CHAPTER I

Introduction
Background of the study
In the present world we’re living in, time has been demanded by different people but
equally owned by everyone. This is an element that cannot be controlled and stopped, but can be
managed. Student nowadays have trouble managing their time and facing the copious tasks, thus
leading to poor time management and procrastination.

Time management is the process of organizing and planning how to divide your time between
specific activities and tasks. It allows you to organize your flow of your schedule and gives you
a plan ahead of your future possibilities. The secret to achieving success in life is effectively
managing this resource that everyone possesses equally and paying sufficient emphasis to
planning (Macan, Shahani, Dipboye& Philips, 2000).

The importance of time management will provide some insight that certainly changes the belief.
It will almost effortlessly reinforce the appropriated behaviour to take full advantages of time
management. This is important not only for professionals but this is also plays an important role
for students in their daily lives at school.

The competitive environment we live in today encourages people from as early as their
elementary education to plan and manage time effectively. The high performance required by
competitive conditions forces organizations and directors to use time effectively and stipulates
the search to control time (Alay and Kocak, 2003).
Time management is an essential element in the student’s academic performance and
achievement. Each and every student should have this ability which includes setting goals and
priorities, organizing plans and schedules, and listing the deadlines in every tasks. Poor time
management leads to insufficient work flow, miss of deadlines, disorganized schedules and
higher stress levels resulting to poor academic performance.

This study will help to analyse the effectiveness of time management, how it will help improve
the academic performance and how it affects among randomly selected Grade 11 Senior High
School students in their academic performance in the subject Oral Communication with respect
to their First Grading Exam Scores in Christ the King College.
Theoretical Framework
Pickle Jar Theory
The Pickle Jar Theory illustrates how relatively unimportant tasks or
commitments can easily take up much of a person’s time. Filling one’s day with small trivial
tasks that are not important prevents one from using that time to complete using that time to
complete larger or more important tasks and projects. The theory uses a pickle jar and its
contents to represent time management. The inside of the pickle jar represents a person’s time
and all the different tasks and commitments that take up that time are represented by rocks,
pebbles, sand and water that are placed into the jar.

Rocks are the important things that require immediate, significant attention and produce a huge
benefit when they are accomplished. Pebbles produce a benefit, but they are not as important as
the tasks represented by the larger rocks. Grains of sand signify small, time-consuming tasks
that rare relatively easy to do but are of little importance, filling in the leftover space. Things
like text messages, constant email checking and idle chit-chat all take time, but generate little
benefit.

The final component, water, fills in what little space remains, and represents the tasks and idle
moments that fill all the remaining space. The key to using the Pickle Jar Theory is to be aware
of which tasks are ‘rocks’, providing large benefits and requiring immediate attention. Once you
know which tasks are ‘rocks’, you can turn your attention to the ‘sand’, paring it away to make
room for more rocks. Various techniques can be used to diminish the number of grains of sand
in the jar.

This resource discusses a technique known as batching. Batching is a way to combine many
small tasks into one block of time, such as reviewing one’s email box only once or twice each
day instead of four times an hour, leading to less time wasted on ‘sand’. Techniques like
bathing, however, rely on an understanding of the Pickle Jar Theory. Being able to determine
which tasks are unnecessary ‘sand’ will allow you to focus your attention on the ‘rocks’ and
‘pebbles’.

Pareto’s Principle: The 80/20 Rule

The 80/20 Rule is similar to the Pickle Jar Theory, in that it suggests people can
work smarter by concentrating on the important things from which they derive the most benefit.
Activities that reap the greatest benefit, represented by the rocks in the pickle jar, are the 20% of
the activities that should consume 80% of your time in the 80/20 rule.

Economist Vilfredo Pareto observed that 80% of the wealth in his native Italy was held
by 20% of the population. The relationship between 80% and 20% holds true in several other
areas as well, including time management.
 The 80/20 rule, in its broader form, says that a small number of causes is responsible for
a large percentage of the effect, in a ratio of about 20:80. In time management, you will often
find that 20% of task absorb 80% of available time. By finding the ideal 20% of your tasks to
spend 80% of your energy on, you can avoid wasting time or effort.

Dr. Joseph 46 Juran19 said that, ‘vital few, trivial many’ build organizations. The 80-20
rule could be applied everywhere, where time plays a major role to uplift productivity and
success of organizations. The key element of this theory is the 20% that matters the most.
Parkinson’s Law
In this theory, it defines that the time required to complete a particular task will expand
according to the amount of time it is allotted. Giving yourself less time to do something will lead
to faster completion. Slowly reduce the time allotted for any given task, and eventually you’ll
find the sweet spot in which it gets completed without feeling rushed. Like the other theories,
this changes the way you approach using your time illustrating that less time can lead to better,
more effective work.

Cyril Northcote Parkinson was a British author who once observed this phenomenon firsthand.
Assigning two hours to complete a task that could be completed in less than one hour will result
the two hours being consumed anyway, but with the excess hour spent on planning, worrying,
and agonizing. People will almost always fill all assigned time, but what they fill it with the
changes if they have too much excess.
As you continue to allow yourself less time, you will likely begin prioritizing only those emails
that actually matter, skimming subject lines and dumping spam, advertisements or other
meaningless messages. Just as your tasks and dumping unnecessary tasks at hand. Your
attention will zero in on the most important tasks that must be addressed immediately.

By this way, people will pare away unnecessary worrying, planning and frivolousness, finding
the tasks that truly need to be completed. Parkinson’s law helps people to maintain awareness of
the truly necessary time to complete any task or project. Try allowing yourself a little less tie
that you think you need; the odds are good that you’ll only need the time you set aside.

Maslow’s Theory
Also known as the theory of hierarchy of needs, Abraham Harold Maslow20, an
American professor of psychology, effectively combined time management with needs. He built
a hypothetical pyramid where physiological level needs (food, water, and shelter), etc., were put
at the base of the pyramid while self-actualization was placed on the top of the pyramid. In
between these two extreme levels, safety, human bonding and self-esteem were positioned. The
five levels were examples of different strata of human life.
The theory doesn’t specify the time period required to attain them, but it actually helps to
understand the importance of these elements in life. Once the needs are understood, it can be
differentiated to set a time period during which one can fulfil them. By referring to the theory of
hierarchy of needs with incorporation of effective time management strategy, one can plan the
goals both in personal and professional life.
The Bucket of Rocks Theory
To properly manage time, one needs to know the level of importance that each activity
holds. The Bucket of Rocks theory (also referred to as the Pickle Jar Theory) offers insight into
the order in which a person should work on his activities (Mancini 2003).
The theory proposes that you put big rocks in a bucket (this will represent the important thing)
and then you fill it up with pebbles followed by sand and then water. The smaller substances
represent increasingly unimportant tasks (Forsyth 2010).
According to this theory, we are supposed to do the important things (big stones) first and then
move on to the less important things (pebbles and sand) and finally if we have the tie, we can do
the unimportant things (water). If we begin working on the unimportant things or the less
important things first, we will not have the space to do the important things in our lives.
The Inventory System
The inventory system is a results-oriented approach that was based on the premise that
one learns the most by reviewing how they handled the day and applying these lessons to the
next day’s behaviour (Forsyth 2010).
This theory argues that a retrospective analysis of activities done represents a more behaviour
changing approach to dealing with situations in life. Mancini (2003, p.162) declares, “Behaviour
modification is a significant time management strategy”. As such, while the inventory system is
not in itself a time-saving measure, it results in the establishment of time-saving behavioural
changes in a person.
Time Management Grid
This theory involves placing the activities that need our attention on a grid. The grid then
reveals how each activity is being categorized based on how soon it needs to be done (Harris
2008). The grid consists of 4 quadrants and each quadrant has a different priority level.
The first grid, which is quadrant one has tasks that have the highest importance and bear
urgency. Therefore, it should be done immediately. The second grid has important activities that
are not as urgency. Harris (2008, p.22) refers to the activities in this quadrant as “quality time”
which means that while the activities are of importance to the success of a company, they do not
require to be done immediately. The third grid consists of activities that bear urgency but are of
no importance. This grid is therefore also known as the distraction grid since the activities
contained therein do not bear much importance to helping one achieve goals. The forth grid
contains activities that are neither urgent nor important.
Goal Setting Theory
Goals assist us to properly focus and work towards achieving the things that are
important to us. The Goal-setting theory advanced by Locke can be used to effectively manage a
person’s time. This theory is based on the premise that a person will be more motivated to
perform if they have clear and specific goals and objectives. According to this theory, high
performance can only come from clear expectations (Pynes 2008, p.155).
Personal goal setting enables a person to plan and therefore live life in his or her own way. By
setting goals that are both challenging and achievable, a person will have a clear idea of what
needs to be done and will be motivated to work towards the set goals. A person will therefore
avoid wasting time on activities that do not assist in the fulfilment of the desirable goals.
Conceptual Framework:
Independent Variable Dependent Variable
Academic Performance in the
Time Management subject Oral Communication in their
First Grading Exam Scores in Christ
the King College

Figure 1.1 The Flow of the Study

Hypotheses
H0: There is no significant effect of time management to the Grade 11 students’
academic performance in the subject Oral Communication with respect to their First Grading
Exam Scores.

H1: There is a significant effect of time management to the Grade 11 students’ academic
performance in the subject Oral Communication with respect to their First Grading Exam
Scores.

Statement of the Problem:

This study aims to determine the effectiveness of Time Management among randomly
selected Grade 11 Senior High School students in their Academic Performance regarding their
subject Oral Communication with respect to their First Grading Exam Scores. Specifically it will
seek to answer the following questions:

1. How many Grade 11 students effectively use time management in their subject Oral
Communication?
2. How effective is time management to the Grade 11 students in their subject Oral
Communication?
3. Will proper time management have an effect to the Grade 11 students’ first grading
exam scores in their subject Oral Communication?

Significance of the Study

The findings of the study hoped to help the students especially to the future senior high
STEM students to have a better academic performance by providing information how many
students effectively use time management, how it affects and effective it will be to the academic
performance of the students. The success and findings of this study would be useful and
substantial to the following:

Students. Through the findings of this research, it will provide the students with the
knowledge how time management affect and improve their academic performance. Through
this, students might be able to cope up with their tasks and may be able to use for their time
productively.

Teachers. The given data would give the teachers a useful insight on what to do with
students who are struggling with poor time management. The teachers would be able to
understand the students and later on, find ways to effectively use time both for themselves and
for their students.

Parents. Like the teachers, the parents too will gain new perspective and understanding
how effective proper time management to the students. The given data would help them
formulate measures to help their children from suffering poor time management. The findings of
our research would also give knowledge to the parents in helping their sons/daughters handle
their tedious schedules.
Future researcher. This paper will be used as an instrument or references for the future
researchers.

Scope and limitation of the study

The main purpose of this study is to find out whether there is a significant relationship
between proper time management and academic performance among the students through the
results of their first grading exam scores. By this, it will provide information and might help the
students increase their productivity in accomplishing more tasks and deadlines at hand and
maximize the use of their time in various activities in school and improving their academic
performance. This study only focuses on Grade 11 Senior High School students in Oral
Communication subject with respect to their First Grading Exam Scores in Christ the King
College.

Definition of Terms:

 Time-the indefinite continued progress of existence and events in the past, present and
future regarded as a whole.
 Management-the process of dealing with or controlling things or people.
 Time Management-the ability to use one’s time effectively or productively, especially
at work.
 Effectiveness-the degree to which something is successful in producing a desired result;
success.
 Tasks-a piece of work to be done or undertaken.
 Procrastination- the action of delaying or postponing something
 Oral Communication - a core subject in senior high school curriculum. The
development of listening and speaking skills and strategies for effective communication
in various situations.
 Senior High School - secondary school that students attend in the three or four highest
grades before college.
 Academic Performance - the extent to which a student, teacher or institution has
achieved their short or long-term educational goals.
 Hierarchy - a system or organization in which people or groups are ranked one above
the other according to status or authority.
 Inventory - a complete list of items such as property, goods in stock, or the contents of a
building.
 Goals – an idea of the future or desired result that a person or a group of people
envisions, plans and commits to achieve.
 Strategy - a plan of action or policy designed to achieve a major or overall aim.
 CHAPTER II

Review of Related Literatures

Time management is the process of planning and organizing how much time to spend on
specific activities and assess deadlines in every tasks. Good time management enables an
individual to complete more in a shorter period of time, lowers stress and worries and leads to
productive performances.

The secret to achieving success in life is effectively managing this resource that everyone
possesses equally and paying sufficient emphasis to planning (Macan, Shahani, Dipboye&
Phillips, 2000). Time management is essential for students especially in their studies and facing
their tasks to lessen stress and to improve productivity.
The competitive environment we live in today encourages people from as early as their
elementary education to plan and manage time effectively. The high performance required by
competitive conditions forces organizations and directors to use time effectively and stipulates
the search to control time (Alay &Koçak, 2003).

Definition of Time Management

Time management is the process of organizing and planning how to divide your time
between specific activities. Good time management enables you to work smarter – not harder –
so that you get more done in less time, even when time is tight and pressures are high. Failing to
manage your time damages your effectiveness and causes stress.

It also refers to managing time effectively so that the right time is allocated to the right activity
and by this it allows individuals to assign specific time slots to activities as per their importance.
Through this, it’s also making the best use of time as time is always limited.

In our everyday lives, it involves juggling time between the domains of life – work, home, social
life, hobbies school and etc. By this, it is important to establish learn goals and priorities in order
to set aside non-essential tasks that can eat up time, and to monitor where the time actually goes.
Time management involves the process of determining needs, setting goals to achieve these
needs, prioritizing and planning tasks required to achieve these goals (Lakein, 1973). Thus, time
management has been referred to as: techniques of for managing time (Jex and Elacqua, 1999); a
technique for effective time use especially having enough time to accomplish the many tasks
required (Orpen, 1994); planning and allocating time (Burt and Kemp 1994); the degree to
which individuals perceive their use of time to be structured and purposive (Bond and Feather
1988).

Time management is a process. It can be practiced in four steps. Each step is a habit in itself and
each succeeding step becomes more difficult. The first step in this process is making a daily
schedule. Practitioners of time management need to chart out all activities that they need to
perform each day. By doing so, a person can allot time slots for each activity. Making a daily
routine or time-table is considered a very useful activity. It is like planning out each task before
actually executing it.
Once employees get accustomed to making and using of time schedules, they can move on to the
next step in the time management process, which is, use of notes and circulars. Use of notes and
circulars ensures that a particular task is done in the right way and at the right time. Important
points to be kept in mind while undertaking a particular task can be noted down, so that each
task gets done in the best possible way and in the minimum possible time.
The next step in time management encompasses prioritizing the tasks. Most professionals have a
tendency to finish their urgent tasks first, without realizing a task which appears urgent may be
unnecessary. Time management refers to those tasks that should be done immediately which are
both necessary and urgent. It means that one must prioritize the tasks to save a lot of time. 45
The last step is, it is not time that one need to manage, but to manage self, which calls for
leading a disciplined life and following the right habits. One needs to be aware of it and to
follow in their daily lives especially at work, personal and family atmosphere.
Dimensions of Time Management
The effective use of time is vital not only for professional and work place but also for
managing the tasks in school for academic success. A student’s ability to use his/her time to
delegate and motivate will grow an innovate and productive performance. There are three
necessary foundations for effective time management: clarity of intention, focus on effectiveness
and desire to innovate and improve.
Clarity of Intention

It is important to set clear goals and intentions to have both the understanding of all the
results you want to achieve and how you need to contribute to the result. The best goals are
directed at what is going on in the present to visualize what you want to achieve in the future.
This is to identify the activities that will boost your personal productivity and have the hierarchy
of priorities in your tasks. If you can’t have the clear set of goals for the future, you’ll have a
disrupt in managing both your time and your tasks, completing them in a productive way. A lack
of life balance will disrupt your time management.
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.
Focus on Effectiveness
 Having clear focus is to achieve the result and reducing the unnecessary tasks along the
way. The focus needs to be broad enough to address both the activities and the relationships
necessary for success. By this, you can organize and filter the tasks that are needs more of your
attention and effort for productivity. You need to focus on how your actions are effective in
managing your time so that you might correct yourself and improvise which is better in terms of
handling the projects.
Desire for Improvement

Measurement is the basis for all improvement. Effective measurement includes metrics
for all the important activities that lead to a result; rather than just measuring the end goal. A
willingness to keep an open mind and experiment with new approaches and tools is vital. By this
you can discover new ways on how you can manage your time and tasks, to be more productive.
You need to pay close enough attention so that you can identify the ideas that may be of use to
you.

Through this, you can find alternatives and better options on how you can manage your
schedule. It is also important to aspire improvement in your time management to be more
productive in your daily tasks. It’s also to have this kind of attitude to improve yourself.
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).

Ways to Manage Time

Set Goals

Goal setting is crucial to any good time management strategy and this needs to be both short-
and long- term set of goals. After this, you need to identify if these are clear and attainable.
Short term goals or 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 behaviours and creation work
contents (Yilmaz et al., 2006). These are the daily tasks that needs daily handling yet these can
achieve over short course of time. While the long term goals or long-range planning means to
have long-range objectives and having disciplined routines. 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). This requires a long course of time that includes days, months or year to
achieve the goal and needs the effort to achieve the desired results.

In setting the goals, you need to have the SMART goals methodology to help keep an individual
on task and on track. SMART stands for, “Specific, Measurable, Attainable, Relevant and Time-
Bound” goals to provide clear, step-by-step tasks to help get an individual where he/she needs o
go.
  Specific – The goals states exactly what needs to be attained and should be clear.
 Measurable – The goal can be measured with a specific tools. It should be within the
deadline or within the time you can achieve.
 Attainable – This states a specific number that is well within the realm of possibility but
still ambitious. It should be practical, reality based and within reach.
 Relevant –The goal should reach opportunities and should be always crucial in the
productivity of an individual.
 Time-Bound – There should be a due date set or a deadline (example: six months
deadline) to attain this goal.

Once you’ve set your SMART goals, you can work and determine the individual steps you’ll
need to achieve those. Everything else is a potential time-waster so by this plan, you can revolve
around working on tasks and activities that directly relate to your productivity and future.
Prioritize wisely

Once you set clear goals within yourself, you should determine the tasks hierarchy based on the
priorities and importance. You need to make sure you’re getting things done, but they should be
the right things in the first place.

Stephen Convey, the co-author of First Things First, offers advice on how to work through your
to-do list based on importance. According to him, “the key is not to prioritize what’s on your
schedule, but to schedule your priorities”. These are Stephen Covey’s Time Management Matrix
or the following categories of the different tasks you might face along the way:

 Important and Urgent: In this category, these tasks must be done right away and focus
your effort in it. These tasks should be focused and be the one on the top priority before
moving on to less time-sensitive items. This is where you’ll spend most of your energy
and effort.
 Important but not urgent: These tasks may appear important but upon closer
examination, I can be postponed to later date if necessary. While these items are likely
integral to smoothly run your performance, they are not do or die.
 Urgent but not important: These are tasks that make the most ‘noise’ but when
accomplished, have little or no lasting value. In this category, you might find yourself
spending too much on these tasks but realizing after that you find low results in your
productivity. Delegate these tasks if possible.
 Not urgent and not important: These are low-priority tasks that offers the illusion of
being busy. Do these later.
Write down your tasks and categorize them individually, make sure you’ll have a close
inspection for these. As you complete each one check it off in your to-do list. This will provide
you with the sense of accomplishment and can motivate you to move down the list, so you can
also tackle less essential items in a timely fashion.
Know how to say no

You’re the boss of your own time but the time cannot be controlled. If there are unnecessary
tasks or tasks that might hinder you to your priorities, you should learn to decline these. Your
objective should be to take on only those goals that you know you have time for and that you
truly care about.

These are the projects or the activities that you’ve determined are headed nowhere or these are
the tasks that won’t have any productive result. Be prepared to move on to more productive
tasks and give you better results. Learn from experience to avoid wasting time later on and use it
for efficiency.
Plan ahead

It’s essential to have a clear idea about what needs to get done for the day, week or so. So by
that, you should plan and take time to think ahead rather than getting straight down to your
tasks. According to Alan Lakein (1938), “Planning is bringing the future into the present so that
you can do something about it now.

If you plan your time wisely, you can focus on one task at a time rather than wasting time
jumping from one thing to the next without completing anything. By planning ahead, you can
assess risks and opportunities, become proactive, and have enough time to improve and develop.
This allows you to work smarter, not harder.

Moreover, being good at planning and prioritizing such as scheduling time and working to
deadlines is also positively correlated with perceived effectiveness and work related morale (H.
Kearns, M Gardiner, 2007).
Eliminate distractions

Start paying attention to the number of times someone or something interrupts you when you’re
in the midst of doing an important task. It’s also important to be aware of your actions whether
what you’re doing is essential or just time consuming.

The word distraction has a negative connotation because it is generally thought of as being
detrimental to productivity. Loss in productivity and efficiency has the potential to be costly for
all parties involved in an organization (Scharf, 1995).

These interruptions are particularly those of the social media variety. Your smartphone is
extremely useful but it’s also highly addictive and among the most insidious time-wasters. It
may take a massive exercise in will power to control the urge of the temptations of distractions.
But with the foundation of the knowledge of distraction, you can always shut the door and turn
off your phone to maximize your time in being productive.
Delineate a time limit in which to complete task
Shortening the deadline of your tasks pushes you to finish your work as soon as possible. This is
one of the effective way to use your time sufficiently rather than wasting it in unnecessary
matters. If there are deadlines to your individual tasks, shorten them to use your time effectively.

Deadlines are important – stressful but important. Without proper deadlines and an effective
time management strategy, your entire workflow will shake uncontrollably (Gonzaga, 2011). By
this, you’ll be pushed to work on your tasks and use your time.

Time pressure motivates people to seek closure more quickly, constrains the choice of possible
decision strategies (Ceach and Mitchell, 1978), and limits the search for potential solutions
(Bowden, 1985). By this way, you can lessen your time worrying, revising, and planning
unnecessary information and proceed to your work directly.
Create organizing systems

Being organized in every way, even an organized workplace or the to-do list, saves tons of time.
By this, you won’t waste your time trying to disassemble and assess which comes first and get
right into work. Creating a filing system for our documents, making sure all items have a place
to be stored and place them in category will surely help you a lot.

A good time planner will contain a master list where you can capture every task, goal and
required action as it comes up. Good organizational and time management skills can help you to
get your projects done on time, an essential skill for the workplace (McCormick, 2003).
Track your time

Time tracking is an extremely effective tool to help you gauge exactly how much time a single
task takes you. With a simple timesheet tracker, you can quickly and easily clock in and out of
various tasks or projects throughout the day.

In this way, you can stick with the expected time spent on the certain task and use your time
effectively. Time assessment behaviours, which aim at awareness of here and now or past,
present and future (Kaufman et al, 1991) and self-awareness of one’s time use, which help to
accept tasks and responsibilities that fit within the limit of one’s capacities.
Take time for yourself

This tip is often forgotten in the hustle and bustle of facing our busy everyday life. However,
taking care of yourself – i.e. getting plenty of sleep and exercise, eating healthy foods – is
critical to maintaining any upward growth trajectory.
In fact, one Harvard study found that insomnia can cause the average worker to lose up to 11.3
days of productivity each year, while another study found that regular exercise help improve
concentration, sharpen memory, speed up your ability to learn and even lower your stress levels.
Making sure you have some free time each day to spend on the things you like to do is important
for your mental health and can help keep you energized and passionate. In this way, you can be
motivated in completing your tasks and crossing out the to-do list. After all, having time for
yourself is as important in having time management. Because without your healthy self, you
cannot attain the goals you set.

Time management techniques

Current models of time management focus on the achievement of a balance in personal and
professional commitments. Time management techniques help to establish the priorities of both
professional and personal responsibilities, thereby, leading to a more productive and better
balanced life style. The essence of time management revolves around two principles, Pareto’s
Principle and Parkinson’s Law. Principles in time management help one to achieve the major
portion of the goals with a minor portion of the energy. Parkinson’s Law states that there is a
human tendency to spend effort 48 and time on more insignificant tasks that are perceived as
important rather than those of true importance. Thus, by being able to identify what is truly
important, one can gain momentum toward achieving true desired goals.
The ABC technique
The most often cited and fundamental approach to formulating a way of managing one’s time is
a “priority system” first described by Alan Lakein21. In the ABC technique, each individual
consciously learns how to get control of one’s time and life by focusing on what is considered
truly important. By focusing on one’s own priorities or making an educated guess, a person
makes a list of goals and writes down those that are deemed worthy of being accomplished.
In formulating a list of goals, or priorities, goals are grouped together under an assigned letters
(ie, category) such as A, B, or C. All “A” grouped tasks or goals reflect activities of high
importance (must be undertaken and completed soon), “B” grouped tasks signify activities
deemed less important (but need to be accomplished at some point in the future), and “C”
grouped tasks are activities of low or no importance. In using this method, by identifying and
assigning value to one’s activities, each person actively plans desirable short, intermediate and
long-term goals.
Time management matrix technique
The Time Management Matrix Technique (TMMT) was constructed by Covey22 to focus on the
control of personal actions rather than purely scheduling time. The technique places all time-
consuming actions into one of 49 four theoretical quadrants of activity, which enable a person to
characterize an action as being important or urgent, relative to the desired goal. The four
quadrants are:
 I - important and urgent
 II - important and not urgent,
 III - not important and urgent, and
 IV - not important and not urgent.
Within quadrant I are activities of crisis, pressing problems, deadlines, and emergencies. These
activities create stress and consume a great deal of energy, and thus are viewed as time wasters.
While physicians are trained to deal with these activities, their management method frequently
spills over into other areas of their life.
Covey emphasizes that it is always better to try to achieve activities in Quadrant II which focus
on planning, prevention, creativity, building relationships, and maintaining increased
productivity to give long term benefits. Quadrant III activities are characterized by interrupt
ions, involvement with popular interests, and mandatory meetings with nonproductive results.
Quadrant-IV entails activities that are considered frivolous and non- helpful toward achieving
goals.
The matrix of quadrants provides a means of identifying different types of activities and how the
effectiveness of these activities are toward achieving one’s goals. This model seeks to minimize
activity that continuously requires maximal expenditure of effort and time on non goal-
achieving tasks. 50 The time matrix centers on achieving results with three basic skills. The first
skill, proactivity is a mind- set to gain control over ineffective lifestyle situations. Once
recognized, the ability to initiate desirable change is acquired. The second skill is learning to
have a clear vision of end results.
By learning to visualize, a person directs oneself in accomplishing the right goals and
momentum is gained in accomplishing important matters. The third skill is classical prioritizing.
The ability to prioritize important responsibilities, challenges and the demands of life through
foresight leads one toward gaining more control over outcomes that are manageable. These three
skills allow a person to identify the theoretical quadrants by which he or she is operating in life
and adjust those activities that result in a productive lifestyle into activities that help to achieve
one’s goals.
The advantages of this technique revolve around its easy conceptualization of the matrix
flexibility in application and the focus on actions in achieving goals. By clearly viewing all
activities as existing in one of four quadrants, one can assess intuitively how time is being
expended relative to its importance or urgency in accomplishing events of priority.
Rather than listing items to be achieved, as done in other models, this technique relies on the
ability of users to condition their actions toward accomplishing goals by making a mental note
as to which quadrant the activity belongs, with quadrant II being the ideal. The major
disadvantage of this model is the difficulty faced by the beginners to use, as a model.
Natural laws technique
This model of time management is based on Benjamin Franklin’s23 principles, which asserts
that maximal productivity can be reached by using time records to help evaluate and plan life.
Once goals are identified, long-term plans, intermediate plans and daily tasks are developed to
help attain and reassure desired future results. This planning system uses quiet time to plan and
develop tasks. Familiar external and internal factors that limit the supply of time—time
robbers—are acknowledged. This model encourages the use of a daily planner system to record,
reassess and reaffirm one’s goals. The advantage to this popular system is that it has been shown
to help people achieve goals by using basic concepts of Time Management.
Time and its relationship to Students
Time management plays a vital role in improving student’s academic performance and
achievements. Each and every student should have time management ability which includes
setting goals & priorities, using time management mechanism and being organized in using
time. Here time management is only possible through self-motivation; performance, ability and
motivation (Brigitte, Claessens, Eerde, &Rutte, 2005). These are the few activities performed by
today’s university students, which act as a barrier between them and their academic
performance.

Time management practices have an impact on the results of students as empirical studies done
by past researchers. In spite of knowing about the impact of time on academic achievement, this
relationship is not given importance by the students (Sevari& Kandy, 2011). At higher education
level the study schedule must properly planned, implemented and controlled for better results.
Emphasizing time also helps to develop cost effective educational policies by the authorities
especially at higher education level (Kaushar, 2013).

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).

Not only the matter of time management bothers students, but also the stress created during the
academic yeard (Dusselier et al, 2005). Stress can be defined as a process in which enivonment
demand strains as organism’s adaptive capacity, resulting in both physiological as well as
biological place a person at risk for illness (Cohen, et al, 1999).
Negative relationship was found between time management and perceived stress. Macan et al.
(1999) find that lower stress levels were most strongly correlated to the factor perceived control
of time. This suggests that regardless if one undertakes time management activities and
behaviors, such as writng lists and setting goals, if they do not perceive to be in control of their
time they will still feel stressed Msra and McKean (2000) found a negative correlation between
time management behaviors and perceived academic stress. This concluded that stress levels
decreased among students who managed their time well.
A good time management is vital for students to shine in their education. The usage of time by
students in higher education institutions is related to their daily routines and activities. Student’s
time management can also affect stress level of students as they need to cope with their tasks
and their personal goals.

Time 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).

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

Misra& McKean (2000) in their study showed that there is a relation between time management,
stress reduction and increased academic success. 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.

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.

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.

According to the study of Nasrullah S., Saqib N (2015), time management scores of the
student’s show the way to score of academic achievement as concluded that students who scored
poor in academic achievement gained significantly lower in time management. There found an
association found between time management practices, academic achievements and stress
reduction as the research study demonstrated that an association exists between anxiety
lessening, practices of time management and higher academic success.

Time management is very important and it may actually affect individual's overall performance
and achievements. However, all of these are related by how individuals manage their time to suit
their daily living or to make it flow steadily with their routines.

Sevari and Kandy (2011) in their research tried to scrutinize the effect of time managing skills
on academic competence and self efficiency. The results from the study showed that the
training of time management skills to enhance academic performance and self-efficacy is
significant.
Briton and Tesser (1991) highlight that university academic performance is dependent on the
quality of effort put in completion of various tasks. Thus, Grade Point Average (GPA) is directly
influenced by time management skills by the student. The authors further propose that students'
ability to effectively manage their greatly correlates to academic achievement. They claim that
students with good time management skills are better placed at achieving their academic
aspirations and experience less stress as far as their academic life is concerned (Britton &
Tesser, 1991).

To prove their hypothesis, they surveyed 293 university students regarding their time
management skills and a conclusion that time management skills accounted for 36% of variance
among students' GPAs. In addition, the study showed that students having better time
management skills were more satisfied with university as opposed to those with poor control
over their time. The study proposes that by setting goals, organizing and scheduling, students are
capable of gaining a sense of mastery over how they spend their time.

Academic performance is the outcome of education, that is, the extent to which a student,
teacher or institution has achieved their educational goals. Academic performance is commonly
measured by examinations or continuous assessment but there is no general agreement on how it
is best tested or which aspects are more important. Academic performance seems to increase
when time management skills are well-handled.

Time management is a skill that perhaps impacts the students academic performance.
Prioritization of tasks may make studying and schoolwork less overwhelming and more
enjoyable. Academic stress occurs when students feel the pressure of cramming for exams,
rushing through homework and getting minimal sleep because of disorganizations and worry.
Effective time management techniques should not only be applied to the students’ academic life
but to their overall schedule to achieve success and peace of mind.

Though effective and efficient use of time varies with respect to the tasks performed, the further
increase in the level of knowledge and skills expected from modern employees has further
increased the necessity of time planning. The road to success in social life passes through
effective and efficient working which is only possible via time management.

Benefits of Time Management

Stress Relief

Managing your time can directly reduce your stress level for it can lessen tight deadlines,
rushing from task-to-task and the piling of works. Making and sticking to a task schedule helps a
person to feel less stressed about what needs to be completed. Being aware that there’s enough
time to complete each duty and complete projects will help ease anxiety about all that needs to
be done. There’s also less chance that people will be working right up to tight deadlines. Less
rushing means people that are calmer.

University students might experience high stress due to academic commitments, financial
pressures and lack of time management skills. When stress is perceived negatively or becomes
excessive, it can affect both health and academic performance (Campbell &Svenson, 1992).
When time isn’t managed, there’s a higher risk for life friction. This could be missed
appointment, neglected deadline, or forgotten obligation. Lack of time management can lead to
increased problems in one’s life which in turn can lead to more stress.
More time for yourself and for fun

With all of the extra time gained from proper time management, you can spend your remaining
time on the things you love to do. People who utilize positive time management have more time
on spend on hobbies and also find more time to spend with family and relationships.

A good time management schedule will also help people to be happier in their daily lives
because there will be more time to be spent on personal health – physical and mental. Having
more time in the day allows people to have longer and more restful sleeps.
We can’t create more time, but you can make better use of it by managing your time. With your
proper management, you can ideally use your remaining time for yourself and for fun.
More Opportunities

By time management, you’ll have more opportunities. Organization and time management often
allows for tasks to be completed ahead of schedule which allows for less time to be wasted
performing frivolous activities. Asp productivity becomes increasingly more effective, so will th
reputation of the person doing the task.

And through that, the individual will be recognized for having a reliable personality and will be
more respected, both in work and in personal life. Reliability and productiveness are key
qualities that opens for more opportunities.
Being on top of your time and work more produces more opportunities. The early bird alwas has
more options. Your time management reputation will proceed you. At work and in life you will
be known as reliable. No one is going to question about your actions because you proved to
them that you have the credibility to meet the deadlines.
Less Wasted time and Effort

When you organized on what you need to do, you waste less time in idle activities that don’t
procduce gratifying results. Also, proper time management makes your life easier. It’s been a
common misconception that it takes extra effort. Things take less effort, if you’ll organize and
plan ahead of your tasks to know where you’re going.

Time management helps people to get more out of their time and be productive. By making a
schedule, the tasks that need to be completed are set out and allows the person to now waste
their time. By this, you can reduce your effort in struggling with frivolous projects and
overwhelming tasks by proper time management.
Improve one’s self confidence

Effective Time Management boosts an individual’s morale and makes him confident. As
a result of Time Management, individuals accomplish tasks within the stipulated time frame,
making them popular in their organization as well as amongst their peers. People who
understand the value of time are the ones who manage to stand apart from the crowd. Individuals
who finish off work on time are looked up to by others and are always the centre of attention
everywhere.

Self-confidence is one's ability to judge his own social and personal standing with respect to his
environment and be able to derive satisfaction out of it. Self-confidence is influenced by factors
like upbringing, work environment, and levels of dedication towards pursuing a cause. Self
Confidence- An Important Key to Success. Self-confidence is a combination of a state of mind
and a strong feeling of self-belief which is commonly used when one needs self-assurance
especially in one's personal judgment, ,power, ability etc.

Potent time management helps you become an organized, punctual, and respectable person in
your personal and professional life. When you earn more, manage tasks efficiently, help the
organization reap benefits, and gain the reputation of a go-getter, you tend to achieve a lot of
satisfaction and improve your self-confidence. Time management boosts your morale, self-
esteem, and discipline. You find yourself capable of handling everything efficiently.

Covey’s four generations of time management

Another way of perceiving preferences for managing time is to look at Covey, Merrill, &
Merrill’s (1994)9 ‘Four generations’ of managing time. These authors believed that people
approach managing time developmentally and they did an intensive history of time management
which takes the patterns of the way people manage time through four generations with each
generation building on the next, moving toward greater efficiency and control.

Four generations range from the more traditional efficiency oriented approach to the get
‘Organized Approach’, the ‘Warrior Approach’ or the ‘ABC or Prioritization Approach’ and to
some of the newer approaches that are pushing traditional paradigms. “These include the more
Far Eastern ‘Gowith-the-Flow’ approaches which encourages to get in touch with the natural
rhythms of life-- to connect with those timeless moments in time when the tick of the clock
simply fades away in the joy of the moment.

First Generation

Employees in this generation “work on their own timetable and do whatever they feel they need
to do or seems pressing at the time”.

The first generation principal would forget appointments and commitments: But they had a
vision that, “Without an empowering sense of life-time goal setting, meaningful
accomplishment is less than it could be” 11. Thus, managing the time is based on reminders and
is characterized by simple notes and checklists. Second Generation:

Second Generaation

It is the emphasis is on ‘planning’ and ‘preparation’. It is characterized by calendars and

appointment books. Managers in this generation prefers to set goals, plan ahead, and schedule
future events. People are viewed as a means to accomplish goals. The first things done are those
related to what is on the schedule. The employees that operate in this generation have more
effective meetings and presentations because they are usually thoroughly prepared.

Third Generation:

Third generation approach emphasizes planning, prioritizing and controlling . Those in this
generation spend some time, clarifying values and setting priorities. Long-range and short-range
goals are set to obtain these values. This generation is characterized by planners and organizers
aided by electronic as well as paper based versions with detailed forms for daily planning.

Fourth Generation

In this generation emphasis is given for self management and not for managing time only.
Preplanned priorities are organized and schedule is not prioritized. This generation recognized
that employee relationship is more important than things and works towards building more
capability to produce for the future, than just doing the job.

‘Time’ came to be described as a “commodity, a resource to be used, hoarded, traded and

exploited.” Despite changes in the way that businesses view time, time management for
managers remains, in large measure, a matter of simplifying and compartmentalizing 41 tasks to
avoid diffuseness of effort. Making schedules and lists of the type recommended by Lee12 is
still the most common method employed by managers wishing to improve their time
management. Other simple and commonsense techniques such as keeping meetings to a
minimum and keeping them as short as possible are all that is required in many cases to free a
manager’s time for more productive activities.

Definition of Procrastination
Procrastination is the avoidance of doing a task that needs to be accomplished by a certain
deadline. It could be further stated as a habitual or intentional delay of starting or finishing a task
despite knowing it might have negative consequences. According to Merriam Webster
Dictionary (1828), the definition of procrastinate is t put off intentionally and habitually or to
put off intentionally the doing of something that should be done.

Procrastination is common in academic contexts, especially in environments where students

have to meet deadlines for assignment completion, which necessitates students’ time and
concentration (Gafni& Geri, 2010). However, since procrastinators have relatively short
amounts of time for fulfilling tasks, they rush to complete their work (You, 2015). Indeed, in his
meta-analysis of procrastination research, Steel (2007) reported that strong, consistent predictors
of procrastination appeared in the forms of task aversion and task delay. Similarly, Balkıs, Duru,
Buluş, &Duru (2006) demonstrated that negative time management is among the significant
predictors of academic procrastination tendency.

Many things and consequences in our daily works are often needed to do with small or even
large amount of efforts. Not only for adult persons who took responsibilities for their family, but
also for the youths like students. Despite of having multiple of works and activities to do,
students often shows an incredible struggle towards self-regulatory failure that is not entirely
understood .Students frequently misunderstood why they always came up to lay their hands
down when it comes to bunch of homework and projects to do.
Some will say that, it is only a usual negative reaction to a various activities that they need
to finish. This is known to be lazy at the first place and cramming on every possible way, then
they will rush to finish their obligation at the end, like beating the redlight.” The question is,
what is the perception of the student when it comes to procrastination or cramming, and how
long it will affect the student? According to Chrisoula Andereuo (2016) genuine procrastination
that exists and supported by preference loops, it is can be either stable or evanescent . As stated
by Andereuo, it seems procrastinating is a choice if students stick to this act of mindset or not

Causes and Effects of Procrastination among students

People often procrastinate because they don’t see how a task is relevant or important to them, or
don’t understand the material or just don’t know how to get started. All in all, procrastination is
a combination of motivation, confidence and comprehension issues.
However, much of the time procrastination has very little to do with laziness or a lack of caring
of their tasks. In many cases, there are deeper issues that lead students to develop a
procrastination problem. Here are some of the causes of procrastination among students:

 Lack of motivation
 Low self-confidence
 Fear of failure
 Lack of understanding
 Trouble concentrating
 Perfectionism
 Low energy Levels
 Poor Organization Skills
Procrastination can have a negative effect on students’ schoolwork, grades and their overall
mental health. Students who procrastinate experience higher levels of frustration, guilt, stress
and anxiety – in some cases leading to serious issues like low self-esteem and depression.

 Lost of precious time

 Blow away the opportunities
 You won’t be able to meet goals
 Might ruin your career
 Lower your self-esteem
 Make poor decisions
 Damage your reputation
 Risk your health
 CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses the methodology that was employed in carrying out the study.
This chapter considers the methods that was used in gathering data and identifies the
techniques and procedures used in data processing and analysis.

The research design, research locale, target population, data collection instruments,
data collection procedures and data analysis are discussed.

Research Design
This study followed a survey research design and a quantitative approach. The use of
descriptive was deemed appropriate for this research because it describes the characteristics
of the population or phenomenon that is being studied. Survey research is a method of
research that aims at knowing that a big number of people think and feel about some
sociological issues. The data it collects from these people serving as “representatives or
informants” explains or describe the society’s thoughts, attitudes and feelings.

According to Schutt (2013), survey research requires data-gathering techniques such

as interview, questionnaire online survey and telephone interview that primarily consider the
size of the group being studies.

Research Locale
This study is conducted on the Grade 11 classrooms: St. Ma. Goretti, St. Pedro
Calungsod and St. Padre Pio. These are situated in Christ the King College Gingoog City.

Christ the King College is a Catholic school for both boys and girls. It is administered
by the Religious of the Virgin Mary, the first pontifically approved congregation for women
in the Philippines. It is located in Gingoog, Misamis Oriental. It provides Preparatory,
Primary, Secondary, and Tertiary education. It is situated on Butuan - Cagayan de Oro -
Iligan Rd, Gingoog, Misamis Oriental

Figure 3.1 Christ the King College Gingoog City

Respondents of the study
The respondent of our study are the randomly selected Grade 11 Senior High School
students in Christ the King College.

There are 47 students in St. Ma. Goretti STEM, 38 students in St. Pedro Calungsod ABM,
and 41 students in St. Padre Pio HUMMS. In total, there are 126 students in Grade 11 Senior
High School Students.
With the use of the Slovin Formula to calculate an appropriate sample size from a
population. The results show that there’ll be 55 respondents all in all. In every section,
there’ll be randomly selected 18 students from St. Ma. Goretti STEM and St. Pedro
Calungsod ABM and 19 students in St. Padre Pio.

They are the respondents that are preferable to answer the questionnaire regarding to the
chosen topic. The respondents will answer the questionnaire which supplies the information
for the researchers.

Sampling Procedure
In this study, the researcher utilized the survey type of sampling technique which
entails to seek the relationship between having proper time management and the academic
performance of the randomly selected Grade 11 students. In addition, it uses a simple random
sampling for the respondents are chosen from a larger set. Each individual is chosen
randomly and entirely by chance, such that each individual has the same probability.

Research Instrument
The researchers utilized self-administered and modified questions. There was a
distribution of survey questionnaires which contains questions related to time management
and the academic performance of the respondents.
The researches provided the respondents with 2 choices (A. Yes, B. No) in the first
part of the questionnaire. The respondents are then required to provide their respective exam
score in their subject Oral Communication (1stMonthly and Periodical Exam) in the table
provided in the second part of the distributed questionnaires. For confidentiality purposes, no
names are required for this but given the option to write their ID-number.

Data Gathering Procedure

To conduct the study, a letter of consent were sent and noted to John Guimaras
(Practical Research II Teacher), Joan Tirariray (SHS Coordinator), Shiela P. Abatayo (Prefect
of Discipline), Elieda L. Apor (K-10 Academic Coordinator), Floribeth G. Lasaca (Student
Activity Coordinator) and S. Ma. Felisicima L. Cruz (VP Academics & IBED Principal).

Upon the approval of the letter of consent, the researchers conducted a short informal
briefing of this research title and general objectives of this research. The data for this research
were collected using modified questionnaire which has 2 parts: the Yes or No questionnaires
and the exam scores in their Oral Communication (1st monthly and Periodical).
 After the respondents answered the question, the researchers thanked them for the
cooperation and participation and assured that any information retrieved from the respondents
will be confidential.

Treatment of Data
In order to present the data collected, the researchers used tables to present the data
gathered in this study. This allows the researchers to minimize confusion and effectively
illustrate the information gathered.

Validity of the Study

The study used an adopted questionnaire from. Ryan et.al
(https://www.scribd.com/document/235367279/Survey-Questionnaires-in-the-study-of-
Study-Habits-of-Students) with minor revisions. The questions were added to give the
students more options in choosing their most suitable answers. This was due to make the data
gathering procedure adhere to the variation of the respondents considering their time
management.
 CHAPTER IV

Results and Discussions

Oral Communication This chapter presents the data gathered by the researchers
which are composed of: the tabulated data of the total number of randomly selected Grade 11
students who responded to the survey, the yes-or-no time management questions and the
average exam scores (1st Monthly and Periodical Exam) in their subject Oral Communication
and each frequencies and percentages.

In order to answer the main problem in this study, the researchers conducted surveys
and will analyze the data, and the data were then tallied and solved for the frequency and
average. The data are tabulated and are presented by tables.

Number of Grade 11 students who answered the questionairres

50
45
40
35
30 Randomly Selected
25 Respondents
20 Total Number of Students
15
10
5
0
STEM HUMMS ABM

Figure 4.1 The number of Grade 11 respondents

Based on the data gathered, there are 18 respondents in STEM (Science, Technology,
Engineering and Mathematics strand) St. Ma. Goretti out of 47 students, 19 respondents in
HUMMS (Humanities and Social Sciences Strand) St. Padre Pio out of 41 students and 38
respondents in ABM (Accountancy, Business and Management Strand) St. Pedro Calungsod
out of 38 students.
 STRAND FREQUENCY PERCENTAGE
STEM 18 38.3%
HUMMS 19 46.3%
ABM 18 47.4%
Figure 4.2 Frequency and Percentage of the Grade 11 respondents

Based on the data gathered, the total number of Grade 11 Senior High School students
who responded to the survey are: 38.3% of the respondents are from STEM (Science,
Technology, Engineering and Mathematics strand) St. Ma. Goretti, 46.3% respondents in
HUMMS (Humanities and Social Sciences Strand) St. Padre Pio and 47.4% respondents in
ABM (Accountancy, Business and Management Strand) St. Pedro Calungsod out of 38
students.

Yes-or-no Time Management Questionnaire

Time Management
200

150
STEM (Science,
100 Technology, Engineering
and Mathematics
50 Strand)

0
Yes No

Figure 4.3 Time Management of STEM Grade STEM 11 students

Based on the data gathered, the total number of YES answered by the STEM Grade
11 students is 171 and the total number of NO is 99.

Science, Technology, Engineering and Mathematics Strand

FREQUENCY PERCENTAGE
YES 16 88.9%
NO 2 11.1%
Figure 4.4 Frequency and Percentage of Time Management among STEM Grade 11 students

Based on the data gathered, the frequency of YES is 16 while NO is 2 and the
percentage are 88.9% for YES and 11.1% for NO respectively among the STEM Grade 11
students.
 Time Management
150

145

HUMMS (Humanities
140
and Social Sciences
Strand)
135

130
Yes No

Figure 4.5 Time Management of HUMMS Grade 11 students

Based on the data gathered, the total number of YES answered by the STEM Grade
11 students is 148 and the total number of NO is 137.

Humanities and Social Sciences Strand

FREQUENCY PERCENTAGE
YES 11 57.9%
NO 8 42.1%
Figure 4.6 Frequency and Percentage of Time Management among HUMMS Grade 11 students

Based on the data gathered, the frequency of YES is 11 while NO is 8 and the
percentage are 57.9% for YES and 42.1% for NO respectively among the HUMMS Grade 11
students.

Time Management
200

150

ABM (Accountancy,
100
Business and
Management Strand)
50

0
Yes No

Figure 4.7 Time Management of ABM Grade 11 students

Based on the data gathered, the total number of YES answered by the ABM Grade 11
students is 168 and the total number of NO is 103.

Accountancy and Business Management Strand

 FREQUENCY PERCENTAGE
YES 13 72.2%
NO 5 27.8%
Figure 4.8 Frequency and Percentage of Time Management among ABM Grade 11 students

Based on the data gathered, the frequency of YES is 13 while NO is 5 and the
percentage are 72.2% for YES and 27.8% for NO respectively among the ABM Grade 11
students.

First Grading Exam Scores in the subject

STEM Exam Scores in Oral Communication

60

50

40

30

20

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

First Monthly Exam First Periodical Exam

Figure 4.8 The First Monthly and First Grading periodical examination among the
Grade 11 STEM students

Based on the data gathered The Figure 4.8 shows the examination results of
Grade 11 STEM students and it shows that their first monthly examination has the
highest number of higher score than thier First Grading Examination scores
 ABM Exam Scores in Oral Communication
70

60

50

40

30

20

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

First Monthly Exam First Periodical Exam

Figure 4.9 The First Monthly and First Periodical Examination among Grade 11 ABM
students.

Figure 4.9 display the scores of G11 ABM students in their Oral Communication for the First
Monthly and First Periodical Examination. It also display that the scores of their First Monthly
Examination is higher than their First Periodical Examination.

HUMMS Exam Scores in Oral Communication

70

60

50

40

30

20

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

First Monthly Exam First Periodical Exam

Figure 4.10 the First Monthly and First Periodical Examination scores among the Grade 11 HUMMS
students

Figure 4.10 Similar to the first two table, the scores of their First Monthly Examination is
higher than their First periodical Examination
 Accountancy and Business Management Strand
SCORE FREQUENCY PERCENTAGE
0-25 11 61.1%
26-36 5 27.8%
40-50 2 11.1%
Figure 4.11 Exam Scores of Accounting and Business Management students

Figure 4.11 shows the frequency and percentage of the Grade 11 ABM students who have
garnered the scores ranging from 0-25, 26-39, 40-50. 11 students reached the score bracket of 0-25,
other 5 students reached 26-39, and only 2 students reached the bracket of 40-50

Science, Engineering, Technology, Mathematics Strand

SCORE FREQUENCY PERCENTAGE
0-25 8 44.4%
26-36 9 50%
40-50 1 5.6%
Figure 4.12 Exam Scores of Science, Engineering, Technology, Mathematics students

Figure 4.12 shows the frequency of percentage of the Grade 11 STEM students who have
garnered the scores ranging from 0-25, 26-39, 40-50. 8 reached the score bracket 0-25, other 9
students reached 26-39, and only 1 students reached the bracket of 40-50

Humanities and Social Science Strand

SCORE FREQUENCY PERCENTAGE
0-25 7 36.8%
26-36 11 57.9%
40-50 1 5.3%
Figure 4.13 Exam Scores of Humanities and Social Science students

Figure 4.13 shows the frequency of percentage of the Grade 11 HUMSS students who have
garnered the scores ranging from 0-25, 26-39, 40-50. 8 reached the score bracket 0-25, other 9
students reached 26-39, and only 1 students reached the bracket of 40-50.

First Periodical Examination

Humanities and Social Science Strand

SCORE FREQUENCY PERCENTAGE
0-25 7 36.8%
 26-36 11 57.9%
40-50 1 5.3%
Figure 4.14 Exam Scores of Humanities and Social Science students

Figure 4.14 shows the frequency of percentage of the Grade 11 HUMSS students who have
garnered the scores ranging from 0-25, 26-39, 40-50 in their First Grading Examination. 7 reached the
score bracket 0-25, other 11 students reached 26-39, and only 1 students reached the bracket of 40-50.

Science, Technology, Engineering, Mathermatics Strand

SCORE FREQUENCY PERCENTAGE
0-25 4 22.2%
26-36 12 66.7%
40-50 2 11.1%
Figure 4.15 Exam Scores of Science, Engineering, Technology, Mathematics students

Figure 4.12 shows the frequency of percentage of the Grade 11 STEM students who have
garnered the scores ranging from 0-25, 26-39, 40-50 in their First Grading Examination. 4 reached the
score bracket 0-25, other 12 students reached 26-39, and only 2 students reached the bracket of 40-50

Accountancy and Business Management Strand

SCORE FREQUENCY PERCENTAGE
0-25 4 36.8%
26-36 12 57.9%
40-50 2 5.3%
Figure 4.16 Exam Scores of Accounting and Business Management students

Figure 4.16 shows the frequency and percentage of the Grade 11 ABM students who have
garnered the scores ranging from 0-25, 26-39, 40-50. Same as the scores of STEM students, 4
students reached the score bracket of 0-25, other 12 students reached 26-39, and only 2 students
reached the bracket of 40-50

CHAPTER V

Summary, Findings, Conclusions and Recommendations

Summary and Findings

From the tables shown in Chapter 4, the results revealed that the Science, Technology,
Engineering and Mathematics (STEM) Strand has the highest percentage of students who answered
YES (88.9%) when asked about the time management questions. This implies that they have more
chance of getting a higher grade than the two other strands and this is anchored by the data given in
their First Grading exam scores with respect to the subject Oral Communication which falls under the
combined brackets, 34-49, 50-65, 26-39 and 40-50 (55.6% for the 1st Monthly exam and 77.8% for
the 1st Periodical exam).

In Figures 4.12 and 4.15, there are 9 STEM Students (50% of the total STEM Student
respondents) who reached the score bracket of 34-49 while 1 student (5.6% of the total STEM Student
respondents) who reached the score bracket ranging from 50-65 in the First Monthly Exam. While in
the 1st Periodical Exam, there are 12 STEM Students (66.7% of the total STEM Student respondets)
who reached the score bracket 26-39 while 2 STEM Students (11.1% of the total STEM Student
respondents) who reached the score bracket 40-50. This implicates that having proper time
management has a positive effect in the academic performance of the Grade 11 STEM Senior High
School Students.

The Accountancy and Business Management (ABM) Strand follows with 72.2% of the total
Grade 11 ABM Senior High School Students answering YES. In Figures 4.11 and 4.16, the results
revealed that there are 5 ABM Students (27.8% of the total ABM Student respondents) who reached
the score bracket 34-39 and only 2 ABM Students (11.1% of the total ABM Student respondents) in
the First Monthly Exam. While in the 1st Periodical Exam results the same as the STEM Grade 11
students. The results revealed that there is a neutral effect in the academic performance of the Grade
11 ABM Senior High School Students.

Same goes in Humanities and Social Sciences (HUMSS) Strand. There are 57.9% who
answered YES in the Time Management. In Figures 4.13 and 4.14, the results revealed that there are 6
HUMMS Students (31.6% of the total HUMMS Student respondents) who reached the score bracket
of 34-39 while only 4 HUMSS Students (21.1% of the total HUMSS Student respondents) who
reached the score bracket of 50-65 in the 1st Monthly Exam. While in the 1st Periodical Exam, there
are 11 HUMSS Students (57.9% of the total HUMMS Student respondents) who reached the score
braket 26-39 while only 1 HUMMS Student (5.3% of the total HUMMS Student respondents) who
reached the score bracket 40-50. The results revealed that there is a neutral effect in the academic
performance of the Grade 11 HUMMS Senior High School Students.

Conclusion

Based from the findings stated above, the researchers conclude that time management is
essential to the students but it doesn’t imply that those who optimize their time to the maximum extent
can perform positively in their academics. Nevertheless, having proper time management can result to
a better academic performance and will able to attain average to high grades. There may be other
factors that could affect the academic performance of the Grade 11 Senior High School students such
as the difficulty of the subject and gender. These factors, however, are not included in the scope of the
study.
Recommendation

Time is the essential part of human life especially in dealing with the everyday tasks
and managing it can result to a better performance. However, some certain period of time,
people tend to have the difficulty to manage their time than usual. So the researchers
recommends to the following:

Students. Add balance and don’t overdo studies, work or play. Be aware and accept
the strengths and weaknesses and use it to manage your time Take time outs and schedule
breaks to maintain a positive mental well-being. Expand the support network and discuss
problems with your friends, family, dean or counsellor. Learn the skills to manage the time
effectively to have a better academic performance.

Teachers. Understand the students and help them cope up with the problem.
Encourage and help the students to manage academic requirements effectively. Teachers
must be able to understand the difference in learning styles among students and in the
physical and intellectual learning of students. Discuss the problems with the students
sensitively so that they won’t get hurt.

Parents. Formulate some measures to help your children manage their time wisely.
Be with them in times in need and help them overcome the problem. Encourage your teen to
talk about what he/she is going through and be willing to listen. Offer reassurance, support
and encouragement and provide verbal/physical comfort. Be patient and let your child know
that you’re available if he/she needs help.

Future researcher. Make a study to identify and determine the possible interventions
that could have had a great effect and impact on the academic performance aside from time
management. Knowing these factors can also benefit the student and will result to a better
academic performance. This will serve as a guide/reference for future purposes.
 Christ the King College
National Highway, Gingoog City
Integrated Basic Education Department
School Year 2019-2020

Aug. __ 2019

S. Ma. Felicisima L. Cruz, RVM

VP in Academics and IBED Principal
Christ the King College – Gingoog City

Dear Sister:
“Praised by Jesus and Mary!”
The undersigned senior high school research team of Practical Research II – G12 STEM
students are currently conducting a study entitled ‘The Effectiveness of Time Management
among randomly selected Grade 11 Senior High School students in their Academic
Performance in the subject Oral Communication in Christ the King College’
This study is proposed to help students to use their time properly and effectively to
have a productive performance in their academic thus having concrete goals and
advantageous results.
We believe that you are with us in this enthusiasm to finish this requirement as
compliance for our Practical Research II subject and to develop our skills in the field of
research.
We hope for your favourable approval.
Thank you very much and God bless.
Sincerely,
Jobie M. Bastatas
Marc Edmund Apostol
MaitelValiente
Jovi Frances Chee Lofranco
Sonny Lagria
Christian Abella
Elvy Fuentes
John Cloudemer Duque

Noted by:
JOHN LOUIE GUIMARAS
Practical Research 2 Research
Recommending approval:

JOAN TIRARIRAY ELIEDA L. APOR

SHS Coordinator K-10 Academic Coordinator
SHIELA P. ABATAYO FLORIBETH G. LASACA
Prefect of Discipline Student Activity Coordinator

Approved by:

S. MA. FELISICIMA L. CRUZ

VP Academics & IBED Principal