CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Time is an essential resource for everyone in order to achieve goals and

objective. It is so delicate that it cannot be saved but can only be spent and once

misused it can never be regained. Each one of us is looking for ways to improve time

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

improvement or an individual looking for ways to better spend their time, time

management is important to both.

Effective time management matters in every stage of life, but it's especially

relevant during high school and college. Teenagers and young adults are still developing

habits so it's easier for them to learn. Moreover, their approach to organization and

structure has a major impact on their overall growth and self-image. The discipline

results in more leisure time and makes the academic experience less stressful.

Furthermore, it also strengthens their values and helps them adapt to the responsibilities

once they start working.

According to Campbell and Svenson (1992), time management refers to the way

students manage their time in order to have better academic performance which is

invaluable for academic success. Thus, it is important for students to know the first step

of time management i. e. giving priority to the important matters, and should remain

focused on issues essential for success. In line with these notions, Gloe (1999) argued

that the techniques of time management are the best ways to manage course materials

successfully. These includes group discussion, exchanging ideas and sharing views on

1
key points, which ultimately help students to perform better in the examination leads to

superior academic performance.

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

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

study load and is used to assess if students are able to manage the study material in the

curriculum. It also provides an indi cation of whether the curriculum is interesting

enough for students to enjoy their classes. Academic competence has been shown to

affect students’ academic performance and a student with better academic competence

would probably have better academic performance.

Despite being objectively easier for students to adopt habits, socialization and

other fun activities can often be their priority during this period of life. However, those

who learn to effectively manage their schedule and responsibilities from an early age

actually have more time for themselves. Moreover, the lack of stress contributes to that

time being of higher quality.

Even though it's proven that organizational skills are of utmost importance for

various aspects of life — especially when it comes to academic studies and later careers

— the level of education on the topic is insufficient. Time management statistics show

that 47% of college students believe so. Despite being digital natives, 48% of those who

have a system manage their tasks by writing them down by hand. More than a half, 54%

exactly, said their grades and overall performance would be better if they had better

organizational skills.

Following the data from the previouyus statistics, once students get to

experience higher-level academic requirements, too many end up feeling inadequate.

88% report wanting to improve their time management and organizational skills — after

2
all, only 21.7% said they use database software for organizing their assignments, while

another 23% just memorize the to-do list in their head. Their values are often based on

failure and success binary opposition — however, as mentioned, that fear of failure often

results in procrastination.

The lowest percentage of students who procrastinate (mentioned in a study by

Rozental and Carlbring from 2014) was around 50%, while the highest (Steel,

2007) went up to a whopping 95%. There are several possible explanations for such a

large gap in the percentage of students who procrastinate. It may simply be that different

target groups had different habits. However, it may also be that the lower percentage

had something to do with the fact that research was conducted 7 years later. So, another

logical conclusion would be that the availability of resources, time tracking apps and

programs, collaboration tools, along with other aspects of technological advancements

made the academic experience easier, in a way.

Supported by an abundance of research and studies, time management in

college statistics point to the fear of failure as the primary reason for academic

procrastination.

Developing time management skills can thus drastically boost one's potential to

succeed in their academic life. Moreover, as you can conclude from the negative

aspects mentioned, it's not only about academic life, but rather the structure that builds

confidence and a positive self-image.

As observed many students have a problem on how to manage their time

properly in the activities that they get involved. This problem motivated the researchers

to conduct this study regarding the time management of senior high school learners.

3
Research Locale

Naujan Municipal High School is a public high school located at Andres Ylagan,

Naujan, Oriental Mindoro.

NMHS-SHS offers 3 academic strands, namely Science, Technology,

Engineering, and Mathematics (STEM), Accountancy, Business, and Management

(ABM), and Humanities and Social Sciences (HUMSS).

In totality, there are 517 students enrolled in the Senior High School department.

Theoretical Framework

This study is anchored on the Pickle Jar Theory of Time Management by Jeremy

Wright (2002).

The Pickle Jar Theory is a time management theory primarily based on the

idea that time is a finite space, like a pickle jar, but one can fill it with things of all

different shapes and sizes with respect to time. This theory states that activities and

responsibilities of people need to be balanced using effective time management

system (Wright, 2002). Time is approximately allocated for everything and things fit

well where they are expected to do so. This theory is predicated on the fact that

individuals have many large priorities in lives such as studies, workload, leisure,

family responsibilities, sleep and rest, which must be followed with time.

According to the theory, none of these tasks is bad, but what is important is

efficient management in the midst of time constraints in order to enhance performance in

various areas of life. Pickle jar theory, as it relates to time management of high

school students, emphasizes the need to identify one’s large priorities during the

4
day (lecture attendance, workload, reporting, presentation, personal errands, family

responsibilities and project/thesis/dissertation defence, etc.) so as to ensure higher

cumulative grade point average, which is an index of academic performance in

Philippine high schools.

With the aid of this theory, the researchers was able to determine if there is a

significant relationship between time management and academic performance of Senior

High School students in Naujan Municipal High School.

Conceptual Framework

IV DV

Time Management Academic Performance

Figure 1

Conceptual Model of the Study

This study utilized the Independent Variable (IV) and Dependent Variable (DV)

Model. The independent variable is time management. It acts as potential predictor of

the outcome under the dependent variable.

The dependent variable is the academic performance of Senior High School

Students in Naujan Municipal High School. This outcome variable is dependent on the

time management of the respondents. A possible relationship of the IV and DV was

explored.

5
Statement of the Problem

This study aimed to determine the relationship between time management and

academic performance of Senior High School Students in Naujan Municipal High

School.

Specifically, it sought to answer the following questions:

1. What is the status of time management practices of Senior High School

students in Naujan Municipal High School?

2. What is the academic performance of Senior High School students in Naujan

Municipal High School?

3. Is there a relationship between the time management and academic

performance of Senior High School students in Naujan Municipal High

School?

Statement of the Hypotheses

There is no relationship between the time management and the academic

performance of Senior High School students in Naujan Municipal High School.

6
Significance of the Study

The study would be beneficial to the following:

Students. This study would give the students the ideas on how to manage their

time effectively and efficiently. This will bring awareness to the students that there is a

less stressful way to do their tasks. This will be their guide to slowly leave the bad habit

of procrastinating even in the slightest and easiest task.

Parents. This study may serve as a guide for the parents that teaching their

children a simple way on how to manage their time and not waste it inefficiently can

affect the child's success and academic performance growing up. After all, parents are

considered as the first teachers of children.

Teachers. This study may serve as a guide for teachers to help their students

deal with procrastination and teach them the importance of time management. This

study can help to improve the relationship between their students.

School Administrators. They would be able to use this study, for them to

identify the reason for each student’s performance. This would help them to generate

some activities that may help the students in managing their time correctly and

efficiently.

Future Researchers, this study can be used for further knowledge, source of

information, and citations. Also, they can use the result of this study as a guide and

come up with better research conclusions.

Scope and Delimitations of the Study

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 This study aimed to determine the relationship between time management and

academic performance of Senior High School students in Naujan Municipal High School.

The respondents of the study are the 50 Senior High School students of NMHS

during the S.Y. 2022-2023

Data was obtained through the self-made research survey questionnaire to

determine the time management practices of Senior High School learners. The

Academic Performance was measured through the respondents’ Final Grade Point

Average (GPA) on the First Quarter.

The statistical tool used is the mean and standard deviation for the descriptive

statistics while t-test for independent samples, and Pearson’s Product Moment

Correlation Coefficient for the inferential statistics.

Definition of Terms

The following terms are operationally and conceptually defined as used in the

study:

Academic Performance. It is the General Point Average (GPA) obtained by the

Senior High School students during the First Quarter of the School Year 2022-2023

Time Management. It is the art of arranging, organizing, scheduling and

budgeting one’s time for the purpose of generating more effectiveness in both

work and productivity.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the ideas, finishes studies, generalizations or conclusions,

methodologies and others. Those that were included in this chapter helps in familiarizing

information that are relevant and similar to the present study.

Time Management

Time management is an art and a science. Everybody has to learn how to

do it. Some people have a good skill at it but not everybody. Time is a priceless source.

Time is the single resources that can’t be changed, can’t be taken back once it is used

and is used completely at the appreciation of the owner. No one can control the moving

of time but everyone is able to decide how to use it. Time management is self-

management with an explicitly focus on time in deciding what to do; on how much time

to allocate to the activities; on how activities can be done more efficiently and on when

the time is right for particular activities.

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

one’s time for the purpose of generating more effectiveness work and productivity. It is a

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

since time cannot be stored, and its availability can neither be increased beyond nor

decrease from the 24 hours. Gerald (2002) defined time management as a set of

principles, practices, skills, tools and systems that work together to help you get more

value out of your time with the aim of improving the quality of your life. Argarwal (2008)

in his contribution asserts that time management is usually a personal problem and if

9
one instinctively knows what the right is, then there is no need to worry. Daily life is not

actually a gamble and allocating time to every activity will help. Unlike other things, time

lost never comes back.

Time management is focused on solving problems. Examples of common

problems are; being unable to deal with distractions, deadline pressure, and

procrastination, and self-discipline, ambiguity of personal goals, not being able to say

“no”, excessive social relations, indetermination, perfectionism and messy task.

Akomolafe (2005) stated that time really cannot be managed because it cannot be

slowed down, speed up or manufactured. But Quek (2001) believed that time can be

managed because when one wants to solve the problem of procrastination, one needs

to learn and develop time management skills. In the mind of the researchers, there is an

indication that Quek feels that procrastination may affect time management. Time is

natural; however, people live and work or exist within time. Therefore, time rolls along

with human existence.

Time management is a skill that every student should not only know, but also

apply. A lot of university students complain about running out of time when asked to do a

certain task, they get frustrated because they are not able to make it before the deadline.

Time management is extremely important, especially when it comes to university

students because it will boost their grades and enhance their productivity (Laurie &

Hellsten, 2002). However, most of the time students face problems like task aversion

and uncertainty, so they start to procrastinate because they lack organizational skills. As

a result, students will not be able to organize duties according to their priorities, so they

get distracted easily, ending up procrastinating. As we can see, time management is

quite essential to any university student, and it is one of the keys to higher academic

achievements (Kelly, 2004).

10
Time management failures

Eruteyan (2008), states that effective time management for high organization

performance in the Nigerian Institute of Management Journal has reactive mode of

working. Some managers are only concerned about what is happening at present in their

organization. They don’t take time to act to events that come their way rather they react

and keep complaining.

Failure to think correctly before acting is taking action without prior correct

thinking is a cost of time management failure. Some managers seem not to believe in or

find it difficult to put into practice, the 10/90 principle of effective time management which

states that 10% of time that it takes to plan your activities carefully in advance will save

you 90% of the effort involved in achieving your goals later.

Some managers are failure to acquire new skills, knowledge and abilities. They

fail to update themselves in terms of attending seminars and lectures that will increase

their horizons instead they feel they know all things and don’t need to be updated.

Some mangers adopt procrastination on hard challenging jobs. Instead of getting

started on them and allocating good time thereto, the adamantly refuse to work on this

task. The most injurious aspect of this approach is that such hard challenging jobs are

not in the bottom 80% but in the top 20% of jobs which add most value to the managers’

work. Other reasons for time management failures by managers includes poor team

building, refusal to relax, poor creativity, poor self-confidence, inability to set a

conductive working environment.

Eilam and Aharon (2003) suggested that time management can be viewed as a

way of monitoring and controlling time. McWhorter (1998) argued that the first two

crucial steps in taking control of time are establishing goals and following a schedule to

reach the goals. Pintrich, Smith, Garcia, and McKeachie (1993) describes effectively

scheduling, planning and managing one‘s study time as the time management

11
components, and for college students, time management refers to how effectively

students structure their time to successfully achieve certain goals. Students can use the

assignment deadlines and exam dates predetermined by their professors as goals for

each semester, but they must create a schedule that will enable them to reach those

goals successfully (McWhorter, 1988). The literature showed that time management

positively affects college grades and total study habits (Claessens, van Eerde, & Rutte,

2007). Researchers have argued that college students with strong time management

skills usually have higher GPAs (Britton & Tesser, 1991; Macan, Shahani, Dipboye, &

Phillips, 1990; Zimmerman, 1989). Brint and Cantwell (2010) found that study time is

strongly connected to both academic conscientiousness and higher GPAs. However,

67% of undergraduate students identified time management as their most pressing

problem (Britton & Tesser, 1991). Related research has also demonstrated evidence

that first-year college students are spending less time with their studies and that

students lack tools to study more efficiently and optimize their time management skills in

order to arrange more study time (Higher Education Research Institute, 2003). Using

student organization tools may improve student outcomes, such as homework

completion and class preparation (Lu, Gunawan, & Hisa, 2014).

There is a saying that, time is money. It is obvious for an individual to protect and

use his or her wealth rationally. Therefore, being a scarce and priceless resource, it is

important for the individuals to use time wisely.

Various literatures like Macan et al (1990), and Britton and Tesser (1991) claim

that, there is a positive relationship between time spent and performance particularly

academic performance; that, the more you engage in time management, the better

results you will achieve in terms of increased academic performance.

For the parents at home, experience shows that, they do not monitor and control

their children effectively as far as academic issues are concerned; some students go to

12
school without exercise books, without shoes and proper uniforms while their parents

have ability to provide those items to them. In this situation, students are not motivated

to go to school to study; as a result, some of them are seeing roaming in the streets

during school hours; but again due to poor supervision by parents, students have been

leaving their home places for school and coming back home without the knowledge of

the parents whether the students really went to school or not (Nyambo, 2013).

The problem of how to manage time was already being discussed in the 1950s

and 1960s, and several authors proposed methods on how to handle time issues on the

job. They suggested simple remedies such as writing work plans down on paper (so-

called to-do lists) in order to increase one’s job performance (Drucker 1967; Lakein,

1973; MacKenzie, 1954).

There is no agreement on the definition of time management in past studies.

Although many authors such as Lakein (1973) suggested that, time management

involved the process of determinant of needs, setting goals to achieve the needs,

prioritizing and planning the tasks required to achieve these goals. Also Estes (2012)

explains that, Time management is the art of arranging, organizing, scheduling, and

budgeting one’s time for the purpose of generating more effective work and productivity.

Gupta (2001) refers Time management to a process constituted a series of steps

which involves the analysis of our time habits, clarification of objectives, establishment of

priorities, planning for appropriate results, keeping records properly, taking positive 11

action against time wasters and avoiding procrastination. Time management is an issue

which is fundamental to job performance.

Time Wasters

Time wasters are interruption such as people, events actions and processes that

prevent us from making the most use of our time. Time wasters though a high level of

13
interaction between people at work can normally be considered as a healthy

phenomenon, there are never less potential disadvantages for one individual’s personal

effectiveness.

An example of these time wasters at workplace can be like, too much time in

socializing, misplacing information and forgetting information. This is to say that

socializing in a reasonable amount boots job satisfaction, morale and consequently

productivity. Therefore, socializing in general is a tonic that enhances the quality of work

(Mancini, 2003).

At times, teaching can be overwhelming. You have stacks of papers to grade,

conferences to attend, grades to calculate, emails to respond to, and, if there is any time

left—teach. Organization is the cornerstone of time management. A big time waster,

according to many teachers, is "hunting and gathering." That is: looking for that missing

lesson plan, collecting tools and equipment from students after completion of a project,

searching out that Individualized Education Programme that was due yesterday,

procuring books for a unit. If the teacher is one of the chronically disorganized, the task

may seem discouraging. If so, he/she has to start with one area at a time and work

his/her way around his/her classroom. The teacher may want to start with his/her desk,

and then move on to his/her file cabinets (Wagner, 2004).

Chilongola (2013) reveals that, it has been discovered that, in Dar es Salaam

some students have been doing bad deeds like smoking and sexual deeds instead of

attending classes; those misbehaviors have been done without the knowledge of their

parents.

Therefore, according to Chilongola, students also, tend to misuse their time for

studies. Since there is no good communication between students and parents, parents

and teachers and parents and communities such a way that, a student can leave home

for school but he/she uses school hours going to somewhere else to smoke, internet

14
surfing and doing other misbehaviors without the knowledge of their parents, then, when

coming back home, the parents do not take their responsibility to ask or check student’s

progress at school as a result, many students end up with poor academic performance.

Environmental time wasters

These are the activities that occur at schools which are normally out of control for

teachers. The activities included are such as; interruptions from visitors- people drop at

school with no appointments; responding to incoming mails- reading and surfing on the

internet for non-official matters; meetings- can be waste of time if has no specific reason,

agenda and timeframe (Mackenzie, 1997).

Self-generated time wasters

Refers to the things that can be caused by a person himself and can be

controlled. Those things are such as; lack of planning – leads to drifting and working in a

scattered way; lack of delegation- doing too much and having insufficient time to focus;

inability to say “no”- allowing others to ask too much of you. Lack of organization and

untidiness- cluttered up the desk with less or no memories (Mackenzie, 1997)

Therefore, if the mentioned causatives of time wasters are not put into a big

consideration to take action for the changes, then it’s very obvious that teachers and

students will fail to manage their time effectively and hence fail to meet both work

deadlines and good expected results, which may lead to poor academic performance.

Procrastination

According to the Oxford Dictionaries (2013) Procrastination is defined as the

action of delaying or postponing something. People like teachers and students, have the

tendency to postpone their work. They have the required skills and talent to carry out the

15
task, but they are either too lazy to do it or due to multi-tasking, some activities are held

to be done ‘tomorrow’. This eventually piles up pending work assignments over a

considerable amount of time. When the teacher or a student knows that a certain

teaching or learning activity has to be done in a way he/she is aware of, he/she has to

start off immediately.

Managing procrastination is among the most important keys to time management

and career success. If one is stepping into the corporate world, he necessarily has to

learn about time management in the workplace. In a teaching environment, avoiding

procrastination certainly enables both the teacher and the student to perform the

assigned work in the time allocated, and also manage future assignments as required

(Rampur, 2011).

Motivation

Motivation is the combination of a person's desire and energy directed at

achieving a goal. It is the cause of action. Influencing people's motivation means getting

then to want to do what you know must be done (Military Leadership, 1993).

Newspaper articles and other media reports regularly highlight the plight of

teachers in Tanzania. Report on the Education Sector Towards 2000 notes that ‘since

1962 the different schemes of service for teachers have not reflected due recognition of

the heavy demands of society upon teachers nor the crucial contribution of the latter in

molding the future citizens of society. This attitude has greatly discouraged academically

able young men and women from enrolling in teacher training courses.

Many dedicated teachers have gone to more caring employers’. In a similar vein,

the World Bank report (1990) on teachers’ conditions of service concluded that ‘in the

absence of incentives to perform better, many teachers are currently providing much

less and lower quality education than they are capable of …the de-motivation of

16
teachers is a major contributory factor to the horribly poor learning achievements of

primary and secondary students’ (World Bank, 1990).

Record Keeping

Keeping record is a very important reflexive tool for teachers in the educational

setting. It helps in avoiding repetitions in teaching hence saving time for other lessons.

Also through the use of attendance register, it helps in monitoring and controlling

teachers who are late comers or absentees hence teacher will have much time in

teaching which is likely for them to accomplish syllabus effectively and also accomplish

the deadline.

Teachers’ absence may negatively impact to students’ achievement, therefore

teachers who are good in record keeping, and also smart in attendance, are mostly good

in teaching performance (Miller, Murnane and Willet, 2007)

A certain study investigated the record keeping practices of primary school

teachers in selected local government areas in Nigeria. The findings showed that

although the teachers were familiar with some principles of record keeping they were not

proficient in most of the operational procedures and did not demonstrate the knowledge

of using record keeping to further the development of teaching and learning activities.

Equipment that could be used for safe keeping of records were not available.

Recognizing the importance of record keeping towards the successful

implementation of teaching, the researchers recommended that teachers should be

given regular in-service training in record keeping and retrieval. Development of record

keeping skills should also be included in teacher preparation programs (Adebowale and

Osuji, 2008).

This shows that record keeping as a tool in managing time, if well practiced,

contributes to the improvement of teaching performance.

17
Dimensions of Time Management:

The effectual utilizing of time and managing time requires procedures and good

quality planning behaviors. One can make use of time effectively and competently by

keeping time logs, setting immediate and long- standing goals, prioritizing

responsibilities, constructing to-do lists and arrangement, and organize one’s

workspace, as studies of earlier period and plentiful how-to books proposed (Sabelis,

2001). Time saving techniques and behaviors can be categorized into numerous groups

and be liable to contribute to a number of fundamental qualities in general. There are

three surfaces of time management behaviors: short-range planning, long- range

planning and time attitudes (Laurie & Hellsten, 2002). Short-range planning is the

capability to set out and systematize responsibilities in the short period of time. Long-

range planning competence is to handle everyday jobs over a longer time perspective by

keeping follow of significant dates and setting objectives by putting adjournment (Alay &

Koçak, 2003).

Long Range Planning

Long-range planning means to have long-range objectives and having disciplined

routines. Various researchers named it as having perception of a preference for

organization and it is comp arable to long range planning. To acquire a summary on the

everyday jobs that necessitate to be executed, time limits and priorities which increases

the perception of having control over time so, in the long run, planning enables one to

deal with all activities (Kelly, 2004). It directs to have less perception of control over time

because it may be tackling to be familiar with how much effort requires to be completed

within hours, days or weeks; it may even be the immediately measurable effect of

planning. This gives the impression to indicate that time management practices

18
accomplish to have an influence on educational achievement, but that’s not all they

affect (Brigitte et al., 2005). It was also found that the students had advanced overall

academic achievements who accounted using goal oriented time management

practices.

Short Range Planning

Short-range planning was defined as time management activities surrounded by

daily or weekly time structure and cover the activities such as setting objectives at the

commencement of the day, planning and prioritizing daily behaviors and creation work

contents (Yilmaz et al., 2006). Numerous studies invented that short-range planning

behavior, forecasting of time in the short run, surrounded by the time enclose of a week

or less, established a constructive relationship to grade point average. Short range

planning in interface with accomplishment determined was optimistically associated to

dealing performance as well (Noftle et al., 2007). Likewise, most of the studies that

control for the student time do so by determining total time committed to the course, a

variable normally found to be unimportant. Academic achievement means the

educational objective that is accomplished by a student, teacher or institution realize

over a definite short period (Lisa & Robert, 2008). In a different research finding it has

been demonstrated that there exists a positive significant relation between students’

grade point averages and the time attitudes and the short-range planning.

Time Attitude

Time management demands a key shift in emphasis: concentrate on results, not

on being busy. There are a lot of cases with people who waste their lives in discolored

doings and attain very small since they are placing their labors into the incorrect

19
responsibilities or weakening to focus their activity successfully, established that two

time management workings directly affect the collective academic achievements

(Mercanlioglu, 2010). The perception of how their time requires to be used up or

planning including utilizing short and long period goals and time attitudes or students

accomplished that both planning and encouraging time attitudes initiated that they had

much more time to finish their everyday jobs because they experience more in control of

how their time was exhausted therefore knowing when they had to state no to activities

(Kaushar, 2013). The literature revealed that time management practices that connected

to the individual's awareness and attitudes about time management and is comparable

the perception of having control over time. Therefore, time attitudes comprise the

perception that the individual is in control of time the perception that the person is

efficiently managing his time and the perception that the individual is making

constructive utilization of time (Karim et al., 2015).

Time Management and Academic Performance

Scholarly literatures have shown that time management is among the

contributing factors which impinge upon students’ academic performance and

achievement. Balduf, (2009) recognized that poor time management can contribute to

academic underachievement, and effective time management can contribute to higher

levels of college achievement (Britton & Tesser, 1991). Britton and Tesser (1991) found

that 67% of undergraduate students identified time management as their most pressing

problem. Moreover, they found that self-reported time management predicted academic

achievement and, in particular, it was short-term planning that predicted grade point

average. Misra & McKean (2000) in a study showed that there is a relation between time

management, stress reduction and increased academic success. More specifically, time

management has been shown to be related to college grades (Britton & Tesser, 1991)

20
and academic performance (Burt & Kemp, 1994). Izawa (2002) reported that in learning

the text materials, the skill of time management is essential. Moreover, studies show that

the time organization and time management behaviors are significantly related to

academic performance (Frazier, Youngstrom & Glutting 2007). If the ability to effectively

manage one’s time was indeed positively related to academic performance, then,

presumably, interventions that improve time management would be of value to students

(Burrus, et al., 2013).

In the study conducted by Cyril V. (2001), the result revealed that there is

significant difference between male and female higher secondary students in their time

management. The findings shows that female students are better than the male students

in their time management. This may be due to the fact that most of the boys are

spending their time to play, watching T.V. and other activities. They cannot manage their

time properly. But, most of the girls are very sincere, responsible to their work. So, they

are using their time effectively. It revealed also that there is no significant difference

between male and female higher secondary students in their academic achievement.

The result discuss that the class XI students are better than the class XII students in

their academic achievement. This may be due to the fact that specific subject has been

chosen by the students, and also they came from various classes and schools, and are

getting more opportunity to involve in the new situations in the school. In the new

situation they have adopted themselves and follow the time management in proper

manner. So, the students might have excel in their academic achievement.

Many studies which tested university students in time management have resulted

in significantly different scores across genders. The findings of Trueman and Hartley

(1996) revealed that female students reported considerably greater time management

skills than male students. In addition, the older mature-aged students (aged over 25

years) were found to report significantly better time-management skills than the younger

21
students, and those variables can predict the academic performance of the students

weakly. Findings by Misra and McKean (2000) indicated that females reported

significantly higher results in all factors of time management behaviors (perceived better

control of time, set and prioritized goals, planning and had an organized approach to

tasks and workspace). Furthermore, results from Covic et al. (2003) showed females

scored significantly higher only in one factor, this being the mechanics of time

management, such as making lists and keeping a diary. Macan et al. (1990) found

significant correlations between gender and time management, reporting that women

engage in more mechanical time management behaviors than men, whereas men feel

more in charge of their time management behaviors.

Similarly, the impact of students’ time management skills on academic

achievement in the study by Demirtas and Ozer (2007), female students scored higher

than boys. However, in another study about time manage ment by Erdul (2005), the girl

students scored higher than men in time management skills.

The results of the study of Adigun et al., (2015) showed that even though the

male students had slightly better performance compared to the female students, it was

not significant. This better performance was found to be pronounced in the private

school which was shown to possess the best male brains found in the study area. Based

on the findings of this study, recommendations were made. Parents are encouraged to

provide the right education they can afford for their children irrespective of gender.

The higher deviation around the mean of the male students revealed that the

performances of the male students are not as uniform as the female students that is, the

entire female students have similar performances as opposed to the male students. This

explains the reason why the male students’ better performances are not significant

because the sets of male students with good performances and the sets with bad

performances did so most likely due to certain variables which are treatments the

22
students are exposed to, which necessitated the reason this study measures the gender

performances in private and public schools. This result agrees with the findings of

(Jegede & lyang (1990), Mordi (1992), Chin- Tin (1993), Fabunmi (2004) and Dania

(2014)) that students’ performance is not determined by gender in terms of the

interaction of gender and treatment on students’ academic achievement.

A study on Spanish student indicates that some differences exist between males

and females on aspect of creativity related to academic achievement, although creativity

is shown to be related to academic performance for gender Xixia, (1999) also found that

the degree of creativity between male and female is similar but they also concluded that

the most famous creative person are usually male. Some researcher reported that one

gender is more creative than another gender.

Foreign Studies on Time Management

Prior studies on time management among students’ present varied perspectives

and findings (Repak, 2007; Cemaloglu & Sevil, 2010; Eliam & Aharon, 2003). In their

study, Claesson, Eerde, Rutte & Roe (2007), reviewed 32 empirical studies on time

management conducted between 1982 and 2004 in order to provide an overview of the

current state of the art in time management research. The review reveals that time

management behaviour relate positively to perceived control of time, job satisfaction and

health, while it is negative to stress. However, the relationship with work and academic

performance is not clear

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

23
conditions in business life have forced people and business to do so many things

simultaneously.

In a related study, Davis (2000) examined the effect of time management on

work and academic settings. Using survey research design, his results suggest a

positive relationship between time management and work academic settings and

increased performance. A number of experts (Wright, 2002, Ancona, Goodman,

Lawrence & Tushtman, 2001, Gorge & Jonas, 2000), assessed the need to incorporate

time in theoretical models and research designs in organizations. Applying survey

method, their findings indicate that time management facilitates improvement in effort.

Cognizance of the non-acceptability of a universal definition of time

management, Shellenbarger (2009) views time management as behavioral change

techniques that help people get organized, clarify thinking and increase output. Eilam

and Aharon (2003) believe that time management is a way of monitoring and controlling

time.

In a study by Macan (1994), efficient use of time was discovered to positively

influence students’ success in courses. Similarly, as a result of this study, a significant

relationship was identified between medical students’ time management scores and their

academic achievement, and students who use their time well were found to be more

successful in their courses. This conclusion is consistent with the findings of research

conducted by Basak et al. (2008). They concluded that there is a significant relationship

between students’ time planning and their academic achievement, and that the students

who use time well are more successful in their courses.

In the study of Yilmaz, Yoncalik & Bektaş (2006), the result revealed that a

majority student possesses moderate level time management skills and only a

significantly small portion has high level time management skills. It also revealed in the

study of Lisa & Robert (2008) that the students’ time management skills affect their

24
academic achievement at a significant level and the skills are one of the predictors of

academic performance. They suggested that students should start to acquire time

management senses on their own in their primary school years by reading materials on

the issue or via the framework of psychological counselling and guidance studies applied

in schools and adopt effective time management attitudes and techniques to determine

how and where they spend their time. The various group of students who exploited time-

saving proficiencies notably had rich academic achievement. They accomplished those

students who do not use time saving techniques in their educational surrounding having

significantly lower academic as compared to results students who employ time-

management tactics have considerably higher achievement (Mercanlioglu, 2010).

Abulshawi & Abusultana (2003) conducted a study aiming at recognizing the

student of Yarmouk University ability to manage time from different faculties and

identifying its relation to academic achievement considering the variables; gender, the

university year and the faculty and how much these variables affect time management

skills. The study results showed that there is a medium degree of time management skill

among students at Yarmouk University, and the skill of time management and academic

achievement. And that there is a positive correlation and statistically important between

time management skill and the academic achievement according the faculty variable

goes to the advantage of economics, science students only.

To the researcher however, time management is as important as human and

material resources in any organization. From observation, poor time planners seem to

be faced with low productivity, inefficiency, ineffectiveness and low morale, stress and

frustration with themselves. Time is always available although it waits for no one, and is

no respecter of gender as reflected in the research conducted by Omolola (2010) that

both male and female undergraduate are affected by time management.

25
 In relation to time management behaviour, some people studied it. Kaufman

(1991) states that time assessment behaviours were aimed at awareness of here and

now, or past, present and future self- awareness one’s time use and they cover or help

to accept task and responsibilities that fit within one’s capabilities. Macan (1996), states

that planning behaviour include goals, planning, task, prioritizing, making to-do list,

grouping task, aim at use effective time. Claesssen (2007) says monitoring behaviours

focus on observing one’s use of time while performing activities generating a feedback

loop that allows a limit to the influence of interruptions by others.

Tanriogen and Iscan (2009) determined the time management attitude and skill

levels of Pamukkale University students and the effects of these skills on their academic

achievement. The findings demonstrated that a majority of Pamukkale University

students possess moderate level time management skills and only a significantly small

portion have high level time management skills. Also, according to the findings, the

prediction level of time management skills for academic performance is 7.9 percent.

Necati & Sevil (2010) carry out a study to determine the relationship between the time

management skills and academic achievement of students who are potential teachers

studying in faculties of education. The research was conducted among 849 graduate

students in the Faculty of Education at Gazi University. The result showed that there was

a meaningful and moderate relation between time management and academic

achievement. The relative importance order of the predictor variables on academic

achievement, according to the standardized regression coefficient, was time consumers,

time planning, and time attitude; each of the three variables had an important predictor

effect on the academic achievement of the students. In a research conducted by Sevari

and Kandy (2011), the impact of time management skills on self-efficacy and academic

performance was tested. The results from the study showed that the training of time

management skills to increase academic performance and self-efficacy is influential.

26
Swart et al. (2010) explored the relationship between time management skills and the

academic achievement of African engineering students. The results of this study were

applied to various tests, which indicated no statistically significant relationship between

time management skills and the academic achievement of African engineering students.

A study performed by Nonis et al. (1998) explores the Influence of perceived

control over time on college students' stress and stress-related outcomes. Data was

collected from 164 business students. The results showed that students who themselves

as having a high level of control over their time they experienced lower level of stress,

higher level of academic performance, problem-solving ability, and health than those

who believed themselves to be less in control over their time.

Kelly (2004) proposed that efficient use of time is directly associated with

increased academic performance and achievement. He investigated this possibility

among 141college students. He used the Efficiency Scale (TUES), a social desirability

scale, and self-reported their overall GPA. The TUES is based on how well the

participants claim to use their time. The results support the positive correlation between

time management, academic performance, and GPA. In Turkey, Pehlivan (2013)

performed a study to determining the effect of the college students’ time management

skills on their GPA and course achievement. The results revealed that in all sub-

dimensions that students from Karadeniz Technical University hold “moderate level” time

management scores. The findings revealed that in all sub-dimensions of the

questionnaire, female students obtained higher average scores than male students. It

has been demonstrated that there is a positive significant relation between students’

grade point averages and the time attitudes sub-dimension and between student grades

and the long-range planning sub-dimension. It has also been demonstrated that

students’ time management skills affect their GPA-course achievement and these skills

are one of the predictors of grade point averages. Talib (2012) studied factors such as

27
academic competence, test competence, time management, strategic studying, and test

anxiety to determinants of academic performance, i.e., Grade Point Average. A sample

was 199 university students from Rawalpindi and Islamabad Universities. The results

indicated that academic competence test competence, time management, and test

anxiety were significantly related to student's academic performance.

Lee (2008), says better time management can be achieved if goals have been

set and then all future work is prioritize based on how it moves the individual or

organization towards meeting the goals. The value of time management lies in the fact

that people have too many tasks they need to do but not enough time for the things that

they want to do. Time management helps identify needs and wants in terms of their

respondents and matches them with time and other resources. Time management

brings about orderliness and enables to be more productive and fulfill. According to

Eruteyan (2008) the performance of an organization is evaluated in terms of the degree

of achievement of the organizational goals and objectives of what monetary costs and

efficiency. Effective time management is a major challenge for students on how to

manage regarding the activities that they get involve in school and at home.

Mercanlioglu (2010) explains that, Time management is focused on solving

problems. Examples of common problems are; being unable to deal with distractions,

deadline pressure, procrastination, and lack of self-discipline, ambiguity of personal

goals, not being able to say “no”, excessive social relations, indetermination,

perfectionism, and messy desk.

Several Components to have an Effective Time Management According to

Mercanlioglu.

List goals and set priorities

28
 If we don’t know what we want to achieve in our lives, we can’t manage time and

someday, we can be disappointed of where we are.

So, make your list, determine what you are committed to doing, and put these

items in the appropriate place in your time management system. You can use A, B, C

system. A= Highest priority, B= Important to be completed, but not absolutely essential

for today, C= Nice if I can get to it. Therefore, it is important to do the highest priority

items first A’s, then B’s and then C’s.

Planning to achieve goals

Having just goals is not enough. We need to have a clean plan to achieve them.

“If you don’t know where to go, no road can bring you there”. If you want to learn French,

you either have to attend a language course, live in France for a while or read books

about the language. If you are not doing any of those suggestions, your wish would

certainly remain as a dream. Dreams that are not becoming true are meaning failure,

and failure is meaning unhappiness.

Using communication tools efficiently

Telephone and computer are considered as the traps of our era. When the

magical tools of communication are used consciously and under control, it is obvious

that the contributions are going to be very valuable.

Avoiding procrastination

Procrastination may be seen as a particular time management problem that

involves the delay of activities. Procrastinating steals your time and chases you from

achieving your goals. In order to achieve something, you need to start doing it and to

finish it, you need to not procrastinate it. Thus, the reasons of procrastination should be

determined and the will of problem solving should be present.

29
Desk planning and building a good filing system

Even though “A messy desk means a messy mind” for some, “A messy desk is

the indicator of genius” for others. If moments where you lose an important file and end

up in difficult situation, you probably are the first type of person and a spring cleaning is

needed. A messy desk and the lack of a good filing system are important time traps. The

desk is not the right place to store documents; it’s the place where work is realized.

Thereby if only needed documents are on the desk performance would increase and

time wouldn’t be wasted.

Regulation of work time according to your body’s energy cycle

While some people’s energy is peeking early the morning, some are successful

on the afternoon and some at night. Knowing your best time and doing important and

urgent things during that time is a good planning approach.

Being able to say “No”

If it is not a requirement of your job and only by courtesy you are not able to say

“No”, you are facing the problem of being retained of doing your own job. If you don’t

learn to say “No”, your to-do list is going to get longer. You need to build your own

boundaries and learn how to refuse unnecessary work in a kind way.

Delegation of some of your responsibilities

This way, additional time to do other important things would remain to the

person.

Local Study on Time Management

According to the study of Lebuna, Niembra, and Pullon (2016) the top five

common time management activities of College of Education students at West Visayas

State University- Lambunao Campus were: coming to school before time schedule;

reviewing notes before class; reading books and studying lessons after meal when there

30
time management activities of students in school were: reviewing notes before class,

coming to school before time schedule, talking with friends after lunch time reading

books and studying lessons after meal if there is time; going to the library when there is

time.

Academic Performance

Academic performance in this study was perceived as the degree of achievement

by students in their class assessment tests, beginning of term exams, mid-term exams,

terminal and national examinations. Derek (1981) argued that academic performance is

the measured ability and achievement level of a learner in a school, subject or particular

skills.

Also, Page, Thomas and Marshall (1999) described performance as action of a

person or a group when given a learning task. In education, performance is often

presented as synonymous with academic achievement or attainment, in carrying out of a

task, course or assignment.

Therefore, academic performance has to do with a learner’s scholastic ability and

attainment, as regards his or her work and this is often measured through tests, exams,

course works and assignments.

The research reviews support the hypothesis that student performance depends

on different socio-economic, psychological, environmental factors. The findings of

research studies focused that student performance is affected by different factors such

as learning abilities because new paradigm about learning assumes that all students can

and should learn at higher levels but it should not be considered as constraint because

there are other factors like race, gender, sex that can affect student’s performance.

(Hansen, Joe B.2000).

31
Absenteeism

Muchinsky stated that the conflicting and contradictory findings reported in

studies on absenteeism are attributable to the ill-defined concept of absenteeism

(Muchinsky, 1977).

Defining absenteeism should be simple. A person either is or is not at work.

However, there is no universal agreement on it is meaning (Rhodes and Steers, 1990).

Brooke and Price (1989) defined absence as the non-attendance of employees

for scheduled work.

Hackett and Guion (1985) and Steers and Rhodes (1978) reveals that, some

studies organize absenteeism into two main types: voluntary and involuntary. While

voluntary absenteeism implies a conscious decision by the worker about whether to

attend work on any given day, involuntary absence implies that it is beyond the

immediate control of the worker, for example transportation problems, sickness or family

funeral (Blau,1985).

Also, as far as academic performance is concerned, Sauers, McVay and Deppa

(2005) explain that, to encourage class attendance, they have always spent part of the

first class meeting telling the students that it is important for them to attend class, that

they will learn more if they attend class, and that students who attend class regularly

generally earn higher grades for the course and those who do not attend class regularly

earn low grades for the course.

32
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology employed by the researchers in this

study. It includes the research design, the respondents of the study, the instruments

used in gathering the data, instruments’ reliability, and the statistical tool that will be

used in the study.

Research Design

The researchers employed the non-experimental Descriptive-Correlational

research design. Descriptive research, according to McCombes (2020), aims to

accurately and systematically describe a population, situation, or phenomenon. A

descriptive design can investigate one or more variables using a variety of research

methods. Descriptive research allows researchers to thoroughly investigate the

background of a research problem before proceeding with further research (Chaudhari,

2021).

Creswell (2012) stated that Correlational Research Design refers to procedures

in quantitative research that use statistical procedures or correlational analysis to

determine the degree of association or relationship between two or more variables. A

correlation might have either a positive or negative direction (Bhandari, 2021).

33
 The researchers will utilize the non-experimental Descriptive-Correlational

research design to describe and establish relationships between time management and

academic performance of Senior High School students in Naujan Municipal High School.

Respondents of the Study

The subjects of this study are the Senior High School students of Naujan

Municipal High School during the school year 2022-2023. From a population size of 517,

50 respondents was selected. The study did not not strictly require an equal number of

participants according to their age, gender orientation, relationship status and place of

residency. Students who were absent and those who were not willing to participate were

not forced.

Sampling and Population

The researchers used stratified random sampling in selecting the respondents of

this study. According to Clark-Carter (2019), stratified random sampling is an opportunity

sampling which sets a limit on the included number of respondents. It is a non-probability

sampling method in which researchers create a sample of individuals that represents a

population.

Table 1

Distribution of the Respondents

SECTION Number of Respondents

STEM – THOMAS EDISON 3
STEM – TEMPLE GRANDIN 3

34
 ABM – MICROSOFT 3
HUMSS – ROSA PARKS 5
HUMSS – ABRAHAM LINCOLN 5
HUMSS – NELSON MADELA 4
HUMSS – THE 14th DALAILAMA 4
STEM – NIKOLA TESLA 4
ABM – TENCENT 3
HUMSS – MARTIN LUTHER KING, JR 4
HUMSS – MOTHER TERESA OF CALCUTTA 4
HUMSS – MAHATMA GANDHI 4
HUMSS – HARRIET TUBMAN 4
TOTAL: 50

Research Instrument

Time Management (Mean)

This quantitative study used a closed-form questionnaire which is self-made and

will go through validation through test-retest to assess the time management and

academic performance of the respondents.

Table 2. Scaling and Quantification of Data Used in the Questionnaire

Scale Limit Description Interpretation`

5 4.5 - 5 Always Very High
4 3.5 – 4.49 Often High
3 2.5 – 3.49 Sometimes Moderate
2 1.5 – 2.49 Rarely Low
1 1 – 2.49 Never Very Low

Very High Time Management Skills means learner manage their time effectively

and excellently that they can accomplished their daily task without procrastinating.

High Time Management Skills means learner manage their time effectively and

excellently and they can accomplish their daily task with little to no procrastination

35
 Moderate Time Management Skills means learner manage their time moderately

and fairly well but sometimes feel stressful to the task that they involve.

Low Time Management Skills means learner manage their time poorly.

Very Low Time Management Skills means learner need to work on the things to

manage their time more effectively.

Academic Performance (Mean)

To measure the Academic performance, the researcher used the final General

Point Average (GPA) from the first quarter of the school year 2022-2023. The data was

validated through the records gathered from their respective advisers.

The following scale will be employed to interpret the means obtained:

Grading scale Description

94 – 100 Excellent

88 – 93 Superior

82 – 87 Average

76 – 81 Low

Below 75 Very Low

Excellent means learners perform excellently in school and have high academic

performance.

Superior means learners perform well in dealing with the activities in schools.

Average means learners have moderate and satisfying performance and lacks a

mastery in some topics discussed.

Low means learners perform in school fairly but having some difficulty to

understand the discussion.

36
 Very Low means learners have a poor performance in dealing with the school

related activities.

Validity and Reliability of the Instrument

Before administering the questionnaire to the respondents, the researcher

used a test-retest method to test the reliability of the questionnaire. Eight students who

are not selected in the sampling was requested to answer the questionnaire twice over

an interval of two weeks. For each test administration, results was tabulated. The

reliability of each part of the questionnaire was treated using the T-test.

Data Gathering Procedure

A letter seeking permission to conduct the study is given to the school principal.

After establishing the reliability of the instrument, the researchers conducted the study

among the selected respondents. The questionnaires are administered by the

researchers to the respondents as the researchers encourage the respondents to

answer all the items honestly for the reliability and validity of the results. After the

administration of the instruments, the researchers will seek the assistance of the

Statistician to treat the data gathered.

Statistical Treatment of Data

37
 Descriptive statistics is used in the study. Considering that the study was finding

the relationship between the given variables, correlation coefficient’s Pearson r will be

used in treating the data gathered.

Two forms of statistics is used in analyzing the data that were collected from the

respondents. The first is descriptive statistics which includes scoring, frequency counts,

and computation of arithmetic mean.

Mean: m = Σ x/n

Where:

m = mean

x = number of responses

n = number of respondents sample

Likewise, inferential statistics will be applied in order to test the hypothesis of the

study. Pearson’s R Correlation will be used to find the relationship between stressors

and and students' academic performance.

Pearson Product Moment Correlation

Where:

r - Pearson correlation coefficient

x - Values in first set of data

y - Values in second set of data

38
 n - Total number of values

CHAPTER IV

PRESENTATION, ANALYSIS and INTERPRETATION of DATA

This chapter presents the analysis and interpretation of data collected by the

researchers in order to answer the questions of the study.

1. What is the status of time management practices of Senior High School students

in Naujan Municipal High School?

Table 3

Mean Perception of the Senior High School Students the Status of their

Time Management Practices

No. Item Mean Description

1 I finish my assignments on time. 3.92 Often

2 I meet deadlines without rushing at the last minute. 3.70 Often

3 I keep an up-to-date task on my reading and research 3.58 Often

assignments.
4 I have a clear idea of what I want to accomplish on the 3.92 Often
forthcoming quarter.
5 I do things according to priority. 4.08 Often

6 I set time limits and use tracking softwares. 3.54 Often

39
 7 I make a to-do list on a daily or weekly basis. 3.24 Sometimes

8 I prioritize my list in order of importance. 4.02 Often

9 I establish routines. 3.46 Sometimes

10 I discontinue any wasteful or unprofitable activities or 3.50 Often

routines.
OVERALL MEAN 3.70 Often

Table 3 presents the mean Perception of the Senior High School students of the

status of their time management practices.

On item number 1, the respondents indicated “often” as evidenced by the mean of

2.92. This result implies that the Senior High School students often finished their

assignments on time.

On item number 2, the respondents indicated “often” as evidenced by the mean of

3.70. This result implies that Senior High School students often meet deadlines without

rushing at the last minute.

On item number 3, the respondents indicated “often” as evidenced by the mean of

3.58. This result implies that the Senior High School students often keep an up-to-date

task on my reading and research assignments.

On item number 4, the respondents indicated “often” as evidenced by the mean of

3.92. This result implies that the Senior High School students often have a clear idea of

what they want to accomplish on the forthcoming quarter.

On item number 5, the respondents indicated “often” as evidenced by the mean of

4.08. This result implies that the Senior High School students often do things according

to priority.

40
 On item number 6, the respondents indicated “often” as evidenced by the mean of

3.54 This result implies that the Senior High School students often set time limits and

use tracking softwares.

On item number 7, the respondents indicated “sometimes” as evidenced by the

mean of 3.24. This result implies that the Senior High School students sometimes make

a to-do list on a daily or weekly basis.

On item number 8, the respondents indicated “often” as evidenced by the mean of

4.02. This result implies that the Senior High School students often prioritize my list in

order of importance.

On item number 9, the respondents indicated “sometimes” as evidenced by the

mean of 3.46. This result implies that the Senior High School students sometimes

establish routines.

On item number 10, the respondents indicated “often” as evidenced by the mean of

3.50. This result implies that the Senior High School students often discontinue any

wasteful or unprofitable activities or routines.

The overall mean is 3.70, interpreted as “often”. This implies that the Senior High

School students has moderate time management skills. Learners manage their time

moderately and fairly well but sometimes feel stressful to the task that they involve. This

can be proven by the study of Aranda (2019). He concluded that high school students

can efficiently manage their time as long as they are supported in different aspects. He

stresses that managing your time can be both hard and easy for students depending on

the support that their getting.

41
 2. What is the academic performance of Senior High School Students in Naujan

Municipal High School?

Table 4

Frequency and Percentage Distribution of the academic Performance

of Senior High School Students

Grade Interval Frequency Percentage (%) Interpretation

94-100 8 16% Excellent

88-93 28 56% Superior

82-87 10 20% Average

78-81 4 8% Low

Below 75 0 0 Very Low

N = 50 OVERALL MEAN = 89.44

Table 4 shows the frequency and percentage distribution of the academic

performance of Senior High School students. The mean of 89.44 indicated that Senior

High School students had superior academic performance during the first quarter of the

school year.

42
 Four students out of 50 or 8 % had low performance. Ten students or 20% of the

entire population had an average performance. In spite of this, 56% of the whole

population which is composed of 28 SHS students had superior performance. Only eight

students or 16% of the respondents exhibited excellent performance.

The overall mean of 89.44 reveals that generally, SHS students had superior

performance on the first quarter of the school year. It is possible that the result was

affected by the status of time management practices as reasoned earlier. According to

Sopon, (2017) opine that effective management skills help students to work towards

their goals and avoid unnecessary activities which distract one's attention. Also, the right

implementation of realistic time management plans can improve productivity and the

quality of life Elsevier et al. (2018).

3. Is there a relationship between time management and academic performance of

Senior High School Students in Naujan Municipal High School?

Table 5

Correlation between time management and academic performance

of Senior High School Students in Naujan Municipal High School

Variable No. of Computed r Description

Respondents

Time Management vs. 50 Senior High 0.722 High Correlation

Academic Performance School Students

As revealed in the correlation table between time management and

academic performance, there is a high relationship between the two variables.

43
 The degree of relationship indicates that time management is highly

related to the academic performance of Senior High School students. The result

agrees with the findings of Aranda (2019) where he concluded that time

management can predict the performance of the students.

CHAPTER V

SUMMARY of FINDINGS, CONCLUSIONS and RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations the researchers propose after having come up with their analysis.

Summary of findings

Results of the analysis indicate the following findings:

1. Senior High School students had high time management skills as indicated in

the overall mean of 3.70.

2. Senior High School students had a superior performance on the first quarter of

the school year as revealed by the mean grade of 89.44.

3. Since the computed r-value is 0.722, it is evident that there was a high

relationship between time management and academic performance of Senior High

School students. Therefore, the null hypothesis is rejected.

Conclusions

Based on the foregoing findings, the researchers came up with the following

conclusions:

44
 1. Senior High School students had high time management skills.

2. Senior High School students performed on a superior level on the first quarter

of the school year.

3. Time management is highly related to the academic performance of Senior

High School students in Naujan Municipal High School.

Recommendations

After thorough analysis of the results of the study, the researchers came up with

the following recommendations:

1. There is a need to maintain and balance the time spent of the students in their

daily works as it affects their academic. Senior High School students in Naujan Municipal

High School may create time management practices, such as a to-do list. The learners

require a sense of responsibility, which contributes to developing a good academic

accomplishment. By engaging in these techniques, students are expected to complete

their tasks on time.

2. It is recommended that the students maintain and improve their study habits in

all subjects as a whole.

3. Parents may help their children in enhancing their capability in managing their

time by providing work that will develop and improve their skills in handling such hectic

schedules that will help them achieve their goals successfully.

4. Teachers may assist students in overcoming procrastination and teach them

the value of time management. They also may reach out to their students about time

45
management in order to build positive teacher-student relationships. In and out of the

classroom, students' interactions are important.

5. School Administrators may help and supervise students' behaviour and

attitude as well as support them in overcoming their time - management skills

weaknesses by providing training and events on the importance of time management.

Students should be able to become more organized and properly prepared to manage

their time effectively as a result of this.

6. Further research is recommended to explore more on how time management

affects the performance of students.

46