Sheessh Na Research Na Walang Prelim

GABALDON VOCATIONAL AGRICULTURE HIGH SCHOOL
SENIOR HIGH SCHOOL
TIME MANAGEMENT BARRIERS: ITS IMPLICATIONS ON THE ACADEMIC
BEHAVIOR AMONG GRADE 12 LEARNERS
A Qualitative Research Presented to the Senior High School
Faculty of Gabaldon Vocational Agriculture High School in
Partial Fulfillment of the Requirements in the Subject
Research in Daily Life I
Researchers:
Aguilar, Diana L. Flora, John Abron V.
Angelo, Elena Mae T. Guevarra, Danica E.
Aquino, Edrick F. Layma, Angel Ann C.
Balajadia, Angel I. Ledesma, Lloyd Jezreel U.
Dalacat, Nigel F. Pacada, Gwyneth R.
Fernandez, Ellysiah Faith O. Santos, Nhicole S.
JUNE 2022
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CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Time is a natural and one of the most valuable
resources that cannot be recovered or reclaimed once it has
passed. It is a seemingly unchangeable sequence of existence
and events that occurs from past, through present, and to
the future.
In reality and today's world, time is extremely
crucial. It assists us in developing a good habit of
planning and creating everyday tasks or works of the people.
That is why, humans should properly utilize time in their
daily lives, both in practical and educational settings.
Time, like any other resource, requires careful
management. In fact, according to Peter F. Drucker, “Time is
the scarcest resource of the manager, if it is not managed,
nothing else can be managed”. Time management is essential
in people’s daily lives. It is one of the most important
abilities that an individual should possess.
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Most of the time, in today's generation, students are
the ones that are truly likely to relate to time management.
When students manage their time properly, they are able to
do more things in a more efficient manner and in less time,
even when they are under a lot of pressure. Time management
is a critical factor that influences students' behavior
because effective time management is associated with greater
academic behavior.
The idea of "time management" must not be
misinterpreted; it is possible to manage time. In real life,
time is uncontrollable. Students should organize themselves
according to time, which is what time management entails.
Time management is actually the same as self-management. On
the other hand, students today are now greatly affected due
to a variety of time management factors that become
barriers.
Barriers are obstacles that prevent something from
occurring. To be precise, it is a stumbling block. Barriers
to time management are sometimes unavoidable. Because of
these hurdles, learners appear to face challenges with time
management, which has a significant impact on how they
behave while doing academic work.
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With the aforementioned situation, the researchers
chose this topic in order to explore and identify time
management barriers and their implications on students'
academic behavior, particularly those in the 12th grade on
Accountancy, Business and Management (ABM) and Science,
Technology, Engineering and Mathematics (STEM) strand, who
are more likely to experience challenges with time
management due to the fact that they are not only the
graduating ones, but they are also the learners who have
more than one (1) research subject.
Theoretical Framework
This study is anchored to the Pickle Jar Theory of
Jeremy Wright, which was developed in 2002 and is a modern
and relevant theory of time management.
To effectively manage time, one must first determine
the relevance of each action. The Pickle Jar Theory (also
known as the Bucket of Rocks Theory) provides insight into
the order in which one should do one's tasks (Mancini,
2003). The theory proposes that, one should put large
boulders in a bucket (this will represent the essential
thing), then fill it with pebbles, sand, and finally water.
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The smaller compounds reflect duties that are becoming
increasingly irrelevant (Forsyth, 2010).
According to this theory, people should start with the
most important things (big stones), then move on to the less
important things (pebbles and sand), and finally do the
unimportant things if they have extra time (water). In
relation to this study, if people work on the small or
unimportant things first, they will not have enough time to
do the major things in their lives, which could lead to time
management problems and act as barriers that could affect
their lives and their behavior.
Conceptual Framework
The study "Time Management Barriers: Its Implications
on the Academic Behavior among Grade 12 Learners" aims to
identify the barriers to effective time management that
Grade 12 students face today, as well as the implications
these barriers have on their academic behavior. It is
anchored on Jeremy Wright's "Pickle Jar Theory," which he
established in 2002 and describes people's daily lives, what
keeps them busy, and how they divide their time and duties
throughout the day since people, especially students
nowadays, frequently commit time division errors as a result
of time management barriers.

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Many students can find the academic experience to be
extremely stressful (KJ Swick, 1987). Some students lack
effective time management abilities, which had a severe
impact
on their academics. Students' time management in higher
education institutions is influenced by their daily
schedules and activities in today's modern society. That is
why, the Pickle Jar Theory proposed that students should
begin practicing time management as soon as feasible in
their academic careers. On the other hand, it is difficult
to change the reality that time management barriers have a
great implication on students during the course's assessment
period (Scherer et al., 2017).
The Pickle Jar Theory is suited for this study because
it states that time is limited, and students should divide
their time in an organized manner, but then when dividing
time, barriers in managing time might arise, which can serve
as a challenge for learners.
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Research Paradigm
Figure 1. Research Paradigm
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The research paradigm of this study represents flow
from which the study will be conducted which begins with
time management and concludes with academic behavior, with
elements such as barriers in between that results in a
flowchart-like diagram that illustrates how time management
barriers obstruct a student's path to their academic
behavior.
The clock at the top depicts time management, and
downward arrows leading to students can be found on both
sides. Note that there are barriers in between these arrows,
which represent challenges that students experience when it
comes to time management. Following the course, another set
of arrows appears beneath the students, pointing to their
academic behavior, as demonstrated by an illustration of a
head with a trophy on top, a person working, and a medal.
These arrows also have barriers between them, which block
the road or path that connects the student to academic
behavior. These barriers are the time management barriers
mentioned earlier.
Statement of the Problem
This study aims to find out the time management
barriers that Grade 12 learners of Gabaldon Vocational
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Agriculture High School encounter, as well as the
implications these barriers have on their academic behavior
More specifically, it seeks to find answers to the
following questions:
1. ) What are the barriers faced by the participants when it
comes to managing time?
2. What are the implications of the time management barriers
on students in terms of:
2.1 motivation; and 2.2 productivity?
Significance of the Study
The objectives of this study will benefit the
following:
To learners. Grade 12 learners in Gabaldon Vocational
Agriculture High School will have a better understanding of
time management, allowing them to understand its barriers
and its implications on their academic behavior.
To teachers. The findings of this study will be
beneficial to teachers in 12th Grade. For they will be able
to assist their students in managing and prioritizing their
work.
To parents/guardians. This study will assist
parents/guardians by allowing them to guide and monitor
their children when they are having trouble managing their

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time. This can help parents or guardians figure out what
kind of time management problem their children have.
To school. This study will benefit the school since it
will allow the school to have a more open learning
environment. It will provide the school with the awareness
it requires to maintain a positive educational system.
To community. The findings of this study will benefit
the community. For they may consider developing programs
aimed at identifying time management barriers that students
usually encounter and how to overcome them. The community
can get insight and understanding of the time management
difficulties that an
individual, mainly a student, has faced. Thus, the community
may now take action by offering activities or courses on how
to deal with time constraints.
To future researchers. This study may serve as a
reference for future researchers who want to do more in-
depth research on time management barriers and their
implications on students' academic behavior. This will give
future researchers the illumination they will surely need in
their research, as well as a tool to aid in the development
of credible and reliable data.
Scope and Delimitation

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The only focus of this study is to look into the time
management barriers that senior high school learners face
and how these affect their academic behavior. Only selected
Grade 12 learners from Accountancy, Business and Management
(ABM) and Science, Technology, Engineering and Mathematics
(STEM) strands from Gabaldon Vocational Agriculture High
School (GVAHS) in the school year 2021-2022 were chosen as
participants and will be interviewed for this study. This
research study will be carried out with limited financial
resources only and will be conducted from April 2022 to June
2022.
The researchers anticipate that the findings of this
study will benefit not just grade 12 students, and also
senior high
school teachers who help their learners manage and
prioritize their work.
Definition of Terms
For the purpose of clarifications in the study, the
following are hereby operationally defined:
Academic Behavior - the study attitude toward academic work
(e.g., arriving ready to study (with necessary materials),
paying attention on school-related activities, schoolwork
completions)
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Barrier - a problem or restriction that blocks or makes it
impossible for someone to perform something
Grade 12 Learners - are the individuals who will be taking
part in the study; the ones who will act as participants
Implication - a possible future effect or outcome that may
or may not occur
Motivation - the one that keeps a student from continuing to
complete his/her school-related tasks and sustain goal-
oriented behavior
Productivity - the state of being efficient, functional, and
completing schoolwork on time and in accordance with a
schedule
Time Management - the practice of managing and planning how
to balance time between various activities or tasks
Time Management Barriers - are challenges, obstacles, or
hurdles that an individual, usually a student, encounters
when managing time
Review of Related Literature and Studies (for review)
This chapter presents the related literatures and
studies, including both foreign and local after the thorough

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and in-depth search of the researchers. These materials were
gathered from books, theses and dissertations, journals and
other periodicals, online sources, and other published
materials.
While time appears to pass endlessly, as it is spent on
various activities, some people may find it insufficient to
complete all of their tasks in a single day (Carroll, 2015).
Time management structures the distribution and delivery of
time-based priorities among conflicting demands because time
cannot be saved and its availability cannot be raised or
lowered from twenty-four hours (Khanam et al., 2017). This
is why time management was formed as a skill that everyone
should have in order to complete their tasks successfully
and efficiently (Adams et al., 2019).
According to the study of Brigitte (2005), as
referenced by Peteros et al. (2021), learners must learn to
manage their
time properly in order to be associated with being a “good
student”. As a result, every student should be able to
effectively arrange tasks, define goals, and prioritize
things that demand urgent attention above those that do not.
In support to the previous claims, Fazal (2012) said
that time management methods are one of the finest markers

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of getting great academic success. Time management
approaches boost study attitude toward academic work since a
students’ behavior is determined by how they plan and divide
their time for assignments and studying (Rai, 2016).
However, among the abovementioned studies and
literatures, Kaushar (2013) found that time cannot always be
successfully managed, caused by a variety of obstacles,
which is why poor time management and lack of organizational
skills can begin at a young age. Furthermore, he also stated
in his study, many students lack the ability to manage their
time effectively. They have no idea how to manage or deal
with time. They suffer greatly in the academic realm as a
result of this lack or weakness. As a result, many learners
confront challenges in managing time and they begin to stall
because they require time management skills (Kelly, 2004; as
cited by Ahmad et al., 2019).
Learners' academic behavior and accomplishments are
affected by poor time management. Non-cognitive personal
behaviors such as a student's time perspective, according to
Scherer et al. (2017), are effective predictors of academic
outcomes because poor time management approaches cause
students to struggle to plan their work and may feel
agitated near the end of a course - when they are likely to

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be assessed. Because students do not plan effective study
habits, they fail to achieve success in their academics
(Chanamarn et al., 2017). Furthermore, students are more
likely to do poorly and find it difficult to enhance future
performance without the formation of useful behaviors
(Baothman et al., 2018). To add, students are mainly having
difficulties to balance their academic obligations as a
result of the challenges or obstacles they experience in
managing their time (Adams & Blair, 2019).
Among the top time management challenges include
interruptions, distractions, procrastination, multi-tasking,
and dealing with lateness. In connection with this, Evan
(2008); as cited by Dudovskiy (2012), through his study
defines interruption as an external force that breaks
someone particularly student's attention. Moreover, he also
noted that a distraction takes students’ attention away from
the task in front of them to focus on something else, often
something more interesting.
According to Green et. al (2005); as highlighted by
Dudovskiy
(2012) in his study, the major drawback of interruptions
when studying is lack of focus. Limoncelly (2006); as stated
in the study of Dudovskiy (2012), defends this position by

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stating that interruptions are the natural adversary of
focus. They both directly and indirectly steal time from
students.
Moreover, most of the distractions in the modern
working environment, particularly among students, are
directly related to excessive internet use, according to
Silvis (2011); as cited by Dudovskiy (2012) in his study.
According to the justifications, social networking sites
like Facebook, YouTube, and Twitter, among others, are the
major distractions in today's learning environment.
Chang et al. (2013), El Khatib et al. (2017), and Syed
Nasrullah et al. (2019) all support the preceding studies,
stating that students' personal interests and behaviors are
largely towards social media since they are addicted to the
internet and thus mismanage their time in undesired
activities.
Furthermore, according to another study (Brott, 2008,
Walsh, 2008), as quoted by Dudovskiy (2012), procrastination
is also a typical time management difficulty. They
discovered that difficulty with concentrating, fear and
anxiety, personal troubles, unreasonable expectations, and
perfectionism are some of the causes of a student's
procrastination that have a
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significant impact on his or her academic behavior.
Academic procrastination was defined by Solomon &
Rothblum (1984); as cited by Naturil-Alfonso et al. (2018),
as leaving academic duties (preparing for tests and
performing assignments) until the last minute. Academic
achievements have been shown to be connected with
procrastination (Ariely et al., 2002; Wong, 2008; Kim & Seo,
2015). In connection with this, many outcomes have long been
linked to students' behavior while doing academic-related
works (Steel et al. 2001; Kim & Seo, 2015).
On the one hand, Green and Skinner (2005); as cited by
Romero et al. (2021) in their study, recommend trying to
understand the reasons for procrastination, as authors
consider that understanding the primary reasons for
procrastination can allow students to change their behavior
and habits.
On the other hand, Limoncelli (2006), as noted by
Dudovskiy (2012) in his study, promotes self-reward as an
effective approach for overcoming procrastination. He also
proposed that in order for learners to overcome
procrastination, large assignments should be split into
little portions, with each part's completion coupled with a
reward that can take many forms.
Another study by Butler and Hope (2007), which

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Dudovskiy (2012) mentioned in his study, proposed an
alternate way to coping with procrastination ensuring that
one is physically
prepared to do the work at hand. They noted that being
physically prepared includes having appropriate resources to
execute educational activities or duties, as well as
providing personal comfort in terms of light, air
circulation, and other aspects of working environment.
Multitasking has been identified also as a significant
impediment to successful time management by Tracy (2007),
Zeller (2008), Yager (2008), and others, as cited by
Dudovskiy (2012) in his study. From the previous study, it
was described multitasking as a deceptive strategy for
getting things done, explaining that while a normal student
engaged in multitasking may appear to be working
efficiently, the time spent switching between tasks or
activities and regaining focus wastes a significant amount
of time while also lowering the quality of each task.
In support to the previously mentioned study, Zeller
(2008); as cited in the study of Dudovskiy (2012), shares
this viewpoint and confirms that the scientific data largely
implies that multitasking — moving back and forth between
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two or more tasks – is an exceedingly poor approach to get
things done.
Bhugra and Howes (2007); as mentioned by Dudovskiy
(2012) in his study, also raise the topic of tardiness as a
major time management problem, stating that tardiness might
be related to
attendance, responding to messages, or completing tasks.
Walsh (2008), cited by Yang et al. (2014), advocates
developing a daily routine in order to effectively deal with
personal lateness. The author agrees that the phrase
"routine" may sound tedious; yet, routines are useful
instruments for obtaining a higher level of academic
achievement over time.
Furthermore, Felton and Sims (2009), as quoted by
Dudovskiy (2012) through his study, draw attention to the
issue of others' tardiness and identify it as a source of
impediment to good time management. When a person is late,
according to Boniwell & Osin
(2015), it is generally accompanied with unfavorable
attitudes at school, work, and in a team. Classmates or co-
workers may view such individuals as self-centered and
incapable of properly planning their obligations and
responsibilities. In connection with this, Grinblat &

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Rosenblum (2016) in their research said that late arrivals
are also associated with postponed deadlines, unfinished
projects, and poorly understood duties.
For students to maintain their life priorities, time
management is essential. Everyone has time, but few people
use it effectively (Pehlivan, 2013). In accordance to this
is the study of Peteros et al. (2021), which states that
poor time management occurred as a result of Filipino
students'
ineffective time management, which could be due to
difficulties and problems they experienced.
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CHAPTER 2
METHODOLOGY
This chapter discusses every component involved in
conducting research, including the research method, the
location where the study will be done, the study's
participants, the instrument used to collect data, and the
sampling procedure. Lastly, data gathering procedure,
construction and validation of the instrument, and data
analysis are described.
Research Design
This study will employ the qualitative research method,
which, according to Bhandari (2020), entails gathering and
analyzing non-numerical data to comprehend thoughts,
opinions, or experiences. In accordance with this, Berezin

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(2014) asserts that qualitative research is multimethod and
takes an interpretive, naturalistic approach to its subject.
This implies that qualitative researchers study things in
their natural environments while attempting to explain
phenomena in terms of the meanings that individuals bring to
them. In an attempt to determine the participants' own
experiences, this research study will specifically use the
phenomenological research method .
Phenomenological research, according to Bliss (2016), is
a qualitative research method that aims to understand and
characterize the universal essence of a phenomenon. The
method investigates the everyday experiences of human beings
while
suspending the researchers’ preconceived assumptions about
the phenomenon. In other words, phenomenology research
investigates actual experiences to know and understand more
about how people perceive them.
Through participant interviews, first-person narratives
are typically used by phenomenology researchers to develop
new understandings of human lived experience. To arrive at a
description of the nature of the specific phenomenon is the
approach's main objective. Interviews are typically
conducted with a group of participants who have first-hand

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knowledge of an occurrence, event, or experience (Chambers,
Phenomenological Research Qualitative Research in Corporate
Communication, 2013).
Through the use of interviews, this study will assess and
identify the time management barriers that Grade 12 ABM and
STEM learners at Gabaldon Vocational Agriculture High
School, School Year 2021-2022, have had and continue to
experience, as well as the implications of these barriers on
their academic behavior, particularly in terms of motivation
and productivity. The phenomenological research method is
therefore the most appropriate and suitable to apply for
this study.
Flow Chart
Input
I. Time Management Barriers

II. Implications of Time Management Barriers on
Learners’ Academic Behavior
Process
I. Data Collection
1.1 Distribution of Pre-survey Questions;
1.2.Conduction of Semi-structured Interview;
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II. Data Assembling;
2.1 Assembling of learners-participants’
responses;
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Output
1.Identified and Analyzed Time Management Barriers;
and
2.Determined Implications these Barriers have on the

Academic Performance among Learners
Figure 2. Process/Flow Chart of the Study
Figure 2 depicts the process/flow chart of the study,
where: the input box indicates the time management barriers
that Grade 12 learners faced; the implications of time
management barriers on learners’ academic behavior. There is
an arrow pointing downward to the procedure box where the
data collection is shown under which is the distribution of
pre-survey questions and conduction of semi-structured
interview; data assembling under which is the assembling of
learners-participants’ responses; analysis of data;

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generating conclusions; and recommendations, specifying the
procedures to be accompanied while undertaking the research
study. Finally, another downward arrow leading to the output
box which contains the identified and analyzed time
management barriers, as well as the determined implications
these barriers have on learners' academic behavior, is the
end result of the study.
Research Locale
The research was carried out at Gabaldon Vocational
Agriculture High School, a Department of Education-run
secondary public school in Brgy. Pantoc, Gabaldon, Nueva
Ecija that has been operating since 2000 (22 years). The
school is divided into two (2) departments namely: Junior
High School Department and Senior High School Department.
The Senior High School Department, which comprises of two
(2) two-storey
buildings in the upper eastern part of the school will be
the main focus and locale of this study. GVAHS-Senior High
School offers two (2) tracks among its Grades 11 and 12
students, namely: Academic and Technical Vocational
Livelihood Tracks, respectively. Under the Academic Track
are the strands: Accountancy, Business and Management
(ABM), Humanities and Social Sciences (HUMSS), and Science

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Technology, Engineering, and Mathematics (STEM). Whereas,
the Technical Vocational Livelihood (TVL) Track offers:
Agri-Fishery Arts (AFA), Computer Systems Servicing (CSS),
Cookery, and Shielded Metal Arc Welding (SMAW).
Totally, there are seven (7) strands and among of
these, the researchers will primarily collect data from the
two (2) academic strands namely: Accountancy, Business and
Management (ABM) and Science Technology, Engineering, and
Mathematics (STEM).
Locator Map
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Figure 3. Locator Map of the Senior High School Department
in Gabaldon Vocational Agriculture High School (GVAHS)
Figure 3 shows the location of the Senior High School
Department located in Gabaldon Vocational Agriculture High
School (GVAHS).
Sample and Sampling Procedure
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Table 1
Distribution of Learner-Participants
Senior High School Academic Number of Learner-

Strands Participants
Accountancy, Business and 7

Management (ABM)
Science, Technology, 8
Engineering, and Mathematics
(STEM)
Total 15
Table 1 presents the distribution of Grade 12 learner-
participants of this study under the academic track, along
with their corresponding strands from Gabaldon Vocational
Agriculture High School (GVAHS). The said participants met
the criteria established by the researchers, which were
evaluated through a pre-survey.
Using two (2) non-random sampling techniques, namely;
purposive and convenience, the researchers will choose a
target sample that will serve as participants for the
conduct of the study.
Purposive sampling is intentional selection of
participants based on their capability to reveal a certain
theme, concept, or phenomenon (Robinson, 2014). It will make
sure that selected
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learner-participants will meet specific criteria for being a
good and reliable information source. Hence, through the use
of pre-survey, the researchers chose participants who are
more likely to experience challenges with time management.
Then, the researchers will use the convenience sampling
method, which is based on the research of Creswell (2012):
it is a non-random sampling technique where participants are
chosen because they are willing and available to be studied.
It involves using participants who are “convenient” to the
researchers.
Upon the conduct of the study, a sample of fifteen
(15) Grade 12 learner-participants from ABM and STEM strands
will be chosen among the Grade 12 students enrolled in
Gabaldon Vocational Agriculture High School during S.Y.
2021-2022. The learner-participants are non-randomly chosen
from the entire population of Grade 12 learners, with the
researchers relying on their assessment to select the most
suitable and at the same time available learner-participants
for the study.
These learner-participants were carefully selected
since, as graduating students, they are the ones who are
directly and are closely facing challenges in managing their
time for academic purposes due to several time management
barriers.
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Data Gathering Procedure
The researchers will conduct face-to-face,in-depth
interviews, but with careful adherence to safety guidelines
due to the current pandemic.
To perform the study, the researchers will seek
permission from the OIC-Vocational School Administrator I
and the Academic Group Head of Gabaldon Vocational
Agriculture High School. Upon securing the necessary
approval, the researchers then will coordinate with the
teacher-advisers of the selected participants for the study.
After which, the learner-participants will be asked to
answer the researcher-made instrument for data gathering.
The researchers will schedule and conduct the face-to-
face interview as soon as they have received the necessary
approval. They will carry out this by following COVID-19
safety protocols to ensure the safety of both the
researchers and the learner-participants.
The learner-participants will be interviewed 20 minutes
at their most convenient time. Lastly, after collecting all
of the necessary information from the learner-participants,
the researchers will evaluate each learner's response.

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Construction of the Instrument
To acquire information from the learner-participants,
the researchers will utilize a semi-structured interview
approach. A standard semi-structured interview is a data
gathering strategy that allows each participant to be asked
a set of fully phrased questions throughout an interview. It
also guarantees that relevant questions are identified ahead
of time and that the study is replicable by other
researchers. Individual participants can also answer the
same questions in the same order, increasing the likelihood
of comparing responses.
During the interview, the researchers will seek
permission
from the learner-participants to record the conversation and
take notes to emphasize essential facts and details from
them. The interview questions will merely serve as a guide
for the researchers and will establish what exact topic the
discussion will revolve around. However, it is not limited
to these questions, and researchers can ask follow-up
questions if the answers are insufficient.
The interview questions include the following:

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Part 1 is about the time management barriers these
Grade 12 learners experience. This is used to determine the
obstacles they face when studying or performing school-
related duties.
Part 2 is about the implications of the time management
barriers on students’ academic behavior, particularly on
their motivation and productivity. This is to examine the
effects they noticed when they are confronted with time
management barriers.
Part 1, the time management barriers these Grade 12
learners face; and Part 2, the implications of the time
management barriers on students’ academic behavior,
particularly on their motivation and productivity, are all
created by the researchers and will serve as a guide for
them in determining what topic and possible questions the
discussion will revolve around.
Validation of the Instrument
For clarity, applicability, improvement, accuracy, and
validation of the interview questions, the researchers will
seek assistance from their research adviser and other
faculty members of Senior High School Department. Aside
from that, the researchers will ask for help from their
research adviser, who will also act as the English critic

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for the study's instrument. The research adviser may revise
the interview questions repeatedly in order to achieve
improvements. This will be done so that the interview
questions can be changed if any more clarifications are
needed.
Data Analysis
The researchers will employ thematic analysis, which is a
tool for interpreting qualitative data and is extensively
used in data gathering, usually applied to a set of text
such as interview in script (Caulfied, 2019). The purpose of
thematic analysis is commonly used in analyzing the gathered
data to uncover common themes, ideas, viewpoints, and
meanings that appear frequently. This is an effective method
for acquiring data to come up with a conclusion.
According to Caulfide (2019), thematic analysis is an
excellent technique to study if one is seeking to learn
anything about people's perspectives, attitudes, knowledge,
experiences, or values from a set of qualitative data - for
example is interview transcripts.
The researchers would gather and evaluate data from a
set of relevant participants. They will have flexibility in

33
SENIOR HIGH SCHOOL
interpreting the data with thematic analysis, allowing them
to handle large data sets more readily by categorizing them
into broad themes.
Because thematic analysis is typically subjective and
is based on the author’s judgment, researchers must
carefully consider their own choices and interpretations.
The researchers will develop themes based on the
information obtained from participants, which will serve as
the foundation for data analysis.
34
SENIOR HIGH SCHOOL
CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results, analyses, and
interpretation of gathered data of the current study. This
discusses the treatment of data gathered by the researchers.
To better elaborate the following information, the
presentation, analyzation, and interpretation are done in
systematic way. The occurring themes, found in the responses
of participants, are supported by their word-for-word
answers. The results are presented and discussed based on
the sequence in the statement of the problem.
The results are categorized into two (2) themes: (1) time
management barriers; and (2) its implications on students’
behavior in terms of: (2.1) motivation, and (2.2)
productivity. These themes summarized the interview
administered with fifteen (15) participants from both ABM
35
SENIOR HIGH SCHOOL
and STEM strands. The researchers used quotes, phrases, and
sentences noted by the participants as textual evidences.
Furthermore, for protecting the participants’ privacy, the
researchers used pseudonyms.
Theme 1: Time Management Barriers
The following excerpts reveal the barriers that Grade 12
participants faced when it comes to managing their time for
academic work.
1. Time Management Barriers Experienced by the Grade 12
Learners:
Participants Responses
Mr. Artist Procrastination
Mr. Bomb Distractions, procrastination
Ms. Cream Being frequently distracted
Ms. Hypen Delaying to do school activities
Ms. Lightning Too many interruptions, procrastination
Ms. Long Hair Procrastination
Ms. Loud Multi-tasking
36
SENIOR HIGH SCHOOL
Ms. Procrastination
Mathematician
Ms. Peace Interruption and distraction
Ms. Red Performing multiple tasks at a time.
Ms. Smiley Multiple school tasks to do at a time
Mr. Sporty Delaying to do school activities
Mr. Stone Many academic work to do at a time
Ms. Talkative Multi-tasking, interruptions
Mr. Woody Postponing to do school tasks
Table 2 presents the responses of the Grade 12
participants on the challenges they faced in managing their
time for academic work.
The participants themselves admit that there are many
challenges that serve as barriers that they have faced when
it comes to managing their time for academic work.
Mr. Artist, Mr. Bomb, Ms. Hypen, Ms. Lightning, Ms. Long
Hair, Ms. Mathematician, Mr. Sporty, and Mr. Woody, all of
whom frequently experienced procrastination as a barrier in
managing their time for academic work.
Mr. Artist stated that:
37
SENIOR HIGH SCHOOL
“Procrastination is the top challenge I am facing right
now.I always put off doing school works till the last
minute. When my teacher assigns me or give an activity, I
often do or complete it the day or the night before the
deadline.”
Mr. Bomb noted that:
“Every time I have a ton of stuff to do, I tend to put
things off. Well, I continue to procrastinate
till the deadline arrives.”
Ms. Hypen said that:
“I always keep delaying or putting off school activities
until the last minute. I often do my school activities
when the deadline approaches.”
Ms. Lightning stated that:
“I used to put things off. I find it challenging, especially
when trying to manage my own time.”
Ms. Long Hair shortly said that:
“I always procrastinate.
38
SENIOR HIGH SCHOOL
It serves as challenge for me.”
Ms. Mathematician stated that:
“Because of lack of organization,
I always faced procrastination.”
Mr. Sporty said that:
“Delaying school activities
serves as a challenge to me.”
Mr. Woody highlighted that:
“I always put off doing school works till the deadline is
not yet approaching. I have done it ever since because my
brain only works well when the deadline is coming. This, I
believe, serves a challenge for me in terms of time
management.”
On the other hand, Mr. Bomb, Ms. Cream, Ms. Lightning,
Ms. Peace, and Ms. Talkative have similarities in terms of
the barriers they have faced when managing their time for
academic work. They mentioned that they are experiencing
39
SENIOR HIGH SCHOOL
distractions and interruptions when it comes to time
management.
Mr. Bomb highlighted that:
“I often experience many distractions
that serve as a challenge to me.”
He also added that:
“When I open my phone to search something, instead of
heading to Google, I get distracted and go to YouTube or
Facebook instead. It drew my attention from the thing I
should not be doing in the first place.”
Ms. Cream stated that:
“Being frequently distracted is the main challenge I
experienced in managing my own time. When I use my phone or
my laptop for school activities, it makes me want to scroll
and just access my social media accounts rather than do what
I need to do.”
Ms. Lightning said that:
40
SENIOR HIGH SCHOOL
“I always faced too many interruptions. When I am doing my
school works, I am easily distracted and interrupted by
someone calling my name or sometimes when I am browsing the
internet, it makes me want to visit another website and
unwind there.”
Ms. Peace noted that:
“I have faced both interruptions and distractions
frequently. I consider these as my own challenges.”
Ms. Talkative mentioned that:
“The things around me frequently cause interruptions for me,
which I consider as a challenge when I am doing school-
related tasks.”
However, Ms. Loud, Ms. Red, Ms. Smiley, Mr. Stone, and
Ms. Talkative had a lot in common to the barrier they had
faced when managing their time for academic work. They
claimed that they frequently experience multi-tasking or
doing many tasks at a time.
Ms. Loud noted that:
41
SENIOR HIGH SCHOOL
“The challenge I am still facing is multi-tasking. I
frequently complete multiple school tasks at once.”
Ms. Red shortly said:
“I always perform multiple tasks at a time and
it serves as a challenge for me.”
Ms. Smiley stated that:
“My time is divided to different school tasks that act as a
challenge in managing my time.”
Mr. Stone highlighted that:
“I often do many academic works at a time because I am
graduating one and it serves as challenge for me when it
comes to managing my own time.”
Ms. Talkative said that:
“I often multitask. I face and do many activities at a time
without even noticing the quality of the work.”
The findings show that among the fifteen (15) learner-
participants, eight (8) of them frequently experience and
are still facing procrastination in managing their time for
42
SENIOR HIGH SCHOOL
academic work, while only five (5) learner-participants
experience distractions and interruptions, and another five
(5) learner-participants still do multi-tasking. It is
supported by the study of Dudovskiy (2012), who indicated
that interruption, distraction, procrastination, and multi-
tasking are among the top time management challenges for a
student.
Theme 2: Implications of Time Management Barriers
2. Implications of Time Management Barriers
The implications of time management barriers to learner-
participants’ motivation is shown on table 3.
43
SENIOR HIGH SCHOOL
Table 3
Implications of Time Management Barriers on Motivation
Mr. Artist I am more determined.
Mr. Bomb It completely demotivates me.
Ms. Cream It makes me less eager to study.
Ms. Hypen It makes me less excited to do any school
activities.
Ms. Lightning It gives me courage.
Ms. Long Hair I feel down.
Ms. Loud It decreases my motivation.
Ms. I lose my motivation.
Mathematician
Ms. Peace It motivates me more.
Ms. Red It develops my strong urge to do my unfinished
tasks.
Ms. Smiley I cannot feel the spirit of inspiration to
continue.
Mr. Sporty I became less inspired.
Mr. Stone It makes me less motivated.
Ms. Talkative I feel the strong encouragement to continue
doing my unfinished academic works.
Mr. Woody I cannot feel any desire to go on.
Table 3 presents the responses of the Grade 12 learner-
participants who were asked about the implications of the
time management barriers on their motivation.
44
SENIOR HIGH SCHOOL
The participants themselves acknowledge that time
management barriers have a substantial implication on their
motivation.
Ten (10) out of fifteen (15) learner-participants
mentioned that time management challenges that serve as
barriers for them have a negative impact on their
motivation.
Mr. Bomb stated that:
“It completely demotivates me. Those distractions I
experienced makes me want to avoid doing all my unfinished
tasks.”
Ms. Cream said that:
“It makes me less eager to study. When I am facing those
challenges, all I want is just access my social media
accounts.”
Ms. Hypen noted that:
“It makes me less excited to finished my incomplete
academic-related tasks.”
45
SENIOR HIGH SCHOOL
Ms. Long Hair noted that:
“I feel down. When procrastination come throughout my school
activities, I cannot help but feel demotivated to complete
my assigned tasks.”
She also added that:
“The difficulties I experienced were supposed to motivate
me, but the opposite happened every time, and my body
together with my mind just went with the flow to do what
those challenges wanted me to do-to become demotivated all
the time.”
Ms. Loud stated that:
“It decreases my motivation. When I multitask, I always get
this feeling because instead of doing my school work to
learn, I just do it to get by.”
Ms. Mathematician noted that:
“Because of the challenges I frequently faced and still
experiencing, I cannot do the things that need to be done.
The ending, I will just lose my motivation to finish my
school tasks.”
46
SENIOR HIGH SCHOOL
Ms. Smiley highlighted that:
“Because of the multiple school tasks that need to be done
at a time, I cannot feel the spirit of inspiration to
continue doing my school activities.”
Mr. Sporty shortly said that:
“I became less inspired because of those challenges I have
encountered.”
Mr. Stone stated that:
“Just thinking about all of the things that need to be done
while still dealing with time management challenges makes me
feel less motivated.”
Mr. Woody said that:
“I cannot feel any desire to go on and continue doing my
academic works when multiple school activities approach.”
However, the remaining 5 learner-participants stated that
the time management barriers they have faced and still
experiencing have a positive implication on their
motivation.
47
SENIOR HIGH SCHOOL
Mr. Artist noted that:
“I am more determined because of the time management
challenges I have faced, despite the fact that
procrastination should have a negative impact on me.
However, since I frequently complete things the night before
the deadline, my motivation will just begin there.”
“It gives me courage. It inspires me to complete my undone
responsibilities. Those obstacles have kept me motivated
despite the multiple interruptions I have faced and still
facing.”
Ms. Peace highlighted that:
“Despite the interruptions and distractions, it motivates me
more to complete my undone school activities. It is just a
personal aim for me to achieve my goals.”
Ms. Red said that:
“I execute multiple tasks at once, specifically academic-
related tasks, which keeps me develops my strong urge to do
my unfinished tasks.”
48
SENIOR HIGH SCHOOL
Ms. Talkative stated that:
“I feel the strong encouragement to continue doing my
unfinished academic works when I multitask.”
It is shown by the responses above that there are two
ways that time management barriers affect learner-
participants’ motivation. Ten (10) of the fifteen (15)
participants stated that time management barriers had a
negative implication on their motivation, whereas the other
five (5) participants stated that time management barriers
had a positive implication on their motivation.
According to Fleming et al. (2001); as cited by
Adegboyega (2018), most students lose motivation when faced
with barrier or obstacle that prevents them from being
inspired, and they become less interested in studying and
finishing their assignments. Furthermore, according to Locke
et al. (1981), cited by Sikhwari (2014), only a small
portion of students feel motivated when confronted with
various time management challenges.
49
SENIOR HIGH SCHOOL
2.2 Productivity
Productivity is the state of being efficient. Academic
productivity describes the progression and the growing
improvements that surround one’s academic journey. However,
most of the students nowadays face time management problems
and may affect their productivity. Furthermore, students in
higher levels have a lot to do but the problem of not being
able to coordinate and manage time reduces the rate of
efficiency, hence leading to something that can affect them.
50
SENIOR HIGH SCHOOL
The following excerpts reveal the implications of time
management barriers to learner-participants’ productivity.
Mr. Artist It allows me to be more efficient.
Mr. Bomb It makes me feel lazy.
Ms. Cream My energy seems to be decreasing.
Ms. Hypen I do not feel productive at all.
Ms. Lightning It makes me more active.
Ms. Long Hair My body is working slowly and
ineffectively.
Ms. Loud My energy decreases.
Ms. I am becoming less energetic.
Mathematician
Ms. Peace It makes me function well.
Ms. Red I can sense an increase in my efficiency
rate.
Ms. Smiley My productivity drops.
Mr. Sporty I became less productive.
Mr. Stone I struggle to feel active.
Ms. Talkative I feel the efficiency in my body.
51
SENIOR HIGH SCHOOL
Mr. Woody I feel unproductive.
Table 4 presents the responses of the Grade 12 learner-
participants who were asked about the implications of the
time management barriers on their productivity.
The learner-participants mentioned that time management
barriers have a substantial implication on their
productivity.
Ten (10) out of fifteen (15) learner-participants claimed
that barriers to time management have a negative effect on
their own productivity.
Mr. Bomb stated that:
“Every distraction I encounter makes me feel lazy.”
Ms. Cream noted that:
“Being easily distracted serves a challenge for me and
appears to be affecting my productivity. As a result, I
know, my energy seems to be decreasing.”
Ms. Hypen said that:
“I do not feel productive at all whenever I put off
completing my school work.”

52
SENIOR HIGH SCHOOL
She also added that:
“I am unable to resist putting off my school works till the
very last minute when I am in the middle of it. By doing
this, I can see how it affects my productivity and makes me
completely inactive.”
Ms. Long Hair highlighted that:
“My body is working slowly and ineffectively, especially
when I procrastinate. Procrastination keeps me delaying any
tasks and doing it at the last minute.”
Ms. Loud said that:
“For me, multitasking serves a difficult challenge. Due to
this, rather than increasing my productivity, I simply
become more exhausted while performing the tasks that I need
to. It makes my energy decrease.”
Ms. Mathematician simply noted that:
“I am becoming less energetic because of the time management
challenges I have faced and still experiencing.”
Ms. Smiley highlighted that:
“My productivity drops and suffers when I work on several
school activities at once.”

53
SENIOR HIGH SCHOOL
Mr. Sporty stated that:
“My body loses energy as I continue to put off school-
related tasks. I became less productive as a result.”
Mr. Stone said that:
“Every time I am at the middle of doing many academic works,
I struggle to feel active. It makes me want to just sleep
all the time.”
Mr. Woody noted that:
“I feel unproductive while postponing the school-related
activities that need to be done and submit.”
On the other hand, the other five (5) learner-
participants stated that the time management barriers they
have faced and still experiencing have a positive
implication on their productivity.
Mr. Artist stated that:
“It allows me to be more efficient when I put off things.
The reason for this is that as I put off completing my
schoolwork, I become more productive the day or night before
the deadline.”
54
SENIOR HIGH SCHOOL
He also noted that:
“Just to be clear, my aim is to do my responsibilities on
time. I put things off, but I can say that at least one day
before the submission, I am productive.”
“Too many interruptions make me more active. It is because
my body becomes more productive as I fight to avoid being
affected by the interruptions, allowing me to finish the
duties at hand before they have a negative effect on me.”
Ms. Peace noted that:
“Despite both interruptions and distractions I experienced,
it makes me function well. My body simply finds a way to
remain active and combat the problems or challenges I face
as I struggle.”
Ms. Red simply said that:
“As I perform multiple school-related tasks at a time, I can
sense an increase in my efficiency rate.”
Ms. Talkative noted that:
55
SENIOR HIGH SCHOOL
“I feel the efficiency in my body when I multitask. Just
suddenly feeling a surge of power or energy makes me
productive as I complete my undone activities.”
As evidenced by the fifteen (15) learner-participants’
responses listed above, it shows that there are two (2)
distinct implications that time management barriers have on
students’ productivity. Ten (10) out of fifteen (15)
learners said that time management barriers had a negative
impact on their productivity, while the remaining five (5)
students said that the time management barrier they have
experienced had a good impact for them. This is backed by
the findings of the study of Favour (2017), which found that
a significant portion of students worldwide experience a
quick change in efficiency when confronted with a challenge
that triggers them. Additionally, based on the Journal of
Education Psychology (2014), it is also stated there that
when a student experiences problems related to time
management at school, it actually has an impact on his/her
productivity: positive or negative.
56
SENIOR HIGH SCHOOL
CHAPTER 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings,
conclusions, and recommendations.
Summary of Findings
Time is incredibly important in today's world. It helps
individuals, particularly students with a variety of tasks,
including generating good habit and developing everyday
activities. Time must be managed carefully, just like any
other resource. However, having a good time management is
not always possible due to various barriers that inhibit
students from doing so.
57
SENIOR HIGH SCHOOL
This study sought to identify the time management
barriers and determine its implications on the academic
behavior among Grade 12 learners.
The following are the findings of the study:
1. Time Management Barriers Experienced by the Grade 12
Learners
Out of the fifteen (15) participants, eight (8) of them
still struggle with procrastination as a time management
barrier. Five
(5) of the learner-participants admit being interrupted or
distracted, and another five (5) have experienced or are
still attempting to multitask.
2 Implications
2.1 Implications of Time Management Barriers on Students'
Motivation
Of the fifteen (15) participants, ten (10) claimed that
time management barriers had negative implications on their
motivation, whereas the other five (5) stated that time
management barriers had positive implications. It has been
58
SENIOR HIGH SCHOOL
consistently shown that more learners still view time
management barriers as harmful to their motivation, with a
very small minority of learners viewing those barriers
positively.
2.2 Implications of Time Management Barriers on Students'
Productivity
Time management barriers have implications on students'
productivity in two (2) different ways. The five (5)
learner-participants mentioned that the time management
barriers they had experienced had positive implications on
them. However, of the fifteen (15) students, ten (10)
claimed that time management barriers had negative
implications on their productivity. It has been discovered
that there are much more
learners who believe that time management barriers hinder
their productivity than those learners who believe the
opposite.
Conclusions
Based on the findings of the study, the following
conclusions were drawn:
1. The top time management barriers that Grade 12 ABM and
STEM learners have encountered and are still facing are

59
SENIOR HIGH SCHOOL
procrastination; interruption; distraction; and
multitasking.
2. Implications
2.1 The implications of time management barriers on
Grade 12 students' motivation can be broken down into
two (2) different categories. One is that it has
positive implications on learners; some were inspired to
work harder on their academic tasks as a result of the
difficulties they faced. The second is that it has
negative implications on learners' motivation. Due to
the challenges, they have faced and continue to face,
Grade 12 learners appear less motivated to complete
their studies and are discouraged from finishing their
assigned schoolwork.
2.2 The implications of time management barriers on
Grade 12 learner-participants' productivity are broken
down into two (2) groups. One is that it has positive
effects on them;
the barriers in managing time that Grade 12 learners
faced helped them become more productive, energetic, and
active in order to finish their academic work. The other
is that it has negative effects on them; the barriers
60
SENIOR HIGH SCHOOL
that Grade 12 learners encountered caused their
productivity to drop that greatly affects their
unfinished school-related tasks.
Recommendations
From the findings and conclusions given, the following
recommendations were drawn:
1. The researchers advise that as time management is crucial
for students, all learners not only understand, but also put
it into practice.
2. The researchers suggest that all students devise useful
schedules and prioritize their to-do lists. In this way,
they can be more focused and more productive.
3. The researchers recommended students to try to divide
their time among the tasks they need to do because
completing everything at once is ineffective.
4. The researchers advise learners to get rid of typical
interruptions and distractions that keep them preoccupied
and disrupted when working on school-related tasks.
5. Every student make an effort each day to prioritize their
duties, placing the most important ones at the top of the
list and the less important ones at the bottom. The

61
SENIOR HIGH SCHOOL
researchers also advised students to always properly assess
themselves.
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GABALDON VOCATIONAL AGRICULTURE HIGH SCHOOL

SENIOR HIGH SCHOOL

TIME MANAGEMENT BARRIERS: ITS IMPLICATIONS ON THE ACADEMIC

BEHAVIOR AMONG GRADE 12 LEARNERS

A Qualitative Research Presented to the Senior High School

Faculty of Gabaldon Vocational Agriculture High School in

Partial Fulfillment of the Requirements in the Subject

Research in Daily Life I

Aguilar, Diana L. Flora, John Abron V.

Angelo, Elena Mae T. Guevarra, Danica E.

Aquino, Edrick F. Layma, Angel Ann C.

Balajadia, Angel I. Ledesma, Lloyd Jezreel U.

Dalacat, Nigel F. Pacada, Gwyneth R.

Fernandez, Ellysiah Faith O. Santos, Nhicole S.

THE PROBLEM AND ITS SETTING

Time is a natural and one of the most valuable

resources that cannot be recovered or reclaimed once it has

passed. It is a seemingly unchangeable sequence of existence

and events that occurs from past, through present, and to

In reality and today's world, time is extremely

crucial. It assists us in developing a good habit of

planning and creating everyday tasks or works of the people.

That is why, humans should properly utilize time in their

daily lives, both in practical and educational settings.

Time, like any other resource, requires careful

management. In fact, according to Peter F. Drucker, “Time is

the scarcest resource of the manager, if it is not managed,

nothing else can be managed”. Time management is essential

in people’s daily lives. It is one of the most important

abilities that an individual should possess.

Most of the time, in today's generation, students are

the ones that are truly likely to relate to time management.

When students manage their time properly, they are able to

do more things in a more efficient manner and in less time,

even when they are under a lot of pressure. Time management

is a critical factor that influences students' behavior

because effective time management is associated with greater

The idea of "time management" must not be

misinterpreted; it is possible to manage time. In real life,

time is uncontrollable. Students should organize themselves

according to time, which is what time management entails.

Time management is actually the same as self-management. On

to a variety of time management factors that become

Barriers are obstacles that prevent something from

occurring. To be precise, it is a stumbling block. Barriers

to time management are sometimes unavoidable. Because of

these hurdles, learners appear to face challenges with time

management, which has a significant impact on how they

behave while doing academic work.

With the aforementioned situation, the researchers

chose this topic in order to explore and identify time

management barriers and their implications on students'

academic behavior, particularly those in the 12th grade on

Accountancy, Business and Management (ABM) and Science,

Technology, Engineering and Mathematics (STEM) strand, who

are more likely to experience challenges with time

more than one (1) research subject.

This study is anchored to the Pickle Jar Theory of

Jeremy Wright, which was developed in 2002 and is a modern

and relevant theory of time management.

To effectively manage time, one must first determine

the relevance of each action. The Pickle Jar Theory (also

known as the Bucket of Rocks Theory) provides insight into