Post on 24-Oct-2014
transcript
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.