Effects of Mobile Phone

FRANCISCO P.
TOLENTINO integrated HIGH SCHOOL

Lagusan Rd. Tolentino West, Tagaytay City
Effect of Time Management on Senior High School Students of
Francisco P. Tolentino National High School
A research study conducted in Francisco P. Tolentino
Integrated High School
In Partial fulfillment of the requirements
for research in daily life 2
Accountancy, Business And Management
FRANCISCO
Glenn Jan M. Calvo
Clara P. Parungao
Nheza Sushane M. Punay
Mary Ann B. Simangan
October 2019
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FRANCISCO P. TOLENTINO integrated HIGH SCHOOL
APPROVAL LETTER
This research entitled “Effect of Time Management on Senior
High School Students of Francisco P. Tolentino National High
School” prepared and.
JOJO B. DE LEON
Adviser
Approved in partial fulfillment of the requirements for the Research
Subject by the following teachers.
Submitted by Glenn M. Calvo, Clara P. Parungao, Nheza Sushane
M. Punay, Mary Anne B. Simangan in partial fulfillment of the
requirements for Research Subject is hereby recommended for approval
and acceptance.
Sharon G. Javier
Panelist
Accepted in partial fulfillment of the requirements for the Research
Subject.
Greg L. Sangalang Beverly B. Gloria

SHS Coordinator Principal I, FPTIHS
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Abstract
Name: Glenn Jan M. Calvo
Clara P. Parungao
Mary Ann B. Simangan
Key Concept: Time Management
Adviser: Jojo B. De Leon
Time Management is a helpful factor to all students specially if for
those students who usually do a lot of works and extra-curricular
activities. Giving balance on each activities would help by a good time
management skills. However, some students have this trait that made
good at managing their time.
The study aims to determine the Effects of Time Management on
Senior High School Students of Francisco P. Tolentino Integrated High
School. The researchers aims to determine the effects of time management
on academics, behavior, and health on Senior High School.
The researchers conducted a survey on Senior High School students
and find out that most students are good at managing their time and there
are no significant effects on their academic performance in their subjects
at school.t
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Table of Contents
Chapter 1: The Problem and its Background
I. Introduction 1
II. Review of related Literature
a. Time management by age 3
b. Effect of time management 5
on the students’ GPA
c. Effect of time management 7
in the behavior and health
d. Most common Effect 9
e. Time Management in 10
Academic Performance
III. Theoretical Framework 13
IV. Research Paradigm 15
V. Statement of the Problem 16
VI. Hypothesis 16
VII. Significance of the study 17
VIII. Scope and delimitation 17
IX. Operational Definition 18
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Chapter 2: Methodology
I. Research Method 20
II. Research environment 20
III. Data Gathering Procedure 21
IV. Research Instrument 22
V. Respondents 23
VI. Ethical Consideration 24
VII. Statistical data Analysis 24
Chapter 3: Data Analysis
1. What is the demographic profile
of the SHS Students
1.1 Age 27
1.2 1st Quarter Average Grades 28
2. Effects of Time Management Skills
2.1Academic Performance 29
2.2Behavior 31
2.3Health 33
3. Most common effect of time management 34
4. Significant relation between the effects 36
of Time managements on their
v
Academic Performance
Chapter 4
a. Summary of the findings 38
b. Conclusion 39
c. Recommendation 39
d. Advocacy Plan 40
Reference 45
Appendices 47
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LIST OF TABLES
Table
1 Item Statistics 21
2 Respondents of Grade 11 23
3 Respondents of Grade 12 24
4 Demographic Profile
4.1 Age 27
4.2 First Quarter Grades
28
5 Effects of Time Management
5.1 Academic Performance 29
5.2 Behavioral 31
5.3 Health 33
6 Most Common Effect 34
7 Significant Effects 36
8 Time Management Planner 41
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LIST OF FIGURES
Figure
1 Covey’s Time Management 42
2 Eishenhower Matrix 43
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Chapter 1
The Problem and Its Background
I.Introduction
For a very long time, time management is already considered
necessary for everyone. It refers to the right use of time including doing
right things at the right time. It is believed that Managing time is really
important for it may actually affect a person’s daily task. Furthermore,
time management helps individuals assign correct time slots in order to
make the best possible use of time. However, being time efficient is purely
being time efficient is purely base on how individuals manage their time
to suit their daily living or to make it flow smoothly with their routines.
Thus, it is an example of self-regulation that makes a person have the
opportunity to improve their performance and to achieve a higher
possibility of success.
As previous studies done regarding the role of time management
(Nasrullah and Khan) as cited by (Raburu, and Aloka 2016) have
demonstrated, there’s a relationship between time management and
academic achievement. Even Shazia and Muhammad (2015) also carried
out a study to determine the relationship between the time managing
skills and academic achievement of the students. They stated that time
management is very important and it may actually affect individual’s
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overall performance and achievement. This considered as one of the
aspects that can help a student to be a good student. However, some of
them do not have a time management skills that can have a negative
effects on their life.
Time management is really a good way to plan task and do it at an
efficient time. However, the researcher observed that some students in
Francisco P. Tolentino Integrated High School don’t have the skills for it.
This problem can have an effect on the students’ academic performance
and productivity. Thus, the lack of time management can be the reason
why some students fail to finish the specific task their educator assigned
in a specific time. Previously, the former grade 12 students of FPTIHS are
having a hard time enrolling to universities because of their unfinished
requirement they haven’t finish during the semester. This problem made
the educators tighten the student’s time of submission on assigned task.
Due to this problem the researcher wants to determine the other
effects of time management to help the students find out how they can
manage their time more efficiently than before. The researcher also wants
to help the students be more productive when it comes to tasks. They
believe that this research will surely help the students and even their
educator to be more time efficient and productive, it can also avoid the
problem that occurs on the former grade12 students.
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II. Review of Related Literature and Studies
A. Time management by age
Time management can be interpreted differently depending on a
person age. Whether a person is still a child, a teenager or a young adult,
their perspective on using time is dissimilar. Meanwhile, psychological
study of PhD. Moore E (2014) stated that a person’s the view of time
develops. Two and three years old enjoy the expected routines they always
do, but live mostly in present, meaning they don’t mind what happened
yesterday and what tomorrow will bring. The next one ranges from five
and six years old, this age already have a better understanding of past,
present, and future. They can already expect happy events and have
some knowledge of next week, tomorrow and yesterday. The third one
ranges from seven to ten years old, already have time number skills which
is necessary to use clocks and calendars.
Young children are still unconscious how to manage their time, they
have lots of free time and they don’t need to worry wasting time for they
still don’t know its importance. Contrary to this, Morin A (2019) said,
teens that ranges from 13-18 in age already have structured schedules.
Their schools day and their after school activities or task are planned out
for them. They also outside activities like sports game, birthday party,
friends hang outs, and family gathering. They already have lots of
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activities to handle that is hard to maintain with their time. As a result,
many of them don’t learn how to manage their time wisely when they
have some available time. Teens who don’t learn time management skills
are at risk of becoming a person who always delay tasks and who waits
until the last minute to get things done.
Nevertheless, Whitt M (2019) stated that young adults ages 19-35
have more responsibilities and consume lots of their time in college and
in work unlike before. Thus, he said that with all of life’s responsibilities,
people are stressed out, exhausted, and is always busy, trying to make
use of every second. When it comes to college students, Lucier K (2019)
declare that they quickly realize that managing their time is one of the
most challenging and difficult aspects of being in school. With so much
thing to do in the university it’s hard to keep track of time, furthermore
most of the students have part time jobs support their expenses, this
made their management much harder to balance.
In terms of workers, and employees Andriotis N (2019) revealed that
they are regularly distracted and often overwhelmed by the overflowing
number of tasks they must complete and the amount of information they
must process. Because of this Employees thinking, and productivity are
affected, thus they are also unable to make the most of their time, that
they end up tired and stressed. Employees who lack time management
skills often fall behind on their work the deadline of their tasks pass by
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without them having the time to complete it. For the middle age that
ranges form 36-55 are mostly working parents, Madell R (2019) declare
that they are generally overburdened and overtired. When it comes to
their careers, they have all the same pressures and obligations. They also
have many things to do personally, this includes family fun time with
their family, taking care of their children, driving them to their school,
doing household chores, attending parent, teacher meetings and many
more. This only proves that working parents have lots of tasks to handle
at once.
B. Effect of time management on the students’ GPA
According to the survey results (2019) students with high GPA are
likely to have outstanding time management skills. Therefore, those
students devote much time to academic related activities outside the
class. As a respondent stated, it is urgent to manage time effectively in
order to succeed in study and participate in the social life of school.
Through this study the data suggests that students who are involved in
extracurricular activities are forced, by the nature of their schedules, to
manage their time better than those not involved. The significant negative
correlation between perceived stress and GPA indicates that perceived
stress is associated with a lower GPA. These findings are consistent with
the findings obtained from a study conducted by Prichard and Wilson
(2003) However, there are also findings of studies that show a non-
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significant relationship between stress and academic performance. Fogle
and Pettijohn (2013) found that there were no significant effects of
perceived stress on grade point average. Wavy (2008) suggests that the
non-significant result may be due to measurement which is too general
to assess stress. Kelly (2004) proposed that efficient use of time is directly
associated with increased academic performance and achievement. He
investigated this possibility among the students. The results support the
positive correlation between time management, academic performance
and GPA. According to Turkey Pehlivan (2013) performed a study to
determining the effect of student’s time management skills on their GPA
and course achievement. The results revealed that in all sub dimensions
that students hold ‘’moderate level’’ time management scores. The
findings revealed that in all sub dimensions of questionnaires, female
students obtained higher average scores than male students. It has been
demonstrated that there is positive significant relation between students’
grade point averages and the time attitudes sub-dimensions 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 predicators of
grade point averages. Talib (2012) studied factors such as academic
competence, time management, strategic studying, and test anxiety o
determinants of academic performance, i.e., Grade Point Average.
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C. Effect of time management in the behavior and health
Lay (1993) as cited by Al Khatib (2014) stated that time
management can be good to avoid being stress if a person always
monitors on how they spend it. It also helps reduce the pressures a
person might suffer in. Additionally, Wavy 2008 also said that those
students who have a good time management had a more skill to organize
and prioritize things to finish task on time without causing trouble.
Therefore, they experience less stress and less preasured than those who
have a bad time management. A study performed by Nonis (1998) as
cited by Al Khatib (2014) showed the time management on college
students mental stress. The results showed that students who claims
they can manage their time really well said they experience a little bit of
stress and pressure, high level of performances in school and better
health than those who said they have less control over their time. Most
research shows that poor time management causes stress. But poor time
management should be considered with as much importance to health
as stress is. It has been a contributor to heightened feelings of anxiety,
and this means that it, too, is a direct cause of all of the health-related
issues that go hand in hand with stress.
On the other hand, Britton (1991) as cited by Al Khatib (2014) said
that poor time management behaviors, such as not using time properly
or finishing task and reviewing exams at the last minute can mostly like
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cause the students to feel stress out resulting in poor academic
performance. Similarly, Catherine (2016) also said that staying awake
late at night to finish assignments that should’ve been done days ago will
interrupt the students time of sleep. Ignoring task and exchanging sleep
to the activities can result in fatigue, illness and lack of attentiveness in
class. Additionally, skipping breakfast because of staying up all night to
rush in school will make the student hungry, to fill their stomach they
would most likely to eat snack, junk foods, and unhealthy food as an
alternative.
When it comes to behavior Andrews A (2018) stated that poor time
management can get the students on edge which made them lose control
of their temper and when they felt like they're lack of control, they become
stressed and be short tempered. They most probably like blame others
for giving so many tasks that they don’t have time to do it. Also, stress is
not the only thing that brought negativity to the students like anger, thus
anger have bad effects on physical and mental health like head ache,
sleeplessness, cardiac trouble, etc. Having a poor time management can
lead to many negative effects that affect a person’s health and behavior.
This will lead to many consequences including low academic performance,
stress and pressure, lack of sleep, etc. It is important to learn how to
manage time well and do task efficiently to avoid unhealthy life style.
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D. Most common Effect
According to Sevari and Kandy (2011) in their research tried to
scrutinize the effect of time managing skills on academic competence and
self-efficiency. The results from the study showed that the training of time
management skills to enhance academic performance and self-efficiency
is significant. Based on Nicolas Marie, at some point in their lives most
people have experienced what happens when time management is not
utilized. Whether it’s feeling of stress from impending deadlines or loss
of sleep from cramming in work during all-nighter’s, improper
management of time can be detrimental on health, as well as productivity.
These negative effects help to improve the importance of practicing good
time management habits. There are many benefits to be experienced
when time management is handled in a good fashion. Catherine (2016)
We know sometimes there doesn’t seem to be enough time in the day and
that things fall to the way side as a result. While this happens to the best
of us every once in a while, students who struggle with time management
on an ongoing basis don’t do themselves many favors. Some people have
the time management thing down to a tee. They don’t hit the snooze
button, they’re always punctual and their work is always handed in
before the due date. Procrastination is also one of the most obvious result
of poor time management. Students who don’t have control over their
time end up letting tasks sit until the last minute – and then they feel a
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lot of stress when they try to play catch up, and then there are those who
procrastinate on everything. They find themselves slaving away at tasks
they should have started months before, causing them to panic and feel
overwhelmed, Catherine (2016).
E. Time Management in Academic Performance
According to Brigitte and Route, Study that time management plays
a vital role in improving students’ academic performances and
achievements. Each student should have time management ability which
includes setting goals and priorities using time management mechanism
and being organized in using time. According to Denlinger (2009) conduct
that there is no one right way to manage the time; However, it is
important to get to know one self so a person can make good decisions
about how to use their time. Likewise, in the process of providing
educational services this issue has been a subject of interest discussed
and emphasize in several platforms and an attempt has been initiated to
asses and analyzed time and the time management attitude and
behaviors of a students in educational institutes. Macan and Shahani,
reveals that the secret of achieving success in life is effectively managing
resource that everyone possesses equally and paying sufficient emphasis
to planning. Though effective and efficient use of time varies with respect
to the task performance, Further increase in the level of knowledge and
skills expected from modern employees has further increased the
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necessity of time planning. However, the environment we live encourages
people from early as their elementary education to plan manage time
effectively. Sevari and Kendy 2011, study that in higher education level
the study schedule must be properly planned, implemented and
controlled for better results. Emphasizing time also helps to develop cost
effective educational policies by the authorities especially at higher
education level.
Most of the students complain about that they don’t have enough
time to their homework, projects, reading and writing assignment, exams,
etc. Previous research (Elena-Simona Indreica et al., 2011) shows that
almost 73% of students start studying their lessons less than one week
before the exam period. Poor time management behaviours, such as not
allocating time properly or last minute cramming for exams, have been
frequently discussed as a source of stress and poor academic
performance. Meanwhile, Ahn (2011) said that the use of social media is
continually growing especially among teenagers, the main concern is
whether this growing interest is affecting students time management
causing an increase in stress level among students and lower academic
achievements. Social has many uses from networking news to quality
information but the concern is around whether these students are using
these social media platforms are managing to organize their time.
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According to Kelsey Harrison (2018) social media such as twitter,
Facebook, Snapchat, and Instagram, are all highly used social media
platforms. The social media usage of students has potential to affect their
grades, social skills and time management but it could be positive or
negative effect. According to Maxwell Hilliard (2017) for a hobbyist gamer
time management can be difficult. As gaming communities become larger
and more complex time requirements can often increase. Time is a
resource you can only allocate so much of to each particular task. If it is
not as entertaining as it was before and you don’t feel as through, you
are getting the value of your time, there is point in continuing. According
to Sansgiry, kawatkar, Dutta, and Bhosle (2004), the basic time
management skill begins with prioritizing, placing more emphasis on
important tasks, being able to say “no” to less important issue, and being
able to stop and start immediately specific activities at pre-set schedules.
They have also argued that implementing such strategy related to time
management, one must engage in a “to do” list and need discipline to stay
focused with the list in order to have better management of one’s available
time. Other important issues related to time management which includes
developing effective study habits, critically analyzing problems and
assignments, knowing one’s peak hour of concentration, learning
effective memorization techniques, thinking aloud and most importantly,
avoid procrastination.
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There are various studies that link time management to students’
academic performance. For instance, proper time management positively
correlates to better academic performance (Sevari and Kandy, 2011).
Another study conducted by Indreica et al. (2011) examined the influence
of effective management to students’ academic performance in terms of
Grade Point Average (GPA). Findings revealed that, effective management
programs elevate the GPA and concluded that successful students are
good time managers. Specifically, factors such as time management
behaviours, time attitudes and control of time are significant predictors
of students’ academic performance. Students’ academic performance is
usually measured on the students’ GPA. The latest study conducted by
Jalagat (2016) strongly suggests the use of GPA as a measure of student
academic performance which also agrees with several studies.
III. Theoretical Framework
According to Fleming (2011) an effective time management is
closely associated with an understanding the difference between
efficiency and effectiveness. Fleming (2011) clarifies that while efficiency
involves completing specified tasks in a right manner, effectiveness
relates to identifying the right tasks to be accomplished in the first place.
A similar viewpoint is expressed by Fleming (2011) as well, who argues
that the practice of identification of strategic tasks in an appropriate
manner, and the selection of appropriate tools and techniques for the
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completion of those tasks can be considered the most basic conditions of
effective time management. Singh (2008) points to two fundamental
aspects associated with the concept of time: a) The sequence, and more
precisely, the order of the changes; b) The duration of the changes or of
the period between them. Felton and Sims (2009), on the other hand,
closely associate the concept of time management with one’s self-
management. The authors assert that the focus of time management is
priorities and stems from self-management. Self-management is the
powerhouse of time management (Felton and Sims, 2009, p.21). Zeller
(2008) expands this idea and stresses the importance of having an
effective personal system of time management along with a
comprehensive Specifically, the author reasons that effective time
management requires more than good intent and self-knowledge (Zeller,
2008, p.14), and a good system consisting of specific processes need to
be put in place in order to engaged in time management in an efficient
manner. The specific processes involved in time management are
specified by Downs (2008) as setting priorities, analysing, filtering,
scheduling and executing. The importance of environmental factors in
effective management of time has been mentioned by Singh (2008),
Forsyth (2010), and Silvis (2011). All of these authors give credit to
Schematic Model of Factors Affecting Time Use proposed by Robinson
(1977) in terms of classification and presentation of environmental
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factors affecting use of time in an effective manner. Moreover, Singh
(2008) argues that despite the fact that more than three decades have
passed from the introduction of Schematic Model of Factors Affecting
Time Use the importance of the model has not been compromised.
IV. Research Paradigm
Table 1. Input Process Output
Table 3: Research Paradigm
This figure presents the input, process and output that contain the
ideas that will be used for the research study. It shows the phasing of the
INPUT PROCESS OUTPUT
1. Demographic Conducting a Effects of Time
profile of the survey management of
students. questionnaire to grade 11 students
the students. on their academic
2. Effect of Time
performance.
management of
Senior High School
Students
3. Most Common
Effect of time
management in
Senior High School
Students
4. Significant
Relation between
inputeffects of time
wherein the first phase involves knowing the demographic profile
management on
of the students.
their AcademicPhase 2, knowing the effects of time management on the
Performance
students. Phase 3, the most common effects of time management on the
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students. Lastly the phase number 4, identifying the significance
relationship of time management on the student’s academic performance.
V. Statement of the Problem
The following are the main objective of the research. Specifically, it
seeks to answer the following:
1. What is the demographic profile of the Senior High School Students in
terms of;
1.1 Age and
1.2 1st Quarter Average Grades
2. What are the effects of Time Management Skills of Senior High School
Students?
3. What is the most common effect of time management of Senior High
School Students?
4. Is there any significant relation between the effects of Time
managements on their Academic Performance?
VI. Hypothesis
1. There are no significant differences on academic performance to
the effects of time management of senior high school students.
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2. There is no significant relationship between the time management
on the senior high school student’s academic performance.
VII. Significance of the study
This are the person’s that will be affected by the research study.
Students-They will learn how to manage their time and learn to focus on
urgent and important things.
Teachers- This study could help the teachers to teach the students on
how to manage their time properly.
Parents- This study could be a basis for the parents to teach their
children to manage their time while at home.
Future Researchers -The study could be a basis for next conducted
studies for the Future Researchers.
VIII. Scope and Delimitation
This study where conducted in Francisco P. Tolentino Integrated
High School during the month of June to October 2019. The chosen
respondents were the senior high school students. The researchers
proposed that the students should focus on improving their skills in time
management. This study focuses only on time management skills of the
students and also to improve their time managing skills. Time
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management is an essential skill that helps them keep their work under
control, at the same time that it helps them keep stress to a minimum.
IX. Operational Definition
Academic Performance- the goal or activities in the school that the
senior high school needs to do with relation to time.
Age- the awareness of a student on how to manage or how to spend their
time based on age.
Average Grade- the result of the students’ academic performance during
the first quarter; can help interpret if time management can improve their
Academic Performance.
Educator- a person who guides the student or the one who teaches the
student.
Matrix- distinguished the importance and urgency of a certain task that
is needed to do in terms with time.
Responsibilities- these are the task that the students needed to do.
Task- is the activity that a student must efficiently do.
Time- is a measurement of how long the students spend their time doing
a specific activity.
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Time Management- An act or process of planning the time that would
spend on an activity.
Urgency- Task that needed to be done as quick as possible without
wasting any time.
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CHAPTER II: METHODOLOGY
I.RESEARCH METHOD
This study is about the Effect time management skills on the senior
high school students of Francisco P. Tolentino Integrated High School.
The researchers believe that this method is appropriate for the study to
describe characteristic or behavior of a student. The researcher desired
that the findings of this study will help the students on controlling their
time efficiently.
For the purpose of the study, Descriptive Quantitative research is
used. Based on Calderon (2008), descriptive method is also known as
statistical research, it describes data and characteristics about the
population or phenomenon being studied. This research method is used
for frequencies, averages and other statistical calculations. Often the best
approach prior to writing descriptive research, is conducting a survey
investigation.
II.RESEARCH ENVIRONMENT
This study will be conducted in Francisco P. Tolentino Integrated
High School, at the senior high school building, located from Lagusan
20
Road Tolentino West, Tagaytay City. The researcher decided to choose
this location so it won’t be hard to conduct a survey.
Activities Date Venue Person
Involve
Title Defense 2nd week of Francisco P. Researchers,

Tolentino Research
july Integrated Teacher
High School
Creating Chapter 3rd and 4th Francisco P. Researchers

week of july Tolentino
1 Integrated
High School
Creating Chapter Month of Francisco P. Researchers

Tolentino
2 august Integrated
High School
Chapter 3 1st week of Francisco P. Researchers

September Tolentino Research
Integrated Teacher
High School
III.DATA GATHERING PROCEDURE
This study focuses on Effective Time managing skills. The
researchers provide questioners to Grade 11 and Grade 12 students of
Francisco P. Tolentino National High School because of involvement in
this study. The survey was created using suitable questions modified
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from related research and questions formed by the researchers. In
questioner was used to determine if the respondent agreed or disagreed
in the statement. The data gathered from this research instrument were
tallied and computed for interpretation according to the frequency of the
items checked by the participants. This data gathering is used as to
conduct your evaluation to help your data collection activities.
IV. Research Instrument
Table 1 Item Statistics
Item Reliability Statistics

If item
dropped
Mean SD I-R C Cronbach
1deadline⁻ 1.969 0.861 0.483 0.780

2deadline is 2.031 0.695 0.381 0.789
near⁻
3study when I 2.250 0.880 0.324 0.793
need to⁻
5playing games⁻ 2.875 0.942 0.175 0.806
1mad⁻ 2.594 0.875 0.460 0.782
2pressured⁻ 1.688 0.859 0.567 0.774
4study one hour⁻ 2.031 0.782 0.410 0.786
4sad⁻ 1.969 0.822 0.693 0.764
3frustrated⁻ 1.938 0.716 0.619 0.773
5distracted⁻ 1.813 0.859 0.650 0.767
1feel stressed⁻ 1.719 0.772 0.559 0.776
2sleepy⁻ 2.375 0.833 0.399 0.787
3skipbreakfast⁻ 2.719 0.958 0.062 0.816
4tired⁻ 2.188 0.859 0.160 0.805
5depressed⁻ 1.625 0.793 0.325 0.792
⁻ reverse-scaled item MEAN: 2.118
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Legend: SD- Standard Deviation

IRC- Item Rest Correlation
The table shows the reliability test and the interpretation of the
given survey questionnaire with the mean of 2.118. Cronbachs alpha
show the reliability of the survey questionnaire. The pre-survey
questionnaire result has the mean of 2.118 with the verbal interpretation
of satisfying.
V.RESPONDENTS
The researcher selected the Senior High student of Francisco P.
Tolentino Integrated High School using the Sloyvin’s Formula.
Table 2.Total Respondents on Grade 11 Senior High
Grade 11 Population Respondents PERCENTAGE
HUMSS Rocco 44 40 28.57%
HUMSS Tolentino 45 40 28.57%
ABM Molina 26 24 17.14%
STEM 39 36 25.71%
Total 154 140 100%
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Table 3: Population of Grade-12
Grade 12 Population Respondents Percentage
ABM Francisco 14 14 22.22%
HUMMSJoaquin 27 25 39.68%
HUMMS Nakpil
26 24 38.10%
Total 67 63 100%
Table 3 shows the population of grade 12.
VI. Ethical Consideration
The researchers ensure the privacy of the respondents by implying
the optional for name. The researchers would make a letter of approval
on the advisers. To ensure that they know that their children would take
a survey questionnaire that contains situations about Time Management.
VII. Statistical Data Analysis
The researchers would use software for calculating the gathered
data throughout the whole respondents. The researchers will use survey
questionnaire that provides situations about time management and also
every answer or responses would be equivalent to score that will be based
on the adopted questionnaire and scoring.
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1. To interpret the results and to know the relative importance of the data,
the researcher used the weighted mean. It was needed to determine the
average responses of the different options provided in the questionnaire.
The scale below was also used in the study to assign each of the different
response.
Response Scale Verbal

Interpretation
Always 1.00-1.49 Very Satisfying
Often 1.50-2.49 Satisfying
Rarely 2.50-3.49 Neutral
Never 3.50-4.00 Not satisfying
Reversed scaling.
2. Grand mean will be used to total the overall mean of the weighted mean,
it is most often use in the computation of the F value in analysis of
variance. To get the grand mean, this formula is used: Grand mean= Sum
of the mean of all sets/ Total number sets.
3. The researcher used the GLM Repeated measure to identify the
difference of time management across the domains of the effects of time
management. It is a statistical technique that takes a dependent or
criterion variable, measured as correlated, non-independent data. It is
also commonly used when measuring the effect of a treatment at different
time measure.
25
4. To be able to know if there was a significant relationship between time,
and academic performance, the researcher used the Pearson r. it is widely
used to measure the degree of the relationship between variables because
it is based on the method of covariance. In order to determine how strong
the relationship is between two variables, a formula must be followed to
produce what is referred to as the coefficient value. The coefficient value
can range between -1.00 and 1.00. If the coefficient value is in the
negative range, then that means the relationship between the variable is
negatively correlated, or as one value increases, the other decreases. If
the value is in the positive range, then that means the relationships
between the variables is positively correlated or both values increase or
decrease together.
26
CHAPTER 3
Data Analysis
1. What is the demographic profile of the Senior High School Students in
terms of;
1.1 Age
Age Frequency Percentage
15-16 54 27%
17-18 136 67%
19 and above 13 6%
Total 203 100%
Table 4: Demographic Profile
The table shows the ages, frequency and percentage of the
respondents in which 17-18 years old have the most highet percentage
which is 67% The 2nd low percentage is 27% which age ranges from 15-
16 and the last one is 19 and above where it only have 6%. Morin A (2019)
said, teens that ranges from 13-18 in age already have structured
schedules. Their schools day and their after school activities or task are
planned out for them. They also have outside activities like sports game,
birthday party, friends hang outs, and family gathering. They already
27
have lots of activities to handle that is hard to maintain with their time
in studying. Meanwhule, Whitt M (2019) stated that young adults ages
19-35 have more responsibilities and consume lots of their time in School
and some in their work unlike before.
1.2 1st Quarter Average Grades
GPA Frequency Percentage
90-100 32 16%
85-89 93 46%
80-84 52 25%
75-79 18 9%
75and below 8 4%
Total 203 100%
Table 4.1: 1st Quarter Grades
The table shows the First Quarter GPA or the Grade Point Average
of the respondents, the frequency and its percentage. The table presents
that most of the students have a GPA that ranges from 85-89 with a 46%,
the second highest one is the GPA that ranges from 80-84 with a
percentage of 25%. The most least GPA that the students have is 4% with
an average of 75 and below. Turkey Pehlivan (2013) performed a study to
28
determine the effect of student’s time management skills on `their GPA
and course achievement. The results revealed that in all sub dimensions
that students hold ‘’moderate level’’ time management scores. It has also
been demonstrated that students time management skills affect their
GPA course achievement and these skills are one of the predicators of
grade point averages.
2. . What are the effects of Time Management Skills of Senior High School
Students?
Academic Weighted Percentage Rank Qualitative
Performance mean Description
1. Submit 2 18% 5 Satisfying
Activities
2. Deadline 2.1231 19.45% 3 Satisfying
is near
3. Study 2.1724 19.90% 2 Satisfying
when i need
to.
29
4. Study 1 2.1039 19% 4 Satisfying
hour before
exam
5. Playing 2.5123 23% 1 Neutral
games
Total 10.9117 100% Satisfying
Table 5: Effects of Time management(Academics)
The table shows the 5 situations of the domain academic
performance, the weighted mean, the percentage, the rank and the
qualitative description, where in spending vacant time by playing
video games is the highest with a percentage of 23% and a verbal
interpretation of neutral. The second highest one is the statement "I
only study when I need to" with a percentage of 19.90% with a verbal
interpretation of satisfying. The second last is the statement "studying
1 hour before the exam" with a percentage of 19% with a verbal
interpretation of satisfying. The last one would be the statement
"submitting school activities after the deadline" which have a
percentage of 18% and a verbal interpretation of satisfying. According
to Maxwell Hilliard (2017) for a hobbyist gamer time management can
be difficult. As gaming communities become larger and more complex
time requirements can often increase. The result of this study also
30
showed that the respondents is also hook in gaming system which
affect their time in studying. Meanwhile In one study, most of the
students also complain that they don’t have enough time to their
homework, projects, reading and writing assignment, exams, etc.
Previous research (Elena-Simona Indreica et al., 2011) shows that
almost 73% of students start studying their lessons less than one
week before the exam period. Poor time management behaviours, such
as not allocating time properly or last minute cramming for exams,
have been frequently discussed as a source of stress and poor
academic performance. Contrary to this, the result of the study
showed that the respondents dont study one hour before the exam.
Behaviour Weighted Percentage Rank Qualitative
Mean Data
1.feel mad 2.5172 23% 1 Neutral
2.feel 1.9556 18% 5 Satisfying
pressured
3.Get 1.9852 18% 4 Satisfying
frustrated
4.feel sad 2.2709 21% 2 Satisfying
5.Get 2.2216 20% 3 satisfying
distracted
Total 10.9505 Satisfying
31
Table 5.1:Effects of Time Management (Behavioural)
In this table, there are 5 situations about behaviour is shown, the
weighted mean, percentage, its rank, and the qualitative description,
wherein the situation "feel mad when receiving homework" have the
highest rank with a percentage of 23% and a verbal interpretation of
neutral. The 2nd rank is the situation "feel sad when i have to do activities
at home" which have a percentage of 21% and a verbal interpretation of
satisfying. The second last rank is the situation "feel frustrated when i
haven’t submitted my activity at the deadline" which have a percentage
of 18% and a verbal interpretation of satisfying. The last rank is the
situation " feel pressured when there are a lot of activities" which have a
percentage of 18% and a verbal interpretation of satisfying. When it
comes to behavior Andrews A (2018) stated that poor time management
can get the students on edge which made them lose control of their
temper and when they felt like they're lack of control, they become
stressed and be short tempered. They most probably like blame others
for giving so many tasks that they don’t have time to do it. However, this
study showed that the respondents mostly don’t experience or show bad
behaviour like getting frustrated or mad towards the situation.
32
Health Weighted Percentage Rank Qualitative
mean Description
1. Feel stress 1.9207 18% 5 Satisfying
2. Feel sleepy 2.0689 20% 4 Satisfying
3.Skip Breakfast 2.0541 20% 3 Satisfying
4. Feel tired 2.1133 20% 2 Satisfying
5.feel anxiety 2.3300 22% 1 Satisfying
Total 10.487 100%
Table 5.2:Effects of Time Management
The table show the situations of the domain health, the weighted
mean, the percentage, its rank and the qualitative description, wherein
the situation "feel anxiety when i get low grades" is in rank 1 with a
percentage of 22% and a verbal interpretation of satisfying. The second
2nd 3rd and 4th have the same percentage which is 20% with a verbal
interpretation of satisfying. The last rank is the situation "feel stress when
the deadline of submission is near" which have a percentage of 18% and
also have a verbal interpretation of satisfying. Catherine (2016) also said
that staying awake late at night to finish assignments that should’ve been
done days ago will interrupt the students time of sleep. Ignoring task and
exchanging sleep to the activities can result in fatigue, illness and lack of
attentiveness in class. Additionally, skipping breakfast because of staying
33
up all night to rush in school will make the student hungry, to fill their
stomach they would most likely to eat snack, junk foods, and unhealthy
food as an alternative. A study performed by Nonis (1998) as cited by Al
Khatib (2014) showed the time management on college students mental
stress. The results showed that students who claims they can manage
their time really well said they experience a little bit of stress and pressure,
high level of performances in school and better health than those who
said they have less control over their time. Most research shows that
poor time management causes stress. But poor time management should
be considered with as much importance to health as stress is. It has been
a contributor to heightened feelings of anxiety, and this means that it,
too, is a direct cause of all of the health-related issues that go hand in
hand with stress. However, in this study, the data showed that the
students don’t experience any stress, anxiety of symptoms that might
affect their health.
3. What is the most common effect of time management of Senior High
School Students?
Domain Grand Mean Percentage Rank
Academic 2.1822 34% 2

Performance
Behaviour 2.1901 34% 1
Health 2.0995 32% 3
Total 6.4718 100%
34
Table 6:Most common effect of time management
The table shows the ranking of the 3 domains
where it shows the grand mean, the percentage and the rank where it
helps determines what is the most common effect of time management.
Among these three domains, the behaviour rank first followed by the
academic performance which have the similar percentage of 34%, the last
one is the health with a percentage of 32%. Out of all this 3 domains,
behaviour is the most common effect of time management. Some people
have the time management thing down to a tee. They don’t hit the snooze
button, they’re always punctual and their work is always handed in
before the due date. Procrastination is also one of the most obvious result
of poor time management. Students who don’t have control over their
time end up letting tasks sit until the last minute – and then they feel a
lot of stress when they try to play catch up, and then there are those who
procrastinate on everything. They find themselves slaving away at tasks
they should have started months before, causing them to panic and feel
overwhelmed, Catherine (2016). The statement of Catherine 2016
supported this study by mentioning that people who have time
management become panic and overwhelmed which belong to the domain
behaviour.
35
4. Is there any significant relation between the effects of Time
managements on their Academic Performance?
Variables Tabulgo Computed Remarks
value Value
Time -0.082 1.0 There is no significant
Management relationship between time
management and
Academic
student’s academic
Performance
performance
Table 7: Significant Effect of Time management
The table shows the relationship of the two variables, next to it is
the tabulgo value which is -0.082 and if it is less than the computed value
which is 1.0, there would be no significant relationship. There are various
studies that link time management to students’ academic performance.
For instance, proper time management positively correlates to better
academic performance (Sevari and Kandy, 2011). Another study
conducted by Indreica et al. (2011) examined the influence of effective
management to students’ academic performance in terms of Grade Point
Average (GPA). Findings revealed that, effective management programs
elevate the GPA and concluded that successful students are good time
managers. However, In the result of this study it revealed that the
36
domains doesn’t necessarily affect the student’s academic performance,
meaning that even if the students play during their free time it doesn’t
mean that their grade would be affected, Same as even if they feel mad
when there is a new homework, it doesn’t affect their academic
performance.
37
CHAPTER 4
A. Summary of the findings
Based on the findings, most number of age is 17-18 years old
interpreting that this age starts to be more aware of time management,
when it comes to GPA which is 85-89 shows that they have a moderate
level of GPA. The study also show that the highest situation in the
academic performance is "playing games" during vacant time which is
supported by Hilliard (2017) who stated that As gaming communities
become larger and more complex time requirements can often increase.
The result of this study also showed that the respondents is also hook in
gaming system which affect their time in studying. Meanwhile in the 2nd
domain which is the behaviour, the 1st rank is the situation "they feel
mad when receiving homework". The last domain, health which the
situation "feel anxiety when they got low grades" rank first which might
mean they are much more concerned for their grade. The findings also
showed that the most common effect of time management is the
behaviour, the statement of Catherine 2016 supported this study by
mentioning that people who have time management become panic and
overwhelmed which belong to the domain behaviour. This study also
examined the relationship between the time management and academic
performance in which the result is there is no significant relationship
between the two variables.
38
B. Conclusion
This study showed that most of the situations in the three domain
doesn’t correlate with the time management. It probably might because,
most of the respondents also chose always and rarely where it would be
often and never in reverse scaling. The study also showed that there is
no significant relationship between time management and academic
performance, in the result of this study it revealed that the domains
doesn’t necessarily affect the students’ academic performance, meaning
that even if the students play during their free time it doesn’t mean that
their grade would be affected, Same as even if they feel mad when there
is a new homework, it doesn’t affect their academic performance.
C. Recommendation
Students-this study can help the students to develop their time
management more.
Teachers- the teachers can help the students learn time management or
be more considerate about giving so many homework or projects within
a short period of time
Parents- the parents can help their child by monitoring their time
schedule and reminding them
39
Future Researchers - this study will help the future researcher to have
a basis for their studies
D. Advocacy Plan
For the result of the study, the researchers created an advocacy
plan that could help learners to manage their time and also to know what
activities should do first and also this contains some methods to manage
anyone’s efficiently. These methods could be applied by learners on
managing their t
1.1Planner for time management
There are effective programs which students could use to
summarize their time category such as study, work, social activity and
sleep. With these categories, the student can make a plan using a sheet
or a computer format which will enable him/her to create a summary of
their time use. An estimated time use of various activities will be
necessary in order to keep track and will be categorized on daily and
hourly bases.
40
Morning Afternoon Evening
monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Table 8. Time management Planner (Terry D. Clark,2014)
The above table is a sample of time management plan, it is categorized
by daily and hourly bases whether in the day or evening time.
This is a simple Time Table for the students but it will help a lot if
they follow they have written in the table. The students could also use
their phones to alarm a specific time for they schedule.
41
1.2Covey’s Time Management Grid
The Covey Time Management grid is an effective method of

organizing priorities. It consists of four quadrants (Covey, 2013).
Figure 1. Covey’s Time Management Grid
Quadrant I signify immediate and important deadlines.
Quadrant II is to plan long term strategies and development
programs.
Quadrant III is for time pressured distractions. They are not really
important but some people want them immediately.
Quadrant IV consists of those activities that yield little value.
These activities are often used for taking a break from
pressured tasks. Many people find that most of their activities fall under
quadrants I and II. Quadrant II is often not used but it is exceptionally
important because one needs to work tactically and strategically at the
same time. The common outcome of using this grid is to find ways for
expanding the activities in quadrant II (Mueller, 2017).

42
1.3 Eishenhower Matrix
The Eishenhower Matrix is almost similar to the Covey’s Time
Management Grid. The difference is that according to Eishenhower
Matrix quadrant IV has to be deleted as it is considered as a waste of time
but Covey has noted that the activities covered here are refreshment or
recreational activities, which are sometimes necessary to relieve
pressures from hectic duties.
US former president D. Eishenhower in 1954 in a speech
classified his activities into two categories: important activities and
urgent activities. According to him important activities lead us to
achieve goals and urgent activities need immediate attention and are
generally associated with someone else’s goals. But people often
concentrate on urgent activities because the consequences of not
complying with them are immediate (Fowler, 2012). Based on these
43
ideas, Eishenhower matrix has been designed and it consists of four
quadrants, which are explained as under:
1) Important and urgent Planning ahead and avoiding
procrastination can help in avoiding last minute rush. If there are many
urgent and important activities, one has to make a list of similar
activities which can be done in similar ways.
2) Important but not urgent These activities can help us achieve
professional and personal goals. One should make sure that there is
enough time to accomplish such activities.
3) Not important but urgent Such tasks prevent one from
achieving goals. It is generally associated with other people. Saying ‘no’
politely and explaining why we cannot do it can help us to stop others
from bothering us.
4) Not important and not urgent These activities are distractions,
so best way is to avoid them.
44
Reference
Kennedy, E. M. (2014). Time management kids. Retrieved from

https://www.google.com/amp/s/www.psychologytoday.com/us/blog/g
rowing-friendships/201403/time-management-kids%3famp
Morin, A. (2019). Teaching time management skills to teens. Retrieved

from https://www.verywellfamily.com/teaching-time-management-
skills-to-teens-2608794
Lucier, K. (2019). Strong time management for college students. Retrieved

from https://www.thougthco.com/strong-time-management-for-college-
students-793226
Andriotis, N. (2018). Why You Need to Offer Your Employees Time

Management Training. Retrieved from https://.recruiter.com/i/why-you-
need-to-offer-your-employees
Nasrullah, S. and Saqib Khan M. (2015). The Impact of Time Management

on the students Academic Achievements. Retrieved from
https://www.researchgate.net/publication/313768789_The_Impact_of_
Time_Management_on_the_Students_Academic_Achievements
Roger, W. (2015). Quantitative Descriptive Research. Retrieved from

https://www.sciences.gov/topicpages/q/quantitative+descriptive+resea
rch
Calderon(2008).Chapter-III. Retrieved from

https://www.coursehero.com/file/13051386
45
Catherine (2016). What are the effects of poor time management. Retrieved
from https://magoosh.com/bloglwhat-are-effects-of-poor-time-
management/
Catherine (2016) What are the Effects of Poor Time Management?

https://magoosh.com/blog/what-are-the-effects-of-poor-time-
management/
Ahmad Saleh Al Khatib1 (2014) Time Management and Its Relation to

Students’ Stress, Gender and Academic Achievement among Sample of
Students at Al Ain University of Science and Technology, UAE . Retrieved
fromhttps://www.google.com/url?sa=t&source=web&rct=j&url=https:/
/www.thejournalofbusiness.org/index.php/site/article/download/498/
399&ved=2ahUKEwiTxb7-
_rDkAhXhDaYKHSphAukQFjAbegQIBhAB&usg=AOvVaw0b9AIi6dwfP48
43oo6FVMn&cshid=1567388416363
Ashley Andrews (2018) What are the Results of Poor Time Management?
https://www.activia.co.uk/blog/what-are-the-results-of-poor-time-
management
46
November 26, 2019
MRS. BEVERLY B. GLORIA

Principal I
Francisco P. Tolentino Integrated High School
Lagusan Drive Tolentino West, Tagaytay City
Dear Madam:
Greetings! I undersigned is an Accountancy Business and

Management (ABM) students in Francisco P. Tolentino Integrated High
School presently conducting a study entitled “Effect of Time
Management on Senior High School Students of Francisco P.
Tolentino National High School Year 2019-2020”as part of the
requirements of the program.
In this regard, the undersigned request the approval of you good

office to conduct the data gathering and collection.
Thank you very much for your favorable approval and

endorsement of this request.
Respectfully yours,
GLENN JAN M. CALVO CLARA P. PARUNGAO
NHEZA SUSHANE M. PUNAY MARY-ANN B. SIMANGAN
Checked by:
JOJO B. DE LEON
Noted by:
GREG L. SANGALANG
SHS Coordinator
Approved by:
BEVERLY B. GLORIA
Principal I
47
November 26, 2019
Dear Respondents:
Warmest Greetings!
We are the Accountancy Business and Management grade 12

students. We are conducting a study entitled. “Effect of Time
Management on Senior High School Students of Francisco P.
Tolentino National High School Year 2019-2020”.
In the regard, we are asking for your precious time, and effort to answer
all the questions in the questionnaire that are important and helpful for
the completion of the study.
Rest assured that all data gathered from you will be kept in the highest
level of confidentiality.
Your positive response in this request will be valuable contribution for the
success of the study and will highly appreciate.
Respectfully yours,
GLENN JAN M. CALVO CLARA P. PARUNGAO
NHEZA SUSHANE M. PUNAY MARY-ANN B. SIMANGAN
Checked by:
JOJO B. DE LEON
Noted by:
GREG L. SANGALANG
SHS Coordinator
Approved by:
BEVERLY B. GLORIA
Principal I
48
6Name: __________________ (Optional) Grade and Section: _____________________

Age:__________
Instruction: Kindly put a Check on the provided box
Academic Performance Always Often Rarely Never

1. I submit my activities in
school after the deadline.
2. I usually make my school
activities when the deadline is
near.
3. I only study when I need to.
4. I study to be prepared one
hour before the subjects.
5. I spend my vacant time in
playing games.
Behavior Always Often Rarely Never

1. I feel mad whenever I
receive new homework given
by the teachers.
2. I feel pressured when there
are lots of activities that I need
to be done with a limited time.
3I get frustrated when I
haven’t submitted my activity
at the deadline.
4.I feel sad when I have to do
any activities at home that I
should need to do in school.
5. I get distracted by my
mobile phone when doing
school work.
49
Health Always Often Rarely Never

1 I feel stress when the
deadline of submission is near
2. I feel sleepy at school
because of finishing
schoolwork during the night
3. I skip breakfast when I’ m
almost late at school because
of sleeping late at night.
4. I feel tired or having a little
energy.
5. feel anxiety and depression
when I get low grades.
50
GLENN JAN M. CALVO

048 Purok 23 Brgy.Francisco Tagaytay City
Contact No:0949-835 -7126
Email: renrazealphamanzano@gmail.com
Career Objective:
To contribute/participate in creating the study and contributing all known
knowledge about the research.
Skills/Qualification
• Can easily communicate to co-workers

• Ability to adjust on changes in the work.
• Flexible to any problems
• Creative
• Creates strategies to make projects easier
Personal Information
Date of Birth: January 13, 2002
Age: 17 years old
Father: Jose Glenn Calvo
Mother: Janice Manzano
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Educational Background
Senior High School: Francisco P Tolentino Integrated High School
2018-2020
Junior High School: Francisco P Tolentino Integrated High School
2013-2018
Elementary: San Jose Elementary School
2008-2013
51
Character References
Emarilyn D. Bayot
Teacher III
Francisco P Tolentino National High School
(0927)- 746- 0331
Luningning Del Mundo
Teacher III
(0917)- 326- 5421
Jojo B. De leon
(0935)-736-5686
I do solemnly swear that all given information is true and correct to the best of my
knowledge.
GLENN JAN CALVO
52
Clara Parungao
219 SVD Road Brgy. San Jose Tagaytay City
Contact No. 0999-153-8609
Email: parungaoclara16@gmail.com
Objective:
To contribute and participate fully in creating a research paper as

well as giving some knowledge in the entire research.
Personal Background:
Birthdate: June 16, 2001

Gender: Female
Height: 153 cm
Weight: 64 kg
Religion: Christian
Father’s name: Rico Parungao
Mother’s name: Jocelyn Parungao
Educational Background:
Senior High School: Francisco P. Tolentino Integrated High School

Accountancy and Business Management
(2018-2020)
Junior High School: Francisco P. Tolentino Integrated High School

(2014-2018)
Primary: Ramona S. Tirona Memorial School

(2008-2014)
53
Character Reference:
Emarilyn Bayot
Teacher 1
0933-440-4027
Jojo B. De Leon
Teacher I
0935-736-5686
Princess Lynn Padua

Teacher I
0936-537-5446
I hereby certify that the above information is true and correct to the best
of my knowledge.
___________________________
CLARA PARUNGAO
54
Address: Maitim Second Central

Contact No. 09093427459
Email: Nhezasushaneamuelopunay@gmail.com
______________________________________________________________________
Objective:
To contribute and participate fully in creating a research paper as well as

giving some knowledge in the intire research.
______________________________________________________________________
Personal Background
Birthdate: March 30 2002

Age: 17 year's old
Gender: Female
Height: 1.58 cm
Weight: 59 kg
Religion: Adventist
Father's Name : Isagani B. Punay
Mother's Name: Josephine M. Punay
______________________________________________________________________
Educational Background
Primary: Tulo Elementary School

Milagrosa Calamba, Laguna city
(2011-2012)
Junior High School: Makiling Integrated School

Makiling Calamba, laguna City
(2012-2018)

Lagusan Divine Tolentino West, Tagaytay City
(2019-2020)
55
Character Preferences
Argel Degala
Teacher II
Makiling Integrated School
0909 430 4590
Jojo B. De Leon
Teacher I
0935-736-5686
_____________________________________________________________________
I here by certify that the above information is true and correct to the best
of my knowledge and belief
____________________________
NHEZA SUSHANE M. PUNAY
56
MARY-ANN B. SIMANGAN
Purok 3 Pasong Langka Silang, Cavite

Contact No. 09750139384
Email:Asimangan@gmail.com
Objective:
To contribute and participate fully in creating a research paper as well as giving
some knowledge in the entire research.
Personal Background:
Birthdate: February 9, 2000

Gender: Female
Height: 149 cm
Weight: 52kg
Religion: Roman Catholic
Father’s name: Salvador Simangan
Mother’s name: Lillian Simangan
Educational Background:

Accountancy Business and Management
(2019-2020)
Junior High School: Lumil National High School

(2017-2018)
Primary: Cadaanan Elementary School

(2012-2013)
57
Character Reference:
Emarilyn Bayot
Teacher 1
0933-440-4027
Jojo B. De Leon
Teacher I
0935-736-5686
Princess Lynn Padua

Teacher I
0936-537-5446
I hereby certify that the above information is true and correct to the best of my
knowledge.
________________________
MARY-ANN B. SIMANGAN
58
Documentation
• Gathering data by conducting a survey on the respondents.
• Fixing the survey questionnaire and making the tally
59

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FRANCISCO P.

TOLENTINO integrated HIGH SCHOOL

Effect of Time Management on Senior High School Students of

Francisco P. Tolentino National High School

A research study conducted in Francisco P. Tolentino

Integrated High School

In Partial fulfillment of the requirements

for research in daily life 2

Accountancy, Business And Management

Glenn Jan M. Calvo

Nheza Sushane M. Punay

Mary Ann B. Simangan

This research entitled “Effect of Time Management on Senior

High School Students of Francisco P. Tolentino National High

School” prepared and.

Approved in partial fulfillment of the requirements for the Research

Subject by the following teachers.

Submitted by Glenn M. Calvo, Clara P. Parungao, Nheza Sushane

M. Punay, Mary Anne B. Simangan in partial fulfillment of the

requirements for Research Subject is hereby recommended for approval

Accepted in partial fulfillment of the requirements for the Research

Greg L. Sangalang Beverly B. Gloria

Name: Glenn Jan M. Calvo

Nheza Sushane M. Punay

Mary Ann B. Simangan

Key Concept: Time Management

Adviser: Jojo B. De Leon

Time Management is a helpful factor to all students specially if for

those students who usually do a lot of works and extra-curricular

activities. Giving balance on each activities would help by a good time

good at managing their time.

The study aims to determine the Effects of Time Management on

Senior High School Students of Francisco P. Tolentino Integrated High

School. The researchers aims to determine the effects of time management

on academics, behavior, and health on Senior High School.

The researchers conducted a survey on Senior High School students

are no significant effects on their academic performance in their subjects

Chapter 1: The Problem and its Background

II. Review of related Literature

a. Time management by age 3

b. Effect of time management 5

on the students’ GPA

c. Effect of time management 7

in the behavior and health

d. Most common Effect 9

III. Theoretical Framework 13

IV. Research Paradigm 15

V. Statement of the Problem 16

VII. Significance of the study 17

VIII. Scope and delimitation 17

IX. Operational Definition 18

II. Research environment 20

III. Data Gathering Procedure 21

IV. Research Instrument 22

VI. Ethical Consideration 24

VII. Statistical data Analysis 24

Chapter 3: Data Analysis

1. What is the demographic profile

of the SHS Students

1.2 1st Quarter Average Grades 28

2. Effects of Time Management Skills

3. Most common effect of time management 34

4. Significant relation between the effects 36