PERCEPTIONS OF SENIOR HIGH SCHOOL STUDENTS ON PUBLIC DISPLAY

OF AFFECTION (PDA) OF STUDENTS IN SAN POLICARPO NATIONAL HIGH

SCHOOL

SY: 2018-2019

San Policarpo National High School

Calbayog City

Researchers
Ronilio Andahao

John Klaine Lim

Leicester Dan Selencio

Jubil Cyrel Abayan

Danica Acedilla

Blyne Erena Comilang

Jocelle Anne Mahinay

Mariela Natividad

Claire Sorilo

Angelica Villanueva

Research Teacher

Ms. Christine S. Madrid

 ACKNOWLEDGEMENT

It is a pleasure to thank those who made this study possible who in one way or

another help in the realization of this research.

To our immediate family, friends, teachers and classmates, who were always

loving, kind, and understanding, providing us hope and inspiration.

To our ever admired and respected adviser, Ms. Judy Gracia Tomnob for

endowing us her unrelenting guidance and support.

To Ms. Christine S. Madrid for allowing us to pursue this study for us to grow and

succeed in our chosen strand.

To our respondents: Senior High School students of Calbayog District IV, for

accommodating the researchers in the conduct of the instrument;

To the researchers’ parents and guardians, for their unconditional love, wisdom,

support, morally and financially;

And above all, to our Almighty God who gave us courage, passion and

determination to complete this study.

Researchers
 DEDICATION

We would like to dedicate this to the following who significantly helped us in

completing this research:

To our teachers, who gave us appreciation of learning and taught us the value of

perseverance and and hard work.

To our group and other members, for their overall support and understanding,

while completing this research study.

To Ms, Christine S. Madrid, for giving her support, motivation and encouragement

that became our inspiration in the preparation of this study.

To Humanities and Social Sciences (A) especially to our adviser Ms. Judy Gracia

Tomnob for their unselfish support by providing their knowledge and help that greatly

contributed to the accomplishment of this work.

To our parents for continuous financial support and for letting us conduct this

study.

To our cooperative respondents that made this research possible.

Lastly to the creator almighty Jesus Christ for giving us the power and life to

continue life’s never ending pursuit to learn.

Researchers
 CHAPTER I

The Problem and It’s Setting

Introduction

Public Display of Affection (PDA) are gestures of physical intimacy that occur

around others. Physical Intimacy is a method of demonstrating one’s feeling through

touch. PDA can exist in a variety of relationship, be it platonic, romantic, or sexual.

Holding hands or kissing in public are commonly considered to be unobjectionable

forms of public display of affection (UCSB SexInfo, 2019).

PDA type of behaviour, while innocent on some levels, can quickly devolve

into a distraction for the students engaging in the practice, as well as other students

who witness these public displays of affection. It is often considered a public

profession of how two people feel about one another. Schools typically see this type

of behaviour as a distraction and inappropriate for a school setting. Most schools have

policies that forbid this type of issue on campus or at school-related functions. Schools

typically have a zero-tolerance stance on PDA because they recognize that even

innocent displays of affection can turn into something more. (Thought Co.)

This study focuses in public display of affection that exists among romantic

couples of High School students. Being overly affectionate can be offensive to many

people though a couple caught up in the moment may not be aware that their actions

are being offensive. Because of this, schools must educate their students on this issue.

Respect is a critical component of character education programs in schools

everywhere. Students who regularly engage in acts of PDA are disrespecting their

peers in a sense by subjecting them to witnessing their affection. This should be

brought to the attention of the over-affectionate student couple who were probably too

caught up in the moment to consider others who were around.

Therefore, this study aims to determine the perception of Senior High

students and prevalence of Public Display of Affection (PDA) in places where there

are no expectation of privacy such as inside the campus of San Policarpo National

High School. Moreover, this research enables the reader to be more appreciative and

sensitive to the different behavior of the people engaging in PDA. And thus will help

the school administration to give proper guidance to students who are expose in public

display of affection (if needed).

Theoretical Framework

K. Gulledge, M. H Gulledge and R. F. Stahmann,(2003) in their article

“Romantic physical affection types and relationship satisfaction” published in “the

American Journal of Family Therapy”(2003), has categorized the physical affection

shown in PDA into seven different types including holding hands, cuddling/holding,

backrubs/massages, caressing/, kissing on the face, hugging, and kissing on the lips.

According to Lucas & Corpuz (2007), “quality personal relationships that

provide stability, trust and caring such as romantic relationships can increase learner’s

sense of belonging, self-respect and self-acceptance, and provide a positive climate

for learning” and thus increase academic performance. According to the theory of

incentive approach of motivation, the desirable properties of external stimuli whether

grades, money, affection, food and account for person’s motivation.

 Moreover, theorists suggested that romantic relationship has a great role in

the academic performance of adolescents. Vygotsky’s theory states that social

interaction plays a very important role in the cognitive development of an individual

and could not be understood without looking into the social and cultural context.

Furthermore, Vygotsky’s ideas about “cognitive development” have become major

influences in psychology and education today (Lucas & Corpuz, 2007). Theorists

suggested that romantic relationship has a great role in the academic performance of

adolescents. Parent, peers, and partners, on the other hand, cooperate, collaborate

and enrich the learning experience (Lucas & Corpuz, 2007).

Lev Semyonovich Vygotsky, a soviet psychologist who has developed a

sociocultural approach to cognition development. Cognition development is the

progression of the ability to think and reason. Vygotsky (1986) there are two elements

of Vygotsky’s view of cognitive development. The first is the zone of proximal

development. This is the area between what a child is able to perform independently

and the ability to perform a more difficult task with assistance, yet without frustration.

The second element is scaffolding. Scaffolding, according to Vygotsky, is an

interactive process by which children are assisted in acquiring knowledge or skills. A

similar observation by Jean Piaget, Piaget was the first psychologist to make a

systematic study of children’s cognitive development. Piaget’s theory included

developed four universal and linear stages of development. Piaget believed that

children’s thinking in the preoperational stage is characterized by: egocentrism,

animism, irreversibility, centration, lack of conversation (Woolfolk, 2004).

 Conceptual Framework

The main purpose of this study is to determine the perception of Senior High

students on Public Display of Affection of Students in San Policarpo National High

School.

The diagram starts with the first box which points the profile of the Senior High

students in terms of age, gender, grade level & strand, school. The second box

contains the perception of Senior High students on Public display of Affection based

on their academic performance, socialization, time management and student’s

reputation and the third box is the recommendations to be made by the researchers

based on the results of the study.

Profile of the Senior The Perception of Senior Recommendations

High Students in terms High students on Public
 Proper Parental
of: Display of Affection in San
Guidance
Policarpo National High
School based on their:  School Policy
1.1 Age
2.1 Academic Performance  Teachers
1.2 Gender Guidance
2.2 Socialization
1.3 Grade level & Strand
2.3 Time management
1.4 School
2.4 Student’s Reputation

Figure 1. Diagram shows the conceptual framework of the study on “Perception of

Senior High Students on Public Display Affection of Students in San Policarpo National
High School”
Statement of the Problem

The researcher aims to study the perception of Senior High students on Public

Display Affection of students in San Policarpo National High School.

Specifically, it sought to answer the following questions:

1. What is the profile of the Senior High students in San Policarpo National High

School in terms of:

1.1 Age

1.2 Gender

1.3 Grade level & Strand

2. What are the perceptions of Senior High students on Public Display Affection based

on their:

2.1 Academic Performance

2.2 Socialization

2.3 Time Management

2.4 Student’s Reputation?

3. Based on the findings of the study, what recommendations can be made by the

researchers?
Significance of the Study

The results of the study will be beneficial to the Students, Parents, School

Administration and Future Researchers. The following will benefit from this study.

Students. The result of this study will serve as a realization that will help them

understand the different perspective of the people who are for and are not in favor of

PDA and at the same time be sensitive to this matter.

Parents. This study can help the parents to control their children dealing with

Public Display of Affection, and parents also need to guide their children on being in a

relationship because sometimes it may lead to temptation and curiosity.

Teachers. This study will serve as an eye-opener that they will be able to teach

and guide the students on how to stay away on the temptation that public display of

affection brings and they should influence the students to focus more on academics.

Future Researchers. The results of the study can be used as reference by other

researchers related to this study to conduct more researches.

Definition of Terms

In order to understand clearly the subject matter, the following key concepts are

defined.

Academic Performance. It is the extent to which a student, teacher or

institution has achieved their short or long-term educational goals

Perception. The process by which people translate sensory impressions

into a coherent and unified view of the world around them. Though necessarily

based on incomplete and unverified (or unreliable) information, perception is

equated with reality for most practical purposes and guides human behaviour in

general (businessdictionary.com).

Public Display of Affection (PDA). Described as a show of affection between

two people who care for or love each other in public place. It includes everything

from touch, hugging, holding hands, massaging the backside, to necking, petting,

and kissing.

Reputation. The opinion that people have of someone or something, based

on past behaviour or character. In this study, the term refers to the image of the

student couples who commit PDA to the people around them (especially to

teachers).

Socialization. The act of adapting behaviour to the norms of a culture or

society. In this study, the term refers to your quality time with family and friends.

Time Management. In this study, this is the process of organizing and

planning how to divide your time in academic, family and romantic aspect.
 CHAPTER II

Review of Related Literature

Gulledge et al. (2003) defined physical affection as “any touch intended to

arouse feelings of love in the giver and/or the recipient,’’ and identified seven main

types of physical affection: backrubs/massages, caressing/stroking, cuddling/holding,

holding hands, hugging, kissing on the lips, and kissing on the face(not lips). They

noted that the affection need not be intended as an immediate precursor to sexual

intercourse. The researcher has adopted the same definition of physical affection in

the present study.

Much of the research exploring physical affection has examined its importance

to relationship maintenance and satisfaction. For example, Gulledge et al. (2003)

found that five physical affection behaviours (backrubs/massages, caressing/stroking,

cuddling/holding, holding hands, hugging, kissing on the lips, and kissing on the face)

were positively correlated with relationship and partner satisfaction in a college sample

(of unknown sexual orientation).

Marcantonio and Caltabiano (n.d) said that adolescents are a time of great

changes in the course of an individual’s life. Young people are subject to biological,

psychological, and social development. They start their quest for autonomy from

authorities like parents, family, and school. They begin to discover and to be aware of

themselves and try to find their place in the world.

Adolescents spend an increasing amount of time with their friends; conversely,

the time spent with their parents is reduced (Larson and Richards, 1991). As result,

teenagers often influence each other. Sussman et. Al., (1994) they start to develop

their own personal beliefs and way of life. Sometimes they fight against the rules set
by their parents; sometimes they try to persuade them to be less strict, and sometimes

they simply accept those rules. Parents continue to have an important role, influencing

the adolescents’ relationships with their peers Brown et al.(1993).

Steinberg and Sheffield Morris, (2010) stated young people often join cliques:

small group of peers that are based on friendship and shares activities. During middle

adolescence (around 14-15), cliques change from being single-sexed to mixed-sexed,

and many adolescence become intimate friends with members of the opposite sex. In

late adolescence, cliques often become group of dating couples (Brown, 1990;

Richards et al., 1998). Lastly, romantic relationships form (Furman et al., 1999;

Furman 2002).

Furman, (2002) (pp.180) said during adolescence, teens become interested

and involved in dating because of this desire to belong with others. As a result, it is

clear that over the time, romantic relationships gain importance. Adolescents crave to

have an intimate romantic relationship to which individuals have the determination to

connect with others in enduring, close relationships. Furthermore, the theory states

that humans “share” the same need to be part or connected with other individuals, and

claims that all individuals may live life better if they are connected. Myers (2010)

supported the need to belong theory by asserting that people who find a person

complimenting their needs to whom they can share their problems with, make those

people more acknowledgeable. Belongingness is supported by close, intimate

relationship which tends to be healthier and happier.

An article of Barber & Eccles (Luqman, 2009) talked about the importance of

romantic relationship to adolescent development and its “long lasting effects on self -

confidence. It affirmed that romantic relationship teaches moral values on romance.

Romantic relationship provides positive outlook of adolescents’ life which motivates

the adolescents in achieving goals such as performing well in the studies. According

to Zulueta, et. al (2004) “Motivation constitutes the degree of an individual’s behaviour

as manifested by his interests, attitudes, and aspiration to satisfy his desired goal. It

is an urge to satisfy goal object”. Provided a positive romantic relationship,

adolescents would strive hard on performing well in studies to bring a brighter future

in their relationship.

Luqman (2009) said that an adolescent relationship plays an important role to

adolescents as it develops the ability for committed relationships. Additionally, Pelt

(2004) stated that it is a way of knowing one’s unique qualities of opposite sex and at

the same time choosing the right partner. Moreover, researchers theorized that

romantic relationship is essential to the development of adolescents in different aspect

such as “transformation of family relationship, close relationships with peers, sexuality,

and career planning” (Furman, 2002).

Stress is a continuous feeling of worry about work or personal life that prevents

someone from relaxing. Campbell, as cited by Crissey (2006), pointed out that stress

is a condition or effect that is a condition or effect that is bad and can cause some

problem.

Negative effects of romantic relationship are very evident in the report of

Namaganda (2009) saying that “developing feeling of love, two weeks before exams

can lead to lack of concentration during the time a learner should be revising and thus

failure”. Thus, Gastone Byamugisha (Namaganda, 2010) a psychologist and lecturer

at Kyambogo University said that heart break is not the only cause of student’s failure

in exam.
Review of Related Studies

According to Furman et al., 1999; Connolly et al., (2000). Several studies, all

sampling American high school students, show that having friends of the opposite sex

increases the likelihood of entering a romantic relationship The affective relationship

with parents too-regardless of how close or distant it may be – is known to influence

the individual’s behaviour toward romantic relationship. Couple relationship may be

related to other adolescents’ characteristics, such as antisocial behaviour, health

status, or fear of being rejected.

As stated by Crissey (2006) in her study about impact of romantic relationship

on high school girls, there is really a challenge in “balancing romantic relationship and

academic performance” in a teenager’s life. It gives pressure on how to maintain the

romantic side and academic work as well. She also added that having a romantic affair

especially when you are just a student would not just give a “source of stress” but also

a disturbance. Having a romantic relationship is really disturbing because a student

will deal on managing time between the school and in the romantic side that somehow

leads to give academic works a lesser priority.

According to Stefan (2006) study which is a qualitative study on the impact of

romantic relationship on the academic performance of high school girls applies merely

on the western culture. Results of the study showed that there is really a “social

pressure” for teenage girls who are involved in dating. She also found out this societal

pressure means that girls are engaged in this kind of dating situation merely “because

of some influences peers, magazines, televisions”, etc. Sometimes, if a girl doesn’t

engage herself in dating, some may considered her as “weird”, maybe because in the

western society today, there’s no more things such as Maria Clara, which refers to
those who are a little bit conscious in dating, as well as engaging in romantic

relationships. She said that majority of the people would expect girls to already have

a dating partner especially when girls reach into their adolescent stage. She also

added that this dating is usually considered as a threshold or the first step towards

romantic relationship. After conducting her study, she concluded that dating/romantic

relationships have “negative and positive” outcomes into the academic performance

of someone involved– positive in the sense that dating gives inspiration/motivation for

girls to do well in their academic works, if and only if girls will know how to manage

tome wisely and properly and that girls will not take dating seriously. However, it is

negative on the other hand because it will just cause “distraction”.

 Chapter III

METHODOLOGY

This chapter presents the research design, locale and time of the study, the

respondents, the sampling technique, instrumentation and its validation, the data

gathering procedure and the statistical analysis of data.

Research Design

The method used in this study is descriptive survey method. It is a scientific

method which involves observing and describing the behavior of a subject without

influencing it in any way (Shuttleworth, 2012). In survey method, the researchers

select a sample of respondents from a population, and administer a standardized

questionnaire for analysis (Mofatt, 2015). The method is employed in this study since

it is designed to gather information about existing conditions. The study looked into

the perception of Senior High students on Public Display of Affection (PDA) of students

in San Policarpo National High School. The profile of the Senior High students in the

aforementioned school in terms of age, gender, grade level & strand, and school were

determined. The perception of Senior High students on Public Display of Affection in

terms of academic performance, socialization, time management and student’s

reputation is also considered. Lastly, the researchers will be pointing out

recommendations based on the results of the study.

Locale and Time of the Study

This study was conducted on San Policarpo National High School and in

Calbayog City during School Year 2018-2019.

Figure 1. Map of Calbayog City

Respondents of the Study

The respondents of this study, the Senior High students of San Policarpo

National High School, both Grade 11 and 12, are divided into their respective strands:

Science, Technology, Engineering and Mathematics (STEM), Humanities and Social

Studies (HUMSS), Accountancy and Business Management (ABM) and General

Academic (GA).
Sampling Procedure

The random sampling technique was utilized in getting the respondents of the

study. For all the Senior High students of San Policarpo National High School, the

researchers will give self-made questionnaires and have them answer it truthfully and

honestly.

Instrumentation

The instrument of the study was a researcher-made questionnaire composed

of two parts. Part I was about the profile of the respondents in terms of age, gender,

grade level & strand, and school. Part II was about the perception of Senior High

students on Public Display of Affection of students in terms of academic performance,

socialization, time management and student’s reputation.

Validation of the Instrument

Before the questionnaire was reproduced for distribution to the respondents,

the same was subjected first to expert validation to ensure the construction of valid

and reliable items and conditions. This was done by submitting the questionnaire to

the research adviser, Ms. Christine S. Madrid, for corrections, revisions and approval.

Data Gathering Procedure

The researchers sent a letter to the principals of San Policarpo National High

School to allow them to conduct the study on Senior High students of different strands.

After asking permission, the questionnaire was distributed to the respondents. After

the survey instrument had been field out to the respondents, the researchers retrieved

it. Then it was gathered, classified, scored, tallied, tabulated, and treated statistically.
It was analysed to determine the findings and consequently draw conclusions and

recommendations.

Statistical Treatment of Data

The response of the respondents to the questionnaire was carefully tallied,

tabulated and organized. The data was presented, analyzed and interpreted with the

use of frequency, percentage, correlation and interpretation. The researchers used

statistical technique and it is the frequency and percentage distribution to analyze and

process the data. The technique is used to interpret all the data gathered by the

researchers.

Percentage Distribution

P= F/n*100%

where:

P= Percentage

F= Frequency

N= Number of respondents
 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the data which were analyzed and interpreted to provide

answers to the problems of the study. The data are presented in tabular form in which

it will clearly discuss by textual presentation.

The first and second data will present the profile of the Senior High School
students of San Policarpo National High School.

Respondent’s profile in terms of Age

Table 1. Age

Age Frequency Percentage

16 3 3.75 %

17 25 31.25 %

18 34 42.5 %

19 15 18.75 %

20 3 3.75 %

Total: 80 100%

The table from above reveals that the survey conducted for the study has a total

of 80 respondents. Of the total respondents, 3 were ages 16 with a percentage of

3.75%, 25 were ages 17 and has a percentage of 31.25%, 34 were the student ages

18 and has a percentage of 42.5%, 15 were students who has an age of 19 with a

percentage of 18.75% and 3 were ages 20 with a percentage of 3.75%. It also

emphasizes that majority of the respondents were the students who has the age of 18

that comprises 42.5% of the total number of respondents who took the survey. And
the lowest came from ages 16 and 20 –above, with the frequency distribution of 3 and

has a percentage of 3.75%.

Table 2. Respondent’s Profile in terms of Sex

Sex Frequency Percentage

Male 34 42.5 %

Female 46 57.5 %

Total 80 100%

The table above shows that the majority of gender came from the female with

the frequency distribution of 46 and has a percentage of 57.5%. And the lowest came

from the male having the frequency distribution of 34 and has the equivalent

percentage of 42.5%.

Table 3. Respondent’s Profile in terms of Grade Level & Strand

Strand Frequency Percentage

STEM 4 5%

HUMSS 28 35%
Grade 11

GAS 8 10%

ABM 4 5%
 STEM 4 5%

HUMSS 16 20%
Grade 12

GAS 12 15%

ABM 4 5%

Total: 80 100%

The table shows that the grade level and strand with the majority population
in Grade 11 came from Humanities and Social Sciences (HUMSS) with the frequency
distribution of 28 and has a percentage of 35%, and the lowest came from Science,
Technology, Engineering and Mathematics (STEM) and Accounting and Business
Management (ABM) with the frequency distribution of 4 and has a percentage of 5 %.
However, the General Academic Strand has the frequency distribution of 8 and has a
percentage of 10%. It also shows that the majority population in Grade 12 came from
HUMSS with the frequency distribution of 16 and has a percentage of 20% and the
lowest came also from STEM and ABM with the frequency distribution of 4 and has a
percentage of 5%. And GAS with the frequency distribution of 12 and has a percentage
of 15%.
 Table 4.Perceptions of Students of PDA in terms of Academic Performance

Statements Frequency and Percentage Mode

(5) (4) (3) (2) (1)

SA A N SD D

Student couples who 11 17 24 2 10 Neutral

engage in PDA are not
able to focus on their (13.75) (21.25) (30) % (2.5) % (12.5) % (24)
lessons.
% %

Those students who 6 25 20 10 2 Agree

engage in PDA know
how to maintain their (7.5) % (31.25)% (25) % (12.5) % (2.5) % (25)
grades.

Student couples who 7 18 28 7 5 Neutral

do PDA are able to
comply their school (8.75) % (22.5) % (35) % (8. 75) % (6.25) % (28)
requirements.

Student couples who 6 13 35 9 2 Neutral

do PDA still have an
active participation in (7.5) % (16.25) % (43.75) (11.25) % (2.5)% (35)
their school activities.
%

Student couples who 8 20 25 7 4 Neutral

are engaged in PDA
are more motivated to (10) % (25)% (31.25) (8.75) (5) % (25)
do their school works.
% %
 The table shows the perceptions of respondents to Academic Performance, there
are sets of questions that the respondents answered as well. In the statement says
“Student couples who engage in PDA are not able to focus on their lessons.” Majority
of the respondents answered “Neutral” with frequency distribution of 24, a percentage
of (30%) which means that student couples who engage in PDA are averagely
performing in focusing on their lessons. The respondents agree that there are students
who can focus on their lessons even if they do PDA and they also agree that some do
not. The statement says “Those students who engage in PDA know how to maintain
their grades.” Majority of the respondents answered “Agree” with frequency distribution
of 25, a percentage of (31.25%) which means that the student couples who engage in
PDA are highly performing in maintaining their grades. Most of the student couples
that they know are still conscious with grades and still value their studies while
engaging in PDA and romantic aspect. The statement says “Student couples who do
PDA are able to comply their school requirements.” Majority of the respondents
answered “Neutral” with frequency distribution of 28, a percentage of (35%) which
means that students who engage in PDA are averagely performing. The respondents
somehow agree that there are students who tend to ignore or forget in complying their
school requirements due to distractions and putting more time on their romantic aspect
than on academic. The statement says “Student couples who do PDA still have an
active participation in their school activities.” Majority of the respondents answered
“Neutral” with frequency distribution of 35, a percentage of (43.75 %) which means
that students who do PDA are averagely performing in participating in their school
activities. The statement says “Student couples who are engaged in PDA are more
motivated to do their school works.” Majority of the respondents answered “Neutral”
with frequency distribution of 25, a percentage of (31.25%) which also means that
students who are engage in PDA are averagely performing in motivating their selves
to do their school works. Some students become more motivated when involving in
PDA and relationships because it serves as their inspiration but on the other hand,
there are also students who take it as a distraction to their studies and can easily
disregard their school works.
 Table 5.Perceptions of Students of PDA in terms of Socialization

Statements Frequency and Percentage Mode

(5) (4) (3) (2) (1)

SA A N SD D

Students who commit 5 15 32 10 2 Neutral

PDA no longer able to
join with friends during (6.25) % (18.75) (40) % (12.5) % (2.5) % (32)
free time.
%

Student couple who

are engaging in PDA 6 17 29 8 5 Neutral
spends less time on
(7.5) % (21.25)% (36.25) (10) % (6.25) % (29)
social media.
%

Student couples who 8 23 25 7 5 Neutral

are engaging in PDA
still have happy (8.75) % (22.5) % (35) % (8. 75) % (6.25) % (28)
moments with their
classmates on school
activities.

Students who commit 6 13 35 9 2 Neutral

PDA still able to have
quality time with their (7.5) % (16.25) % (43.75) (11.25) % (2.5)% (35)
family.
%

Student couples still 8 20 25 7 4 Neutral

able to make friends
and interact with other (10) % (25)% (31.25) (8.75) (5) % (25)
people.
% %