1

Chapter 1

Introduction

Background of the Study

Romantic relationships play an essential role in adolescent

development. Healthy relationships can reduce stress, promote emotional

well-being, and even contribute to longer life spans (Northwestern

Medicine). Research indicates that while such relationships can

contribute positively to personal growth and emotional well-being, they

also present challenges, particularly in the context of academic

performance. In adolescent relationships, the ongoing stress, emotional

turmoil, and potential conflicts can negatively affect students’ focus,

attendance, and overall performance in school (Schmidt & Lockwood,

2015).Adolescence is a time of significant emotional and social

development, with romantic relationships playing an integral role in

shaping an individual's experiences during this stage. However, these

relationships can also introduce stress, leading to negative health

outcomes such as anxiety, depression, and sleep disturbances (Schmidt

& Lockwood, 2015). As a result, adolescents in romantic relationships

often experience reduced satisfaction, emotional withdrawal, and

insecurities (Le & Wilkinson, 2018).

Globally, particularly in traditional Chinese culture, adolescent

romance has historically been stigmatized as “puppy love,” reflecting a

belief that adolescents are too young to engage in meaningful romantic

relationships (Shi, 2016). This stigma often leads to feelings of self-doubt

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and tension in the relationship, exacerbating the negative effects of

conflict (Liu, Fuller, Hutton, & Grant, 2020). Environmental pressures,

particularly in more conservative societies, reinforce the invisibility of

adolescent romantic behavior (Liu & Li, 2015). These factors combine to

create a complex web of emotions that can detract from academic

success. Despite occasional studies showing that romantic relationships

may boost academic performance at certain levels (Ahamed, Mahmood, &

Rahman, 2017), the majority of research supports the notion that

adolescent romance is negatively correlated with academic achievement

(Li, Huang, & Shen, 2019). Data from the CEPS survey shows that 42.7%

of middle school students admitted to having crushes on their friends,

suggesting the widespread nature of these experiences during

adolescence (Jin & Yang, 2021). In the United States, adolescents'

satisfaction with romantic relationships is closely tied to parental

surveillance, with nonconformity to social expectations often resulting in

psychological pressure and emotional distress (Tuggle, Kerpelman, &

Pittman, 2014). Healthy romantic relationships, however, are associated

with long-term positive outcomes, including better marital relationships

and the resolution of population decline (Ortiz-Ospina & Roser, 2020).

These relationships are also closely linked to the development of self-

concept and self-worth, further influencing individual development when

peer and family relationships are involved (Christopher, McKenney, &

Poulsen, 2016).
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In the Philippines, adolescent romantic relationships are often

seen as potential distractions from academic responsibilities. The

cultural emphasis on education as a key to a successful future leads to

concerns among parents and educators about the possible negative

effects of romantic relationships on students’ academic

performance.Filipino society generally views romance during adolescence

with caution. A report by Ujano-Batangan (2016) explains that the

adolescent period among Filipinos, known locally as pagbibinata and

pagdadalaga, represents a process of growth from childhood to

adulthood. This period is often filled with challenges in defining oneself

and developing values around different aspects of sexuality. Additionally,

the Philippine Statistics Authority (PSA) 2020 Census of Population and

Housing reported that only 40% of the population was single in 2020, a

decrease from 44% in 2015, with nearly 19 million single males

compared to around 16 million single females. The census also noted an

increase in common-law relationships, rising from 9.2% in 2015 to

14.7% in 2020. Maduabuchi and Angela (2016) highlighted the

importance of self-regulation skills for students, emphasizing that

students may neglect their studies when their focus shifts to romantic

partners. Similarly, Baleros (2017) observed that students sometimes

focus more on their partner during class, and their anxiety can increase

during relationship conflicts. Furthermore, Baker and Carreno (2016)

noted that the rise of online communication has amplified feelings of

 4

jealousy in adolescent relationships, affecting students' focus on

academics.

Research has shown that interventions aimed at enhancing

emotional regulation and communication skills in adolescents can

significantly impact their academic performance, particularly in the

context of romantic relationships. Positive romantic relationships can

provide essential emotional support and contribute to greater self-

esteem, potentially leading to improved academic outcomes. However,

when relationships are characterized by conflict or emotional turmoil,

they can create distractions that detract from academic engagement .

Furthermore, studies indicate that adolescents often struggle to balance

their romantic and academic responsibilities, with time management

becoming a critical factor in their overall performance (Youniss &

Smollar, 2018). According to Caprara, G., Fida, R., & Vecchione, M.

(2022), the emotional stress associated with unhealthy relationships can

lead to decreased focus on schoolwork, resulting in lower academic

achievement.

This study aims to identify the effects that influence the

academic performance of Grade 12 HUMSS students at Zambales

National High School in the context of their romantic relationships. By

understanding which factors have the most significant impact, this

research will contribute to the development of effective strategies to

support students in managing their romantic relationships while

maintaining their academic responsibilities.

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Theoretical Framework

This study is grounded in Attachment Theory, originally

developed by John Bowlby in 1958 and later expanded by Mary

Ainsworth in 1970, which posits that the bonds formed during early

childhood significantly influence interpersonal relationships throughout

an individual's life, including romantic relationships in adolescence.

According to this theory, students with secure attachment styles tend to

experience healthier romantic relationships characterized by trust and

emotional support, potentially leading to better academic performance.

Conversely, those with insecure attachment styles may encounter

relationship difficulties that can detract from their academic focus and

achievement, highlighting the importance of emotional bonds in shaping

educational outcomes.

Additionally, the study draws on Social Learning Theory (SLT),

proposed by Albert Bandura in 1977, which emphasizes the role of

observation and imitation in learning behaviors. Bandura's theory

suggests that adolescents often model their romantic relationship

behaviors after peers, media portrayals, and significant role models. This

modeling can influence both positive behaviors, such as effective

communication and emotional support, and negative behaviors, such as

jealousy and conflict. Understanding how these observed behaviors

impact romantic relationships provides valuable insight into how

students manage their academic responsibilities while navigating

romantic involvement.
 6

Furthermore, the study incorporates the framework of Cognitive

Dissonance Theory, developed by Leon Festinger in 1957. This theory

posits that individuals experience psychological discomfort when holding

conflicting beliefs or values. In the context of adolescent romantic

relationships, students may experience dissonance between their

academic obligations and emotional commitments to their partners. This

tension can lead to stress and distraction, ultimately impacting academic

performance. By examining how adolescents resolve this dissonance, the

study aims to uncover the relationship between romantic involvement

and academic outcomes.

Conceptual Framework

This part of the study was a visual presentation of distinctive ideas

in order to create more stronger frameworks for the assigned objective.

Conceptual framework also known as a conceptual model, that signifies

the relationship between cause and effect. This part analyzed what are

the outcomes and to enable improvements for the study. Since this

allows to determine the differences, it shall identify the purpose and

importance of the study

Figure 1. Conceptual Paradigm for the Effects of Romantic Relationships

on the Academic Performance of Grade 12 Senior High School Students

of Zambales National High School.

The INPUT frame shows the profile of the respondents’ GWA;

Influences of Romantic relationship in terms of academic performance,

 7

time management in studies, negative emotions and positive emotions ;

and the significant relationship between influence of romantic

relationship and General weigthed average of the respondents.

The PROCESS frame shows the survey questionnaire and

statistical tools used, which include the survey questionnaire,

Percentage, Frequency, Weighted mean, and Pearson R.

The OUTPUT frame presents all of the results in the format that

was perceived, determining the factors affecting students' food selection.

The Input-Process-Output (IPO) framework is employed in this

study. Figure 1 shows the conceptual framework of the study

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INPUT PROCESS OUTPUT

1. Profile of 1. Survey
Respondents AQuestionnaire
1.1 Sex
Determine the
1.2 Age 2. Statistical Tools effects of Romantic
of Data Analysis relationships on the
2. Influences of
• Percentage Academic
romantic
relationship to • Frequency Performance of G12
the Grade 12 • Weighted Senior High School
Senior High Mean Students of
School Zambales National
• Pearson R High School
Students along;
2,1 Academic
Performance
2.2 Time
Management in
studies;
2.3 Negative
emotions;an
d
2.4 Positive
emotions

3. Is there a
significant
relationship
between
influence of
romantic
relationship
FEEDBACK
and General
weigthed
average of the
respondents?
4.
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Statement of the Problem

This research aimed to determined the Effects of Romantic

Relationships on the Academic Performance of Grade 12 Senior High

School Students of Zambales National High School.

Specifically, the researcher's study aimed to answer the following

question;

1. What is the profile of the respondents in terms of:

1.1 GWA

2. What are the influences of romantic relationship to the Grade 12

Senior High School along:

2.1 Academic Performance;

2.2 Time management in studies;

2.3 Negative emotions; and

2.4 Positive emotions?

3. Is there a significant relationship between influence of romantic

relationship and General weigthed average of the respondents.?

Hypothesis

There is no significant relationship in the influences of romantic

relationships on academic performance when grouped according to the

respondents' profiles.

Scope and Delimitation

This study will focus on the effects of Romantic Relationships on the

Academic Performance of Grade 12 Senior High School Students at

Zambales National High School.Each researcher will choose (__)

 10

respondents to answer the questionnaires, there are 8 researchers

therefore there will be (__) respondents in total.

The respondents are coming from the selected students in Grade

12 Senior High School at Zambales National High School, AY.2024-2025.

It will not include other student who are not connected to the problems

enumerated in their current study.

Significance of the Study

The result of this study would benefit the following:

School Administrative. The school administration will benefit by

understanding how romantic relationships affect student performance,

which can inform better policies and interventions to support students

academically and emotionally. They can also implement programs to

address student needs in balancing academics and personal

relationships.

Teachers. They will benefit about the results of the students' academic

performance.

Parents. The parents will be able to realize the importance of guiding

their children when it comes to dating or having relationships.

Monitoring their grades,

status, and behavior will also be their top priorities.

Students. They will be more aware of the positive and negative effects of

having Romantic Relationships in their studies. In some point, they will

develop interpersonal skills, be more motivated in improving their

academic performances.
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Future Researchers. This research work can be used as guide for future

Researchers.

Definition of Terms

To clearly understand the research study, the following terms were

defined operationally.

Adolescent.A young person aged 10 to 19 years old, typically

transitioning from childhood to adulthood.

Attachment Theory. A psychological framework that examines how

early emotional bonds impact later relationships, including romantic

ones.

Cognitive Dissonance. The mental discomfort experienced when holding

conflicting beliefs or values, such as balancing romantic involvement

with academic obligations.

Emotional Support. The care, empathy, and reassurance provided by

partners to help each other manage stress and emotional challenges.

Emotional turmoil. refers to a state of intense and often conflicting

emotions that can cause significant distress and interfere with daily

functioning.

Emotional Well-Being. A state of mental health where individuals can

effectively manage their emotions, cope with stress, and maintain

positive relationships.

Exacerbating. to make something that is already bad even worse

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Interpersonal Relationships. Connections and interactions between

individuals that can affect emotional well-being and academic

performance.

Nonconformity. failure to conform to or comply with something (as

contract requirements)

Parental surveillance.the expectations parents have for their teen's

behavior

Romantic Relationships. Close connections characterized by emotional

and physical intimacy, often involving love, affection, and a commitment.

Social Learning Theory (SLT). A theory that emphasizes learning

behaviors through observation and imitation of others, influencing how

students manage their romantic relationships.

Stigmatized. describe or regard as worthy of disgrace or great

disapproval.

Time Management. The ability to plan and control how to allocate time

effectively between various activities, including academic tasks and

romantic involvement.
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Chapter 2

Methodology

This chapter covers an overview idea of the methods and

approaches used in the study. This includes the research design,

population and locale of the study, data gathering tools, validity and

reliability of the instrument, data gathering procedures, and treatment of

data.

Research Design

The researchers employed a correlational research design for this

study. In correlational research, quantitative data is systematically

collected and analyzed to assess the strength and direction of

relationships between variables without manipulating them (Curtis,

Comiskey & Dempsey, 2016; Nworgu, 2016). As Lanthier (2019)

describes, correlation measures how two variables are related, allowing

researchers to observe natural relationships and make predictions about

one variable based on another. This approach is useful for

understanding associations and patterns within data without drawing

conclusions on causation.

Population and Locale of the Study

The researchers initially identified a sample size of one hundred

eighty-seven (53) students was determined from all Grade 12 HUMSS

sections at Zambales National High School.

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Table 1.

Frequency and Percentage Distribution

Grade 12 HUMSS Sections Frequency Percentage (%)

Mead 15 28.00

Locke 6 11.00

Comte 9 17.00

Marx 11 20.00

Merton 7 13.00

Frued 6 11.00

Total 54 100.00

The frequency distribution of Grade 12 HUMSS respondents by

section was displayed in Table 1. The research adopts a method of

purposive sampling for respondent selection. This is a type of non-

probability sampling where the researcher selects participants based on

specific characteristics or criteria relevant to the study’s objectives. To

ensure the sample accurately represented the desired qualities, the

respondents were grouped into six (6) clusters: Mead, Locke, Comte,

Marx, Merton, and Freud, targeting those who best fit the study's focus.

The research study was conducted at the Senior High School (SHS)

Department of Zambales National High School, Zone VI, Iba Zambales

Shown in Figure 2.
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Figure 2. Vicinity Map of Zambales National High School

Data Gathering Tools

The researchers administered survey questionnaires to explore the

effects of romantic relationships on the academic performance of

students. The questionnaire consisted of two parts: Part 1 gathered

respondent profiles, including their name(optional), section and General

Weighted Average (GWA), while Part 2 focused on specific influences of

romantic relationships, covering academic performance, time

management in studies, negative emotions, and positive emotions.

Respondents rated each item on a four-point scale: Highly Influencing

(4), Influencing (3), Moderately Influencing (2), and Not Influencing (1).

After completing the questionnaires, the researchers collected them from

each classroom for analysis.

Validity and Reliability of the Instrument

The main instrument for data collection in this study will be a

questionnaire, adopted from the study by Molar, Juvy O., Nebreja

Antoneth, Mullasgo, Fionafeb P, Canoza, Shiela P., Panesa, Ade Vanessa

 16

H., Imperial, Jasmine A., Niepas, Angel A., Tabangay, Mark Raven D.,

and Blancaflor, John Robert N. (2023), titled Effects of Romantic

Relationship to Academic Performance.The adopted questionnaire

comprises two parts: (1) respondent profile questions, (2) Influences of

Romantic Relationships.

Data Gathering Procedures

In the data collection phase, the researchers administered surveys to

gather quantitative data on the effects of romantic relationships on

students' academic performance. This comprehensive approach allowed

for an in-depth analysis of the collected data. After gathering the

responses, the researchers analyzed the data using statistical

techniques, presenting their findings with visual aids to illustrate the

influences of romantic relationships on factors such as academic

performance, time management, positive and negative emotions among

Grade 12 students. Finally, the researchers documented the entire

research process in a report to contribute to the existing knowledge in

this area.

Treatment of Data

The statistical tools in the analysis and interpretation of data and

hypotheses testing include the following;

1. Weighted mean and Frequency Distribution. This represented

the number of individuals selected in each category of the scale of

measurement. It allows the researcher to take briefly at the entire

 17

data conveniently. Percentage compares one quantity against

another, with the second quantity based on 100.

𝒇
Formula; % = × 𝟏𝟎𝟎
𝑵

2. Rank. Is data that has been compared to the other pieces of data

and given a “place” relative to the other pieces of data.

3. Pearson R. t was used to test statistics that measured the

statistical relationship, or association, between two continuous

variables. If the r computed value is greater than or beyond the

critical value, reject H_O.

Formula:

Decision Rule:

If the computed significance value is greater than (>) the alpha

level of (0.05), then the null hypothesis is accepted. Therefore,

there is insufficient evidence to reject the null hypothesis.

Likert Scale. was utilized to measure the responses of the

participants on each indicator. The following values were assigned to the

measured variables to facilitate in their description and interpretation:

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Table 2.

The Likert Scale: (The Criteria Used to Measure the Responses of the

Participants on Each Indicator)

Point Point Scale Verbal Symbols

Interpretation

4 3.25 – 4.00 Highly Influencing HI

3 2.50 – 3.24 Influencing I

2 1.75 – 2.49 Moderately MI

Influencing

1 1:00 – 1.74 Not Influencing NI

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Chapter 3

Results and Discussion

This chapter shows the presentation, analysis, and interpretation

of the data gathered according to the specific problems of this study.

1. PROFILE OF THE RESPONDENTS

1.1. SEX

Table 3. Frequency and Percentage Distribution as to Sex

SEX FREQUENCY PERCENTAGE

Male 80 42.08

Female 107 57.02

TOTAL 187 100.00

The table above shows the profile of the respondents in terms of

their Sex.

Most of the students who participated were male, comprising 80 or

42.8% of the respondents. Meanwhile, 107 or 57.02% of the respondents

were female. According to a study published in Frontiers in Nutrition

(2024) entitled “Assessing sex differences in food preferences and

physical activity”, research suggests that there are discernible differences

in eating behaviors between sexes. Women tend to exhibit greater dietary

restraint, lower levels of disinhibition, and a reduced likelihood of

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experiencing uncontrolled eating episodes, even when not hungry.

(Feraco, 2024).

2. THE FACTORS AFFECTING FOOD SELECTION

2.1. PERSONAL PREFERENCES

Table 4. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Personal Preferences

Weighted Descriptive
Statement Indicators Rank
Mean Equivalent

1. I prefer my food to have a

3.41 Strongly Agree 1
crunchy or crispy texture.

2. I choose foods that I find visually

3.25 Strongly Agree 2
appealing.

3. I enjoy drinking sweetened

drinks and adding sugar to my 2.94 Agree 5

beverages.

4. I like food that has bold and

3.13 Agree 3
savory flavors.

5. I prefer eating foods with spicy

ingredients like hot pepper or 3.11 Agree 4

chili.

Overall Weighted Mean 3.17 Agree

 21

The factors affecting food selection in terms of personal preference

as perceived by student respondents was presented in Table 4.

The student-respondents “Strongly Agree” with the statement

indicator "I prefer my food to have a crunchy or crispy texture," giving it

a rating of 3.41 (ranked 1). According to Civille & Seltsam, (2014),

consumers tend to prefer foods or products with a crunchy texture due

to perceived attributes such as denseness, fracturability, noise level, and

persistence of crunch, which influence their preferences when choosing

what to buy or eat. On the other hand, the statement indicator "I enjoy

drinking sweetened drinks and adding sugar to my beverages" was

perceived as "Agree" 2.94 (ranked 5). Consumers tend to prefer sweeter

products due to the innate human preference for sweetness, which is

associated with energy-rich foods (Wang, 2019). Overall, the factors

influencing food selection based on personal preferences were perceived

to "Agree," with a mean rating of 3.17.

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2.2. NUTRITIONAL BENEFITS

Table 5. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Nutritional Benefits

Weighted Descriptive
Statement Indicators Rank
Mean Equivalent

1. I am aware of the health benefits

3.26 Strongly Agree 2
of the food that I eat.

2. I actively seek out information

about the nutritional benefits of 2.94 Agree 3

different food options.

3. I choose food that is low in fat or

2.79 Agree 5
calories to control my weight.

4. I choose to eat the right portion

2.89 Agree 4
of meals to gain muscle.

5. I eat fruits and veggies because

it has more nutrients that I 3.32 Strongly Agree 1

need.

Overall Weighted Mean 3.06 Agree

Table 5 shows the factors affecting food selection in terms of

nutritional benefits as perceived by student-respondents

The student-respondents “Strongly Agree” with the statement

indicator "I eat fruits and veggies because it has more nutrients that I

need" giving it a rating of 3.32 (ranked 1). According to Vincente (2014),

 23

consumers consume fruits and vegetables because they provide essential

nutrients like minerals, vitamins, water, fiber, proteins, and sometimes

fats, making them a vital source of nutrients for individuals. On the

other hand, the statement indicator "I choose food that is low in fat or

calories to control my weight" was perceived as "Agree" 2.79 (ranked 5).

Caloric intake significantly influences food selection and weight loss

outcomes, as evidenced by various studies on the impact of calorie

labeling on food choices (Kiszko, 2014). Overall, the factors influencing

food selection based on nutritional benefits were perceived to "Agree,"

with a mean rating of 3.06.

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2.3. AFFORDABILITY

Table 6. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Affordability

Weighted Descriptive
Statement Indicators Rank
Mean Equivalent

1. I buy food that I know will fit

3.43 Strongly Agree 1
within my budget.

2. I choose discounts or sales

3.22 Agree 3
when buying food.

3. I feel that healthy snack food

2.78 Agree 5
options are too expensive.

4. I compare prices between food

3.24 Agree 2
products before buying.

5. I always choose cheaper food

3.02 Agree 4
options over expensive ones.

Overall Weighted Mean 3.13 Agree

Table 6 shows the factors affecting food selection in terms of

affordability as perceived by student-respondents

The student-respondents “Strongly Agree” with the statement

indicator "I buy food that I know will fit within my budget" giving it a

rating of 3.43 (ranked 1). According to Dean (2020), consumer's decisions

depend on their budget limits and the value they attach to different

options. The slope of a budget constraint indicates the trade-off between

 25

two items, which affects buying choices. On the other hand, the

statement indicator "I feel that healthy snack food options are too

expensive." was perceived as "Agree" 2.78 (ranked 5). Consumers often

prioritize finances over health, opting for larger sizes at lower unit prices.

While healthier diets can be pricier, the cost depends on how it's

evaluated (Haws, 2017). Overall, the factors influencing food selection

based on affordability were perceived to "Agree," with a mean rating of

3.13.
 26

2.4. PEER INFLUENCE

Table 7. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Peer Influence

Weighted Descriptive
Statement Indicators Rank
Mean Equivalent

1. I am more likely to try new foods

if recommended by friends or 3.29 Strongly Agree 1

peers.

2. I feel the need to keep up with

my peers in terms of food 2.86 Agree 3

choices and dining experiences.

3. I feel a sense of belonging when

sharing similar food preferences 3.16 Agree 2

with my friends.

4. I am more likely to choose foods

that are popular or trendy 2.78 Agree 4

among my peers.

5. I often select food based on what

2.64 Agree 5
my friends or peers prefer.

Overall Weighted Mean 2.94 Agree

Table 7 shows the factors affecting food selection in terms of peer

influence as perceived by student-respondents

 27

The student-respondents “Strongly Agree” with the statement

indicator "I am more likely to try new foods if recommended by friends or

peers" giving it a rating of 3.29 (ranked 1). According to Petrescu (2020),

recommendations from friends or peers can strongly impact consumers'

food choices and how they perceive food quality. On the other hand, the

statement indicator "I often select food based on what my friends or

peers prefer" was perceived as "Agree" 2.64 (ranked 5). Consumers often

learn about food choices from social groups like friends, which influences

their own preferences and behaviors (Monterrosa, 2020). Overall, the

factors affecting food selection based on peer influence were perceived to

"Agree," with a mean rating of 2.94.

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Table 8. Summary Table of the Factors Affecting Food Selection among

Grade 12 Humanities and Social Science Students-Respondents

Factors Affecting Weighted Interpretations Rank

Food Selection Mean

Personal Preferences 3.17 Agree 1

Nutritional Benefits 3.06 Agree 3

Affordability 3.13 Agree 2

Peer Influence 2.94 Agree 4

Table 8 shows the summary table of the factors affecting food

selection among student-respondents

Overall, the data shows that personal preference were perceived as

“Agree” by the student-respondents as the main factor influencing their

food selection, with an overall weighted mean of 3.17 (ranked 1).

Followed by affordability (3.13 ranked 2), nutritional benefits (3.06

ranked 3), and peer influence rated as the least impact (2.94 ranked 4).

According to Rostami (2020), consumers are more likely to choose food

based on personal preferences like taste, smell, and texture. Meanwhile,

Madtha (2022) revealed that peer influence was found to have a

moderate impact on consumer's food choices.

 29

3. SIGNIFICANT DIFFERENCE BETWEEN ON THE FACTORS

AFFECTING THE FOOD SELECTION OF THE RESPONDENTS

WHEN GROUPED ACCORDING TO PROFILE VARIABLE

3.1. SEX

Table 9. Analysis of Variance on the Significant Difference on the Factors

Affecting the Food Selection of the Respondents when Grouped According

to Sex

Sources of Variations SS df MS F Sig. Decision

Personal Between .001 1 .00 .00 .95 Accept Ho

Preference Groups 1 4 2

Within 30.767 185 .16 Not

Groups 6 Significant

Total 30.767 186

Nutritional Between .152 1 .152 .491 .484 Accept Ho

Benefits Groups

Within 57.116 185 .309 Not

Groups Significant

Total 57.267 186

Affordability Between .199 1 .199 .804 .371 Accept Ho

Groups

Within 45.845 185 .248 Not

Groups Significant

Total 46.044 186

Peer Between .075 1 .075 .276 .600 Accept Ho

 30

Influence Groups

Within 49.987 185 .270 Not

Groups Significant

Total 50.062 186

Based for a significance level of 0.05

The analysis of variance to test the significant difference on the

factors affecting the food selection of the respondents when grouped

according to sex was shown in Table 8.

The computed significance value (Sig.) for Personal preference (Sig.

=.952), Nutritional Benefits (.484), Affordability (.371). and Peer Influence

(.600) were all greater than (>) 0.05 alpha level of significance. The result

shows that there was no significant difference on the factors affecting the

food selection of the respondents’ sex when grouped according to

personal preference, nutritional benefits, affordability and peer influence.

Therefore, the null hypothesis was accepted. The study titled “Social

Modeling of Eating” reveals limited evidence supporting a moderating

effect of sex on social modeling of food intake. Most studies involving

children have not found significant sex differences in the effects of

modeling on food intake (Cruwys, 2015).

 31

Chapter 4

Conclusions and Recommendations

This chapter presented the conclusions arrived at and the

recommendations offered by the researchers.

Conclusions

In conclusion, this research emphasizes the importance of food

choices in shaping student's well-being. By understanding the factors,

we gain insights into how these choices can impact their long-term

health. Based on the findings of this research, it can be concluded that

personal preference emerges as the primary factor influencing food

choices with a weighted mean of 3.17, followed closely by affordability

(3.13), nutritional benefits (3.06), and peer influence (2.94). The study

also found no significant difference in these factors based on

respondents' sex, indicating a consistent pattern of food selection

preferences between males and females. This insight highlights the need

to innovate in offering fruits and vegetables to students. By expanding

the choices available, the school environment can promote healthier

eating habits among students. This approach recognizes the diversity of

taste preferences among individuals and aims to cater to a broader range

of dietary choices. By implementing this suggestion, students are more

likely to make nutritious food choices that align with their tastes,

ultimately supporting their long-term well-being and making health-

conscious decision-making.
 32

Recommendations

1. School Administrator shall allocate budget resources to support

developing and producing innovative food products made from

fruits and vegetables.

2. Teachers shall incorporate more project-based learning activities

that involve students in creating innovative food products from

fruits and vegetables. This can include food innovation

competitions, science experiments related to nutrition, or

entrepreneurial projects to market healthy snacks.

3. Parents shall take ownership of personal health by making

conscious decisions to eat healthy foods and understanding the

benefits of nutritious eating habits.

4. Future researchers shall explore the development and impact of

innovative food products made from fruits and vegetables on

students' eating habits and overall health.

5. Prioritize 'teen-friendly' healthy food options for student's

preferences for convenient yet nutritious choices.

6. Implement promotions with trendy and relatable themes into the

products, such as featuring popular K-pop idols or memes.

Incorporating these makes products more appealing and enhances

engagement among students.

 33

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Appendices
 39

APPENDIX A

LETTER OF APPROVAL
 40

APPENDIX B

QUESTIONNAIRE

Factors Affecting Food Selection among Grade 12 Humanities and

Social Science Students in Zambales National High School

Dear Respondent,

The undersigned are presently conducting a study entitled

”Effects of Romantic Relationships on the Academic Performance of

Grade 12 Senior High School Students of Zambales National High

School.” In this regard, we are asking for your time and cooperation to

answer our questionnaire. Rest assured that all your answers will only

used in the study and shall be treated with the utmost confidentiality.

Thank you very much!

Respectfully yours,

The Researchers

Part I. Respondents’ Profile

Direction: Please ensure that you select the appropriate response to the

query located before the item.

Name (Optional): ________________ Section: ____________________

GWA:

Part II: Influences Of Romantic Relationship

Directions: for each statement in the survey, please indicate how much

the statement influences you by simply putting a check in the box on the

right side of each statement.

4 highly influencing HI

3 Influencing I

2 Moderately Influencing MI

1 Not Influencing NI
 42

Academic Performance 4 3 2 1

HI I MI NI

1. It helps me to perform better in class.

2. I get more comfortable when I discuss my problems and

concerns in my studies to my partner.

3. It helps me to study more harder.

4. It helps me to pay attention on studying.

5. It provides me more time to review my lessons.

Time Management 4 3 2 1

HI I MI NI

1. I am able to meet deadlines without rushing at the last

minute.

2. I accomplish what I need to get done during the day.

3. I do my homework first before talking to my partner.

4. I manage my time wisely, both relationships and in

school.

5. I make a list of the things that I have to do each day.

Positive Emotions 4 3 2 1

HI I MI NI

1. I feel motivated to study when my partner shows

 affection to me.

2. I feel motivated to do my projects because my partner

encouraged me to do so.

3. I'm inspired to finish my course when I have a romantic

partner.

4. I enjoy studying when I'm in a relationship.

5. It helps me to reduce my stress and contributes to

personal development.

Negative Emotions 4 3 2 1

HI I MI NI

1. I can't concentrate on my studies whenever my partner

and I have misunderstandings.

 44

I can't fix my studies because I feel worried that this

romantic relationship won't work out.

2. I can't concentrate on my studies because my parents

don't like my partner.

3. I can't focus on my studies because I think that my

partner doesn't really love me.

4. I can't catch up with my lessons because I often hang

out with my partner.

Adopted from: Molar, J. O., Nebreja, A., Mullasgo, F. P., Canoza, S. P., Panesa, A.

V. H., Imperial, J. A., Niepas, A. A., Tabangay, M. R. D., & Blancaflor, J. R. N.

(2023) Effects of romantic relationship to academic performance.

THANK YOU AND GOD BLESS!

 46

APPENDIX C

CRONBACH’S ALPHA RESULT

1. Personal Preference

Variables Values Internal Consistency

Number of Items 5

Sum of the Item Variance 3.01

Acceptable
Variance of Total Score 7

Cronbach's Alpha 0.7125

2. Nutritional Benefits

Variables Values Internal Consistency

Number of Items 5

Sum of the Item Variance 2.97

Acceptable
Variance of Total Score 7.1275

Cronbach's Alpha 0.7287

3. Affordability

Variables Values Internal Consistency

 Number of Items 5

Sum of the Item Variance 3.83

Acceptable
Variance of Total Score 8.7275

Cronbach's Alpha 0.7018

 48

4. Peer Influence

Variables Values Internal Consistency

Number of Items 5

Sum of the Item Variance 3.15

Acceptable
Variance of Total Score 8.54

Cronbach's Alpha 0.7897

 49

APPENDIX D

SUMMARY OF TABLES

PROFILE OF THE RESPONDENTS

1.1. SEX

Table 3. Frequency and Percentage Distribution as to Sex

SEX FREQUENCY PERCENTAGE

Male 80 42.08

Female 107 57.02

TOTAL 187 100.0

2. THE FACTORS AFFECTING FOOD SELECTION

2.1 PERSONAL PREFERENCES

Table 4. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Personal Preferences

Weighted Descriptive
Statement Indicators Rank
Mean Equivalent

1. I prefer my food to have a

3.41 Strongly Agree 1
crunchy or crispy texture.

2. I choose foods that I find visually

3.25 Strongly Agree 2
appealing.
3. I enjoy drinking sweetened

drinks and adding sugar to my 2.94 Agree 5

beverages.

4. I like food that has bold and

3.13 Agree 3
savory flavors.

5. I prefer eating foods with spicy

ingredients like hot pepper or 3.11 Agree 4

chili.

Overall Weighted Mean 3.17 Agree

 51

2.2 NUTRITIONAL BENEFITS

Table 5. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Nutritional Benefits

Weighted Descriptive
Statement Indicators Rank
Mean Equivalent

1. I am aware of the health benefits

3.26 Strongly Agree 2
of the food that I eat.

2. I actively seek out information

about the nutritional benefits of 2.94 Agree 3

different food options.

3. I choose food that is low in fat or

2.79 Agree 5
calories to control my weight.

4. I choose to eat the right portion

2.89 Agree 4
of meals to gain muscle.

5. I eat fruits and veggies because

it has more nutrients that I 3.32 Strongly Agree 1

need.

Overall Weighted Mean 3.06 Agree

2.3 AFFORDABILITY

Table 6. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Affordability

Statement Indicators Weighted Descriptive Rank

 Mean Equivalent

1. I buy food that I know will fit

3.43 Strongly Agree 1
within my budget.

2. I choose discounts or sales

3.22 Agree 3
when buying food.

3. I feel that healthy snack food

2.78 Agree 5
options are too expensive.

4. I compare prices between food

3.24 Agree 2
products before buying.

5. I always choose cheaper food

3.02 Agree 4
options over expensive ones.

Overall Weighted Mean 3.13 Agree

 53

2.4 PEER INFLUENCE

Table 7. Perception of the Respondents about The Factors Affecting their

Food Selection in terms of Peer Influence

Weighted Descriptive
Statement Indicators Rank
Mean Equivalent

6. I am more likely to try new foods

if recommended by friends or 3.29 Strongly Agree 1

peers.

7. I feel the need to keep up with

my peers in terms of food 2.86 Agree 3

choices and dining experiences.

8. I feel a sense of belonging when

sharing similar food preferences 3.16 Agree 2

with my friends.

9. I am more likely to choose foods

that are popular or trendy 2.78 Agree 4

among my peers.

10. I often select food based on

2.64 Agree 5
what my friends or peers prefer.

Overall Weighted Mean 2.94 Agree

Table 8. Summary Table of the Factors Affecting Food Selection among

Grade 12 Humanities and Social Science Students-Respondents

 Factors Affecting Weighted Interpretation Rank

Food Selection Mean

Personal Preferences 3.17 Agree 1

Nutritional Benefits 3.06 Agree 3

Affordability 3.13 Agree 2

Peer Influence 2.94 Agree 4

 55

3. SIGNIFICANT DIFFERENCE BETWEEN ON THE FACTORS

AFFECTING THE FOOD SELECTION OF THE RESPONDENTS

WHEN GROUPED ACCORDING TO PROFILE VARIABLE

3.1. SEX

Table 9. Analysis of Variance on the Significant Difference on the Factors

Affecting the Food Selection of the Respondents when Grouped According

to Sex

Sources of Variations SS df MS F Sig. Decision

Personal Between .001 1 .00 .00 .95 Accept Ho

Preference Groups 1 4 2

Within 30.767 185 .16 Not

Groups 6 Significant

Total 30.767 186

Nutritional Between .152 1 .152 .491 .484 Accept Ho

Benefits Groups

Within 57.116 185 .309 Not

Groups Significant

Total 57.267 186

Affordability Between .199 1 .199 .804 .371 Accept Ho

Groups

Within 45.845 185 .248 Not

Groups Significant

Total 46.044 186

Peer Between .075 1 .075 .276 .600 Accept Ho

Influence Groups

Within 49.987 185 .270 Not

Groups Significant

Total 50.062 186

Based for a significance level of 0.05

 57

APPENDIX E

VALIDITY OF INSTRUMENT
58
59
 Curriculum Vitae

MARIA ANGELICA BINADAS ACHACOSO

Purok 9, Palanginan, Iba, Zambales, 2X2 PICTURE IN HERE

Philippines, 2201

Contact Number: 0926-933-7574

achacosomariaangelicabinadas@gmail.com

EDUCATIONAL BACKGROUND

Zambales National High School

2022-2024

Zambales National High School

2018-2022

Paulo Abastillas Senior Memorial Elementary School

2012-2018

PERSONAL INFORMATION

Date of Birth: September 18, 2006

Place of Birth: Iba, Zambales
Age: 17
Sex: Female
Civil Status: Single

I hereby certify that the above information is true and correct to the best
of my knowledge

Maria Angelica B. Achacoso

ROWEN KENT VISTAN BUNDANG

Purok 5, Palanginan, Iba, Zambales,

2X2 PICTURE IN HERE
Philippines, 2201

Contact Number: 0920-553-4535

rowenkentbundang@gmail.com

EDUCATIONAL BACKGROUND

Zambales National High School

2022-2024

Zambales National High School

2018-2022

Central Elementary School

2012-2018

PERSONAL INFORMATION

Date of Birth: January 27, 2006

Place of Birth: Binaritan Morong, Bataan
Age: 18
Sex: Male
Civil Status: Single

I hereby certify that the above information is true and correct to the best
of my knowledge

Rowen Kent V. Bundang

ALTHEA FE JIMENEZ DELA CRUZ

Purok 1, Sto Rosario, Iba, Zambales, 2X2 PICTURE IN HERE

Philippines, 2201

Contact Number: 0907-124-8298

althea082006@gmail.com

EDUCATIONAL BACKGROUND

Zambales National High School

2022-2024

Castillejos National High School

2018-2022

New Taugtog National High School

2012-2018

PERSONAL INFORMATION

Date of Birth: August 20, 2006

Place of Birth: Iba Zambales
Age: 17
Sex: Female
Civil Status: Single

I hereby certify that the above information is true and correct to the best
of my knowledge

Althea Fe J. Dela Cruz

KENT CATUBAY ESPOSO

Purok 3, Lipay Dingin Panibuatan, Iba, 2X2 PICTURE IN HERE

Zambales, Philippines, 2201

Contact Number: 0963-451-8500

justinekent0@gmail.com

EDUCATIONAL BACKGROUND

Zambales National High School

2022-2024

Zambales National High School

2018-2022

Lipay Dingin Elementary School

2012-2018

PERSONAL INFORMATION

Date of Birth: February 27, 2006

Place of Birth: Iba, Zambales
Age: 18
Sex: Male
Civil Status: Single

I hereby certify that the above information is true and correct to the best
of my knowledge

Kent C. Esposo

ABEGAIL BUNDANG MALANGOT

Purok 5, Palanginan, Iba, Zambales,

2X2 PICTURE IN HERE
Philippines, 2201
Contact Number: 0946-012-3515

abegailbundang03@gmail.com

EDUCATIONAL BACKGROUND

Zambales National High School

2022-2024

Zambales National High School

2018-2022

Paulo Abastillas Senior Memorial Elementary School

2012-2018

PERSONAL INFORMATION

Date of Birth: January 07, 2006

Place of Birth: Olongapo, Zambales
Age: 18
Sex: Female
Civil Status: Single

I hereby certify that the above information is true and correct to the best
of my knowledge

Abegail B. Malangot

JOHN REYMOND BULA QUEJADA

Purok 4, Lipay DIngin Panibuatan, Iba,

2X2 PICTURE IN HERE

Zambales, Philippines, 2201

Contact Number: 0931-937-4618

quejadajohnrey@gmail.com
EDUCATIONAL BACKGROUND

Zambales National High School

2022-2024

Zambales National High School

2018-2022

Lipay Dingin Elementary School

2012-2018

PERSONAL INFORMATION

Date of Birth: November 10, 2004

Place of Birth: Iba, Zambales
Age: 19
Sex: Male
Civil Status: Single

I hereby certify that the above information is true and correct to the best
of my knowledge

John Reymond B. Quejada

JILLIAN DIMABASA ROSETE

Zone 6, Palanginan, Iba, Zambales,

2X2 PICTURE IN HERE
Philippines, 2201

Contact Number: 0995-731-4630

jillianrosete1998@gmail.com
EDUCATIONAL BACKGROUND

Zambales National High School

2022-2024

Zambales National High School

2018-2022

Central Elementary School

2012-2018

PERSONAL INFORMATION

Date of Birth: August 05, 2006

Place of Birth: Iba, Zambales

Age: 17

Sex: Female

Civil Status: Single

I hereby certify that the above information is true and correct to the best

of my knowledge
Jillian B. Rosete
68