THE IMPACT OF TIME MANAGEMENT ON

ACADEMIC PERFORMANCE AMONG THE

SENIOR HIGH SCHOOL STUDENTS

Submitted by:

Amihan, Nicole D.
Otom, Jelian D.

Submitted to:

JEITER D. ARGUELLES, MST

Teacher III

In Partial Fulfillment of the Subject Requirement for

PR2: Practical Research 2

October 2023
 CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Time management is a crucial skill that plays a significant role in the academic
success of high school students. Senior high school students face a range of
academic challenges, including increased coursework, extracurricular activities, and
the pressure to excel in their studies as they prepare for higher education. Effective
time management can potentially mitigate these challenges by helping students
allocate their time wisely, prioritize tasks, and maintain a healthy work-life balance.
It is well documented that the ability to manage time effectively is a vital skill
for academic achievement. However, there is a need to empirically investigate and
quantify the relationship between time management practices and the academic
performance of senior high school students. By conducting a quantitative study, we
aim to provide concrete, data-driven insights into how various time management
strategies and behaviors impact academic outcomes.

Time management provides individuals the ways for structuring and

controlling their activities (Claessens et al., 2004) . In addition, report that the
capacity to successfully manage their time is the foundation of students developing
good study habits and strategies for success. Time management offers individuals
the means to structure and control their activities (Claessens et al., 2004). In
addition, Wang et al. (2011) have revealed that time management is essential
beyond the university campus, where the ability to manage one’s free time is
revealed to substantially elevates the quality of life of an individual. It has also been
advised to start practicing time management from the early student life (Valle et al.,
2016).
In this section of the study, the international-related studies are reviewed by
the researchers to effectively prove the relationship between time management and
the academic performance of the students. Hence, each of the studies mentioned
here includes the purpose of the study, the respondents, the methods used, and the
results of the study.
 The study by Liu, Rijimen, McCann, and Roberts (2009) about the
assessment of time management in middle-school students accurately explains the
variance in time management for this age group. Their study gathered a sample of
814 students from five states across the USA, who were surveyed through a series
of questions about time management using the five-point Likert scale. The results of
this study show that both time management factors were also correlated with
students’ school grades across two semesters of school. It's worth noting that time
management corresponds more significantly with grades achieved six months later,
implying that time management abilities may have a brief impact on student grades.

In this section of the study the national related studies are reviewed by the
researchers to effectively prove the relationship between time management and
academic performance of the students. Hence, each of the studies mentioned here
includes; the purpose of the study, respondents, the methods used and the results of
the study. Mendoza, Gonzales, Masa, Mingi, & Ocampo (2009) investigated the
relationship of time management and academic performance of selected third year
nursing students of Arellano University for school year 2008-2009. there were 40
respondents who were surveyed using a self-made questionnaire. The results of the
study concluded that Proper time management may have not generally influenced
the academic performance of students who participated in the study. However, the
manner by which time is used to achieve a set goal may be the key in improving
academic performance. The researchers therefore conclude that there is no direct
relationship between time management and academic performance of the students.

SIGNIFICANCE OF THE STUDY

This study lies in its potential to improve academic performance, enhance

students' well-being, and inform educational policies and practices. It addresses a
critical aspect of high school education that has far-reaching implications for
students, educators, parents, and society as a whole. Additionally, it extends to
various aspects of education and students' lives, including their academic success,
well-being, and future career prospects. It can inform policies, practices, and
interventions that have a positive impact on high school students and their
educational journeys.

THEORITICAL AND CONCEPTUAL FRAMEWORK

STATEMENT OF THE PROBLEM

In the senior high school, there is a need to empirically examine the

quantitative relationship between time management practices and academic
performance. High school students must balance an array of academic
responsibilities and extracurricular activities, making effective time management a
crucial factor in their educational success. However, there is a lack of comprehensive
quantitative research that precisely measures and quantifies the impact of time
management on academic achievement among this demographic.

This study aims to address the following specific quantitative research questions:

1. To what extent do specific time management behaviors and strategies (e.g.,

daily planning, study habits, task prioritization) correlate with senior high
school students' grade point averages (GPAs)?
2. Can statistical models be developed to predict a student's academic
performance based on their time management metrics?
3. Are there statistically significant differences in the time management practices
and academic outcomes of senior high school students in various grades or
demographic groups?
SCOPE AND LIMITATION OF THE STUDY

DEFINITION OF TERMS
REFERENCES