Research Instruments

This study utilized an adopted Time Management Questionnaire (TMQ)

composed of six questions having three dimensions. The first one is about short-range

planning, which consists of seven questions. At the same time, the second part talks

about the time attitudes of the respondents. On the other hand, the last section refers to

the long-range planning among the students that consists of five questions. Overall, the

adopted questionnaire has a total of 18 questions (Clayton, n.d.) in assessing the

respondents’ level of time-management skills. All of the questions were graded on a

five-point Likert scale: Always (5), Often (4), Sometimes (3), Rarely (2), and Never (1).

Time-Management Skills and Academic Performance of the Grade 12 Students 

in Philippine Academy of Sakya Davao Inc.

    Range       Descriptive Interpretation

Interval Rating

60-90  High Score The student has excellent time-management

skills and uses the guide as a reference.

45-59    Moderate Score The student has good time-management skills

but should use the guide to increase the skill.

18-44 Low Score The student has low time-management skills that
need improvement following the guide.

As a whole, the survey instrument has only two parts. The first part is intended

for measuring the levels of time-management skills of the respondents whereas, the

second one contains a close-ended question for measuring the levels of the academic

performance of the Grade 12 students. 

 A study on the validity and reliability of the Time Management Questionnaire

(TMQ) reveals that validity has been established through construct-related evidence

and face validity. Likewise, Cronbach's alpha was employed to test the instrument's

reliability which yields a coefficient of 0.87. According to Howard (2016), a coefficient

equal to or greater than 0.8 is considered good, near to excellent.

Research Questionnaire

Name:

Strand:

Sex:

Learning Modality:

Grade 12 First Semester Average:

Time Management Questionnaire (TMQ) developed by Britton and Tesser

Always Often Sometimes Rarel Never

1. I make a list of the things that I have to

do each day.

2. I make a schedule of the activities that

I have to do on work days.

3. I plan the day before I start it.

4. I write a set of goals for myself for

each day.

5. I have a clear idea of what I want to

accomplish during the week.

6. I spend time each day planning.

7. I set and honor priorities.

8. I continue unprofitable routines or

activities.
9. I believe that there is room for

improvement in the way I manage my

time.

10. I find myself doing things which

interfere with my school work simply

because I hate to say No to people.

11. I feel I am in charge of my own time.

12. On an average class day, I spend

more time with personal grooming than

doing school work.

13. I make constructive use of time.

14. The night before a major assignment

is due, I still working on it.

15. I have a set of goals for the entire

quarter.

16. I keep my desk clear of everything

other than what I am currently working

on.

17. When I have several things to do, I

think it is best to do a little bit of work on

each one.

18. I review my class notes even when a

test is not imminent.

 References

Clayton, R. (n.d.). The Time Management Questionnaire - PDFCOFFEE.COM.

Pdfcoffee.Com. Retrieved September 25, 2021, from https://pdfcoffee.com/the-time-
management-questionnaire-pdf-free.html 

Howard, M. (2016, September 7). Introduction to Cronbach’s Alpha. MCH.

https://mattchoward.com/introduction-to-cronbachs-alpha/#:%7E:text=Cronbach
%E2%80%99s%20alpha%20%28Cronbach%2C%201951%29%2C%20also%20known
%20as%20coefficient,test%20contribute%20positively%20towards%20measuring
%20the%20same%20construct.