Statistics

Tuesday, March 13, 2012

The effects of having a

relationship to the academic
performance of CFAD students
By:
3IND2
Ronco, Dianne
Sinocruz, Edzel
Tayag, Marivin
Tirado, Steven
Tomagan, Marianne
Uy, Stephen

CHAPTER 1

Introduction:

We chose this as our topic because we would like

to see the difference or the effects of having a
relationship while studying. We notice that now
a day’s having a relationship is increasing, we
would like to study if being in a relationship
helps or not.

Objective:

Our objective for this study is that what would

students prefer or would like while studying.
What happens to student in a relationship and
who are not? What would must be our guidance
to students who is having a hard time coping in
studies while having a relationship and to those
who are doing fine?

Problem of the study:

When it comes to college having relationship is

part of it, and as a person being attracted to
opposite sex is normal. Having a burden or
relationship not only in your life but also in your
time may affect someone’s studies. In now a
day’s many student are having relationship while
studying, what we want to know how this
student be able to maintain their relationship to
opposite sex and their performance in their
studies.

Background of the study:

Education is one of the highest achievement and

the trademark on how you are being recognized
not only at work but also the people whom you
met in your everyday life and the key in
attaining our goal. Its importance in life is what
make us who we really and what are we capable
of that lead us to progress and develop further
more. It isn’t a tangible product rather it’s an
intellectual property that each of us uniquely
have, but before we have this information
we take it as a step by step process. And college
is one of the basic needs in education
attainment in order for us to have a formal job.
When talking about college student life, we
experience plenty of things socializing and
having friends is one of it, but what the
relationship of being friends went up to the next
level where in the both opposite sex developed
to each that development resulted to what we
psychologically called love in which both person
has the emotion of affection and personal
attachment. Having relationship is part of the
environment in life and many says it serves as a
inspiration and feeling that someone is there for
there to accompanied him, but as a student the
question is how it does affect the performance
and emotion of each in their studies? What’s the
difference of with and without relationship? How
would students budget their time in order for
them, as a partner, maintain that relationship
they have?

Scope and Limitation:

Our focus is the students here in College of Fine

Arts and Designs. We will survey to those
students who are in a relationship. What are the
effects either good or bad? What are more good
in influencing their partners the guys or the
girls?

CHAPTER 2

REVIEW OF RELATED LITERATURE:

According to the article

EFFECTS OF ROMANTIC RELATIONSHIPS ON
ACADEMIC PERFORMANCE
MATTHEW E. KOPFLER DEPARTMENT OF
PSYCHOLOGY LOYOLA UNIVERSITY Sponsored by:
MUKUL BHALLA

---

ABSTRACT
This study was conducted to discover whether or
not there is an association between academic
performance and involvement in a romantic
relationship amongst undergraduate college
students. The variables looked at were dating
status (single or involved), level of involvement
in the relationship, and grade point average.
Variables were calculated on a survey measuring
relationship and school satisfaction. Seventy-five
undergraduate students attending Loyola
University New Orleans were surveyed.
Approximately fifty-one percent of those
surveyed were involved in a relationship. The
relationship assumed between grade point
average and dating status was not supported by
the data. However, students involved in a
relationship experienced more stress when
facing deadlines for school. The data has not
revealed any clear correlation in the study
between dating status and academic
performance, though hopefully further research
in this idea will prove beneficial.

INTRODUCTION

On a daily basis, college students are faced with

a conflict of interest: to study or not to study.
Often times these decisions are affected by
outside factors that are beyond the control of
the student (i.e. work, athletics, involvement in
organizations). One other factor that is believed
to be a major influence is the existence of a
significant other. While involved in a relationship
during college, one might be forced to choose
either studying for school or spending time with
the significant other, leaving the student with
increased amounts of stress. Level of
commitment to the relationship must also be
taken into consideration. A student who is
involved in an exclusive relationship differs from
the student involved in a casual dating
relationship. Many factors contribute to a
student’s struggling grades; the aim of this
research was to isolate the effects of dating on a
student’s academic performance.
An article found on the Internet, which related
to the topic of interest, showed research where
Sgobbo(2000) studied the disadvantages and
advantages of dating in college. It was found
that one hundred percent of the fifty male
participants surveyed agreed that dating in
college provides benefits. It was also shown that
males who dated while in college felt a higher
level of self-esteem through social interaction.
Dating provided them constant interaction with
students
of the opposite sex. The research mainly focused
on the benefits of these relationships in college
as it related to the individuals self esteem and
interaction while in social settings. An
individual’s social skills are being developed
throughout life. One of the most crucial times in
this development is high school.
A study conducted by Quatman, Sampson,
Robinson and Watson (2001) among high school
students in California. Researchers examined the
relationship between dating status and academic
achievement, academic motivation, depression,
and self-esteem. Although high school students
do not face as many distractions, the affiliation
can still be made between the two. The research
focused on the frequency of dating and not so
much the level of commitment. Results showed a
relationship between dating more frequently and
lower academic performance.
Dating frequency and level of commitment are
two of the underlying factors that define a
relationship; marriage being the highest level of
commitment and frequent dating of more than
one person being towards the bottom of the
scale. Research conducted by Chilman and Meyer
(1963) in the early sixties surveyed academic
performance of undergraduate married students
as compared to the single undergraduates.
Researchers followed a sample through one
semester of school. One of the objectives of the
study was to find if married undergraduates
achieved higher success in college through
future vocational plans. Researchers used a
stratified random sampling of one hundred nine
married men and women, forty-seven single men
and fifty-five single women. Grades from the
previous semester were obtained and compared
to the grades from the current semester,
measuring academic performance. Results
indicated differences based on (1) educational
values, goals, and attitudes (2) family
background, current life situation (3) dating and
courtship (4) perceived satisfaction. Of the
participants followed that semester, the married
couples received higher G.P.A.’s. Married couples
were shown to have a goal minded approach to
academics. Dating is shown to affect students
both favorably and adversely, but the present
seems to be affected by a person’s future plans.
Archival data was studied by Vockell and Asher
(1972) in the early seventies that related to high
school seniors dating frequency and their
scholastic aptitude, achievement, and school
related activities. Future plans of the individuals
positively affected their frequency of dating,
with respect to certain occupational goals.
The main theme involved in most of the
literature from the past was frequency of dating.
All of the studies were conducted in a manner as
to relate the prevalence of a significant other to
the student’s academic achievement.
Researchers were able to find a positive
correlation to the role of dating on academic
achievement.
Researchers studied the main hypothesis that the
prevalence of a significant other negatively
affects the academic performance of an
undergraduate student. Our study intended to
positively link these two factors. Students
answered questions regarding personal life and
habits that might affect their academic
performance in a self-reporting survey. Data was
synthesized in hopes of finding the existence of
a relationship between social dating and
academic performance. Acknowledging that
attaining an undergraduate degree requires a lot
of time and involves many increased stressors
associated with that time adding one more
person’s beliefs and wants to the
equation leads to strain in the classroom. If
students are involved in a social dating
parameter, then school will in turn suffer.

METHOD

Seventy-five participants took part in the study

ranging in age from eighteen to twenty four. The
population consisted of undergraduate students
from Loyola University who participated on a
strictly voluntary basis. The participants
selected, to the best of the investigator’s
knowledge represented all racial/ethnic groups.
Participants were encountered both in the
classrooms at Loyola and in random social
interaction. Convenience sampling was used in
the selection of the participants. The most easily
accessible students were those attending
undergraduate studies at Loyola University New
Orleans.
Packets for the research contained the thirty
three-question survey and two informed consent
sheets, one for the researcher and one for the
participant. The informed consent sheet
disclosed information about the research and
provided the participants with information
regarding any counseling that might be needed
because of the study. The survey consisted` of a
broad range of questions aimed at gauging the
student’s level of involvement in a relationship
and its adverse affects on their schoolwork. The
first thirteen questions regarded biographical
information of the participant, i.e. “working
status, relationship involvement, age and
approximate GPA.” The remaining twenty
questions were rated on a scale of one through
five and were intended to gauge the participants
social involvement, i.e. “Spending time with
your significant other takes time away from
school?” Questions pertaining to the student’s
academic performance were asked to coincide
with the participant’s relationship status.
Number seventeen of the survey was put in place
to eliminate participants not fully cooperating.
It requested the participant to simply answer the
question “1” on a scale of one to five.
The design was non-experimental correlational
research. The two variables evaluated were
grade point average and dating status. Procedure
asked the participants to fill out a survey
prepared for the research. For the purposes of
remaining anonymous, participants were also
asked not to put their names any where on the
survey. Participants were given up to 15 minutes
to perform this task, although extra time was
allotted if needed. Once the task was
completed, participants were debriefed and the
experimenters answered any questions they may
have. No potential risks were expected. Students
were instructed that all information surveyed is
both voluntary and anonymous. Information
regarding counseling services on campus was
provided to all participants.

REULTS

An independent samples T-test was performed to

find any relationship between grade point
average and involvement in a romantic
relationship. It was hypothesized that students
who were involved in romantic relationships
would not perform as well academically in
undergraduate course work. However, statistical
data was not obtained to support the theory (t <
.01, N.S.). A relationship was observed between
participants involved in relationships and higher
levels of stress. Deadlines coupled with
academic motivation illustrated higher levels of
stress amongst participants involved in
relationships as measured by a Pearson
Correlation (p = .486).
In a sample of seventy-five undergraduate
students attending Loyola University New
Orleans, the mean age was 20.7(SD = 1.67) and
the mean grade point average was 3.09(S.D. =
.57).

DISCUSSION

The main hypothesis of the study was that

students involved in romantic relationships
would not perform academically as well as their
counterparts who do not date in college. No
significant relationships were found between the
two variables of grade point average and
involvement in a romantic relationship. In fact,
the t value was so insignificant the number must
be taken out four decimal places. Although the
original hypothesis was not statistically proven,
a correlation was found between motivation and
higher stress levels amongst the participants
involved in romantic relationships. Students
involved in relationships were motivated more to
perform academically (p = .322) and faced
higher stress level in facing deadlines (p = .28).
Individuals involved in relationships are forced to
manage their time and experience more
stressors because of the relationship. Time
management was believed to be a deciding
factor in an individual’s performance in school,
therefore participants were asked to provide an
approximation of time spent during the week.
Time was broken down into three activities:
studying, working, and time spent with the
significant other. Amount of time studying on an
average week was analyzed with a mean score of
14.8 (SD = 9.9). Approximately 63% of the
students surveyed worked either part time or
full time occupying a mean of 11.22(SD = 9.96)
hours per week. An individual’s significant other
occupied approximately a mean of 13.16(SD =
19.83) hours per week.
A higher number of participants would have been
beneficial to the research. Seventy-five students
did not prove to be a big enough sample.
Researchers used a convenient sample, but in
the future would recommend a larger sample
size from differing sources. Another factor
influencing data was the composition of the
survey. The scale, rating zero through five,
should have been presented at the top of each
page limiting the amount of confusion from
flipping back to the original scale. Numbering
might also been improved. The scale used rated
strongly disagree as a numerical value of five
and strongly agree rated as a one. Data might
have been compromised by the confusion of the
participants.
Romantic relationships, or the lack there of, play
a role in the majority of people in society.
Individuals involved in relationships face
shoulder more responsibility than their counter
part. Factoring in the beliefs and ideas of
another person into daily decision-making,
posses’ unique challenges to the individuals
involved; challenges that are widely accepted
and enjoyed throughout the world on a regular
basis. It is partaking in these relationships which
shape and mold people into the individuals that
they are.

Base on another article

Library Philosophy and Practice 2010

ISSN 1522-0222

The Effect of Social Factors on Students'

Academic Performance in
Nigerian Tertiary Institutions

S.S. Umar
I.O. Shaib
D.N. Aituisi
Department of Statistics
N.A. Yakubu
Department of Computer Science
O. Bada
Department Of Statistics
Federal Polytechnic
Auchi, Nigeria

Introduction

College life can be stressful, although it is

undoubtedly one of the most memorable
experiences in one's life. It represents a critical
developmental period for both late adolescents
and young adults (Chickering, 1969). Social
factors such as romantic relationships,
organizations and clubs, and sports activities
have been found to have effects on students'
academic performance. These social factors
affect academic performance in terms of time
demanded and the psychological state they may
cause. A student may be influenced to be
involved in any of the stated variables. The
question is how one strikes a balance between
the stressful academic attainment and social
activities.

Environment

Environment comprises factors that play a role in

academic performance. The environment may
be physical or socio-physical. All factors have a
direct or indirect relationship with students'
performance.

Romantic Relationships
The daily routine of university life brings new
sleeping and eating habits, increased workload,
and new responsibilities. University students are
prone to stress due to the transitional nature of
university life (Wright, 1967). They must adjust
to being away from home, perhaps for the first
time, and maintain a balance between high level
of academic success and a new social
environment. These daily stressors do not cause
anxiety by themselves. Stress results from
interactions between stressor and the
individual's perception and reaction to them
(Romano, 1992). The amount of stress
experienced may be influenced by the
individual's ability to effectively cope with
stressful events or situations (Zurilla and Sheedy,
1991).

A romantic relationship may ease environmental

stress (Berger, 1997). Paul and White (1990)
observe that being in an intimate relationship
involves trust, sensitivity, and responsiveness,
being able to make a commitment, striving for
equity and mutuality. For a student, it also
means working to achieve academic balance.
However, Zimmer and Ginerbec (2001) find
dating has a positive effect on the emotional
health
of adolescents.

Quatman, et. al., (2001) study dating status,

academic performance, and motivation in high
schools in the US state of California, showing
that students who dated more frequently had a
lower academic performance. The study
supported a significant relationship between
dating status and academic achievement, which
can cause serious problems among university
students (Prisbell,1986). While having an
intimate relationship may have benefits for
emotional health, that being overly involved in
dating is associated with a more negative effect
on the psychosocial function and health of
students (Baumeister,1995).

Research Problem

This study is asks the following questions:

What is the effect of romantic relationships on
the academic performance of university
students?

Significance and Objectives of the Study

Academic performance is continuously falling as
student populations are increasing. This paper
looks at social variables and their effect on
academic performance. The study may be
significant to
parents who expect not just excellent
performance but also responsible men and
women outside school.
It may also interest undergraduates and
prospective students who may wish to pursue
excellence in their
chosen academic career.

Research Hypotheses
* There is no significant relationship between
dating and students' academic performance.
* There is no significant relationship between
dating, student cults, clubs and organizations,
excessive sporting, and student's academic
performance
Base on the journal
Relationships between problem behaviors and
academic achievement in adolescents: the
unique role of attention problems.

by Alvaro Q. Barriga , Jeffrey W. Doran ,

Stephanie B. Newell , Elizabeth M. Morrison ,
Victor Barbetti , Brent Dean Robbins

Numerous studies have documented relationships

between a variety of problem behaviors and
academic achievement measures. However, the
results of these studies should be interpreted
cautiously, given the considerable comorbidity of
problem behaviors that often exists among
school-age youth. This study addressed the
relationships between 8 teacher-reported
problem behavior syndromes (withdrawal,
somatic complaints, anxiety/depression, social
problems, thought problems, attention
problems, delinquent behavior, aggressive
behavior) and standardized measures of
academic achievement (overall, reading,
spelling, arithmetic, performance).
The sample comprised 41 boys and 17 girls ages
II to 19 years (M = 15.02, SD = 1.90) enrolled in
an alternative school. Although withdrawn,
somatic complaints, delinquent behavior, and
aggressive behavior syndromes exhibited
significant zero-order correlations with the
academic achievement measures, each of these
relationships was mediated by attention
problems. A post hoc analysis suggested that the
observed association between attention
problems and academic achievement was
primarily due to the inattention component of
the syndrome rather than the hyperactivity-
impulsivity component. The findings are
discussed with reference to theoretical,
research, and treatment implications.

A SUBSTANTIAL BODY OF RESEARCH has

documented associations between problem
behaviors and academic achievement. This topic
has relevance from an educational perspective
that views problem behaviors as serious
impediments to optimal education. From a
psychopathology perspective, low academic
achievement represents a significant risk factor
for poor behavioral outcomes. A systemic
viewpoint posits that behavioral and academic
problems exert reciprocal influences on one
another, which, over time, can negatively affect
the development of individuals and their
environments. Regardless of perspective, a clear
understanding of the relationship between
problem behaviors and academic achievement
will help generate appropriate assessment,
prevention, and intervention strategies for at-
risk or troubled youth.

We are using the term academic

underachievement to denote academic
performance that is below normative age level
rather than discrepant from one's general
cognitive ability (as in the diagnosis of learning
disabilities). A wide variety of problem behaviors
have been linked to academic
underachievement. For example, investigations
have consistently revealed that aggression and
other forms of antisocial behavior display inverse
relationships with academic achievement (e.g.,
Williams & McGee, 1994). Additionally, the
symptoms of attention-deficit/hyperactivity
disorder have shown a robust inverse
relationship with achievement (Faraone et al.,
1993). Problem behaviors associated with
internalizing have also evidenced connections to
academic underachievement, though less
consistently. Anxiety and negativism have been
identified as key personality traits associated
with academic problems (Stevens &
Pihl, 1987). Moreover, several researchers have
linked depressive disorders or symptoms to
underachievement (e.g., Puig-Antich et al.,
1993). It is noteworthy that other researchers
have found no connections between internalizing
symptoms and poor academic performance (e.g.,
Reinherz et al., 1993). At this time, the evidence
regarding this relationship remains equivocal. In
addition to externalizing and internalizing
symptoms, quality of social relations has been
linked to academic achievement and related
variables. A subjective sense of belonging and
interpersonal support has been associated with
higher achievement motivation and educational
plans (Cotterell, 1992; Goodenow, 1993).
Conversely, peer rejection has been found to be
a risk factor for academic underachievement
(e.g., Ollendick, Weist, Borden, & Greene,
1992).

Interpretation of this research should proceed

cautiously. Research of problem behaviors is
complicated by the fact that many children and
adolescents exhibit multiple problem behaviors.
Significant comorbidity among a substantial
proportion of youths has been documented in
referred and nonreferred samples (e.g.,
McConaughy & Achenbach, 1994). Investigators
should be aware of potential confounds that can
result from associated problem behaviors that
are not of primary interest in a particular study.
Specifically, in the present study, a problem
behavior may exhibit a spurious correlation with
academic achievement only because it is
associated with another problem behavior that
plays a more direct or central role in academic
achievement. Studies of externalizing problems
have suggested that aggressive behaviors in
childhood are related to underachievement
primarily because of their associations with
attention problems (e.g., Frick et al., 1991). The
observed relationships between internalizing
behaviors and academic underachievement may
also be primarily due to their associations with
attention problems, although this hypothesis has
not hitherto been tested. This hypothesis is
plausible, however, given that attention
problems are frequently comorbid with
internalizing problems (e.g., Jensen, Martin, &
Cantwell, 1997) and some internalizing disorders
even include symptoms that explicitly refer to
attention difficulties

BIBLIOGRAPHY / SOURCES:

*
http://clearinghouse.missouriwestern.edu/manu
scripts/398.php

* “The Effect of Social Factors on Students'

Academic Performance in Nigerian Tertiary
Institutions,” S.S. Umar, I.O. Shaib, D.N.
Aituisi, N.A. Yakubu, O. Bada. Library Philosophy
and Practice 2010 (March) 2
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