s motivation.

Moreover, theorists suggested that romantic relationship has a great role in the academic

performance of adolescents. Vgotsky’s theory states that social interaction plays a very important

role in the cognitive development of an individual and could not be understood without looking

into the social and cultural context. Furthermore, Vygotsky’s ideas about “cognitive development”

have become major influences in psychology and education today (Lucas & Corpuz, 2007).

Theorists suggested that romantic relationship has a great role in the academic performance of

adolescents. Parents, peers, and partners, on the other hand, cooperate, collaborate and enrich

the learning experience (Lucas &Corpuz, 2007). In this way, adolescents who are more

knowledgeable can help in the cognitive development of their partner.

However, romantic relationships do not always behave in a positive way. There are

instances in which romantic relationship may harm adolescents and because of this, they need

adults who will guide them in developing healthy relationships (Luqman, 2009). In the same vein,

Connolly & Johnson (cited in Weichold& Barber, 2008) said that even though romantic

relationship plays an important role in the development of an adolescent, most romantic

relationship in the adolescence stage last for only 6 months to 1 year. This situation implies

frequent break-ups which cause anxiety among adolescents. Monroe et. al (as cited in Furman,

2002) affirmed that breakups are mostly the cause of depression among adolescents. Furman

(2002) also states that adolescents are mostly prone to problems in adjustment when they got

involved in romantic relationships at an early stage of their adolescent life. According to Erikson

(as cited in Feldman, 2009) people proceed through eight stages of psychosocial development

across their lives. He suggested that each stage requires the resolution of a crises or conflict and

may produce both positive and negative outcomes. During the identity-versus-role confusion
period an adolescent feels pressure to identify what to do with his life. These pressures come at a

time of major physical changes and adolescent find a period an especially difficult one, thus peer

group and close relationship becomes increasingly important in clarifying their personal

identities. Erikson added that identity-versus-role confusion stage marks a pivotal point in

psychosocial development, paving the way for continued growth and the future development of

personal relationship.

In another way, romantic relationship gives more negative effects on the academic

performance of adolescents. 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. Myers (2010) also said that:

For university students, relationships consume much of life. How much of your waking

life is spent talking with people? One sampling of 10,000 tape recordings of half- minute slices of

students’ waking hours (using belt-worn recorders) found them talking to someone 28% of the

time – and that doesn’t count the time they spent to someone (Mehl&Pennebaker, 2003). In

2008, the average American 13- 17 year-old sent or received 1742 text messages per month (pp.

393-394).

The time spent with the partner would consume much time that must be allotted for

studying; taking into consideration the time management of a student being involved in romantic

relationship affects the academic performance. As stated by Crissey (2006) in her study about

impact of romantic relationship on high school girls, there is really a challenge in "balancing

romantic relationship and academic performance" in a teenager's life. It gives pressure on how to

maintain the romantic side and the academic works as well. She also pointed out that there is

more than the pressure someone will going to feel if there is a competition inside the classroom

for the academic awards at the end of the school year.

 Crissey (2006) then added that having a romantic affair especially when you are just a

student would not just give a "source of stress" but also a disturbance. Having a romantic

relationship is really disturbing because a student will deal on managing timebetween the school

and in the romantic side that somehow leads to give academic works a lesser priority.

Stress is a continuous feeling of worry about work or personal life that prevents someone

from relaxing. Campbell, as cited by Crissey (2006), pointed out that stress is a condition or effect

that is bad and can cause some problems. For example, students who are having any romantic

affair will have a higher percentage of stress than those who don't have because instead of focusing

to their academic work and academic stresses, they also commit their time to their relationship.

Morris &Maisto (1995) added that anxiety which can be taken from “internal and external

forces” brings about stress. They also described how someone or something frustrates individuals

when it stands between them and their goals. This would cause a dilemma on “irreconcilable

demands, opportunity, needs or goals”. They added that “delays, lack of resources, losses, failure

and discrimination” are the primary cause of aggravation.

On the other situation, 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 revising and thus failure” (para.

6). Thus, GastoneByamugisha (as cited in Namaganda, 2010) a psychologist and lecturer at

Kyambogo University said that heart-break is not the only cause of student’s failure in exams.

Moreover, Furman, Brown &Feiring (1999) stated in their book entitled “The Development of

Romantic Relationships in Adolescence” that romantic relationship at an early age is the cause of

higher rates of drug use, minor delinquency, andpsychological or behavioral difficulties, as well

as lower levels of academic achievement that those who are not currently involved in a

relationship or who delay romantic activity until later in adolescence.

 In conclusion, relationships and academics can’t be joined together. On one side, the

student is spending time with his/her lifelong partner, but on the other side, the student is busy

trying to fulfill other responsibilities in school like making projects, studying, and maintaining

grades.

On the other hand, studies about romantic relationship and its effects to academic

performance revealed different results.

The study of Luqman (2009) on romantic relationship and its effects on academic

performance, identity and self-esteem of 101 students attending B. Z. University and 100 students

studying 10th grade Educator High School at Department of Pschology Bahauddin Zakriya

University Multan reveals that there is not relationship between the grade point average and

dating status of adolescents. The variables considered were dating status, level of involvement,

grade point average, identity status and self-esteem. However, in his methodology, he only

considered the students’ grade in the latest exam. This would make his data less accurate because

initial level academic performance of the respondents was not recorded. The purpose of having

an initial level of academic performance is to have a comparison of before and after situations

which will predict whether the academic performance of the respondent has increased or

decreased during the course of romantic relationship. He then suggested that initial levels of

academic achievement of students should be considered in the future research about

romantic relationship and its effects to academic performance to get more accurate results.

Pham (n.d) studied about the relationships between dating and college performance of

Loyola University students who were aged between 18-24 years old. It was hypothesized that

dating and involvement will result in a lower grade point average. The variables were age, gender,

class standings, dating status and levels together with the academic performance of the
respondents. The data did not allow the rejection of the null hypothesis. It implies that dating and

involvement in romantic relationship shows no significant relationship on academic performance

of college students. Thus, Pham’s study revealed the same result with Luqman’s (2009) study.

Moreover, an investigation on the effect of early parenthood among Bohol Island State

University (BISU) – Candijay Campus female students was conducted by Balaba, Betos,

Galvadores, Felisco&Atupan(2008). There were 25 unmarried mothers which were the

respondents of the study. Average grades of the respondents before and after having a child were

compared and the researchers discovered that academic performance was not significantly

affected by the occurrence of early motherhood. Nevertheless, results of the study showed that the

respondents found it hard to concentrate on their studies because of the problems they met being

early parents. This study relates to the present study because it involves time management,

motivation and anxiety. Early parents were motivated to study to provide a brighter future for

their child. On the contrary, it is not easy for them to focus on their studies because of the

problems they met as early parents and they find it hard to divide their time between studies and

family.

Similarly, Toreon (2011) in his study on the Effect of Romantic Relationship on Teacher

Education Students’ Academic Performance at Bohol Island State University. The study used a

descriptive survey method employing convenience sampling for each year level. The variables of

the study were students’ grade, intensity, level of involvement in a romantic relationship and, self-

esteem. Findings describe significant effect of romantic relationship on academic performance.

Intensity and level of involvement also exhibited a significant relationship on the students’

academic performance. It was also found out that a student who is involved in romantic

relationship for more than two years have better score as those involved for 3 to 6 months. It was

further found that the basic characteristic of the individuals who are most successful at love is
high self –esteem. It has been determined that those high in self-esteem experience romantic love

more as been found in the number of years of being attached to each partner.

On the other hand, relationship between dating status and academic achievement on

grades 8, 9 and 10 in Santa Clara University in California were studied by Quatman, Sampson,

Robinson and Watson (2001). The result of the study showed that higher frequency in dating

would imply a lower academic performance because most of the romantic experiences showed

higher levels of depressive symptoms and lower levels in academic motivation. However, this

study focuses on younger population. The results may not be the case in the more mature age

group.

In another study, a dissertation of Crissey (2006) focused on the differences of gender on

the high school academic outcomes which were influenced by romantic relationships. The study

found out that when students divided their attention toeducation and romance, there was a

negative outcome on the academic performance especially when they take too much concern on

their romantic relationships. This situation occurs mostly on girls because of the “school romantic

climate where romance is more valued. On the other hand, the study showed that boys’ “academic

well-being” is being slightly affected. The increased risk of sexual activity mainly affects this

situation (Crissey, 2006). However, data from the National Longitudinal Study of Adolescent

Health (as cited in Allen, 2010) revealed a different result in which males’ academic performance

is negatively affected by the romantic climate.

A dissertation of Stefan (2006) which is a qualitative study on the impact of romantic

relationship on the academic performance of high school girls applies merely on the western

culture. Results of the study showed that there is really a “social pressure” for teenage girls who

are involved in dating. She also found out this societal pressure means that girls are engaged in

this kind of dating situation merely “because of some influences peers, magazines, televisions”,

etc. Sometimes, if a girl doesn’t engage herself in dating, some may considered her as "weird",
maybe because in the western society today, there's no more thing such as Maria Clara's, which

refers to those who are a little bit conscious in dating as well as engaging in romantic relationships.

She said that majority of the people would expect girls to already have a dating partner especially

when girls reach into their adolescent stage. She also added that this dating is usually considered

as a threshold or the first step towards romantic relationships. After conducting her study, she

concluded that dating/romantic relationships have "negative and positive" outcomes into the

academic performance of someone involved – positive in the sense that dating gives

inspiration/motivation for girls to do well in their academic works, if and only if girls will know

how to manage time wisely and properly and that girls will not take dating seriously. However, it

is negative on the other hand because it will just cause "distraction".

The findings of the study made by Phelps (2007) noted that the influence of partners,

parents and peers of African American Youth to their school achievement. He considered dividing

the samples by race and he found some difference that each variable influence to the romantic

relationship for the Anglo and African American sub- samples. He concluded that effects of

academic achievement vary on race. Part of the result of his study is that peers also affect to the

academic performance of the respondents. For the African American, it is their peers’ academic

orientation that affects the academic performance while for Anglo Americans, both peers’

academic orientation and behaviors towards romantic relationship affects their academic

performance.

The result of the study of Phelps (2007) implies that factors assumed to affect academic

performance of students such as personal relationships vary in each race.

Moreover, Furman (2002) stated that there has still been a great interest of romantic

relationships because this interest sparks from the observation that these relationships are

significant to adolescents’ lives. A lot of research has been made about this topic but most of these

studies center on Euro-American youths or mostly Western societies. Western culture has
differences to Asian culture especially on the social aspects. Example would be perceptions on

dating.

Western culture has differences to Asian culture especially on the social aspects. Example

would be perceptions on dating. To the researchers’ knowledge, we haven’t found some studies

focusing on the Asian’s romantic relationships.

Considering the romantic relationships involved and the amount of pressure given to the

students by their teachers, we assume that there will be an effect of romantic relationship on the

academic performance of the students.

 CHAPTER 3
METHODOLOGY

Research Design

Descriptive design is used alongside the method of survey research. This design used

survey questionnaires which will investigate and evaluate the respondent’s insights. in order to

get data about the effects of romantic relationships on students’ academic performance.

Respondents and Locale of the Study

The research was conducted at the Polytechnic University of the Philippines during the

first semester, academic year 2019-2020 at Sta. Mesa, Manila City.

There were 10 volunteer participants who took part in the study. The population

consisted of 2nd year Bachelor of Science in Industrial Engineer students of section 4 from

Polytechnic University of the Philippines.

Sampling Procedure

Selective sampling method is used for the selection of the respondents because the

researchers were only focused on students engaged in romantic relationship. 10 students who

met the conditions from 2nd year BSIE students of section 4 who were involved in a relationship

in the A.Y. 2018-2019 became the respondents of the study.

Instrumentation

The respondents will be given survey questionnaires to provide the necessary data

needed in the study, with utmost absence of manipulation to maintain the credibility of the

results. This design investigated the relationship of three main variables which were time
 management, motivational level and academic stress level.

The questionnaire contains questions that will acquire the demographic profile, the time

management (through multiple choice), motivational and academic stress level (through 5-point

likert scale) of the respondent as a student.

Statistical Treatment of Data

Data collected will be transmuted to percentage and be presented in graphical and

tabular forms for interpretation.

1. To determine how the academic time management is influenced to students who engage

in romantic affiliation.

Formula:

∑ 𝑓(𝑥)
𝑥̅ = 𝑁

where:

𝑥̅ = 𝑚𝑒𝑎𝑛

∑ 𝑓(𝑥) = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒𝑠 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡

𝑁 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

2. To determine how the motivational and academic stress level is to students who engage

in romantic affiliation.

Formula:

∑ 𝑓(𝑥)
𝑥̅ = 𝑁

where:

𝑥̅ = 𝑚𝑒𝑎𝑛

∑ 𝑓(𝑥) = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒𝑠 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡

𝑁 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
3. To determine the correlation of academic performance to the time management,

motivational level and academic stress level of the student.

Formulas:

 Pearson Product Moment Coefficient of Correlation

𝑛 ∑ 𝑥𝑦 − ∑ 𝑥 ∑ 𝑦
𝑟=
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥 2 )] [𝑛 ∑ 𝑦 2 − (∑ 𝑦 2 )]

where:

r = the Pearson Product moment

n = sample size

∑ 𝑥 = 𝑠𝑢𝑚𝑚𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑥

∑ 𝑦 = 𝑠𝑢𝑚𝑚𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑦

∑ 𝑥 2 = 𝑠𝑢𝑚 𝑜𝑓 𝑠𝑞𝑢𝑎𝑟𝑒𝑠 𝑜𝑓 𝑥

∑ 𝑦 2 = 𝑠𝑢𝑚 𝑜𝑓 𝑠𝑞𝑢𝑎𝑟𝑒𝑠 𝑜𝑓 𝑦

 T-test

𝑁−2
𝑡 = 𝑟√
1 − 𝑟2

where:

t = computed table value

r = the Pearson Product moment

N = number of respondents
 CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data collected involving the profile of the student respondents

in terms of gender, their respective General Weighted Average (GWA) for the academic year 2017-

2018, level of time management in studying alone and with partners, and levels of motivation and

academic stress.

In relation to attaining the objectives of the study which is to determine the correlation of

romantic relationship on the academic performance of BSIE 2-4 students of Polytechnic

University of the Philippines, data were then quantified, analyzed using the statistical formula in

the previous chapter and is presented in tabulated and textual form.

1. Respondent’s Profile

The profile of the respondents was determined by their gender and their respective

General Weighted Average (GWA) in the academic year 2017-2018 comprising of their first and

second semester grades indicated in the first sector of the questionnaire.

40%
Male
Female
60%

Fig. *** - Distribution of Respondents according to Gender

 Fig. *** shows that most of the respondents who were involve in a romantic relationship

were male, accumulating 60% of the total respondents, leaving female with 40%.

Furthermore, student respondent’s General Weighted Average (GWA) in A.Y. 2018-2019

were also asked to assess their academic performance.

The academic performance was measured according to the difference of amount of points

from the first to the second semester. Positive score would indicate increase of the respondents

GWA, and vice-versa for the negative score.

General Weighted General Weighted

Student Scores in
Average (GWA) in Average (GWA) in
Respondent Academic Performance
1st semester 2nd semester
A 1.59 2.36 -0.77
B 1.57 2.33 -0.76
C 1.54 1.92 -0.38
D 1.69 2.05 -0.36
E 1.72 1.90 -0.18
F 1.31 2.26 -0.95
G 1.44 1.84 -0.40
H 1.60 2.03 -0.43
I 1.32 1.69 -0.37
J 1.65 2.00 -0.35

Table 1. Respondents’ Profile in terms of GWA – A.Y. 2017-2018

Table 1 shows the General Weighted Average (GWA) of the student respondents in the 1st

and 2nd semester of A.Y 2017-2018, indicating their respective academic performance score on

the last column.

Table 1 clearly shows that all respondents’ GWA decreased from 1st to 2nd semester,

entailing that majority of the respondents have lowered academic performance.

2. Level of Time Management

Time spent Sometimes (S) Almost Always (AA) Always (A) TOTAL
Studying f W=2 f W = 7.5 f W = 10 f WM Description
Alone 9 18 1 7.5 0 0 10 2.5 S
With partner 6 12 4 30 0 0 10 4.2 AA
Legend: S (0 to 3 hours/week); AA (4 to 7 hours/week); A (above 8 hours/week)

Table 2. Level of Time Management using the weighted mean

Table 2 shows that 9 (90%) of the respondents answered that they sometimes spent their

time in studying alone with 0 to 3 hours of time, while only 1 (10%) responded that he/she almost

always study with 4 to 7 hours of time, leaving column Always (A) behind with no (0%)

respondents. The frequency of time they spent acquired a weighted mean of 2.5 (Sometimes)

which implies that majority of the student respondents spent only 0 to 3 hours 0f studying per

week alone.

Moreover, Table 2 also indicates that 6 (60%) of the respondents answered that they

sometimes (0 to 3 hours/week) study with their partner, while 4 (40%) responded that they

almost always study with their partner with 4 to 7 hours; leaving column Always (A) behind again

with no (0%) respondents. The frequency of time they spent studying with their partner acquired

a weighted mean of 4.2 (Almost Always).

Comparing this variables of 2.5 (Sometimes) on studying alone, with 4.2 (Almost Always)

on studying with a partner, implies that the respondents study more when they are with their

partner rather than when they are alone.

3. Level of Motivation

Table 3 shows the perception of the respondents on their respective levels of motivation

as a student while they are involved in a romantic relationship determined by the weighted mean

in each item.
 Choices
Overall Perception
on the item
Item SD D N A SA

f W f W f W f W f W WM Description

1. Being in a relationship makes studying enjoyable. 0 0 1 2 1 3 4 16 4 20 4.1 A

2. Expectation from myself to get higher grade comes

0 0 1 2 2 6 6 24 1 5 3.7 A
with being in a relationship.

3. Hanging out with my partner motivates me to study. 1 1 0 0 0 0 6 24 3 15 4.0 A

4. Having a relationship influence me to finish my

0 0 3 6 0 0 5 20 2 10 3.6 A
course.

5. It is easy to tell my academic problems to my partner. 1 1 0 0 0 0 3 12 6 30 4.3 A

6. I feel motivated to study being in a relationship. 1 1 0 0 1 3 5 20 3 15 3.9 A

7. Aiming to get good grade for a better future for myself

0 0 0 0 1 3 6 24 3 15 4.2 A
and my partner.

8. In my studies, I hope my partner helps me. 0 0 0 0 1 3 7 28 2 10 4.1 A

9. Encouragement from my partner motivates me to do

0 0 0 0 1 3 5 20 4 20 4.3 A
my assignments.
10. Approval of my parents to be in a relationship
0 0 1 2 1 3 4 16 4 20 4.1 A
motivates me to study.

Overall Perception on the levels of motivation 3 3 6 12 8 24 51 204 32 160 4.03 A

Legend: SD – Strongly Disagree; D – Disagree; N – Neutral; A – Agree; SA – Strongly Agree; W – Weight; WM – Weighted Mean; f – frequency

Table 3. Perception of the respondents on their levels of motivation as a student

 Table 3 results show that the respondents’ level of motivation as a student is marked on

sector A (Agree) evident in a weighted mean of 4.03. This means that their involvement in

romantic relationship has an agreeable and good-natured effect on the respondent’s motivation

as students.

Statement #8 stating “In my studies, I hope my partner helps me.”, accumulated the

highest total of 70% on sector A (Agree), with 20% and 10% of the respondents choosing sector

SA (Strongly Agree) and sector N (Neutral) respectively.

Assessing the data, this would only mean that there is somehow a sense of motivation to

students who are involved in a romantic relationship which made them perform better with

regards on their academics.

4. Level of Academic Stress

Table 4 shows the levels of academic stress of the respondents as students in relation to

their involvement in having a romantic relationship. The weighted mean in each item were

computed to find and assess the general perception of the student respondents on their levels of

academic stress.

Though the gathered responses are scattered between agreeable and disagreeable sectors

implying that some felt anxious and some didn’t when faced with problems in their romantic

relationship regarding academic performance, results from table 4 indicates that in general, the

respondent’s perception on academic stress in relationship is neutral. With a weighted mean of

2.75 (Neutral), it implies that majority of the respondents have an undecided predicament of

academic stress as a student while they were involved in a romantic relationship

 Choices
Overall Perception
on the item
Item SD D N A SA

f W f W f W f W f W WM Description
1. I feel anxious in my studies with thoughts on my
current relationship not working out. 0 0 2 4 3 9 4 16 1 5 3.4 N
2. I usually go to class late or absent because of my
relationship. 5 5 2 4 1 3 2 8 0 0 2.0 D
3. I could still comply on my subject requirements even
in a relationship. 0 0 0 0 2 6 2 8 6 30 4.4 A
4. I feel anxious in my studies because I think my
partner does not really love me. 4 4 2 4 1 3 3 12 0 0 2.3 D
5. I often disregard my studies because I’m hanging out
with my partner. 5 5 3 6 3 9 1 4 0 0 2.4 D
6. I can’t focus on my academics because my parents
disagree on me being in a relationship. 6 6 0 0 2 6 2 8 0 0 2.0 D
7. Concentration on my academics becomes a problem
whenever my partner and I have misunderstanding. 0 0 2 4 4 12 2 8 2 10 3.4 N
8. My academic standing is much better if I’m not in a
relationship. 1 1 2 4 5 15 0 0 2 10 3.0 N
9. Anxiousness being caught in a hidden relationship
affects my motivation to study. 2 2 2 4 1 3 5 20 0 0 2.9 N
10. Attention to my academic obligation decreases
because of the thought of my partner will leave me . 5 5 3 6 0 0 1 4 1 5 2.0 D

Overall Perception on the levels of motivation 28 28 18 36 22 66 22 88 12 60 2.75 N

Legend: SD – Strongly Disagree; D – Disagree; N – Neutral; A – Agree; SA – Strongly Agree; W – Weight; WM – Weighted Mean; f – frequency

Table 4. Perception of the respondents on their levels of academic stress as a student

5. Correlation of Time Management and Academic Performance

In finding the correlation between time management and academic performance, two

situations would be taken int o consideration: (1) time spent in studying alone vs. academic

performance, and (2) time spent in studying with partner vs. academic performance.

Table 5.1.1 illustrated the correlation of time spent in studying alone and academic

performance. Weighted mean for the time spent in studying and the change of grades from first

to second semester (the academic performance variable) were calculated.

Scores in Scores in
Student Time Spent Academic
Studying Alone Performance

A 1.5 -0.77
B 1.5 -0.76
C 1.5 -0.38
D 1.5 -0.36
E 1.5 -0.18
F 1.5 -0.95
G 1.5 -0.40
H 1.5 -0.43
I 5.5 -0.37
J 1.5 -0.35

Table 5.1.1. Correlation Between Time Spent in Studying Alone and Academic
Performance

Table 5.1.2 however represents the results of the computed values for correlation ( r ) and

the level of significance of the correlation by using the Pearson Product moment of correlation

and t-test respectively.

 Value of r Computed t-value Tabled t Implication

0.18 0.519 1.860 Not significant

Table 5.1.2. Result in T-test (Correlation Between Time Spent in Studying and Academic
Performance)

The value of r which is 0.18 shows that there is a slight or weak relationship between the

two variables mentioned earlier. However, using the t-test significance level of 0.05, with 8 for

the degrees of freedom, computed value of 0.519 which is less than the tabled value of 1.860

implies that the relationship is not significant suggesting that the amount of time the respondents

spent in studying does not necessarily affect their academic performance.

However, table 5.2.1 and 5.2.2 illustrates the correlation between the time spend in

studying with their partner and academic performance of the respondents.

Scores in Scores in
Student Time Spent Academic
Studying Alone Performance

A 5.5 -0.77
B 5.5 -0.76
C 1.5 -0.38
D 1.5 -0.36
E 5.5 -0.18
F 1.5 -0.95
G 1.5 -0.40
H 1.5 -0.43
I 5.5 -0.37
J 5.5 -0.35

Table 5.1.1. Correlation Between Time Spent in Studying with Partner

and Academic Performance
 Value of r Computed t-value Tabled t Implication

0.039 0.11 1.860 Not significant

Table 5.1.2. Result in T-test (Correlation Between Time Spent in Studying with Partner
and Academic Performance)

The t-test was used with the same significance level, and tabular value in the previous

correlation procedure. A correlation value of 0.039 and a computed value of 0.11 was calculated

which is less than the tabled value of 1.860 illustrating that again, there is no significant

correlation between the time spent by the respondents with their partner and their academic

performance.

6. Correlation between Levels of Motivation, Academic Stress and Academic

Performance

The results shown in the previous pages illustrate the respondents’ general perception in

their level of motivation as students which is in an agreeable or good-natured perspective. In

relation to this, it is noteworthy to determine whether a significant correlation between the

respective levels of motivation of the respondents and their academic performance exists.

Table 6.1.1. shows the correlation between the levels of motivation as students and

academic performance of the respondents

Scores in
Scores in
Student Academic
Motivation
Performance

A 4.1 -0.77
B 3.7 -0.76
C 4.0 -0.38
D 3.6 -0.36
E 4.3 -0.18
 F 3.9 -0.95
G 4.2 -0.40
H 4.1 -0.43
I 4.3 -0.37
J 4.1 -0.35

Table 6.1.1. Correlation Between Levels of Motivation as a Student and

Academic Performance of the Respondents

Value of r Computed t-value Tabled t Implication

0.417 1.3 1.860 Not significant

Table 6.1.2. Result in T-test (Correlation Between Time Spent in Studying with Partner
and Academic Performance)

Using the t-test, the computed t-value which is 1.3 is less than the tabular value of 1.860

at 0.0.5 level of significance and 8 degrees of freedom. Tables 6.1.1 and 6.1.2 show that there is no

significant relationship between the level s of motivation of the respondents as students and their

academic performance.

This only indicate that higher level of motivation of the respondents when it relates to their

romantic relationship, as stated in the previous table 3, does not necessarily imply that their

academic performance will also get higher. The data presented in table 6.1.2 implies that the

respondents’ level of motivation shows a very relative coefficient of correlation of 0.417, which

means to say that the change in the grades of the respondents was somehow related on their level

of motivation.

Respondents’ perception on their levels of motivation as students while in a romantic

relationship do not show some pattern of relationship between motivation and academics.
 Scores in
Scores in
Student Academic
Academic Stress
Performance

A 3.4 -0.77
B 2.0 -0.76
C 4.4 -0.38
D 2.3 -0.36
E 2.4 -0.18
F 2.0 -0.95
G 3.4 -0.40
H 3.0 -0.43
I 2.9 -0.37
J 2.0 -0.35

Table 6.2.1. Correlation Between Levels of Motivation as a Student and

Academic Performance of the Respondents

Value of r Computed t-value Tabled t Implication

0.212 0.613 1.860 Not significant

Table 6.2.2. Result in T-test (Correlation Between Time Spent in Studying with Partner
and Academic Performance)

Table 6.2.1 illustrates the correlation of the respondents’ level of academic stress as
students and their academic performance. Table 6.2.2 represents the results of the computed
values for correlation ( r ) and the level of significance of the correlation by using the Pearson
product moment correlation and t-test respectively.

Results above shows that the value of correlation is 0.212 which means that there is no
considerable linear relationship between the two variables. Furthermore, at 0.05 significant level,
the critical value which is 0.613 is less than the tabular value of 1.860 implying that there is no
significance between the variables.
 CHAPTER VI

CONCLUSIONS

The main objective of the study is to determine the effects of romantic relationship to the

academic performance of the students. Also, to determine the influence of motivational level,

academic stress level and time management of BSIE 2-4 students.

For BSIE 2-4 students who are involved in romantic relationship, the results show that

there is no significant effect of romantic relationship on their academic performance, time

management on their academic performance, the levels of motivation on their academic

performance, and the levels of academic stress on their academic performance.

However, it was found out that respondents’ academic stress is only in the neutral level when it

comes to their general perception. Since most of the respondents’ scores in academic performance

are neutral (2.75 weighted mean average), it can be deduced that the time spent with their partner

had an undecided predicament whether being involve in a relationship impacts their academic

performance.

In conclusion, if students are involved in a romantic relationship, a neutral level of anxiety that

the students would experience in a romantic relationship that would indicate a great possibility

that it would offer negative effects to their academic performance. It can be implied that there is

no other factor that greatly affects the negative academic performance of the PUP BSIE 2-4

students but the time they spent with their partner. Conversely, the researchers found out that

the respondents’ level of motivation as students has only a slight relationship with academic

performance which implies that it doesn’t necessarily affect academic performance as much as

the anxiety levels of the respondents do.

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 Questionnaire

Dear Respondent,

Good day! We are Hinojosa, Gerrord Tykes and Miraflor, Allen Joy, from BSIE 2-4. We

are conducting a study about the effects of having a relationship on the academic performance

of 2nd year Industrial Engineering students of Polytechnic University of the Philippines

With regards, we would like to ask a little of your time to answer this survey questionnaire. We

assure you that your answers are confidential.

Thank you and God Bless!

Part I. Personal Information

Name (Optional): Sex:

Indicate your general weighted average:

A.Y. 2018-2019, First Semester:

A.Y. 2018-2019, Second Semester:

Part II. Please shade the answers that corresponds to your choice.

How many hours in a week do you allot your time for your studies?

Sometimes Almost Always Always

(0 to 3 hrs./week) (4 to 7 hrs./week) (Above 8 hrs. /week)

How many hours do

you study alone?

How many hours do

you study with your
partner? 1
Part III & Part IV. General Instruction: Please shade the answers that correspond to your

choice based on the following statements:

SD: Strongly Disagree D: Disagree N:Neutral A: Agree SA: Strongly Agree

Part III.

Motivational scale: SD D N A SD
Being in a relationship makes studying enjoyable.
Expectation from myself to get higher grade comes with 1 1 1 1 1
being in a relationship. 1 1 1 1 1
Hanging out with my partner motivates me to study.
1 1 1 1 1
Having a relationship influence me to finish my course.
1 1 1 1 1
It is easy to tell my academic problems to my partner.
1 1 1 1 1
I feel motivated to study being in a relationship.
1 11 1 1 1
Aiming to get good grade for a better future for myself
1
and my partner. 1 1 1 1 1
In my studies, I hope my partner helps me. 1
1 1 1 1 1
Encouragement from my partner motivates me to do my
assignments. 1 1 1 1 1
Approval of my parents to be in a relationship motivates
me to study. 1 1 1 1 1

Part IV

Academic Stress scale: SD D N A SD

I feel anxious in my studies with thoughts on my current
relationship not working nice. 1 1 1 1 1
I usually go to class late or absent because of my
relationship. 1 1 1 1 1
I could still comply on my subject requirements even in a
relationship. 1 1 1 1 1
I often disregard my studies because I’m hanging out
with my partner. 1 1 1 1 1
I can’t focus on my academics because my parents
disagree on me being in a relationship. 1 1 1 1 1
Concentration on my academics becomes a problem
whenever my partner and I have misunderstanding. 1 1 1 1 1
Aiming to get good grade for a better future for myself
and my partner. 1 1 1 1 1
My academic standing is much better if I’m not in a
1
relationship. 1 11 1 1 1
Anxiousness being caught in a hidden relationship
affects my motivation to study. 1 1 1 1 1
Attention to my academic obligation decreases because
of the thought of my partner will leave me. 1 1 1 1 1