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Misamis Oriental Institute of Science and Technology

Sta. Cruz, Cogon, Balingasag, Misamis Oriental

Practical Research 1

First semester, S.Y 2019-2020

Under

Ms. Ma. Leona Felice Echeveria

A Research study on

“The Effects of Emotional Heartbreak in the Academic Performance among the


Grade-11 Humanities and Social Sciences Students in Misamis Oriental Institute
of Science and Technology in School Year 2019-2020”

By:

Abregana, Jay Marey Princess

Avenido, Mica

Balacuit, Jovel Rey

Budlao, Riza Joy

Colita, Kimberly Mae

Tingzon, Kiall Eric

Virtudazo, Jhon Cliford


Chapter 1. Introduction

I. Background of the Study

It is common for High-School students or any adolescent to experience


emotional heartbreaks. Therefore this study tackles about what are the behavioral and
emotional effects of heartbreak to one individual. First and foremost, heartbreak
happens to an individual who engaged into a relationship that did not work well. It has
also many causes and effects like when you are experiencing this predicament you are
most likely to be silent or you are most likely not to participate in class, you are more
focused on how to save or how to win back the relationship. On the other aspects if you
are experiencing this predicament you keep distance from other people, you no longer
socialize and interact with them. Now and lastly, you are no longer interested in your
academics in the same manner your grades go low. In the instance, if grades go low,
the individual has no hope and it affects and connects with his behavioral approach. In
this study, going through a breakup can change your brain chemistry. Research has
shown that when someone goes through a breakup, they experience a drop in the
production of neurotransmitters like dopamine and serotonin that are associated with
feelings of pleasure and happiness.

“In the immediate aftermath of a breakup, we’re going to experience this abrupt
chemical changes almost as we would a type of withdrawal -- complete with ‘cravings’
to be reunited with our exes,” said Dr. Bianchi. Post-breakup, your brain can enter a
state of acute wanting that can make it difficult to focus on anything else. In fact, this
relative deficit in the neurotransmitters associated with pleasurable feelings can even
give rise to symptoms that resemble clinical depression. If you’re going through a tough
breakup, it’s extremely important that you monitor your mental health and seek
professional help if you feel like you need it or it becomes difficult for you to function
in day-to-day life. Being inlove is the greatest feeling in the world, but having your heart
broken may just be the worst. And it’s not just a state of mind -- it can be physical too.
Sure, you’ll eventually move on and get over him/her completely, but in the meantime,
there are a whole host of unexpected side effects that come with heartbreak.

We choose this research topic because this is very controversial nowadays,


where student engaged in an intimate relationship. They tend to give importance in a
relationship that they have, and give a lot of time for their partners. They can’t avoid for
being in a tough kind of situation in their relationship which may lead into making a
decision of breakup. Breakup brings a big impact in them, it gives many effects whether
it is positive or negative. We want to find out how those kind of breakup affects their
academic performance. If it brings something good or just became a sort of distraction
and became a problem.

II. Research Problem

General Question:

What are the negative effects of an emotional heartbreak among the Grade11
HUMSS students of MOIST.

Specific Questions:

-Have you experience an emotional heartbreak?

-How did it affect you?

-Does it affect your academic performances?

-How did you manage to overcome it?

-Did you notice any changes about yourself after break-up?

-Who are the people that comfort you during your break-up

III. Goals and Objectives

This Study aims to know:

-The negative effects of emotional heartbreak among the students

-The experiences of an emotional heartbreak

-The effects of emotional heartbreak


-The effect of student’s academic performances

-To manage to overcome it

-The changes of yourself after break-up

IV. Significance of the Study

This research would benefit the following: First is the students, they will know
how to prevent worst scenarios during their break-up. Second is the Parents, they will
know the situation of their sons/daughters so that they could give the proper guidance
that the student needed. Lastly, is the teacher, they ca understand the student’s
behavior, character or attitude and they can give a sort of advice or help.

V. Scope and Limitations

This research was conducted at Misamis Oriental Institute of Science and


Technology in Sta. Cruz, Cogon, Balingasag. Particularly in Grade 11 Humanities and
Social Sciences (HUMSS) students for the School Yer 2019-2020.
Chapter 2. Review of Related Literature

For most bereaved individuals, the journey through grief will ultimately culminate
in an acceptable level of adjustment to a life without their loved one. The Kübler-Ross
model postulate that there are five stages of grief after the loss of a loved-one: denial,
anger, bargaining, depression and acceptance. And while it is recognized that
mourners go through initial period of numbness leading to depression and finally to
reorganization and recovery, most modern grief specialists recognize the variations
and fluidity of grief experiences differ considerably in intensity and length among
cultural groups, individually from person to person as well as depending on the
amount of investment put into the relationship.

Ruminating, or having intrusive thoughts that are continuous, uncontrollable, and


distressing, is often a component of grieving, John Bowlby’s concept of searching for
the lost object is about the anxiety and mounting frustration as the mourner remains
lost, frequently sifting through memories of the departed, and perhaps fleeting
perceptions of spectral visitations by the lost individual. When the loss involves “being
left” or” unrequited love, in addition to the above, this mental searching is
accompanied by obsessive thoughts about factors leading to the breakup, and
possibilities for reuniting with the lost individual. When rejection is involved, shame
may also be involved -- the painful feeling of being inherently unacceptable,
disposable, unworthy. (John Bowlby, 2014)

Romantic Breakups

Although most adults are resilient following romantic breakups, some experience
symptoms similar to those of bereavement including intrusive thoughts, insomnia and
depression. In a study conducted by our group, Universities students who
experienced romantic breakups had elevated scores on intrusive thoughts, difficulty
controlling intrusive thoughts and insomnia scales (Field, Diego, Pelaez, Deeds, &
Delgado, 2013). In a regression on this data, scores on this scales contributed to 34%
of the variance on breakup distress which was experience by 58% of the students
following romantic breakups.
Similarly, in a survey of more than 5,000 internet respondents, romantic breakups
were associated with more extreme physical and emotional distress including
exaggerated attempts to re-establish the relationship, angry and vengeful behavior,
drugs and alcohol use (Taylor & Bryant, 2015). Laboratory studies have also been
conducted to assess physiological and biochemical changes associated with
bereavement and romantic breakups including regional brain and neurotransmitter
activity.

Romantic breakups can be followed by symptoms of heartbreak and


bereavement (Prigerson & Jacobs, 2014; Raphael, Minkov, & Dobson, 2014; Davis,
Shaver, & Vernon, 2015), typically, these symptoms have been associated with a loss
from death, although they can also occur following other losses like divorce and
romantic breakups (Prigerson & Jacobs, 2014; Davis et al., 2015).

Intrusive images and attempts to control them are thought to contribute to the
insomnia associated with bereavement. Insomnia, based on actigraphic recordings,
for example, has resulted from unpleasant images (Nelson & Harvey, 2014). And,
unpleasant images have been correlated with sleep onset latency, with more of those
images related to intimate relationships. Pre-sleep images have also been rated as
less controllable than pre-sleep verbal thoughts, although more disengagement has
been noted from images than verbal thoughts (Nelson & Harvey, 2014). Negative
images have also been associated with higher heart rate, which is surprising given
that negative verbal thoughts typically elicit greater cardiovascular responses than
negative verbal images (Vrana, Cuthbert, & Lang, 1986). Attempts to suppress the
images and thoughts often lead to dreams. In one study, participants were asked to
think about a romantic “crush” or a “non-crush” (Wegner, Wenzlaff, & Kozak, 2014).
Although there was no greater dreaming about the romantic “crush,” suppression
enhanced eroticism of the “crush”. Thus, the increased accessibility of intrusive
thoughts resulting from thought suppression transferred even to dreams.
Chapter 3. Methodology

Research Design

This study followed a phenomenology research design. Which it is about sensory


experiences, which include emotional feelings of an individual.

Participants

Our participants in study are the Grade-11 Humanities and Social Sciences
Student of Misamis Oriental Institute of Science and Technology.

Research Locale

Misamis Oriental Institute of Science and Technology is located at Sta. Cruz,


Cogon, Balingasag, Misamis Oriental. It will be done during the first semester of the
school year 2019-2020.

Respondents of the Study

From students at MOIST-SHS grade-11 department one hundred thirty-two (132)


students in total, it consist of 78 female and 54 males. Out of 132 students, only 121
students who participated in our research, composed of 66 females and 48 males on
the conducted research, we verified that there are 93 students who experienced
emotional heartbreaks that composed of 60 female and 33 male students. All
students came from Senior High School Department.

Sampling Methods

In this study we used the Simple Random Sampling, we choose a sample by a


population of students both in female and in male.
Data Gathering

The data that we have in this research study were collected through survey
questionnaire technique. We made a sort of questions that are related to the research
problem to be able to collect data.
Chapter 4. Presentation, Analysis and Presentation of Data

Table 1.

Questions YES NO

1. Have you experienced


93 28
emotional Heartbreak?

2. Does it affect your academic


75 18
performance?

3. Did you notice any changes


86 7
about yourself?

As we can see in the table we ask three questions with only yes or no answer. So,
in question number 1 we asked if they experienced emotional heartbreak, and out of
121 there are 93 students who had experienced emotional heartbreak. In question
number 2, we ask if it does affect their academic performance and there are 75 of
them who answered Yes. In the last question we ask if they had noticed any changes
within themselves and there are 86 of them who answered Yes.

In the follow up questions, which is for those who only experienced an emotional
heartbreak, they could choose more than one answer.

In the first question we ask the students on how they overcome the emotional
heartbreak that they experienced. There are 41 students who answered they
overcome it by focusing on their studies. While there are 36 of them who answered
they overcome it by diverting their attention to anything like sport, dance, music, etc.,
33 of them meet new friends and only 17 of them who said that they overcome it by
crying every night.
In the second question, we asked the student about the people who comforted
them throughout their experienced of heartbreak. Then there are 73 students who
answered that their friends are one those who comforted them during their break
up. There are 23 of them who answered family and only 4 of them answered
strangers.
In the third question, we asked the student about what is the reason of their
break up. Where there are 44 students who answered that they do not have time
with their partners and it became the reason of their breakup. 39 of them
answered that they have a lot of miscommunication with their boyfriend/girlfriend
that’s why they broke up. There are also 22 of them who answered family problem
is their reason, 17 also answered that they fall out of love with their partners.
While there are 16 of them who have the reason of having third party, and only 15
of them said that the reason of their break up is because of their affected studies.
4. What is the effect of that experienced in your physical, academics, and emotional
well-being?

In this question, there are positive and negative effects. In positive effects, there
are 33 students who answered that they became carefree, while there are 30 of them
who said that they became less stress. While there are 27 students who answered
that they became blooming after their breakup, and only 20 of them said that they
became more active in any kind of extra-curricular. While in the negative side, 48
students who said that they have lack of sleep because of their breakup, 39 of them
who said that they are emotionally unstable. 21 of them also answered that they had
lack of focus and have a low grades in school, while there are 10 of them who said
that they lost weight because of their breakup.
Analysis

The result of our survey in this study, came up and it has shown the various
effects of emotional heartbreak of a student. Where the students have mostly
experienced lack of sleep, being emotionally unstable and also lack of focus. This
may be the reason why the students have low grades in school, they have hard time
of catching up their lessons and discussion in school because of this. Physically, they
have become indisposed, woeful and became tired in going to school. Emotionally,
they are in pain, a feeling of grief and they have helpless feeling of sadness within
themselves. Mentally, they are distracted where they don’t have enough amount of
sleep, where they have a lot of things to think about, and this is the reason why they
get low grades in school. it shows that their studies had been affected by their
emotional heartbreak experienced.

On the other hand, their academic performance also affected on the other way
around, it was affected positively. Our survey shows that the student also have a
positive effect of break up or emotional heartbreak in their studies. They have
become carefree, they are carefree about the pain they had experienced throughout
their breakup. They also became less stress, where they could have more focus and
have a sound of mind in going to school. They are also more active in extra-curricular
activities. They became more inspired of having a good grades and they’ve been
more focus on their studies.

Our survey help us in making this studies possible, we came up different result
about those positive and negative effect of the student’s academic performance
despite of having an emotional heartbreak.
Chapter 5. Findings, Conclusion and Recommendation

Findings

Although students have been became responsible in their owns studies but they
could not avoid to fall in love and try to be in a relationship with someone

Negative effects showed the disadvantages and causes of having a low grade or
a low performances in school. Then, positive effects shows that there could also have
something good to happen from a bad experienced.

Both of these effects have an impact in students’ academic performances.


Students may experience emotional heartbreak, but only they could also choose what
kind of effect they want to happen in their studies.

Conclusion

Emotional heartbreak is something that is naturally happened in a relationship.


Some students have engaged to this kind of relationship. There are only few teenage
relationship who have been through a lot of problems but still get their relationship
stronger, while some others tend to give up and went to a decision of breaking up.
There are a lot of effects both in negative and positive.

Therefore we conclude that emotional heartbreak affects the academic


performance of a student, it goes positive and negative.

Recommendation

Those positive effects makes a student became a better person. While in


avoiding negative effects of emotional heartbreak of a student, it needs a
self-awareness, and the presence of their loved ones who could guide them -- their
friends, teachers and most specially their parents.

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