By:
3IND2
Ronco, Dianne
Sinocruz, Edzel
Tayag, Marivin
Tirado, Steven
Tomagan, Marianne
Uy, Stephen
CHAPTER 1
Introduction:
We chose this as our topic because we would like to see the difference or the effects of having a relationship while studying. We notice that now a day’s having a relationship is increasing, we would like to study if being in a relationship helps or not.
Objective:
Our objective for this study is that what would students prefer or would like while studying. What happens to student in a relationship and who are not? What would must be our guidance to students who is having a hard time coping in studies while having a relationship and to those who are doing fine?
Problem of the study:
When it comes to college having relationship is part of it, and as a person being attracted to opposite sex is normal. Having a burden or relationship not only in your life but also in your time may affect someone’s studies. In now a day’s many student are having relationship while studying, what we want to know how this student be able to maintain their relationship to opposite sex and their performance in their studies.
Background of the study:
Education is one of the highest achievement and the trademark on how you are being recognized not only at work but also the people whom you met in your everyday life and the key in attaining our goal. Its importance in life is what make us who we really and what are we capable of that lead us to progress and develop further more. It isn’t a tangible product rather it’s an intellectual property that each of us uniquely have, but before we have this information we take it as a step by step process. And college is one of the basic needs in education attainment in order for us to have a formal job.
When talking about college student life, we experience plenty of things socializing and having friends is one of it, but what the relationship of being friends went up to the next level where in the both opposite sex developed to each that development resulted to what we psychologically called love in which both person has the emotion of affection and personal attachment. Having relationship is part of the environment in life and many says it serves as a inspiration and feeling that someone is there for there to accompanied him, but as a student the question is how it does affect the performance and emotion of each in their studies? What’s the difference of with and without relationship? How would students budget their time in order for them, as a partner, maintain that relationship they have?
Scope and Limitation:
Our focus is the students here in College of Fine Arts and Designs. We will survey to those students who are in a relationship. What are the effects either good or bad? What are more good in influencing their partners the guys or the girls?
CHAPTER 2
REVIEW OF RELATED LITERATURE:
According to the article
EFFECTS OF ROMANTIC RELATIONSHIPS ON ACADEMIC PERFORMANCE
MATTHEW E. KOPFLER DEPARTMENT OF PSYCHOLOGY LOYOLA UNIVERSITY Sponsored by: MUKUL BHALLA
---
ABSTRACT
This study was conducted to discover whether or not there is an association between academic performance and involvement in a romantic relationship amongst undergraduate college students. The variables looked at were dating status (single or involved), level of involvement in the relationship, and grade point average. Variables were calculated on a survey measuring relationship and school satisfaction. Seventy-five undergraduate students attending Loyola University New Orleans were surveyed. Approximately fifty-one percent of those surveyed were involved in a relationship. The relationship assumed between grade point average and dating status was not supported by the data. However, students involved in a relationship experienced more stress when facing deadlines for school. The data has not revealed any clear correlation in the study between dating status and academic performance, though hopefully further research in this idea will prove beneficial.
INTRODUCTION
On a daily basis, college students are faced with a conflict of interest: to study or not to study. Often times these decisions are affected by outside factors that are beyond the control of the student (i.e. work, athletics, involvement in organizations). One other factor that is believed to be a major influence is the existence of a significant other. While involved in a relationship during college, one might be forced to choose either studying for school or spending time with the significant other, leaving the student with increased amounts of stress. Level of commitment to the relationship must also be taken into consideration. A student who is involved in an exclusive relationship differs from the student involved in a casual dating relationship. Many factors contribute to a student’s struggling grades; the aim of this research was to isolate the effects of dating on a student’s academic performance.
An article found on the Internet, which related to the topic of interest, showed research where Sgobbo(2000) studied the disadvantages and advantages of dating in college. It was found that one hundred percent of the fifty male participants surveyed agreed that dating in college provides benefits. It was also shown that males who dated while in college felt a higher level of self-esteem through social interaction. Dating provided them constant interaction with students
of the opposite sex. The research mainly focused on the benefits of these relationships in college as it related to the individuals self esteem and interaction while in social settings. An individual’s social skills are being developed throughout life. One of the most crucial times in this development is high school.
A study conducted by Quatman, Sampson, Robinson and Watson (2001) among high school students in California. Researchers examined the relationship between dating status and academic achievement, academic motivation, depression, and self-esteem. Although high school students do not face as many distractions, the affiliation can still be made between the two. The research focused on the frequency of dating and not so much the level of commitment. Results showed a relationship between dating more frequently and lower academic performance.
Dating frequency and level of commitment are two of the underlying factors that define a relationship; marriage being the highest level of commitment and frequent dating of more than one person being towards the bottom of the scale. Research conducted by Chilman and Meyer (1963) in the early sixties surveyed academic performance of undergraduate married students as compared to the single undergraduates. Researchers followed a sample through one semester of school. One of the objectives of the study was to find if married undergraduates achieved higher success in college through future vocational plans. Researchers used a stratified random sampling of one hundred nine married men and women, forty-seven single men and fifty-five single women. Grades from the previous semester were obtained and compared to the grades from the current semester, measuring academic performance. Results indicated differences based on (1) educational values, goals, and attitudes (2) family background, current life situation (3) dating and courtship (4) perceived satisfaction. Of the participants followed that semester, the married couples received higher G.P.A.’s. Married couples were shown to have a goal minded approach to academics. Dating is shown to affect students both favorably and adversely, but the present seems to be affected by a person’s future plans.
Archival data was studied by Vockell and Asher (1972) in the early seventies that related to high school seniors dating frequency and their scholastic aptitude, achievement, and school related activities. Future plans of the individuals positively affected their frequency of dating, with respect to certain occupational goals.
The main theme involved in most of the literature from the past was frequency of dating. All of the studies were conducted in a manner as to relate the prevalence of a significant other to the student’s academic achievement. Researchers were able to find a positive correlation to the role of dating on academic achievement.
Researchers studied the main hypothesis that the prevalence of a significant other negatively affects the academic performance of an undergraduate student. Our study intended to positively link these two factors. Students answered questions regarding personal life and habits that might affect their academic performance in a self-reporting survey. Data was synthesized in hopes of finding the existence of a relationship between social dating and academic performance. Acknowledging that attaining an undergraduate degree requires a lot of time and involves many increased stressors associated with that time adding one more person’s beliefs and wants to the
equation leads to strain in the classroom. If students are involved in a social dating parameter, then school will in turn suffer.
METHOD
Seventy-five participants took part in the study ranging in age from eighteen to twenty four. The population consisted of undergraduate students from Loyola University who participated on a strictly voluntary basis. The participants selected, to the best of the investigator’s knowledge represented all racial/ethnic groups. Participants were encountered both in the classrooms at Loyola and in random social interaction. Convenience sampling was used in the selection of the participants. The most easily accessible students were those attending undergraduate studies at Loyola University New Orleans.
Packets for the research contained the thirty three-question survey and two informed consent sheets, one for the researcher and one for the participant. The informed consent sheet disclosed information about the research and provided the participants with information regarding any counseling that might be needed because of the study. The survey consisted` of a broad range of questions aimed at gauging the student’s level of involvement in a relationship and its adverse affects on their schoolwork. The first thirteen questions regarded biographical information of the participant, i.e. “working status, relationship involvement, age and approximate GPA.” The remaining twenty questions were rated on a scale of one through five and were intended to gauge the participants social involvement, i.e. “Spending time with your significant other takes time away from school?” Questions pertaining to the student’s academic performance were asked to coincide with the participant’s relationship status. Number seventeen of the survey was put in place to eliminate participants not fully cooperating. It requested the participant to simply answer the question “1” on a scale of one to five.
The design was non-experimental correlational research. The two variables evaluated were grade point average and dating status. Procedure asked the participants to fill out a survey prepared for the research. For the purposes of remaining anonymous, participants were also asked not to put their names any where on the survey. Participants were given up to 15 minutes to perform this task, although extra time was allotted if needed. Once the task was completed, participants were debriefed and the experimenters answered any questions they may have. No potential risks were expected. Students were instructed that all information surveyed is both voluntary and anonymous. Information regarding counseling services on campus was provided to all participants.
REULTS
An independent samples T-test was performed to find any relationship between grade point average and involvement in a romantic relationship. It was hypothesized that students who were involved in romantic relationships would not perform as well academically in undergraduate course work. However, statistical data was not obtained to support the theory (t < .01, N.S.). A relationship was observed between participants involved in relationships and higher levels of stress. Deadlines coupled with academic motivation illustrated higher levels of stress amongst participants involved in relationships as measured by a Pearson Correlation (p = .486).
In a sample of seventy-five undergraduate students attending Loyola University New Orleans, the mean age was 20.7(SD = 1.67) and the mean grade point average was 3.09(S.D. = .57).
DISCUSSION
The main hypothesis of the study was that students involved in romantic relationships would not perform academically as well as their counterparts who do not date in college. No significant relationships were found between the two variables of grade point average and involvement in a romantic relationship. In fact, the t value was so insignificant the number must be taken out four decimal places. Although the original hypothesis was not statistically proven, a correlation was found between motivation and higher stress levels amongst the participants involved in romantic relationships. Students involved in relationships were motivated more to perform academically (p = .322) and faced higher stress level in facing deadlines (p = .28).
Individuals involved in relationships are forced to manage their time and experience more stressors because of the relationship. Time management was believed to be a deciding factor in an individual’s performance in school, therefore participants were asked to provide an approximation of time spent during the week. Time was broken down into three activities: studying, working, and time spent with the significant other. Amount of time studying on an average week was analyzed with a mean score of 14.8 (SD = 9.9). Approximately 63% of the students surveyed worked either part time or full time occupying a mean of 11.22(SD = 9.96) hours per week. An individual’s significant other occupied approximately a mean of 13.16(SD = 19.83) hours per week.
A higher number of participants would have been beneficial to the research. Seventy-five students did not prove to be a big enough sample. Researchers used a convenient sample, but in the future would recommend a larger sample size from differing sources. Another factor influencing data was the composition of the survey. The scale, rating zero through five, should have been presented at the top of each page limiting the amount of confusion from flipping back to the original scale. Numbering might also been improved. The scale used rated strongly disagree as a numerical value of five and strongly agree rated as a one. Data might have been compromised by the confusion of the participants.
Romantic relationships, or the lack there of, play a role in the majority of people in society. Individuals involved in relationships face shoulder more responsibility than their counter part. Factoring in the beliefs and ideas of another person into daily decision-making, posses’ unique challenges to the individuals involved; challenges that are widely accepted and enjoyed throughout the world on a regular basis. It is partaking in these relationships which shape and mold people into the individuals that they are.
Base on another article
Library Philosophy and Practice 2010
ISSN 1522-0222
The Effect of Social Factors on Students' Academic Performance in
Nigerian Tertiary Institutions
S.S. Umar
I.O. Shaib
D.N. Aituisi
Department of Statistics
N.A. Yakubu
Department of Computer Science
O. Bada
Department Of Statistics
Federal Polytechnic
Auchi, Nigeria
Introduction
College life can be stressful, although it is undoubtedly one of the most memorable experiences in one's life. It represents a critical developmental period for both late adolescents and young adults (Chickering, 1969). Social factors such as romantic relationships, organizations and clubs, and sports activities have been found to have effects on students' academic performance. These social factors affect academic performance in terms of time demanded and the psychological state they may cause. A student may be influenced to be involved in any of the stated variables. The question is how one strikes a balance between the stressful academic attainment and social activities.
Environment
Environment comprises factors that play a role in academic performance. The environment may
be physical or socio-physical. All factors have a direct or indirect relationship with students' performance.
Romantic Relationships
The daily routine of university life brings new sleeping and eating habits, increased workload, and new responsibilities. University students are prone to stress due to the transitional nature of university life (Wright, 1967). They must adjust to being away from home, perhaps for the first time, and maintain a balance between high level of academic success and a new social environment. These daily stressors do not cause anxiety by themselves. Stress results from interactions between stressor and the individual's perception and reaction to them (Romano, 1992). The amount of stress experienced may be influenced by the individual's ability to effectively cope with stressful events or situations (Zurilla and Sheedy, 1991).
A romantic relationship may ease environmental stress (Berger, 1997). Paul and White (1990) observe that being in an intimate relationship involves trust, sensitivity, and responsiveness, being able to make a commitment, striving for equity and mutuality. For a student, it also means working to achieve academic balance. However, Zimmer and Ginerbec (2001) find dating has a positive effect on the emotional health
of adolescents.
Quatman, et. al., (2001) study dating status, academic performance, and motivation in high schools in the US state of California, showing that students who dated more frequently had a lower academic performance. The study supported a significant relationship between dating status and academic achievement, which can cause serious problems among university students (Prisbell,1986). While having an intimate relationship may have benefits for emotional health, that being overly involved in dating is associated with a more negative effect on the psychosocial function and health of students (Baumeister,1995).
Research Problem
This study is asks the following questions:
What is the effect of romantic relationships on the academic performance of university students?
Significance and Objectives of the Study
Academic performance is continuously falling as student populations are increasing. This paper
looks at social variables and their effect on academic performance. The study may be significant to
parents who expect not just excellent performance but also responsible men and women outside school.
It may also interest undergraduates and prospective students who may wish to pursue excellence in their
chosen academic career.
Research Hypotheses
* There is no significant relationship between dating and students' academic performance.
* There is no significant relationship between dating, student cults, clubs and organizations, excessive sporting, and student's academic performance
Base on the journal
Relationships between problem behaviors and academic achievement in adolescents: the unique role of attention problems.
by Alvaro Q. Barriga , Jeffrey W. Doran , Stephanie B. Newell , Elizabeth M. Morrison , Victor Barbetti , Brent Dean Robbins
Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth. This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance).
The sample comprised 41 boys and 17 girls ages II to 19 years (M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity-impulsivity component. The findings are discussed with reference to theoretical, research, and treatment implications.
A SUBSTANTIAL BODY OF RESEARCH has documented associations between problem behaviors and academic achievement. This topic has relevance from an educational perspective that views problem behaviors as serious impediments to optimal education. From a psychopathology perspective, low academic achievement represents a significant risk factor for poor behavioral outcomes. A systemic viewpoint posits that behavioral and academic problems exert reciprocal influences on one another, which, over time, can negatively affect the development of individuals and their environments. Regardless of perspective, a clear understanding of the relationship between problem behaviors and academic achievement will help generate appropriate assessment, prevention, and intervention strategies for at-risk or troubled youth.
We are using the term academic underachievement to denote academic performance that is below normative age level rather than discrepant from one's general cognitive ability (as in the diagnosis of learning disabilities). A wide variety of problem behaviors have been linked to academic underachievement. For example, investigations have consistently revealed that aggression and other forms of antisocial behavior display inverse relationships with academic achievement (e.g., Williams & McGee, 1994). Additionally, the symptoms of attention-deficit/hyperactivity disorder have shown a robust inverse relationship with achievement (Faraone et al., 1993). Problem behaviors associated with internalizing have also evidenced connections to academic underachievement, though less consistently. Anxiety and negativism have been identified as key personality traits associated with academic problems (Stevens &
Pihl, 1987). Moreover, several researchers have linked depressive disorders or symptoms to underachievement (e.g., Puig-Antich et al., 1993). It is noteworthy that other researchers have found no connections between internalizing symptoms and poor academic performance (e.g., Reinherz et al., 1993). At this time, the evidence regarding this relationship remains equivocal. In addition to externalizing and internalizing symptoms, quality of social relations has been linked to academic achievement and related variables. A subjective sense of belonging and interpersonal support has been associated with higher achievement motivation and educational plans (Cotterell, 1992; Goodenow, 1993). Conversely, peer rejection has been found to be a risk factor for academic underachievement (e.g., Ollendick, Weist, Borden, & Greene, 1992).
Interpretation of this research should proceed cautiously. Research of problem behaviors is complicated by the fact that many children and adolescents exhibit multiple problem behaviors. Significant comorbidity among a substantial proportion of youths has been documented in referred and nonreferred samples (e.g., McConaughy & Achenbach, 1994). Investigators should be aware of potential confounds that can result from associated problem behaviors that are not of primary interest in a particular study. Specifically, in the present study, a problem behavior may exhibit a spurious correlation with academic achievement only because it is associated with another problem behavior that plays a more direct or central role in academic achievement. Studies of externalizing problems have suggested that aggressive behaviors in childhood are related to underachievement primarily because of their associations with attention problems (e.g., Frick et al., 1991). The observed relationships between internalizing behaviors and academic underachievement may also be primarily due to their associations with attention problems, although this hypothesis has not hitherto been tested. This hypothesis is plausible, however, given that attention problems are frequently comorbid with internalizing problems (e.g., Jensen, Martin, & Cantwell, 1997) and some internalizing disorders even include symptoms that explicitly refer to attention difficulties
BIBLIOGRAPHY / SOURCES:
* http://clearinghouse.missouriwestern.edu/manuscripts/398.php
* “The Effect of Social Factors on Students' Academic Performance in Nigerian Tertiary Institutions,” S.S. Umar, I.O. Shaib, D.N.
Aituisi, N.A. Yakubu, O. Bada. Library Philosophy and Practice 2010 (March) 2
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1342&context=libphilprac&sei-redir=1&referer=http%3A%2F%2Fwww.google.com.ph%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Darticles%2520about%2520the%2520effects%2520of%2520intimate%2520relationships%2520in%2520academics%26source%3Dweb%26cd%3D3%26ved%3D0CDIQFjAC%26url%3Dhttp%253A%252F%252Fdigitalcommons.unl.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1342%2526context%253Dlibphilprac%26ei%3DP7NFT4qKAuiWiQfAmqSBAw%26usg%3DAFQjCNHivi0RNkLYvJo3oUZysrLhjKDjIg%26cad%3Drja#search=%22articles%20about%20effects%20intimate%20relationships%20academics%22
* http://www.questia.com/googleScholar.qst?docId=5000654165
CHAPTER 3
METHODOLOGY
Twenty participants took part in the study ranging in age from seventeen to twenty 21. The population consisted of undergraduate students from University of Santo Tomas who participated on a strictly voluntary basis. Participants were encountered both in the classrooms at UST and in random social interaction. Convenience sampling was used in the selection of the participants.
SURVEY FORM
The effects of having a relationship to the academic performance of CFAD students.
We are a group of students from 3IND-2 conducting a research for our thesis in Statistics. Please answer with all honesty, and please don’t skip and questions. Every answer counts. THANK YOU.
Age: Gender: Year and Section:
1. Do you think having an intimate relationship affects your studies?
□ Yes □ No
2. In your own perspective, what do you think is the effect of having an intimate relationship?
□ Better
□ Worse
□ Don’t care
3. Does your partner motivate you in your studies or not?
□ Yes □ No □ doesn’t do anything
4. When you started having a relationship does it inspires you more or not?
□ Yes
□ No
□ Nothing happened.
5. Is he/ she a big help in doing your plates and other school work?
□ Yes
□ sometimes
□ NO!
□ I'm single
6. Does his / her contribution develop intellectual skills and concept that are necessary in your studies?
□Yes
□Not really
□ No
7. What is you general average last semester?
□ 1.00- 1.50
□ 1.50-2.00
□ 2.00-2.50
□ 2.50-3.00
CHAPTER 5
Summary
The researchers’
objectives are to find out the effects of having a relationship to the academic
performance of CFAD students. The respondents found some effects to their
academic performance while having a relationship
The procedure is the researchers’
first brain storm what can be the effects of having a relationship to their
academic performance of CFAD students. After brain storming the researchers’
make the questionnaire. After getting the sample size the respondents assigned
numbers to each students and decide to have a lottery to which the
questionnaire will be given. After getting the answered questionnaire the
researchers’ tally, analyze and give the interpretation.
The researchers’ found out that
having a relationship affect their academic performance than to those who are
singles that stay focused on their academics.
Conclusion
Base on the
survey, data and study that the researchers had conducted, the group learned
that having a relationship affect their academic performance of CFAD students. Those
who are single have a higher grade and they are more focused on their
academics.
Recommendation
The researchers recommend
this research paper to professors, to other researchers and to students. To
know what are the effects of having a relationship to their academic
performance.
·
To Professors so they can help students and at the same
time manage their academics and to other commitments.
·
To researchers so this study can be a guide or their source
about their study. They can gather information about having a relationship.
·
To students so they have a guide on what are effects of
having a relationship to their academic performance.
CRISENCIO M. PANER 
