03220nam a2200277 i 4500003000500000005001700005008004100022040002500063100003600088245020700124260007300331300001600404336002100420337002500441338002300466502010000489520203900589700003602628700003702664700003702701700003602738720004002774720005302814720003702867720003802904CSPC20250905132904.0250905b2024    ph a     b    00| 0 eng d  aCSPCbengcCSPCerda1 aObelidor, Angelo M., eauthor. 14aThe prevalence of students in romantic relationships and its impact on academic performance / cAngelo M. Obelidor, Jovelle S. Merilles, Dexter H. Obelidor, Santos N. Monte Jr., and John Wen M. Nacion.   aBuhi, Camarines Sur : bCamarines Sur Polytechnic Colleges, c2024.   a75 leaves.   2rdacontentatext  2rdamediaaunmediated  2rdacarrieravolume  aUndergraduate Thesis (BSOA)- Office Administration cCamarines Sur Polytechnic Colleges, 2024. 3 aRomantic relationships are a natural aspect of adolescent and young adult development, often emerging during high school and college years. While these relationships provide emotional support and opportunities for personal growth, they can also challenge students' ability to prioritize academics effectively. The study was conducted to determine the prevalence of romantic relationships among students at Camarines Sur Polytechnic Colleges-Buhi Campus and its impact on academic performance. Using purposive and quota sampling, the study involved 120 students from first to fourth-year levels, compromising 30% of the campus population. Data collection focused on respondent profiles (age, sex, relationship status, and year level), advantages of romantic relationships among students, and aspects of academic performance that are most affected by being in a Romantic Relationships in terms of grade, class participation, and attendance. Findings revealed that most respondents were aged 21-23 (42.05%) and predominantly female (55.83%). The majority (92.05%) were in a boyfriend-girlfriend relationship. Key advantages of being in a romantic relationship included improved time management (weighted mean = 3.96), increased class participation (3.92), and academic support from partners (3.91). Class participation (3.88) emerged as the most affected aspect of academic performance, followed by attendance (3.87) and grades (3.83). Notably, romantic relationships provided positive academic influences, such as motivation and emotional support, helping students actively participate and maintain consistent attendance. The study highlighted recommendations to support students, including time management workshops (80%), counseling services for relationship concerns (8.33%), and integrating relationship management topics into personal development classes (5%). Future studies could expand on the disadvantages of romantic relationships and explore additional factors influencing academic outcomes, such as family and peer support. 1 aObelidor, Angelo M., eauthor. 1 aMerilles, Jovelle S., eauthor. 1 aMonte Jr., Santos N., eauthor. 1 aNacion, John Wen M., eauthor. 1 aVerona, Lea Katrine S., eadviser. 1 aTañamor, Ma. Bernadette O., epanelist, chair.1 aAdriano, Rolando B., epanelist.1 aOliveros, Josefin N., epanelist.