Proposed Time Management Plan For Working Students

St.
Mary’s Educational Institute
Proposed Time Management Plan for Working Students

in Lemery, Batangas
A Research Paper
Presented to the Faculty
of St. Mary’s Educational Institute
Illustre Avenue, Lemery, Batangas
In Partial Fulfillment of the Requirements

for the Accountancy, Business, and Management
in Practical Research 2 and Research Project
by:
Angulo, King Airus D.
Dimailig Jr, Arthuro R.
Hernandez Ahron Stitler B.
Baltazar, Kiana Alexa U.
Bante, Elyza Mae D.
Poblete, Laura Jean R.
June 2023
PAASCU Accredited Bureau of Immigration Accredited

ii
St. Mary’s Educational Institute
APPROVAL SHEET
This thesis entitled “PROPOSED TIME MANAGEMENT PLAN FOR
WORKING STUDENTS IN LEMERY BATANGAS”, prepared and submitted by
KING AIRUS D. ANGULO, ARTHURO DIMAILIG JR, AHRON STITLER B.
HERNANDEZ KIANA ALEXA U. BALTAZAR, ELYZA MAE D. BANTE, and
LAURA JEAN R. POBLETE in partial fulfillment of the requirements for the
subject Practical Research 2, has been examined and recommended for Oral
Examination.
Mrs. DAISY JANE BRIONES

Research Adviser

iii
PANEL OF EXAMINERS
Approved by the Committee in Oral Examination with a grade of
.
Ms. Jo-Ann A. Mendoza Ms. Allyssa Ilagan
Ms. Mary Joy P. Pineda Mr. Jhun Lerry M. Tayan
Approved and accepted in partial fulfillment of the requirements in

Practical Research 2 and Research Project.
RANDY M. BAJA, Ph. D., FRIEdr, CESE

Principal

iv
ACKNOWLEDGEMENT
The successful completion of this research would have never been
possible without the support and expertise of names mentioned underneath. The
following people deserve our sincere gratitude for their assistance, suggestions,
and collaboration with this endeavor.
First and foremost, we give God, the Almighty, praise and thanks for
showering us with His blessings during the study process, which enabled us to
successfully complete our research paper.
To our school's administrator, Dr. Randy M. Baja, who gave us plenty of
time to work on this project and provided us with recommendations for how to
ensure a successful research paper outcome.
We would like to express our special gratitude to our research adviser, Mrs.
Daisy Jane D. Briones, who supported us and gave her time and effort to assist
us with our research. We deeply appreciated her unfailing patience in re-reading
and checking all of the errors in our study despite the difficulties. We will never
forget her dynamism, vision, sincerity, and commitment.
Fourth, we are beyond grateful to our dearest respondents, the working
students of Lemery Batangas who patiently answered our questionnaires and
interviews that helped us to gather the data we needed in order to finish our
study.

v
Fifth, to our questionnaire-validator, Ms. Jo-Ann Mendoza and to our
Statistician, Ms. Julie Ann D. Mendoza, the researchers would like to express
their deepest gratitude for their kind supervision and helpful advice for their
feedback making sure that our paper is precise which helped in the improvement
of our study.
Sixth, the researchers would like to express their heartfelt gratitude for the
unending support and guidance of their Parents and Guardians who keep them
motivated throughout the study.
Lastly, the researchers would like to express their gratitude and
appreciation to our panelist, Ms. Alyssa Ilagan, Ms. Mary Joy P. Pineda, Ms. Jo-
Ann D. Mendoza and Dr. Randy M. Baja for their assistance, advice, feedback
and compliments who helped us complete our study.
Thank you to everyone who helped us all throughout the study which the
researchers greatly appreciated.

vi
DEDICATION
I dedicate this work to myself. Thank you for remaining strong and
confident even though it's been a stressful and exhausting day.
Also, I'd dedicate it to my family; they're the ones who are always there for
me and guide me. Thank you for inspiring me every day. I will do my very best to
surpass all the challenges so that I can give you the beautiful life that you all
deserve.
This is also dedicated to my groupmates; thank you for your hard work
and help. Each and every one of us really sacrificed a lot and showed
compassion to make this paper.
Mostly, to my teacher; thank you for guiding us and teaching us in a way
that we easily understand. All of your hard work is indeed much appreciated
because we couldn't do this paper without your help.
Lastly, to our Lord, thank you so much for giving me the knowledge that I
need to write this paper. I can't do all this without you and your guidance because
you are always here for my failures and successes in life.
Angulo, King Airus D.

vii
DEDICATION
I want to start by giving thanks to the Lord for guiding the members of my
group. He led us on this adventure, thus I dedicate it to him for that. I also want to
express my gratitude to my parents for always being there to mentor and support
me. When I'm done with school, I'll pay back everything they gave up for me. For
the members of my group who didn't give up on me, especially Ahron, our group
leader, who tried to instruct us on how to do the research paper we were writing.
Last but not least, we would like to thank Ma'am Daisy Briones, our research
adviser, for all of her hard work and for sharing her knowledge with us about the
research paper we are doing
Dimailig Jr, Arthuro R.

viii
DEDICATION
Firstly, I attribute the successful completion of my senior high school
thesis to God, without His assistance I would not have been able to accomplish
this daunting task. Thank you, Lord, for instilling courage in me as I persevered
through the various defenses.
I would also like to dedicate this thesis to my teachers, Ma'am Daisy and
Ma'am Jo-Ann, who tirelessly checked our work and provided us with valuable
insights on how to make our papers excellent and engaging. Despite their busy
schedules, they did not give up on me, and I am forever grateful for their
unwavering support and kindness. This gesture will always be cherished by me.
My study is also dedicated to my mother, who has been a source of
inspiration for me to strive for excellence in this significant 12th grade academic
challenge. I am grateful for her guidance throughout the entire journey of
completing this thesis.
Finally, I would like to express my gratitude to my friends who provided me
with much-needed emotional support during the writing of this paper. Their
comforting words helped me navigate the various pressures and frustrations that
inevitably arise during this journey.
Hernandez, Ahron Stitler B.

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DEDICATION
I sincerely dedicate this paper first and foremost to our Almighty God, who
has been my rock and source of strength throughout this journey. Without His
guidance and blessings, I would not have had the courage and perseverance to
overcome the many challenges and obstacles that came my way. Thank you for
making these happened and ended it with a good outcome.
To my family and friends, I extend my heartfelt appreciation for their
unwavering support, understanding, and encouragement. Their words of wisdom,
encouragement, and unwavering belief in me have been a constant source of
inspiration and motivation.
Moreover, to our research adviser, Mrs. Daisy Jane Briones, I am grateful
for your guidance, mentorship, and support throughout this project. Your
expertise, insights, and feedback have been invaluable in shaping this paper,
and I am grateful for the opportunity to learn from you.
Lastly, to my groupmates, I extend my sincere gratitude for their hard
work, dedication, and commitment to this paper. Working together as a team has
been an enriching experience, and I am grateful for the opportunity to have
collaborated with such talented and driven individuals who gave me guidance,
strength, and patience in doing this study.
Baltazar, Kiana Alexa U.

x
DEDICATION
This study is the fruit of our hard works and sacrifices through the
researchers’ effort. This research is dedicated entirely to those who served as
sources of inspiration for us. To our parents and guardians who showed their
unending support and patience, group members and friends who helped us
through the entire study, I would like to express my deepest and sincere
gratitude.
Above all, we are grateful for our benevolent Father in heaven who
provides us with strength and directions.
Bante, Elyza Mae D.

xi
DEDICATION
I dedicate this research to my parents, who have always been my source
of inspiration and motivation. Their unwavering support and encouragement have
helped me pursue my dreams and achieve academic success.
I also dedicate this research to my cousins, who have been my constant
companions and friends throughout my life. Their love and support have been an
invaluable part of my journey.
I would like to express my gratitude to all the respondents who
participated in this study. Your valuable insights and contributions have been
instrumental in shaping the findings of this research.
Finally, I dedicate this research to God, who has blessed me with the
ability to pursue knowledge and understanding. I am grateful for His guidance
and blessings throughout my academic journey.
Poblete, Laura Jean R.

ABSTRACT
Title : PROPOSED TIME MANAGEMENT
PLAN FOR WORKING STUDENTS IN
LEMERY, BATANGAS
Authors : ANGULO, King Airus D.

DIMAILIG Jr, Arthuro R.
HERNANDEZ, Ahron Stitler B.
BALTAZAR, Kiana Alexa U.
BANTE, Elyza Mae D.
POBLETE, Laura Jean R.
Track and Strand : Academic – Accountancy, Business
and Management (ABM)
Year : 2023
Research Adviser : Mrs. Daisy Jane Briones
Summary
This study examined the time management of working students in Lemery,
Batangas and it aimed to develop a time management plan in order to solve the
present difficulties of the respondents.
Specifically, it sought answers to the following:
1. What is the profile of the working students as to
1.1 nature of work;
1.2 number of work hours;
1.3 students’ classification; and

1.4 time of work?
2. What is the extent of manifestation of time management in terms of
2.1 Time Planning;
2.2 Time Attitude; and
2.3 Time Wasting?
3. How do the profile variables relate to time management of working students in
Lemery, Batangas? Are there significant relationships?
4. What are some of the difficulties encountered by working students?
5. Based on the analysis, what time management plan may be proposed?
Hypothesis of the Study
There is no significant relationship between the students’ demographic
variables and time management.
The researchers used the descriptive type of research to identify the time
management of the working students. Other relevant documents, such as
unpublished thesis, and the internet, were mentioned as potential data sources.
The respondents were 100 working students in Lemery, Batangas.
Findings of the Study
The following are the findings of the study:

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1. Profile of the Working Students
The profile of the respondents was assessed according to the following variables:
nature of work, number of work hours, classification and time of work.
1.1 Nature of work. The nature of work is divided into 5 options namely:
call center agent, virtual assistant, staff, service crew and others. 12% of the
students responded they are currently working as call center agents and 6%
identified themselves as virtual assistants. The staff and service crew options
garnered the highest response with 33% and 42% respectively. It was also
observed that there are other types of work that the respondents engaged in. 3%
of the respondents claimed that they are academic servers, 2% are photo album
editor, 1% is an assistant marketer, and 1% is a digital agency owner.
1.2 Number of work hours. In a sample of 100 students, 7% worked for 3
hours and below, 42% worked 4 to 6 hours, and 51% worked for 7 hours and
above.
1.3 Classification. 23% of the respondents are currently freshmen in their
universities, 34% of them are sophomores, 14% are juniors, and 29% are
seniors.
1.4 Working hours. The highest frequency is observed in the 8:00 am to
5:00 pm option, which was selected by 33 respondents. The next common
response was for the shift starting at 5:00 pm or later, which was chosen by 32

students. Other responses, such as graveyard shift and flexible hours, 9:00 am to
10:00 pm, 6:00 am to 11:00 am, and 3:00 pm to 9:00 pm were identified with
frequencies of 8, 13, 6, 3, and 5 respectively.
2. Extent of Manifestation of Time Management
2.1 Time Planning. Time planning of the student respondents manifested
a moderate extent with a composite mean of 3.20 and a standard deviation of
0.80.
2.2 Time Attitude. The time attitude of the student respondents
manifested a moderate extent with a weighted mean of 3.21 and a standard
deviation of 0.77
2.3 Time Wasting. The time wasting of the student respondents
manifested a moderate extent with a weighted mean of 2.61 and a standard
deviation of 0.91.
3. Relationship between the Profile of the Respondents and the Extent of
Manifestation of Time Management
Nature of Work. There is no significant relationship between the nature of
work and the extent of manifestation of time management.
Number of Work Hours. There is no significant relationship between the
number of work hours and the extent of manifestation of time management.

xvi
Classification. There is a significant relationship between students’
classification and the extent of manifestation of time management.
Working Hours. There is no significant relationship between working
hours and the extent of manifestation of time management.
4. Difficulties Encountered by Working Students
The working students of Lemery, Batangas identified three main difficulties
such as lack of rest/sleep, poor academic performance, and poor time
management.
5. Proposed Time Management Plan
The proposed time management plan of five key activities, namely: Track
Me - Recording Time Spent Activity, Time Blocking, Tick Tock, Beat the Clock -
Mastering Time Management Webinar, Vision Board, and Brochure.
Conclusions
Based on the above findings, the following conclusions were drawn:
1. The majority of working students work as a service crew, have a work
schedule of 7 hours or more, are sophomores, and have working hours of
8:00 am to 5:00 pm.
2. The time management of the student respondents manifested to a
moderate extent.

xvii
3. There is a significant relationship between time management and the
classification of students.
4. The difficulties encountered by the students are lack of rest/sleep, poor
academic performance, and poor time management.
5. The proposed time management plan is a set of activities that will help the
students to improve their time management.
Recommendation
In view of the foregoing conclusions, the researchers presented the
following recommendations:
1. Universities in Lemery, Batangas may review the proposed time
management plan for validation and implementation.
2. The proposed time management plan can be utilized by working students
in Lemery, Batangas to enhance their time management skills.
3. Future researchers may consider undertaking a comparable investigation,
whereby they would augment the sample size employed within the study.

xviii
TABLE OF CONTENTS
APPROVAL SHEET …………………………………………………………………ii
PANEL OF EXAMINERS …………………………………………………………...iii
ACKNOWLEDGEMENT …………………………………………………………… iv
DEDICATION ………………………………………………...……………………... vi
ABSTRACT …………………………………………………………………………. xii
CHAPTER
I. THE RESEARCH PROBLEM
Introduction……………………………………………………...…....…. 1
Conceptual Framework……………………………………...…….….... 7
Statement of the Problem………………………………...……...…… 11
Hypothesis of the Study…………………………………….……........ 11
Scope, Delimitation and Limitation of the Study...…….…….……... 12
Significance of the Study………………………………...……………. 13
Definition of Terms……………………………………...……………… 14
II. REVIEW OF RELATED LITERATURE
Related Literature……………………………….………………...…. 17
Related Studies………………………………….…………………… 48
Synthesis………………………...…...………………………………... 69

xix
III. RESEARCH METHODOLOGY
Research Design………………………………………………...…. 72
Subject of the Study …….…………………………………………. 73
Data Gathering Instrument………………………………………… 74
Data Gathering Procedure………………………………………… 77
Statistical Treatment of Data…………………………………...…. 78
Ethical Considerations………………………………………...…… 78
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Assessments regarding Demographic Profile…………………… 80
Assessments regarding Extent of Manifestation
of Time Management……………………………………………… 87
Significant Relationship between Profile variables
and Time Management……………………………………………. 97
Some difficulties Encountered by Working Students …...……... 106
Proposed Time Management Plan………………………………. 111
V. SUMMARY, FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
Summary…………………………………………………………… 119
Hypothesis ………………………………………………………… 120
Findings of the Study……………………………………………… 120

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Conclusions……………………………………………………...... 123
Recommendations………………………………………………… 123
BIBLIOGRAPHY……………………………………………………………… 125
APPENDICES………………………………………………………………… 138
CURRICULUM VITAE………………………………………………………. 167

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LIST OF TABLES
Table Title Page
1 Scoring of Responses 76
2 Nature of Work of the Respondents 81
3 Number of Work Hours of the Respondents 84
4 Classification of the Respondents 85
5 Time of Work of the Respondents 86
6 Extent of Manifestation of Time Planning 88
7 Extent of Manifestation of Time Attitude 92
7 Extent of Manifestation of Time Wasting 95
8 Relationship between Nature of Work of the 97
Respondents and Time Management
9 Relationship between Number of Work Hours of the 100
10 Relationship between Classification of the 102

xxii
LIST OF TABLES
Table Title Page
11 Relationship between Time of Work of the 104

xxiii
LIST OF FIGURE
Figure Title Page
1 Figure 1 10

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is believed to be the great equalizer for it opens the door of
opportunities to everyone who pursues it. Moreover, it is viewed as a means to
achieve a promising future, as it enables people to gain skills and knowledge that
they can use in their desired careers. Above all, it is a fundamental human right
to which everyone is entitled. Unfortunately, poverty hinders many children
around the world from receiving it. Although there are public schools nearby and
government financial aid, it appears that these things are insufficient for students
to continue their education because there are additional costs associated with
this privilege. Nonetheless, these students, particularly those from tertiary
education, did not back down from the challenge; instead, they discovered a
solution by seeking employment.
Being a college student is the most difficult experience a student can have
since they are entering a new environment that is vastly different from their
previous one. Workloads at this level of education have gotten more
complicated, and their number is significantly more than at the secondary level.
Furthermore, the manner of learning is considerably more difficult because
students are encouraged to learn independently as some professors conduct
limited class discussions. Aside from that, the majority of colleges are distant

from students' homes, and as a result, most students choose to rent an
apartment or dorm, generating additional tasks for them since there is no one to
assist them except themselves. While others who couldn't afford to rent opted to
commute, which increased their expenses even more as the fare skyrocketed in
the past few years and also left them fatigued from long hours of travel.
Working while studying has been increasingly popular in several nations
over the years. One example is the United States of America, which has a huge
number of working students. Data from Georgetown University's Center on
Education and the Workforce revealed that 70% of American college students
have worked while studying over the last twenty-five years (Rapcon, 2015). The
rise in working students was attributed to an increase in college enrolment and
tuition fees. Due to extremely expensive tuition, American college students were
forced to take out student loans, which is the major reason they work part-time.
In the Philippines, it has also been noticed that the number of college and
university students who work has grown over time. The Commission on Higher
Education (CHED) reported that almost 216,000 students in the Philippines are
now combining school and work, and approximately 8% of all college students in
the country are working students (Abenoja et al., 2019). This is mostly due to the
government's lack of attention to the education sector. In terms of employment
opportunities, Filipino working students have more possibilities than in the past.

Aside from the traditional fast-food crew work, they can also engage in online
employment, paid corporate internships, and school-based employment.
In the province of Batangas, particularly the town of Lemery, many college
students were observed to combine work and academics. The main reason for
this is that most of them came from low-income families. These students seek to
generate income to support their school needs, with the aim of reducing their
parents' expenses. Despite the availability of local universities, a significant
number of students opted for Batangas City universities because they were the
sole institutions providing the courses they were interested in pursuing. As a
result, the need to find a source of income has risen in order to finance their
everyday costs in the city, such as transportation and food. Fast-food crew work
was the most popular employment option for them since it was the only available
job locally and the most convenient for their schedule.
Researchers have discovered a variety of factors for combining job and
academics, with financial need being the most common. With the rising costs of
education and limited scholarship opportunities, working while studying has
become a means of covering shortfalls in various forms of student support. Poor
family finances also contribute to the need for students to work while studying.
Aside from the financial aspect, one of the common motivations for students to
participate in this arrangement is the desire to become self-sufficient. At this point

in their lives, young adults want to pamper themselves with things they like, such
as self-care, gaming, and so on. However, they do not want to be accused of
being a financial burden on their parents, so they work to pay for their wants.
Increased career opportunities were also revealed to be one of the motivators for
students to work. As students acquire practical work experience, they are more
likely to cultivate skills that will attract potential employers and establish network
connections that can be advantageous to their future career prospects.
Despite the potential benefits of an increased number of working students,
such as the development of responsible young adults with excellent time
management skills, there are also drawbacks that need to be considered.
Juggling the roles of a student and an employee can lead to various problems,
including difficulties in managing time effectively. Being a college student is
already challenging since there is a lot of coursework to accomplish and lessons
to review, and squeezing work into an already hectic schedule can be tough.
Most working students sacrifice their social lives since they do not have time to
engage in recreational activities. Most of the time, they struggle to allocate time
for rest, because after finishing work, they are confronted with household chores
and academic obligations, which often continue until dawn.
Students' employment may also have a negative impact on their academic
achievement if they are not effective time managers. The major reason for this is

that work may take up time that could be spent on studying or doing
assignments. As a result, working students will cram their reviews and
assignments, preventing them from producing excellent outputs and high grades.
This is particularly concerning for students who are employed while on
scholarship, as they must maintain certain grades to retain their funding.
Likewise, working while studying can pose a significant challenge to
academic dedication. The motivation to earn wages from working can
overshadow the drive to complete a college degree. Students may perceive
college education as a waste of time and a financial burden that could be better
replaced with immediate earning opportunities. With the current economic
situation in the country, obtaining a source of income is becoming increasingly
vital as living expenses rise, and individuals require adequate funds to meet their
basic needs. As a result, many students who are employed made the choice to
abandon their studies and focus solely on their job. According to the Commission
on Higher Education (CHED), only half of working students complete their
college education. These challenges highlight the need for effective interventions
and strategies to help working students manage their time, improve their
academic performance, and complete their college education.
To address this issue, working students need to become skilled in time
management. Effective time management is crucial for everyone, particularly for

college students who have a busy schedule with various activities and lessons.
Despite being a challenging task, it is ultimately worth pursuing because, in
addition to achieving a balance between education and work, there are also other
advantages associated with it, such as increased productivity, decreased stress
levels, and an overall improvement in the quality of life.
The primary objective of this study is to examine the time management of
select working students in Lemery, Batangas. Specifically, the study aims to
investigate the time planning, time attitude, and time wasting of working students.
Additionally, the perspectives of working students on the difficulties of managing
their employment and school responsibilities, along with the factors of personal
time, are investigated. The present study also aimed to identify viable strategic
solutions that could help improve the time management of students who juggle
work and academic responsibilities. Furthermore, the extent of manifestation, as
well as the perceived difficulties of working students involving managing time,
was assessed to develop a time management plan that can help them with time
management.
The developed time management plan consists of activities that working
students can apply in their everyday schedules which could help them improve
their time management.

7
Conceptual Framework
The present study is anchored in the theory of three surfaces of time
management behavior and pickle jar theory.
The theory of three surfaces of time management behavior was developed
by Laurie and Hellsten in 2002. Based on this theory, there are essentially three
surfaces of time-management practices: short-range planning, long-range
planning, and time attitudes. Short-range planning encompasses a number of
activities that need preparation within the day or week. Time attitudes are more
psychological in nature. While long-range planning competency is to manage
everyday jobs over a longer time standpoint by maintaining track of crucial dates
and developing targets by putting adjournments. Each of these time
management behaviors has a clear and direct bearing on successful
performance. On the other hand, Razali et al. (2018) in modification of Laurie and
Hellsten (2002) included time wasting as a factor analysis associated with time
management and classified time planning, time attitudes, and time wasting as
time management behaviors.
The aforementioned theory discusses time management behaviors that
impact people's use of time, which is what the current study sought to examine.
Moreover, the time management dimensions identified in the theory were
examined to determine which of them have a significant relationship with the
students’ demographic profile.

8
The pickle jar theory was propounded by Jeremy Wright in 2002. It
suggests that life is like jars with limited space. That limited space represents
time, and it is every individual’s responsibility to make the best use of it. In this
theory, sand, pebbles, and fist-sized rocks were utilized to represent the activities
people engage in their everyday lives. The sand represents the distractions or
tasks with less importance such as leisure. The pebbles, on the other hand,
represent the tasks with average importance. Then, the rocks represent the tasks
that are very important, and if ever one failed to do such, unsatisfying outcomes
occur. This theory clearly says that individuals should learn to prioritize their most
important tasks since they have the greatest impact on their lives. Moreover, by
effectively planning one's time, one may accomplish necessary tasks while
making additional time for recreational activities.
Wright's (2002) theory stressed the need for planning time in order to fully
maximize it. In accordance with this, the researchers developed an appropriate
intervention, which is in the form of a plan, to improve the time management of
working students. The pickle jar idea served as a guide in developing the time
management plan.
Figure 1 shows the research paradigm of the study. The first box
comprises dimensions such as time planning, time attitudes, and time wasting. It
also includes the profile of the respondents such as nature of work, number of

hours working, students’ classification, and time of working. Aside from that, the
issues and concerns of working students are included here. The second box, on
the other hand, comprises the procedure utilized by the researcher, which is data
analysis using research-created questionnaires. The third box contains the
output, which is a proposed time management plan, that is intended to enhance
the working students' time management behavior.

10
Profile of the
Respondents
Time
Research-made Proposed Time
Management
Questionnaires Management Plan
Behavior
Difficulties
Figure 1
The Research Paradigm

11
Statement of the Problem
The purpose of this study was to develop a time management plan for
working students in Lemery, Batangas.
1.1 nature of work;
1.4 time of work?
2.1 Time Planning;
2.3 Time Wasting?
Hypothesis

12
Scope, Delimitation, and Limitation of the Study
The study focused on examining the time management of working
students in Lemery, Batangas. Specifically, it exclusively determined the extent
of time management manifestation of working students in terms of time planning,
time attitude, and time wasting. The present study also looked into the profile of
working students to establish if there is a significant correlation between their
profile and time management. Additionally, it investigated the challenges that
working students face when managing their academic and work obligations
concurrently.
The study delimited other time management variables such as
prioritization, goal-setting, delegation, and time utilization, and only time attitude
is used in the present study. It was also delimited to all variables such as
academic performance and stress to lessen the redundancy and replication of
previous studies.
The study faced two limitations, one being a limited number of
participants. This was due to a significant number of potential respondents
refusing to take part in the survey, primarily because of company regulations and
hectic schedules. Another was the insufficiency of related research regarding the
relationship between demographic profiles and time management behavior

among students who work, making a comprehensive analysis of this topic
difficult.
Significance of the Study
The study is deemed significant because it will benefit the following:
Higher Education Institutions. The present study will give educators an
overview of the time management factors of students as well as the challenges
faced by students. Also, they can use the developed time management plan to
increase their support for working students.
Local Government Units. This will enable them to gain an understanding
of the challenges faced by working students, which can help them create suitable
programs tailored to these students' needs.
Business Organizations. The research will provide valuable information
on working students' time management and challenges, enabling business
organizations to formulate effective action plans to enhance their job
performance and time management skills.
Parents. Through this study, they will gain insight into the hardships faced
by working students, which can enhance their support for their children.
Working Students. This will help them identify time planning, time
attitude, and time wasting variables that impact their time management and

provide improvement areas where management interventions may be made to
assist them in balancing their commitments as a student and an employee.
Future Researchers. This will benefit other researchers who wish to have
similar studies as they can get background information from the result of this
study. This study can also serve as a template to modify their future research.
Definition of Terms
The following are the terms conceptually and operationally defined to give
a better context of the present study:
Long-range Planning. Long-range planning is the ability to manage
everyday jobs over a longer time standpoint by maintaining track of crucial dates
and developing targets by putting adjournments (Razali et al., 2018). In this
study, this refers to the habit of working students where they create schedules in
order to accomplish their tasks before the deadline which is usually within the
month.
Short-range Planning. Short-range planning encompasses a number of
activities that need preparation within the day or week (Razali et al., 2018). In this
study, this refers to the habit of working students where they create a schedule
within the day to make sure that work is accomplished.

15
Time Attitudes. Time attitudes relate to how a person feels about their
past, present, and future (Rojas-Mendez et al., 2002). In this study, this refers to
how working students use their time.
Time Management. Time management is the process through which
people plan and control the amount of time they spend on each task (Trinidad,
2022). In this study, this refers to how working students balance their time for
work and education.
Time Management Plan. A time management plan is a schedule that
people create to better manage their time and to achieve their daily goals (Indeed
Team, 2022). In this study, this refers to the output that the researchers
developed to help working students with time management.
Time Planning. Time Planning is short-range and long-range plans for
time management (Razali et al., 2018). In this study, this refers to the practice of
working students planning the use of their time.
Time Wasting. A time waster is any activity that prevents individuals from
reaching our objectives in the most efficient manner (Nieuwoudt & Brickhill,
2017). In this study, this refers to the unproductive use of time by working
students.

16
Working Students. Working students are students who are employed or
have part-time jobs while pursuing their education (Abenoja et al., 2019). They
are the focus of the present study in relation to time management.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the different studies and other literature from both
foreign and local researchers, which have significant bearings on the variables
included in the research. It focuses on several aspects that helped the
development of this study.
Related Literature
Demographic Profile of Working Students. Demographics are an
important aspect of any research study because they allow the researcher to
identify specific individuals of the target audience based on their qualities, wants,
and needs. It is important for researchers to consider the demographic profile of
the respondents (Lee & Schuele, 2022). Demographics are crucial for
understanding how the respondents perceive the various factors and elements of
any particular study. Demographics are significant because they give a
comprehensive overview of a population's various traits. These data are
especially relevant to ensure the validity, reliability, and applicability of the data
results of the study.
The nature of work refers to the specific tasks and duties performed by an
employee. This can encompass simple and repetitive tasks as well as more
intricate responsibilities that are unique to a particular job. It also encompasses

the skills required and the corresponding salary. Moreover, the nature of work
can encompass a broad spectrum of responsibilities (Steinfeld, 2020).
As society advances, the range of opportunities available to individuals
seeking employment has become limitless. The choice of work one pursues
ultimately depends on personal preference. For working students, despite their
limited experience, numerous job options await them, with fast food crew being
one popular choice. The main reason for it is students can attend their classes at
school due to the flexible work shifts offered by fast food restaurants. Also, the
productivity and customer service training gained in these roles enables students
to accomplish tasks efficiently within a limited timeframe. The skills acquired in
such positions continue to benefit student workers even after graduation and can
prove valuable when starting their own businesses. Another common
employment option is working within the school itself. Many educational
institutions offer qualified students the opportunity to take on certain jobs in
exchange for free tuition. This not only provides valuable training but also
familiarizes students with school officials, making it easier for them to approach
them when needed. Online jobs have also become increasingly popular due to
the advent of the internet, opening up a whole new world of employment
opportunities. This includes both job vacancies advertised online and jobs that
can be performed through the Internet. Examples of online jobs include being an

online secretary, which has gained popularity recently, involving tasks such as
receiving and documenting calls for specific clients. Some individuals with
excellent conversational skills provide online services that cater to homebound
individuals in need of stimulating conversations to engage their minds, ironically
mainly involving active listening. Another example is becoming a blogger, where
one simply needs to populate their blog site with original content such as self-
written articles, as well as videos or photos they have created (Mendoza, 2019).
Filipino working students have expanded their options beyond
conventional employment, especially in light of the pandemic. The intense
competition and demanding standards associated with traditional job roles have
prompted some students to pursue alternative paths. In 2020, two students
gained recognition when they were observed attending online classes while
simultaneously working. One of them, named Freedom, is a second-year physics
major at the Polytechnic University of the Philippines (PUP) who sold pandemic
protective gear like facemasks and face shields. The other student, Ax Valerio, a
21-year-old communications student at Adamson University, worked as a
delivery service driver. These individuals' experiences demonstrate that there are
various opportunities available beyond the usual jobs, and it is important to
explore alternative avenues that align with one's schedule and capabilities
(Baclig, 2020).

20
The classification of students is determined by their academic status,
which is assessed by considering their earned credit hours and grade points at
the start of the semester. Newly enrolled students will receive classification as
either admitted students or provisional students once they have fulfilled the
entrance requirements and their official transcripts have been received and
evaluated. Students who have fulfilled the necessary entrance requirements and
are pursuing a program that leads to a degree or credential are referred to as
admitted students. Students can be classified into five main categories: (1)
freshmen, who have completed less than 30 semester hours, (2) sophomores,
who have completed 30 semester hours, (3) juniors, who have completed 60
semester hours, (4) seniors, who have completed 90 semester hours, and (5)
graduate students, who are enrolled in a master's or doctoral program and
typically hold a bachelor's degree from a college or university accredited by a
regional accrediting body (George Fox University, 2023).
Students studying at any of the colleges or institutes within the University
are categorized into different year levels based on their curriculum requirements
and the degree program they are pursuing. Students in their first year are known
as Freshmen (Level 1), second-year students are referred to as Sophomores
(Level 2), third-year students are identified as Juniors (Level 3), and fourth-year
students are designated as Seniors (Level 4). Students who are in their fifth year

of study are categorized as Terminal (Level 5). The determination of a student's
classification is made by the Office of the College Dean through an evaluation
policy. The College Dean provides guidance to the student and communicates
with the Registrar's Office regarding this matter before the student proceeds to
register or enroll in the upcoming term or year level (Arellano University, 2018).
A report by the UCLA Labor Center in March 2020 revealed that among
the 850 working students surveyed from public community colleges and four-year
schools in Los Angeles County, approximately two-thirds of community college
and Cal State students were employed for more than 20 hours per week. The
majority of working students from UCLA worked between 16 and 20 hours each
week. Furthermore, it was observed that about two-thirds of these students did
not receive any financial assistance from their families (Gordy, 2020).
A 2018 report from Georgetown University's Center on Education and the
Workforce revealed that low-income students who work tend to have longer work
hours compared to their high-income counterparts. Additionally, these low-
income working students are more likely to be black or Latin, older, and female.
The report also highlighted that 70 percent of full-time college students have
jobs. However, the proportion of students working full-time has decreased from
40 percent in the late 1980s to 26 percent in 2012. Nevertheless, it was observed
that low-income working students are more likely to work full-time (26 percent)

compared to high-income students (22 percent). Across different income
brackets, the majority of students work between 15 and 35 hours per week. This
report has indicated that while working can have benefits for students, there is a
threshold where it becomes more detrimental than advantageous. Students who
work 15 hours or more per week are more likely to achieve an average grade of
C or lower, while those who work less than 15 hours are more likely to achieve a
B average or higher (St. Amour, 2019).
In the Philippines, the maximum duration of regular working hours does
not exceed eight hours per day. The term "working hours" encompasses the time
spent by employees while on duty, at their designated workplace, or when they
are allowed to work. Even short rest periods taken during work are considered as
part of the total working hours. Employers are required to provide a minimum of
60 minutes for regular meal breaks, which are not counted as working hours.
Therefore, a workday of nine hours would include eight hours of actual work and
one hour dedicated to a meal break. These regulations are applicable to all profit-
making and non-profit organizations, with a few exceptions: (1) Government
employees, (2) Managerial staff, (3) Field personnel, (4) The employer's family
members who are dependent on them for support, (5) Domestic helpers, (6)
Individuals providing personal services, and (7) Workers who receive payment
based on performance, as determined by the Secretary of Labor (Ramos, 2023).

23
Time Management. Time management may be characterized as
behavioral skill sets that are essential for the planning of the study and course
load for students. In this approach, the concept of time does not highlight time
itself; rather, it stresses goal-directed actions that must be completed within a
time frame or via the effective use of time (Adams & Blair, 2019).
Time management is defined as self-management with an explicit
emphasis on time in determining what to do; on how much time to commit to
tasks; on how activities may be done more effectively and on when the time is
ideal for certain activities. In this definition of time management, it is not time that
individuals manage to fully utilize it, but themselves. That is due to the fact that
the only limitation that prohibits individuals from completely utilizing time is their
behavior while using time. Those who spend their time well may do far more than
they believe they are capable of (Razali, Rusiman, Gan & Arbin 2018).
From the individual perspective, time management is seen as an inclusive
process that is carried out via administrative responsibilities that are highly reliant
on high levels of human ability and competence, and it is considered to have
significant impacts on both society and the individual. This description implies
that time management does not only involve one person; most of the time,
individuals require assistance from others because it is simply impossible to do a
large number of tasks alone. There are certain tasks that are unnecessary in

one's life yet still important, so in order to move on to other tasks, people can
simply delegate the task to others (Nigussie, 2019).
Time management is managing one's time effectively and keeping all of
one's commitments and responsibilities in check. This is the common perception
of time management, which says a person must be responsible in order to utilize
his time properly by focusing on the most essential tasks rather than on activities
with no significant value. This has a major effect on the lives of students,
particularly those who also have to work (Astudillo, Reese, Umpad, & Dela
Fuente, 2019).
The process called time management involves planning and controlling
how much time is spent on particular activities. This ensures that all goals are
met and tasks are completed. Effective time management allows an individual to
do many activities in a short amount of time, minimizes stress, and leads to
career success (CFI Team, 2022).
The word "time management" is a misnomer or an inappropriate name
because time cannot be controlled, only the events in one's life that occur in
connection to time. The abilities developed through self-analysis, planning,
appraisal, and self-control determine how one spends time. Time, like money, is
finite and valuable, therefore it must be conserved, used properly, and budgeted.

25
People who use effective time management are more productive, have
more energy for tasks that need to be completed, are less stressed, have more
free time to do what they want, get more things done, relate more positively to
others, and feel better about themselves (Chapman, 2020).
Time management is very important in everyone's daily lives. To succeed
in all parts of life, a person must understand the value of time. Those that
understand the value of time will be motivated to become more productive,
resulting in a plethora of opportunities. Those who squander their time, on the
other hand, will not establish their own identity since they will not be exposed to
new learnings and hence will not grow. One can claim he or she spent his or her
time efficiently if it involved good planning, creating goals and objectives, setting
deadlines, delegation of tasks, prioritizing activities based on their significance,
and spending the appropriate amount of time on the appropriate activity (Juneja,
2019).
Numerous authors have discussed the benefits of time management,
emphasizing the need of having one in order to live a better life. The first
advantage is that it has a positive effect on mental health. That is because it
relaxes a person's mind by reducing stress. Every day, a large number of tasks
must be completed, and this number will continue to grow as the days pass.
However, by making good use of time, a person may lessen the number of

concerns that plague his mind since the tasks that need to be completed have
been accomplished, allowing him to move on to the next tasks (Team Leverage
Edu, 2020).
Physical health is also taken care of with time management since it allows
people to rest because they will no longer need to stay up late to complete
pending tasks. This chance to recharge will allow individuals to replenish the
energy they used during the day, allowing them to be more productive. Time
management may also create a positive mindset. People understand the worth of
time as a result of this phenomenon, and they spend it wisely by allocating it to
tasks that are of high value and could benefit them, such as reading, doing
chores, or finding a source of income. It also enables people to adopt a better
way of life by instilling discipline, which they may apply to other parts of their lives
to help them achieve (Pettit, 2020).
Another advantage of time management is that it gives individuals a work-
life balance. People are not robots that can work all day; they can become tired
and bored with their life cycle, but through time management, they can take time
off to rest and do what they want to do to enjoy themselves (Ho, 2018).
There are three primary time management skills that divide success from
failure in time management: awareness, arrangement, and adaptation. Being
aware entails thinking realistically about time by understanding it is a scarce

resource. People's ability to resist procrastination is mostly determined by their
awareness skills. The idea behind the concept of arrangement indicates people's
tendency to create and organize goals, plans, schedules, and activities in order
to make better use of their time. These skills are often greatly beneficial in
increasing productivity and ensuring that all tasks are completed. Finally,
adaptation entails keeping track of one's time while doing activities, such as
adjusting to interruptions or shifting priorities. People's ability to prioritize tasks
was mostly determined by their adaptation skills (Dierdorff, 2020).
The acquisition of time management skills aids students in analyzing
tasks and planning their completion, providing students with more essential
planning abilities and a stronger knowledge of duties and their relevance in
establishing task schedules. Notably, research indicates that strong time
management strategies may considerably improve a person's quality of life
outside of the classroom. Time management is a key skill by students, especially,
working students that enables them to meet the demands of their daily activities,
in school and work and even in their personal lives (Wilson, Joiner, & Abassi,
2021).
The best time management strategy is determined by one's personality,
self-motivation, and level of self-discipline. There are ten excellent time
management strategies that surely help people use their time effectively. The first

is understanding how to spend time by using a time log. Knowing how much time
is necessary for routine tasks can help a person become more realistic in
planning and predicting how much time is available for other activities. The
second strategy is to set priorities by creating a “to-do list”. This strategy assists
people in focusing on important activities, giving them better control over their
time and possibly reducing the number of important tasks that become urgent.
The third strategy is to utilize a planning tool, such as a planner, calendar, phone
app, wall chart, index card, pocket diary, or notepad. This is extremely beneficial
since putting down one's tasks, schedules, and things to remember allows one's
mind to focus on one's priorities. The fourth strategy is to become more
organized, as disorganization leads to ineffective time management. It is possible
to do so by reducing the amount of time spent processing information. The fifth
strategy is to make a schedule, which allows a person to make time for the
activities he or she wants to do. The sixth strategy is to learn to delegate or seek
assistance from others since this will allow a person to save time and focus on
other important activities. The seventh strategy is to avoid procrastination, which
slows down a person's work process and progress. This can be accomplished by
"snowballing" the tasks by dividing them into smaller chunks, performing
preparatory activities, and then completing the larger work at hand. The eighth
strategy is to eliminate time-wasters, which are things that add no value to your

life, such as watching television all day. The ninth strategy is to quit multitasking
because research has shown that it does not save time but rather takes up time
when moving from one task to another, resulting in a loss of productivity. The
final strategy is to take care of one's health because having a healthy body
allows one to do activities more quickly and easily (Rupured, 2020).
Every day, people encounter a lot of time management problems. As a
result, this phenomenon becomes much more challenging, making it harder for
time managers to manage their time effectively. The first identified problem is the
reality that there is a time limitation. Since everyone is given just twenty-four
hours each day, half of which is allotted for rest and the other half for labor, most
individuals only have eight to twelve hours to perform a vast number of tasks.
The second problem is procrastination, which occurs because people are
indolent and easily overwhelmed by complexity, therefore they frequently
postpone performing some tasks in the notion that there will be more time to
complete the work. This habit can ruin careers, relationships, and lives, thus it
should be removed from one's system. The third problem is that distractions are
an unavoidable part of life. Distractions prevent people from accomplishing their
tasks on time because they divert their attention to trivial things, causing them to
suffer by completing a large number of unfinished tasks. The final problem
encountered is a lack of enough rest. The goal in our current hustling culture is to

work as much as possible and relax as little as possible. Nonetheless, it is
becoming clear that being overworked leads to poor results and decreased
productivity (Boss Editorial Team, 2022).
Analyzing time usage efficiency requires three basic assumptions:
knowledge of time, awareness of the components that use time, and constructive
work habits. Typically, this is achieved by self-regulation and the formulation of
objectives and action plans. (Adams & Blair, 2019).
Douglas and Attewell (2019) assert that a considerable body of research
has concentrated on the short-term repercussions of working throughout college:
on grades, number of credits taken, and graduation. Such research has found
mostly unfavorable consequences of student employment. The authors argue
that earlier research has largely missed an essential facet of the issue of working
students. Examining a longer time frame and concentrating on earnings after
college demonstrates a significant advantage of student employment while in
college. The authors conclude, based on their study using transcript data from a
large multi-campus university in the United States and student earnings data
from state administrative records, that traditional-age students who started
working for pay during college earned, on average, more after graduating than
comparable students who did not work. Even after adjusting for demographic and
academic success variables, across many student subgroups, and using models

that account for selection bias, this post-college earnings premium is comparable
to the advantage of finishing a degree. The authors argue that working while
studying has greater benefits in terms of earning in the long run and after
graduation.
Likewise, when balancing work and academics, time management can be
challenging. That is because the workload for both work and education is
equivalent or greater than the other. Also, working students have more
responsibilities in life than just being students and workers since they may also
be parents, friends, and sons or daughters who take care of their elderly parents.
However, he argues that the issue is not time limitation rather, it is how time is
utilized. In order to maximize time efficiently, he proposed that one must create a
schedule, learn to sacrifice, and work on reducing procrastination (Logsdon,
2020).
Time planning is the process of planning available time within a certain
time frame. It involves short to long time planning. Short-term planning is often
believed to span no more than 12 months. An individual's daily, weekly, monthly,
and even quarterly and annual objectives may all be categorized as "short-term
objectives". These are starting points that assist an individual achieve their
ultimate objectives. On the other hand, long-term planning includes objectives
that need a greater number of stages and a duration of at least two years to fulfill.

It tackles challenges permanently to achieve and sustain success over time
(Jovanovic, 2022).
Planning time is a method of removing roadblocks that are impeding your
progress and endangering your path ahead. Planning time offers a person the
power he or she needs to go on and achieve his or her objective. Time planning
involves strategies to plan the available time within a certain time frame (Radford,
2022).
Time planning is essential to good time management. To make the most
use of one's time, one should organize the day ahead of time. Time management
is an important aspect of student life. It enables students to manage their
educational, job, and personal life while balancing the need to complete courses
with control over day-to-day activities. Also, it provides a feeling of direction and
drives the student to accomplish assignments on time (Juneja, 2018).
Time planning appears to be an easy goal at times, but this practice
reveals that failures arise when one task is underestimated at the expense of
another, resulting in poor time planning and hence unsatisfying outcomes.
People usually believe that some activities are simple and do not require a lot of
time to accomplish since they can be completed quickly while generating a
satisfactory result. As an example, consider a student who has an upcoming test.
He believes that the upcoming test will be easy because the topics included are

simple, so he does not study much and instead spends time with his friends. He
believes he can cram his review while still scoring well on the test (Dimitrova &
Mancheva-Ali, 2018).
Tommelein (2019) presented an approach for Takt Time Planning (TTP)
that was developed and tested on a pilot project in California. TTP is a lean
construction technique that is used to plan and manage work processes by
dividing the available time into equal units, or "takt times," to achieve a steady
workflow. The focus of this paper is on collaborative TTP for non-repetitive work,
where the units of work are not obvious at first glance. The approach presented
in the paper was piloted on a gut-and-remodel of a small healthcare project. The
project team members, working together as trade partners, explored
opportunities that use lean practices, as the owner chose to deliver the project
using an Integrated Form of Agreement (IFOA) contract. The researchers
embedded with the team offered an action research opportunity to study how takt
time might be used to plan and execute their work. The researchers developed
an approach for collaborative TTP of non-repetitive work that involves breaking
down the work into "work packages," which are discrete units of work that can be
planned and managed. The team collaboratively plans the work packages and
assigns them to specific takt times, taking into account the available resources
and constraints. The contribution of the paper is that it presents a formalization of

a method for collaborative TTP of non-repetitive work. This method can inform
the use of TTP on other projects and serve as a basis for comparing and
contrasting planning methods.
"Project Management: A Systems Approach to Planning, Scheduling, and
Controlling" by Kerzner (2022) is a widely recognized and respected textbook in
the field of project management. The book covered a broad range of topics
related to project management, including project planning, scheduling, control,
and execution. It emphasizes the importance of a systematic approach to project
management, providing tools and techniques for effective planning and
execution. One of the key concepts discussed in the book is time planning, which
involves developing a project schedule that outlines the tasks, activities, and
milestones necessary to complete a project within a specified time frame. The
book provides guidance on how to create a project schedule, including identifying
critical path activities, estimating task durations, and allocating resources.
Kerzner also emphasized the importance of real-time monitoring and control,
allowing project managers to identify issues and make adjustments in real-time,
to ensure that the project stays on schedule and within budget.
Time attitude is a student's optimistic or pessimistic view of the present,
future, and past time, which is closely related to academic achievement.
Furthermore, an individual's time attitude, or their outlook on the past, the

present, and the future has been shown to have a significant impact on their
ability to learn and succeed in school, particularly in the sciences. Further, the
Theory of Reasoned Action argues that one's attitude is a crucial factor in
shaping one's actions (Nieuwoudt, & Brickhill, 2019).
Time wasting behavior is defined as doing anything that is unnecessary
and provides no advantage to the doer. This behavior has been classified into
three types: multitasking, perfectionism, and procrastination. When people are
stressed, they strive to perform many tasks at once, which is known as
multitasking. Generally, the major reason for doing so is to speed up the work
process and lower the amount of work available, but the effect is exactly the
opposite. It just keeps the individual busy yet unproductive because not all duties
are completed immediately. Perfectionism, on the other hand, is the tendency of
people to devote a significant amount of their time to producing high-quality work.
Although it is a good habit to do excellent work, a person should be aware of the
value of each task in order to prevent spending time on unnecessary tasks.
Then, procrastination is the habit of postponing a task because one does not
want to perform it immediately. Small doses of procrastination will not ruin a
person's day, but postponing important tasks and risking missing deadlines
should be avoided because it will result in a major disruption (Brown, 2021).

36
There are two types of pacing styles: wasting effort and wasting time.
Wasting effort refers to a pacing style where students try hard but are inefficient
in their use of time, whereas wasting time refers to a pacing style where students
do not invest enough time or effort. Students who wasted effort had lower
academic performance than those who did not waste effort, whereas students
who wasted time did not show any significant differences in academic
performance compared to those who did not waste time (Konradt, Ellwart, &
Gevers, 2021).
Television-viewing has long been a popular pastime, with viewers
spending hours each day in front of their screens. However, the rise of on-
demand streaming services has changed the television-viewing experience,
offering viewers more control over what they watch and when they watch it. This
shift in viewing habits has led to discussions about time wasting and the
contemporary television-viewing experience. Michael Samuel addresses this
topic in his essay, "Time Wasting and the Contemporary Television-Viewing
Experience." The essay is co-edited with Scott F. Stoddart and is included in the
book, "True Detective: Critical Essays on the HBO Series." In the essay, Samuel
(2017) explores the idea of time wasting in the context of contemporary television
viewing. He argues that while viewers may have more control over what they
watch, the increased availability of content has made it difficult to prioritize and

manage viewing time effectively. This, in turn, can lead to viewers feeling
overwhelmed and unsure of how to make the most of their viewing time.
Furthermore, Samuel discussed the ways in which on-demand streaming
services, such as Netflix, may contribute to time wasting. He noted that the auto
play feature, which automatically starts the next episode, can make it difficult for
viewers to stop watching and take a break. This can result in viewers binge-
watching entire series in one sitting, wasting hours of time that could have been
spent on other activities.
The Headache-Attributed Lost Time (HALT) Indices were developed as
measures to assess the burden of headache disorders for both clinical
management and population-based research, with a specific focus on time lost
and wasting. These indices aim to capture the impact of headache on
productivity and functioning, including missed work or school days, reduced
efficiency while working, and limitations in daily activities. By quantifying the
amount of time lost due to headache, the HALT Indices can provide valuable
information for healthcare providers and researchers to better understand the
impact of headache disorders and to develop effective interventions to reduce
their burden. The indices were developed by the Global Campaign against
Headache, which seeks to raise awareness and promote solutions for the global
burden of headache disorders (Steiner & Lipton, 2018).

38
Difficulties. Certain students need may be required to work full-time and
numerous jobs to finance their education. Although it is impossible to ascertain
the actual number of students with part-time jobs, studies indicate that between
50 and 60 percent of college students are working. Working students may find
financial relief via full-time or part-time employment. However, students may
encounter additional challenges, such as time constraints and study allocation.
Stress and mental health problems may be exacerbated by more personal and
family commitments. In addition, the primary negative effects of working while
studying include anxiety, despair, and poor academic performance (Tumin,
Faizuddin, Mansir, Purnomo & Aisyah, 2020).
Working while studying creates a different perception of time for working
students. Working students who balance everything from family and friends to
studies and jobs understand how complicated it gets. It is a major concern for
students who are pursuing their education while also working. There are a lot of
challenges and problems that working students encounter while balancing work
and school. Lack of sleep is one of the greatest challenges of being a working
student. The double journey (work and study) of working students makes their
schedule rigorous and gives them a limited amount of time to complete all of their
tasks. When they get home from work, instead of resting and falling asleep
straight away, they still have schoolwork to complete, which takes away their

sleep time. If it doesn't take up all of their time, they might be able to go out with
some friends later that night. The choice then is between getting some much-
needed sleep, finishing their studies, or having fun and seeing how long they can
go without sleep. Furthermore, the weekends are the only times when they can
rest and relax. This is not it, as they may still have an early morning shift at work
or a class to attend Mornings are thus dreaded, and nights are long for them
(Mitchell, 2019).
Extracurricular activities are activities that students participate in outside of
their regular academic curriculum or classes. Participating in extracurricular
activities is an important part of the university experience. It can aid students in
social development, academic performance improvement, leadership
development, and the provision of priceless opportunities and experiences that
can help them in their future jobs. However, for working students, taking an
overtime at work is more crucial than joining in extracurricular activities They are
more concerned with working overtime at their jobs in order to earn an additional
paycheck that will boost their earnings and enable them to pay for expenses,
particularly those related to school. In addition, since they are also working, they
might have a hectic schedule to be able to join in extracurricular activities.
Nevertheless, it is not because they don't want to participate in those alluring and

enjoyable events; rather, the additional income can significantly improve their
financial situation (Lumugdan, 2022).
One of the primary reasons students choose to work while studying is
financial constraint. Because college consumes a large portion of their income, it
creates a financial problem, particularly for those from low-income families. With
such circumstances, these students are more likely to need financial aid in
addition to employment to enroll in and continue attending college. However,
working students faced particular challenges when seeking financial aid. They
are viewed as financially independent students because they are generating
money on their own. It thus reduces their qualification for financial aid,
particularly in federal need-based financial aid programs. The timing of the
financial aid application and receipt further stifles any reactions from potential
students. In addition, many employed students find it difficult to alter their work
commitments in an effort to behave strategically in regards to financial aid due to
their financial obligations (Darolia, 2018).
Being a student who also works has three primary difficulties. The primary
obstacle is managing time, as it can be challenging for students to determine
which tasks to prioritize since they all hold equal importance. At times, they may
struggle to choose between dedicating time to their studies or taking on
additional work hours to earn extra money for their expenses. One more difficulty

that arises is gathering enough self-motivation and determination, which can be
exceptionally challenging for students who have recently entered the workforce.
Being a student is already exhausting, and gaining more obligations can cause
demotivation, particularly if the tasks are arduous. The final challenge they face
is feeling lonely and isolated due to the majority of their time being occupied with
work and studies, leaving very little time to spend with loved ones. At times, they
may not have any time at all to socialize with friends and family (Razak, 2022).
The role of a working student is like going into the hole of a needle as it is
very hard to do which makes it in need of patience and perseverance. This role
presents various difficulties, including stress. Being in a situation where one has
to balance work and studies can generate a significant amount of pressure and
stress due to the presence of stringent deadlines that must be met. Employed
students must complete numerous tasks within these deadlines to maintain both
their job and good grades. Additionally, working students also worry about the
expenses they need to cover, which can contribute to their stress levels.
Experiencing high levels of stress can negatively impact both the mental and
physical well-being of an individual, and this is the difficult reality that working
students have to endure to meet their financial needs. Likewise, juggling two
obligations can lead to burnout for anyone who attempts it. This is due to the fact
that both work and education entail a plethora of tasks, and an individual who is

engaged in both aspects of life is required to devote the same level of effort to
each task. As a result, the energy available in the body is usually depleted, and
with insufficient sleep, it cannot be quickly replenished, resulting in extreme
exhaustion among students (Yang, 2019).
Feeling overwhelmed is a common challenge that employed students
confront in their daily lives. Having two obligations to manage means a lot of
work to complete, and with little time, it may be overwhelming. The state of being
overwhelmed can cause a loss in appetite, which can significantly impact a
person's physical well-being because reduced food intake leads to low energy
levels. As a result, there may not be enough energy to complete numerous tasks,
given the limited amount of available energy. In addition, this can adversely
impact the time management skills of employed students, as they may struggle
to allocate time effectively when under significant pressure. As a consequence,
they often end up sacrificing either their social life or academics because they
are unable to allocate time efficiently (Rooney, 2021).
Juggling work and study can present numerous difficulties for those who
pursue it, with one of the most prominent being a scarcity of leisure time. The
combination of being a student and an employee involves an extensive list of
responsibilities, and the complexity of these tasks can sometimes consume a
considerable amount of time, leaving very little free time available. However,

there are also household chores that need to be done, particularly for students
residing in dormitories, which further reduces the already limited amount of
leisure time available. In addition, such students may have the chance of
skipping a class or a day's work. This can happen when their work schedule
clashes with their school schedule, particularly if they are not attending a
university that caters to working students and has an online class setup. This
situation can also occur if the student fails to inform their employer of their
schedule (Hilton, 2019).
Time Management Plan. A time management plan is a schedule that is
designed to manage time effectively in order to achieve daily goals. It typically
comprises tasks that require completion or activities that can enhance an
individual's current time management status. A good time management plan can
assist people in accomplishing all their urgent tasks quickly (Indeed Team, 2022).
To achieve one's goals, one must first create a plan to attain them. Lack of
accountability is often the primary reason why people are unable to complete
their to-do lists, leading to a feeling of being overwhelmed. A time management
plan acts as a vital component that integrates self-accountability into one ‘s
routine as one strives to achieve his or her daily goals. It is like a golden thread
that holds everything together. Effective time management is not about
micromanaging every hour of the day, but rather being purposeful with the time

available. Although many believe they can manage their time well, they often
sacrifice their healthy habits, such as sleep and diet, to accomplish more.
However, such sacrifices do not enhance productivity and may even result in
reduced efficiency (Terry, 2021).
A crucial approach to enhance time management skills is by utilizing a
time management plan. The core aspect of time management is to establish
objectives and modify behaviors, rather than changing the amount of time
available. The aim is to alter one's habits gradually to achieve an overarching
goal, such as boosting productivity or reducing stress. Hence, it is essential to set
specific targets and monitor progress over time to determine whether the
objectives are being accomplished (Ward, 2021).
There are three different time management plan options available: (1) a
project list, (2) a sequence of projects, and (3) a comprehensive schedule with
specific time slots. The easiest time management plan is the project list, which
consists of a collection of large and small tasks. These tasks can be
accomplished at any time, based on the individual's availability and motivation.
This list is sufficient to manage time effectively, especially when there is an
abundance of free time available. The series of projects plan is similar to the
project list but includes arranging the tasks in order of importance. To create this
plan, one can start with a list of small and large tasks and determine which ones

require immediate attention and which can be delayed. The tasks can then be
prioritized and scheduled accordingly. The detailed time schedule involves
arranging the projects in order of importance and assigning a specific amount of
time to each task. This type of plan is particularly useful for individuals with
limited free time due to various commitments. It is also valuable for individuals
who are new to time management and need guidance in allocating their time
effectively (Castro, 2019).
It is crucial for every person to create a time management plan as it
enables them to organize their time effectively while also leaving room for
enjoyable activities. This technique can be particularly advantageous when an
individual is balancing multiple responsibilities, as it fosters organization and
leads to efficient time utilization, resulting in gratifying outcomes in all aspects of
life. Though planning may require additional effort initially, it ultimately saves time
in the long run. Moreover, developing a plan can assist in determining whether
one's goals are realistic or if the schedule created is feasible (Saavedra, 2018).
Likewise, creating a time management plan yields various advantages
such as increased productivity. Through the assistance of a plan, one is able to
work more efficiently and get more done in less time. This can lead to improved
results at work or in other aspects of life. Using a time management plan can
also increase contentment as an individual can attain a sense of fulfillment by

accomplishing their goals. This can be particularly true if the individual has been
struggling to find the time to complete certain tasks. It can also aid in enhancing
organization both in personal and professional aspects of life. This increased
level of organization can result in a more efficient and well-structured way of
living. Above all, having a good time management plan can significantly reduce
the chances of feeling overwhelmed or stressed. This is because one will have a
clear understanding of the tasks that need to be accomplished and their
respective deadlines. Consequently, this can lead to a more serene and
enjoyable life. Also, having an effective time management plan can create
additional free time as a person can accomplish more within a shorter period.
This free time can then be utilized for leisure activities, hobbies, or other
enjoyable pursuits (Simon, 2022).
An effective time management plan is beneficial in accomplishing one's
goals by acting as a roadmap that guides individuals to utilize their time
efficiently. It allows people to strike a balance between various commitments,
such as studies, family, and leisure activities. The ideal time management plan
differs from person to person and depends on individual factors like personality,
workload, goals, and other obligations (Henry, 2018).
Developing an ideal time management plan can be achieved through five
effective steps. Initially, it involves creating a comprehensive list of all the tasks to

be completed. For instance, if a student intends to study for the day, rather than
considering studying as a single task, they can subdivide the study session into
smaller tasks such as reviewing a specific subject. This approach simplifies task
management and enhances the likelihood of accomplishing them. The second
step involves task prioritization. Simply having a task list is insufficient; it is
essential to recognize which tasks require immediate attention and which ones
can be postponed. Effective time management involves prioritizing tasks that
have pressing deadlines or demand more effort than others. The most time-
critical activities should be positioned at the top of the list, with less time-sensitive
ones following at the bottom. After completing the task list, the subsequent step
is to allocate a schedule for each task. This scheduling process fosters
organization, efficiency, and ultimately enhances productivity. The following step
is to incorporate breaks into the plan. It is crucial to allocate time for rest and
relaxation to avoid becoming overwhelmed by stress and experiencing burnout.
The fifth step involves minimizing distractions, which can manifest internally or
externally. In addressing external distractions, it is necessary to anticipate their
potential occurrence and implement measures to eliminate as many of them as
possible. Conversely, internal distractions refer to those that an individual
imposes on themselves, and controlling them necessitates the development of

self-discipline. To manage time efficiently, one must give it your complete focus,
which implies avoiding any distractions (Wilson, 2022).
Related Studies
The related studies, inquiries already conducted to which the present
study is related, or some bearing or similarity.
Astudillo, Reese, Umpad, and Dela Fuente (2019) indicated that time
management has impacts on working students. In their research, students said
that their cognitive processes may not be functioning optimally since they are
juggling employment and school responsibilities. This is one of the most
prevalent influences on the student's working nature. Students knew that they did
not have enough time to prepare for tests and quizzes. Lastly, in terms of
financial considerations, they had to budget their money effectively for their daily
costs or demands. The findings request suggestions that may assist working
students with time management. These suggestions were made by the
researchers: students should be aware of their priorities and concentrate on the
most essential tasks, as well as schedule their time for study and work.
Kim, Byun, and Lee (2018) explored the relationship between working
while studying and academic outcomes in a sample of Korean college students.
The study found that working while studying was negatively associated with
academic performance, such as a lower GPA and a lower likelihood of

graduating on time. However, the study also found that working while studying
had positive effects on social and emotional development, such as improving
communication skills and self-confidence.
Ren and Chao (2021) explored the relationship between working while
studying and career readiness among Chinese college students. The study found
that working while studying had positive effects on career readiness, such as
improving students' job search skills, professional identity, and adaptability to
work environments. However, the study also found that working while studying
had negative effects on academic performance, such as lower GPA and a lower
likelihood of graduating on time.
Gayef, Tapan, and Sur (2017) conducted a study to investigate how
students' time management skills are linked to their academic achievements. The
research took place at a foundation university and involved 341 students during
the 2014-2015 academic year. To gather data, the researchers used a socio-
demographic questionnaire and the "Time Management Inventory" as research
tools. The study's findings revealed several key points. Firstly, female students
were found to have significantly higher scores in time wastage compared to male
students. Additionally, female students demonstrated notably better academic
performance than their male counterparts. Furthermore, students pursuing a
second education had significantly higher scores in time planning compared to

those pursuing their first education. The results also indicated that students living
in metropolitan areas achieved significantly higher academic success than those
in provincial areas. Moreover, students in metropolitan areas outperformed
students in small or medium-sized provinces. However, the researchers did not
find any significant differences between students' time management subscale
scores, academic success, and variables such as working status, grade,
program, and educational status of their parents. Based on their findings, the
researchers suggested that students should work on improving their time
management skills. They recommended that students increase their awareness
of attitudes, planning, thinking, and behaviors related to time management, as
these factors have a direct impact on academic success. The researchers also
emphasized the importance of students being mindful of time wastage and taking
responsibility for managing their time more efficiently.
Sallehuddin, Huzaidy, and Rosli (2019) investigated the impact of stress,
workload, and time management on academic performance in part-time
postgraduate students. This study employed a descriptive quantitative design,
with 103 working postgraduate students from the Othman Yeop Abdullah (OYA)
Graduate School of Business serving as respondents. The study discovered a
significant and positive relationship between stress, workload, and time
management, and student performance. The researchers suggested that

students should attend training and workshops to learn how to allocate effective
study time in order to achieve higher levels of academic performance.
Ahmad, Batool, and Choudry (2019) conducted a study using structural
equation modeling to examine the connection between time management and
academic achievement among students in distance learning institutions. The
study included distance learning students from Virtual and Allama Iqbal Open
Universities, with a total of 400 participants from various departments who were
conveniently selected. The researchers utilized self-developed questionnaires to
collect data on time management and academic achievement, using a five-point
Likert scale. The findings of the study indicated a strong positive relationship (r
= .778) between time management and academic achievement among distance
learning students. This suggests that these two variables are interconnected, and
the ability to effectively utilize time significantly influences students' learning. The
researchers recommended that students engaged in web-based learning should
prioritize the development of effective time management skills in order to attain
academic success.
Barrios and Ramirez (2019) explored the relationship between academic
performance, financial stress, and work hours among Filipino college students.
The study found that students who worked longer hours had lower academic
performance, which was mediated by their level of financial stress. The authors

suggested that universities and policymakers should recognize the challenges
faced by working students, and consider implementing support services such as
financial aid, flexible work schedules, and academic advising to help students
manage their competing demands. This study highlights the importance of
addressing the unique needs of working students in the Philippines, and the
potential benefits of providing tailored support to this population.
Alyami, Abdulwahed, Azhar, Binsaddik, and Bafaraj (2021) investigated
the effect of time management on the academic performance of diagnostic
radiology technology students at KAU, students with a good attitude and who
claimed to manage time and fulfill their deadlines had excellent academic marks.
However, neither short-term nor long-term time management were related to a
high GPA. In contrast, earlier research found that time management behaviors
such as short- and long-term management were effective in affecting academic
performance (Ganguly, Kulkarni, & Gupta 2017).
Çelik and Yurtkoru (2019) concluded in their study that time planning skills
can have a significant effect on the academic achievement of university students.
The study found that students who engaged in both short range and long range
time planning reported higher academic achievement compared to those who did
not.

53
Van Hoecke et al. (2019) investigated the role of time planning in the
academic success of working students. The study found that both short range
and long range time planning were positively associated with academic success.
The authors suggested that developing effective time planning strategies can
help working students balance their academic and work responsibilities.
Yildiz and Keskin (2020) explored the relationship between time planning
and academic procrastination among university students. The study found that
effective time planning, particularly in terms of long range planning, was
associated with reduced academic procrastination. The authors suggested that
interventions to improve time planning skills can be effective in reducing
academic procrastination.
Liu and Wang (2019) examined the relationship between time planning,
stress, and job performance among working adults in China. The study found
that effective time planning, particularly in terms of long-range planning, was
associated with lower stress and higher job performance. The authors suggest
that developing effective time planning skills can have positive effects on both
work and personal life.
Zou and Zhao (2021) investigated the impact of time management training
on the academic achievement and mental health of working college students in
China. The study found that time management training improved academic

achievement and mental health, suggesting that effective time planning is
important for both academic and personal well-being. The authors suggested that
time management training may be a useful intervention for improving the
academic and mental health outcomes of working college students.
Lee and Kim (2018) conducted a study to determine the relationship
between time management and academic performance among working college
students in Korea. The study found that time management was positively
associated with academic performance, highlighting the importance of effective
time planning in balancing work and academic responsibilities. The authors
suggested that developing effective time planning skills may be a key factor in
achieving academic success while balancing work responsibilities.
Gao, Li, Li, and Li (2020) investigated the relationship between time
management skills and academic performance among working college students
in China. The study found that time management skills were positively associated
with academic performance, and that the relationship was moderated by goal
orientation. The authors suggested that effective time planning may be especially
important for students with particular academic goals, as it can help them
manage their time more efficiently and achieve their goals more effectively.
Kim and Lee (2017) examined the effects of time management training on
time management, psychological well-being, and academic achievement among

working college students in Korea. Their study found that time management
training improved time management, psychological well-being, and academic
achievement, suggesting that developing effective time planning skills can have
positive effects on multiple domains of life. The authors suggested that time
management training may be a useful intervention for improving the well-being
and academic outcomes of working college students.
Naturil-Alfonso, Peñaranda, Vicente, and Marco-Jiménez (2018)
examined the relationship between academic procrastination and inadequate
time management among university students. The researchers sought to
determine whether offering students extended timeframes for completing
assignments would help reduce procrastination. The findings revealed that both
the short and long time-frame groups displayed similar levels of procrastination.
Furthermore, there were no notable variations in academic grades between the
two groups, indicating that procrastination negatively affected assignment grades
regardless of the timeframe provided. These results emphasize the widespread
occurrence of procrastination among university students and underline the
necessity for measures to address this issue.
Lee (2019) examined the relationship between time management and
academic performance among working college students in Korea. The study
found that time management was positively associated with academic

performance, and that the relationship was partially mediated by self-efficacy and
motivation. The authors suggested that effective time planning can lead to
greater confidence and motivation in academic tasks, which in turn can lead to
better academic outcomes.
Yun, Kim, and Kwon (2018) examined the effects of time management
training on academic achievement among working college students in Korea.
The study found that time management training improved academic
achievement, suggesting that developing effective time planning skills can lead to
better academic outcomes. The authors suggested that time management
training may be a useful intervention for improving the academic outcomes of
working college students.
Zhang, Jiang, and Wang (2019) investigated the relationship between time
management and academic performance among working college students in
China. The study found that time management was positively associated with
academic performance, and that the relationship was partially mediated by self-
efficacy. The authors suggested that effective time planning can lead to greater
confidence in academic tasks, which in turn can lead to better academic
outcomes among working college students.
Wu and Liu (2019) explored the impact of time planning on job satisfaction
and career development among Chinese nurses. The results showed that nurses

who engaged in effective time planning had higher job satisfaction and perceived
their career development as more positive. The study suggested that time
planning can play a significant role in enhancing the well-being and career
success of working students, particularly those in high-stress occupations.
Andretta, Worrell, Mello, Dixson, and Baikl (2017) examined the
differences in time attitudes among adolescents from different demographic
groups. The study involved 425 adolescents from diverse backgrounds who
completed the Adolescent Time Attitude Scale (ATAS). The results of the study
showed that there were significant differences in time attitudes among
adolescents from different demographic groups. African American and Hispanic
adolescents had a greater future time perspective compared to White
adolescents. Additionally, females had a more positive present and future time
perspective than males. The authors suggest that these differences in time
attitudes may be linked to differences in cultural values and socialization
processes. These findings have important implications for understanding the role
of time attitudes in adolescent development and for designing interventions to
improve time management skills among adolescents from diverse backgrounds.
Llanwarne, Newbould, Burt, Campbell, and Roland (2017) conducted a
video-elicitation interview study with patients in primary care to explore their
perceptions of wasting the doctor's time. The authors aimed to understand the

reasons behind patients' decisions to visit the doctor, and how patients and
doctors could work together to make the best use of their time during
consultations. The study found that patients often felt uncertain about their
symptoms and lacked confidence in their ability to self-manage their health,
leading them to seek reassurance from their doctor. Patients also reported
feeling pressure to present multiple concerns during a single consultation,
leading to time pressure for both the patient and doctor. The authors suggested
that communication between patients and doctors could be improved by
encouraging patients to prioritize their most important concerns and facilitating
shared decision-making during consultations.
Tayama, Muto, Noda, and Yokoyama (2017) investigated the relationship
between time attitudes and academic performance among Japanese working
college students. The study found that students who had a positive attitude
towards time, as measured by factors such as punctuality and respect for
schedules, had higher academic achievement compared to students who had a
negative attitude towards time. The study also found that students who worked
part-time jobs had more positive attitudes toward time compared to students who
did not work. The authors suggested that promoting positive time attitudes
among working students may lead to better academic outcomes.

59
Lu and Yang (2020) examined the relationship between time attitudes and
academic performance among Chinese working college students, the authors
found that positive time attitudes, including planning and prioritizing activities,
were positively associated with academic performance. The study suggests that
promoting positive time attitudes can be an effective intervention to improve
academic outcomes for working students.
Niu, Wang, and Zhang (2020) investigated the relationship between time
attitudes and academic achievement among working college students in China.
The study found that positive time attitudes, including time management skills
and valuing time, were positively associated with academic achievement. The
authors suggested that promoting positive time attitudes among working students
can help improve their academic performance.
Romo, Hinojosa, Camacho, and Shafer (2018) examined the relationship
between time attitudes and academic achievement among Hispanic college
students in the United States, the authors found that positive time attitudes,
including planning and setting goals, were positively associated with academic
achievement. The study highlighted the importance of promoting positive time
attitudes among working students, particularly those from underrepresented
groups, to improve their academic outcomes.

60
Stansbury and Grenhart (2019) investigated the relationship between time
attitudes and academic achievement among working college students in the
United States. The study found that students who had positive time attitudes,
including time management skills and the ability to prioritize tasks, had higher
academic achievement compared to students who had negative time attitudes.
The authors suggested that promoting positive time attitudes can help working
students achieve academic success.
Zhu, Wei, Huang, Cai, and Liu (2018) the relationship between time
attitudes and academic performance among working college students in China.
They found that positive time attitudes, including time management skills and
being proactive in managing time, were positively associated with academic
performance. The study suggested that promoting positive time attitudes can
help working students overcome the challenges associated with balancing work
and school.
Mariano, Madel, and Miranda (2022) investigated the association between
time management skills and the academic performance of working students. The
study found that the majority of the participants exhibited a proficient level of time
management skills. In terms of academic performance, most of the respondents
achieved an approaching proficiency level, indicating that they had acquired
essential knowledge and skills with minimal guidance and were capable of

applying them to real-life tasks. The correlation analysis conducted in the study
revealed a highly significant positive relationship between time management
skills and academic performance. This suggests that improving time
management skills among working students enrolled in open high school
programs can significantly contribute to their academic success. Based on their
findings, the researchers recommended that educational institutions develop
relevant programs aimed at cultivating time management skills among working
students, ultimately leading to an enhancement in their academic performance.
Ocak and Boyraz (2016) conducted a study focusing on the correlation
between academic procrastination and time management skills among
undergraduate students. The research utilized two surveys, one assessing
academic procrastination and the other examining time management. A total of
332 undergraduate students participated in this correlational study. The
researchers analyzed the frequencies and percentages of students' academic
procrastination behaviors and explored the correlation between academic
procrastination and time management. They also employed regression analysis
to determine if time management skills significantly predicted academic
procrastination. Additionally, the study investigated the students' levels of time
management (low, medium, high) and conducted covariance analysis to explore
whether the level of time management interacted with variables such as gender,

housing type, major, and living arrangement in influencing academic
procrastination. The findings indicated that students generally displayed
tendencies towards indecisiveness in their academic procrastination behaviors
and had moderate-level time management skills. A statistically significant,
moderate-level, negative correlation was observed between academic
procrastination and time management. However, no common effects of the
aforementioned variables on academic procrastination were identified.
Peteros et al. (2021) conducted a study with the objective of examining
the connection between time management, self-efficacy, and math performance
among high school students who work part-time due to financial constraints. The
study included a total of thirty-one public high school students. The researchers
employed a survey questionnaire to evaluate the students' math performance.
The findings revealed that the students achieved satisfactory results in math and
demonstrated moderate levels of time management skills and self-efficacy in the
subject. While no significant relationship was found between time management
and math performance, a significant weak positive correlation was observed
between self-efficacy and math performance. The study suggests that teachers
should develop programs aimed at enhancing students' self-efficacy and time
management skills. Additionally, integrating time management skills into various

subjects can promote positive student outcomes and contribute to the attainment
of personal goals.
Kohnová and Salajová (2018) conducted a study focusing on the time
wasting activities of graduates during their initial years of employment. The
research employed an electronic questionnaire to investigate the primary time
wasting activities in both personal and work life among the participants. The
sample consisted of 131 respondents, divided into two groups based on
employment duration and two groups based on gender. The study analyzed and
identified the most prominent time wasters within each group and examined any
significant differences, assessing their statistical significance. The findings
revealed that the internet was identified as the most time-consuming activity in
personal life, with graduates reporting a higher percentage compared to
individuals in later stages of employment. The analysis highlighted that the most
significant time wasters differed for each group, emphasizing the need for
customized approaches to enhance productivity and effectiveness.
Bozbayındır (2019) investigated the relationship between time
management skills and cyberloafing behavior among school managers. The
study employed descriptive survey methods and relational research models.
Data were gathered from 181 school administrators working in official
elementary, secondary, and secondary education schools in the Nizip district of

Gaziantep during the 2017-2018 academic year. The research utilized a "Time
Management Scale" to assess dimensions such as time planning, effective time
utilization, and time traps. Additionally, a "Cyberloafing Scale" comprising
significant and insignificant cyberloafing dimensions was employed as a data
collection tool. Descriptive statistics and correlation analysis were utilized for data
analysis. The results indicate that school administrators who demonstrate strong
time planning and effective time utilization skills are less prone to falling into time
traps. In other words, better time management skills are associated with a
decrease in both significant and insignificant cyberloafing behavior. Regression
analysis indicated that, among the sub-dimensions of time management, only
time traps significantly predicted cyberloafing behavior.
In their study, Adams and Blair (2019) examined how undergraduate
engineering students' self-reported time management behaviors relate to their
academic performance. The researchers utilized the Time Management Behavior
Scale to evaluate these behaviors. By employing correlation analysis, regression
analysis, and model reduction techniques, the study aimed to identify specific
time management practices employed by students, determine which behaviors
were strongly linked to higher grades, and investigate whether certain time
management behaviors were associated with better academic performance. The
results indicated a noteworthy correlation between students' perceived control

over time and their cumulative grade point average. Furthermore, the study
revealed that there were no significant variations in time management behaviors
based on factors such as gender, age, entry qualification, or program duration.
Choi, Yi, Kim and Lee (2020) examined the relationship between time
management behaviors, time wasting, and academic performance among
working college students in South Korea. The study found that students who
reported engaging in more time wasting behaviors had lower academic
performance, while students who engaged in more time management behaviors
had higher academic erformance. The authors suggested that interventions to
reduce time wasting and promote time management skills could improve
academic outcomes for working students.
Hsu, Hwang, Lin, and Lee (2018) investigated the impact of time
management training on time wasting and academic achievement among
working college students in Taiwan. The study found that students who received
time management training reported engaging in less time wasting behaviors and
had higher academic achievement compared to students who did not receive the
training. The authors suggested that time management training can help working
students reduce time wasting and improve their academic outcomes.
Miller and Whitehead (2018) examined the relationship between time
wasting, academic motivation, and academic performance among working

college students in the United States. The study found that students who
reported engaging in more time wasting behaviors had lower academic
motivation and lower academic performance. The authors suggest that
interventions aimed at reducing time wasting and increasing academic motivation
could improve academic outcomes for working students.
According to Chansaengsee's (2017) research on time management
planning, combining a time management program with a behavioral change
strategy seems to be effective. Those who used time management programs
were able to complete assignments on time, have more time for leisure activities,
experience less stress, and be happier.
Talebi, Ahmadi, and Kazemnejad (2019) explored the effectiveness of
dynamic self-regulation as a time management strategy for clinical nurses. The
study involved 20 nurses who were selected through purposive sampling and
interviewed using a semi-structured format. The data was analyzed using
conventional content analysis. The findings suggest that dynamic self-regulation
is an effective time management strategy for clinical nurses as it enables them to
plan their time effectively, prioritize their tasks, and manage their interruptions.
Additionally, the nurses reported that this strategy helped them to manage their
stress levels and maintain a work-life balance. The authors conclude that

dynamic self-regulation can be a valuable time management strategy for clinical
nurses and recommend its inclusion in nursing education and training programs.
Aeon, Faber, and Panaccio (2021) conducted a meta-analysis to examine
the effectiveness of time management interventions in improving various
outcomes, including productivity, job satisfaction, and work-life balance. The
researchers reviewed 91 studies and found that time management interventions
were generally effective in improving these outcomes. However, the
effectiveness varied depending on the type of intervention and the specific
outcome being measured. The study suggests that time management
interventions can be an effective way for individuals and organizations to improve
work-related outcomes.
Uzir, Gašević, Jovanović, Matcha, Lim, and Fudge (2020) aimed to
investigate the relationships between students' time management, learning
strategies, and academic performance in blended learning environments. They
used data mining techniques and analytics to analyze the log data of 286
undergraduate students from a blended learning course in a university in
Singapore. The findings indicated that effective time management and learning
strategies were positively associated with academic performance. The authors
concluded that analytics can provide valuable insights into students' behavior and

can inform the design and delivery of effective online learning in blended
environments.
Khanam, Sahu, Rao, Kar, and Quazi (2017) conducted research on the
relationship between time management skills and academic performance among
Indian university students. They gathered data from 79 second-year medical
students who completed the Time Management Questionnaire (TMQ). The study
found that 51.90% of the participants had moderate to low time management
skills. Additionally, students who received higher grades (70-80%) had higher
scores on time management overall. The study found that certain aspects of time
planning were not commonly practiced by students. Specifically, 24.1% of
participants reported never creating a list of goals for themselves, while 21.5%
reported never spending time planning their day. Additionally, 37.9% of students
only occasionally created a schedule for their daily tasks.
A comparative study conducted by Hardy, Powell, & Pharris (2020)
explored the relationship between time management skills and academic
classifications. The study aimed to determine if there were notable differences in
the time management practices of freshman and senior students across three
dimensions: short-range planning, time attitudes, and long-range planning. The
findings of this research indicate that while there were significant disparities
between freshman and senior students in terms of short-range planning, there

were no significant differences observed in time attitudes and long-range
planning.
Chanpisut (2018) conducted a study to examine the time management
skills of undergraduate students at a private university in Thailand. The research
utilized a questionnaire with 58 items, employing a five-rating scale. A sample of
320 undergraduate students from the 2015/2016 academic year was included in
the study. Additionally, demographic variables such as gender, age, faculty of
study, cumulative grade point average (CGPA), student accommodations,
student classifications, and sources of financial support were examined to
determine if they had any significant association with time management. The
results of the study showed that students generally had moderate levels of time
management capabilities. Furthermore, there was a correlation between
students' classification and their time management skills. Specifically, a
significant difference was observed between freshmen and juniors, with
freshmen reporting higher overall time management capabilities compared to
juniors.
Synthesis
The review of related literature and studies offers insights into time
management and working students in local and foreign contexts. It also gives
background on the challenges faced by working students and the possible

impacts of time planning, time attitude, and time wasting on the development of
time management skills by the students.
The study of Rashid, Sharif, Khan, & Malik as well as is related to the
present study as it also investigated the time management behavior of working
students. However, this study focused on the relationship of time management
behavior and academic performance while the present study focused on the
relationship between the demographic profile and time management behaviors.
The study of Khanam, Sahu, Rao, Kar, & Quazi is similar to the present
study as it also used the time management questionnaire. In the present study,
however, modified the time management questionnaire to make it more
applicable to working students whereas the prior study did not do any
modification.
The study of Barrios and Ramirez is comparable to the present study as it
also investigated the work hours of working students in their study. Although the
present study also looked into work hours, it did not only focus on it as it also
looked into other demographic variables such as nature of work, classification of
students, and time of work.
The findings of the study of Rashid, Sharif, Khan, & Malik is alike with
present study regarding time attitudes. Both revealed that working students have

a low tendency to exhibit time attitude behaviors such as feeling in control of
time.
The study of Alzoubi and Hudaif including the study of Miller and
Whitehead are both similar to the present study that employed students tend to
indulge in time-wasting activities like using social media, entertainment activities,
and procrastinating. However, in this study the working students are more self-
disciplined in using time compared to the respondents of the prior study.

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method used in the conduct of the study. Also,
this includes an in-depth analysis of the respondents, the instruments used, and
the data-gathering procedure undertaken to complete the research.
Research Design
This study used the descriptive research design. Using this type of
research design in the present study is extremely beneficial since it allows the
researchers to conduct an in-depth investigation into the time management of
working students.
A descriptive research design describes the problem, phenomenon,
condition, or group under investigation in their natural settings (Siedlecki, 2020).
In this type of research design, it emphasizes the “what” of the study topic rather
than the “why” of the research topic (Bhaskaran, 2020). The researcher does not
control or manipulate any of the variables, but instead just observes and
measures them (McCombes, 2019).
The purpose of this research design is to investigate the problem's
background, details, and existing patterns in order to thoroughly understand it
(Vijayamohan, 2022). Also, it presents data visually through the use of tables,

graphs, and charts for the purpose of easier comprehension and analysis
(Torneo, 2017).
Subjects of the Study
The respondents used in the study are one hundred (100) working
students in Lemery, Batangas. The reasons for the low number of respondents
include a large number of potential respondents declining to participate in the
survey, as well as difficulty in locating them. To simplify the process of obtaining
respondents, the researchers chose to employ quota sampling.
Quota sampling, as per Simkus (2022), is a nonprobability sampling
method that is based on a quota, which is a non-random selection of a
predetermined number of units. This sampling method divides the population into
subgroups (called strata) and then recruits sample units until the quota is
reached. The sample units share specific characteristics that were determined by
the researchers prior to stratification. The purpose of quota sampling is to
replicate the target population. Therefore, the researchers' goal will be to create a
sample that accurately represents the characteristics of the population. Quota
sampling is highly useful in gaining an in-depth view of attitudes, behaviors, or
conditions (Nikolopoulou, 2022).

74
Data Gathering Instrument
In determining the time management and profiles of working students in
Lemery, Batangas, a questionnaire and interview were designed as the
instruments to gather the data.
Questionnaire. A questionnaire is a series of questions asked to
individuals to obtain statistically useful information about a given topic (Roopa &
Satya, 2012; Mcleod,2023). It is the most useful and practical way to gather data
over a specific period of time. In this study, the questionnaire is used to
determine the profiles and the status of time management of working students
from Lemery, Batangas.
Construction of Questionnaire. The research instrument was developed
based on the newly acquired information from the review of related literature
regarding the concept of time management behaviors and issues of working
students. In addition, the researchers opted to adapt the standardized
questionnaire for time management which was moderately modified to make it
appropriate for the study’s topic.
Validation. The validation process of the questionnaire involved three
experts, consisting of one statistician, a grammarian, and an expert in the field.
During the initial phase, the questionnaire was submitted to the grammarian to fix
any construction errors. During the second phase, an expert in the field

evaluated the validity of the questionnaire, specifically through the method of
face validity for content checking. After the necessary corrections were made, the
questionnaire was submitted to the statistician for verification of its accuracy.
Upon completion of the final revisions, the research instrument was authorized
for reproduction and distribution to the target respondents, who are the working
students of Lemery, Batangas.
Administration. To distribute the questionnaires, the researchers visited
various fast-food chains situated in different areas of Lemery, including Palanas
and Illustre Avenue. To reach the required quota, the researchers approached
residents and requested their assistance in distributing the questionnaire to their
relatives who were working students.
Scoring of Responses. In determining the need to construct a time
management plan for working students in Lemery, Batangas, the following guide
was used to interpret the responses:

76
Table 1
Scoring of Responses
Scale Range Verbal Interpretation
4 3.50 - 4.00 Great Extent
3 2.50 - 3.49 Moderate Esxtent
2 1.50 - 2.49 Slight Extent
1 1.00 - 1.49 Least Extent
Interview. Interviews serve as a valuable data collection method, involving
the interaction between two or more individuals, with one acting as the
interviewer posing questions. This research tool offers distinct advantages,
allowing researchers to gather comprehensive information and derive nuanced
conclusions by considering nonverbal cues, spontaneous reactions, and
emotional responses. In this particular study, the researchers chose to utilize an
unstructured interview as it offers a high level of flexibility, enabling researchers
to investigate the phenomenon under study in a more comprehensive and
thorough manner.
In order to acquire pertinent data concerning the challenges and
difficulties encountered by working students in Lemery, Batangas, a meticulously
crafted interview guide was developed. This guide utilized open-ended questions

strategically, aiming to elicit comprehensive responses from the participants.
Additionally, to accommodate individuals who were unable to partake in face-to-
face interviews, the interviews were conducted via the Messenger platform. Each
researcher involved in the study employed a diligent note-taking approach to
meticulously document the conversations, thus facilitating subsequent analysis
and decoding during the later stages of the study.
Data Gathering Procedure
The researchers visited various fast-food chains, including Jollibee and
Mang Inasal, to distribute the questionnaires. However, some working students
were unavailable during this process, prompting the researchers to develop an
online version of the questionnaire using Google Forms. Then, the researchers
once again went to visited fast-food chains to ask requests from the managers
for authorization to receive a roster of their present student employees and to
notify those who were not present about participating in the online survey.
In order to achieve the target quota, the researchers approached students
in their school who live in Lemery and inquired whether they have any family
members who are working students. Those who agreed were then asked to
provide information about their relative's social media accounts to send the link to
the online survey. They also asked for help from their acquaintances in other
schools to determine if they are familiar with anyone who meets their

requirements, such as living in Lemery and either working or related to a student
who is working. To simplify the counting process, the responses collected
through Google Forms were transferred onto the printed questionnaires.
Statistical Treatment
The following statistical tools were used in the study:
Frequency/Percentage. These were used to describe the profile of the
respondents.
Mean/Weighted Mean. This was used to determine the respondents'
assessment on the extent of manifestation of time management relative to time
planning, time attitude, and time wasting.
Standard Deviation. This was used to determine the consistency of
responses on the extent of manifestation of time management.
Chi-square test. This was used to determine the significant relationship
between the profile variables of the respondents and the extent of manifestation
of time management.
Ethical Considerations
The study entailed gathering responses from working students at Lemery
College in Batangas. The questionnaire was administered to the target
respondents after it had been approved and validated. In accordance with the
Data Privacy Act of 2012, the researchers sought permission from the

respondents to conduct the survey via a letter request, ensuring that the study
complied with the Data Privacy Act. The content of the questionnaires describes
the study's goals and how the information gathered will be used while
maintaining the desired level of confidentiality. The respondents were not asked
or coerced to provide personal information such as their name, address, date of
birth, or phone number since the researchers applied optional confirmation. All
responses were treated with confidentiality since their identities were not used or
did not appear in any part of the research paper. Also, the responses were
protected because the tally did not use their names or even positions. The
interpretation of the gathered information from the questionnaire is subjected to
the codes and verbal analysis procedure.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data which were drawn from the administration
of the questionnaires and interpretation based on the statistical treatment.
This study determined the profile of the working students in Lemery
Batangas to provide a clearer view of the respondents. The researchers
presented the profile’s frequency distribution and percentage in terms of the
following variables; nature of work, number of work hours, classification, and time
of work.
1.1 Nature of Work. This refers to the specific tasks and duties
performed by an employee. Table 1 presents the distribution of the
working students in terms of the nature of work.

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Table 1
Nature of Work of the Respondents
Frequency Percentage
Call Center Agent 12 12.0
Virtual Assistant 6 6.0
Staff 33 33.0
Service Crew 42 42.0
Photo Album Editor 2 2.0
Academic Server 3 3.0
Assistant Marketer 1 1.0
Digital Agency Owner 1 1.0
Total 100 100.0
It can be seen from the table that almost half of the student-respondents
are working as service crew which is 42 percent of the total respondents. It can
be noted that the fast-food chains are offering flexible schedules to
accommodate the working students. Aside from that, they are providing free
meals for their employees that could be appealing to the working students. This
indicates that the student-respondents are more practical in doing this work.
Also, they are gaining opportunities and experiences aside from earning extra
income.
Being a staff is the second most favored employment choice among the
students surveyed, as there are presently 33 individuals engaged in this
occupation. It is apparent that that numerous businesses nowadays offer their

student employees the opportunity to generate their own schedules. This
advantage attracts students to participate in such employment, as it helps avoid
conflicts between work and studies, enabling them to effectively manage their
time. This suggests that student staff members prioritize maintaining a sense of
balance in all their duties rather than focusing on the amount of their salary.
Working as a call center agent offers numerous benefits, including higher
pay compared to regular entry-level jobs such as service crew which typically
require eight-to-nine-hour workdays. Even part-time call center agents earn more
than P11,000 per month. Additionally, call centers provide training that improves
the English communication skills of students, which will be valuable in their future
careers. Due to these benefits, the student respondents are highly motivated to
pursue such employment. This suggests that the student call center agents have
a pragmatic approach to addressing their financial concerns.
A new category of employment has surfaced as a highly sought-after
option among students who are balancing work and studies. Six participants
mentioned that they are engaged in the role of a virtual assistant. This particular
job holds great appeal for individuals seeking the convenience of working from
home and having the freedom to control their own work time. This means that
students who choose this profession are not inclined towards traditional work
settings and prefer a remote work setup.

83
The survey also identified additional categories of work, including
individuals who specialize in editing photo albums, operating academic servers,
working as assistant marketers, and owning digital agencies. The frequencies of
these roles were 2, 3, 1, and 1 respectively. It is worth mentioning that over the
past few years, there has been a significant increase in the demand for
technology and skill-oriented occupations. This surge in popularity can be
attributed to several factors, including the flexible nature of these jobs, their
competitive salaries, the potential for career growth, and the alignment of these
roles with individual interests. This indicates that these students do not work due
to financial necessity but for passion and interest.
1.2 Number of Work Hours. This refers to time spent by employees while
on duty, at their designated workplace, or when they are allowed to work. The
distribution of the working students in terms of number of work hours is reflected
in Table 2.

84
Table 2
Number of Work Hours of the Respondents
3 hours and below 7 7.0
4 to 6 hours 42 42.0
7 hours and above 51 51.0
Total 100 100.0
According to the table, among 100 individuals surveyed, 51% of them
work for 7 or more hours a day, while 42% of them work for 4 to 6 hours a day.
The remaining 7% work for only three hours per day. This implies that the
85
working students in Lemery Batangas are predominantly involved in manual
labor, as evidenced by the high frequency of working hours of 7 hours and
above.
Based on the interview conducted with the respondents, the number of
hours is reliant on the nature of the work. Individuals employed in manual jobs
such as fast food crews are typically bound by contracts that specify their work
duration. Those who opt for full-time jobs are expected to work for longer hours,
whereas those who choose part-time jobs have fewer work hours. Conversely,
jobs that offer flexibility often have shorter work hours since the employees are
responsible for setting their own work schedules.

1.3 Classification. This refers to the different year levels based on their
curriculum requirements and the degree program they are pursuing. Table 3
shows the distribution of the working students in terms of their classification.
Table 3
Classification of the Respondents
Freshman 23 23.0
Sophomore 34 34.0
Junior 14 14.0
Senior 29 29.0
Total 100 100.0
Out of the 100 college students who took part in the survey, 23 of them
were identified as freshmen, 34 were sophomores, 14 were juniors, and 29 were
seniors. The findings indicate a fluctuating pattern in the number of working
students as their academic year progresses. This implies that as their academic
86
schedules become more demanding, they are less likely to engage in work.
Conversely, as their schedules become less busy, they tend to participate in
work more frequently.
According to the interviewees, freshmen are less likely to engage in work
as they are still adapting to their new environment and have limited capacity to
take on additional responsibilities. Sophomores, on the other hand, have already

adjusted and can balance work and academics better as they have developed
their own strategies. However, when they enter their junior year, they become
very busy with research, and many opt to prioritize their studies over work. In
their senior year, they tend to return to work as their academic responsibilities
decrease and create more time for employment.
1.4 Time of Work. This refers to the period allocated for work and the
duration in which the employee is required to be present and accessible to the
employer at the designated workplace. The distribution of the working students in
terms of time of work is presented in Table 4.
Table 4
Time of Work of the Respondents
8:00 - 5:00pm 33 33.0
5:00pm onwards 32 32.0
Graveyard Shift 8 8.0
Flexible Hours/Schedule 13 13.0
9:00am - 10:00pm 6 6.087
6:00 - 11:00am 3 3.0
3:00-9:00pm 5 5.0
Total 100 100.0
The data presented reveals that 33 of the respondents work between 8:00
a.m. and 5:00 p.m., while 32 work from 5:00 p.m. onwards. There are also 13
who work in flexible hours, 8 who work the graveyard shift, 6 who work from 9:00

a.m. to 10:30 p.m., 3 who work from 6:00 a.m. to 11:00 a.m., and 5 who work
from 3:00 p.m. to 9:00 p.m. This implies that students' time of work hours can
either be predetermined or fixed based on contractual obligations. Meanwhile, it
can be flexible depending on the nature of their work.
According to the interview, some students have fixed schedules,
particularly those who work in fast-food restaurants. In this case, they show their
school schedule to their managers who then create their work schedule
accordingly. An employee who is under contractual obligation is expected to
comply with it. However, working students who have control over their own
schedules, simply fit their work hours around their other obligations. This is true
for academic servers who prioritize their schoolwork and complete it before
attending to their work tasks.
.2. Extent of Manifestation of Time Management
2.1 Time Planning. This refers to the short-term and long-term plans for
88
time management. Table 5 reflects the extent of manifestation of time
management of the respondents in terms of time planning.
Table 5
Extent of Manifestation of Time Planning
Short-term Mean Standard Verbal

Deviation Interpretation

1. I plan my day before I start it. Moderate

3.34 0.73
Extent
2. I set and keep priorities each day. Moderate
3.28 0.77
Extent
3. I write a set of goals for myself Moderate
3.12 0.87
each day. Extent
4. I make a list of things that I have Moderate
3.03 0.80
to do each day. Extent
5. I spend time each day planning. Moderate
2.91 0.95
Extent
Weighted Mean Moderate
3.14 0.82 Extent
Long-term
1. I keep track of important dates
(exams, quizzes, busy work days) 3.57 0.66 Great Extent
in calendar.
2. I have a schedule of school
Moderate
activities to do on school days/work 3.40 0.72
Extent
days.
3. I have a clear idea of what I want to
Moderate
accomplish during the upcoming 3.25 0.73
Extent
weeks.
4. I have a set of goals for the entire Moderate
3.14 0.73
term. Extent
5. I think it is best to do a little bit of
Moderate 89
work on each one when I have 2.91 1.05
Extent
several things to do.
Weighted Mean Moderate
3.25 0.78 Extent
Moderate
Composite Mean
3.20 0.80 Extent
Results revealed that the student-respondents are planning their day
before starting any activity. This item is manifested to moderate extent with the
highest mean of 3.34. This implies that the respondents are prepared in doing
their daily tasks. They are aware of their daily duties and responsibilities. Aside
from that, this item obtained the lowest standard deviation of 0.73. This could

mean that the working students are more consistent and have comparable
insight into planning their time daily.
Setting and keeping priorities for each day is manifested to a moderate
extent based on the mean rating of 3.28 of the respondents. This indicates that
the working students have clear goals in mind on the things that need to be
attended first. They can assess the tasks that should be given more importance.
This shows the flexibility of the student-respondents because they can do and
adjust to urgent tasks.
It can be observed that the respondents are making a list of things that
they have to do each day to moderate extent with a mean of 3.03. This shows
that they are organized in doing their daily activities. This will help them to
90
visualize their daily tasks that they need to do. They could easily remember the
things that they need to work on. At the end of the day, they could also evaluate
their to-do list in order to assess if they are productive or not.
The respondents manifested moderate extent in spending time each day
planning with the lowest mean of 2.91. This would help them in organizing what
is essential and what is not. The working students are aware that they need to
manage their time so it is very important that they know how much time will be
spent in completing their assigned task. Moreover, this item got the highest
standard value of 0.95. This reflects that the respondents have varied responses

on spending their time in planning. Maybe, some of the students have already
weekly or monthly based plan. They are doing this to be more efficient in
managing their time in work and studying.
It was noted that working students are keeping track of significant dates
like quizzes, exams, and days with a lot of work to do wherein it was manifested
to a great extent. This particular item received the highest mean of 3.57. This
suggests that these students exhibit a high level of responsibility because they
91
ensure that all tasks related to both their job and studies are completed and
given equal priority. Consequently, they can prepare for upcoming tasks and
attain favorable outcomes.
Creating a schedule of school-related activities is relatively common
among students who have jobs, and this is manifested to a moderate extent with
a mean of 3.40. This infers that working students place considerable importance
on their studies and allocate sufficient time for them. Even though they have jobs,
their education remains a top priority. Having faced numerous obstacles in
financing their education, they make sure that their efforts do not go in vain, and
instead strive to excel academically.
The item regarding setting goals for the entire term manifested to a
moderate extent with a mean score of 3.14. This conveys that certain working
students are goal-oriented and are motivated to manage their time efficiently.

However, there are others who may lack the motivation in setting goals due to
their circumstances.
It was discovered that there was a significant variation in the responses of
the students regarding how they approach their tasks when they have multiple
things to do and this difference was reflected in the standard deviation of 1.05. It
was also seen to be in moderate extent with a mean of 2.91. This finding means
that not all working students put equal effort into all their tasks, but rather
prioritize certain tasks to complete more work. They had a firsthand encounter
92
with the swiftness of time, leading them to recognize the importance of allocating
less effort to individual activities. This allows them to move on to other tasks and
successfully complete them all.
The results corroborate the findings of Khanam, Sahu, Rao, Kar, & Quazi
(2017), which reveal that working students tend to moderately exhibit time
planning behaviors, such as setting personal goals, allocating time for daily
planning, and scheduling academic/work-related tasks. Also, Li and Li's (2018)
research affirmed the results that indicate that prioritizing tasks and setting goals
are common practices among working students.
2.2 Time Attitude. This relates to how a person feels about their past,
present, and future. The extent of manifestation of time management of the
respondents in terms of time attitude is shown in Table 6.

Table 6
Extent of Manifestation of Time Attitude
Weighted Standard Verbal

Mean Deviation Interpretation
1. I believe that there is room for
improvement in the way I manage 3.56 0.69 Great Extent
my time.
2. I make constructive use of my time. Moderate
3.28 0.67
Extent
3. I set and honor my time principles. Moderate
3.19 0.75
Extent
4. I can adapt and be flexible when Moderate
3.04 0.86
changes occur on my daily activities. Extent
5. I feel in control of my time. Moderate
2.99 0.89
Extent 93
Moderate
Weighted Mean
3.21 0.77 Extent
Students’ perception that their time management skills are still in need of
improvement attained the highest mean. This manifested to a great extent with a
mean of 3.56. Overall, it means that these students are still not satisfied with their
time management and they want to improve them further to have a better
management of their life. The adoption of this mindset will enable students to
effectively manage their time and achieve more satisfactory outcomes in both
their academic and professional pursuits.

Constructive use of time, on the other hand, manifested a moderate extent
with a weighted mean of 3.28, which ranked second highest among the five
items. This finding suggests that many working students engage in purposeful
activities in order to develop skills or gain advantages in other areas of their life.
These students have learned the importance of time management from their
situations, recognizing the need to use their time efficiently, as they may not have
94
the opportunity to do so again due to their busy schedules. They also realized
that wasting time could disrupt the balance between the various responsibilities
that they are striving to maintain.
Flexibility was seen to have a moderate extent, with a weighted mean of
3.04, which is the second-lowest mean. This hints that the students may be
capable of taking on tasks outside of their original schedule. Their capacity to
adapt rapidly to changes can be attributed to both the unpredictable nature of
school assignments and their early work experience. This behavior will help them
to easily adapt to new environments in their future career.
The item "being in control of time" had the lowest mean score among all
the items, with an average of 2.99. This was also manifested to a moderate
extent. However, it had the highest standard deviation of 0.89, denoting that
there was a lack of agreement among the students regarding their capacity to
complete all the necessary tasks within the given time frame.

This result affirms the information gathered by Rashid, Sharif, Khan, &
Malik (2020), which demonstrated that employed students have a low tendency
to exhibit time attitude behaviors such as feeling in control of time.
2.3 Time Wasting. This refers to any activity that prevents individuals
from reaching their objectives in the most efficient manner. Table 7 presents the
extent of manifestation of time management of the respondents in terms of time
wasting.
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Table 7
Extent of Manifestation of Time Wasting
Weighted Standard Verbal

Mean Deviation Interpretation
1. I find myself doing things that
Moderate
naturally occur to me without 2.89 0.78
Extent
planning.

2. I find myself doing things that

Moderate
interfere with my studying and 2.71 0.89
Extent
working.
3. I find myself procrastinating on Moderate
2.63 1.02
tasks. Extent
4. I find myself waiting a lot without Moderate
2.60 0.91
doing anything. Extent
5. I have unproductive routines of
2.21 0.95 Slight Extent
activities.
Moderate
Weighted Mean
2.61 0.91 Extent
Completing tasks that happen naturally without any prior planning has the
highest weighted mean, scoring 2.89. It can be inferred that employed students
do not always adhere to the schedule they have set for themselves. They are
96
willing to participate in recreational activities to unwind without hesitation. Given
the challenging circumstances that working students face, it is understandable
that they use relaxation as a coping mechanism in order to survive their situation.
Engaging in activities that disrupt studying and working is a common
occurrence among the student respondents. A weighted average of 2.71
suggests that this practice had a moderate level of manifestation. This indicates
that students who work have a tendency to lose focus. Even though they are
accustomed to the practices of working, they still have not mastered the skill of
concentration.

The students were also found to exhibit a moderate extent of waiting idly
without engaging in any productive activity, as evidenced by a weighted mean
score of 2.60. This entails that the participants lack discipline as they continue to
partake in unproductive activities.
Unproductive routines were discovered to be absent in most of the
respondents as it was manifested to a slight extent. This generated a weighted
mean of 2.21. Further, it has a standard deviation of 0.95 which suggest that the
responses were consistent among all student. This implies that working students
give a significant amount of value to time and this is the main contributory factor
to their efficient use of time.
This finding supports those of Alzoubi and Hudaif (2019) including Miller
97
and Whitehead (2018), who found that employed students tend to indulge in
time-wasting activities like using social media, entertainment activities, and
procrastinating.
This part presents the relationship between the profile of the respondents
in terms of nature of work, number of work hours, classification, and time of work
and the assessed extent of manifestation of time management relative to time
planning, time attitude, and time wasting. Table 8 shows the results of testing the

relationship between the nature of work of the student-respondents and their
assessed time management.
Table 8
Relationship between Nature of Work of the Respondents and Time
Management
𝟀2 –values p-values Decision on Ho Verbal

Interpretation
Time Planning 18.962 0.166 Failed to Reject Not Significant

Time Attitude 10.529 0.723 Failed to Reject Not Significant98
Time Wasting 123.077 0.000 Reject Significant
Overall 22.049 0.078 Failed to Reject Not Significant
It can be seen from the table the relationship between nature of work of the
respondents and their assessed extent of manifestation of time management
relative to time wasting obtained a computed value of 123.077. The corresponding
p-value is less than 5 percent level significance that led to reject the null
hypothesis. Therefore, there is a significant relationship between the nature of
work of the respondents and their assessed extent of manifestation of time
management relative to time wasting.
On the other hand, relating the nature of work of the respondents to the
extent of manifestation of time management relative to time planning and time

attitude, it obtained computed values of 18.962 and 10.529; respectively. The
corresponding p-values of 0.166 and 0.723 are higher than 5 percent level
significance that failed to reject the null hypothesis. So, there is no significant
relationship between the nature of work of the respondents and the extent of
manifestation of time management relative to time planning and time attitude.
Moreover, the overall assessment of the respondent on the relationship
between nature of work and extent of time management obtained a computed

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value of 22.049 with a p-value of 0.078. Such p-value is higher than 5 percent
level significance that failed to reject the null hypothesis. Thus, the nature of work
of the respondents is not significantly related to the extent of time management.
The findings reveal that regardless of the nature of their profession,
working students may demonstrate comparable degrees of efficiency with regard
to organizing their schedules and embracing an optimistic mindset toward time
management. Individual characteristics or personal traits may have a stronger
influence on time management than the nature of work. The comprehensive
evaluation, which conclusively demonstrates a conspicuous absence of any
noteworthy correlation between the inherent characteristics of one's job and the
degree of proficiency in managing time, strongly implies that the mere nature of
work may not be the sole decisive factor in determining their overall time

management abilities. Individual differences, work environment, and personal
habits may have a greater impact on time management ability.
This is in contrast to the findings of Abduljabbr, Mahdi, and Almsafir which
observed a positive correlation between time planning, time attitude, and the
nature of work, along with a negative correlation between time wasters and the
nature of work.
The relationship between the number of work hours of the student-
respondents and their assessed time management is depicted in Table 9.
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Table 9
Relationship between Number of Work Hours of the Respondents and Time
Management

𝟀2 -values p-values Decision on Ho Verbal

Interpretation

Time Attitude 1.636 0.802 Failed to Reject Not Significant
Time Wasting 9.173 0.164 Failed to Reject Not Significant
Results revealed that relating the extent of manifestation of time
management relative to time planning, time attitude, and time wasting to the
number of work hours of the respondents obtained computed values ranging from
1.344 to 9.173. The generated p-values of at least 0.164 are greater than 5
percent level significance that failed to reject the null hypothesis. Therefore, the
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assessed extent of manifestation of time management relative to time planning,
time attitude, and time wasting is not dependent to the number of work hours of
the respondents.
Considering the overall assessment of the respondents on the relationship
between number of work hours and extent of time management, it obtained a
computed value of 8.775 with a p-value of 0.067. Such p-value is higher than 5
percent level significance that failed to reject the null hypothesis. This implies that
there is no significant relationship between the number of work hours of the
respondents and the assessed extent of time management.

The findings imply that regardless of the number of work hours, working
students may exhibit similar levels of time management skills in these aspects.
This suggests that regardless of whether students work full-time or part-time,
they may possess similar abilities in managing their time effectively in various
aspects. However, it is important to consider that combining full-time studies with
part-time work has been associated with negative effects on the physical and
mental health of students, as highlighted in previous studies (Hovdhaugen,
2019).
The findings emphasize the importance of individual responsibility and
proactive time management practices for working students. Regardless of the
number of work hours they have, it is crucial for them to take ownership of their
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time and prioritize their tasks effectively. Secondly, the results suggest that
working students may need additional support and resources to enhance their
time management skills (Mariano et al., 2022).
The outcome aligns with the discoveries of Lessky and Unger, who
demonstrated that the quantity of hours spent working does not impact students'
time management. Instead, it primarily depends on how individuals utilize their
time.
Table 10 presents the relationship between the classification of the
student-respondents and their assessed time management.

Table 10
Relationship between Classification of the Respondents and Time
Management
𝟀2 -values p-values Decision on Ho Verbal

Interpretation
Time Planning 16.422 0.012 Reject Significant

Overall 17.278 0.008 Reject Significant
The relationship between classification of the respondents and their
assessed extent of manifestation of time management relative to time planning
and time wasting obtained computed values of 16.422 and 27.247; respectively.
The corresponding p-values of 0.012 and 0.001 are less than 5 percent level
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significance. This led to the rejection of the null hypothesis. Hence, the
classification of the respondents is significantly related to the extent of
manifestation of time management relative to time planning and time wasting.
In contrast, relating the classification of the respondents to their assessed
extent of manifestation of time management relative to time attitude, it obtained a
computed value of 7.636 and a p-value of 0.266. Such p-value is higher than 5
percent level significance that failed to reject the null hypothesis. Thus, the

assessed extent of manifestation of time management relative to time attitude is
not dependent to the classification of the respondents.
With regard to the overall assessment of the respondent on the relationship
between classification and extent of time management, it obtained a computed
value of 17.278 with a p-value of 0.008. Such p-value is less than 5 percent level
significance that led to reject the null hypothesis. Therefore, there is a significant
relationship between the classification of the respondents and the extent of time
management.
The findings demonstrate a significant correlation between the
classification of working students and their time management, particularly
concerning time planning and time wasting. The progression of students to higher
year levels coincides with an escalation in workload complexity, necessitating a

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heightened emphasis on efficient time allocation to ensure satisfactory academic
outcomes. Moreover, early-year levels, typically offer more flexibility in scheduling,
which may inadvertently facilitate the engagement in unproductive activities.
The result confirms the findings of Hardy, Powell, & Pharris (2020) which
revealed that the classification of students has a significant correlation with time
planning but does not have a significant correlation with time attitudes. In addition,
it also supports the findings of Chanpisut (2018) which reveals that students’

classification has a significant relationship with the time management of working
students.
The results of testing the relationship between the time of work of the
student-respondents and their assessed time management is shown in Table 11
Table 11
Relationship between Time of Work of the Respondents and Time
Management
𝟀2 –values p-values Decision on Ho Verbal

Interpretation

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Results revealed that relating the time of work of the respondents and their
assessed extent of manifestation of time management relative to time wasting
obtained a computed value of 50.235. The corresponding p-value is less than 5
percent level significance that led to the rejection of the null hypothesis.
Therefore, the assessed extent of manifestation of time management relative to
time wasting is dependent to the time of work of the respondents.

Conversely, the relationship between the time of work of the respondents
and the extent of manifestation of time management relative to time planning and
time attitude obtained computed values of 8.330 and 50.235; respectively. The
corresponding p-values of 0.759 and 0.357 are higher than 5 percent level
significance that failed to reject the null hypothesis. Thus, there is no significant
relationship between the time of work of the respondents and the extent of
manifestation of time management relative to time planning and time attitude.
For the overall assessment of the respondent on the relationship between
time of work and extent of time management, it obtained a computed value of

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14.998 with a p-value of 0.242. Such p-value is higher than 5 percent level
significance that failed to reject the null hypothesis. Hence, the time of work of the
respondents is not significantly related to the extent of time management.
The findings suggest that the time of work does not significantly influence
the time management of working students, particularly in terms of time planning
and their overall attitude towards time. However, it does have an impact on their
propensity for engaging in time-wasting behavior. This can be attributed to certain
types of work that offer schedules requiring less time commitment, thereby
affording students the opportunity to engage in unproductive personal interests.

The result is in contrast to the findings of Bahramirad, Heshmatifar, and
Rad wherein they found that time of work has a significant relationship with time
management and time of work.
4. Some difficulties Encountered by Working Students
Difficulties are inevitable especially when one is balancing education and
employment, although it creates it very hard to deal with, they are a very important
component for growth. This presentation elaborates on the three problems that
respondents identified such lack of rest/sleep, poor academic performance, and
poor time management.
Lack of Rest/Sleep. Based on the interview, lack of rest or sleep is one of
the major difficulties faced by working students. They said that juggling work and
study in a day left them with only limited time to rest or sleep. They have to work
from evening to morning and then go to school in the morning, and vice versa.
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Also, after going to school or work instead of resting, they still have to do
household chores or take care of their younger family members. Moreover, they
stated that the lack of rest has caused them to have illnesses like fever.
This problem is very common for working students since they are juggling
two responsibilities in a day or week, which leaves them with little or no time to
rest and recharge. The additional responsibilities, like household chores, also limit
their time for rest. In many cases, they may have to work long hours or take on

extra shifts in order to make ends meet, which can leave them feeling tired and
drained. Therefore, a lack of rest can lead to a range of physical and mental
health problems, including fatigue, irritability, decreased concentration, and
decreased productivity. It can also affect the quality of their work, which can have
negative consequences for their job performance and academic success.
The findings above conform with the findings of the Balderrama, Dela
Vega, Templado, Trinidad, and Francisco study, which discovered that challenges
such as lack of sleep and stress had a significant impact on working students
managing employment and school duties. They noted that not getting enough
sleep depletes the energy needed to study and work with working students. They
also stated that lack of sleep causes difficulty focusing on school and work, which
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eventually leads to stress among working students. Furthermore, they also
emphasized the significance of patience for working students to improve their
situation.
The results also support the findings of Chiang, Arendt, and Sapp, which
reveals that service student employees' sleep health was significantly lower than
that of non-service student employees and students who do not work. According
to the authors, academic administrators can encourage students to prioritize sleep
as part of a healthy lifestyle by recognizing the impact of sleep on student
progress.

Poor Academic Performance. The next challenge that the working students
faced was poor academic performance. They claimed that juggling both the roles
of a student and employee had a negative impact on their academic performance
since they often gave priority to working over school. Since they are working,
there are times they aren't able to attend class and pass their activities on time.
They often get low grades due to their poor performance in school. Moreover, one
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student-respondent shared that the weighty responsibilities of being a working
student forced her to take a year off from studying as she struggled to balance
work and school.
The issue of poor academic performance is a significant challenge for
working students. Being a working student can be overwhelming, this usually
leads to a situation where students are forced to sacrifice one aspect of their life in
order to fulfill the obligations of the other role. If they put more time into studying,
they will get good results, and vice versa, if they put more time into work, they will
get bad results. This challenge requires a balancing act where students need to
allocate time and prioritize their responsibilities effectively. However, it is possible
to find ways to help the students cope better and enable them to be in control of
their time. Working students may need to develop better time management skills,
adjust their work schedules, or seek support from employers and schools to
achieve a balance that allows them to succeed academically and professionally.

The findings presented above is in contrast with those of Gao et al. as their
study found that time management skills were positively associated with academic
performance. The relationship between time management skills and academic
performance was moderated by goal orientation. They recommended that to
improve the working students’ academic performance, effective time management
may be implemented, as it can help students manage their time more efficiently
and achieve their goals more effectively.
Poor Time Management. Another difficulty of working students is the
trouble in managing time for school and work, based on the interview. Students
explained that they cannot handle their time efficiently due to the demand of work
and the conflict of schedules. The majority of their time, according to some
working students, is spent working, leaving them with little time for rest and
completing school works. Furthermore, one student-respondent notably stated

110
that, despite making a schedule, it was screwed up and not followed due to the
quantity of work to accomplish, the strain of studying, and financial troubles at
work.
Students who are employed may feel as though there are not enough
hours in the day to complete everything that needs to be done, and everyone, at
some point, manage and balance their time effectively. This difficulty with time
management can have a significant impact on both the academic and work

performance as well as the mental well-being of working students. Nevertheless,
there are ways to assist these students in coping better and regaining control over
their responsibilities and time. Hence, mastering effective time management skills
and strategies is critical for students to successfully balance their academic and
work commitments.
The result above confirmed the research of Astudillo, Reese, Umpad, and
Dela Fuente, who found that time management has an impact on students who
work. These students reported that they struggle to perform at their best due to
the demands of both work and school. This is a common challenge faced by
working students. They also noted that students were aware of the limited time
available to study for exams and quizzes, and that they had to be careful with their
finances to cover their daily expenses. They suggest that students should be
aware of their priorities and concentrate on the most essential tasks, as well as
schedule their time for study and work.

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Mastering Time Management Seminar, Vision Board, and Brochure.
TIME MANAGEMENT PLAN
Rationale

Effective time management can be a challenging endeavor that requires
specific strategies to accomplish. Even though many working students in Lemery,
Batangas have shown an attempt to practice time management, they still
encounter difficulties in executing it due to a lack of proper strategies. Thus, the
proposed plan can assist student respondents in effectively managing their time.
The proposal is highly beneficial because it was meticulously crafted based on
the identified challenges of the respondents, along with the practices that are not
commonly observed in their time management.
Objectives
The proposed time management plan aimed to
 enhance the time management approach of working students in
Lemery, Batangas
 address the difficulties encountered while juggling work and
studies
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Track Me! - Recording Time Spent Activity. The first part of the time
management plan is a simple activity that would revolutionize the time

management of working students. This is an activity that involves tracking and
logging the amount of time spent on different activities throughout the day. The
objective of this activity is to gain a better understanding of how working
students’ time is being used and identify opportunities for improving their
productivity and time management. Working students can identify which tasks
are taking up too much time, which are not productive, and which provide the
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most value by tracking time spent on activities. They can then utilize this
knowledge to make changes to their daily routine and prioritize tasks that are
most important or worthwhile.
The process of recording the time spent on each activity is straightforward
and can be done using the student's phone's clock application or a digital timer
clock. First, students will decide on the activity they want to track and set the
timer. Then, when time starts, students should start to engage in the activity,
focusing solely on it and avoiding any distractions. Once the activity is
completed, they can now stop the timer and record the duration of time spent on
it, along with the name of the activity, in a notebook or notes application on their
phone. Over time, students may review and analyze the data they have recorded
to identify patterns and trends, enabling them to utilize it as a basis for future time
planning.

With an understanding of their own abilities, the students can avoid both
overestimating and underestimating the time needed for each task. They can
properly distribute the time for each activity without overlapping the following
activities. They can freely switch between tasks without worrying about starting
and stopping timers. As a result, a time plan that is both realistic and attainable
will be achieved.
Time Blocking. Time blocking is a highly effective productivity technique
that involves dividing the day into specific time periods or blocks and assigning
tasks or activities to each block. Each block is dedicated to accomplishing a
specific task or group of tasks, and only those specific tasks. Instead of keeping
an open-ended to-do list of things students will get to as they are able, they will
start each day with a concrete schedule that lays out what they will work on and
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when. The working students will be able to better understand the task at hand
and can focus on the individual tasks instead of feeling overwhelmed by the
larger project.
To perform time blocking, students must start by creating a
comprehensive list of all the tasks that need to be accomplished, including work-
related, school-related, and personal tasks. Then, prioritize the tasks based on
their level of importance, using a priority matrix. Next, estimate the time required
for each task and allocate a specific time block for each one. After assigning time

blocks, calculate the total number of hours and determine the amount of time
needed for unexpected events or tasks. This allows for the creation of flexible
time blocks. To implement the schedule, use a calendar app or paper and pen,
and color-code the tasks to make them easily identifiable. The color code will
depend on the energy students have during that time: green means the energy of
students is high and has motivation; yellow for normal energy; orange for low
energy and low motivation: blue for no energy and no motivation to do the activity
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task. Stick to the schedule as much as possible, avoiding distractions and
interruptions during each time block. At the end of each day, evaluate how the
time blocks were used and adjust the schedule as necessary.
Time blocking is a highly effective time management technique for working
students that can provide numerous benefits. First, it allows students to establish
a fluid flow for their day by dedicating specific blocks of time to certain tasks. This
can help students achieve a sense of focus and concentration, leading to
increased productivity and efficiency. Second, time blocking minimizes
distractions by allowing students to concentrate on a single task at a time. This
can help boost attention to detail and reduce errors, leading to higher-quality
work. Finally, time blocking creates a sense of control for students, which can
help reduce stress and anxiety. By planning out their day and allocating time for
specific tasks, students can gain more control over their schedule and feel more

in control of their time. This can also improve their decision-making skills and
overall organizational skills. In the long run, time blocking can help working
students stay organized, on track, and in control of their time, ultimately leading
to greater success in both their academic and professional pursuits.
Tick Tock, Beat the Clock: Mastering Time Management Webinar. As
part of the time management plan, a webinar program will be implemented to
help working students develop skills and strategies to effectively manage their
time. The webinars will provide working students with practical tips and strategies
for managing time more effectively, prioritizing tasks, and increasing productivity.
These webinars will be conducted by universities using the Zoom platform and
are intended to be held on a weekly basis, specifically on Fridays.
During the event, guest speakers, such as known time management
speakers will be invited to share their experiences and techniques in time

116
management. The webinar will incorporate a combination of discussions and
collaborative activities, including games that are relevant to the topics being
discussed.
This program will help working students balance their academic and work
responsibilities improve time management, and improve their focus and
concentration. Each of them will gain new insights into their time management
style and will leave the seminar with a personal productivity action plan.

Vision Board: "Manifesting My Best Life". A vision board is a great way
to help working students visualize their goals. This will give the students a visual
reminder of their goals and aspirations and help them stay focused on their long-
term plans. The working students will also have fun and be relaxed with this
meaningful arts and crafts project, which will help them unwind during their free
time.
To create a vision board, a student would gather magazines, newspapers,
pictures, and other materials that relate to their long-term goals. For example, if a
student's goal is to become a doctor, they might include pictures of stethoscopes,
medical textbooks, and doctors on their vision board. Once the materials are
collected, the student would cut out the images and arrange them on a poster
board or bulletin board. They can also add inspirational quotes, affirmations, or
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personal mottos that align with their goals. The vision board can be decorated in
any way the student desires, and they can choose to display it in their dorm
room, study area, or any other place where they spend time.
The action of creating a vision board will help working students in
clarifying goals, increasing motivation, enhancing focus, boosting creativity,
encouraging positive thinking, and improving self-awareness. As a result, it can
be their powerful tool for personal growth and achieving a more fulfilling life.

Brochure. To promote a positive time attitude, the researchers have
proposed a brochure that will help them to improve their time management.
contains an insight into the benefits, tips, and techniques to improve the time
attitudes of working students. The students anticipated having flexible and

118
productive time, and to do so, a brochure that will help and be their guide is
given. The brochure will contain an insight into the benefits, tips, and techniques
to improve the time attitudes of working students.
In making a brochure, the first step is to plan out the content and structure
of the brochure. The brochure can be divided into sections that cover different
aspects of time attitude. The first section will discuss the importance of time
management and motivational quotes regarding effective time management. The
second section will focus on the benefits of having a positive time attitude. This
section could highlight the benefits of time management, such as improving self-
discipline, less stress, more leisure time, clear daily goals, and balanced life. The
third section could provide tips and techniques to improve time attitude and
management. This section could offer practical advice on how students can
improve their time management skills, such as setting goals, prioritizing tasks,
and creating schedules. It could also provide suggestions on how to overcome
procrastination and other time-wasting habits. Then, choose or create a design
The design should be visually appealing and consistent with the message that

the brochure wants to convey. After choosing the design, edit the brochure and
align everything. Once the brochure is done, proofread the content and review
the design to ensure accuracy and a professional finish. After this, print the
brochure and distribute it. The brochure can be distributed to schools,
universities, and other educational institutions that cater to working students.
This brochure will be used as a guide for working students to improve
their time management and have a positive time attitude. This will help students
to quickly and easily identify effective time management techniques.
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings of the study,
conclusions based on findings, and the recommendations of the respondents to
work on.
Summary
This study is entitled “Proposed Time Management Plan for Working
Students in Lemery, Batangas”.
1.1 nature of work;
1.4 time of work?
2.1 Time Planning

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2.3 Time Wasting?

Hypothesis
The researchers used a descriptive type of research to identify the time
management of the working students. Other relevant documents, such as journal
articles, and the internet, were used as potential data sources. The respondents
of this study were 100 working students in Lemery, Batangas.
Findings of the study
Based on the assessments, the following findings are given:

121
The profile of the respondents was assessed according to the following
variables: nature of work, number of work hours, classification and time of work.
1.1 Nature of work. The nature of work is divided into 5 options namely:
call center agent, virtual assistant, staff, service crew and others. 12%
of the students responded they are currently working as call center
agents and 6% identified themselves as virtual assistants. The staff
and service crew options garnered the highest response with 33% and
42% respectively. It was also observed that there are other types of
work that the respondents engaged in. 3% of the respondents claimed

that they are academic servers, 2% are photo album editor, 1% is an
assistant marketer, and 1% is a digital agency owner.
1.2 Number of work hours. In a sample of 100 students, 7% worked for 3
hours and below, 42% worked 4 to 6 hours, and 51% worked for 7
hours and above.
1.3 Classification. Twenty-three percent of the respondents are currently
freshmen in their universities, 34% of them are sophomores, 14% are
juniors, and 29% are seniors.
1.4 Working hours. The highest frequency is observed in the 8:00 am to
5:00 pm option, which was selected by 33 respondents. The next
common response was for the shift starting at 5:00 pm or later, which
was chosen by 32 students. Other responses, such as graveyard shift
and flexible hours, 9:00 am to 10:00 pm, 6:00 am to 11:00 am, and
3:00 pm to 9:00 pm were identified with frequencies of 8, 13, 6, 3, and
5 respectively.
2. Extent of Manifestation of Time Management
2.1 Time Planning. Time planning of the student respondents manifested
a moderate extent with a composite mean of 3.20 and a standard
deviation of 0.80.

122
2.2 Time Attitude. The time attitude of the student respondents
manifested a moderate extent with a weighted mean of 3.21 and a
standard deviation of 0.77
2.3 Time Wasting. The time wasting of the student respondents
manifested a moderate extent with a weighted mean of 2.61 and a
standard deviation of 0.91.
Nature of Work. There is no significant relationship between the nature
of work and the extent of manifestation of time management.
Number of Work Hours. There is no significant relationship between the
number of work hours and the extent of manifestation of time management.
Classification. There is a significant relationship between students’
classification and the extent of manifestation of time management.
Working Hours. There is no significant relationship between working
hours and the extent of manifestation of time management.
4. Difficulties Encountered by Working Students
The working students of Lemery, Batangas identified three main difficulties
such as lack of rest/sleep, poor academic performance, and poor time
management.

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Mastering Time Management Webinar, Vision Board, and Brochure.
Conclusions
Based on the above findings, the following conclusions were drawn:
1. The majority of working students work as a service crew, have a
work schedule of 7 hours or more, are sophomores, and have
working hours of 8:00 am to 5:00 pm.
2. The time management of the student respondents manifested to a
moderate extent.
3. There is a significant relationship between time management and
the classification of students.
4. The difficulties encountered by the students are lack of rest/sleep,
poor academic performance, and poor time management.
5. The proposed time management plan is a set of activities that will
help the students to improve their time management.
Recommendation
In view of the foregoing conclusions, the researchers presented the
following recommendations:

124
1. Universities in Lemery, Batangas may review the proposed time
management plan for validation and implementation.
2. The proposed time management plan can be utilized by working
students in Lemery, Batangas to enhance their time management
skills.
3. Future researchers may consider undertaking a comparable
investigation, whereby they would augment the sample size
employed within the study.

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Tommelein, I. D. (2017). Collaborative Takt Time Planning of Non-Repetitive

Work. In Annual Conference of the International Group for Lean
Construction. https://doi.org/10.24928/2017/0271

Proposed Time Management Plan For Working Students

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Proposed Time Management Plan For Working Students

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St.

Mary’s Educational Institute

Proposed Time Management Plan for Working Students

In Partial Fulfillment of the Requirements

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

WORKING STUDENTS IN LEMERY BATANGAS”, prepared and submitted by

KING AIRUS D. ANGULO, ARTHURO DIMAILIG JR, AHRON STITLER B.

HERNANDEZ KIANA ALEXA U. BALTAZAR, ELYZA MAE D. BANTE, and

LAURA JEAN R. POBLETE in partial fulfillment of the requirements for the

Mrs. DAISY JANE BRIONES

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

Ms. Jo-Ann A. Mendoza Ms. Allyssa Ilagan

Ms. Mary Joy P. Pineda Mr. Jhun Lerry M. Tayan

Approved and accepted in partial fulfillment of the requirements in

RANDY M. BAJA, Ph. D., FRIEdr, CESE

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

and collaboration with this endeavor.

successfully complete our research paper.

To our school's administrator, Dr. Randy M. Baja, who gave us plenty of

ensure a successful research paper outcome.

us with our research. We deeply appreciated her unfailing patience in re-reading

forget her dynamism, vision, sincerity, and commitment.

Fourth, we are beyond grateful to our dearest respondents, the working

students of Lemery Batangas who patiently answered our questionnaires and

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

Fifth, to our questionnaire-validator, Ms. Jo-Ann Mendoza and to our

motivated throughout the study.

Lastly, the researchers would like to express their gratitude and

and compliments who helped us complete our study.

researchers greatly appreciated.

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

confident even though it's been a stressful and exhausting day.

compassion to make this paper.

Mostly, to my teacher; thank you for guiding us and teaching us in a way

because we couldn't do this paper without your help.

you are always here for my failures and successes in life.

Angulo, King Airus D.

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

research paper we are doing

Dimailig Jr, Arthuro R.

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

through the various defenses.

My study is also dedicated to my mother, who has been a source of

challenge. I am grateful for her guidance throughout the entire journey of

completing this thesis.

Finally, I would like to express my gratitude to my friends who provided me

inevitably arise during this journey.

Hernandez, Ahron Stitler B.

PAASCU Accredited Bureau of Immigration Accredited

St. Mary’s Educational Institute

making these happened and ended it with a good outcome.

To my family and friends, I extend my heartfelt appreciation for their

unwavering support, understanding, and encouragement. Their words of wisdom,

encouragement, and unwavering belief in me have been a constant source of

inspiration and motivation.