Timemanagementfinal (Research Ii)

TIME MANAGEMENT ISSUES THAT AFFECT
THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS
MINERVA DEGORO
RIZA ESPINOSA
JOHN FRITZ GALLOS
CLARIZA MAGBANUA
RODEL PILLEGA
KATHRYN VALDEZ
A Project Paper Presented to the Faculty and Staff of Tuyom
National High School In Partial Fulfillment of the
Requirements for the subject Inquiries,
Investigation,and Immersion
Humanities and Social Sciences
March, 2019
Republic of the Philippines
Tuyom National High School
Tuyom, Cauayan Negros Occidental
APPROVAL SHEET
The research paper entitled “TIME MANAGEMENT ISSUES THAT AFFECT
THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS”
prepared and submitted by Minerva Degoro, Riza Espinosa, John Fritz Gallos, Clariza
Magbanua, Rodel Pillega, and Kathryn Valdez, in partial fulfillment of the requirements for the
subject Inquiries, Investigations, and Immersion has been examined and hereby recommended
for acceptance.
ELSIE P. ILIGAN
Adviser Date Signed
WILVAH RAPHA COLIMBO

English Critique Date Signed
DEMER G. PAGLOMUTAN, MAed.

Statistician Date Signed
Accepted as partial fulfillment of the requirements for the subject Inquiries,

Investigation, and Immersion.
PAMELA M. ORBINA MICHELLE M. BATO-ON
Member, Guidance Committee Member, Guidance Committee
Date Signed Date Signed
MONALIZA N. GREGAS
Chair, Guidance Committee
Date Signed
Recommending Approval:
MILROSE V. RUBI MELANIE M. SARINO, MAEM

SHS Coordinator Principal I
Date Signed Date Signed

BIOGRAPHICAL SKETCH
Personal Data
Name: Minerva V. Degoro
Nickname: “Nerva”
Address: Brgy. Tuyom Cauayan, Negros Occidental
Date of Birth: November 25, 2000
Place of Birth : Tuyom Cauaya, Negros Occidental
Civil Status: Single
Religion: Roman Catholic
Sex: Female
Parents: Reymalonso C. Degoro
Evangeline L. Degoro
Educational Attainment
Education School Year
Elementary Tuyom Elementary School 2012-2013
Secondary Tuyom National High school 2016-2017
Strand Humanities and Social Sciences
iii
Organization Affiliation
Organization Position Year
SCHOOLPUB (THE GAZETTE) News Writer 2018-2019
iv
BIOGRAPHICAL SKETCH
Personal Data
Name: Riza C. Espinosa
Nickname: “Riz”
Adress: Brgy. Masaling Cauayan, Negros Occidental
Date of Birth: December 9, 1999
Place of Birth : Masaling Cauayan, Negros Occidental
Sex: Female
Parents: Adelfa Espinosa
Remmie Espinosa

Elementary Masaling Elementary School 2012-2013
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BIOGRAPHICAL SKETCH
Personal Data
Name: John Frit S. Gallos
Nickname: “Fritz”
Address: Brgy. Tuyom, Cauayan Negros Occidental
Date of Birth: December 8, 1999
Place of Birth : Kabankalan City ,Negros Occidental
Sex: Male
Parents: Stephelyn S. Gallos
Juvy T. Gallos

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FILIP[INO CLUB P. I. O. 2018-2019
vii
BIOGRAPHICAL SKETCH
Personal Data
Name: Clariza A. Magbanua
Nickname: “Clariz”
Adress: Brgy. Masaling, Cauayan Negros Occidental
Date of Birth Date: October 17, 2000
Place of Birth : Masaling, Cauayan Negros Occidental
Sex: Female
Parents: Jessie Mar Magbanua
Romeo Magbanua
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FILIPINO CLUB G-12 Representative 2018-2019
ix
BIOGRAPHICAL SKETCH
Personal Data
Name: Rodel P. Pillega
Nickname: “Inoy”
Adress: Brgy. Masaling, Cauayan Negros Occidental
Date of Birth: April 9, 2000
Place of Birth : Masaling, Cauayan Negros Occidental
Sex: Male
Parents: Alicia Pillega
Pedro Pillega
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BIOGRAPHICAL SKETCH
Personal Data
Name: Kathryn M. Valdez
Nickname: “Kath”
Address: Brgy. Tuyom, Cauayan Negros Occidental
Date of Birth: March 29, 2000
Place of Birth: Tuyom, Cauayan Negros Occidental
Sex: Female
Parents: Fidel Valdez
Nygie Valdez
Elementary Tuyom Elementary School 2012-2013
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ENGLISH CLUB Secretary 2018-2019
SCHOOLPUB (THE GAZETTE) Literary Editor 2018-2019
xii
ACKNOWLEDGEMENT
This research was not possible without the contribution of the different people who
became part of their success. The researchers wish to express their heartfelt thanks and
appreciation to the Almighty God, for the unconditional love, blessings, wisdom and knowledge
showered to them to make this endeavor success;
To the dearest and vibrant school principal of Tuyom National High School Mrs. Melanie
M. Sarino MAEM Principal 1 and Mrs. Elsie Iligan who shared the biggest part to the success of
this study;
To the Senior High School of Tuyom National High School Sy 2018-2019 who served as
their respondents, for the cooperation and for the data they had given to complete this study;
To Mr. Demer G. Paglumutan for sharing their expertise in statistics for the
accomplishment of the study;
To Mr. Juvy T. Gallos for sharing his moral support and expertise for the completion of
this research study.
To Mrs. Milrose V. Rubi for her generosity in providing our research materials.
To the panelist headed by Mrs. Monaliza Gregas, Mrs. Pamela M. Orbina, Mrs. Michelle
B. Bato-on, for sharing their time, effort and expertise for the improvement of this book;
To Ms. Wilva Rapha E. Colimbo, English critic, for sharing her time, expertise and effort
in correcting the grammar;
To all the faculty and staff of Tuyom National High School,
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To Valdez, Magbanua, Degoro, Gallos , Espinosa and Pillega families, who served as
their inspiration in facing the challenges of life and for giving them the love, care, moral support
and an unending financial support they needed to finish this study; the success of this study was
all possible because of you!
And lastly, to the Almighty God for the strength and knowledge that He gave to the
researcher’s for having this wonderful experience in life.
A million thanks to all of you and God bless you all!
xiv
ABSTRACT
This study was conducted in Tuyom National High School attempted to find out the
relation of Time Management to the Academic Performance of Senior High school students.
This study was conducted with the following objectives; 1. The respondents are Senior
High School and most of them are Female? 2. There is a significant between Time Management
and Academic Performance?.
The result of the study revealed that majority of the respondents are female; in most of
them where HUMSS.
It shows that there is no significant relationship between Time Management and
Academic Performance of the students.
Time is a priceless source. Time is passing by and never comes back. However, we have
so many things we dream to do and so many things that we have to do. Because of the
competitive conditions in life nowadays forcing people and task to do so many things
simultaneously, the importance of right decision making for the right jobs with the right methods
become more and more important. For those who can’t perform the necessities of time
management effectively in their private and school lives, though not being able to keep
themselves updated, it will result in failure and unhappiness. Time, when once consumed, can
never be taken back. Therefore, it should be considered consciously, with good planning, and
should be used wisely in order for success to be obtained and productivity to be increased.
xv
TABLE OF CONTENTS
PAGE
TITLE PAGE i
APPROVAL SHEET ii
BIOGRAPHICAL SKETCH iii
ACKNOWLEDGEMENT xiii
ABSTRACT xv
TABLE OF CONTENTS xvi
LIST OF TABLES xviii
LIST OF FIGURES xix
LIST OF APPENDICES xx
CHAPTER I. INTRODUCTION 1
Theoretical Framework 3
Conceptual Framework 4
Schematic Diagram 5
Statement of the Problem 6
Hypothesis of the Study 7
Scope and Limitation 7
Significance of the Study 7
Definitions of Terms 8
CHAPTER II. REVIEW OF RELATED LITERATURE 10
Practices 12
Planning 12
xvi
PAGE
Prioritization 12
Related Studies 13
Synthesis 15
CHAPTER III. METHODOLOGY 16
Research Design 16
Respondents of the Study 16
Data Gathering Instrument 17
Data Gathering Procedure 19
Data Analysis 19
CHAPTER IV. RESULTS AND DISCUSSION 21
CHAPTER V. SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS 30
Summary of Findings 30
Conclusions 30
Recommendations 30
REFERENCES 32
APPENDICES 34
Appendix A-Student Students Questionnaire
xvii
LIST OF TABLES
TABLE PAGE
1 The Demographic Profile of the respondents when
grouped according to Strand and Gender 21
1.a Gender of the Respondents 22
2 The level of the Time Management when
grouped according to Student’s Practices 22
grouped according to Student’s Practices 23
grouped according to Student’s Prioritization 25
5 Significant relationship between time management
and Academic Performance of Senior High School Students 28
xviii
LIST OF FIGURES
FIGURE PAGE
1 Schematic Diagram 5
xix
LIST OF APPENDICES
APPENDIX PAGE
A Tables 35
B Questionnaire 40
xx
Chapter 1
INTRODUCTION
Background Of The Study:
Time management as a types of behavior that differentiate people who do things on time,
stick to deadline, spend much time on their activities and waste time on unimportant things.
(Claessens, 2009)
Time is priceless resource and continuous to pass by without coming back. There are
many things we dream to do the midst of competitive conditions. Time management is not a skill
we are usually taught growing up, so developing an organized to approach to every study is an
opportunity to learn how to work more efficiency. Time is also an important resource for
everyone which possesses equally but fails to utilize at the same level due to variety of reasons.
In school, the students are always end up having poor grades in their academics. They always
find hard to pass their projects on a deadline due to lack of time to do it. Time management will
definitely a great help to the students because they are able to conserve time and may help to
finish their activities.
Shirly (2008) said that, better time management can be achieved if goals have been set
and then all future work is prioritized 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 term of their importance and matches them with
time and other resources Ezine (2008). Time management bring about orderliness and enables
one to be more productive and fulfilled.

Likewise, Time management is a skill that every student should not only know, but also
apply. As we observed a lot of senior high students of Tuyom National High School complain
about running out of time when teachers asked to do a certain task, they get frustrated because
they are not able to make it before the deadline. On the other hand, students find it difficult
because they are not able to do it in exact time and affect their academic performance which
spotted for our research. Time management is extremely important, especially when it comes to
students because it will boost their grades and enhance their productivity.
However, most of the time students face problems like poor double tasking, because of
time management issues so they start to procrastinate because they have 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 and will affect their academic performance.
This research study will help both the senior high students and the teachers to regulate the
student’s poor performance in academic and to make strategies and interventions that will assist
the student how they manage their time. In addition, it discusses ways to make students more
organized and lead them to a better time management level.
2
Theoretical Framework
Pickle Jar Theory
Managing time and priorities is a key skill that can significantly enhance our personal
effectiveness. Time must be used efficiently in order to accomplish all needs to be done. Time
management theories can help you understand what you are doing with the time in your life and
how to improve effectiveness.
The pickle jar theory is very simple to understand and execute. The experiment is
actually a time management model, that will aid you in prioritizing your work and in reaching
the milestones of your life. To understand the concept, you can try it out practically. Take a
pickle jar and fill it with rocks. You observe that the spaces in between the rick stones could be
filled up with pebbles. The jar becomes more compact after filling it with pebbles, but still there
are inconspicuous spaces that can compacted with sand. Now, pour water over it and close the
lid.
The pickle jar is the replica of your life. The major responsibilities of your life or your
goals are represented by the rocks that occupy most of the space. This infers that, you should
dedicate more time to such goals. The chipped stones or the pebbles symbolize your hobbies,
that require comparatively lesser time than the important goals. Lastly, the daily chores of your
life are the sand particles, that get placed perfectly between your goals and hobbies. The
distractive force in your life that takes away your attention from the path of success is the water.
Apart from teaching us the right way to manage time, this theory also makes us aware of the fact
that distractions that lead to mismanagement should be avoided completely in order to follow the
right track.
3
Conceptual Framework
Time Management is actually self-management. The skill that people need to manage
others is the same skill that are required to manage themselves, namely the ability to plan,
organize, direct and control. Time management system is a designed combination of processes
tools, techniques and methods. Time management can be useful in a student hectic schedule. It
ensures that students are well prepared, organized and focused to manage their daily lives and
complete academic assignment on time. Academic performance is the outcome of education, the
extent to which a student, teacher or institution has achieved their educational goals. Student
must change their habits in order to have good time management skills. There are some variables
under time management; a.) Practices b.) Planning c.) Prioritization. These factors could help to
the students motivates and disciplines, their time management skills will improve with practice.
4
Demographic Profile
1. Gender
a. Male
b. Female
2. Tracks
a. HUMSS
b. ABM
c. ICT
d. BC
Academic Performance of Senior
3. Grades
High School Students of Tuyom
National High School
Time management
a. Planning
b. Practices
c. Prioritization
Figure 1. Schematic Diagram of the relationship of the variables in the study.
5
Statement of the Problem
The primary purpose of the study will be to examine the relationship of the extent of time
management practices and academic performance of the senior high school students for the
school year 2018-2019
Specifically, it will seek to answer the following questions:
1. What is the demographic profile of senior high school students when grouped according to:
a) Gender
b) Strand
2. What is the level of Time Management of the students when classified according to:
a) Student’s practices
b) Student’s planning
c) Student’s prioritization
3. Is there a significant relationship between the extent of time management practices and
academic performance of the Senior High School students of Tuyom National High School?
4. What is the academic performance of Grade 12?
6
Hypothesis of the Study
Based from the statement of the problem, this hypothesis will be advanced:
There is no significant relationship between Academic Performance and time management of the
senior high school student of Tuyom National High School for the school year 2018-2019.
Scope and Limitation
This study will examine if there is a relationship between the extent time management
practices and the academic performance of the senior high school students of Tuyom National
High School for school year 2018-2019. The descriptive research design will be used for it is
deemed appropriate knowing the nature of study. The respondents will be the senior high school
students who are officially enrolled in Tuyom National High School of school year 2018-2019.
Significance of the Study
The results of this study will serve as a guideline that may provide information and
significant to the following:
Student. This research will bring benefits to the students who are not aware of how they
spend or manage their time. This result of this study may serve as an input to encourage the
student to become self-reliance in terms of doing their school activities.
Teachers. The results of this study will serve as a guide to all the teachers on how they
will help their students to manage their time properly by making time management related
activities inside the classroom.
7
School Administrators. This study will enable the school administrators to implement
activities related to time management skill and self-improvisation, in order to enhance the
student time management both during and after their classes.
Researchers. this study will help the researcher to be able to find the answers if there is a
direct relationship between the time management and the academic performance. Since the
researchers are still student, this research study will help them to become self-reliant on how to
manage time properly.
Future researcher. This research study in this dissertation provides a natural guide to
future research. The results of this study will help them for the further development of this topic.
Definition of Terms
 Time Management. Time management as a types of behavior that differentiate people
who do things on time, stick to deadline, spend much time on their activities and waste
time on unimportant things. (Claessens, 2009).
 Performance. This term is frequently defined in terms of examination performance.
Academic achievement refers to what the student have learned or what skills the student
has learned and is usually measured through assessments like standardized tests,
performance assessments and portfolio assessments(Santrock, 2006).
 High school Student. This term refer as academic institution providing education more
advanced than elementary school or middle school but less advanced than college,
typically grades 9, 10,11 and 12.
8
 Time. It is a limited period during which an action, process or condition exists or take
place. It is a period that you need for a particular activity to be accomplished. ( English
Dictionary , Santiago P. Semira..
 Management. It is the organizing and controlling of the affairs of a business or a sector
of a business. ( English Dictionary , Santiago P. Semira).
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CHAPTER II
REVIEW OF RELATED LITERATURE
Time is a priceless source. Time is passing by and never comes back. However, we have
so many things we dream to do and so many things that we have to do. Because of the
competitive conditions in life nowadays forcing people and task to do so many things
simultaneously, the importance of right decision making for the right jobs with the right methods
become more and more important. For those who can’t perform the necessities of time
management effectively in their private and school lives, though not being able to keep
themselves updated, it will result in failure and unhappiness. Time, when once consumed, can
never be taken back. Therefore, it should be considered consciously, with good planning, and
should be used wisely in order for success to be obtained and productivity to be increased.
Time Management contributed a lot to the Academic Performances of the Students in
Tuyom National High School. However, there are issues may affect if students cannot manage
their Time equally.
In this section of research the existing knowledge that are related to Time Management
and Academic performance are explored and cited.
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,
Shellaenbarger (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. However, Claessons, Eerde, Rulte &
Roe (2007) observed that time cannot be managed because it is an inaccessible factor. The only
way a person deals with time is by influencing behavioral attitude.
According to (Prof. Mehnaz Kaushar,2013) he stated in his study that many college
students have not manage their time efficiently previous to college because they are bright and
weren’t really challenged in high school. The situation often changes in college because
everyone who goes to college did well in high school but the full range of grades are assigned.
He also stated that some students who receiving lower grades are probably no less capable than
those receiving higher grades but often their study skill, including time management are less
effective.
Adebayo 2015, he related his study that procrastination, prioritization and planning were
strong indices that affected the student’s academic performance in relation to Time Management.
In his findings of his study shows that Lack of proper Time Management on the part of the
students have some impacts on certain academic activities in the area of continuation for the new
semester or session, registration of courses, attending lectures, doing the assignment, reading for
test and preparation for examination to time. And it was the result of procrastination and not
paying attention to issues like planning and prioritization.
11
Faisal Z. Miqdadi 2014, related his study that Time Management is related to the
Academic performance of the Petroleum Institute (Male Students. It shows that successful
students are good time managers and it can be generalized to male engineering students. He
stated also that students complain the lack of time because they have to complete their
assignments before deadline.
Based on the literature, we suggest a definition of time management as “behaviors that
aim at achieving an effective use of time while performing certain goal-directed activities”. This
definition highlights that the use of time is not an aim in itself and cannot be pursued in
separation. The focus is on some goal-directed activity, such as performing a work task or an
academic duty, which is carried out in a way that implies an effective use of time.
Practices
Student days are considered to be one of the busiest moments in our lives. Recitations,
assignments, projects, and exams are the things that make students feel exhausted. Aside from
that, there are work commitments and social events that they would like to attend. Practices
where influence their time management. If the students do not have idea about budgeting time
and keeping schedule they can easily spin out of control, get stressed out and fall into bad
practices that’s why many students cannot manage their time management. (Chambers 2009).
Planning
Planning means to have objectives in having discipline routines. Various researchers
named it as having perception of a preference for organization (Kelly 2004). It directs to have
less perception of control over time because it may be tackling.
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This gives the impression to indicate the time management practices accomplish to have
an influence on educational achievements, but that’s not all the affect. (Brigitte et al 2005)
Prioritization
Not every task is equally important. The important tasks move the work closer to long
term goals. Prioritizing allows you to identify the most important task at any moment and give
those tasks more of your attention, energy, and time.
Related Studies
The term “Time management” is actually misleading. Strictly Speaking, time cannot be
managed, because it is an inaccessible factor. Only the way a person deals with time can be
influenced. Time management can be viewed as a way of monitoring and controlling time (e.g.
Eilam and Aharon, 2003). In this regard, it would be more appropriate to speak about self -
management with regard to the performance of multiple tasks within a certain time period. But in
the literature, the term Self-management has a different meaning. It refers to monitoring and
regulating oneself, but without any specific reference to techniques for monitoring time use.
It simply shows that students have the satisfied use of time to accomplish important task even
though the students discontinued wasteful activities or routines sometimes, they can reassess
their activities in relation to their goals students shows constructive use of community time,
when it comes on prioritization and have clear of what to accomplish during the coming semester
to avoid procrastination.
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
13
because they experiences more in control of how their time Journal of Literature, Languages and
Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal Vol.11, 2015
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.
According to a study that was conducted by Faisal Z. Miqdadi, Abdulla F. ALMomani,
Mohammad T. (Shadid Masharqa), and Nabil M. Elmousel, time management does have a
impact on academic performance. The experiment that was conducted was focused on 20
students, ten that were freshman and ten that were sophomores that were divided into two groups
based on their respective GPA’s. Based on their GPA, they were either classified as successful
students (GOA of 3.5 or above) or unsuccessful students (GPA below 3.5). During this
experiment, time spent studying on a daily basis , time spent looking for lost notes, how often the
students were able to study without being interrupted, and the time period did students begin
working on the given assignments.
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.
Hamzah, Lucky and Joarder (2014) indicated that there is a significant and positive
relationship between time management and students’ academic performance. Sevil and Necati
(2011) indicated a significant and positive relation between time planning and time consumers
14
and the academic achievement of the students; there was a low and positive relation between
time consumers and academic achievement; there was a meaningful and moderate relation
between time management and academic achievement.
With regard to the time management variables, findings show that, prioritization has
significant relationship to students' academic performance while two other variables:
Procrastination and socialization have no significant relationship with students' academic
performance. These findings agree with the previous studies claiming that, time management
positively correlates to students' academic performance (Sevari and Kandy, 2011; Adebayo,
2015; Kearns and Gardiner; Kaushar, 2013). However; specifically the findings on the
relationship between procrastination and socialization and the students' academic performance
contradicts to the study of Abedayo (2015) where his findings show that both procrastination and
socialization significantly correlates to students' academic performance.
Synthesis
Based on the studies of the researchers have shown, There’s a big impact of Time
Management in the Academic Performance of the Students whether a positive and negative
result.
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CHAPTER III
METHODOLOGY
This chapter presents the research design, context and participants, data gathering
instruments, data gathering procedure and data analysis.
Research Design
This study is to find out the relationship between time management and academic
performance of senior high school students.
This study used the correlational type of research. This method investigated the nature of
interpretation.
Spearman Correlation Coefficient is also referred to as Spearman Rank Correlation or
Spearman rho. It is typically denoted either with the greek letter rho(p), or rs. It is the one of the
cases where a greek letter denotes a value of a sample and not the characteristics of the general
population. Like all correlation coefficients, Spearman’s rho measures the strength of association
of two variables. As such, the Spearman Correlation Coefficient is a close sibling to Pearson’s
Bivariate Correlation Coefficient, Point- Biserial correlation, and the Canonical Correlation.
Respondents of the Study
The subject of the study are the Senior High School students of Tuyom National High
School, Cauayan , Negros Occidental officially enrolled for the School Year 2018-2019. The
totals of respondents of the study are 20 students.
The table shows the number of respondents in the study:

Senior High School Students of Tuyom Frequency Percentage
National High School.
Grade 12 HUMSS 9 45%
Grade 11 ABM 3 15%
Grade 11 ICT 4 20%
Grade 11 BC 4 20%
TOTAL NUMBER OF RESPONDENTS 20 100%
Data Gathering Instrument
To accomplish this study, the researchers used modified questionnaire by Patricia
Adhiambo Oyuga, Pamela Raburu, Peter J. O. Aloka on their published research study
entitled Relationship between Time Management and Academic Performance among
Orphaned Secondary School Students of Kenya (2016), as the data gathering instrument. It
has 4 sections.
The first section contains the demographic profile of the respondent (a) name (b)age
(c)gender (d)track.
The second section of questionnaire is the student’s study practices. This section contains
7 items on how they do their task on time.
The third section of questionnaire is the student’s time planning. This section contains 9
items and contains also the student’s time planning on their task and activities. This section is
important also because it will help determine the student’s prioritization in Academic
Performance.
17
The last section of questionnaire is the student’s time prioritization. This section contains
9 items and it contains the student’s prioritization on their assigned task and activities and the
prioritization on time managing skills.
FACTORS ITEM NUMBER
Student’s study practices 1,2,3,4,5,6,7
Student’s time planning 1,2,3,4,5,6,7,8,9
Student’s time prioritization 1,2,3,4,5,6,7,8,9
The items in the questionnaire were related to facts/perceptions which were linked to
actions influenced by time management that were deemed to have bearing on self-regulation
factors among the Senior High students.
SCALE INTERPRETATION
RATING
1 ALWAYS It means you always do the
given statement.
2 SOMETIMES It means you do the given
statement sometimes.
3 RARELY It means you do the given
statement rarely.
4 NEVER It means you never do the
given statement.
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The respondents were to choose from 4-point scale ; Always (1), Sometimes (2), Rarely (3) and
Never (4). The respondents were asked to score on each statement based on their perception on
the statement in regard to time management.
Data Gathering Procedure
To gather data that are needed in this study , the researchers wrote a letter of permission
in allowing them to conduct a survey to the Senior High Student enrolled in Tuyom National
High School for S.Y 2018-2019.
Upon the approval of the principal and advisers, the researchers approached the
classroom of Senior High School Students to give them due respect before the questionnaire
where distributed to the respondents. The objective of the study were discussed briefly by the
researchers to make sure that the respondents will clearly understand all the items in the
questionnaire.
The different tracks of Senior High School students were scheduled differently. They
were requested to answer the questions for one hour. By doing so, the researchers assured of the
immediate retrieval of the questionnaires.
Data Analysis
To analyze the gathered data, the responses from the respondents were tallied and
tabulated using the appropriate statistical tools.
19
PROBLEM 1
The Frequency Percentage Distribution will be used to evaluate the Demographic Profile
of the Senior High School students of Tuyom National High School which will determine the
student’s techniques in Academic performance.
PROBLEM 2.
The Spearman Rho will be used to evaluate the correlation of Time Management and
academic performance of the Senior High students of Tuyom National High School.
PROBLEM 3.
The Spearman Rho method will be used to evaluate the significant relationship between
the level of time management and academic performance of the student.
20
CHAPTER IV
RESULT AND DISCUSSIONS
This chapter presents the result and discussion after the researcher tabulated and analyzed
the gathered data.
Table 1.The demographic profile of the respondents when grouped according to
Strand and Gender.
Strand Frequency Percentage
Grade 12 HUMSS 9 45%
Grade 11 ABM 3 15%
Grade 11 ICT 4 20%
Grade 11 BC 4 20%
Total 20 100%
Table 1 shows the strand of the respondents based on the data out of 20 respondents an
equivalent of 9 to 45% is grade 12 HUMSS, 3 which equivalent to 15% is grade 11 ABM, 4
which equivalent to 20% is grade 11 ICT, and Grade 11 BC 4 which equivalent to 20%. The
table reveals that there were many respondents in Grade 12 HUMSS.

Table 1.a Gender of the respondents
Sex Frequency Percentage
Female 13 35%
Male 7 65%
Total 20 100%
Table 1.a shows the gender of the respondents. It's shows that there are 7 males and 13
females with an equivalent of 65% and 35% respectively. It implies that the most of the
respondents are female.
Table 2. The level of the time management when classified according to
student’s practices.
Student’s Practices Mean Standard Descriptive
Deviation Interpretatio
1. 1. I do things in order to priority. 3.15 0.875 Sometimes
2. I accomplish what needs to be done during the
day. 3.05 0.887 Sometimes
3. I always get assignments done on time.
3.20 0.767 Sometimes
4. I feel I use my time effectively. 2.75 0.850 Sometimes
22
5. I tackle difficult or unpleasant tasks without
procrastinating. 2.45 0.604 Sometimes
6. I force myself to make time for planning.
7. I am spending enough time planning.
Total Mean 2.92 0.832 Sometimes
In Table 2 shows the level of time management when classified according to student's
practices. The Items number 1 to 7 which states "I do things in order to priority", "I accomplish
what needs to be done during the day", "I always get assignments done on time", "I feel use my
time effectively", "I tackle difficult or unpleasant tasks without procrastinating", "I force myself
to make time for planning", and "I am spending enough time planning". Each item has
descriptive interpretation of "sometimes" and has a total mean of 2.92 with a descriptive
interpretation of "sometimes". It indicates that the item number 1 to 7 has an overall descriptive
interpretation of “sometimes” or exhibits the practices at certain times.
Table 3.The level of time management when classified according to students
Planning.
Student’s Mean Standard Descriptive
Planning Deviation Interpretation
1. I prepare a daily or weekly “to do” 2.92 .686 Sometimes
list.
23
2. I prioritize my list in order of
importance urgency. 2.85 .933 Sometimes
3. I am able to meet deadlines without
rushing at the last minute. 2.75 .716 Sometimes
4. I keep up-to-date on my reading and
homework assignments. 2.85 .875 Sometimes
5. I prevent interruption from
distracting me from high priority 3.00 .794 Sometimes
tasks.
6. I avoid spending too much time on
trivial matters. 2.45 .887 Sometimes
7. I am spending enough time on
academic matters. 2.90 1.071 Sometimes
8. I plan time to relax and be with
friends in my weekly schedule. 2.80 .894 Sometimes
9. I have a weekly schedule on which I
record fixed commitments such as 2.85 .988 Sometimes
classes and work hours.
Total Mean 2.82 0.871 ALWAYS
Table 3 shows the level of time management when classified according to student's
planning. The items number 1 to 9 states "I prepare a daily or weekly "to do" list",
24
"I prioritize list in order of importance urgency", "I am able to meet deadlines without
rushing at the last minute", "I keep up-to-date on my reading and homework assignments", "I
prevent interruption from distracting me from high priority task", "I avoid spending too much
time on trivia matters", "I am spending enough time on academics matters", "I plan time to relax
and be with friends in my weekly schedule". "I have a weekly schedule on which I record fixed
commitments such as classes and work hours". Each item has a descriptive interpretation of
"sometimes" and has a total mean of 2.82 with a descriptive interpretation of "sometimes". The
result indicates that the items number 1 to 9 has a descriptive interpretation of sometimes or
exhibits the plan at certain times.
Table 4: The level of time management when classified according to students
prioritization.
Student Mean Standard Descriptive
Prioritization Deviation Interpretation
1. I try to do important 2.65 0.745 Sometimes
task during my most
energetic period of
the day.
2. I make constructive 2.80 0.767 Sometimes
use of my
commuting time
3. I periodically re- 3.00 0.794 Sometimes
assess my activities
in relations to my
25
goals.
4. I have discontinued 2.65 0.812 sometimes
any wasteful or
unprofitable
activities or routines.
5. I screen and group 2.55 0.998 Sometimes
my telephone calls to
allow for control
over telephone
interruptions.
6. I judge myself by 2.90 0.852 Sometimes
accomplishment of
task rather than by
amount of activity or
“busy-ness”
7. My actions are 3.05 0.825 Sometimes
determined primarily
by me, not by
circumstances or by
other people
26
priorities.
8. I have a clear idea of 2.75 0.786 Sometimes
what I want
accomplish during
the coming semester.
9. I am satisfied with 3.10 0.852 Sometimes
the way I use my
time
Total mean 2.82 0.825 Sometimes
In Table 4 shows the level of time management when classified according to students
prioritization. The items number 1 to 9 states "I try to do important task during most energetic
period of the day", "I make constructive use of my commuting time", "I periodically re-asses my
activities in relations to my goals", "I have discontinued any wasteful or unprofitable activities or
routines", "I screen and group my telephone calls to allow for control over telephone
interruptions", "I judge myself by accomplishments of task rather than by amount of activity or
"busy-ness", "My actions are determined primarily by me, not by circumstances or by other
people priorities", "I have a clear idea of what I want to accomplish during the coming semester",
"I am satisfied with the way I use my time".
Each item has a descriptive interpretation of "sometimes" and has a total mean of 2.82
with a descriptive interpretation of "sometimes" or exhibits their prioritizations at times.
27
Table 5: Significant relationship between time management and academic
Performance of Senior High School Students.
Spearman
Time Management P-value Decision Conclusion
Rho
Failed to Not
Student Practices 0.006 0.95
Reject Ho Significant
Grades
Failed to Not
Student Planning 0.003 0.974
Reject Ho Significant
Student Failed to Not

0.11 0.277
Prioritization Reject Ho Significant
In Table 5 shows the relationship of time management to the academic performance. It
indicates that there is no significant relationship among student’s practices, planning, and
prioritization to the academic performance of Senior High School students of Tuyom National
High School. It implies that no matter what practices, planning, and prioritization of the student
on their time management, it does not affect the academic performance of Senior High School
students of Tuyom National High School. It implies that Time Management variables has a big
impact to the academic performance because the academic results do students is based also on
how they do their activities by using their time management including, practices, planning, and
prioritization. It implies that having lack of proper time management can result procrastination
especially on the academic activities.
28
The results correspond with Adibayo, 2015, according to him, students time management
variables were strong induces that affected the students’ Academic performance. In his findings
of his study shows that lack of proper time management on the part of the students have same
impacts an Academic performance.
Likewise, successful students are good time managers, Faisal Z. Migdadi added.
29
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations of the
interpreted data.
Summary of Findings
Based on the results, the researchers found out the following majority of the respondents
were Grade 12 HUMSS and most of them are female. The level of time management of the
Senior High students when classified according to students practices, planning, and prioritization
were rated as sometimes. There was no significant relationship between time management and
academic performance of Senior High School students of Tuyom National High School.
Conclusions
Based on the results obtained by the researchers, the following conclusions are
formulated: Time management of the Senior High students should be maintained and manage by
the students in order to have positive effects of the Academic Performance. Further studies on
the problem are recommended to find other factors that no significantly affect students’
Academic Performance.
Recommendations
1. Time management of the Senior High School should be properly scheduled and maintain.
2. Managing time for studies and daily task can help students to become a more responsible and
accomplished individual.
3. Students should use time to its best advantage, which means, that they have to develop new
strategies for the way they use time and alter the way in which they perceived it.
31
REFERENCES:
• Wells, Gregory-Dennis, “Time Management and academic achievement.”
(1994) Electronic Theses and Dissertation. 4393
• Claessens, B.J.C, Eerde, W.V,Rutte C.G.$ Roe, R.A.(2007). A Review of the Time
Management Literature “ Available online at http:/www.arno.unmaas.n retrieved on 28th
July, 2012.
• Cemaloglu, N,$ Sevil, F (2010). “The relations between Time Management skills and
Academic Achievement of Potential Teacher”. Educational Research Quarterly.
• Mercanlioglu, I (2010).” The relations of Time Management to Academic Performance
of Master Level Students.” International Journal of Business and Management Studies.
2(1)
• http://edu725nurule.blogspot.com/2012/11/22-concept-of-academic achievement.
http://www.enterpreneurs-journey.com/397/80-20-rule-pareto-principle
 http:www.managementstudyguide.com)
 .(www.yourdictionary.com/high-school)
 .(www.businessdictionary.com/definition/management.html)
 http://www.statisticssolutions.com/spearman-rank-correlation/
 www.statisticssolutions .com
 www.niedermayer.ca
32
30
 https://www.onehourtranslation.com/translation/blog/pickle-jar-theory-time-management
33
APPENDICES
Appendix A: The mean results for the level of Time Management when classified
according to Student’s practices, Student’s planning, Student’s prioritization.
Student’s Practices Mean Standard Descriptive
Deviation
Interpretation
1. 1. I do things in order to priority. 3.15 0.875 Sometimes
2. I accomplish what needs to be done during the
day.
3. I always get assignments done on time.
4. I feel I use my time effectively. 2.75 0.850 Sometimes
5. I tackle difficult or unpleasant tasks without
procrastinating.
6. I force myself to make time for planning.
7. I am spending enough time planning.
35
Student’s Mean Standard Descriptive
Deviation
Planning Interpretation
I prepare a daily or weekly “to do” list. 2.92 .686 Sometimes
I prioritize my list in order of importance
urgency.
2.85 .933 Sometimes
I am able to meet deadlines without
rushing at the last minute.

2.75 .716 Sometimes
I keep up-to-date on my reading and
homework assignments.
2.85 .875 Sometimes
I prevent interruption from distracting
me from high priority tasks.

3.00 .794 Sometimes
I avoid spending too much time on
trivial matters.
2.45 .887 Sometimes
I am spending enough time on academic
matters.
I plan time to relax and be with friends
in my weekly schedule.
2.80 .894 Sometimes
I have a weekly schedule on which I
record fixed commitments such as
36
classes and work hours. 2.85 .988 Sometimes
Student Mean Standard Descriptive
Prioritization Deviation Interpretation
I try to do important task 2.65 0.745 Sometimes
during my most energetic
period of the day.
I make constructive use of 2.80 0.767 Sometimes
my commuting time
I periodically re-assess my 3.00 0.794 Sometimes
activities in relations to my
goals.
I have discontinued any 2.65 0.812 sometimes
wasteful or unprofitable
activities or routines.
I screen and group my 2.55 0.998 Sometimes
telephone calls to allow for
control over telephone
interruptions.
37
I judge myself by 2.90 0.852 Sometimes
accomplishment of task
rather than by amount of
activity or “busy-ness”
My actions are determined 3.05 0.825 Sometimes
primarily by me, not by
circumstances or by other
people priorities.
I have a clear idea of what I 2.75 0.786 Sometimes
want accomplish during the
coming semester.
I am satisfied with the way I 3.10 0.852 Sometimes
use my time
Total mean 2.82 0.825 Sometimes
38
Appendix B. The Spearman R results of the significant relationship between Time Management
and Academic Performance of the respondents.
Grades Time Management Spearman P-value

Decision Conclusion
Rho
Student Practices 0.95 Failed to

0.006 Not Significant
Reject Ho
Student Planning 0.974 Failed to

Reject Ho
Student Prioritization 0.277 Failed to

Reject Ho
39

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TIME MANAGEMENT ISSUES THAT AFFECT

THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS

JOHN FRITZ GALLOS

A Project Paper Presented to the Faculty and Staff of Tuyom

National High School In Partial Fulfillment of the

Requirements for the subject Inquiries,

Humanities and Social Sciences

WILVAH RAPHA COLIMBO

DEMER G. PAGLOMUTAN, MAed.

Accepted as partial fulfillment of the requirements for the subject Inquiries,

Date Signed Date Signed

MILROSE V. RUBI MELANIE M. SARINO, MAEM

Date Signed Date Signed

Address: Brgy. Tuyom Cauayan, Negros Occidental

Date of Birth: November 25, 2000

Place of Birth : Tuyom Cauaya, Negros Occidental

Civil Status: Single

Religion: Roman Catholic

Parents: Reymalonso C. Degoro

Education School Year

Elementary Tuyom Elementary School 2012-2013

Secondary Tuyom National High school 2016-2017

Strand Humanities and Social Sciences

Adress: Brgy. Masaling Cauayan, Negros Occidental

Date of Birth: December 9, 1999

Place of Birth : Masaling Cauayan, Negros Occidental

Civil Status: Single

Religion: Roman Catholic

Parents: Adelfa Espinosa

Education School Year

Address: Brgy. Tuyom, Cauayan Negros Occidental

Date of Birth: December 8, 1999

Place of Birth : Kabankalan City ,Negros Occidental

Civil Status: Single

Religion: Roman Catholic

Parents: Stephelyn S. Gallos

Education School Year

Organization Position Year

FILIP[INO CLUB P. I. O. 2018-2019

Adress: Brgy. Masaling, Cauayan Negros Occidental

Date of Birth Date: October 17, 2000

Place of Birth : Masaling, Cauayan Negros Occidental

Civil Status: Single

Religion: Roman Catholic

Parents: Jessie Mar Magbanua

Education School Year

Elementary Masaling Elementary School 2012-2013

Secondary Tuyom National High school 2016-2017

Strand Humanities and Social Sciences

Organization Position Year

FILIPINO CLUB G-12 Representative 2018-2019

Adress: Brgy. Masaling, Cauayan Negros Occidental

Date of Birth: April 9, 2000

Place of Birth : Masaling, Cauayan Negros Occidental

Civil Status: Single

Religion: Roman Catholic

Parents: Alicia Pillega

Education School Year

Elementary Masaling Elementary School 2012-2013

Secondary Tuyom National High school 2016-2017

Strand Humanities and Social Sciences

Name: Kathryn M. Valdez

Address: Brgy. Tuyom, Cauayan Negros Occidental