Research Final Chap 1-5 Time Management

Republic of the Philippines
Department of the Education

Region VI- Western Visayas
Schools Division of Iloilo
LAMBUNAO NATIONAL HIGH SCHOOL
Senior High School
Lambunao, Iloilo
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Chapter I
Introduction to the Study
Chapter I cover seven parts: (1) Background of the Study, (2) Theoretical Framework,
(3) Statement of the Problem, (4) Research Hypothesis, (5) Significance of the Study, (6)
Definition of Terms, (7) Scope and Delimitations of the Study.
Part One, Background of the Study, presents the overview of the study.
Part Two, Theoretical Framework, showed figure that describes the paradigm of
our study.
Part Three, Statement of the Problem, presents the general and specific problems
of the study.
Part Four, Research Hypothesis, explains the researcher’s predictions and
expectations of the study.
Part Five, Significance of the Study, enumerates and explains the benefits that
maybe derived from the findings of the study.
Part Six, Definition of Terms, presents the conceptual and operational meanings
of important terms used in the study.
Part Seven, Scope and Delimitations of the Study, specifies the scope and
coverage of the study.

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Background of the Study
Time is an essential resource for everyone in order to achieve the individual goals
and objective. It is so delicate that it cannot be saved but can only be spent and once
misused it can never be regained. Each one of us is looking for ways to improve time
management. Whether it is the management of an organization looking for business
improvement or an individual looking for ways to better spend their time, time
management is important to both.
According to Campbell and Svenson (1992), time management refers to the way
students manage their time in order to have better academic performance which is
invaluable for academic success. Thus, it is important for students to know the first step
of time management i. e. giving priority to the important matters, and should remain
focused on issues essential for success. In line with these notions, Gloe (1999) argued
that the techniques of time management are the best ways to manage course materials
successfully. These includes group discussion, exchanging ideas and sharing views on key
points, which ultimately help students to perform better in the examination leads to
superior academic performance.
Grade point average (GPA) is a commonly used indicator of academic
performance. Academic competence is associated with student’s ability to manage their
study load and is used to assess if students are able to manage the study material in the
curriculum. It also provides an indication of whether the curriculum is interesting enough
for students to enjoy their classes. Academic competence has been shown to affect
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students’ academic performance and a student with better academic competence would
probably have better academic performance.
As observed many students have a problem on how to manage their time properly
in the activities that they get involved. This problem motivates the researchers to conduct
this study regarding the time management of senior high school learners.
Theoretical and Conceptual Framework of the Study
This study is connected on the pickle jar theory which is the latest theory of time
management. In which this theory was developed by Jeremy Wright after his series of
study (Olubor & Osunde, 2007). The theory states that activities and responsibilities of an
individual should be balance using effective time management system. This theory is
predicted on the fact that every person has many priorities in life such us studies,
workload, family responsibilities, leisure, sleep and rest. According to the theory, none of
this activity is bad; the important thing is that you can manage your time efficiently in
order to enhance your academic performance.
Pickle Theory as it relates to time management and academic performance of the
senior high school learners of Lambunao National High School emphasizes the needs to
identify one’s priorities during school days.

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The research paradigm showing the relationship between the variables is shown
below.
Independent Variable Dependent Variable
Sex: Time Management Skills
 Female
 Male
Academic Strand:
 GAS
 HUMSS Academic Performance
 ABM
Fig. 1. This research paradigm shows the relationship between the Independent
Variable (Time Management) and Dependent Variable (Academic Performance).

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Statement of the Problem
This study aimed to investigate the relationship between the time management
and academic performance of senior high school learners.
Specifically, it sought to answer the following questions:
1. What is the time management skills of senior high school learners as an entire
group and when classified according to sex and senior high school track?
2. What is the academic performance of senior high school learners as an entire
3. Is there a significant difference in the time management of senior high school
learners when classified according to sex and Senior High School track?
4. Is there a significant difference in the academic performance of senior high school
learners when grouped accordingsex and Senior High School track
5. Is there a significant relationship between the time management and academic
performance of senior high school learners
Research Hypotheses
The followinghypotheses formulated to guide this study:
1. There is no significant difference in the time management skill of senior high
school learners when classified according to sex and Senior High School track.
2. There is no significant difference in the academic performance of Senior High
School learners when grouped according sex and Senior High School track.
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3. There is no significant relationship between the time management and the
academic performance of Senior High School learners.
Definition of Terms
For purpose of clarity and understanding, the following terms are given their
conceptual and operational definitions.
Academic Performance is the outcome of education, the extent to which a student,
teacher or institution has achieved their educational goals (Annie, Howard & Mildred,
1996).
As used in the study, Academic Performance refers as basis in order to identify the
result of the study.
Academic Track Learners are the learners which include Accountancy Business and
Management (ABM) Strand, Humanities and Social Sciences (HUMSS) Strand, and
General Academic Strand (GAS).
In this study, Academic Track Learners is used as the respondents of the study.
Time Management refers to the way students manage their time to have a better
academic performance which has a big help for academic success (Campbell & Svenson,
1992).
In this study, Time Management is used as independent variable of the study.

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Significance of the Study
The findings of this study would be beneficial to the following entities:
Students. This study would give the students the ideas on how to manage their time
effectively and efficiently.
Parents. This is also significant to the parents because it will inform them on how do
their children manage and what are the things that they are doing.
Teachers. This study will help the teachers know their students better so that they
may be able to provide guidance to their students.
Future Researchers. The findings of this study will serve as a basis for the future
researchers and will encourage them to conduct similar studies.
Scope and Delimitation of the Study
This descriptive study sought to determine the relationship of learner’s time
management and academic performance during school days.
The respondents of the study are the 241 Grade 12 Senior High School learners of
Lambunao National High School- Senior High School for the school year 2017-2018.
Data was obtained through the adopted- research survey questionnaire to determine
the time management skills of Senior High School learners. The Academic Performance
was measured through therespondents’ Final Grade Point Average (GPA) on the First
Semester.
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The statistical tool that was used is the mean and standard deviation for the
descriptive statistics while t-test for independent samples, and Pearson’s Product Moment
Correlation Coefficient for the inferential statistics.

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Chapter II
Review of Related Literature
Chapter II is consist of four parts: (1) Time Management, (2) Foreign Studies on Time
Management, (3) Local Study on Time Management, (4) Academic Performance.
Part One, Time Management, explains and discuss what a time management is
and reasons why learners have a difficulty in managing their time.
Part Two, Foreign Studies on Time Management, presents the related studies and
concepts about Time Management and Academic Performance internationally and
globally.
Part Three,Local Study on Time Management, presents the related research
studies about time management within the country and locality.
Part Four, Academic Performance, explains the concepts of Academic
Performance.
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Time Management
Time management is an art and a science. Everybody has to learn how to do it.
Some people have a good skill at it but not everybody. Time is a priceless source. Time is
the single resources that can’t be changed, can’t be taken back once it is used and is
used completely at the appreciation of the owner. No one can control the moving of time
but everyone is able to decide how to use it. Time management is self-management with
an explicitly focus on time in deciding what to do; on how much time to allocate to the
activities; on how activities can be done more efficiently and on when the time is right for
particular activities.
Time management is the art of arranging, organizing, scheduling and budgeting
one’s time for the purpose of generating more effectiveness work and productivity. It is a
priority-based structuring of time allocation and distribution among competing demands
since time cannot be stored, and its availability can neither be increased beyond nor
decrease from the 24 hours. Gerald (2002) defined time management as a set of
principles, practices, skills, tools and systems that work together to help you get more
value out of your time with the aim of improving the quality of your life. Argarwal (2008)
in his contribution asserts that time management is usually a personal problem and if one
instinctively knows what the right is, then there is no need to worry. Daily life is not
actually a gamble and allocating time to every activity will help. Unlike other things, time
lost never comes back.

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Time management is focused on solving problems. Examples of common
problems are; being unable to deal with distractions, deadline pressure, and
procrastination, and self-discipline, ambiguity of personal goals, not being able to say
“no”, excessive social relations, indetermination, perfectionism and messy task.
Akomolafe (2005) stated that time really cannot be managed because it cannot be
slowed down, speed up or manufactured. But Quek (2001) believed that time can be
managed because when one wants to solve the problem of procrastination, one needs to
learn and develop time management skills. In the mind of the researchers, there is an
indication that Quek feels that procrastination may affect time management. Time is
natural; however, people live and work or exist within time. Therefore, time rolls along
with human existence.
Time management is a skill that every student should not only know, but also
apply. A lot of university students complain about running out of time when asked to do a
certain task, they get frustrated because they are not able to make it before the deadline.
Time management is extremely important, especially when it comes to university
students because it will boost their grades and enhance their productivity (Laurie &
Hellsten, 2002). However, most of the time students face problems like task aversion and
uncertainty, so they start to procrastinate because they lack organizational skills. As a
result, students will not be able to organize duties according to their priorities, so they
get distracted easily, ending up procrastinating. As we can see, time management is
quite essential to any university student, and it is one of the keys to higher academic
achievements (Kelly, 2004).

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Time management failures
Eruteyan (2008), states that effective time management for high organization
performance in the Nigerian Institute of Management Journal has reactive mode of
working. Some managers are only concerned about what is happening at present in their
organization. They don’t take time to act to events that come their way rather they react
and keep complaining.
Failure to think correctly before acting is taking action without prior correct
thinking is a cost of time management failure. Some managers seem not to believe in or
find it difficult to put into practice, the 10/90 principle of effective time management
which states that 10% of time that it takes to plan your activities carefully in advance will
save you 90% of the effort involved in achieving your goals later.
Some managers are failure to acquire new skills, knowledge and abilities. They fail
to update themselves in terms of attending seminars and lectures that will increase their
horizons instead they feel they know all things and don’t need to be updated.
Some mangers adopt procrastination on hard challenging jobs. Instead of getting
started on them and allocating good time thereto, the adamantly refuse to work on this
task. The most injurious aspect of this approach is that such hard challenging jobs are
not in the bottom 80% but in the top 20% of jobs which add most value to the
managers’ work.
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Other reasons for time management failures by managers includes poor team
building, refusal to relax, poor creativity, poor self-confidence, inability to set a
conductive working environment.
Eilam and Aharon (2003) suggested that time management can be viewed as a
way of monitoring and controlling time. McWhorter (1998) argued that the first two
crucial steps in taking control of time are establishing goals and following a schedule to
reach the goals. Pintrich, Smith, Garcia, and McKeachie (1993) describes effectively
scheduling, planning and managing one‘s study time as the time management
components, and for college students, time management refers to how effectively
students structure their time to successfully achieve certain goals. Students can use the
assignment deadlines and exam dates predetermined by their professors as goals for
each semester, but they must create a schedule that will enable them to reach those
goals successfully (McWhorter, 1988). The literature showed that time management
positively affects college grades and total study habits (Claessens, van Eerde, & Rutte,
2007). Researchers have argued that college students with strong time management
skills usually have higher GPAs (Britton & Tesser, 1991; Macan, Shahani, Dipboye, &
Phillips, 1990; Zimmerman, 1989). Brint and Cantwell (2010) found that study time is
strongly connected to both academic conscientiousness and higher GPAs. However, 67%
of undergraduate students identified time management as their most pressing problem
(Britton & Tesser, 1991). Related research has also demonstrated evidence that first-year
college students are spending less time with their studies and that students lack tools to
study more efficiently and optimize their time management skills in order to arrange
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more study time (Higher Education Research Institute, 2003). Using student organization
tools may improve student outcomes, such as homework completion and class
preparation (Lu, Gunawan, & Hisa, 2014).
There is a saying that, time is money. It is obvious for an individual to protect and
use his or her wealth rationally. Therefore, being a scarce and priceless resource, it is
important for the individuals to use time wisely.
Various literatures like Macan et al (1990), and Britton and Tesser (1991) claim
that, there is a positive relationship between time spent and performance particularly
academic performance; that, the more you engage in time management, the better
results you will achieve in terms of increased academic performance.
For the parents at home, experience shows that, they do not monitor and control
their children effectively as far as academic issues are concerned; some students go to
school without exercise books, without shoes and proper uniforms while their parents
have ability to provide those items to them. In this situation, students are not motivated
to go to school to study; as a result, some of them are seeing roaming in the streets
during school hours; but again due to poor supervision by parents, students have been
leaving their home places for school and coming back home without the knowledge of
the parents whether the students really went to school or not (Nyambo, 2013).
The problem of how to manage time was already being discussed in the 1950s
and 1960s, and several authors proposed methods on how to handle time issues on the
job. They suggested simple remedies such as writing work plans down on paper (so-
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called to-do lists) in order to increase one’s job performance (Drucker 1967; Lakein,
1973; MacKenzie, 1954).
There is no agreement on the definition of time management in past studies.
Although many authors such as Lakein (1973) suggested that, time management
involved the process of determinant of needs, setting goals to achieve the needs,
prioritizing and planning the tasks required to achieve these goals. Also Estes (2012)
explains that, Time management is the art of arranging, organizing, scheduling, and
budgeting one’s time for the purpose of generating more effective work and productivity.
Gupta (2001) refers Time management to a process constituted a series of steps
which involves the analysis of our time habits, clarification of objectives, establishment of
priorities, planning for appropriate results, keeping records properly, taking positive 11
action against time wasters and avoiding procrastination. Time management is an issue
which is fundamental to job performance.
Time Wasters
Time wasters are interruption such as people, events actions and processes that
prevent us from making the most use of our time. Time wasters though a high level of
interaction between people at work can normally be considered as a healthy
phenomenon, there are never less potential disadvantages for one individual’s personal
effectiveness.
An example of these time wasters at workplace can be like, too much time in
socializing, misplacing information and forgetting information. This is to say that
socializing in a reasonable amount boots job satisfaction, morale and consequently

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productivity. Therefore, socializing in general is a tonic that enhances the quality of work
(Mancini, 2003).
At times, teaching can be overwhelming. You have stacks of papers to grade,
conferences to attend, grades to calculate, emails to respond to, and, if there is any time
left—teach. Organization is the cornerstone of time management. A big time waster,
according to many teachers, is "hunting and gathering." That is: looking for that missing
lesson plan, collecting tools and equipment from students after completion of a project,
searching out that Individualized Education Programme that was due yesterday,
procuring books for a unit. If the teacher is one of the chronically disorganized, the task
may seem discouraging. If so, he/she has to start with one area at a time and work
his/her way around his/her classroom. The teacher may want to start with his/her desk,
and then move on to his/her file cabinets (Wagner, 2004).
Chilongola (2013) reveals that, it has been discovered that, in Dar es Salaam
some students have been doing bad deeds like smoking and sexual deeds instead of
attending classes; those misbehaviors have been done without the knowledge of their
parents.
Therefore, according to Chilongola, students also, tend to misuse their time for
studies. Since there is no good communication between students and parents, parents
and teachers and parents and communities such a way that, a student can leave home
for school but he/she uses school hours going to somewhere else to smoke, internet
surfing and doing other misbehaviors without the knowledge of their parents, then, when
coming back home, the parents do not take their responsibility to ask or check student’s
progress at school as a result, many students end up with poor academic performance.
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Environmental time wasters
These are the activities that occur at schools which are normally out of control for
teachers. The activities included are such as; interruptions from visitors- people drop at
school with no appointments; responding to incoming mails- reading and surfing on the
internet for non-official matters; meetings- can be waste of time if has no specific reason,
agenda and timeframe (Mackenzie, 1997).
Self-generated time wasters
Refers to the things that can be caused by a person himself and can be
controlled. Those things are such as; lack of planning – leads to drifting and working in a
scattered way; lack of delegation- doing too much and having insufficient time to focus;
inability to say “no”- allowing others to ask too much of you. Lack of organization and
untidiness- cluttered up the desk with less or no memories (Mackenzie, 1997)
Therefore, if the mentioned causatives of time wasters are not put into a big
consideration to take action for the changes, then it’s very obvious that teachers and
students will fail to manage their time effectively and hence fail to meet both work
deadlines and good expected results, which may lead to poor academic performance.
Procrastination
According to the Oxford Dictionaries (2013) Procrastination is defined as the
action of delaying or postponing something. People like teachers and students, have the
tendency to postpone their work. They have the required skills and talent to carry out the
task, but they are either too lazy to do it or due to multi-tasking, some activities are held
to be done ‘tomorrow’. This eventually piles up pending work assignments over a
considerable amount of time. When the teacher or a student knows that a certain
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teaching or learning activity has to be done in a way he/she is aware of, he/she has to
start off immediately.
Managing procrastination is among the most important keys to time management
and career success. If one is stepping into the corporate world, he necessarily has to
learn about time management in the workplace. In a teaching environment, avoiding
procrastination certainly enables both the teacher and the student to perform the
assigned work in the time allocated, and also manage future assignments as required
(Rampur, 2011).
Motivation
Motivation is the combination of a person's desire and energy directed at
achieving a goal. It is the cause of action. Influencing people's motivation means getting
then to want to do what you know must be done (Military Leadership, 1993).
Newspaper articles and other media reports regularly highlight the plight of
teachers in Tanzania. Report on the Education Sector Towards 2000 notes that ‘since
1962 the different schemes of service for teachers have not reflected due recognition of
the heavy demands of society upon teachers nor the crucial contribution of the latter in
molding the future citizens of society. This attitude has greatly discouraged academically
able young men and women from enrolling in teacher training courses.
Many dedicated teachers have gone to more caring employers’. In a similar vein,
the World Bank report (1990) on teachers’ conditions of service concluded that ‘in the
absence of incentives to perform better, many teachers are currently providing much less
and lower quality education than they are capable of …the de-motivation of teachers is a
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major contributory factor to the horribly poor learning achievements of primary and
secondary students’ (World Bank, 1990).
Record Keeping
Keeping record is a very important reflexive tool for teachers in the educational
setting. It helps in avoiding repetitions in teaching hence saving time for other lessons.
Also through the use of attendance register, it helps in monitoring and controlling
teachers who are late comers or absentees hence teacher will have much time in
teaching which is likely for them to accomplish syllabus effectively and also accomplish
the deadline.
Teachers’ absence may negatively impact to students’ achievement, therefore
teachers who are good in record keeping, and also smart in attendance, are mostly good
in teaching performance (Miller, Murnane and Willet, 2007)
A certain study investigated the record keeping practices of primary school
teachers in selected local government areas in Nigeria. The findings showed that
although the teachers were familiar with some principles of record keeping they were not
proficient in most of the operational procedures and did not demonstrate the knowledge
of using record keeping to further the development of teaching and learning activities.
Equipment that could be used for safe keeping of records were not available.
Recognizing the importance of record keeping towards the successful
implementation of teaching, the researchers recommended that teachers should be given
regular in-service training in record keeping and retrieval. Development of record keeping
skills should also be included in teacher preparation programs (Adebowale and Osuji,
2008).
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This shows that record keeping as a tool in managing time, if well practiced,
contributes to the improvement of teaching performance.
Dimensions of Time Management:
The effectual utilizing of time and managing time requires procedures and good
quality planning behaviors. One can make use of time effectively and competently by
keeping time logs, setting immediate and long- standing goals, prioritizing
responsibilities, constructing to-do lists and arrangement, and organize one’s workspace,
as studies of earlier period and plentiful how-to books proposed (Sabelis, 2001). Time
saving techniques and behaviors can be categorized into numerous groups and be liable
to contribute to a number of fundamental qualities in general. There are three surfaces of
time management behaviors: short-range planning, long- range planning and time
attitudes (Laurie & Hellsten, 2002). Short-range planning is the capability to set out and
systematize responsibilities in the short period of time. Long-range planning competence
is to handle everyday jobs over a longer time perspective by keeping follow of significant
dates and setting objectives by putting adjournment (Alay & Koçak, 2003).
Long Range Planning
Long-range planning means to have long-range objectives and having disciplined
routines. Various researchers named it as having perception of a preference for
organization and it is comparable to long range planning. To acquire a summary on the
everyday jobs that necessitate to be executed, time limits and priorities which increases
the perception of having control over time so, in the long run, planning enables one to
deal with all activities (Kelly, 2004). It directs to have less perception of control over time
because it may be tackling to be familiar with how much effort requires to be completed
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within hours, days or weeks; it may even be the immediately measurable effect of
planning. This gives the impression to indicate that time management
practicesaccomplish to have an influence on educational achievement, but that’s not all
they affect (Brigitte et al., 2005). It was also found that the students had advanced
overall academic achievements who accounted using goal oriented time management
practices.
Short Range Planning
Short-range planning was defined as time management activities surrounded by
daily or weekly time structure and cover the activities such as setting objectives at the
commencement of the day, planning and prioritizing daily behaviors and creation work
contents (Yilmaz et al., 2006). Numerous studies invented that short-range planning
behavior, forecasting of time in the short run, surrounded by the time enclose of a week
or less, established a constructive relationship to grade point average. Short range
planning in interface with accomplishment determined was optimistically associated to
dealing performance as well (Noftle et al., 2007). Likewise, most of the studies that
control for the student time do so by determining total time committed to the course, a
variable normally found to be unimportant. Academic achievement means the educational
objective that is accomplished by a student, teacher or institution realize over a definite
short period (Lisa & Robert, 2008). In a different research finding it has been
demonstrated that there exists a positive significant relation between students’ grade
point averages and the time attitudes and the short-range planning.
Time Attitude
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Time management demands a key shift in emphasis: concentrate on results, not
on being busy. There are a lot of cases with people who waste their lives in discolored
doings and attain very small since they are placing their labors into the incorrect
responsibilities or weakening to focus their activity successfully, established that two time
management workings directly affect the collective academic achievements (Mercanlioglu,
2010). The perception of how their time requires to be used up or planning including
utilizing short and long period goals and time attitudes or students accomplished that
both planning and encouraging time attitudes initiated that they had much more time to
finish their everyday jobs because they experience more in control of how their time was
exhausted therefore knowing when they had to state no to activities (Kaushar, 2013).
The literature revealed that time management practices that connected to the individual's
awareness and attitudes about time management and is comparable the perception of
having control over time. Therefore, time attitudes comprise the perception that the
individual is in control of time the perception that the person is efficiently managing his
time and the perception that the individual is making constructive utilization of time
(Karim et al., 2015).
Time Management and Academic Performance
Scholarly literatures have shown that time management is among the contributing
factors which impinge upon students’ academic performance and achievement. Balduf,
(2009) recognized that poor time management can contribute to academic
underachievement, and effective time management can contribute to higher levels of
college achievement (Britton & Tesser, 1991). Britton and Tesser (1991) found that 67%
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of undergraduate students identified time management as their most pressing problem.
Moreover, they found that self-reported time management predicted academic
achievement and, in particular, it was short-term planning that predicted grade point
average. Misra & McKean (2000) in a study showed that there is a relation between time
management, stress reduction and increased academic success. More specifically, time
management has been shown to be related to college grades (Britton & Tesser, 1991)
and academic performance (Burt & Kemp, 1994). Izawa (2002) reported that in learning
the text materials, the skill of time management is essential. Moreover, studies show that
the time organization and time management behaviors are significantly related to
academic performance (Frazier, Youngstrom & Glutting 2007). If the ability to effectively
manage one’s time was indeed positively related to academic performance, then,
presumably, interventions that improve time management would be of value to students
(Burrus, et al., 2013).
In the study conducted by Cyril V. (2001), the result revealed that there is
significant difference between male and female higher secondary students in their time
management. The findings shows that female students are better than the male students
in their time management. This may be due to the fact that most of the boys are
spending their time to play, watching T.V. and other activities. They cannot manage their
time properly. But, most of the girls are very sincere, responsible to their work. So, they
are using their time effectively. It revealed also that there is no significant difference
between male and female higher secondary students in their academic achievement. The
result discuss that the class XI students are better than the class XII students in their
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academic achievement. This may be due to the fact that specific subject has been chosen
by the students, and also they came from various classes and schools, and are getting
more opportunity to involve in the new situations in the school. In the new situation they
have adopted themselves and follow the time management in proper manner. So, the
students might have excel in their academic achievement.
Many studies which tested university students in time management have resulted
in significantly different scores across genders. The findings of Trueman and Hartley
(1996) revealed that female students reported considerably greater time management
skills than male students. In addition, the older mature-aged students (aged over 25
years) were found to report significantly better time-management skills than the younger
students, and those variables can predict the academic performance of the students
weakly. Findings by Misra and McKean (2000) indicated that females reported
significantly higher results in all factors of time management behaviors (perceived better
control of time, set and prioritized goals, planning and had an organized approach to
tasks and workspace). Furthermore, results from Covic et al. (2003) showed females
scored significantly higher only in one factor, this being the mechanics of time
management, such as making lists and keeping a diary.Macan et al. (1990) found
significant correlations between gender and time management, reporting that women
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engage in more mechanical time management behaviors than men, whereas men feel
more in charge of their time management behaviors.
Similarly, the impact of students’ time management skills on academic
achievement in the study by Demirtas and Ozer (2007), female students scored higher
than boys. However, in another study about time manage ment by Erdul (2005), the girl
students scored higher than men in time management skills.
The results of the study of Adigun et al., (2015) showed that even though the
male students had slightly better performance compared to the female students, it was
not significant. This better performance was found to be pronounced in the private school
which was shown to possess the best male brains found in the study area. Based on the
findings of this study, recommendations were made. Parents are encouraged to provide
the right education they can afford for their children irrespective of gender.
The higher deviation around the mean of the male students revealed that the
performances of the male students are not as uniform as the female students that is, the
entire female students have similar performances as opposed to the male students. This
explains the reason why the male students’ better performances are not significant
because the sets of male students with good performances and the sets with bad
performances did so most likely due to certain variables which are treatments the
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students are exposed to, which necessitated the reason this study measures the gender
performances in private and public schools. This result agrees with the findings of
(Jegede & lyang (1990), Mordi (1992), Chin- Tin (1993), Fabunmi (2004) and Dania
(2014)) that students’ performance is not determined by gender in terms of the
interaction of gender and treatment on students’ academic achievement.
A study on Spanish student indicates that some differences exist between males
and females on aspect of creativity related to academic achievement, although creativity
is shown to be related to academic performance for gender Xixia, (1999) also found that
the degree of creativity between male and female is similar but they also concluded that
the most famous creative person are usually male. Some researcher reported that one
gender is more creative than another gender.
Foreign Studies on Time Management
Prior studies on time management among students’ present varied perspectives
and findings (Repak, 2007; Cemaloglu & Sevil, 2010; Eliam & Aharon, 2003). In their
study, Claesson, Eerde, Rutte & Roe (2007), reviewed 32 empirical studies on time
management conducted between 1982 and 2004 in order to provide an overview of the
current state of the art in time management research. The review reveals that time
management behaviour relate positively to perceived control of time, job satisfaction and
health, while it is negative to stress. However, the relationship with work and academic
performance is not clear.

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Igdem (2010) investigated the relationship of time management to academic
performance of Master level students. Employing survey research design, his findings
show that there is a significant positive relationship between time management and
academic performance of Master’s level students. He concluded that the competitive
conditions in business life have forced people and business to do so many things
simultaneously.
In a related study, Davis (2000) examined the effect of time management on
work and academic settings. Using survey research design, his results suggest a positive
relationship between time management and work academic settings and increased
performance. A number of experts (Wright, 2002, Ancona, Goodman, Lawrence &
Tushtman, 2001, Gorge & Jonas, 2000), assessed the need to incorporate time in
theoretical models and research designs in organizations. Applying survey method, their
findings indicate that time management facilitates improvement in effort.
Cognizance of the non-acceptability of a universal definition of time management,
Shellenbarger (2009) views time management as behavioral change techniques that help
people get organized, clarify thinking and increase output. Eilam and Aharon (2003)
believe that time management is a way of monitoring and controlling time.
In a study by Macan (1994), efficient use of time was discovered to positively
influence students’ success in courses. Similarly, as a result of this study, a significant
relationship was identified between medical students’ time management scores and their
academic achievement, and students who use their time well were found to be more
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successful in their courses. This conclusion is consistent with the findings of research
conducted by Basak et al. (2008). They concluded that there is a significant relationship
between students’ time planning and their academic achievement, and that the students
who use time well are more successful in their courses.
In the study of Yilmaz, Yoncalik & Bektaş (2006), the result revealed that a
majority student possesses moderate level time management skills and only a
significantly small portion has high level time management skills. It also revealed in the
study of Lisa & Robert(2008)that the students’ time management skills affect their
academic achievement at a significant level and the skills are one of the predictors of
academic performance. They suggested that students should start to acquire time
management senses on their own in their primary school years by reading materials on
the issue or via the framework of psychological counseling and guidance studies applied
in schools and adopt effective time management attitudes and techniques to determine
how and where they spend their time. The various group of students who exploited time-
saving proficiencies notably had rich academic achievement. They accomplished those
students who do not use time saving techniques in their educational surrounding having
significantly lower academic as compared to results students who employ time-
management tactics have considerably higher achievement (Mercanlioglu, 2010).
Abulshawi & Abusultana (2003) conducted a study aiming at recognizing the
student of Yarmouk University ability to manage time from different faculties and
identifying its relation to academic achievement considering the variables; gender, the
university year and the faculty and how much these variables affect time management
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skills. . The study results showed that there is a medium degree of time management
skill among students at Yarmouk University, and the skill of time management and
academic achievement. And that there is a positive correlation and statistically important
between time management skill and the academic achievement according the faculty
variable goes to the advantage of economics, science students only.
To the researcher however, time management is as important as human and
material resources in any organization. From observation, poor time planners seem to be
faced with low productivity, inefficiency, ineffectiveness and low morale, stress and
frustration with themselves. Time is always available although it waits for no one, and is
no respecter of gender as reflected in the research conducted by Omolola (2010) that
both male and female undergraduate are affected by time management.
In relation to time management behaviour, some people studied it. Kaufman
(1991) states that time assessment behaviours were aimed at awareness of here and
now, or past, present and future self- awareness one’s time use and they cover or help to
accept task and responsibilities that fit within one’s capabilities. Macan (1996), states that
planning behaviour include goals, planning, task, prioritizing, making to-do list, grouping
task, aim at use effective time. Claesssen (2007) says monitoring behaviours focus on
observing one’s use of time while performing activities generating a feedback loop that
allows a limit to the influence of interruptions by others.
Tanriogen and Iscan (2009) determined the time management attitude and skill
levels of Pamukkale University students and the effects of these skills on their academic
achievement. The findings demonstrated that a majority of Pamukkale University

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students possess moderate level time management skills and only a significantly small
portion have high level time management skills. Also, according to the findings, the
prediction level of time management skills for academic performance is 7.9 percent.
Necati & Sevil (2010) carry out a study to determine the relationship between the time
management skills and academic achievement of students who are potential teachers
studying in faculties of education. The research was conducted among 849 graduate
students in the Faculty of Education at Gazi University. The result showed that there was
a meaningful and moderate relation between time management and academic
achievement. The relative importance order of the predictor variables on academic
achievement, according to the standardized regression coefficient, was time consumers,
time planning, and time attitude; each of the three variables had an important predictor
effect on the academic achievement of the students. In a research conducted by Sevari
and Kandy (2011), the impact of time management skills on self-efficacy and academic
performance was tested. The results from the study showed that the training of time
management skills to increase academic performance and self-efficacy is influential.
Swart et al. (2010) explored the relationship between time management skills and the
academic achievement of African engineering students. The results of this study were
applied to various tests, which indicated no statistically significant relationship between
time management skills and the academic achievement of African engineering students.
A study performed by Nonis et al. (1998) explores the Influence of perceived
control over time on college students' stress and stress-related outcomes. Data was
collected from 164 business students. The results showed that students who perceived
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themselves as having a high level of control over their time they experienced lower level
of stress, higher level of academic performance, problem-solving ability, and health than
those who believed themselves to be less in control over their time.
Kelly (2004) proposed that efficient use of time is directly associated with
increased academic performance and achievement. He investigated this possibility among
141college students. He used the Efficiency Scale (TUES), a social desirability scale, and
self-reported their overall GPA. The TUES is based on how well the participants claim to
use their time. The results support the positive correlation between time management,
academic performance, and GPA. In Turkey, Pehlivan (2013) performed a study to
determining the effect of the college students’ time management skills on their GPA and
course achievement. The results revealed that in all sub-dimensions that students from
Karadeniz Technical University hold “moderate level” time management scores. The
findings revealed that in all sub-dimensions of the questionnaire, female students
obtained higher average scores than male students. It has been demonstrated that there
is a positive significant relation between students’ grade point averages and the time
attitudes sub-dimension and between student grades and the long-range planning sub-
dimension. It has also been demonstrated that students’ time management skills affect
their GPA-course achievement and these skills are one of the predictors of grade point
averages. Talib (2012) studied factors such as academic competence, test competence,
time management, strategic studying, and test anxiety to determinants of academic
performance, i.e., Grade Point Average. A sample was 199 university students from
Rawalpindi and Islamabad Universities. The results indicated that academic competence,
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test competence, time management, and test anxiety were significantly related to
student's academic performance.
Lee (2008), says better time management can be achieved if goals have been set
and then all future work is prioritize based on how it moves the individual or organization
towards meeting the goals. The value of time management lies in the fact that people
have too many tasks they need to do but not enough time for the things that they want
to do. Time management helps identify needs and wants in terms of their respondents
and matches them with time and other resources. Time management brings about
orderliness and enables to be more productive and fulfill. According to Eruteyan (2008)
the performance of an organization is evaluated in terms of the degree of achievement of
the organizational goals and objectives of what monetary costs and efficiency. Effective
time management is a major challenge for students on how to manage regarding the
activities that they get involve in school and at home.
Mercanlioglu (2010) explains that, Time management is focused on solving
problems. Examples of common problems are; being unable to deal with distractions,
deadline pressure, procrastination, and lack of self-discipline, ambiguity of personal goals,
not being able to say “no”, excessive social relations, indetermination, perfectionism, and
messy desk.
Several Components to have an Effective Time Management According
to Mercanlioglu.
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List goals and set priorities
If we don’t know what we want to achieve in our lives, we can’t manage time and
someday, we can be disappointed of where we are.
So, make your list, determine what you are committed to doing, and put these items in
the appropriate place in your time management system. You can use A, B, C system. A=
Highest priority, B= Important to be completed, but not absolutely essential for today,
C= Nice if I can get to it. Therefore, it is important to do the highest priority items first
A’s, then B’s and then C’s.
Planning to achieve goals
Having just goals is not enough. We need to have a clean plan to achieve them.
“If you don’t know where to go, no road can bring you there”. If you want to learn
French, you either have to attend a language course, live in France for a while or read
books about the language. If you are not doing any of those suggestions, your wish
would certainly remain as a dream. Dreams that are not becoming true are meaning
failure, and failure is meaning unhappiness.
Using communication tools efficiently
Telephone and computer are considered as the traps of our era. When the
magical tools of communication are used consciously and under control, it is obvious that
the contributions are going to be very valuable.
Avoiding procrastination
Procrastination may be seen as a particular time management problem that
involves the delay of activities. Procrastinating steals your time and chases you from
achieving your goals. In order to achieve something, you need to start doing it and to
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finish it, you need to not procrastinate it. Thus, the reasons of procrastination should be
determined and the will of problem solving should be present.
Desk planning and building a good filing system
Even though “A messy desk means a messy mind” for some, “A messy desk is the
indicator of genius” for others. If moments where you lose an important file and end up
in difficult situation, you probably are the first type of person and a spring cleaning is
needed. A messy desk and the lack of a good filing system are important time traps. The
desk is not the right place to store documents; it’s the place where work is realized.
Thereby if only needed documents are on the desk performance would increase and time
wouldn’t be wasted.
Regulation of work time according to your body’s energy cycle
While some people’s energy is peeking early the morning, some are successful on
the afternoon and some at night. Knowing your best time and doing important and
urgent things during that time is a good planning approach.
Being able to say “No”
If it is not a requirement of your job and only by courtesy you are not able to say
“No”, you are facing the problem of being retained of doing your own job. If you don’t
learn to say “No”, your to-do list is going to get longer. You need to build your own
boundaries and learn how to refuse unnecessary work in a kind way.
Delegation of some of your responsibilities
This way, additional time to do other important things would remain to the
person.
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Local Study on Time Management
According to the study of Lebuna, Niembra, and Pullon (2016) the top five
common time management activities of College of Education students at West Visayas
State University- Lambunao Campus were: coming to school before time schedule;
reviewing notes before class; reading books and studying lessons after meal when there
time management activities of students in school were: reviewing notes before class,
coming to school before time schedule, talking with friends after lunch time reading
books and studying lessons after meal if there is time; going to the library when there is
time.
Academic Performance
Academic performance in this study was perceived as the degree of achievement
by students in their class assessment tests, beginning of term exams, mid-term exams,
terminal and national examinations. Derek (1981) argued that academic performance is
the measured ability and achievement level of a learner in a school, subject or particular
skills.
Also, Page, Thomas and Marshall (1999) described performance as action of a
person or a group when given a learning task. In education, performance is often
presented as synonymous with academic achievement or attainment, in carrying out of a
task, course or assignment.
Therefore, academic performance has to do with a learner’s scholastic ability and
attainment, as regards his or her work and this is often measured through tests, exams,
course works and assignments.

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The research reviews support the hypothesis that student performance depends
on different socio-economic, psychological, environmental factors. The findings of
research studies focused that student performance is affected by different factors such as
learning abilities because new paradigm about learning assumes that all students can and
should learn at higher levels but it should not be considered as constraint because there
are other factors like race, gender, sex that can affect student’s performance. (Hansen,
Joe B.2000).
Absenteeism
Muchinsky stated that the conflicting and contradictory findings reported in
studies on absenteeism are attributable to the ill-defined concept of absenteeism
(Muchinsky, 1977).
Defining absenteeism should be simple. A person either is or is not at work.
However, there is no universal agreement on it is meaning (Rhodes and Steers, 1990).
Brooke and Price (1989) defined absence as the non-attendance of employees for
scheduled work.
Hackett and Guion (1985) and Steers and Rhodes (1978) reveals that, some
studies organize absenteeism into two main types: voluntary and involuntary. While
voluntary absenteeism implies a conscious decision by the worker about whether to
attend work on any given day, involuntary absence implies that it is beyond the
immediate control of the worker, for example transportation problems, sickness or family
funeral (Blau,1985).
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Also, as far as academic performance is concerned, Sauers, McVay and Deppa
(2005) explain that, to encourage class attendance, they have always spent part of the
first class meeting telling the students that it is important for them to attend class, that
they will learn more if they attend class, and that students who attend class regularly
generally earn higher grades for the course and those who do not attend class regularly
earn low grades for the course.

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Chapter III
Research Design and Methodology
Chapter Three consist of five parts: 1) Research Design, 2) Respondents, 3)
Instrumentation, 4) Data Procedure, 5) Statistical Analysis.
Part One, Research Design, explains the descriptive research and correlational
that was used in the study.
Part Two, the Respondents, presents the learners’ who participated and was
chosen in the study.
Part Three, Instrumentation, describes the instruments used in data gathering of
this research study.
Part Four, Data Gathering Procedure, presents the procedure followed in
gathering and collecting the data.
Part Five, Statistical Analysis, presents the statistical tools used in data gathering
of this research study.

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Research Design
The research design for this study is the descriptive and correlational research
design. Descriptive Research describes what exists and may help to uncover new facts
and meaning. The purpose of descriptive research is to observe, describe and document
aspects of a situation as it naturally occurs. This involves the collection of data that will
provide an account or description of individuals, group or situations. Instrument will be
used to obtain data in descriptive studies include questionnaires, interviews (close
questions), observation (checklist, etc), (Polit & Hungler, 1999).
Correlational research is the systematic investigation of the nature of
relationships, or associations between and among variables without necessary
investigating into causal reasons underlying them. It is also concerned with the extent of
relationships that exist between or among variables (Barrot, 2017).
This study employed descriptive and correlational research method to find out the
relationship of time management and academic performance of the selected Grade 12
Academic Strand learners during the first semester of the S.Y. 2017-2018. Since this
study is concerned of the relationship of time management and academic performance of
the said respondents, the descriptive and correlational method was the appropriate
method to use.
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Methodology
Respondents
The study aims to determine the relationship between the time management and
academic performance of the Grade 12 Senior High School Learners. Through this study,
the researchers will able to know what would be the relationship of time management in
their academic performance.
In this study, the respondents were the 241 Grade 12 Senior High School
Learners of Lambunao National High School enrolled in the school year 2017-2018. The
researchers employed the formula used by Slovin in choosing the respondents. The
formula used by Slovin is quite popular for determining the sample size for a survey
research, especially in undergraduate thesis in education in social sciences, maybe
because it is easy to use and the computation is based almost solely on the population
size. However, its misuse is now also a popular subject of research here in the country
and students are usually discourage to use the formula even though the reason behind
are not clear enough to them. Perhaps it would be helpful if we could know who really is
the Slovin and what where the bases of his formula.
One classification of the learner respondents was their Senior High School Strand
whereas they were grouped asAcademic Track and Technical Vocational Livelihood (TVL)
Track.
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Table 1 shows the number of Grade 12 Academic strand learners as the
respondents of the study.
Table 1
Distribution of Respondents according to Senior High School Track S.Y. 2017-2018
Senior High School Track N n
Academic Track 231 121
Technical Vocational Livelihood (TVL) 390 120
TOTAL 621 241
Data – Gathering Instrument
Time Management (Mean)
This quantitative study used Time Management Questionnaire (TMQ) adopted
from Act Advanced Corporate Training in gathering and collecting data. These
instruments obtain statements that describe on how students manage their time. It is a
25-item rating scale used to measure the time management skills of student. This
instrument is validated by the three(3) English teacher of Lambunao National High School
– Senior High School. Few questions were revised for more clarity and certainty. After
which, the questionnaire was pilot tested in Grade 11 Academic Strand learners
specifically, the General Academics (GAS), Humanities and Social Sciences (HUMSS), and
Accountancy Business and Management (ABM), the learners of which possess the same
characteristics and nature of the respondents. The pilot test was to look into the
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consistency and reliability of every item in the test questionnaire.The reliability of this
instrument is determined by using the Cronbach’s Alpha through Statistical Package for
the Social Sciences (SPSS). This process is yielded a reliability coefficient of 0.816.
The rating scale with corresponding description was utilized:
Scale Description
56-75 high time management skills
36-55 moderate time management skills
25-35 low management skills
High Time Management Skills means learner manage their time effectively and
excellently that they can accomplished their daily task without procastinating.
Moderate Time Management Skills means learner manage their time moderately
and fairly well but sometimes feel stressful to the task that they involve.
Low Time Management Skills means learner need to work on the things to manage
their time more effectively.
Academic Performance (Mean)
To measure the Academic performance, the researcher used the final General
Point Average (GPA) in the first semester of the respondents. This was validated through
the records gathered from their respective advisers.

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The following scale was used to interpret the means obtained:
Grading scale Description
90-100 Outstanding
85-89 Very satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet
Outstanding means learners perform excellently in school and have high academic
performance.
Very satisfactory means learners perform well in dealing with the activities in
schools.
Satisfactory means learners have moderate and satisfying performance and lacks
a mastery in some topics discussed.
Fairly Satisfactory means learners perform in school fairly but having some
difficulty to understand the discussion.
Did Not Meet means learners have a poor performance in dealing with the school
related activities.
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Data Gathering- Procedure
The researchers asked permission from the Assistant School Principal of
Lambunao National High School – Senior High School to conduct the instrument namely
the Time Management Questionnaire (TMQ). The researcher consults the Grade 12
Senior High School teachers for the schedule in conducting the instrument. Then,
researchers requested the selected respondents to answer the question in the given
instrument honestly. Instruments collected and checked by the researchers and
appropriate statistical tool was utilized to get the result of the study. The data procedure
shows the process that the researcher will undergo in conducting this research study.
Phase1: Phase 2:
Preparation of Research Ask permission from the Asst.
Instruments principal of Lambunao National
 Validation and pilot- testing High School- Senior High School to
give the instruments.
Phase 4: Phase 3:
Administration of the Timeof the Grade 12
Consultation
teachers(TMQ)
Management Questionnaire in administering the
instruments to the respondents.
Phase 5:
Data Analysis
Figure 2. Shows the phases and stages that the researcher will undergo before
and during conducting the research study.

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Statistical Analysis
The statistical tools were classified into descriptive and inferential statistics. For
descriptive statistics, mean and standard deviation was utilized while t-test for
independent sample. For the inferential statistics, the researcher used Pearson’s Product
Moment Correlation Coefficient.
The researcher used the following descriptive statistical tools:
Mean. This descriptive statistic was used to examine the time management skill
and academic performance of learners. The time management skill of the respondents
are based on their scores in the Time Management Questionnaire (TMQ), classified as
Always=2, Rarely=1, and Never=1, as a whole and when grouped according to their
Academic Strand and Sex.
Standard Deviation. This descriptive statistics was used to identify the
homogeneity and heterogeneity of the scores in the Time Management Questionnaire
(TMQ) and as well as the Grade Point Average (GPA) of the respondents.
The researcher utilized the following statistical tool for independent sample:
t-test.This independent sample was used to modify and explain the time
management skill and academic performance of the respondents.
For inferential statistics the following tools were utilized:

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Pearson’s Product Moment Correlation Coefficient. This inferential statistics
was used to determine the relationship between time management and academic
performance of the respondents when classified according to Academic Strand and Sex.
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Chapter 4
Results and Discussions
This study investigated the relationship between the time management and
academic performance of senior high school learners.
Chapter Four presents the results of the investigation. The data were obtained
through the use of Adopted Research Questionnaire to measure the time management
skills and final General Point Average (GPA) on the first semester for academic
performance. The results of the data analyses are presented in two parts: (1) Descriptive
Data Analyses, and (2) Inferential data Analyses.
Part One, Descriptive Data Analyses, presents the scores of the respondents on
how they manage their time as an entire group and when classified according to sex and
Senior High School Track; and academic performance during the first semester of the
school year and their respective interpretations to the data.
Part Two, Inferential Data Analyses, presents the significance of the differences
on how the respondents manage their time as an entire group and when classified
according to sex and Senior High School Track; and academic performance during the
first semester of the school year and their respective interpretations and analysis.
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Descriptive Data Analysis
This part answers the question about the scores of the respondents on how they
manage their time as an entire group and when classified according to sex and Senior
High School Track; and academic performance during the first semester of the school
year. The researcher utilized the mean and standard deviation.
Time Management Skill. Table 2 shows the time management level of the
respondents taken as a whole and when classified according to sex and senior high
school track. The highest score obtained by the participants was 71. The level of the
scales was determined through the given guide result of the adopted questionnaire.
Table 2reflects a high time management skills when the respondents were taken
as an entire group (M=55.96,SD=7.046). This results shows that most of the Grade 12
Senior High School Learners of Lambunao National High School had a high time
management skills in dealing with their daily activities during school days. They could
manage their time effectively that they can make things done on time without
procrastinating.
This study differ to the findings of Tanriogen and Iscan (2009) who found out that
majority of Pamukkale University students possess moderate level time management
skills and only a significantly small portion have high level time management skills. Also,
according to the findings, the prediction level of time management skills for academic
performance is 7.9 percent.

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The result does not corresponds to the study of Pehlivan (in Turkey, 2013) which
revealed that students from Karadeniz Technical University hold “moderate level” time
management scores. The findings of the study does not coincide also on the study of
Abulshawi & Abusultana (2003) which showed that there is a medium degree of time
management skill among students at Yarmouk University, and the skill of time
management and academic achievement.
Furthermore, it is also revealed in table 2 that when respondents where classified
as female (M=56.88, SD= 6.245) and male (M= 55.05, SD=7.678), the results shows
that female Grade 12 Senior High School Learner’s had a high time management skills
while Grade 12 male learners had a moderate time management skills. This simply shows
female is more likely used their time effectively than to the male.
The result conforms to the findings of Trueman and Hartley (1996) which
revealed that female students reported considerably greater time management skills than
male students.Findings by Misra and McKean (2000) also parallel to this result indicated
that females reported significantly higher results in all factors of time management
behaviors (perceived better control of time, set and prioritized goals, planning and had an
organized approach to tasks and workspace) also agrees to the findings of the study.
The findings from Covic et al. (2003) showed females scored significantly higher
only in one factor, this being the mechanics of time management, such as making lists
and keeping a diary.Macan et al. (1990) found significant correlations between gender
and time management, reporting that women engage in more mechanical time
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management behaviors than men, whereas men feel more in charge of their time
management behaviors.Similarly, the impact of students’ time management skills on
academic achievement in the study by Demirtas and Ozer (2007), female students scored
higher than boys. However, in another study about time management by Erdul (2005),
the girl students scored higher than men in time management skills.
The data in table 2also reflect the time management skills of the respondents
when they were classified to senior high school track. It is revealed that 121 learners of
the Academic Track (M= 56.84, SD= 6.661) had a high time management skills while 120
TVL learners (M= 55.07, SD= 7.334) had moderate time management skills. It only
reveals that respondents have different time management skills in coping up with their
daily activities in school.

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Table 2
Time Management Skill of the Respondents taken as a Whole Group, and when classified
according to Sex and Senior High School Track
Categories N M SD D
As a Whole 241 55.96 7.05 H
Sex
Male 121 55.05 7.68 A
Female 12o 56.88 6.25 H
Senior High School Track
Academic Track 121 56.84 6.66 H
Technical Vocational Livelihood Track 120 55.07 7.334 A
Legend: H = High Time Management Skill , A = Average Time Management Skill, L = Low Time Management Skill
Note: Interpretation is based on the following scale : H= 56-75; A=36-55; L=25-35
The result conforms to the idea of Quek (2001) who believed that time can be
managed because when one wants to solve the problem of procrastination, one needs to
learn and develop time management skills. In the mind of the researchers, there is an
indication that Quek feels that procrastination may affect time management. Time is
natural; however, people live and work or exist within time. Therefore, time rolls along
with human existence.
The result subscribes to the contribution of Argarwal (2008) who asserts that time
management is usually a personal problem and if one instinctively knows what the right
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is, then there is no need to worry. Daily life is not actually a gamble and allocating time
to every activity will help. Unlike other things, time lost never comes back.
Academic Performance. Table 3presents the participants’ academic
performance during the first semester of the school year 2017-2018 taken as an entire
group and when classified according to sex and Senior High School Track.
This table presents an outstanding academic performance of repondents when
taken as a whole(M=89.96, SD=3.912). The results implies that majority of the grade 12
learners have an outstanding performance based on their final grade in the first
semester.
Moreover, when the respondents were classified according to sex, the data in
table 3 reflect that female(M=90.11,SD=3.538) have an outstanding academic
performance while male(M=89.21,SD=4.217) have a very satisfactory academic
performance. Even though the mean of the female is little bit higher compared to the
mean of the male, both of them have high academic performance which fell on
outstanding and very satisfactory performance in academic.
This result agrees with the findings of Jegede & lyang (1990), Mordi (1992), Chin-
Tin (1993), Fabunmi (2004) and Dania (2014)) that students’ performance is not
determined by gender in terms of the interaction of gender and treatment on students’
academic achievement.
However, a study on Spanish student indicates that some differences exist
between males and females on aspect of creativity related to academic achievement,

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although creativity is shown to be related to academic performance for gender Xixia,
(1999) also found that the degree of creativity between male and female is similar but
they also concluded that the most famous creative person are usually male. Some
researcher reported that one gender is more creative than another gender.
Table 3 also reveals that the 121 Academic Track respondents
(M=90.93,SD=3.538) obtained outstanding level of academic performance while on the
other hand, Technical Vocational Livelihood(TVL) respondents have a very satisfactory
level of academic performance. This implies that the two Senior High School Track had
different level of academic performance during the first semester of the current school
year.
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Table 3
Academic Performance of the Respondents taken as a Whole Group and Classified to Sex
and Senior High School Track
Categories N M SD D
As a Whole 241 89.66 3.912 O
Sex
Male 120 89.21 4.217 VS
Female 121 90.11 3.538 O
Academic Track 121 90.93 3.745 O
Technical Vocational Livelihood Track 120 88.35 3.643 VS
Legend: O= Outstanding, VS= Very Satisfactory, S= Satisfactory, FS= Fairly Satisfactory, DNM= Did Not Meet
Note: Interpretation is based on the following scale: O=90-100; VS= 85-89; S=80-84; FS=75-79; DNM=Below 75
The result agrees to the idea of Hansen, J. B (2000) that student performance is
affected by different factors such as learning abilities because new paradigm about
learning assumes that all students can and should learn at higher levels but it should not
be considered as constraint because there are other factors like race, gender, sex that
can affect student’s performance.

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Inferential Statistics
This portion answers the hypotheses of whether there is a significant difference in
the time management skills of the respondents when they were classified according to
sex and senior high school track. Moreover, this portion gives clarification to the
assumptions of whether there is significant difference in the academic performance of the
respondents when they are classified according to sex and senior high school track.
Lastly, it discusses as to whether there is a significant relationship between the
respondents’ academic performance to its time management skills.
The significance of the differences were likewise determined. The results and
discussions are presented in the following test: To determine the significant differences
existed between the two groups, the researcher used the t-test for independent samples
and to find out the significant differences when classified according sex and senior high
school track. All statistical computations were set at .05 level of significance for the
rejection of the null hypothesis.
Differences in Time Management Skill. The t- test for independent samples is
reflected in Table 4 and Table 5 to determine the significant differences in the time
management skill when they were classified according to sex and senior high school track
respectively.
As displayed in Table 4, there is significant differences in the time management
skills of the respondents when classified according to sex, (t (239) = 2.024, p = .044)
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implying that the respondents have different time management skill in dealing with the
day-to-day activities in school.
Table 4
t-test result on the difference in time management when the respondents are classified to
sex
Categories N Mean Mean diff. Df t p
Sex
Male 121 55.06 -1.825 239 2.204 .044
Female 120 56.88
Note:*p<0.05
The result of this study is parallel to the findings of the study of Vences Cyril
(2001) that there is significant difference between male and female higher secondary
students in their time management. The result reveals that female students are better
than the male students in their time management. This is due to the fact that most of the
boys are spending their time to play, watching T.V. and other activities. They cannot
manage their time properly. But, most of the girls are very sincere, responsible to their
work. So, they are using their time effectively.
Moreover, Table 5 reflects the differences of time management skills to senior
high school track. The result shows that there is a significant difference in the time
management skills of the respondents when they are classified according to senior high
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school track, (t(239)= 1.968, p=.05). It simply shows that respondents have different
ways to manage their time. And it means that the way they manage their time is
affected by their senior high school track.
Table 5
senior high school track
Categories N Mean Mean diff. Df t P
Academic Track 121 56.84 1.78 239 1.96 .05
TVL Track 120 55.07
Note:*p<0.05
Differences in Academic Performance. The t- test for independent samples is
reflected in Table 6 and Table 7 to determine the significant differences in the academic
performance when they were classified according to sex and senior high school track
respectively.
This table 6 presents that there is no significant difference in the academic
performance of the respondents based on their sex t(239)=1.781,p=.076. This implies
that both male and female had somewhat identical in the academic performance given
that there were no significant differences in their academic performance when
participants were classified according to sex.

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Table 6
t-test result on the difference in academic performance when the respondents are
classified to sex
Categories N Mean Mean diff. Df t p
Sex
Male 121 89.21 -.893 239 -1.781 .076
Female 120 90.11
Note:*p<0.05
Similarly, in the study of Vences Cyril (2001), there is no significant difference
between male and female higher secondary students in their academic achievement. The
result reveals that the class XI students are better than the class XII students in their
academic achievement. This is due to the fact that specific subject has been chosen by
the students, and also they came from various classes and schools, and are getting more
opportunity to involve in the new situations in the school. In the new situation they have
adopted themselves and follow the time management in proper manner. So, the students
might have excel in their academic achievement.
The results is also parallel to the study of Adigun et al. (2015)which showed that
even though the male students had slightly better performance compared to the female
students, it was not significant. This better performance was found to be pronounced in
the private school which was shown to possess the best male brains found in the study
area.
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On the other hand, Table 7 shows the differences of time management skills to
senior high school track. The result shows that there is a significant difference in the
academic performance of the respondents when they are classified according to senior
high school track, (t(239)= 5.481, p=.000). It simply shows that respondents have
different ways to manage their time. And it means that the way they manage their time
is affected by their senior high school track.
Table 6
senior high school track
Categories N Mean Mean Df t P

diff.
Academic Track 121 90.93 2.61 239 5.48 .000
Technical Vocational 120 88.35

Livelihood Track
Note:*p<0.05
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Correlation of Time Management and Academic Performance
Table 8displays the correlation between the respondents’ Time Management Skills
and Academic Performance taken as a whole and when classified according to sex and
senior high school track.
Table 8
Correlation between Respondents’ Time Management and Academic Performance
Academic performance
n Pearson Correlation p
Time management skills 241 .280 .000
Note:*p<0.01
The data shows that there was a significant correlation between the respondents’
academic performance and their time management skills, r=.280, p=.000. It implies that
the way the learners manage their time have a great impact on the result of their
academic performance.
This result support the findings of Lisa & Robert (2008) which showed that the
students’ time management skills affect their academic achievement at a significant level
and the skills are one of the predictors of academic performance. It suggested that
students should start to acquire time management senses on their own in their primary
school years by reading materials on the issue or via the framework of psychological
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counseling and guidance studies applied in schools and adopt effective time management
attitudes and techniques to determine how and where they spend their time.
Similar findings were discovered in a study of Macan (1994) by which efficient use
of time was positively influence students’ success in courses. As a result of this study, a
significant relationship was identified between medical students’ time management scores
and their academic achievement, and students who use their time well were found to be
more successful in their courses. This conclusion is consistent with the findings of
research conducted by Basak et al. (2008). They concluded that there is a significant
relationship between students’ time planning and their academic achievement, and that
the students who use time well are more successful in their courses.
Balduf (2009) recognized that poor time management can contribute to academic
underachievement, and effective time management can contribute to higher levels of
college achievement. Misra & McKean (2000) in a study showed that there is a relation
between time management, stress reduction and increased academic success. More
specifically, time management has been shown to be related to college grades (Britton &
Tesser, 1991) and academic performance (Burt & Kemp, 1994). Moreover, studies of
Frazier, Youngstrom & Glutting (2007) show that the time organization and time
management behaviors are significantly related to academic performance. Meanwhile,
Burrus et al., (2013) states that if the ability to effectively manage one’s time was indeed
positively related to academic performance, then, presumably, interventions that improve
time management would be of value to students.

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The result also parallel to the study of Necati & Sevil (2010) which showed that
there was a meaningful and moderate relation between time management and academic
achievement. The relative importance order of the predictor variables on academic
achievement, according to the standardized regression coefficient, was time consumers,
time planning, and time attitude; each of the three variables had an important predictor
effect on the academic achievement of the students.
Conversely, the study of Swart et al. (2010) found out that there is no statistically
significant relationship between time management skills and the academic achievement
of African engineering students.

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Chapter 5
Summary, Conclusions, Implications, and Recommendations
Chapter 5 combines the highlights of the significant findings of the study,
conclusions, and recommendations. This was undertaken to determine the relationship
between the time management and academic performance of senior high school learners.
This chapter contains five parts: (1) Summary, (2) Conclusions, (3) Implications for
Theory and Practice, and (4) Recommendations.
Part One, Summary, briefly outlines the purpose of this research, its methodology,
and findings.
Part Two, Conclusions, ties together the data analysis of Chapter IV and cites
some decisions drawn from the evaluation results.
Part Three, Implications, discusses the results of the study in relation to previous
theories or researches and the theoretical background of the study.
Part Four, Recommendations, urges the further study of the relationship between
the time management and academic performance with specific suggestions for research,
and may be of help for future researchers, students, and teachers. It also deals with the
significance of the study to learners, parents, teachers, and future researchers.

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Summary of the Problem, Method, and Findings
This descriptive study aimed to determine the relationship of time management
and academic performance of grade 12 Senior High School of Lambunao National High
School during the first semester of the school year 2017 – 2018.
Specifically, this study sought answers to the following questions:
1. What is the time management skills of senior high school learners as an entire
2. What is the academic performance of senior high school learners as an entire
3. Is there a significant difference in the time management of senior high school
learners when classified according to sex and Senior High School track?
4. Is there a significant difference in the academic performance of senior high school
learners when grouped accordingsex and Senior High School track
5. Is there a significant relationship between the time management and academic
performance of senior high school learners?
In view of the foregoing problems, the researcher advanced the following
hypotheses:
1. There is no significant difference in the time management skill of senior high
school learners when classified according to sex and Senior High School track.
2. There is no significant difference in the academic performance of Senior High
School learners when grouped according sex and Senior High School track.
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3. There is no significant relationship between the time management and the
academic performance of Senior High School learners.
To find answers to these research questions and assumptions, the study
employed descriptive correlational method in assessing the relationship of Time
Management and Academic Performance. The Slovin’s used formula was used to include
in the study, 121 learners from the Academic Track and the 120 learners from the TVL
Track of Lambunao National High School during the first semester of the school year
2017-2018 specifically from June to October 2017.
The data were gathered using a questionnaire namely: Time Management
Questionnaire (TMQ)that was adapted by the researcher from Act Advance Corporate
Training, has undergone face and content validity, was pilot-tested and had a Cronbrach
alpha of 0.816 and a reliability index of 0.822. This was given to the respondents last
December 7, 2017. This Time Management Questionnaire (TMQ) is a 25-item rating scale
used to measure the time management skills of the learners.
The date were subjected to statistical treatment. The Slovin’s used formula was
specially used to determine the number of respondents for the study. The mean was
used to determine the Time Management Skill and Academic Performance of the
respondents. The t-test was used to ascertain the significant difference between the Time
Management and Academic Performance when classified as to sex and to Senior High
School Track. On to other hand, Pearson Product Moment Correlation was used to
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establish the relationship between Time Management Skill and Academic Performance of
the respondents. The 0.05 level of significance was used in all inferential tests.
The following are the significant findings of the study:
1. Majority of the respondents of Lambunao National High School Senior High School
had high time management skills. When they were classified according to sex,
female respondents had higher time management skills than to male respondents.
On the other hand, when the respondents were classified according to Senior
High School Track, Academic Track Learners had higher time management skills
compared to the Technical Vocational Livelihood (TVL) Learners.
In general, the result only implies that both sex and Senior High School
Track had an impact to the way the learners manage their time in dealing with
the daily activities in school.
2. Learners as an entire grouped achieved an outstanding academic performance.
When classified according to sex, male and female have different academic
performance. Female respondents belong to outstanding performance in
academic while male respondents belong to very satisfactory performance in
academics. In terms of Senior High School Track, Academic Track Learners had
outstanding academic performance and Technical Vocational Livelihood (TVL)
Learners had a very satisfactory performance in academic. This implies that sex
and senior high school track had an effect to the performance of the respondents.
3. There were significant differences in the time management skills of the
respondents when classified according to sex and when senior high school track
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were taken into account. This results indicates that both sex and senior high
school track influence the time management skills since they have different
capability of using their time effectively in dealing with task.
4. Academic performance was not influence by sex even though female learnershave
higher of academic performance compared to male learners. On the other hand,
academic performance significantly differ on the bases of the learners’ chosen
track. The results shows that learners have their own ways on how they will
perform in the field of academics.
5. As a whole, academic performance and time management skills were significantly
related. A person who effectively uses time had less difficulty in dealing everyday
task to move forward in life.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
Senior high school learners have high time management skills and seems to
manage their time well in dealing with the different activities and task that was given to
them. However, when grouped according to sex, female have higher time management
skill compared to male who have moderate time management skills. In terms of senior
high school track, Academic Track learners are more likely good time managers rather
than to the Technical Vocational Livelihood (TVL) Track Learners. Along with this, senior
high school learners are encourage to manage their time well in order for them to cope
with the demand of their chosen track.

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Furthermore, the results indicate that the level of the academic performance of
the grade 12 senior high school learners is outstanding when taken as a whole. This
implies that learners can able to master and understand the competencies of the subject
that they discussing with. While regardless of their sex, both male and female shows a
high academic performance even though female are having a better academic
performance than to the male learners. Academic track learners however, are doing an
outstanding academic performance than to Technical Vocational Livelihood (TVL) Track
learners. This result implies that high time management skills could lead to a higher
academic performance of the learners. Meanwhile, having a low time management skills
could greatly affect the academic performance to become lower due to some
circumstances that a learner could not deal and accomplished with. Therefore, the result
shows that time management skills is significantly related to the academic performance
of the learners. Along this line, learners are encouraged to strive more, to study more,
and develop a desirable time management. Learners should inculcate in them the value
of managing time well because these variables can influence academic achievement.
Implications
The findings and conclusions of the study have led to the following implications
for theory.
Implications for Theory. Time is finite. We have so many hours available in a
day to live our lives, accomplish the tasks that we need to accomplish and enjoy our
lives. Every minute we waste in frustration over a task that seems overwhelming is a
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minute subtracted from the time we’ve allotted to enjoy life. Even our jobs should
provide us with pleasurer - a sense of accomplishment, gratification of recognition for job
well done, and financial rewards, too that enable us to enjoy our personal lives even
more. I can be done. Less stress, more confidence, reduced frustration, greater
fulfillment- there are all benefits that flow from leading a time managed life. Our hope is
the time management will help you achieve all these things and more.
The findings of this study revealed that time management and academic
performance are related to each other. Grade 12 senior high school learners as an entire
group had a strong time management skills and have an outstanding academic
performance base on their final grade in the first semester. When classified according to
sex, female had a strong managements skills and have an outstanding academic
performance than male. It simply shows that female is more likely used their time
effectively and they can balance their curricular activities and academics.
According to Jeremy Wright, Pickle Jar Theory states that the activities and
responsibilities of an individual should be balance using effective time management
system. (Olubor and Osunde, 2007). More over when classified to senior high school
track, it is revealed that academic track had a strong time management and obtained
outstanding level of academic performance than TVL track learner. This implies that two
senior high school track had different time management’s skills and level of academic
performance. Since it had a different treats in each track the important thing is that each
of them can manage their time effectively. Male learners need to improve/enhance their
time management skills in order to get a high level of academic performance. Students
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needs to practice on how to manage their time and also through the guidance of their
parents and teachers. None of this activity is bad, the important thing that you can
manage your time efficiently in order to enhance your academic performance (Pickle Jar
Theory, Jeremy Wright).
Recommendation
In view of the data and findings generated and the conclusions drawn from analysis
and interpretation of data, the following recommendations are offered:
1. There is a need to maintain and balance the time spent of the students in their
daily works as it affects their academic performances since the study reveals that
there is such relationship between time management and academic performance
of the learners. Learners should be able to know and find ways on how to cope
up with this kind of situation.
2. Parents may help their children in enhancing their capability in managing their
time by providing work that will develop and improve their skills in handling such
hectic schedules that will help them achieve their goals successfully.
3. Teachers may be aware to the importance of time management and academic
performance of every learner so that they can help, provide guidance and train
the students in managing their time efficiently and effectively.
4. The recent study may be reviewed, will serve as the basis by the other
researchers and will encourage them to conduct similar studies. The methods and
techniques used may provide opportunity for the comparison of results. Future
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researcher may be also consider the effect of economic status to the time
management and academic performance. Future researcher may also explore
more studies concerning time management and academic performance since it
will help big enough in their studies as well as in their daily living. This will help
them gain relevant information on the topic.

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APPENDICES
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APPENDIX A
LETTERS
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December 07, 2017
Madam:
Greetings!
We are currently conducting our Research study entitled “Time Management and
Academic Performance of Senior High School” in partial fulfilment of the
requirements for our Inquiry subject, as one of the prerequisite offered by the K-12
curriculum.
In this connection, we are respectfully asking your permission to let us administer our
final instrument for the FINAL CONDUCT of our research study, to all our classified
respondents in the academic strands.
I am looking forward that my request would merit your positive response.
Thank you and more power.
Respectfully Yours,
SHAIRA V. ENCAJONADO
Researcher
Noted by:
MS. LOWELYN COLMO
Inquiry Teacher
Approved By:
FEMIE M. LOPE
Asst. Principal II
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I, ___________________,of _______ agree to participate in a research study entitled

“Time Management and Academic Performance of Senior High School”. I also
allow the researchers to get my first semester grades in order to complete their data.
I am taking part in this research because I am presently a student of Lambunao National

High School (Senior High School) which is the site of the study.
I understand that my participation is voluntary. Even if I refuse to participate in the

study, I will not be disadvantaged in anyway.
As a participant, I shall answers the researchers’ questionnaire without hesitations. And

rest assured that the information obtained will only be used for research purposes only.
Signature:
________________________
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November ____, 2017
To:
Dear Ma’am/ Sir;
Greetings!
The undersigned is a Grade 12 Academic Track Learner of Lambunao National

High School undertaking a research entitled Time Management and
Academic Performance of Senior High School Learners.
With your expertise, I am humbly asking your permission to validate the

attached adopted- research survey questionnaire in order for us to start
conducting the study.
I am looking forward that my request would merit your positive response.
Thank you and more power.
Respectfully Yours,
SHAIRA V. ENCAJONADO
Researcher
Noted by:
MS. LOWELYN COLMO
Inquiry Teacher
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APPENDIX B
INSTRUMENTS
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Dear Respondents,
This survey questionnaire is intended to gather data for the quantitative

research entitled “Time Management and Academic Performance of
Senior High School Learners.” Please answer as truthfully and as sincerely
as you can.
Be assured that the information you will provide will be treated

confidentially and will be used only for research purposes.
Thank you very much.
Respectfully Yours,
The Researchers
Part 1. PERSONAL INFORMATION
Instruction: Please fill out the needed information on the blanks provided.
A. STUDENT’S PROFILE
Name: _______________________________________
Sex: __________________
Strand: _________________
General Average (1stsem): ____________
Part II. QUESTIONNAIRE PROPER

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DIRECTION: Below is a 25-item questionnaire on how students manage their

time. Please check ( ✔ )them honestly to the best of your knowledge on the
space provided for each statement respectively. Indicate your answer as 3 for
always, 2 for rarely and 1 for never that would best represent your answer in
every item. Don’t leave it blank.
Guide for Rating:
(3) Always- means you always practice the given statement.
(2) Rarely- means you seldom practice the given statement.
(1) Never- means you never practice the given statement.
TIME MANAGEMENT QUESTIONNAIRE (TMQ)
Never Rarely Always
1 2 3
Setting priority
1. I do things according to priority.
2. I prioritize my list based on its importance, not

urgency.
3. I prevent interruptions from distracting me from
high priority tasks.
4. I spend enough time on work-related activities.
5. I try to do the most important tasks during my

energetic periods of the day.
6. I discontinue any wasteful or unprofitable
activities or routines.
Academic
1. I finish my assignments on time.
2. I meet deadlines without rushing at the last

minute.
3. I keep an up-to-date task on my reading and
research assignments.
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4. I have a clear idea of what I want to accomplish

on the forthcoming quarter.
Time attitude
1. I accomplish what needs to be done during the

day.
2. I use my time effectively.
3. I perform difficult or unpleasant tasks without

procrastinating.
4. I am satisfied with the way I use my time.
5. I judge myself by task accomplished rather than

by amount of activity.
6. My actions are determined primarily by me, not
by the circumstances or by other peoples’
priority.
Planning
1. I motivate myself to make time for planning.
2. I spend enough time in planning.
3. I prepare a daily or weekly “to do” list.
4. I avoid spending too much time on trivial

matters.
5. I plan my time to relax and be with my friends in
my weekly schedule.
6. I have weekly schedule from which I recorded a
fixed commitments such as work hours.
7. I make constructive use of my commuting time.
8. I periodically re-assess my activities in relation to

my goals.
9. I screen and manage my telephone calls to
control over telephone interruptions.
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APPENDEX C
RELIABILITY TEST STATISTICS

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Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.816 .822 25
Item Statistics
Mean Std. Deviation N
1 2.6000 .49403 60
2 2.4667 .50310 60
3 2.3500 .48099 60
4 2.5500 .50169 60
5 2.6000 .52722 60
6 2.2833 .55515 60
7 2.3333 .50979 60
8 2.3000 .46212 60
9 2.3500 .51503 60
10 2.3500 .48099 60
11 2.5167 .50394 60
12 2.4500 .50169 60
13 2.0500 .34074 60
14 2.5167 .50394 60
15 2.1333 .53573 60
16 2.4167 .53016 60
17 2.5833 .53016 60
18 2.3667 .51967 60
19 2.0167 .53652 60
20 2.2333 .49972 60
21 2.2500 .62775 60
22 2.1000 .47657 60
23 2.1667 .52615 60
24 2.2333 .46456 60
25 2.3333 .47538 60
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APPENDIX D
T-TEST RESULT
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Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Time Management Skills Male 121 55.05 7.678 .698
Female 120 56.88 6.245 .570
Group Statistics
Track N Mean Std. Deviation Std. Error Mean
Time Management Skills Academic Track 121 56.84 6.661 .606
TVL 120 55.07 7.334 .670
Independent Samples Test
Levene's Test for
Equality of Variances t-test for Equality of Means
Std. 95% Confidence
Mean Error Interval of the
Sig. (2- Differen Differen Difference
F Sig. t df tailed) ce ce Lower Upper
Time Management Skills Equal variances assumed 4.240 .041 -2.024 239 .044 -1.825 .902 -3.602 -.049
Equal variances not

-2.026 230.203 .044 -1.825 .901 -3.601 -.050
assumed
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Levene's Test
for Equality of
Variances t-test for Equality of Means
95%
Std. Confidence
Sig. Mean Error Interval of the
(2- Differ Differ Difference
F Sig. t df tailed) ence ence Lower Upper
Time Management Equal variances

1.069 .302 1.968 239 .050 1.776 .902 -.001 3.554
Skills assumed
Equal variances not 236.4

1.968 .050 1.776 .903 -.002 3.555
assumed 26

Group Statistics
Levene's Test for
Track N
Equality of Variances Mean Std.
t-testDeviation Std. Error Mean
for Equality of Means
Academic Performance Academic Track 121 90.96 3.745 .340

95% Confidence
Std.
TVL 120 88.35 3.643

Mean Error Interval
.333of the
Academic Performance Equal variances assumed .914 .340 5.481 239 .000 2.609 .476 1.671 3.546
Equal variances not assumed 238.91

5.481 .000 2.609 .476 1.671 3.546
2
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Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Academic Performance Male 121 89.21 4.217 .383
Female 120 90.11 3.538 .323
Levene's Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Std.
Mean Error Interval of the
Academic Performance Equal variances assumed 2.673 .103 -1.781 239 .076 -.893 .502 -1.882 .095
Equal variances not assumed

-1.782 232.616 .076 -.893 .501 -1.881 .094
Correlations
Time
Academic Management
Performance Skills
Academic Performance Pearson Correlation 1 .280**
Sig. (2-tailed) .000
N 241 241
Time Management Skills Pearson Correlation .280** 1
Sig. (2-tailed) .000
N 241 241
**. Correlation is significant at the 0.01 level (2-tailed).

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Republic of the Philippines

Department of the Education

Introduction to the Study

Definition of Terms, (7) Scope and Delimitations of the Study.

Part Four, Research Hypothesis, explains the researcher’s predictions and

expectations of the study.

maybe derived from the findings of the study.

of important terms used in the study.

coverage of the study.

Background of the Study

management. Whether it is the management of an organization looking for business

management is important to both.

superior academic performance.

Grade point average (GPA) is a commonly used indicator of academic

performance. Academic competence is associated with student’s ability to manage their

curriculum. It also provides an indication of whether the curriculum is interesting enough

probably have better academic performance.

Theoretical and Conceptual Framework of the Study

order to enhance your academic performance.

Pickle Theory as it relates to time management and academic performance of the

identify one’s priorities during school days.

Independent Variable Dependent Variable

Sex: Time Management Skills

Variable (Time Management) and Dependent Variable (Academic Performance).

Statement of the Problem

and academic performance of senior high school learners.

Specifically, it sought to answer the following questions:

2. What is the academic performance of senior high school learners as an entire

3. Is there a significant difference in the time management of senior high school

4. Is there a significant difference in the academic performance of senior high school

learners when grouped accordingsex and Senior High School track

5. Is there a significant relationship between the time management and academic

performance of senior high school learners

The followinghypotheses formulated to guide this study:

1. There is no significant difference in the time management skill of senior high

2. There is no significant difference in the academic performance of Senior High

3. There is no significant relationship between the time management and the

academic performance of Senior High School learners.

conceptual and operational definitions.

Academic Performance is the outcome of education, the extent to which a student,

result of the study.

General Academic Strand (GAS).

In this study, Time Management is used as independent variable of the study.

Significance of the Study

The findings of this study would be beneficial to the following entities:

effectively and efficiently.

may be able to provide guidance to their students.

researchers and will encourage them to conduct similar studies.

Scope and Delimitation of the Study

This descriptive study sought to determine the relationship of learner’s time

management and academic performance during school days.

Correlation Coefficient for the inferential statistics.

Review of Related Literature

Management, (3) Local Study on Time Management, (4) Academic Performance.

and reasons why learners have a difficulty in managing their time.

concepts about Time Management and Academic Performance internationally and

Part Three,Local Study on Time Management, presents the related research

studies about time management within the country and locality.

Part Four, Academic Performance, explains the concepts of Academic

Time management is the art of arranging, organizing, scheduling and budgeting

priority-based structuring of time allocation and distribution among competing demands

lost never comes back.

Time management is focused on solving problems. Examples of common