The Relationship between Post-Pandemic Time Management and Academic

Achievement of Home Economics Students in Carlos F. Gonzales High School

Presenters:
Eugenio, Hans Jaywel G.
Eugenio, Lei Hyacynt R.
Angeles, Jhon Michael R.
Belen, Kaila M.
Cabelin, Vince Ivan V.
De Guzman, Reinalyn M.
Libao, Antoine II C.
 Time Management and Academic Achievement

 What is Time Management?

 What is Academic Achievement?

 Why do we need to study Time Management?

 CHAPTER 1: INTRODUCTION
CONTENTS
 The Problem and Its Background

 Significance of the Study

 Review of Related Literature

 Theoretical Framework

 Conceptual Framework

 Statement of the Problem

 Scope and Delimitation

 CHAPTER 1: INTRODUCTION
The Problem and Its Background

T I O C
TRENDS ISSUE OBJECTIVE CONTRIBUTION
 TRENDS
High school students need to be particularly good at time
management considering that they have a wider number of topics,
tests, assignments, and extracurricular activities to manage.
Managing time is a skill that need to learn and adapt by the people.
It is also been advised to start practicing time management from the
early student life (Valle et al., 2016).
 ISSUE
Students' advanced time management education organizations
are recognized by their regular schedules and activities. Time
management has an influence on students' performance and
achievements in addition to their mental capabilities and the
possibilities to raise their stress levels. They must control it to
maintain a healthy lifestyle, accomplish their responsibilities, and
achieve their own goals. The only necessary and unreplaceable
resource for achievement is time (Tracy, 2014).
 OBJECTIVE
This study aims to focus on the relationship between time
management and academic achievements because the researcher
strongly believed that everyone has different ways of managing
their time and it is important to find out the best way to manage
time.
 CONTRIBUTIO
N
Due to the lack of studies about Home Economics students,
the researcher mainly focusing on the time management skills that
have been affecting the academic achievements of Home
Economics students in Carlos F. Gonzales High School. This
research will dig deeper into the relationship between time
management and academic achievement, specifically for students
which is what this study will provide further information about how
to effectively improve time management skills.
 How did the researcher come up with this study?

Experienced by the researchers

Talked but there is no study focused oh Home Economics student

Timely
Significance of the Study
Beneficiaries

 Students

 Teachers

 Researchers

 Future Researchers
Review of Related Literature
Definition of Time Management

Jinalee and Singh (2018)

defined time management as the ability of an individual to manage and balance its
personal time along with working time.

Sahito (2016)

It refers to the practices that people follow in order to utilize their time more
effectively.

Savino (2016)

Time management has also been described as a type of self-management that places a
strong emphasis on knowing what to do, how to do it more effectively, when to do it,
and when is the ideal time to engage in that certain activity.
Review of Related Literature
Definition of Academic Achievement

Steinmayr et al. (2014) Steinmayr et al.,

(2014)
stated that academic achievement refers to performance outcomes that show how
well a person performed in a relation to particular goals that were the focus of The definition of
activities in instructional environments, especially in school, college, and academic
university. achievement depends
on the indicators used
to measure it because
the field of academic
Barowski (2021) achievement is very
broad and
defined academic achievement as the amount of academic stuff a student learns encompasses a wide
throughout a set time period. range of educational
outcomes.
Review of Related Literature
Related Studies

The Study Efficacy of Time Management Training on Increase

Academic Time Management of students

(Nadinloyi et al., 2013)

The Impact of Time Management on Students’ Academic Achievement

(Razali et al., 2018)

Theoretical Framework
THE PICKLE JAR THEORY

The importance of
“prioritizing in order to
manage your time
effectively” is highlighted in
Wrights (2002) the pickle jar
theory.
 Theoretical Framework
THE PICKLE JAR THEORY

This theory explained that students' achievement is determined by

their ability to manage their time effectively (Alyami et al., 2021).
 Conceptual Framework

Time Management of Academic Achievement

Home Economics of Home Economics
students students
 Statement of the Problem
1) How may the time management of home economics
students be described?

2) How may the academic achievement of home

economics students be described?

3) Is there a significant relationship between time

management and academic achievement of home
economics students?
 Scope and Delimitation
FOCUS

The focus of this study is to know the Relationship between Post-

Pandemic Time Management and Academic Achievement of Home
Economics students in Carlos F. Gonzales High School.

Delimitate

• Other factors that may affect Academic Achievements of the

students.
• Unavailability of resources (some studies were conducted long time ago
— 90’s)
 CHAPTER 2: METHODOLOGY
CONTENTS
 Research Design

 Respondents and Sampling Procedure

 Research Instrument

 Data Gathering Procedure

 Data Analysis

 Statistical Treatment
 Methodology
 Research Design

Correlational Research Design

The purpose of correlational research design is to evaluate the
strength of relationship between two or more variables (Bridgmon &
Martin, 2012)
 Respondents and Sampling
Procedure
Respondents

Grade 11 and Grade 12 Home Economics

students of Carlos F. Gonzales High School

Sampling procedure

Probability Sampling Technique, specifically

Simple Random Sampling through the use of
Fishbowl Method.
 Instrument

TIME ACADEMIC
MANAGEMENT ACHIEVEMENT
 Adapted Survey Questionnaire  Adapted Survey Questionnaire
(Britton & Tesser, 1991) (McGregory, 2015)
• 5-point Likert Scale • 5-point Likert Scale

 Adapted Survey Questionnaire  Adapted Survey Questionnaire

Interpretation (Sözen & Guven, 2019) Interpretation (Sözen & Guven, 2019)
 Instrument (Permission Letter)
 Instrument (Permission Letter)
 Data Gathering Procedure

Permission Letter

Survey
 Data Analysis

Specific Scale Interpretation

1.00 – 1.80 Very Poor

1.81 – 2.60 Poor

2.61 – 3.40 Fair

3.41 – 4.20 Good

4.21 – 5.00 Excellent

Scale 1:: Specific Scale used by the Researchers to interpret the Respondents Academic Achievement .
 Data Analysis

Specific Scale Interpretation

1.00 – 1.80 Very Poor

1.81 – 2.60 Poor

2.61 – 3.40 Fair

3.41 – 4.20 Good

4.21 – 5.00 Excellent

Scale 2: Specific Scale used by the Researchers to interpret the Respondents Time Management
 Data Analysis
ABSOLUTE VALUE OF COEFFICIENT INTERPRETATION

Perfect Correlation

0.90-0.99 Very High Correlation

0.70-0.89 High Correlation

0.50-0.69 Moderate Correlation

0.30-0.49 Low Correlation

0.10-0.29 Negligible Correlation

0 No Correlation

Scale 3: Pearson R Correlation Coefficient Chart

Statistical Treatment
 Slovin’s Formula

 Percentage

 Weighted Average

 General Weighted Average (GWA)

 Regression
Statistical Treatment

 Pearson R Correlation Coefficient

Sedgwick (2012) stated that the Pearson R correlation coefficient,

also known/called as the product moment correlation coefficient is used
to measure the strength of linear relationship between two variables.
 CHAPTER 3: PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
CONTENTS
 Students’ Frequency and Distribution According to Grade Level

 Students’ Frequency and Distribution According to Section

 Mean and Standard Deviation Interpretation of students’ Time Management

 Mean and Standard Deviation Interpretation of students’ Academic Achievement

 Mean and Standard Deviation Interpretation of students’ Time Management and

Academic Achievement

 Pearson R Correlation Coefficient Table

Table 1
Frequency and Percentage Distribution of Respondents according to Grade Level

Grade Level Frequency Percentage

Grade 11 65 56.52

Grade 12 50 43.48

Total 115 100.0

Table 2

Frequency and Percentage Distribution of Respondents according to Strand and Section

Strand and Section Frequency Percentage

H.E 11-A 32 27.83

H.E 11-B 33 28.70

H.E 12-A 30 26.08

H.E 12-B 20 17.39

Total 115 100.0

Table 3
Mean and Standard Deviation Interpretation for Respondents’ Time Management

Inventory Score

N M SD Interpretation

3.59 0.60
Time Management 115 Good
Table 4
Mean and Standard Deviation Interpretation for Respondents’ Academic Achievement

Inventory Score

N M SD Interpretation

3.75 0.61
Academic Achievement 115 Good
Table 5
Mean and Standard Deviation Interpretation for Respondents’ Time Management and Academic Achievement.

Inventory Score

N M SD Interpretation

Time Management 115 3.59 0.60 Good

Academic Achievement 115 3.75 0.61 Good

Table 6
Pearson R Product-Moment Coefficient Table for Time Management and Academic Achievement

Variable Statistical Treatment Academic Achievement

Time Management Pearson Correlation .70

Sig. .000

N 115
 CHAPTER 4: SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
CONTENTS

 Summary of Findings

 Conclusion

 Recommendations
Summary of Findings
Conclusion
 Recommendations
 Students

 Teachers

 Researchers

 Future Researchers