“TIME MANAGEMENT AND ASSESSMENT RESULTS OF SENIOR HIGH ABM

STUDENTS”

Members:

Bidan, Justin

Cossid, King Phillipe

Alviola, Alexandra Krystina

Dela pena, Khaye

Pelite, Erich

Escueta, Kirstin

Grade and Section:

Grade 12- ABM B

 CHAPTER 1

INTRODUCTION

Students frequently complain that they don't have enough time to finish all of the work that

has been given to them (Alyami, 2021). ABM students may experience a sense of overwhelm as they

attempt to read all the books and notes they have been assigned, meet their paper deadlines, and take

part in extracurricular activities. They may also feel as though they do not have enough time to

complete all of their work well. Therefore, the primary purpose of the study is to find the correlation

between how ABM students manage their time and their performance levels.

In addition, the study was conducted to examine students' time management behaviors and

identify time management characteristics that affect ABM students' academic progress. Each student

is required to finish and pass their obligations in their courses within a quarter or semester of the

school year. Time management helps students accomplish more in less time and be more productive.

Furthermore, according to Kearns and Gardiner (2007), there are significant and positive results,

outcomes, and lessons for students when it comes to proper time management.

Additionally, Krause & Coates' (2008) study found that creating better study habits and

success techniques for students is measured by their capacity to manage their time effectively.

Moreover, according to Hamid F.A., Kader A., and Eissa M.A. (2015), the ability to effectively

strategize the use of one's time is the cornerstone for the development of beneficial study habits and

time management skills. All in all, each student needs to finish and pass all their requirements in a

curriculum within a fixed time period of either a year or a semester. This study helps us analyze and

understand how students manage their time.

 Savino's (2016) study suggests that time management is also a part of self-management, as

this emphasizes the importance of things to do ordinally, how to fulfill obligations in an effective

manner, when it should be done, and the correct time to do so. This study has been backed up by

Thibodeaux (2017) and Willman (2015), who both argue that this skill is essential to higher

education. In Jenaabadi, Nastiezaie, & Jalalzaei, (2016) study that students having their time planned

out has been associated with low anxiety and the performance levels of the students academically has

also improved. Scherer et al. (2017) found that noncognitive personal behaviors are very effective

predictors of students' academic performance.

Due to bad time management decisions, students may struggle to have their work lined up or

work them efficiently and become more distressed about the deadline and have their work to be

checked. Additionally, the Mckenzie & Grow (2004) and Trueman & Hartley (1996) studies

recommended that having a skill for time management has an impact on how students perform in

their academic tasks and obligations. Students are expected to manage work and life without much

help from the teachers, and while the semester is pressuring the students to pass their work before the

deadlines, this will lead to stress and poor academic consistency. Despite this, there is a factor of time

management within students’ performance, as they have a direct connection.

Time is a staple resource for all students to use, and this will be managed effectively like any

other resource to be used in the most efficient way possible, which is very important for the academic

progress of a student. It is a widely held belief that students with good time management abilities can

continue to do so once they graduate and begin working. According to the study conducted by

Baothman, Aljefri, Agha, and Khan (2018), students are likely to perform poorly and find it difficult

to improve future performance if effective habits such as motivation, metacognition, and self-
regulation are not developed. The area of financial accounting is one that necessitates efficient time

management in both academic and professional settings.

The researchers are looking forward to the acknowledgement of the practical use of time

management because students are likely to perform badly whenever there is a lack of self-regulatory

and disciplinary habits. They may find it challenging to improve their performance in the future

(Baothman, Aljefri, Agha, & Khan, 2018), because a student who has the competency to perform

better applied with time management has the limit to do better in their academics.

Theoretical Framework

The research of Nahar & Arshad (2014) supported a theory proposed by James Edward

Meade (1952). The production function approach (PFA) is frequently utilized to investigate the

productivity correlation between student scores and key variables. We chose this theory because we

wanted to anchor it to our study. The researchers used the PFA to show that students' academic

success has a correlation to time management using the PFA. Time management, student aptitude, the

willingness to do their academic responsibilities and planning are the main reasons for the inputs of

students’ and their academic accomplishment is the outcome.

It is a method that makes it easier to comprehend the causes of growth and to calculate how

much of these causes account for any measured growth rate. Having the skill required to manage the

various learning components is a prerequisite for effective time management, which is strengthened

by motivation and goal orientation, or "planned behavior" (Claessens et al., 2004). Law, Sandnes,

Jian, & Huang, 2009; Martin, 2008; Braxton, Hirschy, & McClendon, 2004; Ind.

In conclusion, there are studies that show a correlation between productivity and how people

manage their time. This study will be further developed in an academically contested environment.
Conceptual Framework

This study will determine how time management really impacts the Senior High ABM

students. Figure 1 depicts the independent variable of the three indicators used in the study of

students' perceptions of social support: how senior high ABM students manage their time, stress, and

motivation.

Independent Variables Dependent Variables

Time management of senior high Students’ Performance

ABM students Levels

● How senior high ABM ● Students

students manage their time

● Assessment Results

● Stress
● Consistency

● Motivation

Figure 1. Conceptual Framework of the Study

Statement of the problem:

This study intends to look into the connection between students' academic performance and

time management.

These attempt to reply to the following questions:

 1) How does having proper time management affect their academic results?

A. Gender/Sex

B. Age

2) How does having proper time management affect their academic results?

3) Is there a correlational relationship between having the skill of time management and the

productivity level of ABM students?

Hypothesis:

In order to provide objective solutions to the questions mentioned in the previous section,

The subsequent null hypothesis was developed:

HO1:

We expect that there is a significant correlation between students' productivity and how their

academic results will be affected.

Significance of the Study

This study will provide information regarding the results of students' assessments of their time

management. The study will show the impact that it has on the dependent variable and may help

extract information about the given study. This would benefit the following:

Teachers.

This study will benefit the teachers, as they won't be as stressed because of the chances that the

students will be able to pass the given tasks on or before the deadline.

Guidance Counselors.

The study will be a help to the guidance counselors, who will not have a hard time providing

academic, personal, or career advice to the senior high school students in cor jesu college who’s skill

in time management hasn’t been polished and that would affect the results of their assessment.

School.

This study will benefit the school because there will be many more student graduates and a higher

GPA average for the school's graduates, which will improve the school's rating.

Adults that play the parental role.

This study will be a benefit to the guardians of senior high ABM students, as they will not get

stressed or pressured by the results of their child’s assessment results when it comes to good time

management.

Future Researchers.
This study, hopefully, will guide future researchers about their upcoming research problems, and they

may find gaps in our study that apply to theirs.

Scope of the Study

The primary goal of this research is to be aware of how many Cor Jesu College ABM senior high

school students are not managing their time properly. The period of time that this study will be

conducted will be from November to December 2022, at the time of the senior high school ABM

students’ exams. This also makes senior high students utilize time management more, as more

difficulties later in the semester will come.

This study will determine how many students are properly managing their time and what the

correlation is between time management and the students' assessment results.

Definition of Terms

The Production Function Approach (PFA) is an approach that makes it easier to comprehend the

factors that contribute to growth and to calculate how much each factor contributes to how the main

variable is growing. This is also a way to estimate how the production process is going and its

productivity in the work.

ABM students are the participants in this study and the center of our research problems; they hold

the most important role in determining the results of the study.

Productivity. The study refers to "productivity" as the act of completing tasks in a way that enables

you to finish your tasks within the time required. It all revolves around finishing an action cycle. The

key to improving your productivity practices is to be aware of your goals and the steps required to

accomplish them.
Academic results. This term is used in the study to describe the academic outcomes that show how

well a student has met their learning objectives. It is an indicator of academic success and is the most

crucial requirement for both individual and social development because it is a measure of intellectual

education.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter of the paper will discuss the variables and the correlation between those variables; this

chapter will significantly make the understanding of the variables better and have constructive

comprehension, related literature will be cited and findings of interconnected studies will be

highlighted in this chapter.

A. Time Management of Senior High School ABM students

Time management is very important in everyday life especially being a student and can be

used for future purposes. Time management is always important and essential for students for their

daily activities (Abban, 2011). Other students may be able to finish some assignments before the

deadline, while most students run out of time for making their assignment that is near the deadline

because of inefficient time management. Efficient time management always results in satisfaction in

everyday life (Mercanlioglu, 2008).

There is a positive impact of time management in the previous studies. This positive impact

was on the student's learning and its related results. Studies have shown that time management has a

good effect. According to research by Kearns & Gardiner (2007), Kelly (2002), McKenzie, Gow, &
Schweitzer (2004), and Krause & Coates (2008), in order to measure the progress of creating

effective study habits and success strategies, a person must be able to successfully manage his time.

The use of time management techniques helped people in organization and in controlling their

activities. (Claessens et al., 2004). There are reports that the ability of pupils to effectively manage

their time could be a great help in accomplishing their tasks. Furthermore, according to Savino

(2016), time management could also be defined as a type of self-management that focuses on what to

do, when to do it, and how to do it more effectively. Additionally, time management has been helpful

to lower students' anxiety levels and achieve higher academic performance (Jenaabadi, Nastiezaie, &

Jalalzaei, 2016).

According to Abdan, time management is extremely important when performing academic

responsibilities. Students must prioritize their everyday obligations and manage their time well

(Abban, 2011). Mostly, students run out of time in accomplishing and completing their tasks. Those

who manage their time effectively just performed well. Effective time management yields

contentment and satisfaction in day-to-day life in every case (Mercanlioglu, 2008); it is a fundamental

administrative and academic distinction between online and traditional education. There were

opportunities for learning in formal schooling that included an explanation of everything (Nieuwoudt

& Brickhill, 2017). This method allows teachers to pose any question in front of the class without

being interrupted or delayed. In contrast to regular pupils, distance learners are not exposed to this

type of academic environment. Additionally, when comparing traditional and online schooling, time

management has a significance, administrative and also has an academic difference. In formal

education, there were learning probabilities that combined a clarification of everything (Nieuwoudt &

Brickhill, 2017). In this method, teachers are in front of the class and are free to ask any question
without delaying it or holding it back. In contrast to traditional students, they could not experience

this kind of academic setting.

One of the secrets to success is effective time management (Pugh & Nathwani, 2017;

Nasrullah & Khan, 2015). It was Frederick Winslow Taylor who introduced the idea of developing

time management. It was used to minimize the waste of time and wasteful labor (Savino, 2016).

Moreover, Khanam conducted an evaluation on the effect of time management on students’ academic

performance. The evaluation placed emphasis on students' short-term as well as long-term planning.

They found out that high achievers are those students with effective time management. On the other

hand, poor performers are those who do not manage their time effectively (Khanam et al., 2017).

There are students who formulate plans and implement them accordingly. Also, whether it is really

the case or simply self-serving bias within students, the academic performance of learners is

correlated with their ability to effectively track and schedule time. (Ling et. al, 2003). Unfortunately,

the majority of the students just perform anything without having a plan.

Khanam et al. (2017) analyzed the effect of time management in students’ academic

achievement. They focus on students' long and short run planning. The study concluded that students

with effective and efficient time management achieve high grades and those who do not manage their

time properly and effectively achieve low grades. Only one third of the students set their plans and

work according to their needs and priorities while the majority of the students do not plan and always

spend their time without organizing a plan.

According to Lay & Schouwenburg (1993), time management can be defined as various and

important behavioral competencies for the arrangement of academic tasks, studies, and course load.

Students that do not possess habitual time management abilities are prone to having trouble with
school, given the restrictions of time spent outside of academics. Within modern times, students may

express dismay of their allotted time frame for finishing all of their tasks to be far too minimal.

However, students are able to pick up methods of coping with academic demands, and empirical data

has shown the connection of effective time management leading to higher accomplishment rates

within school. (McKenzie & Gow, 2004; Trueman & Hartley, 1996).

Possessing proficiency in time management is a primary indicator in decreasing mental

pressures such as stress and anxiety, as well as improved academic performance (Misra & McKean,

2000), and have an effect on stress akin to “buffering” (Kearns & Gardiner, 2007). Despite the

presence of time management and its benefits, an abundance of students still struggle to create ample

time for their personal lives in balance with their studies (Van der Meer et. al, 2010). Moreover,

student workload peaks and troughs are likely to occur due to higher education institutions that do not

provide further institutional support, which tends to leave learners struggling trying to balance their

personal lives and academics. This, in turn, creates conflicts such as increased levels of stress and

abnormal sleeping habits (Hardy, 2003).

A study conducted by Scherer et. al (2017) suggests that non-cognitive personal behaviors—

for instance, a student’s perspective of time—are indicative of academic outcomes due to the inherent

difficulty of planning out student workloads, and may lead to increased stress levels with the

finalization of their grade. Also, whether it is really the case or simply self-serving bias within

students, the academic performance of learners is correlated with their ability to effectively track and

schedule time. (Ling et. al, 2003). Furthermore, the three predominant presumptions of time

management efficiency studies are awareness of time, that which occupies time, and beneficial habits

in a work setting. In addition to this, methods of time management suggest effects of anxiety

reduction in students, although they do not affect clinically diagnosed mental illnesses such as
depression. Discipline within oneself, as well as establishing objectives allow for the basis of

awareness. (Kelly, 2002).

The study of Macan et. al (1990) proposed the idea that the backbone of time management is

students’ perception and discipline of time. In this study, it is also suggested that schedules with

definitive control provide a significant benefit to the balance between work and personal life, a

decreased impression of overworking, as well as comparatively improved and lower levels of stress

than their peers. Overall, Macan et. al (1990) provides insight on concerns regarding time

management, with the workload and specifics of students particularly focused upon.

Kearns & Gardiner, 2007; Kelly, 2002; McKenzie & Gow, 2004) stated that there are

numerous studies that show the benefits of time management and how it positively impacts the

learning capabilities of students. Having the skill in time management also shows a promising

outcome when it comes to results, according to Krause and Coates (2008). Having this ability to be

efficient and effective with the use of their time is the backbone of the students’ ability to be more

successful with this study method and habits. Additionally, if an individual has the ability to manage

their own free time, they are likely to have a greater quality of life, showing the significance and

value of time management even outside of academic grounds. Referring to the last sentence, this also

provides the foundation and explains how to control their activities (Claessens, van Eerde, Rutte, &

Roe, 2004). Lastly, time management has a great connection to an individual's physical health, which

attests to the fact that having a sufficient amount of sleep, exercising, and maintaining a good eating

schedule will result in fewer illnesses and stress among students.

A study conducted by Ponton et al. (2000) stated that learning is all about how much effort

you put in, how consistent your habits are, and the personal techniques or strategies you use to always
take care of your academic obligations and responsibilities, regardless of the complexity of adjusting

time from day to day. On top of that, the demand of having effective time management is knowing

how much effort is needed for numerous activities scattered over multiple days of the year, and this is

improved by motivation and goal-orientation, which leads to learning and being more effective

through this method (Claessens et al., 2004). Moreover, this method is also known as "planned

behavior" (Law et al. 2009), because a substantial amount of subject assignments, quizzes, and

activities are spread throughout the school year, requiring effective time management strategies.

There are indicators that connect to students, such as the drive to be motivated on doing their

obligations, having the discipline to do so, requiring a longer attention span on working, and the

integrity to work despite being faced with hardships given by the school, which challenges the

comfort of the students.

Kelly (2002) has stated that the importance of students or individuals being more mindful of

their activities during the course of the day is usually underestimated or overestimated, depending on

the amount of effort and time required to complete a task. How does someone start a task, have the

focus to do so, and balance all of the activities together? Having the knowledge to create work plans

is a way to pay attention, but students who procrastinate regularly do not have the incentive to make

work plans. The reason is that they are aware that there is an activity but still ignore it because of

proactive coping, and in the end, their inner voices will warn them that they will struggle to start the

task and have difficulty juggling their work accordingly.

Throughout time in the field of research, a study conducted by Pugh & Nathwani (2017) and

Nasrullah & Khan (2015) stated that time management is viewed and has called attention to the key

of success. Furthermore, Frederick Winslow Taylor proposed a method to analyze employee time and
motion studies which includes utilizing time management in an effort to mitigate dilatory time

wastage and gratuitous workload (Savino 2016).

In conclusion, time management will be very important because this component will affect

you later in life. To finalize, many research has shown that having a successful time management has

been seen throughout history and is the way of having great accomplishments.

B. Students’ Performance Levels

A factor of the performance levels of students is their sense of self-efficacy, which is the

belief of competence in oneself to carry out tasks or adapt to their environment (Taştan et. al, 2017).

According to Tamilnadu D (2015) due to the students participation in classes, completion of

homework, and preparation for tests, students generally lead very “hectic and stressful” lives. They

also have their own daily schedules and such, which are essential for striking a balance between their

academic and extracurricular obligations. Finding the time to complete everything at once might be

difficult especially in the trying times they are currently experiencing right now, some are still

adjusting to the new normal that has established by the school because the cases of COVID-19 has

significantly gone down and this lead to full face to face classes until the end of the school year.

A study by Vitasari P, et.al (2010) stated that, Anxiety is one of the major causes that links to

a lack of interest in studying, unsatisfactory work on tests and projects; which this is intertwined with

stress, as the student deal with anxiety of course stress will also play a role on how they perform in

school the students will have to resort using proactive coping which will hinder their progress of

learning and doing their academic responsibilities.

The results found in the study of Vitasari P, et.al (2010) that among the students, there was a

substantial link between high levels of anxiety and poor academic performance; which shows
significant results of the indicators of the dependent variable. According to Ball P, et.al (2018) a

recognized and important predictor of academic achievement is academic anxiety. High levels of

anxiety prevent students from performing to the best of their abilities means the advancements of the

students are hindered. The findings of Ball, P, et.al (2018) stated that academic achievement was

strongly correlated with elements including exam anxiety, academic proficiency, and time

management abilities.

How a student performs is entirely based on the environment and stressors. This includes their

family and the students history of developing an anxiety on how they perform. This was backed up by

the study of Ball, P et.al (2018) that academic performance and stressors were found to positively

relate to social and familial anxiety causes. This study also showed that demographic factors, such as

age and stage, and family history of anxiety can have an impact on academic achievement.

All of the indicators of the dependent variable all circle back to one another as they are all

intertwined to time management and to all of its factors including anxiety and stress and how will the

students stay consistent with their academics; then all of it will boil down to self- efficacy which is

the capacity to do execute a task that will attain a specific achievement.

To further discuss self-efficacy, it is a factor that helps us understand more about how a

student can affect students academic performance. As the claim of Usher and Pajares (2008) this

predicts a students academic achievement throughout any grade level, the main concept about this

factor is the students behavioral patterns that motivates them to attain something like being

academically superior. Quoted by Durden and Ellis. (2002) that "the measurement of the most

important previous academic achievements of students are significant predictors of pupils' future
success, this relates to the idea that the better the prior appearance, the academic performance of the

student in their future endeavors.

(Audenaert et al., 2019; Mishra, 2014; Sharma et al., 2016) Performance management has a

direct impact on employees’ motivation, work engagement, performance, and retention; this method

can apply to the students' self-efficacy in which they will know how to

plan,develop,monitor,review,develop and assess/reward themselves and this can lead to behavioral

development so that they can be more encouraged to do their academic obligations.

C. The Correlation Between the Time Management of Senior High ABM Students and

Students’ Performance Levels

The findings of related literature show strong evidence that time management has a significant

impact on senior high school students and also on how they perform academically. The conclusion of

the independent variables’ related literature was backed up by the study of Alamodi L.A. et al.

(2017), which said that since they did not face any obstacles or difficulties in high school, many

students struggled to manage their time well before enrolling in college. When they started college,

though, everything changed drastically. Being a college student entails having greater responsibilities

and more challenging coursework than in high school. According to Kearns & Gardiner (2007), time

management abilities have been demonstrated to positively affect student learning and outcomes;

according to Krause & Coates (2008), the ability to effectively manage one's time is the cornerstone

of a student's ability to develop successful study habits and methods.

Since all of the students were greatly affected by the COVID-19 lockdown, that also includes

how they managed their time since the pandemic really changed everything, including their mental
state, which encompasses how they deal with their performance anxiety and stress. A study conducted

by Adams R. (2019) stated that although efficient time management is linked to improved academic

achievement and lower levels of anxiety in students, many of them struggle to strike a balance

between their daily lives and their studies, which signifies that the balance greatly shifts the students'

urgency and initiative to do their academic responsibilities.

According to Gerrard et al. (2017), a study has found evidence that links how much students

spend their time to the level of difficulty of the assessments, and this is the most impactful factor of

all. Additionally, with the recent studies that showed students after the COVID-19 pandemic stumped

their growth of learning and developed a psychological problem with the majority of it being

performance anxiety and a lot of proactive coping mechanisms, this could also be a factor that

students will have this setback of managing their time correctly as they have adapted to the lifestyle

they were in; this was backed up by the study of Ren Z. et. al. (2021), in which they assessed the

presence of anxiety and depressive symptoms among Chinese college students following the

reopening of classes, investigated numerous factors affecting students' mental health, and offered

practical school administration advice.

An individual person differs from another because of their different motives and drives, which

can cause them to have varied priorities, including how urgently they will take care of their academic

obligations. A study by Khanam N. et al. (2017) states that. Stress and dissatisfaction in the

classroom happen when academic obligations put pressure on students, causing them to hurry through

assignments, cram for tests, and obtain little sleep as a result of the chaos of their schedules.

With the effects of COVID-19 having a significant impact on the psychological state of the

students, especially adolescents that have adapted to the past they lived in, where education's
presence was very minimal and learning was low to moderate, A study by Oshun G., et al. (2018) The

primary focus of education as a subject of study is education and learning in classrooms. It gives

them the ability to acquire information, talents, attitudes, skills, values, and culture with the aid of

another person, organization, or group of people. Since the focus is not there, the culture, attitude,

skills, and values of being a student that once were not there are not there anymore when the

lockdown has affected us all.

A claim made by Claessens, van Eerde, Rutte, and Roe (2004) and Wang, Kao, Huan, and Wu

(2011) stated that not only can time management be applied inside the academic environment, but it

also has a use outside of a school campus. They claimed that time management is important because

how a person manages their time can increase their quality of life, and this is very significant as it

indicates a student cannot struggle with their academic obligations if they plan and how they plan to

use their time.

Rosella L,A et.al (2017) stated that the word "results" can be used to describe mental and

emotional factors.Learning accomplishments are regarded as the most significant cognitive variable.

Regarding emotional factors, student satisfaction with a course is a crucial result since it affects their

decisions on how they will behave and this will greatly affect their motivation since there is a

probability that students will work harder as the bar is set for them to perform on.

In conclusion, the researchers are looking forward to finding a significant relationship

between the two variables, which are the time management of senior high ABM students and their

performance levels, as the related literature has strong evidence that managing one's time has an

effect on one's way of living; for example how a student is living their everyday lives and the

supporting factors that affect in their everyday lives.

 CHAPTER III

METHODOLOGY

This chapter of the research paper presents the methodology about the study. Therefore, this

chapter involves the research design, the subjects of the study, sampling procedure, measures, how

the course of action of collecting data will go, and the data analysis.

Research Design

This research will make use of correlational research design. According to Hasen M. (n.d) the

link between two or more variables is examined using a correlational research design, a sort of

nonexperimental research design.

In a correlational study, the researcher examines the association between the independent and

dependent variables rather than manipulating or controlling the independent variable. Therefore, the

researchers are going to observe the independent and dependent variables if there is a significant

correlation between the two variables of the study.

Subjects of the Study

There will be eight (8) participants in each class section which must be men and women in the

study, which will approximately be eighty (80) participants all in all. Participants must be enrolled in

Cor Jesu College for the year 2022-2023, particularly senior high school ABM students in any

specialization they are studying in.

Sampling Procedure
 As the researchers gather data more efficiently and effectively, this will be done through

random sampling. The purpose for the random data gathering is that each participant is unique, and

they will play the role of the sample size of their class. This type of data collection will get the

researchers to their goal considerably faster.

Measures

To fulfill the conduct of this study, the instrument used to manage the data collection process

will be through a questionnaire/survey. The researchers will use three (3) instruments for data

collection and these will be questionnaires and a survey which will be divided into the time

management of senior high students and students' performance levels.

(1) The first instrument will be a quick ten (10) item questionnaire titled “Time Management

Questionnaire” made and designed by Van Blerkhom D. (n.d) to measure the respondents'

sufficient ability of managing their time. This 10 point item instrument used a dichotomous

scale (if above 5- then good ; if below 5- then needs improvement) to evaluate the

respondents' management of their time.

(2) The second instrument is a survey which is a continuation for the independent variable

designed and developed by Syed. Z, et. al (2017), this survey will use a five (5) point likert

Scale (Always = 5, Often = 4, Sometimes = 3, Rarely = 2, and Never = 1) to appraise the

respondents management of time which are ordered by good, moderate, and low scores.

(3) The third instrument will be a survey that will assess the students assessments results and their

consistency with their time management/ academic performance, this survey will be customly

made by the researchers of this study and will optimize the five (5) point Likert scale
 (Strongly Agree = 5, Somewhat Agree = 4, Neutral = 3, Somewhat Disagree = 2, Strongly

Disagree = 1).

Data Gathering Procedures:

The methodological procedures that will be used to conduct this correlational research are as follows.

1.) A letter of permission from the research subject teacher to conduct the gathering of

information.

2.) If the letter has been approved, the researchers will prepare a google form questionnaire

survey to gather the information.

3.) The researchers will ask permission from randomly selected respondents from grade 11-12

ABM students to answer the questionnaire/survey, preferably a fixed number of students per

section.

4.) As the COVID-19 protocol is still being followed, the questionnaire/survey will be conducted

using Google Forms, only one of their google accounts will be used and of course the

researchers will not disclose what their choices are in the instruments used.

5.) After the collection of data required from the respondents the researchers will analyze,

translate and interpret the data collected.

Data Analysis

The collected data will be analyzed, translated and interpreted by the researchers who used the

instruments for collection; how the data analysis will be composed are through by (1) categorizing, if

a respondent has qualified the good or needs improvement, (2) standard deviation to assess the
amount of variation or dispersion in data or replies of the respondents, and lastly (3) standard

deviation to measure and analyze the respondents answers who fit in the mean , median, and mode.

The researchers will then translate all the data gathered from the instruments being used and finally

assess the data to find a correlational relationship between the two variables and their indicators in the

study.

REFERENCES:

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Questionnaires and Survey:

Answer "YES" or "NO" to the following questions.

1. _____ Have you estimated how many hours you need to study this semester?
2. _____ Do you tend to complete your assignments on time?

3. _____ Have you estimated how long it takes to read one chapter in each of your textbooks?

4. _____ Do you begin working long-term assignments at the beginning of the semester?

5. _____ Do you make lists of things to do in your head rather than on paper?

6. _____ Do you participate in social activities even when you know you should be studying?

7. _____ Do you schedule time to study for exams?

8. _____ Do you have a job that requires more than 20 hours a week?

9. _____ Do you know exactly what tasks you are going to do when you sit down to study?

10. _____ Do you do the assignments from your favorite class first?

Survey: Always Often Sometimes Rarely Never

I make a list of the things

that I have to do each day.

I make a schedule of the

activities that I have to do

on work days.

I write a set of goals for

myself for each day.

I have a clear idea of what

I want to accomplish

during the next week.

I spend time each day

planning.

I set and honor priorities

I continue unprofitable

routines or activities.

I believe that there is room

for improvement in the

way I manage my time.

I find myself doing things

which interfere with my

college work simply

because I hate to say -No

to people

I find myself doing things

which interfere with my

college work simply

because I hate to say -No

to people

I make constructive use of

time.

The night before a major

assignment is due, I'm still

working on it.

I have a set of goals for the

entire quarter.

I keep my desk clear of

everything other than what

I am currently working on

I review my class notes,

even when a test is not

imminent.

Survey: Strongly Agree Neutral Disagree Strongly

Agree Disagree

I feel I use my time

effectively

I am satisfied with the way

I use my time

I always get assignments

done on time

I accomplish what needs to

be done during the day

I keep up-to-date on my

reading and research

assignments