Effects of Romantic Relationship on the Academic Performance of

SBC Accountancy Students

Presented to you by:Dann Cyrel L. MiolataEmerson Carlo LicerioLucky Nicole UmbalinChristian Gonzales

CHAPTER 1INTRODUCTION

Background of the StudiesYoung 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 investigate if having a romantic relationship while studying accountancy induces benefits to the academic performance of accounting students.

Statement of the ProblemDo 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 DelimitationFirst Semester, school year 2010-

2011in relationship Bedan accounting

studentsbenefits of having a romantic

relationship to academic performance

CHAPTER 2THEORETICAL FRAMEWORK AND CONCEPTUAL FRAMEWORK

Review of Related LiteratureLove 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, lively and 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 3METHODOLOGY

Research Designdescriptive survey design

Sources of DataSample: In relationship Bedan

accounting studentsrandomly chosen thirty

participantsfew populationone on one approach

Data Gathering InstrumentFirst 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 Procedurevisited random accounting major

sections distribution of the survey forms

and questionnairesretrieval and analysis of

answered questionnaires

Data Analysis Proceduredescriptive statistics

concentrating on the means and standard deviations.

CHAPTER 4PRESENTATION AND ANALYSIS OF RESULT

CHAPTER 4

Promotion of study habits by cause of romantic relationship

Very Often

OftenSometi

mesOccasion

allyRarel

yNever

More motivated to study 10 13 10 2 1 0

More confident on your answers during exams

8 8 13 4 3 0

Aims for high grades to impress partner

14 11 6 2 1 2

More participative during recitations

7 10 9 7 2 1

More secured with self-appearance

10 15 6 2 2 1

Gives more importance to studies than to the relationship

12 12 4 6 1 1

Academic benefits by cause of romantic relationship

Very Ofte

n

Often

Sometimes

Occasionally

Rarely

Never

Meets partner after class

11 2 7 10 4 2

Daydreaming during class

1 7 7 5 9 5

Skips meals to save money

2 3 7 3 7 14

Texts partner during class

6 10 12 1 4 3

Spends sleepless nights talking with partner over the phone

4 6 6 7 6 7

Spends less time reading textbooks/studying

0 3 9 8 9 7

Choices are influenced by partners regardless of nature

5 11 8 2 5 5

Unable to concentrate on studies

0 4 4 11 4 13

Hampering study habits by cause of romantic relationship

Age

Average Length of

Relationship (month)

Average Grade Before

the Relationship (self-rated)

Average Grade While

in the Relationship (self-rated)

Difference bet. Grade before and

Grade while in

the Relationsh

ip

16 years old

5.5 7.13 7.67+0.54

17 years old

9 8.5 8.2- 0.03

18 years old

22 7.31 8.15+0.84

19 years old

32 7.5 8.17+0.67

Interrelation between the length of a relationship and the benefits acquired

CHAPTER 5SUMMARY, CONCLUSION AND RECOMMENDATION

SummaryThe number of accountancy students

having had to repeat a subject decreased significantly after being involved in a relationship.

This shows that accountancy students involved in a relationship develop proper attitudes toward studying.

The length of the relationship does not affect the level of academic benefits.

ConclusionIn a relationship status of SBC

accountancy students promotes ideal study habits

Accountancy students know how to manage their time and proper attitudes toward studying.

The length of the relationship does not affect the level of academic benefits.

RecommendationsThe 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.