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Time Management and Academic Performance in Pre – Calculus

of Grade 11 – STEM in OMNHS

A Quantitative Research
Presented to the Faculty of Senior High School Department
ORIENTAL MINDORO NATIONAL HIGH SCHOOL
Calapan City

Submitted in Partial Fulfilment of the Requirements in


Practical Research II

Alcanices, Nikki James G.


Cantos, Mean A.
Marasigan, Jericho B
Marasigan, Noreen Venice A.
Morong, Alex R.
Valenzuela, Charlene Ainne B.

Jay-r DC. Osorio


Practical Research II Teacher

October 2018
ABSTRACT

A students’ performance or academic achievement plays an important role in

producing the best quality graduates who will become future great leader and manpower

for the country in which are responsible for the country’s economic development (Ali et.al,

2009). Time is one significant variable affecting one’s life thus making it a viable variable

in this study.

The study was conducted in three (3) sections of Grade 11 STEM at OMNHS which

consist of 185 students overall taken from 3 sections. The respondents were given a set

of questionnaire based from the three indicators of time management: personal habits,

school related activities and class schedules.

This study aims to determine the relationship between time management and the

level of academic performance of Grade 11 – STEM Pearson, Grade 11 – STEM Marie

Curie and Grade 11 – STEM Descartes of OMNHS.

This study will be significant to the respondent itself because this will serve as

their basis in achieving and maintaining academic performance. This study will also be

helpful not only to Grade 11 - STEM students but also to students with different strand

and different grade level as for the reason that academic achievement is very essential

to all students alike.

Using the data gathered, the researchers were able to get the r computed and the

P value computed and showed that the null hypothesis is to be rejected and revealed that

there is a correlation between time management and the academic performance of the

selected Grade 11 STEM Students.


Republic of the Philippines

ORIENTAL MINDORO NATIONAL HIGH SCHOOL

San Vicente East, Calapan City

SENIOR HIGH SCHOOL DEPARTMENT

This quantitative research paper hereto attached, entitled Time Management and

Academic Performance of Grade 11 – STEM in Pre – Calculus in OMNHS prepared

and submitted by Nikki James G. Alcañices, Mean A. Cantos, Jericho B. Marasigan,

Noreen Venice A. Marasigan, Alex R. Morong, and Charlene Ainne B. Valenzuela in

partial fulfillment of the requirements for Practical Research II (Quantitative Research) is

hereby accepted.

Alcanices, Nikki James G.

Cantos, Mean A.

Marasigan, Jericho B

Marasigan, Noreen Venice A.

Morong, Alex R.

Valenzuela, Charlene Ainne B.


CERTIFICATION

This is to certify that all sources used in this quantitative research have been

properly acknowledged or duly cited.

This is to certify further that the research is an original undertaking and has not

been submitted for another research institution.

ALCANICES, NIKKI JAMES G.

CANTOS, MEAN A.

MARASIGAN, JERICHO B

MARASIGAN, NOREEN VENICE A.

MORONG, ALEX R.

VALENZUELA, CHARLENE AINNE B.


ACKNOWLEDGEMENT

The researchers seek to address full appreciation and gratitude to those people

who have contributed wholeheartedly for this research paper to be a success.

But before anything else, we want to thank the Great Almighty, the author of

knowledge and wisdom, for giving us strength to complete this research paper, and for

his countless love.

Next to mention is our quantitative research adviser, Mr. Jay-R Osorio. He hasn’t

given up on us even though our research paper is undeniably a mess at first. He keeps

on suggesting new and useful ideas, leads us to where our research paper must rightfully

go, and motivates us every time failure approaches. He always strives to mold us into our

best shape.

We also would like to thank our adviser, Mr. Darren G. Linatoc. Love, care,

guidance, and support were surely felt with his presence nearby. We can never forget the

time you’ve given us so we can only just finish this research project and other

requirements. We won’t and will never ever regret that you served as our adviser.

We like to send our warmest thanks to our beloved families, friends, classmates

and most especially our respondents for your irresistible support that truly helped us

accomplish this project.

Again, Thank You! Words couldn’t explain how we actually feel. This whole

research project won’t make it to the finish line if it weren’t for your full support and

motivation. Nonetheless, we hope that we all had fun during this entire period. And finally,

slow claps for everyone.


DEDICATION

The researchers would like to dedicate this piece of work, first and foremost, to our

Beloved God, for giving us the light as a guide in completing this research paper.

To our families, who were always there to help, for their understanding and

overwhelming support, morally and financially.

To our fellow students and classmates, hope that we can enrich your knowledge and

learning about our research.

And lastly, to all the persons who contributed much in the success of this research

paper.
TABLE OF CONTENTS

Title Page

Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Approval Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Dedication . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

RESEARCH & ITS SETTING

Introduction . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Statement of the Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Scope and Delimitations . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Significance of the Study . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Definition of Terms . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

REVIEW OF RELATED LITERATURE

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

METHODOLOGY . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

RESULT AND DISCUSSION . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

SUMMARY, CONCLUSION AND RECOMMENDATIONS . . .. . . . . . . . . . . . . . . . . . . 25

References . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Appendices . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31