Research Title:

Procrastination: Advantages in Having the Right Time Management Among Caridad

Senior High School Students
General Significance:
It ensures that students are well prepared, organized, and focused to manage their daily
lives and complete academic assignments on time.
Teachers: If time management is followed by teachers, they will be stress-free, and
their will be greater job satisfaction. It will also increase their effectiveness and efficiency
in the classroom. Lastly, it will give them more time to improve the quality of their
lesson.
Parents: It will help them, as a parent, create a family’s life that is somewhat balanced
and healthy. As a result, they will feel more in control of the everyday duties they must
complete, which will leave them and their family calmer and with more time.
Students: Managing time effectively enables students to become more confident, and
organized, and learn more efficiently. Effective time management skills are particularly
essential for high school students, as they have to deal with more subjects, tests,
assignments, and extra curriculars.
REVIEW OF RELATED LITERATURE
Procrastination is common among students, with prevalence estimates double or
even triple those of the working population. This inflated prevalence indicates that the
academic environment may appear as “procrastination friendly” to students. In the
present paper, we identify social, cultural, organizational, and contextual factors that
may foster or facilitate procrastination (such as large degree of freedom in the study
situation, long deadlines, and temptations and distractions), document their research
basis, and provide recommendations for changes in these factors to reduce and prevent
procrastination. We argue that increased attention to such procrastination-friendly
factors in academic environments is important and relatively minor measures to reduce
their detrimental effects may have substantial benefits for students, institutions, and
society.
Procrastination, voluntarily delaying tasks despite expecting to be worse off
(Steel, 2007), is common among students.
There is a titanic difference between secondary and higher education when it comes to
managing time and academic responsibilities. In secondary education, there was the
kind of learning that includes an explanation of everything. On the other hand, when
students enter university, they find out what they learn is a lecture, that only includes
superficial information and the rest is their job to know about and explore further (Britton
and Tesser, 2001). Time management is a skill should not only know, but also apply. A
lot of university students complain about running out of time when asked to do a certain
task, they get frustrated because they are not able to make it before the deadline. Time
management is extremely important, especially when it comes to university students
because it will boost their grades and enhance their productivity (Laurie and Hellsten,
2002). However, most of the time students face problems like task aversion and
uncertainty, so they start to procrastinate because they lack organizational skills. As a
result, students will not be able to organize duties according to their priorities, so they
get distracted easily, ending up procrastinating. As we can see, time management is
quite essential to any university student, and it is one of the keys to higher academic
achievements (Kelly, 2004).
In the relevant literature there are great number of academic studies focusing on the
relationship between time management and academic achievements. The related
literature showed that the time management attitude and skill levels of university
students and the effect of these skills on their academic achievement. The research
revealed that a majority student possesses moderate level time management skills and
only a significantly small portion has high level time management skills (Yilmaz,
Yoncalik, and Bektas, 2006). The literature revealed that the student’s time
management skills affect their academic achievement at a significant level and the skills
are one of the predictors of academic performance. The relevant literature suggested
that students should start to acquire time management sesens on their own in their
primary school years by reading materials on the issue or via the frame work of
psychological counseling and guidance studies applied in school and adopt effective
time management attitudes and techniques to determine how and where they spend
their time (Lisa and Robert, 2008). The various group of students who exploited time-
saving techniques in their educational surrounding having significantly lower academic
as compared to results students who employ time-management tactics have
considerably higher achievement (Mercanlioglu, 2010). To calculate the cumulative time
spent during a week, these objects were also added. Time management practices have
been proven to be some of the top indicators toward achieving a high level of academic
success and performance. They not only influence on the achievement but using time
management techniques also serve oly one reason meaning that there are multipurpose
fulfilled by time management (Fazal, 2012). Taking part in proceeding and being
engaged in other outside class activities, not inevitably a job, but being energetic in
institution also has a strong correlation to reaching high academic achievements.
Various studies showed that time management practices serve for many purposes not
only for challenging performance of the students. Time management practices how
show the way not only to a high level of academic performance, but to good physical
condition and lower levels of stress. The foremost purpose of the present study was
educational competency, using time managing techniques, test pressure, and test
proficiency (Faisal, Miqdadi, Abdulla and Mohammad, 2014). Academic competence
these scores were established to some extent improved in the current sample indicating
that students found course material/content encouraging and enjoying their classes.
The effect utilizing of time and managing time requires procedures and good quality
planning behaviors. One can make use of time effectively and competently be keeping
time logs, setting immediate and long- standing goals, prioritizing responsibilities,
constructing to-do lists and arrangement, and organize one’s workspace, as studies of
earlier period and plentiful how-to books proposes (Sabelis, 2001). Time saving
techniques and behaviors can be categorized into numerous groups and be liable to
contribute to a number of fundamental qualities in general. There are three surfaces of
time management behaviors: short-range planning, long-range planning and time
attitudes (Laurie, Hellsten,2002). Short-range planning is the capability to set out and
systematize responsibilities in the short period of time. Long-range planning
competence is to handle everyday jobs over a longer time perspective by keeping follow
or significant dates and setting objectives by putting adjournment (Alay, Kocak, 2003).
A. LONG RANGE PLANNING
Long-range planning means to have long-range objectives and having disciplined
routines. Various researchers named it as having perception of a preference for
organization and it is comparable to long range planning. To acquire a summary on the
everyday jobs that necessitate to be executed, time limits and priorities which increases
the perception of having control over time because it may be tackling to be familiar with
how much effort requires to be completed within hours, days or weeks; it may even be
the immediately measurable effect of planning. This gives the impression to make
indicate the time management practices accomplish to have an influence on educational
achievement, but that’s not all they effect (Brigitte et al., 2005). It was also found that
the students had advanced overall academic achievements who accounted using goal-
oriented time management practices.
B. SHORT RANGE PLANNING
Short-range planning was defined as time management activities surrounded by daily or
weekly time structure and cover the activities such as setting objectives at the
commencement of the day, planning and prioritizing daily behaviors and creation of
work contents (Yilmaz et al., 2006). Numerous studies invented that short-range
planning behavior, forecasting of time in the short run, surrounded by the time encloses
of a week or less, established determined was optimistically associated to dealing
performance as well (Noftle et al., 2007). Likewise, most of the studies that control for
the student time do so by determining total time committed to the course, a variable
normally found to be unimportant. Academic achievement means the educational
objective that is accomplished by a students, teacher or institution realize over a definite
short period (Lisa and Robert, 2008). In different research finding it has been
demonstrated that there exists a positive significant relation between students’ grade
point averages and the time attitudes and the short-range planning.
c. TIME ATTITUDE
Time management demands a key shift in emphasis: concentrate on results, not on
being busy. There are a lot of cases with people who waste their lives in discolored
doings and attain very small since they are placing their labors into the incorrect
responsibilities or weakening to focus their activity successfully, established that time
two management workings directly affect the collective academic achievements
(Mercanlioglu, 2010).