GONZALO ALER NATIONAL HIGH SCHOOL

ALAYAO,CAPALONGA CAMARINE NORTE

CHAPTERII
“POOR TIME MANAGEMENT: IT’S
IMPACT TO THE OVERALL
ACADEMIC PERFORMANCE”

Chapter 2
Review of Related Literature

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

Related Literature
In today’s generation, time is vague to be divided and usable
commodity. All that surround us and even the resources in the hands of any
organization may be developed in a minute or be converted as time goes on. However, there
is one thing that cannot be transformed or stored which is the time itself. At times, existence
of problems occurs due to not using the time properly. In any school systems, academic
performance is being prioritized by both students and teachers but there are an impact of
study time (Smith, Granite & Dika, 2002). In other words, study time management has
something to do with the student performance in school. A study was conducted that the
students in Malaysia were having low GPA (Grade Point Average) due to their addiction in
technologies; overuse of mobile gadgets hampers student’s ability to study. Instead of
spending their time in studying, they enjoy so much of it in chatting with their friends and
watching videos of their idolized celebrities using the social media to the extent that they
forget already their school papers to be submitted the next day and even their assignment.
Least important task must be set aside first and more important issue must be prioritized and
must set schedules to accomplish it right away (Sansgiry, Kawatkar, Dutta&Bhasle G., 2004).

Furthermore, most of what the students complain about in ASEAN countries is that
they don’t have enough time for their homework, project, reading or writing assignments,
exams, etc. However, Japanese students have even spent their night using mobile phones
causes them to fare poorly in school. Thus, poor time management behaviors like not
allocating time properly will result to poor academic achievement. Kaushar (2013) found that
time management has an important part in students’ academic performance. Lack of time
management skills is one of the hindrances to better performance in school. Moreover,
Institute of International Education (April, 2013) presented that there is a need in higher
education system of Myanmar that can produce students who possess the skills of critical
thinking and innovation. Particularly, higher education in Burma has been excessive.
Centralized the ministry of education is the major provider of education in Myanmar with the
vision “to create an education system that will generate a learning society capable of facing
challenges of the knowledge ages.”

According to S N A M Razali1, M S Rusiman1, W S Gan1 and N Arbin2, time

management is very important and it may actually affect individual's overall performance and
achievements. Students nowadays always commented that they do not have enough time to
complete all the tasks assigned to them. In addition, a university environment's flexibility and
freedom can derail students who have not mastered time management skills. Therefore, the
aim of this study is to determine the relationship between the time management and academic
achievement of the students. The factor analysis result showed three main factors associated
with time management which can be classified as time planning, time attitudes and time

wasting. The result also indicated that gender and races of students show no
significant differences in time management behaviours. While year of study and faculty of
students reveal the significant differences in the time management behaviours. Meanwhile,
all the time management behaviours are significantly positively related to academic
achievement of students although the relationship is weak. Time planning is the most
significant correlated predictor.

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

This review of time management studies has shown that time

management is not a well-defined construct. Also, the quality of measurement
instruments was shown to be questionable. The effect of time management on
outcomes such as job performance was not clearly established, but the results on
proximal and stress-related outcomes were generally positive. Some support was found for a
dispositional foundation of time management behaviour, as some of the time management
behaviours appeared to be related to personality variables. Time management training was
demonstrated to enhance the use of time management behaviours, but there are no conclusive
results about the effect of these behaviours on outcome variables.

Most of the past studies were field studies and used questionnaires. Our main criticism
on these instruments is that they were based on different definitions of time management and
thus represent non-equivalent operationalisations of the time management construct. The
internal consistency of the scales differed somewhat over studies and was in some cases
below the generally accepted level of 0.70. Planning was part of all three mostly used time
management questionnaires (TMBS, TSQ, TMQ), suggesting that planning is an important
time management component.

A large number of past studies used student samples. It can be questioned whether the
results for students also hold for employees, because students deal with different kinds of
tasks than employees, and it has not been demonstrated that the processes involved are
comparable. One of the differences is that students are able to postpone activities by deciding
not to study for an exam, while employees have less possibility to do so and may face more
negative outcomes of not doing certain things in time.

In future research, time management behaviour should be studied in more detail. We

believe that it is necessary to explore how people plan and prioritise their work activities,
whether and how they perform their planned actions, and how they implement time
management techniques. To be able to do this, we firstly suggested a definition of time
management behaviours that incorporates all relevant aspects. Next, a time management
measure that operationalises this definition should be constructed and a model of time
management should be developed that covers antecedents as well as outcomes of time
management behaviours. Based on this research, time management training programs might
be developed and evaluated. All this stands in stark contrast to the current situation where
research has taken popular notions of time management and topics included in time
management training programs as points of departure.

Future research could also focus on the characteristics of the work situation, including
the lack of autonomy in work, a heavy workload, the influence of others, or a planning
system to organize one’s time at work in relation to time management behaviours.
Characteristics of non-work life conditions should be considered as well, as they can also
influence the use of time management techniques. People with double workload, e.g. work
and study, or work and a family with children, have a bigger likelihood of experiencing
priority conflicts because they have to balance between the two situations constantly.
Furthermore, personality type, personal characteristics (for instance a preference for a
structured work style or work strategy), and openness for learning new strategies could
influence the success of time management behaviours. Individuals differ widely from one
another in the degree to which they handle the passage of time and the pursuit of goals. Some

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

individuals are constantly drawing up schedules and lists, and setting

deadlines for themselves, while others pay less attention to short-term
concerns (Conte et al., 1998).

With respect to the outcomes of time management behaviours, future

research should be directed at the effects on perceived control of time and effectiveness in
terms of task completion within the available time (deadlines). Factors determining whether
the timely completion of tasks results in higher job performance (e.g. Kelly, 2002), more
leisure time, or working less overtime (e.g. Rau and Triemer, 2004), could be included in
future research.

Besides quantitative studies on time management, qualitative research studies could

be conducted to obtain detailed information about the application of time management
behaviours
in practice. For instance, by means of a diary study on how people plan and prioritise their
tasks from day to day, how they actually spend their workday and what considerations are
important here, what unexpected events come up, and how they handle this. The advantage of
a diary study is that information on how people use their time is obtained as it occurs
(Conway and Briner, 2002; Pentland et al., 1999; Reis and Wheeler, 1991; Symon, 1999).

Another suggestion is to focus future research on specific target groups. As most

studies have dealt with student samples, further research on time management at work could
focus on employees in their work situations, preferably from different organizations in order
to ensure sufficient variation in contextual factors. To be able to show the differences in
decision-making and strategy between individuals, research groups could be divided into
persons that are good or average time managers. Sonnentag and Schmidt-Braße (1998) have
shown how this can be done. They asked supervisors to name employees that they thought
had the quality to either be good or not as good at performing a certain task.

Related Studies
Kaushar (2013) in his study, found that time management plays a vital role in
students’ academic performance. The researcher also argued that lack of time management

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

skills act as the barrier to better academic performance. It was also found that
at higher education level, the study schedule must properly planned,
implemented and controlled for best academic achievements, 10  but
emphasis on time also helps to develop cost effective education policies by the
high ups  particularly at higher educational level. However, the study of
Indpreica, et. al (2011) shows that almost 70% of students starts studying their lessons less
than one week before the exam period. The study of Yilmaz, Yoncaliz & Bektas (2006) also
supports for the research revealed that a majority students possess moderate level time
management skill and only a significant small portion has high level time management skills.
Hence, proper time management positively correlates to better academic performance (Sevari
and Randy, 2011). The study of Nashrullah and Khan (2015) identified time management
variable to include planning (short- range and long-range), time attitude as independent
variables linking to the stdents’ academic performance.

Findings showed that time management variables such as short- range, long- range
and time attitude are significantly correlated to students’ academic achievement. Another
study also posits the time management variables to include independent variables such as
prioritization, procrastination, socialization and students’ academic performance (Adebayo,
2015). Specifically, his study claimed that there is positive relationship between time
management factors such as prioritization, procrastination, socialization and the students’
academic performance. Further implications of the results suggest that students should
prioritize their tasks, less procrastination in responding to activities. In addition, Karim, et. al
(2015) also links time management factors to include students attitudes and behavior impacts
students’ academic performance. King (2002) had also emphasized the different external
forces that challenges time management and these can be comprised of challenge to one’s
ability or expertise, which imposes an unwelcome demand on time, abilities, and emotional
reserved. Another study conducted by Indreicaet. al (2011) examined the influence of
effective management to student’s academic performance in terms of Grade Point Average.

Findings revealed that effective management programs elevate the GPA and
concluded that successful students are good time managers. Specifically, factors such as time
management behaviors, time attitudes and control of time are significant predictors of
student’s academic performance which also conforms with several studies ( Adebayo, 2015);
Kaushar, 2013). This study is primarily anchored on Adebayo’s utilization of time
management variables:  prioritization, procrastination and socialization as independent
variables to students’ academic performance. Sevil and Necati (2011) indicated a significant
and positive relation between time planning and time consumer. For that reason, the findings
of various studies done by different 11 researchers reveals that the management of an
individual could affect much on his\her academic performance.

Time management is a process of planning and exercising conscious control of time

spent on specific activities, especially to increase effectiveness, efficiency, or productivity. It
has a big impact on every student and individual. One of the problems that every performer
encounters is being absent in class due to the same date of performance and study. The

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

researchers used descriptive research design and the survey questionnaire was
administered to fifty (50) respondents chosen purposively. The survey
assessed the impact of time management in the academic performance of the
performing arts senior high school student.
A questionnaire was constructed to determine how time management in
academic performance affects the students. Many respondents agreed that there are impacts
of time management in their academic performance. Students stated that being unable to pass
the tasks on time was the most important factor that affects them in terms of
projects/assignments while in extra-curricular activities, students emphasized that being tired
after rehearsal/training made them lazy to finish their projects/assignments, and, lastly, they
cited that being not able to answer some questions on the exam because of lack of
concentration was one of the factors affecting them in terms of examinations. The researchers
gave the following conclusions and recommendations: know how you spend your time;
analyze where most of your time is consumed; identify your most time-consuming tasks;
determine whether you are investing your time in the most important academic activities to
help you to determine a course action; set priorities.

Managing your time effectively requires a distinction between what is important and
what is urgent. While activities are both urgent, better choose the most important task
whether if it is on project/assignments extracurricular, or examinations. Use a planning tool
to improve
your productivity. Examples of personal planning tools include electronic planners, pocket
diaries, calendars, computer programs, wall charts, index cards, and notebooks for writing
down. (Rogelio Villanueva, Jesselse Cabantac, John Troy Amihan, Laica Illustrisimo, Gio
Briand Orquin, Carolyn Castro, Stage Fright: Affecting the Performer's Performance of the
Students in Bestlink College of the Philippines , Ascendens Asia Singapore – Bestlink
College of the Philippines Journal of Multidisciplinary Research: Vol. 1 No. 1 (2019):
Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary
Research Abstracts, Vol.1, No.1, March 2019 ).

Synthesis
Studying time management has something to do with the student performance in
school. Instead of spending their time in studying, they enjoy so much of it in chatting with

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

their friends and watching videos of their idolized celebrities using the social
media to the extent that they forget already their school papers to be submitted
the next day and even their assignment. Least important task must be set aside
first and more important issue must be prioritized and must set schedules to
accomplish it right away.

Proper time management positively correlates to better academic performance. Time

management is a process of planning and exercising conscious control of time spent on
specific activities, especially to increase effectiveness, efficiency, or productivity. It has a big
impact on every student and individual. One of the problems that every performer encounters
is being absent in class due to the same date of performance and study.

Managing your time effectively requires a distinction between what is important and
what is urgent. While activities are both urgent, better choose the most important task
whether if it is on project/assignments extracurricular, or examinations. Use a planning tool
to improve your productivity. Examples of personal planning tools include electronic
planners, pocket diaries, calendars, computer programs, wall charts, index cards, and
notebooks for writing down.

Theoretical Framework
Every day, we fill out time with important, less important, and unimportant things.
The Pickle Jar Theory serves as a visual metaphor to determine what is useful and what is not
useful. It helps you to set your priorities for daily life and plan tasks in such a way, that you
have time to spare instead of too few hours in the day.

The Pickle Jar Theory is popular for time management. Among others, Stephen
Covey writes about this in his book 7 habits of highly effective people. The principle is about
a big glass pickle jar that’s filled with a large number of fist-sized rocks, pebbles and a lot of
sand.

Everything in the Pickle Jar Theory has a purpose. The pickle jar itself represents our
daily life, what keeps us busy and how we divide our time and tasks during the day.
The sand represents all the phone calls, emails, social media notifications and other
disrupting elements. The pebbles metaphorically stand for the jobs we’re confronted with
every day and that fill our diaries. The rocks represent the important tasks in our daily lives.
There’ll be serious consequences if we fail to do the latter tasks.
Time is limited however; after all, there are only 24 hours in a day. That’s why we
have to make choices. But people tend to respond immediately to impulses that reach them
quickly. You have to read that email right away, you can’t leave your phone ringing and a
nice chat with your colleague has a function. That’s all true, but the Pickle Jar Theory shows
us in a simple way that it’s unwise to adjust our daily activities to these small things and to
plan all other tasks around them.

To get a good visual idea of how we generally complete our tasks, the pickle jar is
first filled with sand. These are the (sometimes) meaningless tasks that we let distract us
every day. Next, the pebbles are put on top of the sand; tasks that need to be completed, but
can also be done on another day or at another time or by someone else. Finally, it’s the rocks’
turn; basically the most important tasks we have to do on a certain day.

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

These are the tasks for which someone has been hired and that fall
under their responsibility. Tasks that cannot be ignored or done by someone
else. But it turns out that if the sand, pebbles and rocks are put in the jar in this
order, there’s barely any room for the rocks. The same thing happens in our
daily lives; we stuff it full of unimportant tasks, but when it really matters, we
don’t have any time left for the important stuff.

In order to better plan the different tasks in our daily lives with their varying urgency
and importance, the pickle jar is filled again. We’re using the same size jar, the same amount
of sand, pebbles and rocks. Only the order is now crucially different.

The Pickle Jar Theory provides insight into our timetable and offers opportunities to
make an effort every day to put our most important tasks at the top of the list every day. Only
then does it get easier to handle and actually meet deadlines.

By not letting our daily activities be interrupted by the sand that’s slipping by, it
becomes easier to focus on the main tasks. The insight becomes even more clear by working
with to-do lists. By carefully considering what tasks still need to be done in advance, you’ll
be able to treat the most important tasks as ‘rocks’ and put them on your list.

Conceptual Framework

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GONZALO ALER NATIONAL HIGH SCHOOL
ALAYAO,CAPALONGA CAMARINE NORTE

The conceptual framework will show the input, process and output of
the research. The input of the research paper will be the statement of the
problem that is aligned with the title of the study. The process that the
researchers will use is a survey questionnaire to be given to the respondents to
have an honest answer regarding the research. The output of the researcher is
looking forward to the result in knowing the impact of time management behavior of
students.

Conceptual Paradigm

Input Process Output

The researchers
A survey questionnaire
will have the result
will be distributed to
Statement of the
and know the
problem have a honest answer
impact of time
about the research
management
questions.
behavior of the

students.