Chapter 1 Thesis

Chapter I Introduction

Background of the Study Time

is

precious

resource.

Everyone

has

exactly

the

number of hour each day. People differ in ways they use those hours. Some waste time because they consider its free time. Time is a resource which when spent cannot be renewed. Just like money, time must be spent if one wants to maximize its use. A passage in the Bible says, “Live life, then with a due sense of responsibilities, not purpose of life but those who do. Make the best of your time despite of difficulties of true days.” (Ephesians 5:16) According to Miller (1998), time is the leader’s most precious and how it is spent is a clear signal of the leader’s priorities. The concrete step a top manager could take to begin moving toward a leading organization is to look for a signal and one critical signal is how time is spent. Management of time is like managing a business. One is command of his business, not the other way around. Capital is free in form but it will make one life tumble upside down. Not utilizing time correctly in the activities will always put one to be at risk or failure.

According to Mackenzie, cited in Suplito and Silva, 2000 time management is self-management. It involves breaking bad work

habits

and

developing

a

new

one,

identifying

time

wasters, and providing measures for efficient management as setting aside a quiet hour and each day, learning to say no without offending people. Dubrin (1985) cited that effective time management makes a multi-faceted contribution to one’s life by improving work performance, personal life, and mental health. A person who performs efficiently and effectively on the job has more time for personal life. According to Covey (1998), one must keep in mind that time management is never an end in itself. Managing one’s time could help one to offer better service. Ducker cited in Suplito and Silva (2000) pointed out that time

is

nothing

the else

scarcest can

be

resource,

and

unless

managed.

The

need

it to

is

managed,

cut

down

on

unproductive activities and avoiding time wasters is stressed. Time

management

strategies

include

working

out

preliminary

action plan, work scheduling, and setting time limits. According

to

Lester’s

R.

Brittel

(1991),

in

his

book

Right on Time, to accomplish goals, one must allow sufficient time for performance. Wasting time, over-committing oneself, and devoting large amount of time and energy to low priority

secondary tasks are tremendous obstacles to achievement. One should bear in mind that in every undertaking he performs, there is a limitation. He should identify his major, minor, productive and non-productive activities in promoting quality life. Otherwise, he would only be wasting time. According

to

Jhon

W.

Atkinson’s

Cognitive

Theory

of

Motivation, goals control behavior. Some persons, are highly motivated

by

hope

or

success,

while

others,

by

fear

of

failure. A person’s motivation is expressed as motivational disposition, incentive, and expectation. His natural tendency is to perform exemplary work in order to attain his goals. He is obligate to do more and make use of his time wisely so that outstanding performance will surface. It

is

along

this

idea

that

this

present

study

is

anchored. The independent variables in this study are sex and grade point average or GPA. The dependent variable is time management practices. The interrelationship of the variables is set into focus in the following paradigm.

Theoretical Framework In

performing

their

multifarious

responsibilities,

students need to manage their time wisely, possess a type of good character for him is conducive to effective performance of his or her work, and manage stress.

Concept of Time Management Time is the only resource that cannot be saved no matter how

frugal

material

one

is.

Everything

resources

can

be

else

–

conserved,

people,

money,

hoarded,

and

replaced.

However, time just vanishes. A good student is one who knows where his time goes, and how to spend his time wisely. Bradstreet keeping,

underscores

setting

of

the

need

priorities,

for

time

efficient

rationing

record

or

work

scheduling, and delegation of responsibilities as effective time management techniques. Alec mainly, avoiding

Mackenzie

and

Kay

“self-management” time

organizing

wasters

one’s

work

Waldo

and

view

propose

time

management

logging

and

over-communication,

and

having

time

for

one’s

as

time,

planning

and

relaxation

and

excellent time management techniques.

Chapter II Review of Relate Literature

Concept of Time Management Time management is a technique of allocating one’s time through setting goals, assigning priorities; identifying and

eliminating time wasters, and use of managerial techniques to reach goals efficiently (Massie, 1997). Time management has emerged as a useful planning technique because it deals with a very critical element – managers’ time; it is a technique wherein each manager is challenged to use his or her time more efficiently to avoid the directive approach of attempting to set time standards for others without the participation in making their own time allocation. And, it is a general – purpose

technique

for

systematizing

one’s

own

efficiency

without undue sophistication. According to Bat-og, cited in Suplito and Silva (2000), time management is the only resource that cannot be saved no matter how frugal one is. Everything else – people, money, an material resources can be conserved, hoarded, and replaced but time vanishes. A good execution is one who knows where his goes, and how to spend his time wisely. Buenrosto, cited in Suplito and Silva (2000), defines time

management

not

concern

solely

with

the

amount

time

management on certain activities in terms of minutes, hours, days or months. One should certainly track time everyday that might help one see to where he is wasting it. Ducker (1987) conceives it as where one time goes to design one’s work systematically by taking the right steps in the sequence.

Reynold

and

Trammel,

cited

in

Tondo

and

Pula

(2000),

define time management as the record keeping planning of one’s work

daily,

time

activity

consolidation,

and

avoiding

unnecessary activities. Time management is the key to every pressure in college life. Making specific schedule everyday can maximize spare time because everyday, minute is counted. Instead of simply loitering during long breaks and free cuts, use time to finish what needs and setting aside from the things that are not so important (Tomboc, 2000).

Techniques on How to Manage Time Mackenzie

and

Waldo,

cited

in

Tondo

and

Pula

(2000),

contended that time management is self-management. It includes managing one’s activities with respect to time. The activities that help manage time are the following: Logging

one’s

activities

with

respect

to

time.

The

fullest or maximum. Avoiding time wasters. Time wasters present a form of interruption, controlling time greatest potential. Planning. This involves setting objectives in order to have a system of measuring one’s achieving. Failure to plant and

set

priorities

will

make

one

shift

another, leaving most of them unfinished.

from

one

task

to

Related Studies Light (1991) made a study of analyzing freshmen time use. He found that freshmen students spend more time in extracurricular

activities

than

in

academic

endeavors.

He

also

found that in women tend to be more involved in academic pursuits while men spend more time watching television and playing video games. A

study

of

Griffin

(1990)

suggested

that

the

control

stresses the students must observe proper time management. The idea is that daily pressure can be reduced or eliminated the individual does a better job of managing time. Venecia, cited in Suplito and Silva (2000), conducted the study of time management. The finding of the study indicated that

there

was

the

significant

difference

existed

between

males and females on time management in the areas of the stock supervision. Bartley and Chute, cited in Suplito and Silva (2000), conducted the study on the time management. Their study showed that biorhythm of the body; also called the circadian rhythms have a bearing on a person effective use of time that affects pattern or alertness throughout the day. They noted that there are different types of people in this regard: those who are most alert in the morning, those who reach their peak of alertness in the afternoon, those who have two low periods – a

major one in the morning and a minor one in the afternoon, and those who have two low periods – the major and minor ones reversed in the time occurrence. Bat-og

cited

in

Suplito

and

Silva

(2000),

cited

the

following observations in the study – one working method of managing

directors.

These

are

follows:

managers

are

interrupted at an average of 8 minutes a day, although they are

dimly

aware

that

interruptions

problem;

unrelenting

interruptions are time wasters. Time wasters kill time and productivity of the managers.

Chapter IV Results

This chapter presents and interprets the data gathered on how the

time

management

practices

of

BEED

3rd

Year,

Major

in

English at University of San Agustin when classified according to their sex and grade point average or GPA.

Descriptive Data Analysis To

determine

the

time

management

practices

of

BEED

students in coping with academic work, the researchers utilize the questionnaire-checklist to collect the needed information.

For tables 1 to 5, refer to the arbitrary scale presented in the previous chapter.

Table 2 Logging’s Practices of BEED 3rd Year Students, Major in English when taken as a whole and when classified according to sex and GPA. Variable Entire Group Sex Male Female GPA High Average Low

Mean 2.6750

Description High

Std. Deviation .25090

2.8429 2.6394

High High

.19024 .24992

2.5000 2.7250 2.5000

High High High

.42426 .17078 .40415

Table 2 shows that the male group has the higher mean than female group, having 2.6394. But having a low standard deviation ranging from .40415 to .19024. In GPA, the average group has the higher mean which is 2.7250 than high group, having 2.5000, and low group having 2.5000.

Table 3 Planning Practices of BEED 3rd Year students, Major in English when taken as a whole and when classified according to sex and GPA.

Variable Entire Group Sex Male Female GPA High Average Low

Mean 2.6988

Description High

Std. Deviation .27377

2.8071 2.6758

High High

.15924 .28835

2.6000 2.7800 2.4000

High High High

.17321 .23875 .70711

Table 3 shows that the male group, has the higher mean with 2.8071 than female group, having 2.6758 but relatively low

standard

deviation

ranging

from

.70711

to

.15924.

The

average group has the higher mean which is 2.7800 while the high

group

has

2.6000,

and

low

group

has

2.4000.

The

relatively narrow standard deviation was .70711 to .15924.

Table 4 Avoid Time Wasters Practices of BEED 3rd Year students, Major in English when taken as a whole and when classified according to sex and GPA. Variable Entire Group Sex Male Female GPA High Average Low

Mean 2.5500

Description High

Std. Deviation .59700

2.5714 2.5455

High High

.53452 .61699

2.5000 2.6667 2.4210

High High High

.57735 .57735 .70711

Table 4 shows that the male group, has the higher mean with

2.5714

than

female

group,

having

2.5655.

The

average

group has the higher mean which is 2.6667 followed by the high group,

having

2.5000,

and

low

group

with

2.4210

but

the

standard deviation ranging from .70711 to .53542.

Table 5 Time Management Practices of BEED 3rd Year students, Major in English when taken as a whole and when classified according to sex and GPA. Variable Entire Group Sex Male Female GPA High Average Low

Mean 2.6325

Description High

Std. Deviation .32375

2.7857 2.6000

High High

.08997 .346410

2.5436 2.7835 2.5310

High High High

.29861 .32375 .05774

Table 5 shows that the male group, has the higher mean with

2.7857

than

female

group,

having

2.6000.

The

average

group has the higher mean which is 2.7835 followed by the high group,

having

2.5436,

and

low

group

with

2.5310

standard deviation ranging from .70711 to .08997.

Inferential Data Analysis

but

the

The

significant

difference

in

the

time

management

practices of BEED students when classified according to sex was determined through the t-test and the one-way ANOVA was used when the respondents were classified according to grade point average.

Table 6 T-test results for Logging Practices of BEED 3rd Year students, Major in English when classified according to sex Variable Sex Male Female

Mean

T-value

Sig. level

2.8429 2.6394

2.025

.050

Legend: *p < .05 Table

6

shows

the

results

of

the

test

for

the

time

management practices, a relatively t-value of sex were .103 to 2.025

with

corresponding

.918.

There

is

no

probability

significant

ranging

relationship

from

in

.050

results

to for

there is higher than .05 in sex group.

Table 7 T-test results for Planning Practices of BEED 3rd Year students, Major in English when classified according to sex Variable

Mean Sex

T-value

Sig. level

Male Female

2.8071 2.6758

1.161

.253

Legend: *p < .05 Table

7

shows

the

results

of

the

test

for

the

time

management practices, a relatively t-value of sex were .103 to 1.161

with

.253.

There

corresponding is

no

probability

significant

ranging

relationship

from

in

.050

results

to for

there is higher than .05 in sex group.

Table 8 T-test results for Avoid Time Wasters Practices of BEED 3rd Year students, Major in English when classified according to sex Variable Sex Male Female

Mean

T-value

Sig. level

2.5714 2.5455

.103

.918

Legend: *p < .05 Table

8

shows

the

results

of

the

test

for

the

time

management practices, a relatively t-value of sex were .103 to .103 with corresponding probability ranging from .050 to .918. There is no significant relationship in results for there is higher than .05 in sex group.

Table 9 T-test results of the Time Management Practices of BEED 3rd Year students, Major in English Variable Sex Male Female

Mean

T-value

Sig. level

2.7857 2.6000

1.395

.171

Legend: *p < .05 Table Management

9

shows

Practices

the of

results BEED

of

3rd

the

Year

t-test

students,

for

Time

Major

in

English. The table shows the relatively t-value of sex is 2.025

with

corresponding

significant

relationship

probability because

of

the

.050.

result

There of

is

the

no

Time

Management practices of 3rd Year students, Major in English is higher than .05.

Table 10 One-way ANOVA Results in the Time Management Practices of BEED 3rd Year Students when classified according to GPA Source of

Sum of

df

Mean

F

Sig. of T

Variation Between

Squares 1.912

15

Squares .127

1.406

.222

Groups Within

2.176

24

.091

Groups Total

4.088

39

Legend: *p < .05

Table 10 shows the one-way ANOVA results. There is no significant difference in time management practices of BEED 3rd Year students, Major in English when classified according to grade point average or GPA. This is indicated by F(15/.091) = 1.406, p > .05.

Chapter V Summary, Conclusion and Recommendations

Summary The main purpose of this investigation was to find out the time management practices of the BEED 3rd Year students, Major in English, University of San Agustin. Specifically, this study tried to answer the following questions: 1.

What are the time management practices of the BEED 3 rd Year students, Major in English?

2.

What is the logging one’s time practiced of BEED 3 rd Year students when they are classified according to sex, and GPA?

3.

What

is

the

planning’s

practiced

of

BEED

3rd

Year

students when they are classified according to sex, and GPA? 4.

What is the avoid time waster’s practiced of BEED 3 rd Year students when they are classified according to sex, and GPA?

5.

What are the time management practices of the BEED 3 rd Year students, Major in English when they are taken as a whole, and when they are grouped according to sex, and GPA?

6.

Is there a significant difference in loggings one’s time practice of BEED 3rd Year students when they are according to sex?

7.

Is there a significant difference in planning practice of BEED 3rd Year students when they are according to sex?

8.

Is

there

a

significant

difference

in

avoid

time

waster’s practice of BEED 3rd Year students when they are according to sex? 9.

Is there a significant difference in time management practices of BEED 3rd Year students, Major in English, when

they

taken

according to sex?

as

a

whole

and

when

classified

10.

Is there a significant difference in time management practices of BEED 3rd Year students, Major in English, when

they

taken

as

a

whole

and

when

classified

according to GPA?

The investigation involved 40 BEED students of University of San Agustin, Major in English, College of Education. The descriptive method of investigation was used to find out the differences in the data gathered. The

t-test

was

used

to

determine

the

significant

difference in the time management practices of BEED 3rd Year students, Major in English at the University of San Agustin when classified according to sex. The one-way ANOVA was used to determine the significant difference in the time management of BEED 3rd Year students, Major

in

English

of

the

University

of

San

Agustin

when

classified according to grade point average or GPA.

The following were the findings of the study: The time management practices of BEED students in coping with academic

work

are

as

follows:

logging

one’s

time,

next,

planning, then, avoid time wasters. There is no significant difference in time management practices of BEED 3rd Year students, Major in English of the

University of San Agustin when they were classified according to sex and grade point average or GPA.

Conclusions In

view

of

the

findings

of

the

study,

the

following

conclusions were drawn: BEED students are good in managing their time to cope with their academic work, such that they spend most of their time studying their lessons than having leisure. BEED students believed that studying while eating is not a

good

time

management

practice

as

the

saying

goes,

“You

cannot serve two masters at the same time.” The students’ sex and grade point average or GPA seem not to influence the time management practices of BEED 3rd Year students, Major in English of the University of San Agustin.

Recommendations The

evidence

of

the

recent

study

reflects

the

time

management practices of BEED students at University of San Agustin-College of Education. In the light of findings and conclusion arrived at, the following are the recommendations: In

order

to

cope

with

manage their time properly.

academic

work,

students

should

Teachers should encourage students to spend their time wisely by studying their lessons and not leisure. Students should value their time by proper scheduling of their school works. Sex is not an excuse not to have a good time management during school works. Parents should help their children how to value their time by proper scheduling of different household chores. School

administrator

should

help

students

by

giving

schedules not too heavy for them.

Bibliography

Griffin, R.W. (1990). Management (3rd edition). Houghton Miffin Company, Boston.

Franco, E.A. (1996). Pinoy Management. National Book Store, Inc.

Suplito, A. and Silva, R. L. (2000). Time Management Practices of

Sophomore

Students

in

the

College

of

Education

at

University of San Agustin. Unpublished, Undergraduate.

Massie,

J.

L.

(1987).

Essentials

of

Management

(4th

ed).

Prentice-Hall, Inc. Englewood Cliffs, New Jersey.

Tondo, J. E. & Pula, J. P. (2000). Time Management Practices of

BEED

Freshmen

Students

in

Coping

with

Academic

Work.

Unpublished, undergraduate research paper, University of San Agustin, Iloilo City.