Established Time Mangement and Academic Performance Among The Grade 9 and Grade 10 Students of ST - Paul College of Bocaue
Established Time Mangement and Academic Performance Among The Grade 9 and Grade 10 Students of ST - Paul College of Bocaue
Established Time Mangement and Academic Performance Among The Grade 9 and Grade 10 Students of ST - Paul College of Bocaue
CHAPTER I
Introduction:
Time is a valuable resource, arguably the most valuable one, but many people still
struggle to handle it well. It is a resource everyone possesses equally, but fails to utilize at
the same level (Örücü et al., 2007). In a society where businesses demand for increased
productivity and efficiency, time management has become a necessity. It does not matter
their day out, and failure or success in doing so may affect their work copiously.
people live in today encourages them from as early as their elementary education to plan
and manage time effectively (Khan; Nasrullah, 2015). Despite this, not all students can say
that they manage their time effectively. It is a skill which is not taught as a child grows up
(Shúilleabháin, 2013).
or her task and studies (Dahie et al., 2015). Establishing effective time management can be
the difference between getting satisfactory and excellent grades, may it be on a quiz or in
the report card. There are factors that affect how the students manage their time.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
tendency to postpone a task under one's control to the last possible moment, or even not to
perform the work at all (Gafni; Geri, 2010). This might be the biggest obstacle in time
management, mostly because almost every student has done it at some point. People
procrastinate for reasons such as the lack of confidence, the complexity of the task, or
simply the lack of interest or focus (Marie, n.d.). Some of the reasons may be justified, but
Prioritization and socialization are also major contributors in the success or failure
in achieving a student’s goal in managing their time wisely. Students often mistake a task
to be more important than the other, but it can be the other way around. Knowing what
work or activity to do first will greatly improve the student’s time management skills. It is
obligatory to have to plan out one’s day, but people tend to respond to impulses that reach
them quickly, which can sometimes be small things that can hinder them from doing the
Several studies in the past have shown that time management can improve a
student’s academic performance. Adebayo (2015) stated that academic performance seems
to increase when time management is present among students, therefore is a skill that
impacts their academic achievement. Numerous studies also show the same relationship
between the two. Therefore, the lack of effective time management can also have
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
However, most of the studies conducted in the past focus on college students. It is
a time where one has to balance academic, altruistic, and social activities in order to have
a fulfilling college experience (Memminger, 2016). Be that as it may, high school students
also experience the same kind of struggle. This is especially true for many students in the
Philippines, where the current curriculum focuses more on the performance aspect of
learning. The researchers therefore performed this study to determine whether established
time management is present or absent among the Grade 9 and Grade 10 students of St. Paul
This study was made to observe and further understand the behavior of the Grade
9 and Grade 10 students of St. Paul Colege of Bocaue regarding their time management
academic performance?
Specific Problems:
1.1 Age
1.2 Gender
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
The study focused on Grade 9 and Grade 10 students and was conducted in St. Paul
College of Bocaue. The research sample is composed of forty (40) Grade 9 students and
fifty (50) Grade 10 students schooling in this institution. The scope of the study is about
the way the students cope up with different situations to figure out how they adopt time
The primary data gathering method used in order to determine the student’s
condition of time management based on their experiences were surveys. This research used
purposive and convenience sampling in which an equal representation for gender and grade
level among the respondents was applied. The gathered data were analyzed using frequency
distribution.
The study is delimited to a group of Grade 9 and Grade 10 students coming from
different sections of their batch. Perspectives on time management using the three
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
The main purpose of this study is to have an investigation among Grade 9 and Grade
10 students about the influence of time management on their academic performance using
how they make use of their time. It will examine the level and frequency of the student's
This study was made to observe and further understand the behavior of the students
regarding the outcome of having efficient time management. Also, to identify the problems
being faced by the students that hinder them from having adequate time management.
Determining the difference in outcome between having a long and ideal period of time to
prepare for their academic performances as opposed to rushing just to conform to the
deadline.
This study is aimed at making suggestions based on the data collected by the
College of Bocaue.
The main respondents are the Grade 9 and Grade 10 students of St Paul College of
Bocaue. In return, they will be the firsthand recipients of the benefits from the results of
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
our research. To the academicians, this study provides the ways and means for students to
manage their time effectively in order to improve their performance. Also, the study
provides the references for teachers when teaching or learning time management skills and
Furthermore, a pattern of good study habit can also be formulated and be used by
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
CHAPTER II
Managing a student’s time plays a major role in his/her academic performance. This
literature review aims to indicate existing studies and literature related to time
management. First, the principles of time management will be displayed, followed by the
effective time management, shall be defined, followed by the effects of the said practice.
Lastly, the effects of the presence or absence of time management on the students’
The principles of time management involves strategies and tactics that one can do
to maximize his/her time better. According to Land (2018) there are four main principles
of effective time management. The benefits of time management are vast, and in order to
The first principle is all about prioritization, which according to the same article, is
the most important aspect of managing one’s time. Since time is limited, a student has to
know the tasks that he/she should direct time and effort to the most. These tasks should be
the tasks that contribute greater to one’s success, and the ones that should be achieved. It
is also important to know the tasks that are important, which move someone closer to
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
success, and the tasks that are urgent, which are reactive and maintenance tasks, and do not
contribute to one’s success, but should still be accomplished. The kinds of tasks should be
well-balanced, and one’s mind should not be clouded by one type of task or the other (Fiala,
2017).
The second one is about being efficiently effective. These two words have slightly
different meanings. Efficiency means performing a task in the best way possible, while
effectiveness means being able to accomplish a task and give a result. Effectiveness is
doing the right things, while efficiency is doing things right (Goh,2013). The idea of this
principle is to possess these two qualities, doing the right things the right way. By working
that way, one can do necessary tasks with the least amount of time.
The third principle is known as the principle of least effort. This rule involves
finding easier ways to do a task or a series of tasks, with the goal of saving both time and
energy without sacrificing the quality of the work that one does. It also involves prioritizing
tasks that provides the most results. It can be said that this principle urges one to work
The last principle is addition through subtraction. Being busy does not always
correspond to being productive. This principle states that in order to do more tasks
successfully, an individual has to deduct tasks that are not necessary for his/her success.
Matthew May (2013) stated in his article that knowing what not to do is just as important
as knowing what things to do. This leads to the individual shifting more focus on the things
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
individual. When a student is aware of what one needs to do, he/she is able to manage
his/her workload better and waste less time in idle activities. Time management initially
provides relief from stress and later helps the students focus on academic performance.
According to Michael Bens (2006), managing time helps an individual to stay motivated
It helps students accomplish more, decide better, and work more efficiently, thus,
performances. Another benefit of time management is the opportunities that it leads to. As
productivity becomes increasingly more effective, so will the reputation of the person
doing the task be (Marie, n.d.). This will help keep up one’s energy and let people
concentrate and focus, in order to avoid stress-related problems (Chen, 2011). Putting a
little energy into time management in the present means one will have more energy to get
Kelci Lucier (2018) stated that a person becomes more flexible and spontaneous
with regards to productivity and academic deadlines in managing time sufficiently. It also
helps gain time to relax and do things that an individual enjoys doing, Adeojo (2012) stated.
Every person lives by schedules, deadlines and agendas, making efficient time
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Prioritization is important when it comes to time management, and the basic skill
that everyone must possess. Stack (2000) even said that planning is the most important part
of it, and keeps one on track on what he/she should be doing throughout the day. An article
written by Cary Green, PhD (2017) suggests that an individual should keep his/her
priorities as simple as possible, and that not everything is important, among other things.
Poor prioritization and organization skills may cause higher levels of stress and anxiety for
influenced by the people that are popular on social media. Socialization is often seen as a
hindrance to proper prioritization and time management, and it is true to some extent.
Spending hours on end browsing the web and chatting with friends can really affect one’s
life, but the lack of socialization can also have negative effects for an individual.
and makes one feel accepted and more confident. An article written by Isadora Baum
(2017) stated the physical and mental effects of lack of socialization. These include low
self-esteem, decreased ability to learn and sense of sympathy, and reduced resilience. The
same article also suggests that it can lead to more serious effects such as depression,
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Socialization can both be beneficial and harmful, depending on how one does it.
achieve better time management, and one aspect that should not be left out is socialization.
delay of an intended course of action, despite expecting to be worse off for the delay (Steel,
that given time period (Lay, 1986). This is encountered commonly by students that are not
categories. First is the lack of motivation, making students less likely to engage in carrying
out tasks and performances swiftly. Another is the fear one possesses when it comes to
failure, avoiding situations and performance tasks that will be difficult and challenging to
execute without hesitations. Fear of failure can result to low self-confidence or self-
esteem.
Every time a person delays his/her assigned task, consequences that can have a big
impact on his/her time and performance are present. According to O’Donovan (2018),
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
individual’s approach to his/her academics. Students who procrastinate until the last minute
tend to create poorly made performances, resulting to poor output and low grades.
the students. Studies in the past have found the correlation between the two. Khan and
Nasrullah (2015) stated that there is a relation between time management and academic
performance of the students. They stated that students with good time management skills
are the successful students, and that there is a positive relation between time management
and academic achievement. The study of Sayari et. al. (2017) also affirmed this conclusion,
Failing to manage one’s time can also result to numerous consequences. Sultana
(2017) stated some of these effects in her article entitled “Effects of Poor Time
Management”. The first one if these is poor punctuality. It involves punctuality with
regards to one’s appointments, schedule, and especially deadlines. This can also lead to
lower productivity, and may even affect an individual’s relationship with his/her colleagues
(Nwaka, 2018).
Another effect of poor time management is cramming. This is related to the first
effect that was mentioned. Due to the individual’s lack of punctuality, he/she has to rush
doing his/her tasks in order to catch up with the schedule. This often leads to lower quality
of work. Allotting a specific period of time for different tasks, and a reasonable amount of
time between them can help an individual avoid this issue (Mack, n.d.).
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Lastly, the same article discussed about frustration. This is also an outcome of a
student’s lack of time to get everything done. This lack of time results to the individual
trying his/her best to finish all assigned tasks, which in turn leaves little to no time for one’s
self, and time for planning out future activities. This can also hinder someone from defining
his/her goals, since the individual is more focused on the tasks that he/she needs to do
immediately, and leaving out the more important tasks that are greater contributors to one’s
success.
studies have revealed the positive impact of time management to academic performance,
and the implications that the lack of it causes, time management should therefore never be
Theoretical Framework
The Covey Time Management Grid is one of the most effective methods of setting
priorities. As seen from below, there are Four Quadrants organized by urgency and
importance.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
IMPORTANT Urgent & Not Important Not Urgent & Not Important
Important and urgent tasks (Quadrant 1) are supposedly highly prioritized tasks that
need to be accomplished as soon as possible. These are the tasks that should be focused on
the most, and are for crisis emergencies, therefore should never be ignored. However,
spending too much time on such things can lead to stress, while ignoring them will result
in immediate repercussions. The second Quadrant is all about planning on things that are
important but not urgent, and does not require immediate attention, but should also be
incorporated in everyday life, in order to avoid them from turning into crises in the future.
Not important and urgent (Quadrant 3) are important, yet urgent tasks. Due to the urgency
of both types of tasks, people sometimes fail to differentiate tasks from this quadrant from
the first quadrant, resulting to difficulty in prioritizing on the tasks that need to be done.
Spending too much time on such tasks can lead to a continual time crisis. Tasks that are
not urgent and unimportant (Quadrant 4), are considered to be time wasters. These tasks
are not helpful in our life, and time spent on these things should be limited as much as
possible.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
adapt the right process, but in the end the students will be rewarded once they reach the
productivity level. A student would not be constantly rushing on their tasks, will easily get
finish right on time or before the deadline, be more productive and less stressed.
Conceptual Framework
The flow of the study can be presented in the diagrammatic format showing the
different variables that are used in the study such as the independent variable, the
intervening variable and dependent variable. It also shows the process throughout the
research and the output of the study as summarized in the figure below.
- Place of Residence
OUTPUT
- Time Management and the
Academic Performance of
Grade 9 and Grade 10 students.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Hypotheses
Null:
a. Students that show poor time management do not perform well in terms of
academics.
Alternative:
academic performance.
academics.
Definition of Terms
time management - the process of organizing and planning how to divide your time
prioritization - to organize things so that the most important thing is done or dealt with
first
procrastination - to put off the doing of something that should be done intentionally,
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
to coercion
socialization -the act of talking and doing things with other people in a friendly manner
grade point average - a number representing the average value of the accumulated final
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
CHAPTER III
Methodology
This chapter provides an overview of the research design, a brief description of the
respondents, and the instrument that was used in order to accomplish the purpose of this
study. It also discusses the statistical treatment used to measure the time management and
Research Design
The researchers used a descriptive-comparative design for this study, which is the
appropriate design to serve the purposes of this study. The study is descriptive because the
researchers analyzed the way the subjects manage their time using three variables -
the study are similar in terms of age and types of academic works. This study is also
quantitative since it compared the level of academic achievement of the respondents using
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
The researchers selected 160 random students from 338 Grade 9 and Grade 10
students of St. Paul College of Bocaue to serve as the respondents for this study. Fifty (80)
of the students came from the Grade 9, and the other fifty (80) respondents are from Grade
10. These respondents completed the survey questionnaires that they were given. The
answers that were collected from each student are necessary information in order for the
study to determine which grade level manages their time better, and whether the Grade 9
Table 1
method of data collection in this study. A 5-point Likert-type scale is used in determining
the responses of the students that are selected to answer the questionnaires. The first part
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
is composed of the demographic profile of the respondents, which includes their age,
gender, place of residence, and regular studying hours. The second part is consisted of
fifteen (15) questions that are divided into three categories, namely prioritization,
Statistical Treatment
Descriptive Statistic
The Frequency Distribution was used to ascertain the demographic profile of the
respondents in terms of age, gender, place of residence and academic standing. Percentage
was used to compare the frequency distributions to have an accurate comparison of data
Weighted Mean
The Weighted Mean was computed to identify the average score of the three
independent variables and academic standing. A modified 5- point Likert Scale was utilized
∑𝑋
X= 𝑁
Where:
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
N = number of data
Percentile
The Percentile was computed to distinguish the measure of the position of the
academic performance of Grade 9 and Grade 10 students. It also computed to find out the
value in the data set that marks a certain percentage of the way through data. The
𝑁
–𝐶𝑓𝑏
Pc = 𝑋𝑙𝑏 + ( 2 𝑓 )
𝑝𝑐
where:
Pc = Percentile Class
N = number of data
i = frequency
Table 2
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
This scale was used to determine the academic standing of the respondents. It was
Table 3
A. Prioritization
This scale was applied to determine the degree of the respondent’s time
management. With the use of the scale, the researchers were able to analyze and determine
the comparison of data given by the respondents. It also presented the indicators for each
of the variable that manifest the degree of time management of the subjects.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
The Variance and Standard Deviation were utilized to describe the distribution in
relation to the mean. It provides an indication of how varied or deviated from the mean are
the subjects’ responses to a question. They show how scattered or concentrated the
responses are.
∑( 𝑥−𝑥)2
S2 =
𝑁
(𝑥−𝑥)2
S = √∑ 𝑁
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Chapter IV
In this chapter, the data gathered by the researchers were presented, analyzed, and
interpreted through the use of pie graphs and tables. Analyses of the data were shown after
the summary of the tables. Specific statistical treatments were applied to analyze each table,
Table 5
The table presents that the respondents were equally divided according to gender.
80 of the respondents were male, which makes up 50% of the total respondents, while there
were also 80 female respondents, which also makes up 50% of the respondents. There are
160 total respondents for this study, consisted of Grade 9 and Grade 10 students.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Figure 2
Percentage distribution of the respondents according to gender
Female Male
50% 50%
Male Female
The chart shows that 50% of the respondents were male and 50% were female
Table 6
This table shows that 14 of the respondents were 14 years old, making up 9% of
the respondents, 84 of them were 15 years old, or 53% of the respondents, making it the
age group where majority of the students belong. There are also 47 respondents that were
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
16 years old, which is 29% of the total, and the remaining 15 respondents were 17 years
Figure 3
Percentage distribution of the respondents according to gender
9% 9%
29%
53%
The chart shows that 9% of the respondents were 14 years old, and also 9% are 17
years old. Additionally, 29% of the respondents were 16 years old, and the remaining 53%
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Table 7
Figure 5
Percentage distribution of the respondents according to studying hours
18% 26%
11%
16% 29%
Less than one hour One hour to Two hours Three hours to Four Hours
Four Hours to Five Hours More than Five hours
The table and chart show that 47, or 29% of the total respondents spend around one
or two hours of studying each day. 41 respondents, or 26% study for less than an hour in a
day. 29 respondents, which is 18% of the total, has a more than five hours of studying on
a daily basis. Also, 26 of the respondents which are 16% of total respondents study for two
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
or three hours, and the 17 respondents left, or 11% of the total respondents study for four
Table 8
Quarter Averages
Figure 6
Percentage Distribution of 3rd Quarter Averages
13.13%
18.75%
31.88%
36.25%
The table and chart above show that majority of the students have a satisfactory
grade. 58 of them, which equates to 36.25% of the total population have grades ranging
from 80-84. Meanwhile, none got an average grade of below 75. 13.13%, or 21 students
got outstanding grades, ranging from 90-95; 30 students, or 18.75% got fairly satisfactory
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
grades, ranging from 75-79, and 51 students, which corresponds to 31.88% of the
Table 9
Academic Standing
Descriptions Weighted Mean Standard Deviation
The table shows the weighted mean of the academic standing of the respondents.
The “outstanding” academic standing had a weighted mean of 91.05; the “very
satisfactory” academic standing had a weighted mean of 86.94; the “satisfactory” academic
standing had a weighted mean of 82.32; the “fairly satisfactory” had a weighted mean of
78.2, and none got an academic standing that did not meet the expectations or below 75.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Table 10
Data: Solution:
𝟓𝟎(𝟏𝟔𝟎) 𝟖𝟎−𝟑𝟎
P50 Class = 𝟏𝟎𝟎 P50 = 𝟕𝟗. 𝟓 + ( 𝟓𝟖 ) 𝟓
= 80 = 79.5 + (0.86) 5
Class Interval: 80 – 84 = 79.5 + 4.3
Xlb = 79.5 P50 = 83.8
Cfb = 30
f50 = 58
i=5
This table presents the fiftieth percentile of the data in the General Average of the
respondents, which shows that fifty percent of the one hundred sixty (160) students from
Grade 9 and Grade 10 got an average below 83.4, and the remaining fifty percent got an
average of above 83.4. This exhibits the general average of the respondents which is 83.4,
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Table 11
Standard Verbal
Question Mean Frequency
Deviation Interpretation
1. I set enough time for Fair Time
3.2 1.04 Sometimes
daily activities Management
2. I always organize
Fair Time
and plan my week/day 3.31 1.01 Sometimes
Management
out
3. I see to it that I
prioritize tasks Fair Time
3.58 0.92 Sometimes
according to what Management
should be done first
4. I prepare a list of my
Fair Time
task to be executed in a 3.25 1,07 Sometimes
Management
sequential manner
5. I accomplish what
Fair Time
needs to be done for 3.34 0.95 Sometimes
Management
the day
Fair Time
TOTAL 3.34 0.69 Sometimes
Management
responsibilities. Generally, the findings revealed that the level of prioritization is regarded
as “Fair,” with the average weighted mean of 3.34. This suggests that the students’
defined that the students prioritized task according to what should be done first as their
dominant indicator in the level of prioritization with the weighted mean of 3.58. Moreover,
the results also indicate the lack of the skills and abilities of the students to prioritize their
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Table 12
Standard Verbal
Question Mean Frequency
Deviation Interpretation
6. I am actively involved
Fair Time
on weekend activities with 3.4 1.21 Sometimes
Management
my family.
7. I always organize and Good Time
2.58 1.21 Rarely
plan my week/day out Management
8. I spend time on shopping
malls and supermarkets Fair Time
3.19 1.14 Sometimes
even when I have work to Management
do.
9. I prepare a list of my
Fair Time
task to be executed in a 3.06 1.3 Sometimes
Management
sequential manner
10. I do texting, browsing,
and chatting on social Good Time
2.61 1.2 Rarely
media sites during study Management
period.
Good Time
TOTAL 2.97 0.62 Rarely
Management
weighted mean result revealed that majority of the respondents rarely give time for
socialization activities. This is evident with the weighted mean score of 2.97, suggesting
that they have great time management. Highlight from the results specifically show that,
most of the respondents’ socialization activities are related to weekend family activities
with the weighted mean score of 3.4 which has an equivalent verbal interpretation of
“sometimes,” making it the dominant indicator for the respondents’ level of socialization.
It is also interesting to note that, question 8 displays an observable finding that students
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
also spend a significant amount of time on shopping to malls as suggested with the
Table 13
within the duration of their study. On the average, procrastination is rarely done by the
respondents, with the average weighted mean of 2.84. That number indicates that the
students have a great time management. However, question 15 stand as the indicator for
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
of “Sometimes,” with a weighted mean score of 3.03, while the rest of the responses are
marked as “Rarely”.
Table 14
Statistical Summary
variables were indicated with their average mean. It also presents the average grade of all
the respondents. However, their prioritization is neutral, which indicates that they neither
prioritize nor neglect their works greatly. Also, it shows the result of the average grade of
the respondents which is the fifty percent of the total population, where it got a verbal
The data also rejects both null hypotheses, since it shows that the students from
grade 9 and grade 10 have established time management, since the table suggests that the
respondents have low degree of socialization and procrastination. It also rejects the second
alternative hypothesis, because the averages of the students were satisfactory, indicating
that they perform well in academics. Therefore, the data gathered and processed only
accepts the first alternative hypothesis, which states that the students have established time
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
management, and that they perform well in academics, indicated by their grade averages
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
CHAPTER V
study. The findings were drawn from the data gathered through the use of structured
questionnaires.
The purpose of the study was to determine whether the Grade 9 and Grade 10
students of St. Paul College of Bocaue have established time management, and whether
The researchers had used Covey’s Time Management Grid as a foundation of the
study. The theory was developed by Stephen Covey, and it uses four quadrants to determine
the tasks that should be prioritized. The grid differentiates important and urgent tasks,
defining the important ones as those tasks that contribute to one’s success, and the urgent
The researchers had used a Five-point Likert Scale to evaluate the state of time
management by providing statements about the habits of the students regarding the three
gathered the average grades of the students for the third grading to measure their academic
performance.
The researchers had used measure of central tendency, measure of variability, and
percentile rank as their statistical treatments. The weighted mean was used to identify the
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
average score of each of the three variables. The mean was also used to identify the average
grade of the Grade 9 and Grade 10 students. Variance was also computed to determine the
dispersion of the collected data. Percentile was computed to measure of the position of the
academic performance of Grade 9 and Grade 10 students. It also computed to find out the
value in the data set that marks a certain percentage of the data.
Summary of Findings
The following were the significant findings of the study on the level of time
academic performance?
The Grade 9 and Grade 10 students had established time management, and they had
1.1 Age
The ages of the respondents range from 14-17 years. 53% of the students were
15 years old; 29% were 16 years old, and ages 14 and 17 got 9% each.
1.2 Gender
The respondents of this study were equally divided, 80 male respondents, and
80 female respondents.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
64% of the respondents live in villages, making up the majority, and the
The respondents’ studying hours range from 1 to 5 hours. 29% of the population
spend 1-2 hours studying; 26% spend less than one hour; 18% spend more than
5 hours each day; 16% spend 3-4 hours, and the remaining 11% spend between
Based on their averages, 36.25% of the students got satisfactory grades; 31.88%
got very satisfactory grades; 18.75% got fairly satisfactory grades; 13.13% of the
students got outstanding grades, and none of the respondents got grades that are
below expectations.
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Established Time Management and Academic Performance Among Grade 9 and
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Conclusions
Main Conclusion: Students that exhibit great time management perform well in
Discussion: The respondents as a whole had exhibited good time management, and
the average of the respondents are satisfactory. This leads to the conclusion that when
students exhibit established time management, they also perform well in academics. This
is supported by studies in the past, such as the one done by Khan and Nasrullah (2015),
Conclusion 1: The study’s respondents’ age range from 14 to 17 years, with 15-
year-olds making up the majority of the population. The respondents are equally divided
in terms of gender, and most of the students spend 1-2 hours of their day studying.
Discussion: The demographic profile has no relation with the academic performance
of the students, even their studying hours. This is supported by the study of Jalagat (2017),
which states that the length f studying hours does not affect one’s academic performance,
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Conclusion 2: Majority of the students got satisfactory grades, and none got an
Discussion: The academic standing of the students based on their averages are
average of below 75. Most of the students got satisfactory grades, ranging from 80-84
Conclusion 3: The level of the students’ prioritization is “Fair” which indicates that
Discussion: The data shows that the students neither prioritize nor disregard their
workloads, and when they do, they most likely procrastinate. Taking charge of the time
allows a person to focus on what is important and minimizes personal stress (Dinkel, 2011).
This shows that prioritization can be affected by the student’s level of procrastination,
resulting either outstanding or poor grades on academics. Still, the average grade is
“Satisfactory”, indicating the students have an established time management even without
great prioritization.
Conclusion 4: The students are rarely involved in social activities, which concludes
malls. They are also most actively involved on weekend activities with their family.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
Conclusion 5: Students do not delay their tasks often, which concludes that they
the last possible moment or even not to perform the work at all (Gafni; Geri, 2010), and
almost every student has done it at some point. However, the data shows that the level of
procrastination of the respondents is low, which indicates that they have good time
management.
Recommendations
cramming, frustration, and having dissatisfaction with their study and learning. Time
and hours, management skills and techniques. This research study generates
The students may enhance their skills and techniques to help them manage their
The teachers may use this information to apprehend the state of the students’ time
management.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
The teachers may also obtain these skills and techniques to assist them in having
The future researches may asses the time management of other, such as teachers,
personnel, and staff to further understand how people from the institution manage
their time.
The future researchers may acquire and use the profile and information gathered in
future studies.
The future researchers may use more appropriate instruments, especially those sim-
ilar with this study, setting, and scope to avoid comprehensiveness of the data and
its results.
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Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue
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Established Time Management and Academic Performance Among Grade 9 and
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