0

GROUP 3 - STEM DIAMOND 12

LEADER - JIN-JU ARANDA

MEMBERS:
(95) Santos - STATEMENT OF THE PROBLEM, STATISTICAL TREATMENT OF THE
DATA/DATA ANALYSIS, RESEARCH PARADIGM, TABLE 3 AND TABLE 4 RESULTS,
THEORETICAL FRAMEWORK, INDICATORS, RRL, CV, FIXED THE CORRECTIONS.

(95) Sajol - INTRODUCTION, RESPONDENTS, SAMPLING TECHNIQUE, DEFINITION OF

TERMS, TABLE 1 RESULTS, SIGNIFICANCE OF THE STUDY, SCOPE & DELIMITATION,
ADMINISTRATION & RETRIEVAL, CV, FIXED THE CORRECTIONS.

(90) Oropesa - INSTRUMENTATIONS & DATA COLLECTION, DATA ANALYSIS,

CONCEPTUAL FRAMEWORK, TABLE 2 RESULTS, RRL, CV

(88) Sore - RESEARCH DESIGN, ASSUMPTIONS, SUMMARY OF FINDINGS,

RECOMMENDATION, REFERENCES, RRL CV

(87) Saygo - RESPONDENTS, THEORETICAL FRAMEWORK, SUMMARY OF FINDINGS, RRL,

CV

(88) Cabayes - STATISTICAL TREATMENT OF THE DATA, KNOWLEDGE GAP,

RECOMMENDATION, CV

(88) Pasaoa - CONSTRUCTION AND VALIDATION OF THE INSTRUMENTS, RRL,

INTRODUCTION, DEFINITION OF TERMS, CONCLUSION, CV

(87) Roco - RRL, ADMINISTRATION & RETRIEVAL, THEORETICAL FRAMEWORK, CV

P.S.
Dear Mr. Joey B. Manalastas Jr.

Almost all of my members cooperated and did their best for the assigned task that they needed to
complete on time. We assure you that we did our best as a group to complete our Practical Research 2 and
we thank you for your guidance. Unfortunately, my members are quite often slightly delayed in passing
their tasks due to inadequate internet access, and the most complex problem is that it's complicated to reach
out with my members for various reasons, but then on the other hand, as a group, we did do and finish the
other members' assigned tasks, thank you so much and we look forward to your response.

Leader, Group 5
Jin-Ju Aranda
Efficacy of Time Management on Students' Academic Productivity during the New Setup

A Research Paper
Presented to
The class of Dr. Joey Borlagdatan Manalastas Jr.
Mystical Rose School of Caloocan Inc.

In Partial Fulfillment
Of The requirements for the Subject
Practical Research 2

By

Aranda, Jinju
Cabayes, Liezel H.
Oropesa, Ardwin Dave M.
Pasaoa, Mary Joy E.
Roco, Joschen Yolly Chazandrea L.
Sajol, Rovilynn R.
Santos, Pauline Rochelle A.
Saygo,Denesse Benj
Sore, John Patrick J.

September 2021
 ii

ACKNOWLEDGMENTS
The researchers are expressing their heartfelt appreciation and earnest gratitude to the following
people who contributed and lent their hands and time in the preparation and creation of this study.

Dr. Rolando M. Gregore, President, Mystical Rose School of Caloocan, Inc., for being the
foundation of this school and for continuously supporting the students.
Dr. Marcelina L. Gregore, Directress Principal, Mystical Rose School of Caloocan, Inc., for
allowing and enabling the students to do this research as part of their subjects.
Mrs. Novette A. Gregore, School coordinator, for motivating the researchers towards the
completion of this study.
Mrs. Maricel Z. Roque, Senior Vice Principal of Mystical Rose School of Caloocan, Inc., for
being a supportive presence in times of need and for supporting the researchers to accomplish this research.
Mr. Joey B. Manalastas Jr., Practical Research 1 Teacher - Adviser, who has been there for them
from the beginning, providing unwavering support and guiding them to success.
Ms. Veronica Cosal, Classroom Adviser, for her unwavering support and for constantly reassuring
the researchers that they can accomplish it and by including them in her prayers.
Grade 12 Senior High School, for their cooperation, generosity, and thoughtfulness,and for being
truthful in their responses to the questionnaire
To the researcher’s Families, who encouraged and assisted them in achieving their aims. Despite
the difficulties they faced in completing this research
Above all, to the Heavenly Father, for his excellent knowledge, gifts, wisdom, for providing the
researchers the courage to keep going on their mission, and their journey and for the insight aided to the
researchers in completing this task.
 iii

DEDICATION

The researchers dedicate this study report to ALL MIGHTY GOD, and their PRACTICAL
RESEARCH 2 TEACHER - ADVISER, who has served as a role model and inspiration to them. Also,
to their FAMILIES, who stood with them despite the sleepless nights they endured while conducting this
research. Lastly, to the GRADE 12 SENIOR HIGH SCHOOL STUDENTS OF MYSTICAL ROSE
SCHOOL OF CALOOCAN, INC., who became the main inspirations for the researchers to conduct this
research in order to know the Efficacy of Time Management on Students' Academic Productivity during
the New Setup.

GROUP 5 STEM - DIAMOND

 iv

TABLE OF CONTENTS

Title Page……………………………………………………………………………………... i
Acknowledgement…………………………………………………………………………..... ii
Dedication……………………………………………………………………………………. iii
Table of Contents………………………………………………………………………........... iv
List of Tables……………………………………………………………………………......... v
List of Figures……………………………………………………………………………........ v
Abstract……………………………………………………………………………………...... vi
CHAPTER
1 INTRODUCTION………………………………………………………….. 1
Review of Related Literature and Studies………………………………….. 3
Theoretical Framework…………………………………………………….. 5
Research Paradigm…………………………………………………………. 7
Statement of the Problem…………………………………………………... 8
Significance of the Study…………………………………………………... 8
Scope and Delimitation……………………………………………………. 9
Definition of Terms………………………………………………………… 9
Knowledge Gap…………………………………………………………...... 10

2 METHODS………………………………………………………………….. 11
Research Design…………………………………………………………….. 11
Respondents………………………………………………………………....
11
Sampling Techniques………………………………………………………..
Research Instruments……………………………………………………….. 12
Construction and Validation of the Instruments………………………….… 12
Administration and Retrieval of the Instruments…………………...………. 13
Statistical Treatment…………………………………………………...…… 13

3 RESULTS…………………………………………………………………… 15

4 DISCUSSION……………………………………………………………….. 22
Summary of Findings………………………………………………………... 22
Conclusion………………………………………………………………….... 24
Recommendations…………………….……………..……………………….. 25

REFERENCES……………………………………………………………………………….. 25
APPENDICES…………………………………………………………………………...…… 28
CURRICULUM VITAE……………………………………………………………………… 34
 v

LIST OF TABLES

TABLE NO. TITLE PAGE

1 Time Management Practices of the Students………..……….15
2 Extent of the effect of time management during
the new normal setup………...……………………………... 17
3 Hindrances to the Efficacy of Time Management…..……….19
4 Solution to the Hindrances Encountered Affecting
the Efficacy of Time Management…………………………..20
 vi

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1. Theoretical Framework…………………….. 6
2. Flow of the study…………………….……… 7
 vii

RESEARCH ABSTRACT

Efficacy of Time Management on Students' Academic Productivity during the New Setup

GROUP 5 - STEM DIAMOND

Researchers

This study focused on the efficacy of Time Management on students’ academic productivity during
the New Setup at the Mystical Rose School of Caloocan, Inc. During the academic year 2021-2022. Data
were selected from the 720 total population of Grade 12 Senior High School students of Mystical Rose
School of Caloocan Inc, the respondents came from the various sections and strands that practice time
management during the new normal setup.
The study employed Descriptive research design. Ranking, weighted mean, and Four-point Likert
scale use in gathering data for measuring the efficacy of the time management on students academic
productivity during the new normal setup.
This study revealed that time management can help the students academic productivity during the
new normal setup. By using time management, students complete the task on what needs to be done which
can lead to a good academic performance. The student level of the extent of the effect of time management
during the new normal setup demonstrates that the majority of students agreed on the effectiveness of time
management. In addition, this study adds to the existing research literature by demonstrating how effective
time management is for student performance.

Keywords: Academic productivity, Efficacy, Time management

 1

Chapter 1

INTRODUCTION
Effectively managing the time so that the right amount of time is dedicated to the relevant task is
known as time management. Students are not excused from needing to work, even though adults are.
Students at this time have a lot of homework to accomplish. Time management has become a requirement
for students. By effectively managing their time, students can complete their work on time, remain engaged
in their studies, and have much more time to pursue essential tasks like activities, pastimes, youth clubs,
and spending time with loved ones. Students who manage their time correctly can reach their full potential
and feel successful. It is also one of the most in-demand career skills. (Auld, 2020). The scope of education
has significantly widened. As a result, effective time management is necessary
According to Gupta and Chitkara (2018), time is a valuable resource that all students have but do
not fully utilize due to various factors. This causes a great deal of academic stress, which harms an
individual's overall performance and results. However, it depends entirely on an individual's ability to
handle their daily routine on schedule without stress. This can involve good planning, time allocation,
prioritization, time analysis, self-organization of one's own time with many responsibilities, and goal
setting.
According to Indeed Editorial Team (2021), individuals encounter time management issues when
attempting to maximize their effectiveness in both their professional and personal lives. Many people
believe that the amount of time they have to devote to certain personal and professional tasks is limited, or
that the demands on that time exceed what they have. They may also face a variety of perceived roadblocks
to making the most of their limited time. Fortunately, you can identify and address time management issues
to help you get the most out of your career. Here are some of the major time management issues: Low
motivation, procrastination habits, insufficient time, attempted multitasking, overbooking, insufficient
sleep, forgetting to delegate, lack of organization, multiple distractions, rigid planning, difficulty
prioritizing, perfectionism, and then there are too many things to do with the same deadline, causing
students to forget about it. And the schedules are arranged in a way that causes them stress. As a result,
they have a problem with time management. Prioritizes insignificant activities over important school
activities. Distracted by anime, video games, and social media. In other words, technology keeps them
occupied. Because of laziness, students are unable to manage their time and are unsure of what to do.
Procrastination, hassle, cramming, and a lack of motivation are all examples of time management issues.
They prioritize sleep more than schoolwork because they are stressed, and they have chores to complete at
the same time as the project. Many people believe that they have a finite amount of time to devote to certain
personal and professional tasks. Time management issues can be identified and addressed to help you get
the most out of your career. Students are unable to manage their time and are unsure of what to do as a
result of their laziness. low motivation, procrastination habits, insufficient time, attempted multitasking,
overbooking, insufficient sleep, forgetting to delegate, lack of organization, multiple distractions, rigid
planning, difficulty prioritizing, perfectionism, and then there are too many things to do with the same
deadline, causing students to forget about it are just a few of the major time management issues.

Scherer, Talley, and Fife (2017) said that the non-cognitive personal characteristics of the students
like their perspective on time are good predictors of academic outcomes Since poor time management skills
make it difficult for students to organize their work and make them irritated toward the conclusion of a
course—when they are likely to be assessed. Students are more likely to do poorly and find it harder to
improve future performance if they do not acquire effective habits such as motivation, metacognition, and
 2

self-regulation (Baothman, Aljefri, Agha, & Khan, 2018).

In their daily lives, good time management helps individuals minimize physical and mental stress.
It leads to increased creativity, pleasure, and a more prosperous future. The fundamental enemy of humanity
is laziness. It has the potential to make us much less productive, joyful, and content in life. Time
management and honesty, and attention to daily responsibilities are the only way to live a successful life.
As a response, we shall immediately cherish and appreciate the time we own in our lives to be happy and
prosperous.
Thus, the researchers were prompted to study and measure the Efficacy of Time Management on
Students' Academic Productivity during the New Setup of Selected Grade 12 Students in Mystical Rose
School of Caloocan, Inc. A.Y 2021-2022
 3

REVIEW OF RELATED LITERATURE AND STUDIES

This portion of the study discusses related readings made by the researcher from books, periodicals,
journals, articles, thesis, dissertations, and other materials relevant to the present study.

TIME MANAGEMENT

Time management is the practice of managing and planning the amount of time spent on various
activities. Time management is critical because it teaches people how to effectively manage their lives and
time. According to Aduke (2016), time management is the ability to plan, organize, and account for one's
time in order to maximize production and efficiency. He said that prioritizing tasks can improve the
experience of working and studying, thereby reducing inefficiencies, anxiety, and stress. Chaturvedi stated
in 2016 that time management is vital for students, as it helps them improve their productivity and grades.
Students generally lack the management skills necessary to prioritize tasks, and as a result, they are
unfocused, uncertain, and task averse. According to Khanam et al. (2017), academic achievement is the end
result of education and is generally measured through periodic assessments or examinations, but there is no
consensus on the best way to assess it or which aspects are more important.
Furthermore, Khanam et al. (2017) looked into the relationship between students' time management
and academic achievement. They had concentrated on students' short- and long-term planning. The study
concluded that students who manage their time effectively earn high grades, while those who do not earn
low grades. Only about one-third of students make plans and work according to their priorities, while the
majority of students never plan and always spend their time haphazardly.
Nasrullah and Khan (2016) conducted an analysis of how effectively students manage their time in
order to meet academic standards. Their findings indicate a positive and statistically significant correlation
between time management and academic success. Rai (2016) discovered that the percentage of students
who complete assignments on time is extremely low, and these students perform significantly better than
those who do not manage their work.
Oyuga (2016) reported similar findings regarding orphaned secondary school students in Kenya.
Researcher Khatib (2014) conducted an investigation into the relationship between time management and
perceived stress. The study's findings indicated a negative correlation between time management and
perceived stress. Female students demonstrated a greater ability to manage their time than male students.
These are just a few of many studies that have been conducted to determine the relationship between time
management and students' academic performance. Perceived time control by students was revealed to be a
significant factor in the correlation with grade point average. Many studies from all around the world have
looked into the impact of time management skills on academic achievement, and their findings show that
time management and academic performance are connected. The majority of them believe that excellent
time management has a significant impact on academic success in teens.
In the study of Макашева, Исабекова (2021) Poor time management behaviors, such as poor time
allocation or last-minute test preparation, have long been cited as one of the leading causes of poor academic
achievement. It is extremely normal for students to feel overwhelmed by the fact that they do not have
enough time to accomplish all of their assignments properly. It is primarily due to poor time management.
 4

Despite universities providing a wealth of material on time management skills on their websites, Sopon
(2017) claims that improving time management among undergraduates remains a difficulty.
According to (Sayari, Jalagat, Dalluay 2017), time management is crucial in all facets of our lives,
individuals, as well as corporations and organizations, must manage and spend their time effectively.
Time is valuable to students, instructors, administrators, and the institution as a whole in an educational
context. However, Kharadze, Gulua (2016) stated that students should make good use of their time because
this is a moment of professional and moral formation, as well as a period of community integration. Students
face numerous other issues as a result of higher education system flaws, including time management (Gulua,
Ekaterine, 2017). According to Dierdorff (2020), there are no shortcuts or a lack of guidance, books and
blogs, hacks and apps to improve time management with a variety of ready-to-use solutions.
However, the most irritating truth for people trying to improve their time management is that these
tools, no matter how well designed they are, are unlikely to succeed. Simply put, these tools assume a
person's core skill set, but time management skills come before any tool or app's effectiveness. For example,
will anyone believe that buying a nice set of knives, high-end cooking equipment, and fresh food would
instantaneously transform them into a five-star chef? Definitely not. Similarly, using a scheduling app
without the necessary time management skills will almost always result in poor time management.
According to Scherer, Talley, and Fife (2017), non-cognitive personal behaviors such as a student's
time perspective are effective predictors of academic outcomes because poor time management approaches
cause students to struggle to plan their work and may it difficult to organize their work and may grow upset
at the end of a course, when they will be evaluated. (Baothman, Aljefri, Agha, & Khan, 2018) also stated
that students are more likely to do poorly and find it harder to improve future performance if they do not
build effective habits such as motivation, metacognition, and self-regulation.
With all of these factors in mind, this research is constructed, molded, and evolved into a more
comprehensive study on measuring the efficacy of time management on students' academic productivity
during the new setup.
 5

THEORETICAL FRAMEWORK

The study is based on the pickle jar idea of time management as its foundation. The pickle jar idea
can help people visualize their priorities as well as the number and quantity of jobs they can actually finish.
It also discusses how to manage one’s time in order to achieve good academic results (Okorie, 2014).
Jeremy Wright (2002) came up with this theory. He used the analogy of an empty jar to reflect
about how people spend the limited amount of time they have each day. Students will learn how to better
manage their time and employ it in useful activities as a result of this method. The pickle jar theory is based
on a preference scale. It entails making plans for all activities and prioritizing them based on the most
important ones. This allows them to complete important tasks while still having time for the little things
that make life enjoyable. According to the theoretician, if students prepare ahead of time and make
meaningful decisions about how they utilize their time, they can complete vital tasks while still having time
for other things.
According to Nweze (1995), the fundamental notion of time is that it is a finite and inelastic
resource. While everyone has the same amount of time, the distinction is in how each person manages it.
The pickle jar hypothesis emphasized the importance of maintaining a sense of balance in one’s time
management. According to the theoretician, time management balances all activities one engages in, and
students should ensure that time is allocated to the most important demands first, followed by the less
important ones.
Students may feel less bad about taking time off for them if they know they have completed their
assignments and needed outputs and reached their deadlines (Academic Advising and Career Centre, 2010).
According to Karim et al. (2012), students must manage their time properly if they want to be successful.
In a school setting, pupils who properly manage their time perform better academically. When
students, on the other hand, fail to plan or manage their time well, it can lead to inefficiency and poor
academic performance (Okorie. 2014). As we can see, time management is extremely important for
students, and it is one of the keys to achieving higher academic success (Kelly, 2014).
According to the present of this study, the pickle jar hypothesis provides the most comprehensive
explanation for the problem of The Effectiveness of Time Management on Academic Performance of
Senior High School Grade 12 Students at Isabel National Comprehensive School. The researcher has
evaluated the aspects of time management skill that influence students' academic success and is looking for
advice when the study is completed.
 6

Figure 1 Theoretical Framework

According to Chou C. (2002), adaptability is one of the focuses of new set-up learning. It needs adequate
Technology literacy for both teachers and students to require a good interaction with one another.
According to the report of Akamai (2017), the Philippines is one of the several countries that have low
internet connection. Interaction through the internet is limited especially to the people that have low
connectivity in cyberspace.
Also, self–regulatory learning or independence learning and Time – Management are the ethics
needed to provide in learning virtually. Students also need to improve their Interaction with others. Chou
explained the Lack of Feedback is the hindrance in effectiveness of asynchronous class because it involves
the collaboration and teamwork of teacher and student relationship. Peers empower people to develop in
learning virtually. (Wey,1995). An innovative and developed self - sufficient knowledge of students is the
main goal of the new set-up of class.
According to Collins et al., The Interaction among students, instructor, content, and environment
or culture are significant instructional components that can lead the development of knowledge. Garrison,
D. R., Anderson, T., & Archer, W. (2000) added the theory about Community of Inquiry (COI). It expands
to three categories which is the Cognitive Presence (thinking, reasoning), Social Presence (ability to know
personal identity of one another through online), and Teacher Presence (ability to interact with their student
– to – teacher connectivity about the lesson). Thus, the satisfaction of the students in Asynchronous learning
involves Adaptability to the online environment, Interaction to the teachers or society and Community of
Inquiry (COI).
 7

RESEARCH PARADIGM/FLOW OF THE STUDY

Figure 2. Flow of the study.

The box 1 indicates the inputs that are used in the study. The time management practices and the
extent of the effects of the time management during the new normal setup. Also, the factors that hinder the
efficacy of time management on students.
Box 2 then shows how the preparation of the study’s process was conducted. The gathering of
relevant data is by distribution and administration of the questionnaires/surveys through Google forms.
Last, Box 3 the output, which is the result of the study, which can be used as students' enlightenment
about the effects of time management during the new normal setup and to know about the factors that hinder
the efficacy of time management on students.
 8

STATEMENT OF THE PROBLEM

This study aimed to assess the efficacy of time management on students' academic productivity
during the New Setup at the Mystical Rose School of Caloocan, Inc. during the Academic Year 2021-2022.
This study specifically sought answers to the following questions:
1.) What are the time management practices of the respondents?
2.) To what extent is the effect of time management during the new normal setup?
3.) What are the factors that hinder the time management efficacy of the respondents on their academic
productivity and how are these addressed?

SIGNIFICANCE OF THE STUDY

Time management is essential in all aspects of our life; people, firms, and organizations must
successfully manage and spend their time. Poor time management can affect people in various ways
including their physical and mental health. It will also hinder their everyday activity in life. It was also cited
as the leading cause of poor academic performance of students'. Prioritizing tasks can make working and
learning more enjoyable, lowering inefficiencies, anxiety, and stress. Students need to learn how to manage
their time since it helps them enhance their productivity and academic record. The researchers came up
with this study to measure the efficacy of time management on student's academic productivity during the
new normal setup.
This study focused on assessing the efficacy of time management on student's academic
productivity during the new normal setup of the Grade 12 (all strands) senior high school students.
Moreover, the results of the study will be helpful to the following:
Students, it brings awareness to the students that there is a less stressful way to do their tasks. It
will be their guide to slowly leave the bad habit of procrastinating even in the slightest and easiest task.
Parents, this may serve as a guide for the parents that teaching their children a simple way on how
to manage their time and not waste it inefficiently can affect the child's success and academic performance
growing up. After all, parents are considered as the first teachers of children.
Teachers, this will be a guide for teachers to help their students deal with procrastination and teach
them the importance of time management. This study can help to improve the relationship between their
students.
School Administrators, for them to identify the reason for each student’s performance. This would
help them to generate some activities that may help the students in managing their time correctly and
efficiently.
Future Researchers, this study can be used for further knowledge, source of information, and
citations. Also, they can use the study results as a guide and come up with better research conclusions.
 9

SCOPE AND DELIMITATION

This study aimed to assess the efficacy of time management on students' academic productivity
during the New Setup at the Mystical Rose School of Caloocan, Inc. during the Academic Year 2021-2022.

The primary respondents of this research study will delimit to the students in senior year (Grade
12) of Mystical Rose School of Caloocan. Moreover, the respondents were purposely selected by referring
to the students who are practicing time management during the new normal setup. Each of them will answer
an online survey created by the researchers to ask some questions that focus on the researchers' topic. The
researchers delimit the timeline coverage of the study which was conducted during the A.Y. 2021-2022 and
focuses only on the efficacy of time management on Grade 12 student's academic productivity during the
new normal setup.

The researchers only conducted this research in Mystical Rose School of Caloocan, Inc. because
time is limited and because of the pandemic. The researchers are unable to conduct this research in other
institutions due to funding constraints.

DEFINITION OF TERMS

The following terms are defined operationally and conceptually to further understand the study:
Academic Achievement refers to the academic performance of the students. It is measured through
proficiency tests.
Academic Productivity refers to how effective they are to deal with the problems and activities
that must be completed in order to accomplish their goals.
Academic Stress is mental pressure installed onto the student's brain due to overload of excess and
unnecessary load of school work and high parental expectations.
Effectiveness is described as a way that is successful and achieves the goal.
Efficacy refers to the technique that produces a certain outcome. The ability to have a beneficial
effect.
New Setup refers to the current situation that isn't like anything you've ever seen or experienced
before.
Time Management refers to the skill to enhance productivity and efficiency by organizing,
planning, and accounting for one's time.
 10

KNOWLEDGE GAP
In the studies conducted by Aduke (2016), Khanam et al. (2017), Nasrullah and Khan (2016), Rai
(2016), Oyuga (2016), Khatib (2014), Макашева, Исабекова (2021), Sopon (2017), Kharadze, Gulua
(2016), Gulua, Ekaterine, (2017), Dierdorff (2020), Scherer, Talley, and Fife (2017) only focalized on
determining the relationship between time management and the academic performance of the students.
These referred studies missed conducting this topic amidst the COVID-19 Pandemic and during the
New Setup. Moreover, The researchers have their own goals and would like to ascertain the Efficacy of
Time Management on Students' Academic Productivity during the New Setup, which will explain the
effectiveness of Time Management on Students' Academic Productivity during the New Setup. Further to
that, the findings of the cited works are important for the researchers because they will serve as a
foundation for them to improve academic performance and social behavior by determining the effects
of time management on students.
 11

Chapter 2
METHOD
This chapter discusses the research methodology used in this study, including the research design,
description of the respondents, sampling techniques, research instrumentation and data collection,
construction and validation of the instrument, administration and retrieval of the instruments, and the
statistical treatment of data and data analysis.

RESEARCH DESIGN
According to McCombes (2019), Descriptive research aims to accurately and systematically describe
a population, situation, or phenomenon.. It can answer what,where,when and how questions, but not why
questions. The researchers chose descriptive research design because the goal of this research is to
emphasize the efficacy of time management on students’ academic productivity.
Through a statistical evaluation, the researchers computed the significant difference between the
responses of the grade 12 students (all strands) regarding the efficacy of time management on their academic
productivity during the new setup. In the qualitative part of the study, the researchers examined the efficacy
of practicing time management of the students during online learning utilization, determined the extent of
time management to students,and learned the factors that hinder the efficacy of time management.

RESPONDENTS
The respondents of this data were selected from the 720 total population of Grade 12 Senior High
School students of Mystical Rose School of Caloocan Inc. The respondents came from various sections
and strands that practice time management during the new normal setup. For a descriptive research design,
the population of Grade 12 students were taken and used as respondents of the study. Individuals, places,
conditions, and events are described and interpreted using a descriptive study design. It's merely a study of
the research phenomenon. According to Budi and Moran (2021), quantitative research requires a higher
number of respondents than qualitative research. It can be anywhere from 20 to 40 or more. This study used
the population of grade 12 students from Mystical Rose School of Caloocan, Inc. throughout the Academic
Year 2021-2022, the researchers were able to collect data from 100 respondents.
 12

SAMPLING TECHNIQUE
The researchers used the Purposive Sampling Technique, which allowed them to select respondents
who were best suited to obtaining accurate results. Purposive Sampling is a non-probability sampling that
allows choosing according to attributes of a population and the purpose of the research (Crossman, 2018).
The Sampling Technique is useful in selecting respondents who correctly fit the required characteristics in
order for the researchers to obtain information, data, and answers from the appropriate respondents who
have been purposefully chosen for the study. As part of the evidence to be presented, the researchers used
100 students from Mystical Rose School of Caloocan Incorporated Senior High Students. Purposive
sampling was chosen by the researchers because they require specific information that a respondents
qualifies for. The respondents' qualifications were as follows:
1.) They must be practicing time management.
2.) The respondents must be experiencing the new normal setup.
3.) Respondents must be a Grade 12 student “enrolled in a different strand”in Mystical Rose School of
Caloocan Inc.

RESEARCH INSTRUMENTATION
Stated below is the instrument used by the researcher in gathering data for measuring the efficacy
of time management on student's academic productivity during the new normal setup.
RESEARCHER-MADE QUESTIONNAIRE
The researcher-made questionnaire was used to elicit information about the study from the
respondents. A research questionnaire is critical for acquiring the data necessary for a research study. This
is the simplest method of collecting the data needed for tabulation. The questionnaire consists of questions
that address the research questions stated in the problem statement. This included a list of questions
separated into intended purposes.
● Part I refers to the time management practices of the respondents.
● Part II talks about the extent of the effect of time management.
● Part III encompasses the factors that hinders the efficacy of time management

CONSTRUCTION AND VALIDATION OF THE INSTRUMENT

The structure of this study was created by the researcher using a variety of literature and studies as
guidelines while creating the questions. The questions were about the efficacy of time management on
students’ academic productivity during the normal setup. Each response is important to the study's
outcome.
To assess the impact of time management on students, grade 12 students enrolled in different
strands are expected to answer all questions. The researchers will use a structured questionnaire to collect
responses from respondents. With the advice of a practical research teacher in the validation of the
instrument, modifications were made to the questionnaire.
 13

ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT

This study was approved first by the students' practical research 2 teacher. For conducting the
instruments, the researchers delivered and used a survey questionnaire using a Google Form that was made
for the students to answer truthfully and wholeheartedly for the significant points and information needed
for the study. The retrieval of answered questionnaires of the students will take immediately after they
complete answering the Google form.

All considerations were met in the collection of data.

STATISTICAL TREATMENT OF DATA

The following succeeding statistical tools have been employed to present the display and evaluate
the data obtained.

1. Ranking

The location of each indicator is provided in numerical order to identify which of the responses
immensely affects the respondents' impressions in all three parts of the research questions.

2. Weighted Mean (WM)

In the second research question, the average of numerical ratings is calculated to represent the level
of consistency of the indicators.

𝛴𝑓𝑥
𝑊𝑀 =
𝑛

where: x = Weight selected

n = Total number of respondents

f = Number of respondents

3. Four-Point Likert Scale

This was used to determine the score range of the answers of the respondents on different
and specific questions.

WEIGHTED MEAN NUMERICAL VERBAL VERBAL

(WM) RATING DESCRIPTION INTERPRETATION
(VI)
 14

3.26 – 4.00 4 ALWAYS A

2.51 – 3.25 3 OFTEN O

1.76 – 2.50 2 SOMETIMES S

1.00 – 1.75 1 NEVER N

 15

CHAPTER 3
RESULTS
This chapter presents the results of the study, which are derived from the data gathered through the
responses from the questionnaires of the respondents. Those data were presented

in tabular and textual forms, discussed, examined, and explained further according to the confines of this
study to satisfy the specific research questions listed in Chapter 1.
I. Time Management Practices of the Students

TABLE 1
The Time Management Practices of the Students

INDICATORS: WM VI RANKING

I identify time wasters and set goals. 2.65 O 8

I I set time limits and use tracking softwares. 2.47 O 10

I prioritize my list in order of importance. 3.25 A 1

I only do one thing at a time. 2.62 O 9

I establish routines. 2.99 O 5

I use breaks wisely. 2.85 O 6

I balance my tasks. 3.04 A 4

I I make a to-do list on a daily or weekly basis. 2.73 O 7

I tackle small tasks to start. 3.09 A 3

I organized myself. 3.12 A 2

OVERALL WEIGHTED MEAN 2.88 O

 16

Table 1 shows the time management practices of the students and the corresponding weighted means,
which are gathered from the student respondents.
As illustrated in the table, first rank has a weighted mean of 3.25 or A (Always) which means that
the students prioritizes their list in order of importance. Rank two got a 3.12 or A (Always) weighted mean,
which means that the students organize themselves first. Rank three got a 3.09 weighted mean or A
(Always), which means the students tackle small tasks to start. In rank four with the weighted mean of 3.04
or A (Always), students balance their task. The rank five which has a weighted mean of 2.99 or O
(Oftentimes) states that students establish their routines. Rank six has a weighted mean of 2.85 or O
(Oftentimes), which means that the students use their breaks wisely. The rank seven which has a 2.73
weighted mean or O (Oftentimes), indicates that the students make a to-do list on a daily or weekly basis.
Rank eight has a weighted mean of 2.65 or O (Oftentimes), which means that the students identify time
wasters and they set goals. In rank 9 which has a 2.62 weighted mean or O (Oftentimes) which means the
students only do one thing at a time. Lastly, rank 10 which has a weighted mean of 2.47, which means that
students set time limits and use tracking softwares.
According to Pettit (2020) The process of organizing and controlling your time is known as time
management. You can plan your time between your most important activities with the help of good time
management. Taking control of your time and energy is what effective time management entails. Taking
control of your time allows you to get greater and better outcomes in less time while avoiding stress. He
also added that effective time management allows you to achieve higher levels of productivity and
performance. You get better outcomes in less time with less effort when you work smarter, not harder.
Working smarter allows you to accomplish more and reach your objectives faster.
As reflected from the table. Almost all of them have Oftentimes ratings from the students. The Time
Management practices of the students has an overall 2.88 weighted mean, which means students oftentimes
do time management practices.
 17

II. Extent of the effect of time management during the new normal setup

Table 2
Extent of the effect of time management during the new normal setup

INDICATORS WM VI RANK

Time management helps me accomplish what needs to be 3.29 A 1

done.

I feel more confident to finish my task on time. 3.26 A 2

I am satisfied with the way I use my time. 2.07 S

10

I do not procrastinate.
2.26 S 8

I can rest without worrying about the deadlines. 2.46 S

6.5

I submit my schoolwork on or before the due date. 4

3.04 O

I can sleep and eat on time. 2.46 S 6.5

I have become a performing student in class. 5

2.56 O

I have a low level of anxiety. S 9

2.15

Time management helps me to be more productive and 3.13 O 3

efficient.

Overall Weighted Mean

2. 67 O
 18

Extent of the effect of time management during the new normal setup
Table 2 Shows the extent of the effect of time management during the new normal setup and the
corresponding weighted means, which are gathered from student respondents.
As illustrated in the table, first rank has a weighted mean of 3.29 or A (Always) which means that
the student’s Time management helps them accomplish what needs to be done. The " I feel more confident
to finish my task on time" is in the second rank, which has a 3.26 weighted mean or A (Always) which
means that the students feel more secure in their abilities to do their assignment on schedule. Rank three
got a 3.13 weighted mean or O (Often), meaning the Time management helps the students be more
productive.
The top two indicators show the high extent of time management during the new normal setup that
involves self-trust and discipline to perfectly execute the time management. Harold (2019) Self-control isn't
just another way to manage your time well. It's a lot more important than that. It is the building block for
all other time management strategies. To be able to plan effectively, reach your goals, resist interruptions
and say no when you need to. You also need to be able to say no when you need to.
The third in the top three indicators refer to the significance of time management to perform well
in doing school-related tasks. As people have progressed through history, they have put a lot of emphasis
on how to use their time effectively and efficiently. This has also been seen as the key to success (Pugh &
Nathwani, 2017; Nasrullah & Khan, 2015). There is a lot of emphasis on time management, so it's also been
called self-management. This is because time is very important in figuring out what activities to do, how to
do them more efficiently, when to do them, and when is the best time to do them (Savino, 2016). It has also
been linked to less anxiety and better grades in students (Jenna Abadi, Nastiezaie, & Jalalzai, 2016).Almost
all of the indicators listed have oftentimes ratings from students.
The student's level of extent of the effect of time management during the new normal setup has an
overall weighted mean of 2.67, which means students often use their time effectively. This shows a similar
result from Richelle Adams (2019) Some students are likely to set goals and be more organized, but that
doesn't mean they will follow through on their plans.
 19

III. Factors that hinders the efficacy of time management on the academic productivity of the
respondents and their solutions.

TABLE 3
Hindrances to the Efficacy of Time Management

INDICATORS WM VI RANK

O
Heavy tasks 2.96 3

O
Distractions 3.05 1

O
Procrastination 2.85 6

O
Fear of failure 2.91 4

O
Multitasking 2.97 2

O
Lack of Energy 2.87 5

O
Unable to say no. 2.81 7

O
Being a perfectionist. 2.57 10

O
Not tracking time. 2.71 8

O
Not mastering Your skills and tools. 2.68 9

Overall Weighted Mean 2.84 O

Table 3 shows the factors that hinders the efficacy of time management on the academic productivity of
the respondents and the corresponding weighted means, which were gathered from the student respondents.
In the table, first rank has a weighted mean of 3.05 or O (OFTEN), which means that students face
“Distractions” as their major hindrances to the efficacy of time management on their academic productivity.
The “Multitasking” indicator which is in rank 2 and has a weighted mean of 2.97 or O (OFTEN),indicates
that students do multitasking which reduces their efficiency and performance due to the division of attention
 20

that their brain lacks the capacity to perform different tasks at once successfully.
The "Heavy Task" indicator, which is rated highly third and has a weighted mean of 2.96 or O (OFTEN),
indicates that students are unable to manage their time effectively due to the multiple activities that they
must accomplish.
These show the top three indicators of the hindrances to the efficacy of time management. According to
Sopon (2017), improving time management among undergraduates still remains a difficulty. Students face
numerous other issues as a result of higher education system flaws, including time management (Gulua,
Ekaterine, 2017). Poor time management behaviors, such as poor time allocation or last-minute test
preparation, have long been cited as one of the leading causes of poor academic achievement. It is extremely
normal for students to feel overwhelmed by the fact that they do not have enough time to accomplish all of
their assignments properly. It is primarily due to poor time management. Despite universities providing a
wealth of material on time management skills on their websites Макашева, Исабекова (2021).

As reflected from the table. All of them have Often ratings from the students. The hindrances to the
efficacy of time management of the students has an overall of 2.84 weighted mean or O (OFTEN). This
implies that students often encounter problems or hindrances which affects the efficacy of time management
affecting their academic productivity.

Table 4
Solution to the Hindrances Encountered Affecting the Efficacy of Time Management

INDICATORS WM VI RANK

I set priority according to the degree of importance. 3.10 O 1

I turn off my phone notifications and restrict time usage on the phone. 2.30 S 9

I make to -do lists and give myself deadlines. 2.72 O 5

I don't overthink things and I accept the worst possible outcomes. 2.38 S 8

I plan ahead and do the most challenging tasks. 2.89 O 4

I create and keep a healthy routine. 2.50 S 6.5

I keep it simple and just say no. 2.40 S 7

I allow myself to make mistakes and I learn to accept criticism. 2.90 O 3

I consider time tracking software paper timesheets and spreadsheets. 2.50 S 6.5

I seek and create a learning environment that facilitates practice. 3.05 O 2

Overall Weighted mean 2.67 O

 21

Table 4 shows the solution to the hindrances encountered by the students affecting the efficacy of time
management on their academic productivity and its corresponding weighted means.
In rank 1, with a weighted mean of 3.10 or O (OFTEN), students set their priority according to the
degree of importance. Students highly value their time and effort where they determine the importance of
each task and the order they should be completed in.
Rank 2, with a weighted mean of 3.05 or O (OFTEN), indicates that students seek and create a learning
environment that facilitates practice. Students seek for a positive ambiance to feel motivated and engaged
in meaningful learning experiences that will help increase their attention and focus for a great productivity.
In rank 3, with a weighted mean of 2.90 or O (OFTEN), the students allow themselves to make
mistakes and learn to accept criticism. Students accept and appreciate feedback or listen to constructive
criticism for improvements, even if it's positive or negative.
These show the top three indicators of the solution to the hindrances encountered by the students
affecting the efficacy of time management on their academic productivity. It implies that students
acknowledge and address the hindrances that they encounter in their everyday life. According to Sopon,
(2017) opine that effective management skills help students to work towards their goals and avoid
unnecessary activities which distract one's attention. Also, the right implementation of realistic time
management plans can improve productivity and the quality of life Elsevier et al. (2018).
As reflected from the table. All of them have Often and Sometimes ratings from the students. The
solution to the hindrances encountered affecting the efficacy of time management has an overall 2.67
weighted mean or O (Often), which means students often address the factors they encountered that hinders
the efficacy of time management on their academic productivity.
 22

CHAPTER 4
DISCUSSION

This chapter presents the results revealed in the preceding chapter, the summary of findings, the
conclusion drawn from these findings, and lastly the recommendations.

STATEMENT OF THE PROBLEM

This study aimed to assess the efficacy of time management on students' academic productivity
during the New Setup at the Mystical Rose School of Caloocan, Inc. during the Academic Year 2021-2022.
This study specifically sought answers to the following questions:
1.) What are the time management practices of the respondents?
2.) To what extent is the effect of time management during the new normal setup?
3.) What are the factors that hinder the time management efficacy of the respondents on their academic
productivity and how are these addressed?

SUMMARY OF FINDINGS
Based on the collected data, the researcher derived the following findings:

1. Management Practices of the students, the first three in rank are:

1.1. GRADE 12 students prioritizes their list in order of importance.

1.2. GRADE 12 students organize themselves first.

1.3. GRADE 12 students tackle small tasks to start.

2. Extent of the effect of time management during the new normal setup,

the first three rank are:

2.1. Student’s Time management helps them accomplish what needs to be done with a weighted
mean of 3.29 or A (Always).

2.2. Student’s feel more secure in their abilities to do their assignment on schedule with a
weighted mean of 3.26 or A (Always).

2.3 Time management helps the students be more productive and efficient with a weighted
mean of 3.13 or O (Often).
 23

The students’ level of extent of the effect of Time Management during the new
normal setup had an overall mean of 2.67 which is interpreted as O (Often).

3. Factors that hinders the efficacy of time management on the academic productivity

of the respondents and their solutions.

3.1 Hindrance to the Efficacy of Time Management, the first three rank are:

3.1.1 “Distractions” as their major hindrance to the efficacy of time management

on their academic productivity with a weighted mean of 3.05 or O (Often).

3.1.2 “Multitasking” indicator which is in rank 2 and has a weighted mean

of 2.97 or O (Often).

3.1.3 “Heavy task” indicator which is in rank 3 and has a weighted mean

of 2.96 or O (Often).

The students’ level of hindrance to the efficacy of time management had an overall weighted
mean of 2.84 which is interpreted as an O (Often).

3.2 As solutions by Students, the first three rank are:

3.2.1 Student’s set priorities according to the degree of importance with a weighted

mean of 3.10 or O (Often).

3.2.2. Student’s seek and create a learning environment that facilitates practice with a

weighted mean of 3.05 or O (Often).

3.2.3. Student’s allow themselves to make mistakes and learn to accept criticism with

a weighted mean of 2.90 or O (Often).

The students’ level of solutions on hindrance to the efficacy of time management had an overall
weighted mean of 2.67 which is interpreted as an O (Often)
 24

CONCLUSION

This study will allow us to determine the efficacy of time management on students' academic
productivity, or if time management is ineffective for students. According to the study's findings, time
management is important for students.

1. The majority of students participate in time management practices on a regular basis. Students' time
management practices include prioritizing their to-do list in order of importance. Students were
able to complete their tasks on time by engaging in these practices. The research collects data from
the following students on how they manage their time under the new setup. This study suggests
that students create a to-do list for better time management, which might lead to good academic
achievement.
2. According to the findings of the study, time management is effective when used by students. By
using time management, students complete their task on what needs to be done which can lead to
a good academic performance. The student's level of extent of the effect of time management during
the new normal setup demonstrates that the majority of students agreed on the effectiveness of time
management.
3. There are several types of hindrance that students face, however students consider heavy tasks to
be the most major hindrance to the efficacy of time management on their academic productivity. .
As a result of heavy tasks, students will be unable to finish their assigned tasks on time. Students
are required to make a to-do list like the students' time management practices to ensure that tasks
are completed on time.

Our findings contribute to a better understanding of students' time management practices in

relation to academic performance. This study contributes to the identification of a possible barrier to student
success. This study adds to the existing research literature by demonstrating how effective time
management is for student performance.
 25

RECOMMENDATION

After a thorough evaluation considering the previous findings and the study's conclusion, The
following recommendations are proposed:

1.) Learners from Mystical Rose School of Caloocan should create time management practices,
such as a to-do list. The learners require a sense of responsibility, which contributes to developing
a good academic accomplishment. By engaging in these techniques, students are expected to
complete their tasks on time.
2.) Parents should be aware of their children's needs and help them manage their time in a
straightforward manner. With these, their children will not be pressured to do things they can't do
if they have parents who can help and support them.
3.) Teachers should assist students in overcoming procrastination and teach them the value of time
management. They also should reach out to their students about time management in order to build
positive teacher-student relationships. In and out of the classroom, students' interactions are
important.
4.) School Administrators should help and supervise students' behaviour and attitude as well as
support them in overcoming their time - management skills weaknesses by providing training and
events on the importance of time management. Students should be able to become more
organized and properly prepared to manage their time effectively as a result of this.
5.) Future Researchers could investigate other topics related to the present study, such as time
management practices, extent of the effect of time management, hindrances to the efficacy of time
management and their solution.
 26

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3YmGVhJDq9ae0HEwZD4sdboq_qnIovqJ75m-SagvHXnxqGs-k15OcM
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management/?fbclid=IwAR0Z_sDbBv16m1phr6-3RlDRruFanli5_ExBJpwXF-eTds-
K8mk81A0gwOg
 28

APPENDICES
 29

APPENDIX A

QUESTIONNAIRE

Dear Respondents,

You have been chosen as one of the respondents of the study titled “Efficacy of Time Management on
Students' Academic Productivity during the New Setup”. Kindly answer the questionnaire objectively,
accurately, and honestly as possible. There is no wrong answer. It would be of great help if you will not
leave any item unanswered. Rest assured that all information collected during the survey will be kept with
utmost confidentiality with regard to the Data Privacy Act of 2012 or Republic Act 101073. For more
questions, you may contact me at j_aranda@mrsci.ph.education.

Thank you very much for your time and cooperation.

Truly yours,
Group 5 - STEM – DIAMOND 12
Researchers:
Aranda, Jinju
Cabayes, Liezel H.
Oropesa, Ardwin Dave M.
Pasaoa, Mary Joy E.
Roco, Joschen Yolly Chazandrea L.
Sajol, Rovilynn R.
Santos, Pauline Rochelle A.
Saygo,Denesse Benj
Sore, John Patrick J.

Noted:

JOEY B. MANALASTAS JR.

Research Teacher-adviser

PART I. TIME MANAGEMENT PRACTICES

 30

Directions: Put a checkmark on the right column that corresponds to your answer.

1-Never 2-Sometimes 3-Oftentimes 4-Always

INDICATORS 1 2 3 4
(Never) (Sometimes) (Oftentimes) (Always)

1.I identify time-wasters and set goals.

2. I set time limits and use tracking

softwares.

3. I prioritize my list in order of

importance.

4. I only do one thing at a time.

5. I establish routines.

6. I use breaks wisely.

7. I balance my tasks.

8. I make a to-do list on a daily or weekly

basis.

9. I tackle small tasks to start.

10. I organized myself properly.

 31

PART II. Extent of the effect of time management during the new normal setup.

Directions: Put a checkmark on the right column that corresponds to your answer.

1-Low Extent 2-Extent 3-High Extent 4-Very High Extent

INDICATORS 1 2 3
(Low (Extent) (High 4
Extent) Extent)
(Very High
Extent)

1.Time management helps me accomplish what needs

to be done.

2. I feel more confident to finish my task on time.

3. I am satisfied with the way I use my time.

4. I do not procrastinate.

5. I can rest without worrying about the deadlines.

6. I can submit my schoolwork on time or before the

due date.

7. I can sleep and eat on time.

8. I have become a performing student in class.

9. I have a low level of anxiety.

10. Time management helps me to be more productive

and efficient.
 32

PART III. Factors that hinder the time management efficacy of the academic productivity of the
respondents and their solutions.

Directions: Put a checkmark on the right column that corresponds to your answer.

1-Never 2- Sometimes 3-Oftentimes 4-Always

Hindrance to the 1 2 3 4 Solutions to the hindrances 1 2 3 4

Efficacy of Time (N) (S) (O) (A) encountered (N) (S) (O) (A)
Management

1. Heavy tasks 1. I set priority according to the

degree of importance.

2. Distractions 2. I turn off my phone

notifications and restrict time
usage on my phone.

3. Procrastination 3. I make a to-do list and give

myself deadlines.

4. Fear of failure 4. I don’t overthink things and I

accept the worst possible
outcomes.

5. Multitasking 5. I plan ahead and do the most

challenging tasks.

6. Lack of Energy 6. I create and keep a healthy

routine.

7. Unable to say no 7. I keep it simple and just say

no.

8. Being a 8. I allow myself to make

perfectionist mistakes and I learn to receive
criticism.

9. Not Tracking time 9. I consider time tracking

software, paper timesheets and
spreadsheets.

10. Not mastering 10. I seek and create a learning

your skills and tools. environment that facilitates
practice.
 33

CURRICULUM VITAE

PERSONAL DATA

Name: JIN-JU ARANDA

Address: 2132 King Luther St. Delrey 2 Camarin Caloocan City

E-mail Address: j_aranda@mrsci.ph.education

Date of Birth: September 01 2003

Place of Birth: Quezon City

Civil Status: Single

Father’s Name: Jin-Seong Jung

Mother’s Name: Marinel L. Aranda

EDUCATIONAL BACKGROUND

Elementary : Camarin D Elementary School

Junior High School : G.R.A.C.E. College INC. (1st - 3rd year)

Junior High School : Mystical Rose School of Caloocan (4th year)

Senior High School : Mystical Rose School of Caloocan

 34

CURRICULUM VITAE

Personal Data

Name: LIEZEL H. CABAYES

Address: 8502 Laloma St. Camarin Caloocan City

E-mail Address: l_cabayes@mrsci.ph.education

Date of Birth: February 09, 2004

Place of Birth: Caloocan City

Civil’s Status: Single

Father’s Name: Rommel A. Cabayes

Mothers’s Name: Aida H. Cabayes

Educational Background

Elementary: Camarin D Elementary School

Junior High School: Camarin High School

Senior High School: Mystical Rose School of Caloocan, Inc

 35

CURRICULUM VITAE

Personal Data

Name: ARDWIN DAVE M. OROPESA

Address: Little Baguio St. Miramonte Heights, Brgy 180, Caloocan City

E-mail Address: ad_oropesa@mrsci.ph.education

Date of Birth: December 11, 2003

Place of Birth: San Jose City, Antique

Civil’s Status: Single

Father’s Name: Arnulfo Oropesa

Mothers’s Name: Daisy Oropesa

Educational Background

Elementary: Golden Valley Academy, St. Mary Goretti School, St. Vincent De Ferrer College

Junior High School: St. Vincent De Ferrer College, St. Mary Goretti School

Senior High School: Mystical Rose School of Caloocan, Inc.

 36

CURRICULUM VITAE

Personal Data

Name: MARY JOY E. PASAOA

Address: Blk 9 lot 32 Saint Gerald La forteza Subd. Camarin Caloocan City

E-mail Address: mj_pasaoa@mrsci.ph.education

Date of Birth: April 5, 2004

Place of Birth: Quezon City

Civil’s Status: Single

Father’s Name: Cipriano Pasaoa

Mothers’s Name: Michelle Pasaoa

Educational Background

Elementary: Bacayao Sur Elementary School

Junior High School: Camarin High School

Senior High School: Mystical Rose School of Caloocan Inc.

 37

CURRICULUM VITAE

Personal Data

Name: JOSCHEN YOLLY CHAZANDREA L. ROCO

Address: Bellefonte Subdivision Camarin Caloocan City

E-mail Address: jyc_roco@mrsci.ph.education

Date of Birth: February 27 2004

Place of Birth: Nampicuan, Nueva Ecija

Civil’s Status: Single

Father’s Name: Jorge B. Roco

Mothers’s Name: Cherelle L. Roco

Educational Background

Elementary: Camarin Elementary School (Main)

Junior High School: Camarin High School

Senior High School: Mystical Rose School of Caloocan Inc.

 38

CURRICULUM VITAE

Personal Data

Name: ROVILYNN R. SAJOL

Address: North Matrix Ville, Caloocan City

E-mail Address: r_sajol@mrsci.ph.education

Date of Birth: January 9, 2004

Place of Birth: Manila City

Civil Status: Single

Father’s Name: Alejandro Sajol

Mother's Name: Melinda Sajol

Educational Background

Elementary: Mystical Rose School of Caloocan Inc.

Junior High School: Mystical Rose School of Caloocan Inc.

Senior High School: Mystical Rose School of Caloocan Inc.

 39

CURRICULUM VITAE

Personal Data

Name: PAULINE ROCHELLE ABCEDE SANTOS

Address: St.Rose, Deca Homes Loma De Gato, Marilao, Bulacan

E-mail Address: pr_santos@mrsci.ph.education

Date of Birth: October 16, 2003

Place of Birth: #9 Florence Ville , Nagkaisang Nayon, Novaliches, Quezon City

Civil’s Status: Single

Father’s Name: Roderick C. Santos

Mothers’s Name: Michelle A. Santos

Educational Background

Elementary: Fss Patulo Elementary School

Junior High: Sampaguita High School

Senior High: Mystical Rose School of Caloocan Inc.,

 40

CURRICULUM VITAE

Personal Data

Name: DENESSE BENJ SAYGO

Address: 2549 captain rico st. Area C. Brgy 174. Camarin, Caloocan City.

E-mail Address: db_saygo@mrsci.ph.education

Date of Birth: April 5,2004

Place of Birth: Cavite City

Civil’s Status: Single

Father’s Name: Benjamin Del Rosario

Mothers’s Name: Mary Jane Saygo

Educational Background

Elementary: (Main) Elementary School

Junior High School: Camarin High School

Senior High School: Mystical Rose School of Caloocan

 41

CURRICULUM VITAE

PERSONAL DATA

Name: JOHN PATRICK JORDUELA SORE

Address: Phase 10-A Package 3 Block 47 Lot 24 Bagong Silang Caloocan City

E-mail Address: jp_sore@mrsci.ph.education

Date of Birth: September 30, 2003

Place of Birth: Quezon City

Civil Status: Single

Father's Name: Roberto B. Sore

Mother's Name: Marycele J. Sore

EDUCATIONAL BACKGROUND

Elementary: Kalayaan Elementary School

Junior High School: Kalayaan National High School

Senior High School: Mystical Rose School of Caloocan, Inc.