TIME MANAGEMENT AND ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL COMPUTER SYSTEM SERVICING STUDENTS AT BAROBO NATIONAL

HIGH SCHOOL FOR S.Y. 2022 – 2023

A RESEARCH PAPER Presented to the

Senior High School Department
Barobo National High School
Barobo Surigao del Sur

In fulfillment of the
Course Requirements in
Inquires, Investigation and Immersion

SOLAIMAN III E. SARIP

ROBERT S. GOLES
JASTIN M. COMPASION
MELVIN C. JASIS
TYRON JACK M. AJERO
MARK ANTHONY B. ONTUA
ANGELENE GRACE A. ORAY
ALESON R. TIÑOLA
IGNACIO M. DECASTRO V
WILROD T. CAIRAN

April 2023
 CHAPTER I

The Problem and its Background

This chapter presents the general nature of the problem, concept and theories as bases
of the study, objectives vis-a-vis the research questions, significance of the study, scope and
delimitation and important key-terms that have bearing of the study.
1.1 Introduction

Time management is the ability of students to manage their time effectively to

accomplish academic tasks. 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
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
According to the research article by Nnamani, I. I., Nweke, S. I., & Eze, J. J. (2020),
poor time management, reading, and library utilization have a negative effect on the
academic performance of senior secondary I and II students in selected secondary schools in
Rivers State, Nigeria. Specifically, the research found that only 24.8% of the students had
good time management skills, while 47.3% of the students had (poor time management
skills). Additionally, only 37.9% of the students had adequate reading skills, while 54.7% of
the students had poor reading skills. Finally, only 10.9% of the students had adequate library
utilization skills, while 74.5% of the students had poor library utilization skills.
The study by Abraham Maslow's (2018) sought to understand the effects of time
management and self-efficacy on math performance among high school students working
part-time in Cebu, Philippines. Through a survey of students, the authors found that students
who worked part-time and reported higher levels of time management had a mean score of
81.7% on their math tests, compared to a mean score of 67.9% for those who did not work
part-time and reported (lower levels of time management). Similarly, students who managed
their time better and reported higher levels of self-efficacy had a mean score of 83.4% on
their math tests, compared to a mean score of 65.2% for those who did not manage their time
well (and reported poor time management). The authors concluded that time management and
self-efficacy are important factors in determining math performance among high school
students working part-time in Cebu, Philippines.
The study aims of the local research paper is to determine the time management and
its affecting on academic performance. More specifically, the research will focus on time
management on grade 11 & 12 Computer System Servicing Students’ Average Grades.
1.2 Conceptual Framework
The conceptual framework for this study is show on the relationship between time
management and academic performance. Effective time management positively influences
academic performance by allowing students to allocate sufficient time for studying,
completing assignments, and adequately prepare for exams. Students who manage their time
well tend to be more organized, less stressed, and generally able to meet deadlines
effectively. Therefore, students who engage in effective time management are likely to
achieve better academic performance compared to those who do not. The relationship
between time management and academic performance may be explained by mediating
variables, including self-efficacy. Effective time management can increase self-efficacy
leading to improved academic performance.
Mediating variables are factors that are influenced by time management and also influence
academic performance. Two potential mediating variables in the relationship between time
management and academic performance are self-efficacy
Self-efficacy refers to an individual's belief in their ability to successfully complete a task.
Students who have high self-efficacy in time management are more likely to engage in
effective time management, such as setting goals, scheduling, and monitoring progress. This
helps improve academic performance as it increases their confidence and motivation to
perform well.

TIME MANAGEMENT ACADEMIC PERFORMANCE

SELF-EFFICACY

1.2 Theoretical Framework

This study is founded on the theory of time management and academic performance, which
suggests that effective time management practices are essential for achieving academic
success. Time management refers to the ability to plan, organize, and allocate time to tasks in
a manner that maximizes productivity and efficiency. The theory posits that individuals who
engage in effective time management practices are better able to balance academic demands
and extracurricular activities, resulting in higher academic performance.

One prominent author who has contributed to the theory of time management and academic
performance is John M. Grohol (2018). Grohol argues that poor time management is a
leading cause of academic underachievement and stress among students. He emphasizes the
importance of setting goals, creating schedules, and breaking tasks into smaller, manageable
steps to improve time management skills.
Another author who has contributed to the theory is Steven J. Scher (2016), who has studied
the relationship between time management and academic performance among college
students. Scher argues that effective time management practices can significantly improve
academic performance, as students who are able to manage their time effectively are better
able to balance academic demands and extracurricular activities. Additionally, he emphasizes
the importance of using technology to aid in time management, such as mobile apps and
online calendars.

1.3 Statement of the Problem

The purpose of this study is to determine the time management and academic
performance of Grade 11 and 12 Computer Systems Servicing (CSS) students at Barobo
National High School for School Year 2022-2023.
Specifically, the study seeks to answer the following research questions:
What is the effective time management of Senior High TVL CSS students at Barobo
National High School for School Year 2022-2023?
What are the academic performance grades of Senior High TVL CSS students at
Barobo National High School for the first and second quarters of the school year 2022-2023?
To what extent does time management affect male and female CSS students’
academic performance on Senior High School in Barobo National High School?

1.3 Hypothesis
There is no significant relationship between time management and academic
performance of the grade 11 and 12 TVL – CSS Students

1.4 Significance of the Study

The main purpose of the study is to determine time management to the academic
performance of grade 11 & 12 C.S.S students at Barobo National High School for School
Year 2022 – 2023

School administrators. The findings of this study can inform school administrators on
how they can design policies and programs that support effective time management practices
among C.S.S students. The results of this study can also guide school administrators in
identifying areas for improvement in the current time management practices of the school.
Teachers. The results of this study can assist teachers in designing instructional
materials and activities that encourage effective time management skills among C.S.S
students. The findings can also help teachers identify students who may need additional
support in managing their time and provide interventions to help them succeed academically.
Students. This study can benefit C.S.S students by providing them with insights on
how they can effectively manage their time and improve their academic performance.
Through this study, C.S.S students can identify strategies that can help them balance their
academic workload, re.duce stress, and improve their overall well-being.
 Parents. The results of this study can inform parents on how they can support their
children's academic performance by teaching them effective time management skills. By
understanding the relationship between time management and academic performance, parents
can provide their children with the necessary resources to excel academically.
Future researchers. This study can serve as a basis for future research on the topic,
particularly in the context of C.S.S students. The findings of this study can provide future
researchers with a starting point for further investigations and may inspire the development of
interventions that can help improve the academic success of C.S.S students in the future.

1.5 Scope and Delimitation

The main purpose of the study is to determine the extent of the time management and
academic performance affects the senior high C.S.S students. The study considers the
students personal information such as their name, average grade 1st and 2nd quarter, and
section.

The researches limited the study to the 77 of male and female senior high school
C.S.S students enrolled in the first semester for school year 2022 – 2023 at the Barobo
national high school. each of the respondents was given a questionnaire to answer composed
to part 1 to part 2.

1.6 Definition of Terms

Academic Performance. This refers to the level of achievement a student has
reached in their education in terms of meeting their educational goals.
Computer System Servicing. This refers to one of the strands offered in the
technical-Vocational-Livelihood Track in the senior high school in the Philippines which
focuses on troubleshooting, maintenance, and repair of computer hardware and software.
School. This refers to a public high school located at Barobo, Surigao del Sur,
Philippines named as Barobo National High School.
Senior High School Students. These refer to Grade 11 and 12 students enrolled at
Barobo National High School for School Year 2022 – 2023.
Time management. This refers to the ability of students to effectively manage their
time in order to complete academic tasks.
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter thematically presents the background concepts and studies which are
closely related to the presents studies.

2.1 Conceptual Literature

This presents the related concepts use in this study, namely “Time management,
academic performance, and self – efficacy.”

Time management is a critical skill for students as it enables them to balance multiple
tasks and responsibilities. It refers to the ability to plan, organize, and allocate time to tasks in
a way that maximizes productivity and efficiency. Effective time management practices
involve setting priorities, breaking down tasks into manageable steps, and creating a schedule
to manage time effectively. Poor time management can lead to decreased productivity and
lower academic performance (Demir, 2021).

Academic performance is the level of achievement that students achieve in their

academic pursuits. It can be measured in a variety of ways, including grades, test scores, and
class participation. Motivation, study habits, and time management are all factors that affect
academic performance. Students who practice good time management are more likely to
succeed academically (Honicke & Broadbent, 2016).

Self-efficacy is an individual's belief in their ability to perform a task successfully. It

is a key component of academic achievement, as students with high self-efficacy are more
likely to persist in the face of challenges and achieve their academic goals. A meta-analysis
conducted by Richardson et al. (2012) found a positive association between self-efficacy and
academic performance.

2.2 Research Literature

the following researches proved in the process of investigating the problem and
academic performance

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. Due to miss management of time they gap behind. This study
will help to analyze the positive or negative impact of time management on academic
performance of students. It will also help to make somedecision about changes we would like
to make to use our time more effectively (Noftle, Robins & Richard, 2007). There is no one
right way to manage our time; however; it is important to get to know our self, so we can
make good decisions about how to use our time. Likewise, in the process of providing
educational services this issue has been a subject of interest discussed and emphasized in
several platforms and an attempt has been initiated to assess and analyze time and the time
management attitudes and behaviors of students in educational institutes (Denlinger, 2009).

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.
Grades in higher institutions often depend on the completion of a range of tasks,
including those with various deadlines, lengths and priorities. This multiple tasks, and then
grades are determined by the quality of efforts put in. Thus, academic performance would be
expected to be influenced by time management skills. Therefore, as increasing demands are
placed on students, students’ ability to manage time becomes an essential component for
academic success.
Self-efficacy is students' perception of their ability to enhance new abilities specific to
certain academic fields Nasiriyan et al. 2011 [27]. According to Brahier 2009 [8], self-
efficacy refers to the extent to which students perceive their ability to succeed in the tasks
given. If a student is not successful in a mathematics class based on experience and
encounters a problem that is not necessarily difficult, a student is likely to think, "I can't do
this," and may give up almost immediately. The student believes that the work would be
challenging to complete successfully because of his inability to do the task.
On the other hand, the student's choice of activities is influenced by self-efficacy
Schunk & Pajares 2002 [37]. Students with low self-efficacy may avoid many learning tasks
and activities, while students with high self-efficacy approach these learning tasks
enthusiastically. In doing the learning task, students with high self-efficacy are more likely to
persevere with effort than students with low self-efficacy. The belief that an individual has
that they can effectively perform the actions needed to achieve the intentions is self-efficacy.
Self-efficacy can be viewed as one's perceptions of competence and their chances of
accomplishing a specific task. Self-efficacy, however, can change based on one's data,
experiences, and learning Schwoerer et al. 2005 [38]. Besides, as applied to work, self-
efficacy describes the person's trust in his or her ability to perform the task along with his or
her belief that he or she can perform specific tasks effectively in a particular situation
Stajkovic & Luthans 1998 [42].
 CHAPTER 3

Research Methods

This chapter presents the research design, participants of the study, setting of the
study, the research instruments, the data gathering procedure and the data analysis

3.1 Research Design

3.2 Participants of the study

3.3 Setting of the study

3.4 Research Instruments

3.5 Data gathering procedure

3.6 Data Analysis

Research Question 1 : What is the effective time management of Senior High TVL CSS
students at Barobo National High School for School Year 2022-2023?

Interpretation of Responses in the TVL CSS Senior High School Survey

  X̄ SD Interpretation
1. I plan ahead to complete my homework and assignments on time 3.90 0.920 Agree
2.I am able to balance my academic workload with my other 3.62 0.810 Agree
responsibilities.
3. I am able to prioritize my academic tasks over extracurricular activities. 3.64 0.852 Agree
4.I set clear and achievable goals for my academic performance. 3.78 0.816 Agree
5. I use a to-do list to manage my daily tasks. 3.54 0.833 Agree
6. I use technology to assist with my time management. 3.76 0.683 Agree
7. I usually feel like I have enough time to complete my assignments and 3.74 0.844 Agree
other academic tasks.
8. I am able to manage my time well during exam periods. 3.72 0.719 Agree
9. I can manage my time on doing household chores and homework 3.51 0.894 Agree
10. I can wake up on time to go to school before first period class start. 3.77 0.852 Agree
11. I am able to manage my time effectively when balancing school and 3.59 0.746 Agree
work.
12. I believe that effective time management contributes to my academic 3.88 0.821 Agree
success.
13. I am able to manage my time effectively so that I can go to school on 3.64 0.837 Agree
time and without being late.
Average 3.70 0.818 Agree

The interpretation of the responses in the TVL - CSS senior high school survey
indicates that the senior high TVL CSS students at Barobo National High School for School
Year 2022-2023 are generally effective in managing their time. The average rating of 3.70
with a standard deviation of 0.818 falls under the interval for "agree" based on the Likert
Scale Questionnaire interpretation procedures of Pimentel (2010).

Research Design

This study will utilize a descriptive research design to determine the relationship between
time management and academic performance of Grade 11 & 12 computer system servicing
students at Barobo National High School for school year 2022 – 2023. The research design
will involve the use of survey questionnaires. The survey questionnaires will be used to
collect data from the Grade 11 & 12 computer system servicing students at Barobo National
High School for school year 2022 – 2023. The data collected will be analyzed using
descriptive statistics and content analysis. The results will then be presented in the form of
tables.

The survey questionnaires will be distributed to the Grade 11 & 12 computer system
servicing students at Barobo National High School for school year 2022 – 2023. The survey
questionnaires will focus on the student’s time management skills, academic performance,
and other related factors. The survey questionnaires will be developed based on the research
objectives and formulated questions that will address the research questions and objectives.

Research Locale and Environment

The research will be conducted at Barobo National High School, located in Barobo, Surigao
del Sur, Philippines. The school has a total population of “” students, of which 96 are total
enrolled in Grade 11 and 12 from Computer System Servicing courses. The school has a
well-equipped computer laboratory, which is used by the students to develop their technical
skills. The school also has a library, which provides students with access to a variety of
resources to support their learning. The students are provided with instructional materials as
well as access to online resources. Furthermore, the school has a dedicated staff that is
available to provide guidance and support to the students. The school also has a conducive
environment that is conducive to learning. The research will survey of the students in order to
determine the impact of time management on their academic performance.

Respondents

The respondents were chosen through statistical random selection. the respondents of the
research were grade 11 & 12 computer system servicing students at barobo national high
school for the school year 2022 – 2023. the sample size was set at the total of 96 students
which were chosen through simple random sampling. in addition, the study focused on
students aged 16-18 years old only. with this, the research respondents were selected for
grade 11 & 12 computer system servicing students at barobo national high school for the
school year 2022 – 2023 who were selected through statistical random selection.

SECTIONS NO.OF STUDENTS NO. OF Percentage (%)

RESPONDENTS
C.S.S 11 48 39 50%
C.S.S 12 48 39 50%
Total 96 78 100%
Research Instruments

The research instruments used in this study the survey will be used to collect data from the
students about their time management and their academic performance. The survey will focus
on the following topics: impact of time management on academic performance. The survey
will be administered using a survey questionnaire

Data Gathering Procedure

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data, analysis and interpretation data gathered in this study
it includes discussion on (4.1 research question 1)

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMEDATION

This chapter presents the summary, conclusion, and recommendation drawn by the
research from the result obtain in this study.

5.1 Summary of findings

5.2 Conclusion

5.3 Recommendation
Same as the definition of terms

APA FORMAT SEVENTH EDITION