Sexual Activity And Academic Performance Essay

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Register to read the introduction… Becoming sexually active might cause a decline in academic performance because sex may psychologically distress or emotionally distract students, causing them to pay less attention to coursework. However, the direction of causality may run in the opposite direction. Poor academic performance may cause PMMS marine engineering graduating to become sexually active. College students may become disillusioned or depressed due to receiving low grades and may psychologically compensate for their feelings of academic inadequacy by seeking fulfillment in sex. Or, it may be that there is no causal link between early sexual activity and academic performance but rather an association due to unmeasured heterogeneity. A research has been done on the information on the sexual activity on college campuses. A longitudinal study by Schvaneveldt, Miller, Berry, and Lee (2001) found a negative correlation between the age of one’s first sexual intercourse and one’s academic performance. Bjerklie (2003) states that among college students living away from home, 56% are sexually active. People often over or under estimate what they believe is happening in their environment, especially in terms of their peers. For example, a clear majority of college students polled at a major university believed their peers had had sex with multiple partners over the past year; however, a small percentage had multiple partners Khoury (1998). This study brings up the issue of honesty. If a student inflates his or her responses in order to stay on par with incorrect perceptions about his or her peers’ sexual activity, it makes reliable research in the area of sexual activity problematic. Research concerning sexual activities is difficult to perform. First, as with just about everything, people’s definitions of sex change from person to person, and across gender (Bogart, Cecil, Wagstaff, Pinkerton, and Abramson, 2000). Bogart et al. found that sex was usually defined as “vaginal or anal intercourse” and that some people also define “oral intercourse” as sex (2001). The need for clearly defined operational definitions is extremely important when dealing with a topic such as sexual activity. Knox, Sturdivant, and Zusman (2001) found that women reported to be more probable than men to have stricter requirements about their potential sexual partner met before having sexual intercourse with that person. Further research shows dating has a negative impact on academic performance. Quatman et al. (2001) found a negative correlation between dating frequency and academic achievement in high school students. Additionally, Quatman et al. also found dating frequency and academic motivation to be negatively correlated as well (2001). Although this study was done with high school subjects, it is still indicates the presence of an interaction between dating and grade point average. Research has been done on the age at which one has sexual activity. The younger the age at which one has sexual intercourse is negatively correlated with lowered academic performance and goals (Schvaneveldt, Miller, Berry, and Lee 2001). Research states that the early initiation of sexual intercourse is related to poor academic performance (Schvaneveldt et al., 2001), and that interpretations of sexual language vary from person to person (Bogart et al., 2000). Statement of the Problem This study aimed to determine the relationship of PMMS BS Marine Engineering Graduating Students’ Academic Performance and their Perception about Academic Performance and Sexual Activities. Specifically, this sought to answer the question below: 1. What is the profile of the respondents in terms of age? 2. …show more content…
These data were analyzed and interpreted for easy readability of the readers.
Table 1
Student-Respondents’ Profile According to Age Age | Frequency | Percentage | 16-18 | 2 | 16.67% | 19-21 | 7 | 58.33% | 22-24 | 3 | 25.00% | TOTAL | 12 | 100.00% | Table 1 presents the frequency and percentage distribution of the student-respondents classified as to their age. As can be seen from the table, data revealed that of the 12 student-respondents, 2 or 16.67% of them age 16-18 years, 7 or 58.33% are in the 19-21 years age-range, and 3 or 25.00% are in the 22-24 age-range. Findings show that the youngest respondent belongs to the 16-18 years age-range while the oldest student-respondent belongs to the 22-24 years age-range. Lastly, it can be observed that most of the respondents are 16 to 20 years old, as evidenced by 8 out 12 or 66.67% of the total respondents.

Table 2
Student-Respondents Criteria Criteria | Average | Interpretation | 1. | 3.1 | Undecided

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