THE IMPACT OF EARLY RELATIONSHIP TO ACADEMIC PERFORMANCE

OF THE STUDENTS

GRADE 12 ALMOND - SENIOR HIGH SCHOOL

ILIGAN ACCESS INSTITUTE OF TECHNOLOGY, INC.
3rd Floor Deleste Bldg. Corner, Badelles St.
Pala-o Supermarket, Iligan City

In Partial Fulfillment of the Requirement for the Senior High Research

BY

MIRA AGBAY
ERMA JOY BITE
JENNY QUIAPO
JENNYVA IBONIA
JACKIN JERUS PATINDOL
IZAERA MAE TABA
MIKE TABEROS

OCTOBER 2019

1
APPROVAL SHEET

2
 ACKNOWLEDGEMENT

First and foremost we would like to thank the Almighty God for giving

us strength, wisdom and determination to face the challenges in making this

research study possible.

The researchers would like to express their heartfelt gratitude to the

following persons who contributed much to the success of this study. To:

Mr. Emmanuel Endriga, practical research 2 adviser, for giving us

guidance and encouragements in making this research a success.

Ms. Angelie P. Aliman, homeroom adviser, for her continuous support.

Mrs. Alima D. Patindol, Ethics adviser, for her enduring support to

make this study possible.

The administration in Iligan Access Institute of Technology Inc., for

allowing us to conduct a study and gather data at I-Access.

The respondents, for their cooperation and willingness to answer the

questionnaires honestly.

The panel members, for their comments, suggestions and

recommendations.

To our wonderful parents, sisters and brothers, also to our friends,

relatives and loved ones, thank you for your unconditional love, your

encouragement and support. We would like to extend a heartfelt thank you.

Thank you for all the blessings and prayers.

3
 ABSTRACT

This quantitative study focuses to know if there is an impact of early

relationship among the selected Grade 11 Technical Vocational Livelihood

students in I-Access on their first quarter Academic Performance. This study

was conducted at Iligan Access of Technology Incorporated. The research

design of this study is the correlational design under the non-experimental

research. Purposive sampling technique was used to select the respondents

of the study since it only focuses to the students, who are inclined in mobile

legends, a total of sixty three (63) Grade 11 TVL students are the respondents

of the study. A questionnaire was used as a main instrument to gathered

necessary data for this study. Percentage and were used to analyze and

interpret the data gathered. The researchers found that there is no correlation

between early relationship and academic performance of the students.

Keywords: Early relationship, Academic Performance, Grade 11 Technical

Vocational Livelihood Students, Correlation

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 TABLE OF CONTENTS

Page

TITLE PAGE ……………………………………………………………………........i

APPROVAL SHEET ………………………………………………………………..ii

ACKNOWLEDGEMENT …………………………………………………………..iii

ABSTRACT …………………………………………………………………………iv

TABLE OF CONTENTS ……………………………………………………………v

LIST OF TABLES ………………………………………………………………....vii

LIST OF FIGURE ………………………………………………………………….viii

CHAPTER

I. INTRODUCTION

Background of the study ……………………………………………………………1

Research Locale …………………………………………………………………….5

Conceptual Framework ………………………………………………………….....6

Statement of the problem …………………………………………………………..7

Hypothesis …………………………………………………………………………...7

Significance of the study ………………………………………………………….8

Scope and Limitation ……………………………………………………………...9

Definition of Terms ………………………………………………………………...10

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ………………………………………………………………….11

Related Studies …………………………………………………………………....12

Relationship of the Previous Studies to the Presents Study ………………….17

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III. RESEARCH METHODOLOGY

Research Method ………………………………………………………………….15

Research Respondents …………………………………………………………..15

Instrument ………………………………………………………………………….17

Validation of Instrument …………………………………………………………..18

Data Gathering Procedure ………………………………………………………..18

Treatment of Data …………………………………………………………………19

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Socio-demographic profile of the respondents …………………………………25

Does early relationship affects the academic performance

of the students…………………………………………………………..…………27

How old a students entered relationship…………………………………….…..27

V. SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary …………………………………………………………………………...25

Summary of Findings ……………………………………………………………..23

Conclusion ………………………………………………………………………….23

Recommendation ………………………………………………………………….23

BIOGRAPHY ……………………………………………………………………....35

APPENDICES

Appendix A Consent Letter ……………………………………………………...38

Appendix B Questioner ………………………………………………………….40

CURRICULUM VITAE …………………………………….................................41

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 CHAPTER I

INTRODUCTION

This chapter presents the background of the study, research locale,

conceptual framework, statement of the problem, null hypothesis and

alternative hypothesis, significance of the study, and definition of terms.

Background of the study

This study aim to determine the impact of early relationship to

academic performances of student’s in I-ACCESS in TVL and academic

strand. This study was conducted to determine the effects of Early

Relationship between their academic performances, their time management in

studying and time spent with their partners

According to Australian Parenting Website, (2013) romantic

relationship are a major developmental milestone, they come with all the other

changes during adolescence, physical, social and emotional, and they’re

linked to your child growing interest in body image and looks, independence

and privacy. Romantic relationship can bring lots of emotions ups and down

for your child, and sometime for the whole family. The idea that your child

might have these kinds of feeling can sometimes a bit confronting to care,

share and develop in male relationship. There a right age to start a

relationship, every child is different and every family will feel differently about

this issue. From 9-11 years old, your child might start to show more

independence from your family and more interest in friends. From 10-14 years

old, your child might want to spend more time in mix gender groups, which

7
might eventually end up in a romantic relationship (can become central life.

Friendship might become). From 15-19 years old, romantic relationship can

become central life. Friendship might become deeper and more stable.

Many teenagers spend a lot of time thinking and talking about being in

a relationship. In these years, teenager relationships might last only a few

weeks or months. It is also normal for children to have no interest in romantic

relationship until their late teen, some choose to focus on school works,

sports, or other interest younger teenagers usually hangouts together in

groups. They might meet up with someone special among friends, and then

gradually spent more time with that person alone, if your child wants to go out

alone with someone, special talking about it with him can help you get a

sense of whether he is already. If the person your child interested in is older

or younger. It could be with mentioning that people of different ages might

want different things from relationships.

During adolescence, teens become interested and involved in dating

because of the desire to belong with other. As a result. It is clean that over the

time, romantic relationship gain in importance. Adolescence crave to nave in

intimate romantic relationship to which love is given and received without

restriction. It is according to the need to belong theory by which individual

have to determination to connect with others in enduring, lose relationship.

Furthermore the theory state that humans “share” the same needs to be a

part or connected with others individual and claims that all individual may live

life better if they are connected. Myer (2010) supported the need to belong

theory by asserting that people who find a person complementing their needs

to whom they can share their problems with make those people more
8
acknowledgeable. Belongingness is supported by close, intimate relationship

which lends to be healthier and happier. Because of this needs to belong, we

can see nowadays that most university students are synchronizing their time

in both academic and romantic aspects. Engaging themselves in this romantic

relationships enables them to feel that someone cares for them, shows

affection to them loves them, etc. in fact Furman (2002) reported that romantic

relationship, become more and more significant to adolescent in their social

world as they also develop from puberty toward late adolescence. In addition,

Myer (2010) said that relationships also consume much of life or university

students, it is proven in the study of Menl d Pennebaker (2003). Most often

these young lexlers have involved in romantic relationships such as

“companionship” feeling of happiness or elations, exclusivity, feeling loved or

loving another intimacy, self-growth and self-understanding, and more positive

self-esteem. These benefits found in a romantic relationship were said to be

the cause of motivation of the students pursuing their studies. However,

Campbell and Oliver (1994) also pointed out some costs which are found in a

romantic relationship, namely; stress and worry about the relationship, social

and non-social sacrifice, increased dependence on the partners, fights, time,

and effort investment and feeling worse about the self which were said to be

the cause of anxiety of the students.

Teens are becoming engrossed in engaging in romantic relationship

because they find it rewarding. This is according to the theory of Reward

needs satisfaction model where in people engage their self in dating because

their partners provide them reward by meeting their needs in the aspect of

friendship, love, pleasure and etc. Also Argyle (1992) suggest that the

9
chances for liking someone and forming a relationship with them increases

when someone help a person overcome the state of sadness by giving

comfort and support.

People who invest themselves in romantic relationships afford great

opportunity for theoretical development and relational well- being according to

the self-determination theory Deci and Ryan (2008). That is why more and

more students are coinciding their time in both Romantic and Academic

Aspect.

As a researcher we tackle about the impact of having relationship in I-

ACCESS students in their academic performances. This study aims to

determine the impact of having relationship between their studying. We would

like to study if being in a relationship .as a researcher we notice that young

teenagers having a relationship status that can affects their academic

performances. We choose this topic because we would like to see if there is

an effect having a relationship while studying and helps them to know what

are the advantages and disadvantages having a relationship

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Research Locale

Our research are conducted in the Iligan Access Institute of

Technology Incorporated ,located at 3rd floor Deleste Building Supermarket

Pala-o,Iligan City. The respondent will be interviewed, through giving them

questioner. This study will conduct in the first semester of the year 2019-2020.

Figure 1. Location of Iligan Access Institute of Technology Incorporated

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Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Socio-demographic profile of

the respondent:

a. Age
IMPACT OF EARLY
b. Gender
RELATIONSHIP TO
c. Grade level ACADEMIC
PERFOMANCES
Early relationship affects the
academic performance of the
students?

Figure 2. Conceptual Paradigm

The conceptual framework of this research shows the relationship of

independent and dependent variables. This study focused to know if it there is

an impact of Early Relationship to their academic performance among the

students of I-ACCES.

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Statement of the problem

This study aims to know impact of early relationship to academic

performance of the students.

Specifically it seeks to find the answers to the following questions:

1. What is the socio-demographic profile of the respondents in terms of:

a. Gender

b. Age

c. Status

2. How old a students entered relationship?

3. Does early relationship affects the academic performance of the

students?

Null Hypothesis

There is no impact between the early relationship and academic

performance among selected grade 11 students in I-Access.

Alternative Hypothesis

There is an impact between the early relationship and academic

performance among selected grade 11 students in I-Access.

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Significance of the study

To the Parents. This study will help them to be aware in their children

in terms of in relationship. Also for them to be aware the effect of their child’s

academic performances.

To the Teachers. This study will help the teachers to educate their

students about the effects of early relationship to their academic performance.

To the Administrators. This study will give them a hint to improve their

learning that impact of early relationship can possibly affects the academic of

the students.

To the Readers. This study will help the readers to have an insight

about the possible impact of early relationship on their academic

performance.

To the Future Researchers. This study is helpful to them and in order

to gain information or related studies. Also, the researchers want to give you

some insight into how or what you can do if you are experiencing this kind of

problem in your study as a senior high school student.

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Scope and Limitation

The respondents are the students of senior high school. It’s all about

the early romantic relationship of teenagers that effect the performances of I-

Access students. It will be conducted inside the school of Iligan Access

Institute of Technology Incorporated.

The researchers conducting this study because they can share their

insight, suggestion and opinion regarding this matter. They really want affects

one’s studies the researcher conduct this because this is todays generations

problem. Assisting and helping in accessing their selves in their current life

situation. The researchers conduct through asking question to the researcher.

15
Definition of Terms

For clearer understanding of the terms used in the study, the following

are defined operationally.

1. Adolescence - a period or stage of development, as of a society

preceding maturity intellectual property.

2. Personal Identity - the concept you develop about your personality or

yourself.

3. Personal Attachment - enduring the emotional bonds that develop

between adult and another in an intimate relationship.

4. Immaturity - the state of being less that fully-grown, at least acting in a

childish or silly manner.

5. Academic performance - is a reflection of how well a student performs

in school. In this paper it is measured by the student’s average grades,

studying and absences. This term is used as the main topic of the

study.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature, related studies, and

relationship of the previous studies to the presents study.

Related Literature

This study used to investigate the effect of early relationship to

academic performance in senior high school students in I access students in

Academic strand and TVL. Frequent dating behavior and early relationship

showed the significant effect on both academic outcomes. Humans,

particularly adolescents get involve in romantic relationships with variety of

reasons. According to Aristotle, humans are ‘social animals’ which made them

long to form an intimate relationship in which love can be given by the

persons close to them, they are secured with the trust and confidence that

they are acceptable to individuals whom they can depend on for the

satisfaction of their needs. Raman {2010} sates that being romantic

relationship involves the physical contact which causes chemical arousal to

the persons involved and at the same times gain love and confidence in which

they are longing for vasopressin and endorphins which causes ‘short term’

joy and pleasure . On the other hand, according to aren’t {as cited in fincham

and cui,2011} ‘late adolescent’ is the stages where teenagers experienced

how to be totally and socially independent. This is the time for curiosity and

exploration in choosing and having partner, and explorer this kind of curiosity

that somehow leads to romantic relationship. However, this kind of

relationship may not lead to a pleasant and intensive love affair. This is just a

17
result f their inquisitive mind and a sort of finding on how to fit into the

world.Luqman 2009 said that an adolescent relationship plain important role

to adolescent as it develop the ability for committed relationship. Additionally,

Pelt 2004 stated that those relationship help develop personality. Also added

that it is a way of knowing ones unique qualities at the same time choosing

the right life partner. Moreover, researcher theorized that romantic

relationship is essential to the development of adolescent in different aspect

such as “transformation of family relationship, close relationship with peers,

sexuality and career planning. Furman 2002, according to Lucas and Curpus

2007 romantic relationship can increase learners sense of belongings, self-

respect and self- acceptance, and provide a positive climate for learning and

increase academic performance. According to the theory of incentive

approach of motivation, the desirable properties of external stimulation

whether the grades, money. Moreover theorist suggested that romantic

relationship has a great role the academic performance of adolescents.

Vgotskys theory.

Related Studies

Developing a romantic relationship in considered as an elating

experience by many youth. Pre-marital romantic relationship develop through

the curse of adolescence and young adolescents can characterize romantic

relationship with passion and commitment which were consistent with adult’s

view of love (Connolly, Craige, Goldbreg&Pepler, 1999). Over a period of time

they develop strong belief about love and they endorse that involvement in

romantic relationship conquers all aspect of life (Knox, Marty, Schacht

18
&Zusman. 1999). During teenage years there are significant increases in

behaviors related to romantic interests and analyzing from a lifespan

perspective, romantic experience could represent a singular phase of

meaningful development spanning across periods (Collins, Hennighawen,

Schrnit&Sroufe, 1997). It was an understood that adolescents functioning in

teenage romantic relationship were contributed by caregiver-child and peer

relationship from early stages including pre-school and middle adulthood.

Thus, modernity really affects our life from button to top. In addition, today’s

teenagers are aggressive in things which they interest to, they think that in at

their age the impossible can make it possible and they believe it.

Shulman and Scharf (2002) studied adolescent romantic behavior and

perceptions by examining demographic variable and dating experience.

Furthermore, associations between the quality of relationships with parents

and peers and effective intensity with a romantic partner were investigated.

One hundred and eight Isreali adolescents were interviewed and assessed.

The result of the study suggested that older adolescents had more romantic

partners and also showed fewer romantic perceptions pertaining of

companionship and excitement. Related studies developing a romantic

relationship in considered as an elating experience by many youth. Premarital

romantic relationship develops through the curse of adolescence and young

adolescents can characterize romantic relationship with passion and

commitment which were consistent with adult’s view of love (Connolly, Craige,

Goldbreg&Pepler, 1999). Over a period of time they develop strong belief

about love and they endorse that involvement in romantic relationship

19
conquers all aspect of life (Knox, Marty, Schacht &Zusman. 1999). During

teenage years there are significant increases in behaviors related to romantic

interests and analyzing from a lifespan perspective, romantic experience

could represent a singular phase of meaningful development spanning across

periods (Collins, Hennighawen, Schrnit&Sroufe, 1997). It was an understood

that adolescents functioning in teenage romantic relationship were contributed

by caregiver-child and peer relationship from early stages including pre-school

and middle adulthood. Thus, modernity really affects our life from button to

top. In addition, today’s teenagers are aggressive in things which they interest

to, they think that in at their age the impossible can make it possible and they

believe it. Shulman and Scharf (2002) studied adolescent romantic behavior

and perceptions by examining demographic variable and dating experience.

Furthermore, associations between the quality of relationships with parents

and peers and effective intensity with a romantic partner were investigated.

One hundred and eight Isreali adolescents were interviewed and assessed.

The result of the study suggested that older adolescents had more romantic

partners and also showed fewer romantic perceptions pertaining of

companionship and excitement. According to Furman (2002), romantic

relationships become more and more significant to adolescents in their social

world as they also develop from puberty towards late adolescence. This show

how prevalent is romantic relationship among adolescents. Luqman (2009)

said that an adolescent relationship plays an important role to adolescents as

it develops the ability for committed relationships. Additionally, Pelt (2004)

stated that those relationships help develop personality. She also added that it

is a way of knowing one’s unique qualities of opposite sex and at the same

20
time choosing the right life partner. Moreover, researchers theorized that

romantic relationship is essential to the development of adolescents in

different aspects such as “transformation of family relationships, close

relationships with peers, sexuality, and career planning” (Furman,

2002).Considering the romantic relationships involved and the amount of

pressure given to the students by their teachers, we assume that there will be

an effect of romantic relationship on the academic performance of the

students.

Relationship of the Previous Studies to the Presents Study

There are several studies conducted both foreign and local literature

related to the effect of early relationship to their academic performance

among the senior high students. Humans, particularly adolescents get involve

in romantic relationships with variety of reasons. According to Aristotle,

humans are ‘social animals’ which made them long to form an intimate

relationship in which love can be given by the persons close to them, they are

secured with the trust and confidence that they are acceptable to individuals

whom they can depend on for the satisfaction of their needs.

21
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research method or design, research

population or respondents and sampling techniques, research instrument,

validation of instrument, data gathering procedure, and treatment of data.

Research Method or Design

Researchers used the correlational research design under the

quantitative method of research to determine if there is an impact of early

relationship to academic performance among the selected grade 11 students

in I-Access on their first quarter academic performance. A correlational study

is a type of research design where a researcher seeks to understand what

kind of relationships naturally occurring variables have with one another. In

simple terms, correlational research seeks to figure out if two or more

variables are related and this is under non-experimental research, this method

or design is applicable in the study because it helps the researchers to

determine if there is a correlation between early relationship and academic

performance of selected grade 11 students in I-Access.

Research Population or Respondents

Our respondents are the grade 11 selected students in I-access there

are 4 section but we select 2 sections in grade 11 for our respondents and the

total of the students are 87 respondents.

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 Table 1. The Total Number of Respondents per Gender

Gender Frequency Percentage

Male 34 55
Female 29 45
Total 63 100

Sampling Techniques

The researchers used purposive sampling in choosing the

respondents. Purposive sampling, also known as judgmental, selective, or

subjective sampling, is a form of non-probability sampling in which

researchers rely on their own judgment when choosing members of the

population to participate in their study.

This sampling method requires researchers to have prior knowledge

about the purpose of their studies so that they can properly choose and

approach eligible participants.

Researchers use purposive sampling when they want to access a

particular subset of people, as all participants of a study are selected because

they fit a particular profile. . Since the study focuses if there is an impact of

early relationship toothier academic performance among the selected grade

11 students in I-Access on their first quarter academic performance, through

the use of purposive sampling technique the researchers carefully identify and

select the respondents of the study, since it only focuses to the students who

are in early relationship

23
Research Instrument

The questionnaire was the main instrument used in gathering data in

this study. The questionnaires consist of items that determined if there is an

impact of early relationship to academic performance among the selected

grade 11 students in I-Access on there first quarter academic performance.

Close ended questions was included in the questionnaires. The questioning

methods are in checklist form. Survey questionnaire is a set of questions used

in a survey. The survey questionnaire is a type of data gathering method that

is utilized to collect, analyze and interpret the different views of a group of

people from a particular population. The survey questionnaire has been used

in different fields such as research. The questionnaire that asked to the

students consisted of three different sections: Part 1 - socio-demographic

Profile; Part 2 - Sessions spend on their relationship Part 3 - Academic

Performance.

Validation of Instrument

The questionnaire designed for the study was subjected to a validation

process for Face Content Validity. Professionals have consistently

distinguished between actual validity and face validity. Anastasia (1988)

begins a section on face validity as follows:

"Content validity should not be confused with face validity. The latter is not

validity in the technical sense; it refers, not to what the test actually measures,

but to what it appears superficially to measure. Face validity pertains to

whether the test "looks valid" to the examinees who take it. the administrative

personnel who decide on its use, and other technically untrained observers

24
Describing the "administrative personnel" or the "technically untrained

observers" as subject matter experts (SMEs) and asking them to offer an

opinion on whether the test "looks valid" does not alter the methodology. A

non-professional is being asked to determine whether the test is valid or not.

Labeling the non-professional an SME does not transform face validity into an

acceptable validation strategy.

Collecting the opinions of the non-professional SMEs on forms and asking

them to assign numbers to their opinions produces "data," but does not

remove the process from the face validity category. The data is simply a

quantification of opinion. It allows the calculation of means, standard

deviations, interpreter correlations, and many other possible statistics. Once

the trappings of empirical research are applied to the SMEs' opinions it is

easy to lose sight of the fact that they are, after all, the opinions of laymen

about the degree to which the test "looks valid" to them.

The label: "quantitative face validity" was chosen as a name for this procedure

to emphasize the fact that despite the "scientific" appearance of the report, it

is still only face validity.

Data Gathering Procedure

The purpose of our questionnaire is to determine and how grade 11

selected students improve or enhance their academic performance in terms of

early relationship. And we gather by survey questionnaire and we made a

consent letter to get the permission of the teacher and principal to authorize

the distribution of the questionnaire to our respondents, and we asked the

help of the adviser of selected to administer their students. The students were

given enough time in answering the questionnaires. The questionnaires used

25
in data collection were based on the previous studies, published and

unpublished thesis, articles and etc. which are relevant to the present study.

Treatment of Data

The researchers will be using statistical treatment to determine the

percentage. Percentage is used by the researchers to covert the numerical

data gathered from the questionnaire.

Percentage - used to determine what proportion of the respondents belongs

to a specific category.

Formula:

P = F/N x 100

Where:

P = stands for percentage (%)

F = stands for frequency

N = total number of respondents

100 = Constant Value

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 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in the

study to answer the problems raised in the previous chapter. The research

problems enumerated in Chapter 1 serve as the guide for the presentation,

analysis, and interpretation of data.

1. Socio-demographic profile of the respondents

Table 2.Gender of the Respondents

Gender Frequency Percentage

Male 22 34.92%

Female 36 58.06%

Total 58 92.06%

The pie graph shows that 22 (35%) of the respondents are male and

36(58%)of the respondents are female. And the total of the male and female

respondents is 58(92%).

Table 3. Age of the Respondents

Age Frequency Percentage

15-18 58 92.06%

19 above 3 4.7%

Total 61 96.82%

The pie graph shows that58 (92.06%) of the respondents are

15-18years old, are 3(4.7%) are 19 years old.

27
 Table 4.Status of the Respondents

Status Frequency Percentage

single 44 69.84%

In relationship 15 23.80%

total 59 92.16%

The pie graph shows that44 (69.84%) of the respondents are single students

but engaged in early relationship, 15(23.80%) are in relationship students.

2. How old a students entered relationship?

Table 5. Age of the respondent when they entered relationship

Total no.
section 11-15 16-19 20 above frequency and
percentage
F % F % F % F %

6 9.52 11 17.46 0 0 17 26.98

Chives

2 3.17 6 9.52 0 0 8 12.69

Fennel

11 17.46 24 30.09 4 6.34 39 53.84

Thyme

19 30.15 41 57.07 4 6.34 47 93.51

Total

The table shows that Grade 11 section Thyme 17.46% age of 11-15

years old30.09%age of 16-19 years old, 6.34% age 20 above and the total no

53.84%, Grade 11 section Chives 9.52% age of 11-15 years old,17.46%age

of 16-19 years old, 0% age 20 above and the total no 26.98%,Grade 11

28
section Fennel 3.17% age of 11-15 years old9.52%age of 16-19 years old,

0% age 20 above and the total no 12.69%,Therefore, the alternative

hypothesis that there is no impact between the early relationship and

3. Does early relationship affects the academic performance of the

students?

Table 6. Does early relationship involve you to make your grades High?

Sections Yes No Total no. frequency

and percentage

F % F % F %

4 7 14 22.22 18 28.56
Chives

1 1.58 5 7.93 6 9.51

Fennel

12 19.04 27 42.85 39 61.89

Thyme

16 26.94 46 75 63 99.96
Total

The table shows that Grade 11 section Thyme 19.04% answered yes

and 42.85% answered no a of 61.89%, Grade 11 section Chives 7%

answered yes and 22.22% answered no a total of 28.56%, Grade 11 section

Fennel 1.58% answered yes and 7.93% answered no a total of 9.51%. It

could be seen in the table 6 that the total percent of yes shows that there is

26.94% and 75% no. Therefore, the alternative hypothesis that there is no

29
impact between the early relationship and academic performance among

selected grade 11 students in I-Access will be accepted.

Table 7. Does early relationship involved you to make your grades low?

Section yes no Total no. frequency

and percentage

F % F % F %

10 15.87 11 14.3 17 33.33

chives

7 11.11 4 6.4 7 20.63

Fennel

17 26.98 22 34.9 39 61.9

Thyme

28 47.6 31 55.6 59 115.86

Total

The table shows that Grade 11 section Thyme 26.98% answered yes

and 34.9% answered no a total of 61.9%, Grade 11 section Chives 15.87%

answered yes and 14.3% answered no a total of 33.33%, Grade 11 section

Fennel 11.11% answered yes and 7% answered no a total of 20.63%. It could

be seen in the table 7 that the total percent of yes shows that there is 47.6%

and 55.6% no. Therefore, the alternative hypothesis that there is an impact

between the early relationship and academic performance among selected

grade 11 students in I-Access will be accepted.

30
 Table 8. Does early relationship affects the academic performance of

the students?

Sections Yes No Total no. Frequency

and Percentage

F % F % F %

Chives 12 19.04 5 7.93 17 26.97

Fennel 4 6.34 4 6.34 8 12.68

Thyme 16 25.39 22 34.92 38 60.31

Total 23 50.77 31 49.19 63 99.96

The table shows that Grade 11 section Thyme 25.39% answered yes

and 34.92% answered no a of 60.31%, Grade 11 section Chives 19.4%

answered yes and 7.93% answered no a total of 26.97%, Grade 11 section

Fennel 6.34% answered yes and 6.34% answered no a total of 12.68%. It

could be seen in the table 7 that the total percent of yes shows that there is

50.77% and 49.19% no. Therefore, the alternative hypothesis that there is an

impact between the early relationship and academic performance among

selected grade 11 students in I-Access will be accepted.

31
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter summarizes the whole research process. A brief summary

of the whole study is given. It also provides a summary of the main findings of

the study, conclusions of the study and recommendation.

Summary

This study was conducted to determine if there is an impact of

early relationship among the selected grade 11 students in I-Access on their

first quarter academic performance. The researchers used correlational

design under quantitative method of research to determine if there is an

impact of early relationship among the selected grade 11 students in I-Access

on their first quarter academic performance. Purposive sampling technique

was used to select the respondents of the study since it only focuses to the

students who are inclined in early relationship, a total of thirty (63) Grade 11

selected students are the respondents of the study. Researchers used

questionnaires as a main instrument to gathered necessary data for the study.

Percentages were used to analyze and interpret the data gathered.

Summary of Findings

1. Socio-demographic profile of the respondents in terms of:

a) Age. Out of 63 respondents, majority of the respondents (58.06%) are

female and the least (34.92%) are male.

b) Gender. The research had total respondents of thirty (63). Majority of

the respondents (92.06%) ages 15-18 years old and the least (3%) ages

19 years old.

32
c) Status. The research had total respondents of thirty (63). Majority of the

respondents (69.84%) are single and the least (23.80%)are in relationship.

2. How old a students entered relationship?

The research had total respondents of thirty three (63). The section thyme

has the highest percentage engaged in early relationship 53.84%

3. Does early relationship affects the academic performance of the

students?

The research had total respondents of thirty three (63). The section thyme

total answered is 60.31%, section Chives total answered 26.97%, and section

Fennel total answered 12.68% .Therefore early relationship affect the

academics performance of the students

Pearson correlation coefficient was used to determine the

correlation between the frequencies, early relationship to academic

performance of the students. It shows in the verbal interpretation that the

computed r is low negative correlation, low positive correlation and negligible

correlation. Therefore, the null hypothesis that there is no correlation between

playing mobile legends and academic performance of the students will be

accepted. It means that the academic performance of the students and

frequency, are not significantly related.

33
 Conclusion

Based on the above mentioned findings, the researchers conclude that

majority of the respondents are engaged early relationship who usually are

male Most of them identified themselves as their age Iligan Access Institute of

Technology Incorporated. Although some studies have found a negative and

positive correlation in academic performance of the students Thus, the

hypothesis’s accepted that there is no correlation between early relationship

and academic performance of the students

Recommendation

Based on the findings and conclusions, the researchers hereby present the

following recommendations:

1. The researcher recommend for follow-up research could include the

Behavioral or Psychological Impact of early relationship to Academic

Performance.

2. To the Future researchers they should also include a larger sample size

limited to their age of the students from one particular school or section.

34
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37
 APPENDIX A

Republic of the Philippines

Department of Education
Region X-Northern Mindanao
Iligan Access Institute of Technology, Inc.
3rd Floor Deleste Bldg. Corner, Badelles St.
Pala-o Supermarket, Iligan City
Tel # (063) 223 1804

Consent Letter for Senior High School Students

“IMPACT OF EARLY RELATIONSHIP TO ACADEMIC PERFORMANCE OF

THE STUDENTS”

Researchers:

MIRA AGBAY, ERMA JOY BITE, JENNYVA IBONIA, JACKIN

JERUSPATINDOL, JENNY QUIAPO, IZAERA MAE TABA, MIKE

TABEROS,

Dear Participants,

We invite you to participate in a research study entitled “IMPACT OF

EARLY RELATIONSHIP TO ACADEMIC PERFORMANCE OF THE

STUDENTS”. We are currently enrolled in the Technical Vocational Livelihood

at Iligan Access Institute of Technology Incorporated and we are in the

process of writing our Quantitative Research Paper or Practical Research

38
2. The purpose of the research is to know if there is an impact of early

relationship l among the selected grade 11 students in I access on their first

quarter academic performance

The questionnaire has been designed to collect information on finding out if

there is an impact of early relationship among the selected grade 11 selected

Students in I-access on their first quarter academic performance

Your participation in this research project is completely voluntary. You may

decline altogether, or leave blank any questions you don’t wish to answer.

There are no known risks to participation beyond those encountered in

everyday life. Your responses will remain confidential and anonymous. Data

from this research will be kept under lock and key and reported only as a

collective combined total. No one other than the researchers will know your

individual answers to this questionnaire. If you agree to participate in this

project, please answer the questions on the questionnaire as best you can.

Thank you for your assistance in this important endeavor.

Sincerely yours,

MS. ERMA JOY T. BITE

MR. EMMANUEL A. ENDRIGA
LEADER Practical Research 2
Instructor

39
 APPENDIX B

““IMPACT OF EARLY RELATIONSHIP TO ACADEMIC PERFORMANCE

OF THE STUDENTS”

Section

Test I. Socio-demographic Profile

Gender

Male Female

Age

15-18 19- Above

Status

Single Inrelationship

40
II. Age Entered Relationship

1. How old are you when you entered relationship?

11-15 16-19 20 Above

Test III. Academic Performance

2. Does early relationship involved you to make your grades High?

Yes No

3. Does early relationship involved you to make your grades low?

Yes No

4. Do you think early relationship affect your academic performance?

Yes No

41
 CURRICULUM VITAE

I.Personal Profile
Full Name: Mira S. Agbay
Age: 18
Gender: Female
Date of Birth: December 27,2000
Place of Birth: Iligan City
Civil Status: Single
Home Address: Zone 1 Abuno ,Iligan City
E-mail: agbaymira700@yahoo.com

II. Educational Background

Elementary: Abuno Elementary School
Secondary:
Junior High School: Abuno High School Annex (AHSA)
Senior High School: Iligan Access Institute of Technology , Inc.

III. Family Background

Father’s Name: Elmer B. Agbay
Occupation: Construction Worker/Farmer
Mother’s Name: Florita S. Agbay
Occupation: Housewife
No. of Siblings: 5

42
 CURRICULUM VITAE

I.Personal Profile
Full Name: Jennyva Ibonia
Age: 18
Gender: Female
Date of Birth: April 16, 2001
Place of Birth: Iligan City
Civil Status: Single
Home Address: Abuno ,Iligan City
E-mail: jennyvaibonia143@yahoo.com

II. Educational Background

Elementary: Amado Pitogo Memorial School
Secondary:
Junior High School: Abuno High School Annex (AHSA)
Senior High School: Iligan Access Institute of Technology , Inc.

III. Family Background

Father’s Name: Roland Lim. Ibonia
Occupation: Construction Worker/Farmer
Mother’s Name: JeneponIbonia
Occupation: Housewife
No. of Siblings: 4

43
 CURRICULUM VITAE

I. Personal Profile

Full Name: Jenny N. Quiapo

Age: 17 years old

Gender: Female

Date of Birth: January 14, 2002

Place of Birth: Luinab Iligan City

Civil Status: Single

Home Address: Purok 3, Luinab Iligan City

Email: jenny14quiapo@gmail.com

II. Educational Background

Elementary: Taluntunan Elementary School

Secondary: Junior High School: Iligan City National High School

Senior High School: Ilgan Access Institute of Technology, INC.

III. Family Background

Father's Name: Rey A. Quiapo

Occupation: Driver

Mother's Name: Michelle N. Quiapo

Occupation: OFW
No. of Siblings : 4 Position : 2nd

44
 CURRICULUM VITAE

I. Personal Profile

Full Name: Erma Joy T. Bite

Age: 18

Gender: Female

Date of Birth: May 17, 2001

Place of Birth: Iligan City

Civil status: Single

Home Address: Purok 1-A, Pugaan, Iligan City

Email: Ermajoybite@gmail.com

II. Educational Background

Elementary: Dalamas Elemantary School

Secondary:

Junior High School: Espiridion F. Encabo I Memorial High School

Senior High School: Iligan Access Institute of Technology, Inc.

III. Family Background

Father’s Name: Michael L. Lapuz

Occupation: Professional Driver

Mother’s Name: Erma Mae T. Bete

Occupation: Housewife

No. of Siblings: 7

45
 CURRICULUM VITAE

I.Personal Profile
Full Name: Jackin Jerus F.Patindol
Age: 20
Gender: Male
Date of Birth: September 4 1999
Place of Birth: Patag Enagungan Tagoloan lanao Del Norte
Civil Status: Single
Home Address: Patag Enagungan Tagoloan lanao Del Norte
E-mail: JACKINJERUSPATINDOL@YAHOO.COM

II. Educational Background

Elementary: Soltan Palao Ali Memorial Elementary School
Secondary:
Junior High School: Patag Enagungan Tagoloan lanao Del Norte
Senior High School: Iligan Access Institute of Technology , Inc.

III. Family Background

Father’s Name: Nicomides S. Patindol
Occupation: Construction Worker/Farmer
Mother’s Name: Tiresita B. Fajardo
Occupation: Housewife
No. of Siblings: 7 Position:5

46