PR2 1

Department of Education
Region 02, Cagayan Valley

Schools Division of Nueva Vizcaya
NUEVA VIZCAYA GENERAL COMPREHENSIVE HIGH SCHOOL
Time Management Skills in Correlation to Level of Academic Anxiety of Grade

12 Humanities and Social Sciences Students in Nueva Vizcaya General
Comprehensive High School.
A Research Presented to the Faculty of the Senior High School Department

Bayombong, Nueva Vizcaya
In Partial Fulfillment of the

Academic Requirements in
PRACTICAL RESEARCH II
Submitted by:
Ampat, Jimar
Bantawan, Mike
Culanag, Clarence
Roque, Harvie
Santiago, Charlie
Dela Cruz, Shanniah
Esteban, Jhomayeca Nicole
Simangan, Aera Chriza Joyce
Suspena, Joesel
Researchers
Submitted to:
EDISON OREIRO
Research Adviser
Chapter I
THE TITLE AND IT’S BACKGROUND
Background of the Study
When the COVID-19 virus outbreak happened, many lives were not the same
as before. Many suffered from anxiety due to lockdowns, and even daily routines
changed, also affecting students. When online classes were conducted, due to many
restrictions and to avoid the spread of the virus, daily tasks were given to students
from kindergarten to senior high. Lessons and activities were given a time frame to
finish, yet there was always cramming. As we move forward to the new normal,
where face-to-face classes have resumed, students with low time management s kills
face unique challenges that can significantly impact their academic anxiety.
Additionally, students who struggle with time management find themselves
overwhelmed by the demands of academic works, leading to increased anxiety and
stress. This can be seen in the study conducted by Nimisha (2016). High levels of
anxiety can result in poor academic performance. That is why minimizing academic
stress through proper time management is one of the ways that the researchers aim to
determine.
According to Nimisha (2016), anxiety may or may not result negatively, as it
can also boost productivity, while time management gives freedom from stress and
improves performance. These two seemingly independent variables have no
connection with each other; however, according to Akcoltekin (2015), a decrease in
continuous academic anxiety is a result of an improvement in the students' time
management abilities. This suggests that there is a connection between time
management and level of academic anxiety. One variable impacts the other variable
positively or negatively, contrasting each other.
Therefore, the researchers of Grade 12-HUMSS conduct this study to
determine the relationship between time management skills and the level of academic
anxiety of Grade 12 HUMSS students of Nueva Vizcaya General Comprehensive
High School. Such findings from this study will help the students, teachers, parents,
and school’s guidance counselor work together on recommendations on what and how
to deal with the result of the identified problem.
Theoretical Framework
The relationship between age and gender in time management skills can be complex.
For instance, studies have shown that women of different age groups may vary in
their time management strategies due to the evolving roles and responsibilities they
take on as they age (McGregor & Murnane, 2010).
Adolescents and young adults often experience heightened academic anxiety due to
various academic and developmental pressures. School transitions, peer interactions,
and increased academic demands can contribute to anxiety in this age group (Pekrun
et al., 2007). While findings are not uniform, some research has suggested that
females may experience slightly higher levels of academic anxiety compared to males
(Putwain et al., 2013).
Independent Variable Dependent Variable

Time Management
Skills
Profile
-Age
-Sex
Level of Academic
Anxiety
Figure 1. Research Paradigm
The figure above shows the correlation between time management and level of
academic anxiety of Grade 12 HUMSS students of Nueva Vizcaya General
Statement of the Problem
This study aims to determine the relationship between time management skills and
the level of academic anxiety experienced by Grade 12 HUMSS students of Nueva
Vizcaya General Comprehensive High School.

Specifically, this study aims to answer the following questions:
1. What is the profile of the respondents in terms of
a) Age
b) Sex
2. What are the prevailing time management skills among Grade 12 HUMSS
students of Nueva Vizcaya General Comprehensive High School?
3. What are the respondents level of academic anxiety?
4. Is there a significant difference in the respondent level of time management skills
and the academic level of anxiety when grouped according to their profile
variables?
5. Is there a correlation between the time management skills and level of academic
anxiety of Grade 12 HUMSS students?
Null Hypothesis
This study is guided in measuring the direction of the subsequent hypothesis:
There is no significant difference in the respondents level of time management skills
and the level of academic anxiety when grouped according to their profile variables.
There is no significant correlation between the time management skills and level of
academic anxiety of Grade 12 HUMSS students.
Scope and Limitations

The scope of this study will focus on examining the correlation between time
management skills and level of academic anxiety of Grade 12 HUMSS students of
Nueva Vizcaya General Comprehensive High School. This study will involve
collecting data from a sample from Grade 12 HUMSS students of NVGCHS, utilizing
questionnaires or surveys to asses their time management and level of academic
anxiety.
Limitations
● The study may not consider all possible external factors that can influence
time management skills and academic anxiety, such as students’ personal
circumstances, support systems, or extracurricular activities. These factors
may have a significant impact on the correlation but may not be fully explored
within the scope of this study.
● This study will be limited to a specific sample size of senior high school
students from NVGCHS. The findings may not be generalizable to a larger
population of senior high school students in different school or regions.
● The study will rely on self-report measures, such as questionnaires or surveys,
to assess time management skills and academic anxiety. Students may not
always accurately report their time management habits or their levels of
academic anxiety, leading to potential biases or inaccuracies in the data.
Significance of the Study
The result of the study will benefit the following such as
Learners. This study will assist students in managing their time effectively
and concentrating on their academic work.
Teachers. Teachers will be able to use the findings of this study to help and
guide students with their schoolwork.
Parents. They will be able to assist their child in completing their schoolwork
at home.
School Administration. The results of this study will be used by school
administration to help students about the effect of good time management on
addressing their academic anxiety.
Future Researchers. The future researchers lies in its potential to inform,
inspire, and guide further research efforts, ultimately contributing to the advancement
of knowledge and the betterment of society.

Definition of Terms
The following terms shall be used in the conduct of the study, they are
operationally defined for better understanding of the research variables and/or
concepts.
Academic Anxiety. This term refers to the stress felt by students who are
accomplishing school requirements while thinking how well or how bad they have
made the tasks.
Anxiety. This term refers to a feeling of fear, dread, and uneasiness. This may
cause sweating, feeling restless and tense, and have a rapid heartbeat. It can be a
normal reaction to stress.
Correlation. This term refers to the relationship of two variables wherein the
two variables show interrelatedness.
Time Management. This term refers to the process of planning and exercising
conscious control of time spent on specific activities, especially to increase
effectiveness, efficiency, and productivity.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
The study focused on determining the correlation between time management
and level of academic anxiety among the Grade 12 HUMSS students of Nueva
Vizcaya General Comprehensive High School for the school year 2023-2024. The
literature and studies that are cited in this study strongly support the need to study the
research concepts. They are presented thematically as to exemplify the relevance of
the research variables and their associations.
A. Time Management
According to Feng Zhang et al. (2020), effective time management has gained
significant attention and recognition due to the fast-paced nature of modern life,
which constantly presents individuals with multiple demands and responsibilities that
need to be balanced. In today’s society, people often find themselves juggling various
commitments, such as work, studies, personal relationships, and leisure activities, all
within limited time frames. As a result, the ability to manage time effectively has
become increasingly crucial for achieving success and maintaining well-being.
The capacity to design methods and tools that Increase time-efficiency is
commonly referred to as time management (Davis, 2000; Jex & Elacqua, 2013;
Macan et al., 2011; Mudrack, 2006). Time management encompasses various

strategies aimed at improving an individual’s effectiveness in accomplishing
important tasks. Kaufman-Scarborough & Lindquist, (2010) suggest that by outlining
the necessary tasks to carry out one’s plans, efficiency can be increased and stress
levels can be lowered, Lay & Schouwenburg, (2021). Moreover, time management
can also enhance motivation and contentment, ultimately helping individuals achieve
their goals, Hall & Hursch, (2019).
Ozkilic, (2003) discovered that individuals who have not developed a sense of
time are more likely to experience negative outcomes such as high levels of anxiety, a
lack of confidence, stress, and unhealthy time-management habits. Additionally,
Latifa T. Abd el-Aziz, (2012) demonstrated that student may experience overload as a
result of poor time management, poor study habits, and a lack of organization.
Students who were pushed to cram will feel less confident about the subject covered
than those who were able to stick to an organized study schedule. As a result, effective
time management is a skill that everyone needs. Because many students lack this
ability, they will be forced to settle for less in life.
B. Anxiety
According to Oncul, (2003) anxiety is characterized as an emotional state in
which a person experiences feelings of unease, nervousness, and restlessness. It is

often accompanied by a sense of uncertainty and worry about the future. This means
that individuals with anxiety may constantly anticipate negative outcomes or potential
threats, leading to a state of distress and concern. Furthermore, it suggests that anxiety
can be bothersome and preoccupying for individuals. The persistent feelings of worry
and unease can interfere with daily functioning and well-being. This aligns with the
understanding that anxiety can impact various aspects of a person’s life, including
their ability to concentrate, make decisions, and engage in social interactions.
Previous research revealed a significant link between time management habits,
depressive and anxious inclinations. In particular, improving time management will
lessen levels of despair and anxiety, by Ping Wang et al., (2018). According to their
study, there is a significant association between time management habits and
depressive and anxious tendencies. In other words, individuals who struggle with
managing their time effectively are more likely to experience higher levels of
depression and anxiety. The researchers suggest that improving time management
skills can have a positive impact on reducing feelings of despair and anxiety. By
enhancing one’s ability to manage time effectively, individuals may experience a
decrease in symptoms of depression and anxiety.
C. Academic Anxiety
Academic anxiety is an impulse of thoughts and feelings in individuals that

contains tension and fear of future dangers of threats. According to Bandura, (2012)
he explains that anxiety triggered by lack of confidence in one’s ability to cope with
academic tasks is called academic anxiety. Furthermore, Pekrun (2016) elucidates that
anxiety among students is triggered by negative perspectives towards academic
activities, specifically the fear of failure. To put it differently, students experience
anxiety when they perceive that their academic efforts and achievements do not align
with their expectations of reaching a certain level of success.
According to Holmes (2018), anxiety can be observed as a manifestation of mood
disorders. When individuals experience anxiety, they may exhibit symptoms such as
feeling anxious, restless, afraid, tense, nervous, and insecure. In the context of
academic activities, these manifestations of anxiety can significantly impact students’
performance, particularly when they are facing comprehensive exams.
It is important to note that anxiety can vary in intensity and may affect
individuals differently. However, when students experience these symptoms of
anxiety, it can disrupt their focus, concentration, and overall well-being, potentially
hindering their ability to effectively engage in and navigate academic tasks and
assessments, such as comprehensive exams.
Understanding the impact of anxiety on academic activities is crucial for
providing appropriate support and interventions to students who may be experiencing

such challenges. By recognizing the signs of anxiety and addressing them effectively,
educators and support professionals can help create an environment conducive to
academic success and well-being for students facing comprehensive exams.
REFERENCES
Feng Zhang et. al. (2020). The effect of time management training on time
management and anxiety
https://doi.org/10.1080/13548506.2020.1778751
Davis (2000). Path Relationship of Time Management and Academic Achievement of
Students in Distance Learning Institutions

https://files.eric.ed.gov/fulltext/EJ1266710.pdf
Jex, Steve M. & Elacqua, Tina C. (2013). Time management as a moderator of
relations between stressors and employee strain
https://doi.org/10.1080/026783799296138
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (2011). College students'
time management: Correlations with academic performance and stress. Journal of

Educational Psychology, 82(4), 760–768.
https://doi.org/10.1037/0022-0663.82.4.760
Mudrack, P. E. (2006). The structure of perceptions of time. Educational and
Psychological Measurement, 57(2), 222–240.

https://doi.org/10.1177/0013164497057002003
Carol Kaufman-Scarborough & Jay D. Lindquist (2010). Time management and

polychronicity:Comparisons, contrasts, and insights for the workplace
https://www.researchwithrutgers.com/en/publications/time-management-and-
polychronicitycomparisons-contrasts-and-insig
Lay, C. H., & Schouwenburg, H. C. (2021). Trait procrastination, time management,
and academic behavior. Journal of Social Behavior & Personality, 8(4), 647–662.
https://psycnet.apa.org/record/1994-23368-001
Ozkilic (2003). The Impact of Time Management on the Students’ Academic
Achievements
https://core.ac.uk/reader/234693030
Latifa T. Abd el-Aziz (2012). TIME MANAGEMENT AND ACADEMIC
ACHIEVEMENT OF HIGHER SECONDARY STUDENTS
Hall, B. L., & Hursch, D. E. (2019). An evaluation of the effects of a time
management training program on work efficiency. Journal of Organizational

Behavior Management, 3(4), 73–96.
https://doi.org/10.1300/J075v03n04_08
Ping Wang et al., (2018). Effect of Time Management Training on Anxiety,

Depression, and Sleep Quality
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6379615/
Bandura (2018). Self-efficacy, test anxiety, and academic success: A longitudinal
Validation
https://doi.org/10.1016/j.ijer.2016.12.006
Pekrun (2016). Analysis of scientific research on test anxiety and other emotions
identified in the academic field
Holmes (2018). Angst About Academic Writing: Graduate Students At The Brink
Chapter III
METHODOLOGY
This chapter presents the procedural research design to be used by the researcher
in attaining the core objectives as a draft a systematic conduction of the study. It also
presents a detailed description of the methods of research used, the respondents of the
study, the data gathering instrument, the data gathering procedures and the statistical
treatment in analyzing and synthesizing the data to gather.
Research Design
The study is quantitative in nature. The study will also use the descriptive
normative, descriptive comparative and descriptive correlational to gather, calculate,
and describe the data to determine the relationship between time management skills
and level of academic anxiety among Grade 12 HUMSS students of Nueva Vizcaya
General Comprehensive High School. Descriptive-Normative will be utilized in
giving a qualitive description on the demographics of the respondents included in this
study.
Likewise, this study will be utilizing descriptive-comparative in order to
evaluated significant differences there might be on the responses of the participants on
the area being evaluated when grouped according to their profile variables. Moreover,
descriptive-correlational design will be used in order to evaluate significant
relationship there might be on the different areas being evaluated in this study.
Sampling Procedure
To ensure that participants meet target criteria, convenience sampling was
utilized. A total of 30 students from Grade 12 HUMSS will be selected as respondents
for this study. By employing convenience sampling, the researchers aim to obtain a
comprehensive insight into the topic.
Research Instrument
This study will use survey questionnaires adapted from the study of Akcoltekin,
(2015) and study of Cassady, J.C., Pierson, E. E., & Starling, J. M. (2019) and will be
approved by the research teacher. The data gathered from the surveys shall serve as a
basis for determining the relationship between time management skills and level of
academic anxiety of the Grade 12 HUMSS student of Nueva Vizcaya General
The survey questionnaire is categorized as a four-point scale questionnaire as it
only consists of four answers: 1= Not at all typical of me, 2= Somewhat typical of me,
3= Quite typical of me, 4= Very typical of me. The survey questionnaire will also
contain 10 questions focusing on determining time management skills, and 10
questions focusing on the level of academic anxiety of the students.
Statistical Treatment of Data
The following statistical tools will be utilized in the completion of this research
work:
Frequency and Percentage Distribution. This will be used in analyzing the profile
variables of the respondents in term, of their age and sex.
Mean Distribution.
T-test and Analysis of Variance (ANOVA). In terms of the significant differences
there might on the responses of the respondents along with evaluated area of the the
study, t-test will be used when grouped according to their sex, while ANOVA will be
utilized when their responses were grouped according to their age.
Pearson-r Correlation.
Data Gathering Procedure
The researchers will gather the necessary information from the experiment by
having the Grade 12 HUMSS student participants answer the survey questionnaire. To
determine the correlation of time management skills on the level of academic anxiety
of Grade 12 HUMSS student of Nueva Vizcaya General Comprehensive High School.
briefly.
Data will be collected through an online survey.
survey will be given to the 30 respondents of NVGCHS.
Research Questionnaires
General Direction: Answer the survey questionnaires honestly and completely. Be

assured that the answers you will provide will be kept confidential and will only be
used for research purposes.
Part I. Profile
Direction. For questions requiring you to write your answer, please write briefly and
legibly on the blank provided.
Name (Optional):___________________________________________
A. Age:____ B. Sex: Male Female
Part II. Time Management Skills in Correlation to Level of Academic Anxiety

Direction. Evaluate how you feel about the statement below. Use the rating scale
indicated.
1- Not at all typical of me
2- Somewhat typical of me
3- Quite typical of me
4- Very typical of me
Statements Not at all Somewhat Quite typical Very typical

typical of me typical of me of me of me
(1) (2) (3) (4)
1. I often worry that my best is

not as good as expected in
school.
2. I tend to put off doing school

work because it stresses me.
3. I often worry that I am not

doing assignments properly.
4. I am less confident about

school than my classmates.
5. I have sense of dread when I

am in my classroom.
6. I tend to find my teachers

intimidating.
7. I spend much of my time at

school worrying about what is
next.
8. there is something about
school that scares me.
9. I’m concerned about what

my classmates think about my
abilities.
10. I have a hard time handling

school responsibilities.
11. I revise my lesson notes,

even if I don’t have an exam
soon.
12. I determine my priorities

and follow them.
13. I usually work on a very

important school assignment
the night before the due date.
14. I find myself waiting if I do

not have anything to do.
15. I need to improve myself in

planning my time.
16. I use my time

constructively.
17. I plan my day before I start
18. I mark important dates on

my calendar (date of exams,
assignment submission dates,
etc.)
19. I usually think that I’ll be

able to achieve all goals in time
given to me.
20. I fix a date before I start.

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Department of Education

Region 02, Cagayan Valley

Time Management Skills in Correlation to Level of Academic Anxiety of Grade

A Research Presented to the Faculty of the Senior High School Department

In Partial Fulfillment of the

THE TITLE AND IT’S BACKGROUND

Background of the Study

Additionally, students who struggle with time management find themselves

overwhelmed by the demands of academic works, leading to increased anxiety and

According to Nimisha (2016), anxiety may or may not result negatively, as it

connection with each other; however, according to Akcoltekin (2015), a decrease in

continuous academic anxiety is a result of an improvement in the students' time

management abilities. This suggests that there is a connection between time

positively or negatively, contrasting each other.

Therefore, the researchers of Grade 12-HUMSS conduct this study to

anxiety of Grade 12 HUMSS students of Nueva Vizcaya General Comprehensive

to deal with the result of the identified problem.

take on as they age (McGregor & Murnane, 2010).

various academic and developmental pressures. School transitions, peer interactions,

(Putwain et al., 2013).

Independent Variable Dependent Variable

Figure 1. Research Paradigm

academic anxiety of Grade 12 HUMSS students of Nueva Vizcaya General

Comprehensive High School.

Statement of the Problem

the level of academic anxiety experienced by Grade 12 HUMSS students of Nueva

Vizcaya General Comprehensive High School.

1. What is the profile of the respondents in terms of

students of Nueva Vizcaya General Comprehensive High School?

3. What are the respondents level of academic anxiety?

4. Is there a significant difference in the respondent level of time management skills

anxiety of Grade 12 HUMSS students?

This study is guided in measuring the direction of the subsequent hypothesis:

There is no significant difference in the respondents level of time management skills

academic anxiety of Grade 12 HUMSS students.

Scope and Limitations

management skills and level of academic anxiety of Grade 12 HUMSS students of

questionnaires or surveys to asses their time management and level of academic

time management skills and academic anxiety, such as students’ personal

circumstances, support systems, or extracurricular activities. These factors

within the scope of this study.

students from NVGCHS. The findings may not be generalizable to a larger

population of senior high school students in different school or regions.

● The study will rely on self-report measures, such as questionnaires or surveys,

academic anxiety, leading to potential biases or inaccuracies in the data.

Significance of the Study

The result of the study will benefit the following such as

and concentrating on their academic work.

guide students with their schoolwork.

School Administration. The results of this study will be used by school

administration to help students about the effect of good time management on

addressing their academic anxiety.

Future Researchers. The future researchers lies in its potential to inform,

of knowledge and the betterment of society.

operationally defined for better understanding of the research variables and/or

made the tasks.

normal reaction to stress.

two variables show interrelatedness.

conscious control of time spent on specific activities, especially to increase

effectiveness, efficiency, and productivity.

The study focused on determining the correlation between time management

research concepts. They are presented thematically as to exemplify the relevance of