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Effects of Romantic Relationship Relationsh ip on the Academic Performance of SBC Accountancy Students
Presented to you by: Dann Cyrel L. Miolata Emerson Carlo Licerio Lucky Nicole Umbalin Christian Gonzales
CHAPTER 1 INTRODUCTION
Background of the Studies
Young people spend much of their time thinking about, talking about, and being in romantic relationships (Furman, 2002). Having a romantic relationship motivates, or inspires most persons on their endeavors. Classroom grades are a valid measure of the student’s academic performance.
Development of academic motivation in accounting students is an important goal to attain because of its apparent effect on improving the desire to learn, as well as for students’ effective school functioning. (Gottfried, 1990). Purpose: To To investigate if having a romantic relationship while studying accountancy induces benefits to the academic performance of accounting students.
Statement of the Problem
Do accounting students’ engagement in a romantic relationship promote the development of ideal study habits? What are the academic benefits that romantic relationships contribute to the academic performance of accounting students?
How does a romantic relationship bring forth academic benefits on the academic performance of accounting students? Does the length of the relationship heighten the level of the academic benefits?
Scope and Delimitation
First Semester, Semester, school school year 2010-2011 2010-2011 in relationship Bedan accounting students benefits of having a romantic relationship to academic performance
CHAPTER 2 THEORETICAL FRAMEWORK AND CONCEPTUAL FRAMEWORK
Review of Related Literature
Love is an emotion of strong affection and personal attachment. In philosophical context, love is a virtue representing all of human kindness, compassion, and affection. Most teenagers have already experienced having relationships. At this stage, they are easily attracted with their opposite sex.
Positive effects... studies... * serve as an inspiration to get a high grades * motivate student. * make a teenager to feel more bouncy, bouncy, lively and an d more energetic. Negative effects… Studies * occupy their minds. * spend most of their time texting and writing their partner's name during class time * hard for them to concentrate.
Conceptual Framework
CHAPTER 3 METHODOLOGY
Research Design
descriptive survey design
Sources of Data
Sample: In relationship Bedan accounting students randomly chosen thirty participants few population one on one approach
Data Gathering Instrument
First part: extract information about the background of the relationship Second part: extract information about the experiences of the participant during the relationship’s course
Data Gathering Procedure
visited random accounting major sections distribution of the survey forms and questionnaires retrieval and analysis of answered questionnaires
Data Analysis Analysis Procedure
descriptive statistics concentrating on the means and standard deviations.
CHAPTER 4 PRESEN PRE SENT TATIO TION N AND AND ANA ANAL LYSI YSIS S OF RESULT
CHAPTER 4 Promotion of study habits by cause of romantic relationship relationship
Academic benefits by cause of romantic relationship
More motivated to study More confident on your answers during exams Aims for high grades to impress partner More participative during recitations More secured with selfappearance Gives more importance to studies than to the relationship
Very Often
Often
Someti mes
Occasion ally
Rarel y
Never
10
13
10
2
1
0
8
8
13
4
3
0
14
11
6
2
1
2
7
10
9
7
2
1
10
15
6
2
2
1
12
12
4
6
1
1
Hampering study habits by cause of romantic relationship relationship
Meets partner after class Daydreaming during class Skips meals to save money Texts partner during class Spends sleepless nights talking with partner over the phone Spends less time reading textbooks/stud ying Choices are influenced by partners regardless of nature Unable to concentrate on studies
Very Ofte n
Ofte n
Someti mes
Occasio nally
Rare ly
Neve r
11
2
7
10
4
2
1
7
7
5
9
5
2 6
3 10
7 12
3 1
7 4
14
Interrelation between between the length of a relationship and the benefits acquired Difference Average Age
Length of Relationship (month)
3
Average
Average
Grade Before the
Grade While in the
Relationship
Relationship
(self-rated)
(self-rated)
bet. Grade before and Grade while in the Relationsh ip
4
6
6
7
6
7
16 years
5.5
7.13
7.67
old 17 years 0
3
9
8
9
7
+0.54
9
8.5
8.2
old 18 years
- 0.03
22
7.31
8.15
old 5
11
8
2
5
19 years old 0
4
4
11
4
+0.84
5
13
32
7.5
8.17
+0.67
CHAPTER 5 SUMMARY SUMMA RY,, CONCL CONCLUSIO USION N AND RECOMMENDATION
Summary
The number of accountancy students having had to repeat a subject decreased significantly significantly after being involved in a relationship. This shows that accountancy students students involved in a relationship relationship develop proper attitudes toward studying. The length of the relationship relationship does not affect the level of academic benefits.
Conclusion
In a relationship relationship status of SBC accountancy accountancy students promotes ideal study habits Accountancy students students know how to manage their time and proper attitudes toward studying. The length of the relationship relationship does not affect the level of academic benefits.
Recommendations The researchers recommend the following: The accountancy students should continue to do their best in their academic performances with or without romantic relationship. The parents should watch their son or daughter if they are doing all their schoolwork before giving time in their relationship and they should provide constant advices to their siblings. Future researchers interested in this area may choose a different set of respondents to expand the applicability of this research.
