TIME MANAGEMENT ISSUES THAT AFFECT THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS
MINERVA DEGORO RIZA ESPINOSA JOHN FRITZ GALLOS CLARIZA MAGBANUA RODEL PILLEGA KATHRYN VALDEZ
A Project Paper Presented to the Faculty and Staff of Tuyom National High School In Partial Fulfillment of the Requirements for the subject Inquiries, Investigation,and Immersion
Humanities and Social Sciences
March, 2019
Republic of the Philippines Tuyom National High School Tuyom, Cauayan Negros Occidental APPROVAL SHEET The research paper entitled “TIME MANAGEMENT ISSUES THAT AFFECT THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH SCHOOL STUDENTS” prepared and submitted by Minerva Degoro, Riza Espinosa, John Fritz Gallos, Clariza Magbanua, Rodel Pillega, and Kathryn Valdez, in partial fulfillment of the requirements for the subject Inquiries, Investigations, and Immersion has been examined and hereby recommended for acceptance.
ELSIE P. ILIGAN Adviser
Date Signed
WILVAH RAPHA COLIMBO English Critique
Date Signed
DEMER G. PAGLOMUTAN, MAed. Statistician
Date Signed
Accepted as partial fulfillment of the requirements for the subject Inquiries, Investigation, and Immersion. PAMELA M. ORBINA Member, Guidance Committee
MICHELLE M. BATO-ON Member, Guidance Committee
Date Signed
Date Signed
MONALIZA N. GREGAS Chair, Guidance Committee Date Signed Recommending Approval: MILROSE V. RUBI SHS Coordinator
Date Signed
MELANIE M. SARINO, MAEM Principal I
Date Signed
BIOGRAPHICAL SKETCH Personal Data Name:
Minerva V. Degoro
Nickname:
“Nerva”
Address:
Brgy. Tuyom Cauayan, Negros Occidental
Date of Birth:
November 25, 2000
Place of Birth :
Tuyom Cauaya, Negros Occidental
Civil Status:
Single
Religion:
Roman Catholic
Sex:
Female
Parents:
Reymalonso C. Degoro Evangeline L. Degoro
Educational Attainment Education
School
Year
Elementary
Tuyom Elementary School
2012-2013
Secondary
Tuyom National High school
2016-2017
Strand
Humanities and Social Sciences
iii
Organization Affiliation Organization SCHOOLPUB (THE GAZETTE)
Position
Year
News Writer
2018-2019
iv
BIOGRAPHICAL SKETCH
Personal Data Name:
Riza C. Espinosa
Nickname:
“Riz”
Adress:
Brgy. Masaling Cauayan, Negros Occidental
Date of Birth:
December 9, 1999
Place of Birth :
Masaling Cauayan, Negros Occidental
Civil Status:
Single
Religion:
Roman Catholic
Sex:
Female
Parents:
Adelfa Espinosa Remmie Espinosa
Educational Attainment Education
School
Year
Elementary
Masaling Elementary School
2012-2013
Secondary
Tuyom National High school
2016-2017
Strand
Humanities and Social Sciences
v
BIOGRAPHICAL SKETCH Personal Data Name:
John Frit S. Gallos
Nickname:
“Fritz”
Address:
Brgy. Tuyom, Cauayan Negros Occidental
Date of Birth:
December 8, 1999
Place of Birth :
Kabankalan City ,Negros Occidental
Civil Status:
Single
Religion:
Roman Catholic
Sex:
Male
Parents:
Stephelyn S. Gallos Juvy T. Gallos
Educational Attainment Education
School
Year
Elementary
Masaling Elementary School
2012-2013
Secondary
Tuyom National High school
2016-2017
Strand
Humanities and Social Sciences
vi
Organization Affiliation
Organization
FILIP[INO CLUB
Position
P. I. O.
Year
2018-2019
vii
BIOGRAPHICAL SKETCH Personal Data Name:
Clariza A. Magbanua
Nickname:
“Clariz”
Adress:
Brgy. Masaling, Cauayan Negros Occidental
Date of Birth Date:
October 17, 2000
Place of Birth :
Masaling, Cauayan Negros Occidental
Civil Status:
Single
Religion:
Roman Catholic
Sex:
Female
Parents:
Jessie Mar Magbanua Romeo Magbanua
Educational Attainment Education
School
Year
Elementary
Masaling Elementary School
2012-2013
Secondary
Tuyom National High school
2016-2017
Strand
Humanities and Social Sciences
viii
Organization Affiliation Organization FILIPINO CLUB
Position
Year
G-12 Representative
ix
2018-2019
BIOGRAPHICAL SKETCH Personal Data Name:
Rodel P. Pillega
Nickname:
“Inoy”
Adress:
Brgy. Masaling, Cauayan Negros Occidental
Date of Birth:
April 9, 2000
Place of Birth :
Masaling, Cauayan Negros Occidental
Civil Status:
Single
Religion:
Roman Catholic
Sex:
Male
Parents:
Alicia Pillega Pedro Pillega
Educational Attainment Education
School
Year
Elementary
Masaling Elementary School
2012-2013
Secondary
Tuyom National High school
2016-2017
Strand
Humanities and Social Sciences
x
BIOGRAPHICAL SKETCH
Personal Data Name:
Kathryn M. Valdez
Nickname:
“Kath”
Address:
Brgy. Tuyom, Cauayan Negros Occidental
Date of Birth:
March 29, 2000
Place of Birth:
Tuyom, Cauayan Negros Occidental
Civil Status:
Single
Religion:
Roman Catholic
Sex:
Female
Parents:
Fidel Valdez
Nygie Valdez
Educational Attainment Education
School
Year
Elementary
Tuyom Elementary School
2012-2013
Secondary
Tuyom National High school
2016-2017
Strand
Humanities and Social Sciences
xi
Organization Affiliation Organization ENGLISH CLUB SCHOOLPUB (THE GAZETTE)
Position
Year
Secretary
2018-2019
Literary Editor
2018-2019
xii
ACKNOWLEDGEMENT
This research was not possible without the contribution of the different people who became part of their success. The researchers wish to express their heartfelt thanks and appreciation to the Almighty God, for the unconditional love, blessings, wisdom and knowledge showered to them to make this endeavor success; To the dearest and vibrant school principal of Tuyom National High School Mrs. Melanie M. Sarino MAEM Principal 1 and Mrs. Elsie Iligan who shared the biggest part to the success of this study; To the Senior High School of Tuyom National High School Sy 2018-2019 who served as their respondents, for the cooperation and for the data they had given to complete this study; To Mr. Demer G. Paglumutan
for sharing their expertise in statistics for the
accomplishment of the study; To Mr. Juvy T. Gallos for sharing his moral support and expertise for the completion of this research study. To Mrs. Milrose V. Rubi for her generosity in providing our research materials. To the panelist headed by Mrs. Monaliza Gregas, Mrs. Pamela M. Orbina, Mrs. Michelle B. Bato-on, for sharing their time, effort and expertise for the improvement of this book; To Ms. Wilva Rapha E. Colimbo, English critic, for sharing her time, expertise and effort in correcting the grammar; To all the faculty and staff of Tuyom National High School,
xiii
To Valdez, Magbanua, Degoro, Gallos , Espinosa and Pillega families, who served as their inspiration in facing the challenges of life and for giving them the love, care, moral support and an unending financial support they needed to finish this study; the success of this study was all possible because of you! And
lastly, to the Almighty God
for the strength and knowledge
researcher’s for having this wonderful experience in life. A million thanks to all of you and God bless you all!
xiv
that He gave to the
ABSTRACT
This study was conducted in Tuyom National High School attempted to find out the relation of Time Management to the Academic Performance of Senior High school students. This study was conducted with the following objectives; 1. The respondents are Senior High School and most of them are Female? 2. There is a significant between Time Management and Academic Performance?. The result of the study revealed that majority of the respondents are female; in most of them where HUMSS. It shows that there is no significant relationship between Time Management and Academic Performance of the students.
Time is a priceless source. Time is passing by and never comes back. However, we have so many things we dream to do and so many things that we have to do. Because of the competitive conditions in life nowadays forcing people and task to do so many things simultaneously, the importance of right decision making for the right jobs with the right methods become more and more important. For those who can’t perform the necessities of time management effectively in their private and school lives, though not being able to keep themselves updated, it will result in failure and unhappiness. Time, when once consumed, can never be taken back. Therefore, it should be considered consciously, with good planning, and should be used wisely in order for success to be obtained and productivity to be increased.
xv
TABLE OF CONTENTS PAGE TITLE PAGE
i
APPROVAL SHEET
ii
BIOGRAPHICAL SKETCH
iii
ACKNOWLEDGEMENT
xiii
ABSTRACT
xv
TABLE OF CONTENTS
xvi
LIST OF TABLES
xviii
LIST OF FIGURES
xix
LIST OF APPENDICES
xx
CHAPTER I. INTRODUCTION
1
Theoretical Framework
3
Conceptual Framework
4
Schematic Diagram
5
Statement of the Problem
6
Hypothesis of the Study
7
Scope and Limitation
7
Significance of the Study
7
Definitions of Terms
8
CHAPTER II. REVIEW OF RELATED LITERATURE
10
Practices
12
Planning
12 xvi
PAGE Prioritization
12
Related Studies
13
Synthesis
15
CHAPTER III. METHODOLOGY
16
Research Design
16
Respondents of the Study
16
Data Gathering Instrument
17
Data Gathering Procedure
19
Data Analysis
19
CHAPTER IV. RESULTS AND DISCUSSION
21
CHAPTER V. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
30
Summary of Findings
30
Conclusions
30
Recommendations
30
REFERENCES
32
APPENDICES
34
Appendix A-Student Students Questionnaire
xvii
LIST OF TABLES TABLE 1
PAGE
The Demographic Profile of the respondents when
grouped according to Strand and Gender
21
1.a
Gender of the Respondents
22
2
The level of the Time Management when
grouped according to Student’s Practices 3
22
The level of the Time Management when
grouped according to Student’s Practices 4
23
The level of the Time Management when
grouped according to Student’s Prioritization 5
25
Significant relationship between time management
and Academic Performance of Senior High School Students
xviii
28
LIST OF FIGURES FIGURE 1
PAGE Schematic Diagram
xix
5
LIST OF APPENDICES
APPENDIX
PAGE
A
Tables
35
B
Questionnaire
40
xx
Chapter 1 INTRODUCTION Background Of The Study: Time management as a types of behavior that differentiate people who do things on time, stick to deadline, spend much time on their activities and waste time on unimportant things. (Claessens, 2009) Time is priceless resource and continuous to pass by without coming back. There are many things we dream to do the midst of competitive conditions. Time management is not a skill we are usually taught growing up, so developing an organized to approach to every study is an opportunity to learn how to work more efficiency. Time is also an important resource for everyone which possesses equally but fails to utilize at the same level due to variety of reasons. In school, the students are always end up having poor grades in their academics. They always find hard to pass their projects on a deadline due to lack of time to do it. Time management will definitely a great help to the students because they are able to conserve time and may help to finish their activities. Shirly (2008) said that, better time management can be achieved if goals have been set and then all future work is prioritized based on how it moves the individual or organization towards meeting the goals. The value of time management lies in the fact that people have too many tasks they need to do but not enough time for the things that they want to do. Time management helps identify needs and wants in term of their importance and matches them with time and other resources Ezine (2008). Time management bring about orderliness and enables one to be more productive and fulfilled.
Likewise, Time management is a skill that every student should not only know, but also apply. As we observed a lot of senior high students of Tuyom National High School complain about running out of time when teachers asked to do a certain task, they get frustrated because they are not able to make it before the deadline. On the other hand, students find it difficult because they are not able to do it in exact time and affect their academic performance which spotted for our research. Time management is extremely important, especially when it comes to students because it will boost their grades and enhance their productivity. However, most of the time students face problems like poor double tasking, because of time management issues so they start to procrastinate because they have lack organizational skills. As a result, students will not be able to organize duties according to their priorities, so they get distracted easily, ending up procrastinating and will affect their academic performance. This research study will help both the senior high students and the teachers to regulate the student’s poor performance in academic and to make strategies and interventions that will assist the student how they manage their time. In addition, it discusses ways to make students more organized and lead them to a better time management level.
2
Theoretical Framework Pickle Jar Theory Managing time and priorities is a key skill that can significantly enhance our personal effectiveness. Time must be used efficiently in order to accomplish all needs to be done. Time management theories can help you understand what you are doing with the time in your life and how to improve effectiveness. The pickle jar theory is very simple to understand and execute. The experiment is actually a time management model, that will aid you in prioritizing your work and in reaching the milestones of your life. To understand the concept, you can try it out practically. Take a pickle jar and fill it with rocks. You observe that the spaces in between the rick stones could be filled up with pebbles. The jar becomes more compact after filling it with pebbles, but still there are inconspicuous spaces that can compacted with sand. Now, pour water over it and close the lid. The pickle jar is the replica of your life. The major responsibilities of your life or your goals are represented by the rocks that occupy most of the space. This infers that, you should dedicate more time to such goals. The chipped stones or the pebbles symbolize your hobbies, that require comparatively lesser time than the important goals. Lastly, the daily chores of your life are the sand particles, that get placed perfectly between your goals and hobbies. The distractive force in your life that takes away your attention from the path of success is the water. Apart from teaching us the right way to manage time, this theory also makes us aware of the fact that distractions that lead to mismanagement should be avoided completely in order to follow the right track.
3
Conceptual Framework Time Management is actually self-management. The skill that people need to manage others is the same skill that are required to manage themselves, namely the ability to plan, organize, direct and control. Time management system is a designed combination of processes tools, techniques and methods. Time management can be useful in a student hectic schedule. It ensures that students are well prepared, organized and focused to manage their daily lives and complete academic assignment on time. Academic performance is the outcome of education, the extent to which a student, teacher or institution has achieved their educational goals. Student must change their habits in order to have good time management skills. There are some variables under time management; a.) Practices b.) Planning c.) Prioritization. These factors could help to the students motivates and disciplines, their time management skills will improve with practice. -
4
Demographic Profile 1. Gender a. Male b. Female 2. Tracks a. HUMSS b. ABM c. ICT d. BC Academic Performance of Senior 3. Grades
High School Students of Tuyom National High School
Time management a. Planning b. Practices c. Prioritization
Figure 1. Schematic Diagram of the relationship of the variables in the study.
5
Statement of the Problem The primary purpose of the study will be to examine the relationship of the extent of time management practices and academic performance of the senior high school students for the school year 2018-2019 Specifically,
it
will
seek
to
answer
the
following
questions:
1. What is the demographic profile of senior high school students when grouped according to: a) Gender b) Strand 2.
What is the level of Time Management of the students when classified according to:
a) Student’s practices b) Student’s planning c) Student’s prioritization 3.
Is there a significant relationship between the extent of time management practices and
academic performance of the Senior High School students of Tuyom National High School? 4. What is the academic performance of Grade 12?
6
Hypothesis of the Study Based from the statement of the problem, this hypothesis will be advanced: There is no significant relationship between Academic Performance and time management of the senior high school student of Tuyom National High School for the school year 2018-2019.
Scope and Limitation This study will examine if there is a relationship between the extent time management practices and the academic performance of the senior high school students of Tuyom National High School for school year 2018-2019. The descriptive research design will be used for it is deemed appropriate knowing the nature of study. The respondents will be the senior high school students who are officially enrolled in Tuyom National High School of school year 2018-2019.
Significance of the Study The results of this study will serve as a guideline that may provide information and significant to the following: Student. This research will bring benefits to the students who are not aware of how they spend or manage their time. This result of this study may serve as an input to encourage the student to become self-reliance in terms of doing their school activities. Teachers. The results of this study will serve as a guide to all the teachers on how they will help their students to manage their time properly by making time management related activities inside the classroom.
7
School Administrators. This study will enable the school administrators to implement activities related to time management skill and self-improvisation, in order to enhance the student time management both during and after their classes. Researchers. this study will help the researcher to be able to find the answers if there is a direct relationship between the time management and the academic performance. Since the researchers are still student, this research study will help them to become self-reliant on how to manage time properly. Future researcher. This research study in this dissertation provides a natural guide to future research. The results of this study will help them for the further development of this topic.
Definition of Terms
Time Management. Time management as a types of behavior that differentiate people who do things on time, stick to deadline, spend much time on their activities and waste time on unimportant things. (Claessens, 2009).
Performance. This term is frequently defined in terms of examination performance. Academic achievement refers to what the student have learned or what skills the student has learned and is usually measured through assessments like standardized tests, performance assessments and portfolio assessments(Santrock, 2006). High school Student. This term refer as academic institution providing education more advanced than elementary school or middle school but less advanced than college, typically grades 9, 10,11 and 12. 8
Time. It is a limited period during which an action, process or condition exists or take place. It is a period that you need for a particular activity to be accomplished. ( English Dictionary , Santiago P. Semira.. Management. It is the organizing and controlling of the affairs of a business or a sector of a business. ( English Dictionary , Santiago P. Semira).
9
CHAPTER II REVIEW OF RELATED LITERATURE Time is a priceless source. Time is passing by and never comes back. However, we have so many things we dream to do and so many things that we have to do. Because of the competitive conditions in life nowadays forcing people and task to do so many things simultaneously, the importance of right decision making for the right jobs with the right methods become more and more important. For those who can’t perform the necessities of time management effectively in their private and school lives, though not being able to keep themselves updated, it will result in failure and unhappiness. Time, when once consumed, can never be taken back. Therefore, it should be considered consciously, with good planning, and should be used wisely in order for success to be obtained and productivity to be increased. Time Management contributed a lot to the Academic Performances of the Students in Tuyom National High School. However, there are issues may affect if students cannot manage their Time equally. In this section of research the existing knowledge that are related to Time Management and Academic performance are explored and cited. In a related study, Davis (2000) examined the effect of time management on work and academic settings. Using survey research design, his results suggest a positive relationship between time management and work academic settings and increased performance. A number of experts (Wright, 2002, Ancona, Goodman, Lawrence & Tushtman, 2001, Gorge & Jonas, 2000), assessed the need to incorporate time in theoretical models and research designs in organizations.
Applying survey method, their findings indicate that time management facilitates improvement in effort. Cognizance of the non-acceptability of a universal definition of time management, Shellaenbarger (2009) views time management as behavioral change techniques that help people get organized, clarify thinking and increase output. Eilam and Aharon (2003) believe that time management is a way of monitoring and controlling time. However, Claessons, Eerde, Rulte & Roe (2007) observed that time cannot be managed because it is an inaccessible factor. The only way a person deals with time is by influencing behavioral attitude. According to (Prof. Mehnaz Kaushar,2013) he stated in his study that many college students have not manage their time efficiently previous to college because they are bright and weren’t really challenged in high school. The situation often changes in college because everyone who goes to college did well in high school but the full range of grades are assigned. He also stated that some students who receiving lower grades are probably no less capable than those receiving higher grades but often their study skill, including time management are less effective. Adebayo 2015, he related his study that procrastination, prioritization and planning were strong indices that affected the student’s academic performance in relation to Time Management. In his findings of his study shows that Lack of proper Time Management on the part of the students have some impacts on certain academic activities in the area of continuation for the new semester or session, registration of courses, attending lectures, doing the assignment, reading for test and preparation for examination to time. And it was the result of procrastination and not paying attention to issues like planning and prioritization.
11
Faisal Z. Miqdadi 2014, related his study that Time Management is related to the Academic performance of the Petroleum Institute (Male Students. It shows that successful students are good time managers and it can be generalized to male engineering students. He stated also that students complain the lack of time because they have to complete their assignments before deadline. Based on the literature, we suggest a definition of time management as “behaviors that aim at achieving an effective use of time while performing certain goal-directed activities”. This definition highlights that the use of time is not an aim in itself and cannot be pursued in separation. The focus is on some goal-directed activity, such as performing a work task or an academic duty, which is carried out in a way that implies an effective use of time. Practices Student days are considered to be one of the busiest moments in our lives. Recitations, assignments, projects, and exams are the things that make students feel exhausted. Aside from that, there are work commitments and social events that they would like to attend. Practices where influence their time management. If the students do not have idea about budgeting time and keeping schedule they can easily spin out of control, get stressed out and fall into bad practices that’s why many students cannot manage their time management. (Chambers 2009). Planning Planning means to have objectives in having discipline routines. Various researchers named it as having perception of a preference for organization (Kelly 2004). It directs to have less perception of control over time because it may be tackling.
12
This gives the impression to indicate the time management practices accomplish to have an influence on educational achievements, but that’s not all the affect. (Brigitte et al 2005) Prioritization Not every task is equally important. The important tasks move the work closer to long term goals. Prioritizing allows you to identify the most important task at any moment and give those tasks more of your attention, energy, and time. Related Studies The term “Time management” is actually misleading. Strictly Speaking, time cannot be managed, because it is an inaccessible factor. Only the way a person deals with time can be influenced. Time management can be viewed as a way of monitoring and controlling time (e.g. Eilam and Aharon, 2003). In this regard, it would be more appropriate to speak about self management with regard to the performance of multiple tasks within a certain time period. But in the literature, the term Self-management has a different meaning. It refers to monitoring and regulating oneself, but without any specific reference to techniques for monitoring time use. It simply shows that students have the satisfied use of time to accomplish important task even though the students discontinued wasteful activities or routines sometimes, they can reassess their activities in relation to their goals students shows constructive use of community time, when it comes on prioritization and have clear of what to accomplish during the coming semester to avoid procrastination. The perception of how their time requires to be used up or planning including utilizing short and long period goals and time attitudes or students accomplished that both planning and encouraging time attitudes initiated that they had much more time to finish their everyday jobs
13
because they experiences more in control of how their time Journal of Literature, Languages and Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal Vol.11, 2015 was exhausted therefore knowing when they had to state no to activities (Kaushar, 2013). The literature revealed that time management practices that connected to the individual's awareness and attitudes about time management and is comparable the perception of having control over time. According to a study that was conducted by Faisal Z. Miqdadi, Abdulla F. ALMomani, Mohammad T. (Shadid Masharqa), and Nabil M. Elmousel, time management does have a impact on academic performance. The experiment that was conducted was focused on 20 students, ten that were freshman and ten that were sophomores that were divided into two groups based on their respective GPA’s. Based on their GPA, they were either classified as successful students (GOA of 3.5 or above) or unsuccessful students (GPA below 3.5). During this experiment, time spent studying on a daily basis , time spent looking for lost notes, how often the students were able to study without being interrupted, and the time period did students begin working on the given assignments. Igdem (2010) investigated the relationship of time management to academic performance of Master level students. Employing survey research design, his findings show that there is a significant positive relationship between time management and academic performance of Master’s level students. He concluded that the competitive conditions in business life have forced people and business to do so many things simultaneously. Hamzah, Lucky and Joarder (2014) indicated that there is a significant and positive relationship between time management and students’ academic performance. Sevil and Necati (2011) indicated a significant and positive relation between time planning and time consumers
14
and the academic achievement of the students; there was a low and positive relation between time consumers and academic achievement; there was a meaningful and moderate relation between time management and academic achievement. With regard to the time management variables, findings show that, prioritization has significant relationship to students' academic performance while two other variables: Procrastination and socialization have no significant relationship with students' academic performance. These findings agree with the previous studies claiming that, time management positively correlates to students' academic performance (Sevari and Kandy, 2011; Adebayo, 2015; Kearns and Gardiner; Kaushar, 2013). However; specifically the findings on the relationship between procrastination and socialization and the students' academic performance contradicts to the study of Abedayo (2015) where his findings show that both procrastination and socialization significantly correlates to students' academic performance. Synthesis Based on the studies of the researchers have shown, There’s a big impact of Time Management in the Academic Performance of the Students whether a positive and negative result.
15
CHAPTER III METHODOLOGY This chapter presents the research design, context and participants, data gathering instruments, data gathering procedure and data analysis. Research Design This study is to find out the relationship between time management and academic performance of senior high school students. This study used the correlational type of research. This method investigated the nature of interpretation. Spearman Correlation Coefficient is also referred to as Spearman Rank Correlation or Spearman rho. It is typically denoted either with the greek letter rho(p), or rs. It is the one of the cases where a greek letter denotes a value of a sample and not the characteristics of the general population. Like all correlation coefficients, Spearman’s rho measures the strength of association of two variables. As such, the Spearman Correlation Coefficient is a close sibling to Pearson’s Bivariate Correlation Coefficient, Point- Biserial correlation, and the Canonical Correlation. Respondents of the Study The subject of the study are the Senior High School students of Tuyom National High School, Cauayan , Negros Occidental officially enrolled for the School Year 2018-2019. The totals of respondents of the study are 20 students. The table shows the number of respondents in the study:
Senior High School Students of Tuyom
Frequency
Percentage
National High School. Grade 12 HUMSS
9
45%
Grade 11 ABM
3
15%
Grade 11 ICT
4
20%
Grade 11 BC
4
20%
TOTAL NUMBER OF RESPONDENTS
20
100%
Data Gathering Instrument To accomplish this study, the researchers used modified questionnaire by Patricia Adhiambo Oyuga, Pamela Raburu, Peter J. O. Aloka on their published research study entitled Relationship between Time Management and Academic Performance among Orphaned Secondary School Students of Kenya (2016), as the data gathering instrument. It has 4 sections. The first section contains the demographic profile of the respondent (a) name (b)age (c)gender (d)track. The second section of questionnaire is the student’s study practices. This section contains 7 items on how they do their task on time. The third section of questionnaire is the student’s time planning. This section contains 9 items and contains also the student’s time planning on their task and activities. This section is important also because it will help determine the student’s prioritization in Academic Performance.
17
The last section of questionnaire is the student’s time prioritization. This section contains 9 items and it contains the student’s prioritization on their assigned task and activities and the prioritization on time managing skills.
FACTORS
ITEM NUMBER
Student’s study practices
1,2,3,4,5,6,7
Student’s time planning
1,2,3,4,5,6,7,8,9
Student’s time prioritization
1,2,3,4,5,6,7,8,9
The items in the questionnaire were related to facts/perceptions which were linked to actions influenced by time management that were deemed to have bearing on self-regulation factors among the Senior High students. SCALE
INTERPRETATION RATING
1
ALWAYS
It means you always do the given statement.
2
SOMETIMES
It means you do the given statement sometimes.
3
RARELY
It means you do the given statement rarely.
4
NEVER
It means you never do the given statement.
18
The respondents were to choose from 4-point scale ; Always (1), Sometimes (2), Rarely (3) and Never (4). The respondents were asked to score on each statement based on their perception on the statement in regard to time management. Data Gathering Procedure To gather data that are needed in this study , the researchers wrote a letter of permission in allowing them to conduct a survey to the Senior High Student enrolled in Tuyom National High School for S.Y 2018-2019. Upon the approval of the principal and advisers, the researchers approached the classroom of Senior High School Students to give them due respect before the questionnaire where distributed to the respondents. The objective of the study were discussed briefly by the researchers to make sure that the respondents will clearly understand all the items in the questionnaire. The different tracks of Senior High School students were scheduled differently. They were requested to answer the questions for one hour. By doing so, the researchers assured of the immediate retrieval of the questionnaires. Data Analysis To analyze the gathered data, the responses from the respondents were tallied and tabulated using the appropriate statistical tools.
19
PROBLEM 1 The Frequency Percentage Distribution will be used to evaluate the Demographic Profile of the Senior High School students of Tuyom National High School which will determine the student’s techniques in Academic performance. PROBLEM 2. The Spearman Rho will be used to evaluate the correlation of Time Management and academic performance of the Senior High students of Tuyom National High School. PROBLEM 3. The Spearman Rho method will be used to evaluate the significant relationship between the level of time management and academic performance of the student.
20
CHAPTER IV RESULT AND DISCUSSIONS This chapter presents the result and discussion after the researcher tabulated and analyzed the gathered data. Table 1.The demographic profile of the respondents when grouped according to Strand and Gender. Strand
Frequency
Percentage
Grade 12 HUMSS
9
45%
Grade 11 ABM
3
15%
Grade 11 ICT
4
20%
Grade 11 BC
4
20%
Total
20
100%
Table 1 shows the strand of the respondents based on the data out of 20 respondents an equivalent of 9 to 45% is grade 12 HUMSS, 3 which equivalent to 15% is grade 11 ABM, 4 which equivalent to 20% is grade 11 ICT, and Grade 11 BC 4 which equivalent to 20%. The table reveals that there were many respondents in Grade 12 HUMSS.
Table 1.a Gender of the respondents Sex
Frequency
Percentage
Female
13
35%
Male
7
65%
Total
20
100%
Table 1.a shows the gender of the respondents. It's shows that there are 7 males and 13 females with an equivalent of 65% and 35% respectively. It implies that the most of the respondents are female. Table 2. The level of the time management when classified according to student’s practices. Student’s Practices
Mean
Standard
Descriptive
Deviation
Interpretatio n
1.
1. I do things in order to priority.
3.15
0.875
Sometimes
3.05
0.887
Sometimes
3.20
0.767
Sometimes
2.75
0.850
Sometimes
2. I accomplish what needs to be done during the day. 3. I always get assignments done on time.
4. I feel I use my time effectively.
22
5. I tackle difficult or unpleasant tasks without procrastinating.
2.45
0.604
Sometimes
2.90
1.020
Sometimes
2.92
0.825
Sometimes
2.92
0.832
Sometimes
6. I force myself to make time for planning.
7. I am spending enough time planning.
Total Mean
In Table 2 shows the level of time management when classified according to student's practices. The Items number 1 to 7 which states "I do things in order to priority", "I accomplish what needs to be done during the day", "I always get assignments done on time", "I feel use my time effectively", "I tackle difficult or unpleasant tasks without procrastinating", "I force myself to make time for planning", and "I am spending enough time planning". Each item has descriptive interpretation of "sometimes" and has a total mean of 2.92 with a descriptive interpretation of "sometimes". It indicates that the item number 1 to 7 has an overall descriptive interpretation of “sometimes” or exhibits the practices at certain times. Table 3.The level of time management when classified according to students Planning. Student’s
Mean
Planning 1. I prepare a daily or weekly “to do”
2.92
list.
23
Standard
Descriptive
Deviation
Interpretation
.686
Sometimes
2. I prioritize my list in order of importance urgency.
2.85
.933
Sometimes
2.75
.716
Sometimes
2.85
.875
Sometimes
3.00
.794
Sometimes
2.45
.887
Sometimes
2.90
1.071
Sometimes
2.80
.894
Sometimes
2.85
.988
Sometimes
2.82
0.871
ALWAYS
3. I am able to meet deadlines without rushing at the last minute. 4. I keep up-to-date on my reading and homework assignments.
5. I prevent interruption from distracting me from high priority tasks. 6. I avoid spending too much time on trivial matters. 7. I am spending enough time on academic matters. 8. I plan time to relax and be with friends in my weekly schedule. 9. I have a weekly schedule on which I record fixed commitments such as classes and work hours. Total Mean
Table 3 shows the level of time management when classified according to student's planning. The items number 1 to 9 states "I prepare a daily or weekly "to do" list",
24
"I prioritize list in order of importance urgency", "I am able to meet deadlines without rushing at the last minute", "I keep up-to-date on my reading and homework assignments", "I prevent interruption from distracting me from high priority task", "I avoid spending too much time on trivia matters", "I am spending enough time on academics matters", "I plan time to relax and be with friends in my weekly schedule". "I have a weekly schedule on which I record fixed commitments such as classes and work hours". Each item has a descriptive interpretation of "sometimes" and has a total mean of 2.82 with a descriptive interpretation of "sometimes". The result indicates that the items number 1 to 9 has a descriptive interpretation of sometimes or exhibits the plan at certain times. Table 4: The level of time management when classified according to students prioritization. Student
Mean
Standard
Descriptive
Deviation
Interpretation
2.65
0.745
Sometimes
2.80
0.767
Sometimes
3.00
0.794
Sometimes
Prioritization 1. I try to do important task during my most energetic period of the day. 2. I make constructive use of my commuting time 3. I periodically reassess my activities in relations to my
25
goals. 4. I have discontinued
2.65
0.812
sometimes
2.55
0.998
Sometimes
2.90
0.852
Sometimes
3.05
0.825
Sometimes
any wasteful or unprofitable activities or routines. 5. I screen and group my telephone calls to allow for control over telephone interruptions. 6. I judge myself by accomplishment of task rather than by amount of activity or “busy-ness”
7. My actions are determined primarily by me, not by circumstances or by other people
26
priorities. 8. I have a clear idea of
2.75
0.786
Sometimes
3.10
0.852
Sometimes
2.82
0.825
Sometimes
what I want accomplish during the coming semester. 9. I am satisfied with the way I use my time Total mean
In Table 4 shows the level of time management when classified according to students prioritization. The items number 1 to 9 states "I try to do important task during most energetic period of the day", "I make constructive use of my commuting time", "I periodically re-asses my activities in relations to my goals", "I have discontinued any wasteful or unprofitable activities or routines", "I screen and group my telephone calls to allow for control over telephone interruptions", "I judge myself by accomplishments of task rather than by amount of activity or "busy-ness", "My actions are determined primarily by me, not by circumstances or by other people priorities", "I have a clear idea of what I want to accomplish during the coming semester", "I am satisfied with the way I use my time". Each item has a descriptive interpretation of "sometimes" and has a total mean of 2.82 with a descriptive interpretation of "sometimes" or exhibits their prioritizations at times.
27
Table 5: Significant relationship between time management and academic Performance of Senior High School Students. Spearman Time Management
P-value Decision
Conclusion
Rho Failed Student Practices
0.006
to Not
0.95 Reject Ho
Significant
Grades Failed Student Planning
0.003
to Not
0.974 Reject Ho
Student
Failed 0.11
Significant
to Not
0.277
Prioritization
Reject Ho
Significant
In Table 5 shows the relationship of time management to the academic performance. It indicates that there is no significant relationship among student’s practices, planning, and prioritization to the academic performance of Senior High School students of Tuyom National High School. It implies that no matter what practices, planning, and prioritization of the student on their time management, it does not affect the academic performance of Senior High School students of Tuyom National High School. It implies that Time Management variables has a big impact to the academic performance because the academic results do students is based also on how they do their activities by using their time management including, practices, planning, and prioritization. It implies that having lack of proper time management can result procrastination especially on the academic activities.
28
The results correspond with Adibayo, 2015, according to him, students time management variables were strong induces that affected the students’ Academic performance. In his findings of his study shows that lack of proper time management on the part of the students have same impacts an Academic performance. Likewise, successful students are good time managers, Faisal Z. Migdadi added.
29
CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of findings, conclusions and recommendations of the interpreted data. Summary of Findings Based on the results, the researchers found out the following majority of the respondents were Grade 12 HUMSS and most of them are female. The level of time management of the Senior High students when classified according to students practices, planning, and prioritization were rated as sometimes. There was no significant relationship between time management and academic performance of Senior High School students of Tuyom National High School. Conclusions Based on the results obtained by the researchers, the following conclusions are formulated: Time management of the Senior High students should be maintained and manage by the students in order to have positive effects of the Academic Performance. Further studies on the problem are recommended to find other factors that no significantly affect students’ Academic Performance. Recommendations 1. Time management of the Senior High School should be properly scheduled and maintain. 2. Managing time for studies and daily task can help students to become a more responsible and accomplished individual.
3. Students should use time to its best advantage, which means, that they have to develop new strategies for the way they use time and alter the way in which they perceived it.
31
REFERENCES: •
Wells, Gregory-Dennis, “Time Management and academic achievement.”
(1994) Electronic Theses and Dissertation. 4393 •
Claessens, B.J.C, Eerde, W.V,Rutte C.G.$ Roe, R.A.(2007). A Review of the Time Management Literature “ Available online at http:/www.arno.unmaas.n retrieved on 28th July, 2012.
•
Cemaloglu, N,$ Sevil, F (2010). “The relations between Time Management skills and Academic Achievement of Potential Teacher”. Educational Research Quarterly.
•
Mercanlioglu, I (2010).” The relations of Time Management to Academic Performance of Master Level Students.” International Journal of Business and Management Studies. 2(1)
•
http://edu725nurule.blogspot.com/2012/11/22-concept-of-academic achievement. http://www.enterpreneurs-journey.com/397/80-20-rule-pareto-principle
http:www.managementstudyguide.com)
.(www.yourdictionary.com/high-school)
.(www.businessdictionary.com/definition/management.html)
http://www.statisticssolutions.com/spearman-rank-correlation/
www.statisticssolutions .com
www.niedermayer.ca
32 30
https://www.onehourtranslation.com/translation/blog/pickle-jar-theory-time-management
33
APPENDICES
Appendix A: The mean results for the level of Time Management
when classified
according to Student’s practices, Student’s planning, Student’s prioritization.
Student’s Practices
Mean
Standard Deviation
1.
1. I do things in order to priority.
Descriptive Interpretation
3.15
0.875
Sometimes
3.05
0.887
Sometimes
3.20
0.767
Sometimes
2.75
0.850
Sometimes
2.45
0.604
Sometimes
2.90
1.020
Sometimes
2.92
0.825
Sometimes
2.92
0.832
Sometimes
2. I accomplish what needs to be done during the day.
3. I always get assignments done on time.
4. I feel I use my time effectively. 5. I tackle difficult or unpleasant tasks without procrastinating.
6. I force myself to make time for planning.
7. I am spending enough time planning.
Total Mean
35
Student’s
Mean
Deviation
Planning I prepare a daily or weekly “to do” list.
Standard
Descriptive Interpretation
2.92
.686
Sometimes
2.85
.933
Sometimes
2.75
.716
Sometimes
2.85
.875
Sometimes
3.00
.794
Sometimes
2.45
.887
Sometimes
2.90
1.071
Sometimes
2.80
.894
Sometimes
I prioritize my list in order of importance urgency.
I am able to meet deadlines without rushing at the last minute.
I keep up-to-date on my reading and homework assignments.
I prevent interruption from distracting me from high priority tasks.
I avoid spending too much time on trivial matters.
I am spending enough time on academic matters.
I plan time to relax and be with friends in my weekly schedule.
I have a weekly schedule on which I record fixed commitments such as
36
classes and work hours.
2.85
.988
Sometimes
Total Mean
2.82
0.871
Sometimes
Student
Mean
Standard
Descriptive
Deviation
Interpretation
2.65
0.745
Sometimes
2.80
0.767
Sometimes
3.00
0.794
Sometimes
2.65
0.812
sometimes
2.55
0.998
Sometimes
Prioritization I try to do important task during my most energetic period of the day. I make constructive use of my commuting time I periodically re-assess my activities in relations to my goals. I have discontinued any wasteful or unprofitable activities or routines. I screen and group my telephone calls to allow for control over telephone interruptions.
37
I judge myself by
2.90
0.852
Sometimes
3.05
0.825
Sometimes
2.75
0.786
Sometimes
3.10
0.852
Sometimes
2.82
0.825
Sometimes
accomplishment of task rather than by amount of activity or “busy-ness”
My actions are determined primarily by me, not by circumstances or by other people priorities. I have a clear idea of what I want accomplish during the coming semester. I am satisfied with the way I use my time Total mean
38
Appendix B. The Spearman R results of the significant relationship between Time Management and Academic Performance of the respondents.
Grades
Time Management
Spearman
P-value Decision
Conclusion
Rho Student Practices
0.95
Failed
to
0.006
Not Significant Reject Ho
Student Planning
0.974
Failed
to
0.003
Not Significant Reject Ho
Student Prioritization
0.277
Failed
0.11
to Not Significant
Reject Ho
39