Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF LAPU-LAPU CITY
GUN-OB HIGH SCHOOL
A. Tumulak Street, Gun-ob, Lapu-Lapu City 6015
Facebook: [Link]
Tel. (+032) 340-4503

Motivation or Distraction: Assessing the Relationship of Romantic

Relationships on the Academic Performance of Grade 9 and 10
Students
_________________________________________________________

An Action Research
Presented to

_________________________________________________________

Gun-ob High School

A. Tumulak Street, Gun-ob, Lapu Lapu City, 6015 Philippines

_________________________________________________________

In Partial Fulfillment
Of the Requirement on the Subject
English Communication 10

Researchers:
Azarcon, Remazar Daniel C.
Dotillos, Scarlette Jean M.
Lequigan, Rey Anne L.
Velasco, Kiesha Rayne S.

Wilfredo T. Dueñas
Research Teacher

APRIL

1
 ABSTRACT

During adolescence, individuals experience a heightened attraction to the

opposite gender as they navigate the complexities of romantic exploration. This period,

marked by a quest for love and affection, often leads teenagers into partnerships, with

approximately 75% of high school students engaging in dating, puppy love, and

infatuation. Baumeister and Leary's Theory of Sense of Belonging underscores the

innate human desire to form interpersonal connections, shedding light on the

motivations behind adolescents' pursuit of romantic relationships which the study

delves into the dynamics of adolescent attraction and the role of social connection in

shaping romantic behaviors. Hence, the objective of this study was to assess the

relationship between the two variables—motivation or distraction—of being involved

in a romantic relationship as well as how the situation influenced the students'

academic performance. And based on the results, the majority of students which has

a mean motivation score of 3.8 with standard deviation of 0.581, anticipate that their

romantic associations will motivate them to push themselves better on their academic

success. The results also showed strong correlation, both in motivation and distraction

on the academic performance of students. The mean average of the grade point

average of the respondents is 89. 1 with an interpretation of Above Average.

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 ACKNOWLEDGEMENT

We would like to express and recognize to all individuals who supported us in

the journey of finishing our study work. We hope to truly acknowledged and be able to

utter our deepest gratitude with just this means. Whether we may be able or may not

be able to mention everyone, but we are extending our appreciation to all of you.

First and foremost, we are immensely thankful to our ever-loving and almighty

God for providing us with wisdom, quality, mental tranquility, and overall well-being

during this research project. We know the most that we could not have completed this

task without His assistance. We also would like to express our profound gratitude to

our families for their unwavering support especially in financial aspect and moral

support. Their confidence in our abilities has been crucial to the successful completion

of this work by us.

We particularly reach out our heartfelt thank you to our TLE instructor, Mrs.

Daisy C. Azarcon, for helping us out by letting us stay at her house. We acknowledge

and truly appreciate Mrs. Daisy C. Azarcon for her hospitability to us.

We would also like to express our gratitude to all of the Gun-ob High School

Grade 9 and 10 students for their enthusiastic participation as responders in our

research project.

Additionally, we thank all of the respondents from Gun-ob High School for their

unwavering cooperation and willingness in participating in our research study.

3
 We want to express our appreciation to all of the subject instructors and

advisers of the 9th and 10th grade students at Gun-ob High School for allowing us to

conduct our survey during their class.

Finally, we would like to express our gratitude to all of our researchers and

those who voluntarily provided their support for this study endeavor. Their

contributions have enhanced our work and increased the collaborative aspect of this

project. We greatly appreciate all of the participants' help, advice, and contributions.

Their combined efforts allowed us to successfully complete our research paper.

Sincerely,

The Researchers

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 TABLE OF CONTENTS

TITLE PAGE

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. .

CHAPTERS

I. Introduction

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Scope and Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

II. Methodology

Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .18

Locale of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . ..18

Sampling Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Instrumentation . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .20

Statistical Treatment of data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

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Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

III. Discussion of Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

IV. Action Plan

Intervention Action Plan . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

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 CHAPTER I
INTRODUCTION

Background of The Study

In today's society, according to (Wight et al. 2020) there is an evident propensity

among youngsters to allocate a great deal of their attention to anything trendy these

days. From interacting with norms using excessive use of technology and under the

influence of social media (Carole Jassogne et al. 2020) where they put themselves

focusing more to love connections at remarkably young ages, frequently at the cost of

their academic endeavors.

As teenagers grapple with the desire for connection, validation, and belonging,

the balancing act between burgeoning romantic interests and academic

responsibilities becomes increasingly precarious. This phenomenon underscores the

intricate interplay between social dynamics and educational outcomes, raising

questions about the long-term impacts of early relationship involvement on academic

performance and overall well-being in today's youth.

In the adolescent stage of adulthood, there is a great attraction to opposite

gender according to Kar, S. K., Choudhury, A., & Singh, A. P. (2015). It's the stage

where the teenagers explore things, most especially in the aspect of love. As an effect,

they tend to have relationships for they crave affection towards others romantically.

Honghao, J., Po, Y., & Tianyu, Y. (2021) cited that at half of the high school student's

population have encountered puppy love, crushes, and dating. The Theory of Sense

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of Belonging of Baumeister and Leary states that there is this human universal need

to at least form a bond and have an interpersonal relationships between others.

Because of this, most of this teenagers seeks that feeling of belonging, acceptance,

and respect. This relationship could possibly not only affect some aspects but also

could especially affect their academic performances, negatively and positively.

There are some factors of these in different aspects. Firstly, the emotional

support and companionship provided by a romantic partner can enhance students'

overall well-being and motivation, potentially translating into improved academic

outcomes. Studies have shown that adolescents in supportive relationships tend to

exhibit higher levels of self-esteem and confidence, which can positively impact their

academic engagement and performance.

Conversely, romantic relationships can also introduce distractions and conflicts

that detract from students' focus on their academic responsibilities. The time and

energy invested in maintaining a romantic relationship may lead to neglect of

schoolwork, resulting in decreased academic performance. Moreover, interpersonal

conflicts or breakups within romantic relationships can trigger emotional distress and

disrupt students' concentration, further compromising their ability to excel

academically.

The influence of romantic relationships on academic performance may vary

depending on the individual characteristics of the students involved. Factors such as

attachment styles, relationship satisfaction, and the level of commitment can mediate

the impact of romantic involvement on academic outcomes. For instance, students

8
with secure attachment styles and high relationship satisfaction may experience fewer

negative effects on their academic performance compared to those with insecure

attachment styles or turbulent relationships.

Parental attitudes and involvement in adolescents' romantic relationships can

also shape their academic performance. Supportive parental guidance and

communication regarding dating behaviors and academic priorities can mitigate the

potential negative effects of romantic involvement on students' academic

performance. On the contrary, parental disapproval or lack of involvement may

exacerbate the challenges associated with balancing romantic relationships and

academic responsibilities.

Still, in any circumstances. Understanding how romantic relationships influence

various aspects of students' lives, particularly their academic achievement, has drawn

greater focus in recent years. The studies of Pam, Keenan, and Han (2013), Honghao,

Po, and Tianyu (2021), Sparks, Lee, and Spjeldnes (2012), and Feiring et. Al (2002)

are one of the studies that have examined the effects of romantic relationships on

academic performance, most have been concerned with adolescent students. Some

have seen a significant relationship between romantic relationship of teenagers and

academic formances and some stated that there is no relationship occurring between.

In the study of Schmidt & Brian (2017), they tried to determine if participating in

a romantic relationship predicts grade point average or course attendance. The results

showed that being in a romantic relationship while in college is significantly associated

with class absences, but not with grade point average.

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 One of the most important aspects of a student's overall development and

future opportunities is their academic success. Nonetheless, students commonly

blend the responsibilities of their academic obligations with the complexity.

Statement of the Problem

The goal of this study is to know the impact of romantic relationships on the

academic performance of the students in Gun-ob High School Grade 9 and 10

students.

Specifically, the study would answer the following questions:

1. What are the effects of romantic relationship in terms of:

1.1 Motivation

1.2 Distraction

2. What is the academic performance of students who are involved

in a romantic relationship?

3. Is there a significant relationship of having a romantic relationship

and the academic performance?

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Hypothesis

Alternative Hypothesis: There is a significant relationship between being involved in

a romantic relationship on the academic performance of the students.

Null Hypothesis: There is no significant relationship between being involved in a

romantic relationship on the academic performance of students.

Significance of the Study

This study would be beneficial to the following:

Students: This study can help students whether having a romantic relationships are

distraction or motivation in terms of academic performances and determine the

significances of relationship of having a romantic relationship towards education.

Students who have romantic feelings to other students can also learn how to prepare

ahead.

Teachers: This study can provide information to teachers on how to properly guide,

give information and raise awareness to those students who are involved in romantic

relationships. And determine whether the students who are involve in romantic

relationships are failing or improving.

Parents: This study can provide parents tabular data if having a romantic relationships

can affect their son/daughter academic performance, both positively and negatively.

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Parents can also be guided on what to do to their son/daughter who are involved in

romantic relationships

Future Researchers: This study can provide a chart and other information to future

researchers that will help students involved in romantic relationships to avoid having

distractions and pursuing with their motivation on their academic performances and

be the benchmark of their study.

Objectives of the Study

Research on the correlation between romantic relationships and academic

performance in teenagers is a topic of growing interest (Collins, 2003). Understanding

factors that contribute to the formation and quality of these relationships is crucial due

to their significance as one of the most important interpersonal ties in adolescence

(Kochendorfer & Kerns, 2019). This study aims to assess the correlation between

relationship and academic performance, providing deeper understanding on the topic.

Specifically, the objectives of this study are the following:

1. To assess the relationship in being involved in a romantic relationship on the

academic performance of Grade 9 and 10 Students,

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 2. To determine whether romantic relationship serves as motivation or

distraction in their academic performance,

3. To provide deeper insights and recommendations to students involved in a

relationship and for teachers and parents to support teenagers in balancing

academics and romantic relationship.

Theoretical Framework

In the study, the theoretical framework can be effectively developed using

Baumeister and Leary’s theory of the sense of belonging. Baumeister and Leary’s

seminal work on the need to belong highlights the fundamental human motivation to

form interpersonal attachments (Basaiawmoit & Mangang, 2022). This theory

emphasizes the importance of social connections and relationships in individuals’

lives, which can significantly impact their well-being and behavior (Welker et al., 2023).

The need to belong theory posits that individuals strive to establish and maintain

meaningful relationships to fulfill this inherent psychological need (Joiner et al., 2006).

By incorporating Baumeister and Leary’s theory of the sense of belonging into

the study, researchers can explore how romantic relationships influence the academic

performance of high school students. The sense of belonging derived from romantic

relationships can have both positive and negative effects on students’ well-being and

13
academic outcomes (Hou et al., 2012). Understanding how the need to belong

manifests in the context of romantic relationships among adolescents is crucial for

comprehensively assessing its impact on their academic performance (Kansky &

Allen, 2018).

Moreover, the study can draw on related research that discusses the

implications of the need to belong theory in educational settings (Slaten et al., 2014).

This can provide insights into how fostering a sense of belonging among students,

whether through romantic relationships or other social interactions, can contribute to

their overall academic success and emotional well-being. Additionally, exploring the

role of romantic partners in providing academic support, as highlighted in previous

studies, can offer valuable perspectives on the dynamics between romantic

relationships and educational outcomes (Bishop et al., 2022).

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 Conceptual Framework

Theory of “Need to Belong”

By Baumeister & Leary

Romantic Relationship Romantic Relationship

in terms of Distraction in terms of Motivation

Academic Performance of Grade 9 and 10 Students

in Gun-ob High School

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 The independent variables in this study is the involvement of romantic

relationship in terms of motivation and distraction. While, the dependent variable is the

academic performance of Grade 9 and 10 students. In this study, the participants are

those who are in a relationship since the 29th day of August 2023 to the 13th day of

November 2023.

Scope and Limitations

The study will be limited only to the population of the study, Grade 9 and 10

students in Gun-ob High School. It will focus on the impact of romantic relationship on

their academic performance. The outcomes of the study will be attained through the

use of surveys and questionnaires adopted from the study of Bernales & Colonia

(2011), entitled “The Effect on Romantic Relationships on the Academic Performance

of University of the Philippines – Cebu College Students (A.Y 2011-2012)” and is pre-

validated and used by previous researchers.

16
 Review of Related Literature

Romantic relationships among adolescents have garnered interest due to their

potential impact on various aspects of life, including academic performance according

to Schmidt, J., & Lockwood, B. (2017). Studies such as Pam, Keenan, and Han (2013),

Honghao, Po, and Tianyu (2021), Sparks, Lee, and Spjeldnes (2012), and Feiring et.

al (2002), suggests that the influence of romantic relationships on academic

performance can be bidirectional. Adolescents with poor grades may turn to romantic

relationships as a way to cope with academic struggles, which can further distract

them from their schoolwork (Li et al., 2019). Additionally, studies have shown that

involvement in off-time dating during late childhood and early adolescence is

associated with subsequent misconduct and poor academic performance, creating a

cycle of negative outcomes (Collins et al., 2009).

While some studies indicate that romantic relationships can occasionally have

a positive effect on academic performance, the majority of research points towards a

negative correlation between adolescent romance and academic achievement

(Honghao et al., 2021). This negative impact on academic performance can be

attributed to the distractions and time commitments that come with maintaining a

romantic relationship during a crucial period of educational development. Furthermore,

the quality of romantic relationships, including commitment and intimacy levels, can

also influence adolescents’ psychological well-being and, consequently, their

academic performance (Geçer et al., 2022).

17
 Stefan (2006) conducted a qualitative study that is limited to Western culture.

The study’s findings demonstrated that young girls are in fact under “social pressure”

to enter into romantic partnerships, when a female is not in a romantic relationship,

some people could think she’s “weird”. She came to the conclusion in her research

that romantic relationships had both “positive and negative” effects on academic

achievement. Others claim that engaging in a committed relationship is beneficial

since it can serve as inspiration or motivation, but others strongly disagree, arguing

that it is only a distraction.

More relationship involvement would be result in lower academic performance,

according to a study entitled relationship between dating status and academic

achievement on grades 8, 9, and 10 in Santa Clare University California by Quatman,

Sampson, Robinson, and Watson (2001), as most romantic experiences showed

higher levels of distraction and lower levels of academic motivation.

Another study conducted by Campble, Olivier and Sedikides (1994) states that

romantic relationships provide positive impacts on academic achievement. They can

provide connection, companionship, happiness, emotions of being loved or loving

each other, self-growth and self-understanding, and increased confidence. Therefore,

it is proposed that romantic relationships motivate teenagers to do better for their

academic goals.

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 Furthermore, a research paper studied by Giordano, Kenyatta D. Phelps,

Manning, and Longmore (2008) found a positive correlation between romantic

relationships and academic achievement in teens. They claimed that romantic

relationships between teenagers help students grow personally before they succeed

academically. Teens are more likely to receive higher grades themselves if they have

romantic partners who do well academically (Giordano et al., 2008).

The significance of adolescent romantic relationships in shaping academic

outcomes has been highlighted in various studies. For instance, the quality of

relationships with teachers tends to decline as students grow older, potentially

affecting their engagement and achievement in school (Roorda et al., 2011).

Moreover, the impact of perceived academic support from friends and romantic

partners on indicators of academic success, such as GPA and student engagement,

underscores the role of social relationships in academic performance (Bishop et al.,

2022). In conclusion, while romantic relationships can play a significant role in the lives

of adolescents, it is essential to consider their potential impact on academic

performance. The bidirectional relationship between romantic involvement and

academic achievement, coupled with the distractions and negative outcomes

associated with early dating experiences, emphasizes the need for further research

and support mechanisms to help students navigate the complexities of balancing

romance and education during their formative years.

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 CHAPTER II
METHODOLOGY

This chapter contains the methodology used in this study. It involves data

gathering methods and discusses the research design, respondents and locale of the

study, the procedures, statistical treatment and ethical considerations of the study.

Research Design

The researchers implemented the simple descriptive design. In order to achieve

the main objective of the study, which is to find out the impact of romantic relationships

on the academic performance of students in grades 9 and 10, survey questionnaires

were used in this design and provided to the respondents.

Locale of the Study

The research was conducted at Gun-ob High School during the 3rd and 4th

quarter, academic year 2023-2024 at Gun-ob, Lapu-Lapu City.

20
Sampling Procedure

The researchers made use of the selective sampling method in the selection of

the respondents since the study was focused on a particular group (students involved

in romantic relationship). Grade 9 and 10 students who were involved in a relationship

from the first of 2nd quarter until the last of 3rd quarter became the respondents of the

study. Since there are only 40 students who met this criteria, these 40 students were

the respondents of the study.

The respondents in the study consists of Grade 9 and 10 students of Gun-ob

High School. There are 2 respondents in 9-SSC, 3 respondents in 9-Enecuela, 3

respondents in 9-Lauron, 6 respondents in 9-Dotillos, 3 respondents in 9-Rigodon,

and 3 respondents in 9-Andrino. On the other hand, there are 1 respondent in 10-SSC,

5 respondents in 10-Montejo, 6 respondents in 10-Buena, 2 respondents in 10-

Almonte, 2 respondents in 10-Estiola, and 4 respondents in [Link], there

were 40 students who took part in the study. Consisted of 6 sections from grade 9 and

6 sections from grade 10 in Gun-ob High School who participated in strictly voluntary

basis.

21
Table 1: Population with percentage of each section in the sample with percentage

of each student in Grade 9.

GRADE 9 SECTIONS POPULATION % SAMPLE %

9 - SSC 23 9% 2 5%
9 - ENECUELA 45 7% 3 7.5%
9 - LAURON 45 7% 3 7.5%
9 – DOTILLOS 45 13% 6 15%

9 - RIGODON 45 7% 3 7.5%
9 - ANDRINO 45 7% 3 7.5%

Table 1.1: Population with percentage of each section in the sample with percentage

of each student in Grade 10..

GRADE 10 SECTIONS POPULATION % SAMPLE %

10 - SSC 32 3% 1 2.5%
10 - MONTEJO 49 10.2% 5 12.5%
10 - BUENA 48 12.5% 6 15%

10 – ALMONTE 49 4.1% 2 5%

10 – ESTIOLA 49 4.1% 2 5%
10 - GREJALDE 49 8.2% 4 10%

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Instrumentation

The survey questionnaire utilized in this research is adopted from the study

entitled “Effects of Romantic Relationships in the Academic Performance of University

of the Philippines – Cebu College Students in the Academic Year 2011-2012” by the

researchers Alma Joy Bernales and Fretzy Colonia.

The research instrument used by the researchers to find answers to specific

problems is through the use of survey questionnaires. According to Hu et. al (2020),

the adoption of survey questionnaires as a primary research method has been

effective in investigating diverse topics and understanding the dynamics of different

phenomena. Through the use of this, the researchers can explore and distinguish the

significant effect and the relationship between romantic relationship and the academic

performance of the selected respondents’ in this study. The questionnaires was

distributed among the Grade 9 and 10 students in Gun-ob High School who are

currently in a relationship 13th day of November 2023 to 12th day of February 2024.

The questionnaire is divided into three (3) parts which the first part asks for their

general weighted average for the 3rd Quarter and also included their profile identity of

the respondent (name, grade, and section). The next parts contains a Likert Scale

survey which is their level of motivation and level of distraction. The survey specifies

if they Strongly Agree (SA), Agree (A), Strongly Disagree (SD), Disagree (D), or

Undecided (U) in the given statements.

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Survey Questionnaire

Part I. Personal Information

Name (optional): __________________________________________________

Indicate your general weighted average:

3rd QUARTER: _______

__________________________________________________________________________________
___

Part II & Part III. General Instruction: Please check (✓) the answers that correspond to your choice
based on the following statements:
SD: Strongly Disagree U: Undecided SA: Strongly Agree
D: Disagree A: Agree

Part II.
Motivation scale: SA A U D SD
I feel motivated to study when my partner shows affection to me.
I want get good grades to ensure a brighter future with my partner.
I expect my partner to help me with my studies.
I feel motivated to do my projects because my partner encouraged me to do
so.
I feel motivated to study with my partner.
I’m inspired to finish this school year when I have a romantic partner.
I get more comfortable when I discuss my problems and concerns in my
studies to my partner.
I enjoy studying when I’m in a relationship.
I think I can get higher grades when I’m in a romantic relationship.
I feel motivated to study because my parents allow me to involve in a
romantic relationship.

Part III.
Distraction Scale: SA A U D SD
I can’t concentrate on my studies whenever me and my partner have a
misunderstanding.

24
I can’t fix attention on my studies because I feel worried that this romantic
relationship wouldn’t work out.
I often miss my classes because of hanging out with my partner.
I can’t concentrate on my studies because my parents don’t like my partner.
I can’t catch up on my studies because I often hang out with my partner.
I hardly give attention on my studies because I feel worried about being left
by my partner.
I can still pass my projects and homeworks on time even if I’m in a
relationship.
I can’t focus on my studies because I think that my partner doesn’t really
love me.
I think I can’t get higher grades when I’m involved in a romantic relationship.

I feel worried about my studies because my parents might know that I’m
involved in a romantic relationship.

Table 2.0: Weight of the Response of Students

Scale Assigned Weight Interpretation

5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Undecided
2 1.81 – 2.60 Disagree

1 1.0 – 1.80 Strongly Disagree

Table 2 shows the weight of the responses of the students which has a scale,

assigned weight, and a description. The survey starts with a scale of 5 which have a

weight of 4.21-5.00 and with the description of Strongly Agree. Followed by the scale

4 which have a weight of 3.41-4.20 and have a description of Agree, scale of 3 which

have a weight of 2.61-3.40 and description Undecided, scale of 2 which have a weight

of 1.81-2.60 and description of Disagree, and a scale of 1 which have a weight of 1.0-

1.80 and a description of Strongly Disagree.

25
Table 3.0: Scale for Students Grade

Percentage Equivalent
95 and above Excellent
90 - 94 Outstanding
85 - 89 Above Average
80 - 84 Average
75 - 79 Below Average
74 and below Failed

Table 3.0 shows the scale for percentage and equivalent for student’s grade.

In the scale 95, its equivalent is Excellent which in other words indicates that the

student is performing well in academics, giving the highest quality. The scale 90-94

which have the equivalent of Outstanding which shows an outstanding knowledge and

high quality performance. The scale 85-89 which has the equivalent Above Average

that indicates active participation in class and in discussion and performance tasks.

The scale 80-84 which has the equivalent Average that indicates average performance

in academics and a general knowledge in all subjects and concepts. While, the scale

75-79 which is equivalent to Below Average which academic performance is

consistent, average, and the expected performance of a student. On the other hand,

the scale 74 and below which has the equivalent Failed which indicates poor

performance in the subjects and overall, not accepted grade.

26
Table 4: Strength of Correlation

Value of r Strength of Correlation

+1 Perfect Positive Correlation
+0.71 to +0.99 Strong Positive Correlation
+0.51 to +0.70 Moderately Positive Correlation
+0.31 to +0.50 Weak Positive Correlation
+0.01 to +0.30 Negligible Positive Correlation
0 No Correlation
-0.01 to -0.30 Negligible Negative Correlation
-0.31 to -0.50 Weak Negative Correlation
-0.51 to -0.70 Moderately Negative Correlation
-0.71 to -0.99 Strong Negative Correlation
-1 Perfect Negative Correlation

The table above shows the strength of correlation of the two variables on the study,

being involved in a romantic relationship and the academic performance of the

[Link] research technique correlation coefficient, denoted by r, measure of the

strength of a straightline or a linear link between the two variables taken on values ra

nging from +1, -1, and 0, which indicates no linear association.

Statistical Treatment of Data

The acquired data will be presented in non-textual forms, such as tabular and

graphical representations, to allow straightforward comprehension of data.

In order to determine the effects of romantic relationships on academic perfor

mance in Grades 9 and 10 in Gun-ob High School, the following formula was used:

27
1. To get the percentage we used formula for percentage:

𝑝𝑎𝑟𝑡 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒
=
𝑤ℎ𝑜𝑙𝑒 100
2. To describe the romantic relationship and academic performance, weighted

mean formula was used.

3. To determine the relationship between Romantic Relationship and Academic

Performance, Correlational formula was used.

28
Ethical Considerations

The actions that follow are practical measures applied by the researchers to

guarantee that ethical considerations are taken into thought and properly maintained

during the actual conduct of this study:

The respondents' agreement was legitimately sought by the researchers, who

asked for their permission to gather the data necessary to create the research from

their answered survey.

The research participants were carefully chosen through a comprehensive process.

Their freedom to keep themselves anonymous was upheld considering these

individuals willingly agreed to participate in the study. And in order to prevent against

any potential risks, the researchers ensure that their identity, profile, and information

remains concealed and private.

The respondents' answers to the given questionnaires were carefully examined

by the researchers. Considering that the participants in this study were significant. By

taking this approach, it can be seen that the study was free from plagiarism and

original. The study's researchers ensured that no misleading information, inaccurate

conclusions, or other forms of deception were involved. Overall, the results of the study

will be implemented in the learning environment since students and researchers will

benefit from the outcome.

29
 CHAPTER III

DISCUSSION OF RESULTS

This chapter concentrates on the discussion of the results on the gathered data

from (40) forty Grade 9 and 10 Students from Gun-ob High School who are involved

in a romantic relationships. This data has been gathered by the researchers were

tallied, tabulated, and transferred into textual form. Statistical formulas were used to

analyze information which is discussed in this chapter.

Problem 1: Romantic Relationships in terms of:

1.1 Motivation

Table 5: Mean, Standard Deviation, Interpretation

Motivation scale: N Mean Std. Interpretation

Deviation
I feel motivated to study when my partner 40 4.05 0.631 Agree
shows affection to me.
I want get good grades to ensure a brighter 40 4.55 0.751 Agree
future with my partner.
I expect my partner to help me with my 40 3.275 0.507 Undecided
studies.
I feel motivated to do my projects because 40 4.175 0.658 Agree
my partner encouraged me to do so.
I feel motivated to study with my partner. 40 4.025 0.625 Agree
I’m inspired to finish this school year when I 40 3.8 0.574 Agree
have a romantic partner.
I get more comfortable when I discuss my 40 4.225 0.67 Agree
problems and concerns in my studies to my
partner.
I enjoy studying when I’m in a relationship. 40 3.6 0.55 Agree
I think I can get higher grades when I’m in a 40 3.3 0.5177 Undecided
romantic relationship.

30
 I feel motivated to study because my 40 3.125 0.508 Undecided
parents allow me to involve in a romantic
relationship.
Total 40 3.8 0.581 Agree

The table shows the motivational scale answered by the respondents. Most of

the answers in the questionnaires have the description Agree (A). In the statement 2,

which has the highest mean states “I want to get good grades to ensure a brighter

future with partner” has the mean 4.55, standard deviation of 0.751, and an

interpretation of Agree (A). On the contrary, statement no. 3 “I expect my partner to

help me in my studies” has the lowest mean which is 3.275, a standard deviation of

0.507, and an interpretation of Undecided (U). The total mean is 3.8 with a standard

deviation of 0.581, and an interpretation of agree (A).

In the second statement, “I want to get good grades to ensure a bright future

with my partner” shows that being in a relationship motivates them to strive more in

their academic in order to achieve higher grades to ensure a bright future with their

partner. According to Patricia, H. (2020), the academic and career goals of romantic

partners and friend groups can predict an individual's school and career goals. Since

the student is currently involved in a romantic relationship, some would foresee a

future with their partner or to be with them in the stages of their lives (Li, X., et al, 2020)

thus, they would strive to be better, in their characters, their dreams, goals, and that

includes their performance in academics. On other hand, the statement that has the

lowest mean ” I expect my partner to help me with my studies.” shows that despite of

them being involved in a relationship, the respondents much prefers to do their studies

alone rather than asking for help on their partners. This statement agrees also on what

31
Kwok & Wescott (2020) stated which that some only focuses on technology-mediated

communication in romantic relationships rather than academic support it brings.

Problem 1.2: Romantic Relationship in terms of:

1.2 Distraction

Table 6: Mean, Standard Deviation, Interpretation

Distraction Scale: N Mean Std. Interpretation

Deviation
I can’t concentrate on my studies 40 2.975 0.506 Undecided
whenever me and my partner have a
misunderstanding.
I can’t fix attention on my studies 40 2.375 0.553 Disagree
because I feel worried that this romantic
relationship wouldn’t work out.
I often miss my classes because of 40 1.775 0.670 Disagree
hanging out with my partner.
I can’t concentrate on my studies 40 1.95 0.631 Disagree
because my parents don’t like my partner.
I can’t catch up on my studies because I 40 1.725 0.682 Disagree
often hang out with my partner.
I hardly give attention on my studies 40 1.7 0.496 Disagree
because I feel worried about being left by
my partner.
I can still pass my projects and 40 4.4 0.713 Agree
homeworks on time even if I’m in a
relationship.
I can’t focus on my studies because I 40 1.625 0.71 Disagree
think that my partner doesn’t really love
me.
I think I can’t get higher grades when I’m 40 2.45 0.543 Disagree
involved in a romantic relationship.
I feel worried about my studies because 40 2.375 0.553 Disagree
my parents might know that I’m involved
in a romantic relationship.
Total 40 2.3 0.5188 Disagree

32
 The table shows the distraction scale answered by the respondents. Most of

the answers in the questionnaires have the description Disagree (DA). In the

statement 7, which has the highest mean states “I can still pass my projects and

homeworks on time even if I’m in a relationship.” has the mean 4.4, standard deviation

of 0.713, and an interpretation of Agree (A). On the contrary, statement no. 8, “I can’t

focus on my studies because I think that my partner doesn’t really love me.” has the

lowest mean which is 1.625, a standard deviation of 0.71, and an interpretation of

Disagree (DA). The total mean is 2.3 with a standard deviation of 0.5188, and an

interpretation of Disagree (DA).

In the seventh statement, “I can still pass my projects and homeworks on time

even if I’m in a relationship.” shows that being in a relationship improves productivity

and helps manage time efficiently, both are key factors in meeting deadlines and

fulfilling obligations, whether they are academic projects or personal commitments

(Costa et al., 2021). While being in a relationship may introduce additional demands

on one's time and attention, individuals who can maintain a sense of control over their

schedules and commitments can still excel in their academic pursuits (Mann, 1969).

Thus, they can still get their priorities straight and excel academically. On the other

hand, the statement that haw the lowest mean ”I can’t focus on my studies because I

think that my partner doesn’t really love me.” reflects a common concern related to

attachment anxiety within romantic relationships. Despite common feelings of self-

doubt and fear of failure, individuals can overcome insecurities and excel in various

areas, including academic responsibilities while being in a relationship (McEwan et al.,

33
2023). And by effective communication, trust-building, and self-assurance, individuals

can excel academically.

Table 7: Frequency, Percentage, and Interpretation of Grades in a Romantic

Relationship

Weighted Mean Frequency Percentage Interpretation

95 & above 1 2.5% Excellent
90 – 94 18 45% Outstanding
85 – 89 16 40% Above
Average
84 – 80 5 12.5% Average

75 – 79 0 0% Below
Average
74 below 0 0% Failed
Total 40 100%

Mean = 89.1 Above Average

Table no.7 shows frequency, percentage, and interpretation of grades of

students that are involved in romantic relationships. Wherein there is only 1 student

that has an average of 95 and above weighted mean average in 3 rd quarter with the

percentage of 2.5 and an interpretation of excellent. Next is the 90-94 weighted mean

average that has a frequency of 18 with a percentage of 45 and an interpretation of

Outstanding. Meanwhile, there’s 16 respondents who got an average of 85-89 with a

percentage of 40 and an interpretation of Above Average. The interpretation of

Average is a weighted mean average of 80-84 has a percentage of 12.5 wherein

there’s 5 respondents included. Next, no student got an average of 75-79 with 0

percentage and an interpretation of Below Average. Lastly, in the weighted mean

34
average 74 below, no one from the respondents got a failing grade. The total mean of

the respondents’ grade that the researchers have gathered is 89.1 with an

interpretation of Above Average. This shows that it is more likely that a romantic

relationship could motivate students and enhance their academic performance.

Table 8: Significant Relationship Between Romantic Relationship and Academic

Performance

Pearson Interpretation Decision Remarks

r
Motivation 0.90 Strongly Positive Reject H0 Significantly
Correlation Related
Distraction 0.51 Moderately Positive Reject H0 Significantly
Correlation Related

The relationship between romantic relationships and academic performance in

terms of motivation and distraction can be interpreted based on the Pearson

correlation coefficients. The Pearson r value for motivation is 0.90, indicating a

Strongly Positive Correlation. This suggests that being in a romantic relationship can

positively motivate students in their studies, leading to the rejection of the null

hypothesis and indicating a significant relationship. On the other hand, the Pearson r

value for distraction is 0.51, indicating a Moderately Positive Correlation. This implies

that romantic relationships also have a moderate positive correlation with distraction,

leading to the rejection of the null hypothesis and indicating a significant relationship.

However, it is noted that motivation shows a greater relationship with academic

performance compared to distraction.

35
 The findings align with previous research that has explored the impact of

romantic relationships on academic performance. The relationship between academic

motivation and academic performance has been well-established in the literature

(Kogei, 2021). Studies have shown that motivation plays a predictive role in academic

performance, with intrinsic and extrinsic motivation positively correlated with academic

achievement (Abun & Magallanes, 2018). However, being in a romantic relationship

does not entirely mean it motivates, but also can be a distraction in some cases.

Giordano et al. (2010) found that adolescents engaging in romantic behavior early may

lead to risky behaviors and lower academic performance. (Honghao et al., 2021;

Moosmann & Roosa, 2015) indicated that romantic relationship involvement was

associated with lower academic performance for girls.

In this study survey, the statement “I can’t concentrate on my studies whenever

me and my partner have a misunderstanding” had gained many strongly agree on the

respondents. Being in a romantic relationship could also be a distraction, for instance,

having a misunderstanding thus cannot completely participate in class and hanging

out with their partner and setting aside their school works. Thus, it is significant to

maintain a balance between academic and romantic relationship.

36
Summary of Findings

After analyzing and interpreting the gathered data, the answers to the certain

questions raised by the researchers where drawn and recommendations future

researchers are included.

1. Romantic Relationship in terms of:

1.1 In Motivation, the mean is 3.8 and the standard deviation is 0.581 with an

interpretation of Agree.

1.2 In Distraction, the mean is 2.3 and the standard deviation is 0.5188 with

an interpretation of Disagree.

2. What is the level of the academic performance of the students that are

involved in a romantic relationship?

The level of the academic performance of the students that are involved in a

romantic relationship in Gun-ob High School Grade 9 and 10 students has a total of

weighted mean average of 89.1 according to the data the researchers have gathered

with an interpretation of Above Average.

37
 3. Is there a significant relationship between romantic relationship and

academic performance?

The results indicated from the data that the researchers has collected that the

Pearson r in terms of motivation is 0.90 interpreted as Strongly Positive Correlation

while the distraction is 0.51 and interpreted as Moderately Positive Correlation. The

null hypothesis on both has rejected which indicates that there is a significant

relationship in being involved in a romantic relationship.

38
Conclusion

In conclusion, while there is a correlation between being in a romantic

relationship and academic performance among students, the results indicates that

motivation ( 0.90 ) plays a more significant role than distraction ( 0.50 ). Students who

are motivated tend to prioritize their academic responsibilities regardless of their

relationship status, while those lacking motivation may struggle to maintain focus,

regardless of their romantic involvement. They may become easily distracted or

prioritize their romantic relationship over their studies, leading to lower grades and

diminished academic achievement. While it's important to acknowledge the potential

distractions that romantic relationships can pose for students, it's equally crucial to

recognize the positive impact that supportive relationships can have on overall well-

being and academic success. Healthy relationships can provide emotional support,

boost self-esteem, and enhance resilience, all of which are conducive to academic

performance. Moreover, the ability to balance academic and personal life

responsibilities is a valuable skill that students can develop through navigating

romantic relationships.

In addition to, the results shows that the mean motivation score of 3.8, with a

standard deviation of 0.581, indicates that students, on average, are quite motivated

to be involved in relationships that enhance their academic performance. This means

they see relationships as a positive influence, driving them to strive for better results

in their studies. Conversely, the mean distraction score of 2.3, with a standard

deviation of 0.5188, suggests that students are less inclined to view distractions as

beneficial to their academic success. The significantly lower mean compared to

39
motivation indicates that distractions are perceived as less influential or helpful in

academic performance improvement compared to relationships.

However, it's essential to emphasize that the key determinant of academic

success lies within the individual's intrinsic motivation. Regardless of external factors,

students who are driven by a genuine desire to learn, grow, and succeed are more

likely to overcome challenges and thrive academically. Therefore, educational

institutions and support systems should focus on cultivating and nurturing students'

motivation, providing them with the resources, guidance, and encouragement needed

to stay focused on their academic goals.

Lastly, while romantic relationships can impact students' academic

performance to some extent, the underlying factor that significantly influences this

correlation is motivation. By prioritizing the cultivation of intrinsic motivation and

providing adequate support structures, educators and policymakers can empower

students to succeed academically, regardless of their relationship status.

40
Recommendation

For the research recommendations, the researchers highly encourage other

researchers to take into consideration the suggestions that follow in order to further

study the association between romantic relationships and students' academic

performance in the future:

First, when evaluating the importance of communication, future researchers

should explore into how romantic relationship styles of communication impact

students' academic achievement. This can require considering the frequency and

efficiently partners communicate and how this method influences study habits,

concentration, and general academic success.

Second, when examining time management strategies, researchers should

look into the analysis of the effectiveness of different time management strategies

adopted by students in romantic relationships. This method could delve into how

couples balance their academic responsibilities with relationship commitments,

identifying specific techniques or interventions that facilitate optimal time allocation for

both aspects of their lives.

Third, researchers are in need to require the assess of the emotional support

networks, evaluating the influence of emotional support networks, including romantic

41
partners, friends, and family, on students' academic performance. By comparing the

impact of support from various sources, researchers can better understand the unique

role romantic relationships play in buffering academic stressors and promoting student

success.

Finally, examine gender differences. This investigation looks into any possible

gender variations in the connection between romantic involvement and academic

success. This could entail determining if romantic relationships have various impacts

on academic outcomes both male and female students, implementing into

consideration coping methods, communication styles, and societal expectations.

42
 CHAPTER IV
ACTION PLAN

Romantic relationships can have a significant impact on the academic

performance of students in Grade 9 and 10. Interventions that targets various aspects

of students' lives could help and could show promising results if implemented. The

study on mindfulness-based self-leadership training demonstrated improvements in

academic self-efficacy and academic performance (Sampl et al., 2017). In order to

improve the participants' self-awareness, self-regulation, and proactive attitude, this

intervention most likely would include teaching students self-leadership ideas in

addition to mindfulness practices.

Additionally, interventions focusing on enhancing motivation and reducing

achievement gaps among students have been considered for being essential (Giota

& Bergh, 2020). This kind of intervention is essential for building an environment where

all students can succeed academically. By giving students opportunities for freedom

and choice, important feedback, experiential learning opportunities, and clear

academic goals, motivation enhancement procedures aim to encourage students'

natural curiosity and interest in learning. These techniques support the growth of

persistence and a sense of purpose in students, allowing them to stay focused in their

academic pursuits in facing all kinds of obstacles.

43
 Lastly, implementing anxiety interventions to reduce anxiety levels and

enhance academic performance among students (Vitasari et al., 2010). Schools can

encourage students to face academic obstacles with optimism and perseverance by

providing them with the appropriate resources and knowledge to effectively handle

their anxiety. This will ultimately enhance students' academic performance and overall

well-being.

In summary, interventions that focus on addressing various aspects of students'

life are helpful in improving academic achievement. Despite potential distractions like

romantic relationships, teachers can assist students in achieving academic

achievement by putting into practice effective strategies that focus on aspects like self-

efficacy, motivation, and teaching techniques.

Intervention Action Plan

The intervention action plan aims to address the findings of the research on the

relationship between romantic relationships and academic performance among

students. Based on the identified correlations and insights gained from the study, a

multifaceted intervention strategy will be developed to support students in managing

their romantic relationships while maintaining academic success. This intervention will

involve collaboration between academic advisors, counseling services, and student

organizations to implement targeted programs and initiatives.

44
 Firstly, educational workshops will be conducted to provide students with

practical skills and strategies for balancing their academic responsibilities with their

romantic relationships. Topics covered may include time management, effective

communication, and stress management techniques. Moreover, peer support groups

will be established to create a supportive community where students can share

experiences, seek advice, and receive encouragement from their peers facing similar

challenges.

Furthermore, learners who are having problems in their romantic

relationships—such as relationship issues, breakup anxiety, or emotional distress that

is affecting their academic performance—will have the opportunity to receive

specialized support through counseling services. Building resilience, strengthening

coping mechanisms, and promoting positive relationship interactions will be the

primary objectives of counseling sessions.

Academic advisors will be helpful in identifying students who might be

experiencing difficulties in their romantic relationships that are causing them to

struggle academically, working in collaboration with faculty members. When required,

advisors will offer individualized academic support and accommodations, such

extended deadlines or contacts to tutoring services.

45
 Finally, programs that raise awareness of the importance of establishing a

healthy balance between romantic relationships and educational pursuits will be

extended out throughout the whole school. These advertisements will emphasize the

value of building deep connections while promoting for an academic culture of

achievements.

The effectiveness of the intervention programs will be evaluated on a regular

basis, and feedback mechanisms will be set together to allow any adjustments based

on opinions of students and outcome data. The goal of the research is to enable

students to succeed academically and have happy romantic relationships through

these interventions.

46
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(2022). Examining the impact of turkish couples’ intimacy levels in romantic

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 Review of Educational Research, 81(4), 493-529.

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Slaten, C., Yough, M., Shemwell, D., Scalise, D., Elison, Z., & Hughes, H. (2014). Eat,

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49
 APPENDICES
APPENDIX A

Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF LAPU-LAPU CITY
GUN-OB HIGH SCHOOL
A. Tumulak Street, Gun-ob, Lapu-Lapu City 6015
Facebook: [Link]

Tel. (+032) 340-4503

Letter of Request to the School Principal

April 2024

MRS. MA. LYMA M. MAGDADARO

Principal II
Gun-ob High School
Lapu-lapu City, Cebu
Dear ma'am,

We researchers, Remazar Daniel Azarcon, Scarlette Jean Dottilos, Rey Anne

Lequigan and Kiesha Rayne Velasco while enrolled in classes at Gun-ob High School,
are presently undertaking action research under the topic "Motivation or Distraction:
The Impact of Romantic Relationships on the Academic Performance of grade 9 and
10 Students".

Participants in this survey are entirely voluntary, and if it is approved, they will
receive a questionnaire that must be returned within a day. The results of the survey
will be kept confidential and utilized for educational initiatives that will benefit the
school's teachers, administrators, and students. The researchers would like to express
their heartfelt gratitude for granting them authorization to conduct this survey.

Sincerely yours,
REMAZAR DANIEL AZARCON
SCARLETTE JEAN DOTTILOS
REY ANNE LEQUIGAN
KIESHA RAYNE VELASCO
Researchers

50
 APPENDIX B
Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF LAPU-LAPU CITY

GUN-OB HIGH SCHOOL

A. Tumulak Street, Gun-ob, Lapu-Lapu City 6015
Facebook: [Link]
Tel. (+032) 340-4503
Consent Letter to Conduct the Survey
April 19, 2024

Dear ma'am/sir,

We researchers, Remazar Daniel Azarcon, Scarlette Jean Dotillos, Rey Anne

Lequigan and Kiesha Rayne Velasco of Grade 10 Science class are currently
conducting action research titled "Motivation or Distraction: The Impact of Romantic
Relationships on the Academic Performance of grade 9 and 10 Students" while
enrolled in classes at Gun-ob High School.

If this survey is accepted the respondents will be given a questionnaire and

needed to be returned in a day, the participants are completely voluntary and we will
ensure that the findings of this survey will be private secured and be used in
educational purposes to benefit the students, teachers, and administrators of the
school. The researchers would want to sincerely express their gratitude for giving them
permission to administer this survey at Gun-on High School.

Noted by:
MR. ALFREDO T. DUEÑAS
Research Teacher

MRS. MA. LYMA M. MAGDADARO

GHS Principal II

Sincerely yours,
REMAZAR DANIEL AZARCON
SCARLETTE JEAN DOTTILOS

51
 REY ANNE LEQUIGAN
KIESHA RAYNE VELASCO
Researchers
APPENDIX C

Declaration of Anti Plagiarism

Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF LAPU-LAPU CITY

GUN-OB HIGH SCHOOL

A. Tumulak Street, Gun-ob, Lapu-Lapu City 6015
Facebook: [Link]
Tel. (+032) 340-4503

DECLARATION OF ANTI PLAGIARISM

We researchers, Remazar Daniel Azarcon, Scarlette Jean Dottilos, Rey Anne

Lequigan and Kiesha Rayne Velasco are aware that plagiarism is an act of presenting
work or ideas from another source as your own, with or without consent of the original
author, by incorporating it into your work without full acknowledgement, We can
guarantee that all outputs of this research paper is original content and we all
understand that breaking the pledge and the declaration will have consequences, and
the Department of Education will handle it appropriately.

REMAZAR DANIEL AZARCON

Proponent and signature

SCARLETTE JEAN DOTTILOS

Proponent and signature
REY ANNE LEQUIGAN
Proponent and signature

KIESHA RAYNE VELASCO

Proponent and signature

52
 APPENDIX D

Survey Questionnaire

Dear Respondent,

Good Day! We are students from 10 Science Class. We are conducting a study entitled
“Motivation or Distraction: The Impact of Romantic Relationships on the Academic Performance
of Grade 9 and 10 Students in Gun-ob High School”. We would like to ask a little of your time to
answer this survey questionnaire. Please answer it with all honesty. We assure you that this is
confidential. We are hoping for your kind cooperation.

Thank you!

Sincerely Yours,

The Proponents

________________________________________________________________________________
_____

Part I. Personal Information

Name (optional): __________________________________________________

Indicate your general weighted average:

2nd QUARTER: _______

__________________________________________________________________________________
___

Part II & Part III. General Instruction: Please check (✓) the answers that correspond to your choice
based on the following statements:
SD: Strongly Disagree U: Undecided SA: Strongly Agree
D: Disagree A: Agree

Part II.

53
Motivation scale: SA A U D SD
I feel motivated to study when my partner shows affection to me.
I want get good grades to ensure a brighter future with my partner.
I expect my partner to help me with my studies.
I feel motivated to do my projects because my partner encouraged me to do
so.
I feel motivated to study with my partner.
I’m inspired to finish this school year when I have a romantic partner.
I get more comfortable when I discuss my problems and concerns in my
studies to my partner.
I enjoy studying when I’m in a relationship.
I think I can get higher grades when I’m in a romantic relationship.
I feel motivated to study because my parents allow me to involve in a
romantic relationship.

Part III.
Distraction Scale: SA A U D SD
I can’t concentrate on my studies whenever me and my partner have a
misunderstanding.
I can’t fix attention on my studies because I feel worried that this romantic
relationship wouldn’t work out.
I often miss my classes because of hanging out with my partner.
I can’t concentrate on my studies because my parents don’t like my partner.
I can’t catch up on my studies because I often hang out with my partner.
I hardly give attention on my studies because I feel worried about being left
by my partner.
I can still pass my projects and homeworks on time even if I’m in a
relationship.
I can’t focus on my studies because I think that my partner doesn’t really
love me.
I think I can’t get higher grades when I’m involved in a romantic relationship.

I feel worried about my studies because my parents might know that I’m
involved in a romantic relationship.

54
 CURRICULUM VITAE

Personal data:

Name: Rey Anne Lequigan

Age: 15 years old

Address: Canjulao, Lapu-Lapu City

Education: Gun-ob High School (10-SSC)

Email Address: reyannelequigan@[Link]

Contact No: 09273950213

Educational Background:

Secondary:

Junior High School:

Gun-ob High School

A Tumulak Street, Gun-ob, Lapu-Lapu City

S.Y 2023-2024

Primary:

Canjulao Elementary School

55
Canjulao, Lapu-Lapu City

S.Y 2014-2019

Achievements:

First Place Editorial Writing (Filipino & English)

First Place Spelling Bee (Filipino & English)

First Place Science Quiz (Grade 3 & 9)

First Place Essay Writing (Grade 10)

First Place Speech (Grade 3)

Consistent Honor Student (Grade 1-10)

Personal data:

Name: Kiesha Rayne Velasco

Age: 15 years old

Address: Ampalaya, Gun-ob, Lapu-Lapu City

Education: Gun-ob High School (10-SSC)

Email Address: vkiesha17@[Link]

56
Contact No: 09617290224

Educational Background:

Secondary:

Junior High School:

Gun-ob High School

A Tumulak Street, Gun-ob, Lapu-Lapu City

S.Y 2023-2024

Primary:

Gun-ob Elementary School

Gun-ob, Lapu-Lapu City

SY. 2014-2019

Achievements:

Third Place Feature Writing

First Place Oratorical Composition and Presentation

Consistent Honor Student (Grade1-10)

57
Personal data:

Name: Scarlette Jean Dotillos

Age: 15 years old

Address: Carajay, Gun-ob, Lapu-Lapu City

Education: Gun-ob High School (10-SSC)

Email Address: scarlettejd2008@[Link]

Contact No: 09429504040

Educational Background:

Secondary:

Junior High School:

Gun-ob High School

A Tumulak Street, Gun-ob, Lapu-Lapu City

S.Y 2023-2024

Primary:

Gun-ob Elementary School

Gun-ob, Lapu-Lapu City

SY. 2014-2019

58
Achievements:

First Place Feature Writing

Second Place Sulat Bigkas

Consistent Honor Student (Grade1-10)

59
Personal data:

Name: Remazar Daniel Azarcon

Age: 15 years old

Address: Sunrise, Gun-ob, Lapu-Lapu City

Education: Gun-ob High School (10-SSC)

Email Address: remazarazarcon@[Link]

Contact No: 09108525400

Educational Background:

Secondary:

Junior High School:

Gun-ob High School

A Tumulak Street, Gun-ob, Lapu-Lapu City

S.Y 2023-2024

Primary:

Pusok Elementary School

Pusok, Lapu-Lapu City

SY. 2014-2019

Achievements:

60
Second Place Science Quiz (Grade 4)

Consistent Honor Student (Grade1-10)

61