THE IMPACTS OF BOY-GIRL RELATIONSHIPS ON THE ACADEMIC

PERFORMANCE OF THE GRADE 12 STUDENTS OF JIMENEZ NATIONAL

COMPREHENSIVE HIGH SCHOOL

A Research Proposal
Presented to the faculty of the
Jimenez National Comprehensive High School
Jimenez, Misamis Occidental
In Partial Fulfillment of the Requirements in
Research II

Angus, GeraMae M.
Cagas, Joel L.
Calamba, Jean Princess B.
Jumangit, Christine M.
Manlangit, Denver Jake D.
Mendoza, Alyza Demitria
Milana, Travis S.
Salvador, Predie P.
Tac-an Clemart B.

December 2, 2024
 CHAPTER I

Introduction

BACKGROUND OF THE STUDY

Many teenage students today often engage themselves in relationship with their

opposite sex, this was perceived as normal for it is part of their personal and social

development. Adolescence is a time of great changes in the course of an individual's

life. Young people are subject to biological, psychological, and social developments.

Adolescents start to have crushes and hope to approach and understand the “ideal

person” when they enter adolescence. According to the CEPS data, 42.7% of senior

high school students have admitted that had or having crushes on their friends (Jin &

Yang, 2021).

Boy-girl relationships are expressions of adolescents’ deep and strong emotional

desires towards the opposite gender. Boy-girl relationships usually start when

adolescents meet with the opposite gender and they develop attraction or feelings of

likeness towards each other (Chiamaka, 2018). Adolescent romance, in the traditional

culture, has long been stigmatized as a deviant behavior. It is referred to as “puppy

love” to imply that adolescents are too young to fall in love (Shi, 2016). However, it is

impossible to control the natural development of adolescents. Facing negative social

stigma, adolescents are often unwilling to communicate with their parents and
teachers when they are experiencing difficulties in a romantic relationship, which in

turn can increase the odds of unfavorable consequences (Liu & Li, 2015).

Boy-girl relationships among high school students have always been a topic of

interest and concern for educators, parents, and society as a whole. It is widely

believed that these relationships can have an impact on the academic performance of

students, especially those who are about to graduate. While it is normal for students to

engage themselves on relationships while they are studying, it also worth noticing that

these relationships can impact their academic performance either negatively or

positively. After entering the secondary education, adolescents are facing significant

academic changes such as academic difficulty. They must adopt a high-level learning

strategy and invest sufficient time and efforts in learning in order to achieve academic

success (Duchesne et al., 2009) But certain studies indicate that romantic relationships

can occasionally boost academic performance at Secondary School level (Ahamed et

al., 2017).).

Students are expected to concentrate and focus on their studies in order to succeed

academically. Boy-girl relationships among adolescents have been suggested as one of

the factors influencing students’ academic performance negatively.

The focus of this research is to examine the impacts of boy-girl relationships on

academic performance among grade 12 students of Jimenez National Comprehensive

High School.
STATEMENT OF THE PROBLEM

This study aims to examine the impacts of boy-girl relationships on academic

performance among grade 12 students so that the teachers can utilize it to regulate them

within the campus.

Furthermore, it seeks to answer the following questions:

1. What are the demographic profile of respondents in terms of:

1.1 Age

1.2 Longevity of the relationship

1.3 Parental Support/Awareness

1.4 Section

2. What is the impact of Boy-Girl relationships among G-12 Senior High School Students?

3. What are the perceived benefits and drawbacks of boy-girl relationships on academic

performance?

SCOPE AND DELIMITATION

This study will be limited to selected respondents of Grade 12 students who are in a

relationship status. Only the above respondents of the mentioned sections were eligible to

participate as respondents in this study. The researchers will give all the respondents the same

questionnaires to answer and they would be interviewed with the same questions. This would

ensure consistency in data collection and analysis in the future.

 This study aimed to provide focus and specific analysis on the impacts of Boy-Girl

Relationships on the academic performance of Grade 12 students. It will not include

unrelated or irrelevant topics that are not directly related to the study.

SIGNIFICANCE OF THE STUDY

This study will benefit the following:

Students. By knowing and understanding the impacts of Boy-Girl relationships on their

academic performance simply makes them more efficient and focused on their studies

without interference. It provides enlightenment to the students about the positive and negative

impacts of boy-girl relationships on their academic performance.

Parents. For parents, this study would enlighten them about the impacts of Boy-Girl

Relationships on the academic performance of the children and this will help them intervene

for the safety and security of their child.

Teachers. By knowing the impacts of Boy-Girl Relationships on the academic performance

of the students simply helps the teachers lay out various plans of intervention to protect the

safety and reputation of the students and the school itself. They could use this study to further

enlighten the students about the positive and negative impacts of boy-girl relationships on

their academic performance.

Future Researchers. This study contributes significantly to future researchers by offering a

comprehensive reference on the topic of boy-girl relationships.

The Researchers. Conducting this study can provide the researchers with a deeper

enlightenment about the impacts of boy-girl relationships on their academic performance. It

can also sharpen and equip them with valuable research skills, such as data collection, critical

thinking, and decision making.

DEFINITION OF TERMS

Boy-Girl Relationships. are expressions of adolescents' deep and strong emotional desires

towards the opposite gender. Boy-girl relationships usually start when adolescents meet with

the opposite gender and they develop attraction or feelings of likeness towards each other.

Senior High School. refers to Grades 11 and 12, the last two years of the K to 12 Basic

Education Program. In SHS, students are required to go through a core curriculum and

subjects under a track of their choice.

Academics. is used to describe things that relate to the work done in schools, colleges, and

universities, especially work which involves studying and reasoning rather than practical or

technical skills.

Performance - Performance in an academic context refers to a student's achievement,

progress, and accomplishments in their academic pursuits.

RESEARCH HYPOTHESES

H1 There will be a significant impact of the boy-girl relationships on the academic

performance among Grade 12 students.

H0 There will be no significant impact of the boy-girl relationships on the academic

performance among Grade 12 students.

CONCEPTUAL FRAMEWORK

Moderating Variable

Longevity of the
Relationship

INDEPENDENT
DEPENDENT
VARIABLE
VARIABLE

Boy-Girl Relationships Academic Performance

I

Age
Parental Support

Mediating Variable
 Figure 1. Examining the impacts of boy-girl relationships on the academic performance of
the grade 12 students.

Boy-Girl Relationships, as the independent variable, can influence the academic

performance which serves as the dependent variable. Longevity of the Relationship, Age, and

Parental Support as the mediating variables, can impact the connection between Boy-girl

relationships and academic performance, as it could pose a positive or negative effect on their

focus and efficiency.

THEORETICAL FRAMEWORK

Having relationships is normal among students. it is part of their social and personal

development as an individual. One research theory on the stages of romantic relationships

comes from Thibaut and Kelley's (1959) social exchange theory, which, to summarize,

suggests four stages for romantic relationships; Sampling, Bargaining, Commitment,

Institutionalisation. Sampling refers to the initial stage of relationship formation where

individuals explore potential relationships, assess rewards and costs evaluate alternatives.

Bargaining occurs when individuals negotiate and exchange resources, such as, time

emotional support, financial support, and intimacy. Commitment develops when individuals,

invest in the relationship, develop emotional attachment, perceive high costs of leaving, and

expect long-term benefits. Institutionalism, in the context of social exchange theory, refers to

the social norms, cultural expectations, institutional constraints, and power structures. These

four elements are vital on examining the impacts of Boy-Girl Relationships on their academic

performance.
Another theory proposed by Walster et al. (1978), equity theory states that partners are

concerned with fairness in relationships, concerning the input and output each partner

provides and receives from one another. When one partner reaps more rewards from a

relationship, they feel guilty, whilst the other partner is dissatisfied, and this is known as

inequity and distress. According to equity theory, partners must strive for equal costs and

rewards to maintain a happy, fair relationship especially among grade 12 students.

Still another theory proposed by, Deci et al. (1971) explains human motivation, development,

and well-being, especially among students who is engaged in romantic relationships. This

theory to summarize, includes three types of motivation; Intrinsic, Extrinsic, and

Amotivation. Intrinsic refers to a person or a student, who is the focus of this research does

things driven by interest, enjoyment, or personal satisfaction. Extrinsic refers to a person or a

student driven by external rewards, pressures, or expectations, and the last one is

Amotivation which refers to a lack of motivation, these three types of motivation can either

affect a student positively or negatively.

These theories and their proponents offer valuable framework on the empirical research on

the impacts of boy-girl relationships on the academic performance of the grade 12 students.

Applying these theories can help the researchers lay out various strategies to enhance the

efficiency of learning among the grade 12 students and enlighten them.

 CHAPTER II

Review of Related Literature and Studies

This chapter contains the journals, articles and other studies related to this research.

Boy-girl Relationships

Boy-Girl relationships in schools have been subjects of extensive research, with

studies examining their impact on student behavior, academic performance, and personal

expression. This review incorporates findings from various studies to provide a

comprehensive understanding of its impact on the academic performance of students.

Over the past decades, a classical theme discussed by scholars revolves around

romantic relationships among high school students. A careful literature review shows that the

focus on this subject is skewed towards adults and young adults (mostly high school students)

Li, Huang, & Shen, (2019). Adolescent relationships are common, with 60-70% of high

school students reporting romantic involvement (CDC, 2019). According to Social Exchange

Theory (SET), adolescents may engage in relationships due to perceived rewards, which

include, emotional support, feeling loved, cared for, achieving social status, gaining

popularity, prestige, or acceptance and companionship, sharing experiences, activities, and

interest, shared identity, aligning interests, values, or passions. The research finds that the

academic performance of adolescents who involved in romantic relationship is relatively

lower and their risk of having negative emotions is also lower than their counterparts outside

relationship. (Jin Honghao, Yang Po, Yang Tianyu, 2021). But the respectful relationship

between lovers also had significant and positive influences on" academic benefit”. (Okada, et

al, 2017). Also, some results highlight that a majority of the respondents have experienced

distraction, stress, and low academic performance due to infatuation and romantic
relationship. It has a negative impact on learning behavior among adolescents undergoing

infatuation or romantic relation. (Itagi, G., et al, 2021). Approximately, one-third of Chinese

adolescents surveyed (34.2%) have past or ongoing dating experience, who showed poorer

academic performance compared to never dated-teens. (Li, X., et al, 2019)

Social Exchange Theory

Social exchange theory is a broad conceptual paradigm that spans a number of social

scientific disciplines, such as management, social psychology, and anthropology. Despite its

name, it is not a single theory but is better understood as a family of conceptual models

(Cropanzano&Mitchell,2016)

In social exchanges, like economic exchanges, people seek profit and are disturbed when

there is no equity in an exchange or when others are rewarded more at the same costs

incurred by the individual (Redmond, 2015). Social exchange theory addresses three

questions. Firstly, the question of how people make decisions about how much they are

willing to give in exchange for a particular reward. Secondly, what factors influence people

to pursue or terminate relationships. And lastly, Why and whether people feel resentment

when they feel they have put more effort into sustaining a relationship than their partner

(Redmond, 2015). Social exchange theory has its roots in Homan’s (1958) paper Social

Behavior as Exchange. In this work, Homans contrasted the actions and exchanges of

individuals to the actions of institutions. He believed that individual behaviors and exchanges

could affect the actions of institutions. Blau’s (2017) Exchange and Power in Social Life

drew on Homan’s focus on groups and institutions to lay the theoretical foundation for social

exchange theory. Unlike Humans, who emphasized psychology as the foundation of human

decision-making, Blau’s vision of social behavior paralleled microeconomics. He labeled this

vision with Homan’s term “social exchange theory” (Cook and Emerson, 1987). Social

exchange theory’s foundational principles have inspired a large number of alternate theories.

These range from applications of social exchange theory in a specific concept to expanding

upon the foundational principles of the theory.

Self-Determination Theory (SDT)

Self-Determination Theory proposed by, Deci et al. (1971) explains human motivation,

development, and well-being, especially among students who is engaged in romantic

relationships,

Self-determination is a theory of human motivation and personality that suggests that people

can become self-determined when their needs for competence, relatedness, and autonomy are

fulfilled. Examples of such need is the romantic relationships or the need to have a

companion, which is common among the students. People tend to become happier when

pursuing things that are intrinsically motivated and aligned with their own goals – it not only

makes them feel more responsible about the outcomes, it also helps them to really focus their

time on what they want to be doing. Although many studies have examined the relation of

academic motivation to school achievement using the Self-Determination Theory perspective,

the results have been inconsistent. The present investigation represents the first systematic

attempt to use a meta-analysis and controlled, longitudinal studies to examine the relations of

specific types of motivation to overall academic achievement (Taylor, et al.2014).

Academic Performance

According to García-Martinez et al. (2022), according to human perspective, academic

performance is the output given by students and is typically expressed through grades. It is an

assessment of the responsive and suggestive abilities that effectively convey the knowledge
and skills acquired during a training or educational process. Male and female adolescents

have significant differences in the way they perceive and experience romantic relationships

and dating behaviors (Shen, 2014). Additionally, conflicts negatively affected academic

performance and concentration, leading to stress-related physical symptoms and social

isolation among individuals experiencing relationship conflicts. Chanda, L. (2024).

 CHAPTER III

Methodology

In this chapter, the researchers explore the research design, research environment,

research participants, instrument and data analysis, data gathering procedure, and statistical

treatment of data.

RESEARCH DESIGN

For this study, a mixed research approach is being utilized. It is a method that

combines the qualitative and quantitative research methods, employing a correlational

research design. Correlational research aims to identify relationships between variables

without establishing causation. The objective of this study is to explore and examine the

impacts of boy-girl relationships on the academic performance of the grade 12 students of

Jimenez National Comprehensive High School.

RESEARCH ENVIRONMENT/LOCALE

The locale of the study is Jimenez National Comprehensive High School, bearing the

school ID 304037 and is located and is located Purok -1, Barangay Gata, Jimenez, Misamis

Occidental. The school’s location and its many students will add valuable insights to the

study, and along with careful selection, this will make the results more reliable and useful.

The researchers chose the JNCHS to quickly gather data for the study.
RESEARCH PARTICIPANTS

The respondents of this study are the Grade 12 Senior High School students who have

girlfriends and boyfriends and are enrolled in the school year of 2024-2025. Purposive

sampling method is employed to select participants based on the criteria and to ensure that

the results of the survey and interviews was clear and accurate.

INSTRUMENT USED

The tool that will be used in the study is the standardized questionnaire, the

researchers will also conduct semi-structured interviews on selected individuals of the Grade

12 students of JNCHS. Semi-structured interviews is a research method that combines

flexibility with some structure. This is essential when the research design used is the Mixed

Method where both qualitative and quantitative research methods are being employed.

DATA GATHERING PROCEDURE

The research adviser carefully reviewed and revised the original study title to ensure it

aligned with the research subject. The researchers will also use the standardized questionnaire

and interviews to gather appropriate response for the study’s objectives. The adviser, with the

help of other experienced research teachers analyzed and verified the questionnaire to ensure

the validity of the responses it would elicit. The researchers will obtain permission from the

school head’s office at Jimenez National Comprehensive High School to conduct the

research. The questionnaire and the structured interviews would be conducted to the selected

respondents of the Grade level of 12. All the data gathered came directly to the target
answers. No fabrication occurred during the research. All procedures performed during the

study went through the proper process, followed the rules, and were done correctly.

Before the students will answer the research questions and the interviews, there will

be a declaimer that showed that digital privacy documentation should not be shared, and the

researchers will ask for consent in their information could be used. There are no violations

that will take place. All the information that researchers received from the selected

respondents will be kept well hidden from the public eye. If the students want to see the

results or answers, the researchers will give them willingly.

All URL’s taken by the researchers were very in-depth citation, including their links

and names in the annexes and reference section. The researchers ensured that it was 100%

factual, accurate and nothing was taken from another source. The researchers also ensured

that no plagiarism or any related cases would happen during the reference gathering.

STATISTICAL TOOLS

In this study, the researchers will utilize statistical method such as the triangulation.

Triangulation is a research methodology that combines multiple methods, data sources, or

investigators to increase the validity and reliability of findings. The process employs the

methodological triangulation, one of its sub-categories on the analysis of the data that will

pour in from the surveys and interviews. Triangulation guarantees increased validity, reduced

bias, and increased credibility. The researchers will also use the Likert scale, in combination

with triangulation to interpret the students’ responses. This aims to generate factual and
accurate data based on the collected responses of the respondents. This was the following

formula will be used by the respondents to interpret the data. The researchers will use the

Likert scale formula to interpret the results.

DATA ANALYSIS

In this study, the data gathered were presented and analyzed by the use of survey

questionnaires and semi-structured interviews. And to describe the impacts of boy-girl

relationships on the academic performance of Grade-12 students. The Sequential Exploratory

Design will be used, it is a method where three phases of analysis were to be employed, the

first one is the Qualitative phase, it explores the research context through qualitative data

collection (interviews, focus groups) and analysis (coding, and theme identification).The

second phase is the Quantitative phase, it is to develop and test hypotheses based on

qualitative findings using quantitative methods such as surveys. And the last phase is the

Integration Phase it is to merge qualitative and quantitative findings to draw comprehensive

conclusions.

References
 Chiamaka, E. J. (2018). Assessment of the impact of boy-girl relationship on academic

performance among public secondary school students in Imenti North sub county, Meru Kenya

(Doctoral dissertation, KeMU).

 Honghao, J., Po, Y., & Tianyu, Y. (2021). The influence of adolescents’ romantic relationship on

individual development: Evidence from China. International Journal of Chinese Education, 10(3),

22125868211070036.

 Liu, H., & Li, C. (2015). A comparative study of campus "puppy love" between China and the

West. Chinese Youth Studies, 11, 109-113.

 Shi, Y. (2016). A study on the discourse space of puppy love: 1979-2015. Chinese Youth Studies,

9, 44-49.

 Duchesne, S., Ratelle, C. F., Poitras, S.-C., & Drouin, E. (2009). Early adolescent attachment to

parents, emotional problems, and teacher-academic worries about the middle school transition.

Journal of Early Adolescence, 29(5), 743-766.

 Schmidt, J., & Lockwood, B. (2017). Love and other grades: A study of the effects of romantic

relationship status on the academic performance of university students. Journal of College Student

Retention: Research, Theory & Practice, 19(1), 81-97.

 Brooks-Gunn, J., & Peterson, A. C. (2013). Girls at puberty: Biological and psychosocial

perspectives. Springer Science and Business Media.

 Shen, A. C. (2014). Dating violence and posttraumatic stress disorder symptoms in Taiwanese

college students: The roles of cultural beliefs. Journal of Interpersonal Violence, 29(4), 635–658.

 Chanda, L. (2024). Exploring the Factors Behind Romantic Relationship Conflicts Among

University Students: A Case of Mukuba University. British Journal of Multidisciplinary and

Advanced Studies, 5(5), 1-12.

 Okada, M., & Doki, K. (2017). The Effects of Romantic Relationships on University Students'

Life. Journal of Asian Regional Association for Home Economics, 24(3).

 Ting, T. T., Lee, S. C., Wee, M. C., & Chaw, J. K. (2024). Romantic relationship patterns, detailed

covariates, and impacts on education: A study on young adults in the US using ICPSR dataset.

Global Social Welfare, 11(2), 151-163.

 Cropanzano, R., Anthony, E. L., Daniels, S. R., & Hall, A. V. (2017). Social exchange theory: A

critical review with theoretical remedies. Academy of management annals, 11(1), 479-516.

 Ryan, R. M., & Deci, E. L. (2024). Self-determination theory. In Encyclopedia of quality of life

and well-being research (pp. 6229-6235). Cham: Springer International Publishing.

  Batool, M., Ahsan, S., & Sohail, J. (2024). Impact of Achievement Motivation on Academic

Performance among University Students: Moderating Role of Satisfaction in Romantic

Relationships. Journal of Professional & Applied Psychology, 5(2), 304-314.

SURVEY QUESTIONNAIRE

THE IMPACTS OF BOY-GIRL RELATIONSHIPS ON THE ACADEMIC

PERFORMANCE OF THE GRADE 12 STUDENTS OF JIMENEZ NATIONAL
COMPREHENSIVE HIGH SCHOOL

NAME(Optional) .

Instructions: Please read each statement carefully and choose the answer that best reflects
your preferred learning modalities. Choose only ONE answer per question.

Section I. DEMOGRAPHIC PROFILE

AGE
□ 16 □ 18
□ 17 □ 19

SEX
□ MALE
□ FEMALE

SECTION
□ ACADEMICIANS – A
□ ACADEMICIANS – B
□ NETWORKERS
□ BAKERS

MONTHS/YEARS IN RELATIONSHIP

□ 5 MONTHS
□ 6 MONTHS
□ 7 MONTHS
□ 8 MONTHS
□ 9 MONTHS
9 Months and above (please specify). .

STUDENT RELATIONSHIP QUESTIONNAIRE

Section II. PRIMARY QUESTIONS

Section 2.1 – NEGATIVE QUESTIONS
1. Balancing my relationship and studies is difficult.
□ Strongly Agree (2)
 □ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
2. My partner distracts me from my studies often.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
3. Thinking about my partner distracts me during class or while studying.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
4. My relationship caused me stress that negatively affected my grades.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
5. Spending time with my partner takes me away from my study time.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)

6.. Arguments with my partner affect my ability to concentrate on school work.

□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
7. My partner controls my time in academics.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
 □ Strongly Disagree (-2)
Section 2.2 – POSITIVE QUESTIONS
1. My grades improved because of my relationship.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
2. My partner helped me stay motivated in my studies.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
3. My parents supports my relationship.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
4. I became one of the honor students because of my relationship.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
5. I excelled well on performance tasks because of my partner.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)
6. I often attend school because of my partner.
□ Strongly Agree (2)
□ Agree (1)
□ Neutral (0)
□ Disagree (-1)
□ Strongly Disagree (-2)

Section III
Instructions: Choose the frequency that best describes your experience with boy-girl relationships and its
impact to your academic performance.

1. How often do you discuss academic goals with your partner?

□ Frequently
□ Occasionally
□ Rarely
□ Never
2. How often does your partner support your academic endeavors?
□ Frequently
□ Occasionally
□ Rarely
□ Never
3. How often do you experience conflicts with your partner regarding academic priorities?
□ Frequently
□ Occasionally
□ Rarely
□ Never
4. How often do you communicate with your partner about academic stress?
□ Frequently
□ Occasionally
□ Rarely
□ Never
5. How often does your relationship affect your study schedule?
□ Frequently
□ Occasionally
□ Rarely
□ Never
Section IV – OPEN-ENDED QUESTIONS

1. How can having a boyfriend/girlfriend help you do better in school?

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2. Does having a boyfriend/girlfriend help you get organized and manage your time better for
school?

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3. 3. Can talking to your boyfriend/girlfriend about school help you learn and solve problems
better?

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