Chapter II

Review of Related Literature

This chapter presents the Literature Study on Time Management on Academic

Performance of Grade 12 HUMSS Students of Antipas National High School.

Time Management

Time management is both a science and an art. It is necessary for everyone to

learn how to accomplish it. It is a skill that some people have, but not everyone. Time is

a valuable resource. Time is the one resource that can't be modified, can't be taken

back once it's been used, and can only be used to the owner's satisfaction. No one can

stop time from passing, but everyone can choose how to spend it. Time management is

self-management that focuses explicitly on time when determining what to do, how

much time to commit to tasks, how to accomplish activities more efficiently, and when

the time is ideal for specific activities.

Time management is the art of planning, organizing, scheduling, and budgeting

one's time in order to increase the efficacy and productivity of one's work. It is a priority-

based time management system.

Time management is an art and a science. Time management is self-

management with an explicitly focus on time in deciding what to do; on how activities

can be done more efficiently and on when the time is right for particular activities.
 Time management is the art of arranging, organizing, scheduling and budgeting

one’s time for the purpose of generating more effectiveness work and productivity. It is a

priority-based structuring of time allocation and distribution among competing demands

since time cannot be stored, and its availability can neither be increased beyond nor

decrease from the 24 hours. Gerald (2002) defined time management as a set of

principles, practices, skills, tools and systems that work together to help you get more

value out of your time with the aim of improving the quality of your life.

The goal of time management is to solve problems. Unable to deal with

distractions, deadline pressure, and procrastination, as well as self-discipline, ambiguity

of personal goals, inability to say "no," excessive social relations, in determination,

perfectionism, and messy tasks are examples of typical issues. According to Akomolafe

(2005), time cannot be managed because it cannot be delayed, sped up, or produced.

But, according to Quek (2001), time can be managed since, in order to overcome

procrastination, one must learn and improve time management skills. Quek appears to

believe that procrastination has an impact on time management, according to the

researchers. Time is unavoidable; nonetheless, people live, work, and exist in it. As a

result, time moves in lockstep with human existence. Every student should not only

understand, but also practice time management. Eruteyan (2008), states that effective

time management for high organization performance in the Nigerian Institute of

Management Journal has reactive mode of working. Some managers are only

concerned about what is happening at present in their organization.

 Failure to think correctly before acting is taking action without prior definitely

correct thinking is a cost of time management failure. Some managers mostly seem not

to believe in or really find it difficult to essentially put into practice, the 10/90 principle of

pretty effective time management which states that 10% of time that it takes to plan

basically your activities carefully in advance will particularly save you 90% of the effort

involved in achieving your goals later.

Some managers are failure to acquire new skills, knowledge and abilities. They

fail to update themselves in terms of attending seminars and lectures that will increase

their horizons instead they feel they know all things and don’t need to be updated.

Some mangers adopt procrastination on hard challenging jobs. Instead of

getting started on them and allocating good time thereto, the adamantly refuse to work

on this task. The most injurious aspect of this approach is that such hard challenging

jobs are not in the bottom 80% but in the top 20% of jobs which add most value to the

managers’ work.

Other reasons for time management failures by managers includes poor team

building, refusal to relax, poor creativity, poor self-confidence, inability to set a

conductive working environment. Eilam and Aharon (2003) suggested that time

management can be viewed as a way of monitoring and controlling time. According to

the research, time management has a good impact on college grades and overall study

habits (Claessens, van Eerde, & Rutte, 2007). According to studies, college students

who have good time management abilities have higher GPAs (Britton & Tesser, 1991;

Macan, Shahani, Dipboye, & Phillips, 1990; Zimmerman, 1989). Brint and Cantwell

(2010) discovered a substantial link between study time and academic

conscientiousness and higher GPAs. However, time management was rated as the

most significant issue by 67 percent of undergraduate students (Britton & Tesser, 1991).

According to related research, first-year college students devote less time to their

studies and lack the tools necessary to study more effectively and maximize their time

management abilities in order to schedule additional study time (Higher Education

Research Institute, 2003). Student outcomes, such as homework completion and class

preparation, may be improved by using student organizing tools (Lu, Gunawan, & Hisa,

2014).

There is a saying that, time is money. It is obvious for an individual to protect

and use his or her wealth rationally. Therefore, being a scarce and priceless resource, it

is important for the individuals to use time wisely.

In terms of academic concerns, experience demonstrates that parents at home

do not successfully monitor and regulate their children; some pupils go to school without

exercise books, shoes, or correct clothes, despite their parents' ability to supply those

items. Students are not motivated to go to school to study as a result of this situation; as

a result, some of them are seen roaming the streets during school hours; however, due

to poor parental supervision, students have been leaving their homes for school and

returning home without their parents knowing whether they went to school or not

(Nyambo, 2013).

In previous studies, there was no consensus on how to define time

management. Although many authors, such as Lakein (1973), claimed that time

management entailed determining needs, formulating objectives to meet those needs,

prioritizing, and organizing the actions necessary to meet those goals. Time
management, according to Estes (2012), is the skill of organizing, organizing,

scheduling, and budgeting one's time in order to produce more effective work and

production.

Time management, according to Gupta (2001), is a set of activities that include

analyzing our time habits, clarifying objectives, establishing priorities, preparing for

acceptable results, maintaining adequate records, taking constructive 11 action against

time wasters, and avoiding procrastination. Time management is an issue that is critical

to job success.

Time Wasters

People, events, actions, and procedures that prohibit us from making the most

use of our time are known as time wasters. Time wasters while a high amount of

interpersonal engagement at work is often regarded as a positive phenomenon, there

are always risks to an individual's personal performance.

Time wasters at work might include things like spending too much time socializing,

misplacing information, and forgetting facts. That is to say, a modest amount of

socializing boosts job happiness, morale, and, as a result, productivity. As a result,

socializing in general is a tonic that improves work quality (Mancini, 2003).

Teaching can be exhausting at times. You've got stacks of papers to grade,

conferences to attend, grades to compute, emails to react to, and teaching to do if

there's time left. The cornerstone of time management is organization. Many teachers

believe that "hunting and gathering," which includes looking for that missing lesson plan,
collecting tools and equipment from students after a project is completed, looking for

that Individualized Education Program that was due yesterday, and purchasing books

for a unit, is a major time waster. The task may appear disheartening if the teacher is

constantly disorganized. If this is the case, he or she must begin by focusing on one

region at a time and work his or her way around the classroom. The teacher could

choose to start with his or her desk before moving on to his or her file cabinets (Wagner,

2004).According to Chilongola (2013), it has been observed that certain pupils in Dar es

Salaam have been engaging in improper conduct like as smoking and sexual activities

instead of attending lessons; these misbehaviors have occurred without the awareness

of their parents.As a result, pupils, according to Chilongola, tend to waste time studying.

Because there is a lack of communication between students and parents, parents and

teachers, and parents and communities in such a way that a student can leave home for

school but spend school hours smoking, surfing the internet, and engaging in other

misbehaviors without their parents' knowledge, when parents return home, they do not

ask or check on their children's progress at school. As a result, many students end up

with behavioral problems.

Environmental time wasters

These kind of are the activities that occur at schools which really are normally out

of control for teachers in a subtle way, or so they for the most part thought. The

activities mostly included basically are fairly kind of such as; interruptions from visitors-

people drop at school with no appointments; responding to pretty incoming mails-

reading and surfing on the internet for fairly actually non-official matters; meetings- can
really be waste of time if really has no basically specific reason, agenda and timeframe

(Mackenzie, 1997), or so they specifically thought, which really is fairly significant.

Self-generated time wasters

Things that a person can control and cause. These include things like a lack of

preparation, which leads to drifting and haphazard work; a lack of delegating, which

leads to doing too much and not having enough time to focus; and an unwillingness to

say "no," which leads to others asking too much of you. The desk was cluttered with

less or no recollections due to a lack of organization and tidiness (Mackenzie, 1997).As

a result, if the aforementioned time wasters are not taken into serious consideration in

order to make changes, it is very likely that teachers and students will be unable to

effectively manage their time and thus will be unable to meet both work deadlines and

good expected results, potentially resulting in poor academic performance.

Time Management and Academic Performance

According to academic literature, time management is one of the major elements

that affects students' academic performance and achievement. Poor time management

can contribute to academic underachievement, while efficient time management can

contribute to greater levels of college performance, according to Balduf (2009).

According to Misra and McKean (2000), there is a link between time management,

stress reduction, and academic performance. Time management, in particular, has

been linked to college grades (Britton & Tesser, 1991) and academic achievement (Burt
& Kemp, 1994). According to Izawa (2002), the ability to manage time is critical for

learning text materials. The results of a study conducted by Cyril V. (2001)

demonstrated that there is a substantial difference in time management between male

and female higher secondary pupils. Female students manage their time better than

male students, according to the data. This could be because the majority of the males

spend their time playing video games or watching television. As well as other activities

they are unable to effectively manage their time. However, the majority of the girls are

serious and dedicated to their work. As a result, they are making good use of their time.

It also indicated that there is no substantial difference in academic achievement

between male and female higher secondary pupils. The findings show that class XI

students outperform class XII students in terms of academic achievement. This could be

owing to the students' selection of a specific subject, as well as the fact that they arrived

prepared.

Many studies that assessed university students on time management found that

men and women scored significantly differently. Female students reported significantly

better time management skills than male students, according to Trueman and Hartley

(1996). Furthermore, older mature-aged students (aged over 25 years) reported much

superior time-management abilities than younger students, and those variables can only

weakly predict the students' academic achievement. Females reported significantly

greater results in all variables of time management activities, according to Misra and

McKean (2000). (Perceived better control of time, set and prioritized goals, planning and

had an organized approach to tasks and workspace). Furthermore, Covic et al. (2003)
found that females scored significantly higher in only one factor: time management

mechanics, such as making lists and keeping a diary. Macan et al. (1990) discovered

significant correlations between gender and productivity. In a research by Demirtas and

Ozer (2007) on the impact of students' time management abilities on academic

achievement, female student’s outperformed boys. However, in Erdul (2005)'s time

management study, female students outperformed male students in time management

skills.

The findings of Adigun et al., (2015) revealed that while male students performed

somewhat better than female students, the difference was not significant. This improved

performance was particularly noticeable in the private school, which was found to have

the best male brains in the study area. Recommendations were made based on the

study's findings. Parents are urged to provide their children with the best education they

can afford, regardless of gender.Male students had a greater variance around the mean

than female students, indicating that male students' performances are not as consistent

as female students', i.e., female students as a whole have similar results. This explains

why the male students' better performances are not significant, because the sets of

male students with good performances and the sets of male students with bad

performances did so most likely due to certain variables, such as treatments the

students are exposed to, which is why this study measures gender performances in

private and public schools. This finding supports the findings of (Jegede & Lyang

(1990), Mordi (1992), Chin- Tin (1993), Fabunmi (2004), and Dania (2014)) that

students' performance is not determined by gender in terms of gh creativity is shown to

be related to academic performance for gender Xixia, (1999) alsinteraction of gender

and academic performance.A study of Spanish students found that there are some

differences between males and females in terms of creativity and academic

achievement. They also discovered that the degree of creativity between male and

female is similar, but that the most famous creative people are usually male. According

to several studies, one gender is more creative than the other

Academic Performance

Academic performance was defined in this study as students' level of

achievement on class assessment tests, first-term exams, mid-term exams, final exams,

and national exams. Academic performance, according to Derek (1981), is the level of a

learner's ability and achievement in a school, subject, or specific skill. Page, Thomas,

and Marshall (1999) defined performance as an individual's or a group's behaviour in

response to a learning activity. In education, accomplishment or achievement in the

completion of a task, course, or project is frequently equated with performance. As a

result, academic performance refers to a student's scholastic competence and

attainment in relation to his or her work, which is frequently assessed through tests,

exams, course work, and assignments. The study evaluations back up the idea that

student performance is influenced by a variety of socioeconomic, psychological, and

environmental factors. The findings of research studies focused on how different factors

such as learning abilities affect student performance because the new paradigm of

learning assumes that all students can and should learn at higher levels, but this should

not be viewed as a constraint because other factors such as race, gender, and sex can
also affect student performance. Joe B. Hansen, Joe B. Hansen, Joe B. Hansen, Joe B.

Hansen, Joe B.

Chapter III

Methodology

Research Design

The descriptive-correlational research design will be chosen for this investigation.

Descriptive research describes what already exists and can aid in the discovery of new

information and meaning. The goal of descriptive research is to observe, describe, and

record characteristics of a situation as it occurs naturally. This entails gathering

information that will be used to create an account or description of individuals, groups,

or circumstances. Questionnaires, interviews (close questions), observation (checklists,

etc.) will be utilized to collect data in descriptive research (Polit & Hungler, 1999). The

purpose of this study will be to determine the association between time management

and academic performance of Grade 12 HUMSS Students of Antipas National High

School during the first semester of the S.Y. 2021-2022. The descriptive and

correlational method was the best choice for this study because it focused on the

relationship between time management and academic performance of the respondents.

Respondents
 The study aims to determine the relationship between the time management and

academic performance of the Grade 12 HUMSS Senior High School Learners. Through this

study, the researchers will able to know what would be the relationship of time management in

their academic performance.

In this study, the respondents were the 200 Grade 12 HUMSS Senior High School

Learners of Antipas National High School enrolled in the school year 2021-2022. The

researchers employed the formula used by Slovin in choosing the respondents. The formula

used by Slovin is quite popular for determining the sample size for a survey research, especially

in undergraduate thesis in education in social sciences, maybe because it is easy to use and the

computation is based almost solely on the population size. However, its misuse is now also a

popular subject of research here in the country and students are usually discourage to use the

formula even though the reason behind are not clear enough to them. Perhaps it would be

helpful if we could know who really is the Slovin and what where the bases of his formula.

Table 1 shows the number of Grade 12 HUMSS learners as the respondents of the

study.

Table 1

Distribution of Respondents according to Grade 12 HUMSS

Senior High School Strand N TOTAL

Erudite 49 49

Gregarious 49 49
 Magnus 50 50

Pioneer 49 49

Virtuoso 47 47

Total 244

Data – Gathering Procedure

This quantitative study used Time Management Questionnaire (TMQ) adopted from Act

Advanced Corporate Training in gathering and collecting data. These instruments obtain

statements that describe on how students manage their time. It is a 25-item rating scale used

to measure the time management skills of student. Few questions were revised for more clarity

and certainty. After which, the questionnaire was pilot tested in Grade 12 HUMSS, the learners

of which possess the same characteristics and nature of the respondents. The pilot test was to

look into the consistency and reliability of every item in the test questionnaire. The reliability of

this instrument is determined by using the Cronbach’s Alpha through Statistical Package for the

Social Sciences (SPSS). This process is yielded a reliability coefficient of 0.816.

The rating scale with corresponding description was utilized:

Scale Description

56-75 high time management skills

36-55 moderate time management skills

25-35 low management skills

 High Time Management Skills means learner manage their time effectively and

excellently that they can accomplished their daily task without procastinating. Moderate Time

Management Skills means learner manage their time moderately and fairly well but sometimes

feel stressful to the task that they involve.

Low Time Management Skills means learner need to work on the things to manage their time

more effectively.

Academic Performance (Mean)

To measure the Academic performance, the researcher used the final General Point

Average (GPA) in the first semester of the respondents. This was validated through the records

gathered from their respective advisers.

The following scale was used to interpret the means obtained:

Grading scale Description

90-100 Outstanding

85-89 Very satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

Below 75 Did Not Meet

Outstanding means learners perform excellently in school and have high academic

performance.

Very satisfactory means learners perform well in dealing with the activities in schools.
Satisfactory means learners have moderate and satisfying performance and lacks a mastery in

some topics discussed.

Fairly Satisfactory means learners perform in school fairly but having some difficulty to

understand the discussion.

Did Not Meet means learners have a poor performance in dealing with the school related

activities.

Statistical Analysis

The statistical tools were classified into descriptive and inferential statistics. For

descriptive statistics, mean and standard deviation was utilized while t-test for independent

sample. For the inferential statistics, the researcher used Pearson’s Product Moment Correlation

Coefficient.

The researcher used the following descriptive statistical tools:

Mean. This descriptive statistic was used to examine the time management skill and

academic performance of learners. The time management skill of the respondents are based on

their scores in the Time Management Questionnaire (TMQ), classified as Always=2, rarely=1,

and Never=1, as a whole and when grouped according to their Academic Strand and Sex.

Standard Deviation. This descriptive statistics was used to identify the homogeneity

and heterogeneity of the scores in the Time Management Questionnaire (TMQ) and as well as

the Grade Point Average (GPA) of the respondents.

The researcher utilized the following statistical tool for independent sample:
 T-test. This independent sample was used to modify and explain the time management

skill and academic performance of the respondents.

For inferential statistics the following tools were utilized:

Person’s Product Moment Correlation Coefficient. This inferential statistics was

used to determine the relationship between time management and academic performance of

the respondents when classified according to Academic Strand and Sex.