The Effect of Having a Mutual Relationship of Selected Fourth Year Students: Its Implication to the School’s Philosophy A Term Paper Presented to Mrs. Perla Pelayo Demagante High School Department University of Perpetual Help System – DALTA In partial fulfillment of the requirement For the course English IV By Cloie C. Flor Philipp Andrew V. Munar Shannen T. De Guzman IV – Prudence February 28, 2012 Table of Contents List of TablesPage Chapter1The Problem and its Background3 Statement of the Problem Importance of the Study Definition of Terms Scope and Limitations of the Study

Chapter 2Review of Related Literature and Studies Chapter 3Methods of the Study Sources of Data Treatment of Data Chapter4Presentation and Interpretation of Data Chapter5Summary of Findings Conclusions and Recommendations BIBLIOGRAPHY Appendix Questionnaire 1 Chapter 1 THE PROBLEM AND ITS BACKGROUND What is mutual relationship? What are the effects of having a mutual relationship to the students especially to the 4th year high school students? Mutual relationship, it is where two people are engaging physically and emotionally with each other. There are of course different effects of having a mutual relationship to students.

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According to Teenage Research Unlimited, 2006, half of all teens report having been in a dating relationship and nearly one-third of all teens said they have been in a serious relationship. Sarah Sorensen is saying that early relationships play a pivotal role in the lives of adolescents and are important to developing the capacity for long-term, committed relationships in adulthoods. Teenagers are more socially inclined to their peers, opposite gender to them, which can cause or create an intense feeling or love that leads to a mutual relationship.

Sometimes, being in a relationship makes you a stronger person or it could be your inspiration for your studies. But in some situations, relationship makes you change yourself for your partner but not well for you. Some say that relationship could help you change for the better. But not all could say that. Some are being influenced to do bad things that will affect yourself and even your studies. Teenagers who are in a relationship sometimes do forget about their responsibilities as a student. They forget how to value education. They forget how to value life. We are not saying that it is a bad thing to be engaged in a relationship.

mutual relationship

But you still have to take note of your studies. The school’s Philosophy states that, “The University of Perpetual Help System DALTA believes and invokes Divine Guidance in the betterment of the quality of life through national development and transformation, which are predicated upon the quality of education of its people. ” This statement is saying that the students will have a betterment of quality of life if there is a quality of education the students will be gaining from the institution. But how will the students gain quality of education if the students themselves are not taking the opportunity and are just easy-go-lucky?

Even if you are in a relationship, you shouldn’t forget your needs from your studies. Because education is the best gift your parents have given you. Take the opportunity to have the best quality of education. 2 STATEMENT OF THE PROBLEM This study was conducted in order to determine the student’s point of view on the effects of mutual relationship to the selected 4th year students: a basis for addressing student problems. Specifically, it answered the following questions regarding the effects of mutual relationship to selected 4th year students. 1) What is the profile of the respondents? Standard) 2) What are the most detrimental effects of mutual relationship to the student’s studies? 3) What is its implication to the students study habit? IMPORTANCE OF THE STUDY The findings of the study will be beneficial to the students for them to realize what mutual relationship is. This will help them know what effects they will get if they engage to a mutual relationship with the opposite sex while they are still in school doing their responsibilities as a student. This will also help them be more mature when it comes to things like relationships even when they’re still studying.

The students will be guided by their parents about this problem since the parents experienced more than their children. DEFINITION OF TERMS The following terms are defined for better understanding of the study. 1. Relationship – it is a connection between two persons. 2. Mutual – having the same relation each toward the other. 3. Engage – to bind, as by pledge, promise, contract, or oath. SCOPE AND LIMITATIONS OF THE STUDY This study was limited to the students’ perception about the effect of having a mutual relationship to the selected 4th year high school students. It covers the school year 2011-2012.

It included the Business and Regular High School students of the University of Perpetual Help System – DALTA. A survey was conducted to fifty-nine (59) students who were present during the administration of the questionnaire and they were used as the respondents of the study. 3 Chapter 3 METHODS OF THE STUDY The following methods and procedures were used in the study. The data for this study were taken from fifty-nine (59) high school students from the 4th year level of the University of Perpetual Help System – DALTA who were present during the administration of the questionnaires.

The above mentioned 4th year high school students belong to IV – Wisdom, IV – Prudence, IV – Fortitude, and IV – Justice from the Business High and IV – Francium and IV – Cesium from the Regular High. The questionnaire used includes the profile of the respondents and is composed of a checklist type consisting of ten (10) questions to be answered. The study used the percentage in treating the data. P = F N x 100 The formula used to compute the weighted average is shown below. Wx = number of responses x given weightnumber of responses With the given descriptive rating as follows:

Strongly Agree (SA) = 4. 50 – 5. 00 Agree (A) = 3. 50 – 4. 50 Moderately Agree (MA) = 2. 51 – 3. 49 Disagree (D) = 1. 50 – 2. 50 Strongly Disagree (SD) = 1. 49 – 2. 50 Chapter 4 PRESENTATION AND INTERPRETATION OF DATA This chapter presents the data and information obtained from the respondents. Characteristics of the Respondents The characteristics of the respondents of the study are presented by age, gender and religion. Table 1 Distribution of Respondents According to Age AGE# of studentsPercentage 12-13 0 0% 14-15 31 52. 54% 16 and above 2847. 46% TOTAL 59 100%

Table 1 presents the distribution of respondents according to age. As seen in table 1, majority of the respondents belong to the age bracket of 14-15 years old for 51. 67%. Table 2 Distribution of Respondents According to Gender GENDER# of studentsPercentage Male 31 52. 54% Female 28 47. 46% TOTAL 59 100% Table 2 presents the distribution of the respondents according to their gender. As seen in Table 2, majority of the respondents are male consisting of 51. 67%. Table 3 Number of Teenagers that see Mutual relationship as a motivation to study harder # of studentPercentage

SA(Strongly Agree) 1423. 73% A(Agree) 2542. 37% M(Moderately) 813. 56% D(Disagree) 35. 08% SD(Strongly Disagree) 915. 25% TOTAL 59100% Table 3 presents the distribution of the respondents that see Mutual Relationship as a Motivation to study harder. As shown in this table, majority of the respondents, 25 or 41. 67% see Mutual Relationship as a motivation. On the other hand, only 4 or 6. 67% don’t see Mutual Relationship as a means of motivation to study harder. This implies that some students prefer a different way to motivate themselves to study harder.

Table 4 Number of Teenagers that see the legality of a relationship important #of studentsPercentage SA(Strongly Agree)27 45. 76% A(Agree) 20 33. 90% M(Moderately) 5 8. 47% D(Disagree) 0 0% SD(Strongly Disagree) 7 11. 86% TOTAL 59 100% Table 4 presents the distribution of the respondents that see the legality of a relationship important. As shown in this table, majority of the respondents, 27 or 45% see the legality of a relationship important. On the other hand, only 6 or 10% saw the importance of legality in a relationship.

This implies that some students don’t see the legality of relationships important. Table 5 Number of Teenagers that see their quality time with their family lessened when in a relationship # of studentsPercentage SA(Strongly Agree)711. 86% A(Agree)58. 47% M(Moderately)3050. 85% D(Disagree)610. 17% D(Strongly Disagree)1118. 64% TOTAL59100% Table 5 presents the distribution of the respondents that see their quality time with their family lessened when in a relationship. As shown in this table, majority of the students, 30 or 50. 85% see their family time lessen when in a relationship.

On the other hand, only 5 or 8. 47% see their family time lessen when in a relationship. This implies that a lot of students see their quality time lessen when they are in a relationship. Table 6 Number of Teenagers that see relationship as an inspiration to study # of studentsPercentage SA(Strongly Agree)23 38. 98% A(Agree)14 23. 73% M(Moderately)13 22. 03% D(Disagree)1 1. 69% SD(Strongly Disagree)8 13. 56% TOTAL 59 100% Table 6 presents the distribution of respondents that see relationship as an inspiration to study. As shown in this table, majority of the students, 23 or 38. 8% see relationship as an inspiration to study. On the other hand, only 1 or 1. 69% sees relationship as an inspiration to study. This implies that more majorities of the respondents still see relationship as an inspiration to study. Table 7 Number of Teenagers that can balance their studies while in a relationship # of studentsPercentage SA(Strongly Agree)16 27. 12% A(Agree)26 44. 07% M(Moderately)7 11. 86% D(Disagree)1 1. 69% SD(Strongly Disagree)9 15. 25% TOTAL 59 100% Table 7 presents the distribution of respondents that can balance their studies while in a relationship.

As shown in this table, majority of the students, 26 or 44. 07% can still balance their studies while in a relationship. On the other hand, only 1 or 1. 69% cannot balance his/her studies while in a relationship. This implies that a lot of the respondents can still balance their studies in terms of their grades while having their relationship. Table 8 Number of Teenagers that see relationship as a way to help improve their grades # of studentsPercentage SA(Strongly Agree)12 20. 34% A(Agree)19 32. 20% M(Moderately)16 27. 12% D(Disagree)3 5. 08% SD(Strongly Disagree)9 15. 5% TOTAL 59 100% Table 8 presents the distribution of respondents that see relationship as a way to help improve their grades. As shown in this table, majority of the students, 19 or 32. 30% see relationship as a way to help improve their grades. On the other hand, only 3 or 5. 08% don’t see relationship as a way to help improve their academic grades. This implies that some students prefer other ways to help improve their academic grades. Table 9 Number of Teenagers that see high school as a time to have their relationship # of studentsPercentage

SA(Strongly Agree)1220. 34% A(Agree)1220. 34% M(Moderately)1322. 03% D(Disagree)1220. 34% SD(Strongly Disagree)1016. 95% TOTAL 59 100% Table 9 presents the distribution of respondents that see high school as a time to have their relationship. As shown in this table, majority of the students, 13 or 22. 03% are not sure whether high school is really the right time to be in a relationship. On the other hand, 12 or 20. 34% still see high school as a perfect time to be in a relationship but also with the same percentage some students disagree. Table 10

Number of Teenagers that see their parent’s pieces of advice as the guiding principle to their relationship # of studentsPercentage SA(Strongly Agree)18 30. 51% A(Agree)18 30. 51% M(Moderately)10 16. 95% D(Disagree)4 6. 78% SD(Strongly Disagree)9 15. 25% TOTAL 59 100% Table 10 presents the distribution of respondents that see their parent’s pieces of advice as the guiding principle to their relationship. As shown in this table, 18 or 30. 51% are seeing their parent’s pieces of advice as a guiding principle to their relationship. On the other hand, 4 or 6. 8% disagree that their parent’s pieces of advice serve as a guiding principle in their relationship. This implies that majority of the students still think that their parent’s pieces of advice will help them in their relationship. Table 11 Number of Teenagers that never forget their responsibilities as a student # of studentsPercentage SA(Strongly Agree)2745. 76% A(Agree)1627. 12% M(Moderately)58. 47% D(Disagree)11. 69% SD(Strongly Disagree)1016. 95% TOTAL 59100% Table 11 presents the distribution of respondents that never forget their responsibilities as a student.

As shown in this table, majority of the respondents, 27 or 45. 76% never forget their responsibilities as a student. On the other hand, only 10 or 16. 95%Strongly disagree. This implies that majority still know their responsibilities as a student. Table 12 Number of Teenagers that says relationship makes them a better person # of studentsPercentage SA(Strongly Agree)2033. 90% A(Agree)1830. 51% M(Moderately)1220. 34% D(Disagree)00% SD(Strongly Disagree)915. 25% TOTAL 59100% Table 12 presents the distribution of respondents that says relationship makes them a better person.

As shown in this table, majority of the students, 20 or 33. 90% says that relationship makes them a better person. On the other hand, 9 or 15. 25% disagrees that relationship make them a better person. This implies that many students still feel that relationship makes them a better person. Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECCOMENDATIONS The following were the findings of the study SUMMARY OF FINDINGS The following questions served as guidelines in concluding the study 1. What is the profile of the respondents? 1. 1Majority of the respondents belong to the age bracket of 14-15. 1. Majority of the respondents are male. 2. What is the perception of the respondents on having mutual relationship during high school? 2. 1The respondents Strongly Agree that the legality of a relationship is important. 2. 2The respondents Strongly Agree that relationship serves as an inspiration to study. 2. 3The respondents Strongly Agree that they shall not forget their responsibilities as a student. 2. 4The respondents Strongly Agree that their parent’s pieces of advice serve as the guiding principle to their relationship. 2. 5The respondents Strongly Agree that relationship makes them a better person. 2. The respondents Moderately agree that they see high school as the time to have their relationship. 2. 7The respondents Agree that relationship is a way to improve their academic grades. 2. 8The respondents Moderately agree that they see their quality time with their family lessened when in a relationship. 2. 9The respondents Agree that Mutual relationship serves as a motivation to study harder. 3. What is the implication of the findings as basis for knowing the right time in having a relationship? 3. 1 Students should be encouraged to know the positive and the negative effects of having a relationship at an early stage.

CONCLUSIONS Based from the findings of the data gathered, the following conclusions were drawn. 1. Majority of the respondents are male and belong to the 14-15 age bracket. 2. Majority of the respondents being teenagers have demonstrated an honest perception on having a mutual relationship. RECOMMENDATIONS In view of the conclusions stated, the following recommendations are hereby forwarded: 1. Conduct a university-wide study similar to the results of this study. 2. And the teachers to include in their lesson plans the negative and positive effects of having a mutual relationship during the high school level.