The Impact of Time Management on the Academic Performance Among Senior High

School Students

Submitted by:

Abdur-Rahman M. Dimapunung

Ajib D. Adam

A Research Paper Submitted to:

Raima M. Balindong

October 2023
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

In the modern world, time is seen as an indefinitely divisible and usable commodity. It

helps to infuse the concept of time through the institution. All the material and human resources

possessed by organizations can be enhanced in the course of time or be transformed as time

goes on; yet the only asset that cannot be changed or purchased or stored is time itself. The

secret to achieving success in life is effectively managing this resource that everyone possesses

equally and paying sufficient emphasis to planning (Macan, Shahani, Dipboye & Phillips,

2000). Though effective and efficient use of time varies with respect to the tasks performed,

the further increase in the level of knowledge and skills expected from modern employees has

further increased the necessity of time planning. The road to success in social life passes

through effective and efficient working which is only possible via time management. The

competitive environment we live in today encourages people from as early as their elementary

education to plan and manage time effectively. The high performance required by competitive

conditions forces organizations and directors to use time effectively and stipulates the search

to control time (Alay & Koçak, 2003).

Time management plays a vital role in improving students' academic performance and

achievements, particularly in terms of their grades. Each and every student should have time

management ability which includes setting goals & priorities, using time management

mechanisms, and being organized in using time. Here, effective time management leads to

better academic outcomes, such as higher grades (Brigitte, Claessens, Eerde, & Rutte, 2005).

These are the few activities performed by today’s university students, which can significantly

impact their academic performance, often measured by their grades. Due to mismanagement of
time, they may fall behind in their studies. This study will help to analyze the positive or

negative impact of time management on students' academic performance, specifically in terms

of their grades. It will also help in making decisions about changes we would like to make to

use our time more effectively (Noftle, Robins & Richard, 2007).

In developing countries where students face numerous challenges during their academic

journey, academic achievement based on grades is a critical aspect that researchers are eager to

investigate. Empirical studies by past researchers have shown that time management practices

have a direct impact on students' academic results, often reflected in their grades. Surprisingly,

despite being aware of this impact, students often overlook the significance of effective time

management in their pursuit of academic excellence (Sevari & Kandy, 2011). At the higher

education level, the study schedule must be properly planned, implemented, and controlled for

better results, including higher grades. Emphasizing time management also helps to develop

cost-effective educational policies, especially at the higher education level (Kaushar, 2013).

The ongoing challenge of limited knowledge regarding time management and its impact

on academic achievements is due to the difficulties and costs associated with data collection.

Acknowledging this fact, the modern education system places particular emphasis on time

management issues by evaluating students' attitudes and behaviors related to time and its

management (Karim, Sevari, Mitra & Kandy, 2015).

Based on the critical importance of effective time management required from students

during their academic journey and its direct link to academic achievements, this research seeks

to explore their ability to manage time effectively and determine how their time management

skills influence their academic achievements, particularly in terms of grades.

Statement of the Problem
This research aims to study how well senior high students at the International Academy

of Marawi manage their time and how it affects their academic performance.

This study will attempt to answer these questions:

1. Do senior high school students at the International Academy of Marawi use effective time

management techniques for their studies?

2. Does the way they manage their time have an impact on their academic performance?

3. Can managing time well help students perform better in school?

4. What makes it difficult for students to use their time wisely?

Statement of the Hypothesis

Ho1: There is no significant relationship between senior high school students managing their

time and their academic performance.

H1: There is significant relationship between senior high school students managing their time

and their academic performance.

Scope and Limitation of the Study

This research is centered on a comprehensive examination of the influence of time

management practices on the academic performance of senior high school students exclusively

within the International Academy of Marawi during the academic year 2023 – 2024. The study

will employ a single, comprehensive questionnaire designed to capture all relevant variables,

including time management practices and academic performance. Data collection and analysis

will specifically pertain to students at the International Academy of Marawi.

 Several limitations should be taken into consideration when interpreting the outcomes

of this research. Firstly, the findings are applicable solely to senior high school students at the

International Academy of Marawi during the specified academic year, and they may not be

broadly generalized to students in other institutions or academic years. Secondly, since the

research relies on a single, comprehensive questionnaire for data collection, there is the

possibility of response bias, and the accuracy of responses depends on the honesty and

selfawareness of the participants. Furthermore, while the research examines relationships

between time management practices and academic performance, it refrains from establishing

causal relationships and does not encompass other potential factors influencing academic

outcomes. The research maintains a specific focus on the impact of time management on

academic performance, excluding the exploration of additional variables that may contribute to

academic success. Lastly, external contextual factors, such as changes in curriculum or school

policies, are not exhaustively investigated within this study. These limitations are essential to

consider when interpreting and applying the research findings.

Theoretical Framework

This study will be anchored in multiple theoretical perspectives to provide a

comprehensive understanding of the impact of time management on the academic performance

of senior high students at the International Academy of Marawi. The theoretical frameworks

that will guide this research include the Self-Regulated Learning Theory, the Theory of Planned

Behavior, and the Academic Stress Model.

The Self-Regulated Learning Theory, as proposed by Zimmerman (1989), posits that

students actively participate in their learning by setting goals, monitoring their progress, and

adjusting their strategies to achieve academic success. According to this theory, learners who

effectively manage their time are more likely to engage in self-regulated learning behaviors,
such as time planning, goal setting, and task prioritization. These behaviors, in turn, lead to

improved academic performance. Time management skills are essential components of

selfregulated learning, as students must allocate their time efficiently to meet their academic

objectives. In the context of this study, time management will be assessed as a key factor

influencing students' ability to engage in self-regulated learning practices, ultimately affecting

their academic outcomes.

The Theory of Planned Behavior, developed by Ajzen (1991), posits that individuals'

intentions to engage in a specific behavior are influenced by their attitudes, subjective norms,

and perceived behavioral control. In the context of this study, students' time management

behaviors are considered planned behaviors. Their intention to manage their time effectively is

influenced by their attitudes toward time management (e.g., recognizing its importance for

academic success), subjective norms (e.g., expectations of teachers, parents, and peers

regarding time management), and perceived behavioral control (e.g., students' confidence in

their ability to manage their time). By examining these factors, the study will explore how

students' intentions to manage their time impact their actual time management behaviors and,

subsequently, their academic performance.

The Academic Stress Model, drawing from Lazarus and Folkman's transactional theory

of stress and coping (1984), suggests that students' time management practices can influence

their perceived academic stress levels. Effective time management may reduce stress by

providing students with a sense of control over their academic tasks and deadlines. Conversely,

poor time management may lead to increased stress due to time pressure, missed deadlines, and

academic overload. This model acknowledges the bidirectional relationship between time

management and academic stress, emphasizing that time management can serve as both a

coping strategy for stress reduction and a source of stress when mismanaged. Understanding
this dynamic is crucial in assessing how time management impacts the overall academic

performance and well-being of senior high students at the International Academy of Marawi.

Conceptual Framework

This study employs a descriptive correlation design to examine the influence of time

management skills on the academic performance of senior high students enrolled at the

International Academy of Marawi. The independent variable in this research is 'Time

Management Skills,' representing the proficiency of senior high students in managing their time
effectively, while the dependent variable is 'Academic Performance,' indicating their scholastic
achievements. We hypothesize a significant correlation between time management skills and
academic performance, with superior time management skills positively affecting academic
success. To visually represent this conceptual framework, please refer to the schematic diagram
below:

Time Management Academic

Practices Performance
Figure 1. Schematic diagram of the conceptual framework

Significance of the Study

A comprehensive understanding of the specific issues surrounding the impact of time

management on the academic performance of senior high school students, particularly in the

context of the International Academy of Marawi during the school year 2023 – 2024, is of

paramount importance. This study delves into the dynamics of how effective time management

may influence students' academic achievements, shedding light on the relationship between

these crucial factors. The significance of this research extends to various key entities:

Educational Institutions. The insights derived from this study hold the potential to guide

educational institutions, including the International Academy of Marawi, in enhancing their

strategies for facilitating time management among students. Schools can use this research as a
foundation for formulating tailored interventions and support mechanisms aimed at optimizing

academic performance.

Academic Policy Development. This research can inform the development of academic

policies and guidelines at different educational levels. Policymakers may leverage these

findings to shape educational practices and student support services, ensuring that they align

with the time management needs of students.

Student Well-being. Effective time management is not only linked to academic success but

also to students' mental health and overall well-being. By understanding the implications of

time management on academic performance, this study indirectly contributes to strategies that

may alleviate stress and anxiety among students.

Educators and Counselors. Teachers and guidance counselors play crucial roles in the lives

of students. The findings from this research offer them valuable insights into the impact of time

management on academic outcomes, enabling them to better support and guide students in

managing their time effectively.

Parents and Peers. Parents and peers are influential in the academic journey of students. This

study underscores the importance of their involvement in helping students develop effective

time management skills, ultimately contributing to improved academic performance.

Future Research. Beyond its immediate implications, this study serves as a cornerstone for

future research endeavors in the domain of time management and academic performance. It

lays the groundwork for further investigations into causation, long-term effects, and

interventions related to time management among students.

Definition of Terms
The terms that will be used in this study are defined conceptually and operationally for

better comprehension.
Time management, as conceptualized by D. A. Macan, is the process of planning and

organizing one's tasks and activities to effectively allocate time to various responsibilities, with

the goal of enhancing productivity and reducing stress (Macan et al., 1990). Operationally, in

this research study, time management refers to the specific practices and behaviors that senior

high school students employ to plan, organize, and allocate their time effectively for academic

and non-academic tasks. This includes activities such as creating schedules, setting priorities,

using time management tools (e.g., calendars, to-do lists), and adhering to deadlines. Time

management skills are assessed through self-reported data collected via a survey questionnaire

that evaluates students' time management techniques and habits.

Academic performance, according to Angela L. Duckworth, is the evaluation of a student's

ability to meet the requirements of their educational courses or programs, including aspects

such as grades, assessments, and overall subject competence (Duckworth & Gross, 2014).

Operationally, in the context of this study, academic performance is quantitatively measured

using specific metrics such as grade point averages (GPAs), scores on standardized tests and

assessments, the completion of assignments within specified deadlines, and students'

selfreported data regarding their engagement in classroom activities. These metrics are

obtained from academic records, official test results, and self-reported information provided by

the students themselves, enabling a comprehensive assessment of their academic achievements

within the study's scope.

Senior high school students, as defined by Mark K. Warford, are learners typically in grades

11 and 12, who are in the final stages of their secondary education, preparing for the transition

to higher education or the workforce (Warford, 2016). Operationally, for the purpose of this

research, senior high school students are defined as students who are currently enrolled in

grades 11 and 12 at the International Academy of Marawi during the academic year 2023 –
2024. The study's focus is specific to this group of students, typically aged between 15 and 18,

who are in the later stages of their secondary education as they prepare for the transition to

higher education or the workforce. Data related to this group will be collected and analyzed to

draw conclusions specific to this target population within the specified scope of the study.

Skills, as described by psychologist Robert J. Sternberg, are acquired abilities, developed

through training or experience, to perform tasks or solve problems with competence (Sternberg,

2003). In the context of this research, skills refer to the specific time management abilities and

competencies possessed by senior high school students, including their capacity to set goals,

prioritize tasks, create schedules, and meet deadlines. These skills are measured through

selfreported data collected using a survey questionnaire that assesses students' time

management practices.

Technique, as defined by educational researcher Charles E. Bonwell, is a systematic method

or approach that is employed to facilitate and enhance learning, often involving strategies,

practices, and tools that engage students in the learning process (Bonwell & Eison, 1991). In

this study, technique refers to the specific strategies and methods that senior high school

students employ to manage their time effectively. Techniques include activities like creating to-

do lists, using digital calendars, setting alarms, and organizing study environments. These

techniques are assessed through self-reported data gathered via a survey questionnaire, which

asks students to describe the time management techniques they utilize.

Academic Success, in the words of educational psychologist Paul R. Pintrich, is the

achievement of educational goals, which encompasses not only grades but also a deep

understanding of the subject matter, self-regulated learning, and effective problem-solving

skills (Pintrich, 2003). In the context of this research, academic success is quantitatively

measured using specific metrics that include grade point averages (GPAs), standardized test
scores, the punctual completion of assignments, and the level of active engagement in

classroom activities. These metrics are obtained from academic records, test results, and

selfreported data from the students themselves, allowing for a comprehensive assessment of

their academic achievements within the study's scope.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which the researcher

considered significant in conducting the study.

Related Literature

In their study, Macan, Shahani, Dipboye, and Phillips (2000) explored the relationship

between time management and academic performance in college students. Their findings

revealed a positive correlation between effective time management and better academic

performance, coupled with reduced stress levels among students.

Brigitte, Claessens, Eerde, and Rutte (2005) conducted a diary study focused on

workrelated time allocation and job performance. While their research was primarily

workplaceoriented, it underscores the importance of efficient time management in achieving

better job performance, a concept that can be applied to high school students for improved

academic performance.

Although not centered on time management, Noftle, Robins, and Richard (2007) delved

into the motivation of high school students and the role of social support. Understanding how

motivation and time management are interconnected can provide insights into how time

management practices impact motivation and, consequently, academic performance.

 Denlinger (2009) investigated the relationship between time management behaviors and

academic performance in college students. While the context differs, the study's insights can be

valuable in understanding how high school students' time management practices affect their

academic outcomes.

Sevari and Kandy (2011) specifically examined the impact of time management on

students' academic achievement, aligning with the central theme of your research. Their study

likely offers valuable insights into the relationship you aim to investigate.

Kaushar (2013) explored the practical aspects of time management for academic

success. This source may offer strategies and recommendations that high school students can

apply to enhance their time management skills and, in turn, boost their academic performance.

In their research, Karim, Sevari, Mitra, and Kandy (2015) studied the impact of time

management on students' academic performance. Their findings could provide substantial

insights into how time management practices relate to academic success among high school

students.

Related Studies

Local Studies

In the context of the Philippines and the specific environment of senior high school

education, several local studies have explored the connection between time management and

academic performance among high school students. These studies contribute valuable insights

into the unique challenges and dynamics faced by Filipino students.

In 2021, Emerson D. Peteros and colleagues, in their study titled “Understanding the Effects

of Time Management and Self-Efficacy on Math Performance among High School Students

Working Part-Time in Cebu, Philippines” explored the educational challenges faced by Filipino
high school students due to poverty, which often compels them to seek part-time employment

while pursuing their basic education. The research was specifically conducted in Toledo City,

Cebu, where they examined 31 public high school students working part-time to investigate

potential links between time management, self-efficacy, and academic performance, with a

focus on math performance. Utilizing a survey questionnaire, the study found that these

students performed satisfactorily in math, demonstrating moderate time management skills and

moderate self-efficacy in the subject. While the study did not identify a significant relationship

between time management and math performance, it did reveal a significant weak positive

correlation between self-efficacy and math performance. Consequently, the research suggests

that educators should consider developing programs aimed at enhancing students' self-efficacy

and time management skills. It also proposes the integration of time management skills into the

curriculum to foster positive student outcomes. From a theoretical perspective, the study

suggests that once these competencies are learned and practiced, students are better equipped

to effectively manage their life goals and objectives.

In parallel to the study by Mannie Lloyd Astudillo, Roselle Martos, Thea Mae Reese, Karen

Joyce Umpad, and Angelica Dela Fuente conducted in 2019, titled “The Effects of Time

Management among Working Students of Selected Grade 12 General Academic Strand of

Senior High School in Bestlink College of the Philippines” the researchers aimed to investigate

the consequences of time management on the lives of working students, particularly those

enrolled in Grade 12 General Academic Strand (GAS). Working students often face the

challenge of balancing their academic responsibilities with their work commitments, frequently

due to financial reasons. The study employed a descriptive design, utilizing a purposively

selected sample of fifty (50) Grade 12 GAS working students who completed a survey

questionnaire. The research sought to assess the impact of time management on students'

financial situation, academic performance, and overall health. Drawing on Maslow's theory,
which posits that effective time management plays a pivotal role in helping individuals achieve

higher levels of fulfillment and well-being, the study examined the data qualitatively. The

findings indicated that working students experienced the effects of time management on

various aspects of their lives. Many respondents reported that their cognitive functioning was

compromised as they juggled work and school responsibilities concurrently, impacting their

academic performance. Financially, they needed to allocate their resources judiciously to meet

daily expenses. In response to these findings, the researchers recommended that working

students prioritize their tasks, focus on essentials, and allocate their time wisely between work

and study to manage their time effectively.

Foreign Studies

In tandem with local research, foreign studies have examined the interplay between time

management and academic performance among high school students across different countries.

These international studies contribute a global perspective and enrich the understanding of this

critical issue.

Richelle V. Adams and Erik Blair’s (2019) study entitled “Impact of Time Management

Behaviors on Undergraduate Engineering Students’ Performance” delves into the crucial

connection between time management behaviors and academic performance, highlighting the

potential reduction in students' anxiety levels and enhancement of their academic achievements

through effective time management. The study focuses on self-reported time management

behaviors among undergraduate engineering students, employing the Time Management

Behavior Scale to gather data. Various analytical techniques, including correlation analysis,

regression analysis, and model reduction, are used to ascertain the specific time management

behaviors associated with higher grades within the program. Furthermore, the study

investigates whether students who identify with particular time management behaviors
demonstrate improved performance. The findings demonstrate a significant correlation

between students' perceived control of time and cumulative grade point average, emphasizing

the significance of this factor in academic success. Additionally, the research reveals that time

management behaviors do not significantly differ across variables such as gender, age, entry

qualification, and time spent in the program, providing valuable insights into the universality

of these behaviors among undergraduate engineering students.

Similarly, in their research study by Ekaterine Gulua and Natalia Kharadze (2022) titled

“Impact of Time Management on Personal Development of Master’s Degree Students” aimed

at investigating the influence of time management on the personal development of Master’s

degree students. The study underscores the significance of time management during juvenile

age in shaping personal development, which has far-reaching implications throughout one's

life. The research focuses on the rationale behind the development of Master's degree students

and the appropriateness of time allocation in alignment with their set goals, utilizing an analysis

of Master's degree students' time budgets. It highlights the pivotal role of striking a

wellbalanced distribution of time among various aspects of personal development,

encompassing physical, spiritual, vocational, social, mental, and emotional domains. The study

emphasizes that the even development of an individual across these areas has a substantial

impact on their physical and mental health, as well as their overall working capacity. The

research, conducted on 523 Master's degree students at Georgian State University in both urban

and regional settings, delves into the perceptions and practices of these students in managing

their personal development. The investigation scrutinizes time management characteristics to

gauge the extent to which students can control their development and maintain balance in their

lives. It explores their ability to comprehend and plan short-term and long-term goals, and it

examines how they allocate their time across various activities, including work, study, leisure,

sports, cultural and spiritual pursuits, as well as short-term and long-term plans. The study
provides crucial insights into students' time utilization, nutrition routines, sleeping schedules,

and the potential areas where they lose time inefficiently during the day. The conclusions and

future recommendations arising from this research offer valuable insights not only for specific

groups of individuals but also have broader implications for systems governing various spheres,

particularly in education and labor.

In parallel to the study by Macan, Shahani, Dipboye, and Phillips (1990) titled “College

Students' Time Management: Correlations with Academic Performance and Stress” the authors

delved into the relationship between college students' time management behaviors and their

academic performance and stress levels. The study aimed to investigate the potential role of

time management as a coping strategy for students facing the stress of academic life. The

research involved 165 students who completed a questionnaire assessing their time

management behaviors, attitudes, perceived stress, and self-perceptions of performance and

grade point average (GPA). The study uncovered two significant findings. Firstly, the Time

Management Behavior Scale was shown to consist of four relatively independent factors, with

Perceived Control of Time being the most predictive. Students who felt they had control over

their time reported significantly higher evaluations of their performance, increased work and

life satisfaction, reduced role ambiguity, lower role overload, and experienced fewer

jobinduced and somatic tensions. These findings align with established time management

theories and advice, such as that of Schuler (1979), while also revealing the intricate nature of

time management dynamics beyond previous understanding.

Concurrently, Anand, Vivek (2007) conducted a study titled “A study of time management:

The correlation between video game usage and academic performance markers.” This research

aimed to investigate the relationship between video game usage and academic performance,

using Scholastic Aptitude Test (SAT) and grade-point average (GPA) scores as indicators of
students' scholastic achievements. The study revealed a negative correlation between the time

students spent playing video games and their GPA and SAT scores. As video game usage

increased, both GPA and SAT scores decreased. Statistical analysis, specifically a chi-squared

analysis, was employed to evaluate the relationship. The results indicated statistical

significance, with a p-value for video game usage and GPA falling between 0.005 and 0.01,

suggesting a strong correlation. A similar significant correlation was found between SAT scores

and video game usage, with a p-value ranging from 0.01 to 0.05. Notably, the study did not

find significant chi-squared results when comparing time spent studying and an individual's

SAT score. Although this research highlights the statistical dependence between video game

usage and academic performance, it acknowledges the complexity of establishing causation

due to the multifaceted nature of academic life and the cumulative effects of video game usage.

The findings suggest that video games may have a detrimental impact on GPA and, to some

extent, SAT scores, but definitive causation remains elusive due to the intricate relationship

between academic performance and various factors, including individual characteristics and

habits.

Likewise, Macan (1994) conducted a study titled “Time Management: Test of a Process Mode”

with the objective of investigating the relationship between time management behaviors and

job performance, job satisfaction, and job tensions. The research addressed a gap in the

literature by proposing and testing a process model of time management. The study involved

353 employees from various job roles who completed multiple scales, and their supervisors

provided performance ratings. Analysis of the path coefficients within the model indicated that

engaging in certain time management behaviors might have a positive impact on reducing job

tensions and enhancing job satisfaction, although no significant influence on job performance

was observed. This research contradicted the prevalent claims in popular literature that time

management training is effective.

 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter outlines the research methodology adopted to conduct the study on the

impact of time management on the academic performance of senior high school students at the

International Academy of Marawi during the academic year 2023 – 2024. The methodology

section provides a detailed description of the research design, data collection methods,

sampling techniques, and data analysis procedures.

Research Design

The research employs a descriptive-correlational research design. This design is chosen

because it allows for the examination of relationships and associations between variables. It

facilitates the investigation of how time management practices (independent variable) relate to

academic performance (dependent variable) among senior high school students. By employing

this design, the study aims to understand the extent to which time management impacts

academic performance and identify any significant correlations.

Locale of the Study

The study was conducted at the International Academy of Marawi, a senior high school

institution located in Marawi City, Lanao del sur, Philippines. The International Academy of

Marawi is an educational institution known for its commitment to providing high-quality

education to senior high school students. For the purpose of this research, the study focused on

senior high school students who were enrolled at the institution during the academic year 2023

– 2024.

This specific educational setting was chosen because it represents a sample of the broader

senior high school student population in the Philippines. The choice of this locale allowed for
a focused investigation into the impact of time management on academic performance within

the unique academic environment of the International Academy of Marawi.

Figure 2. Location of Cadayonan 2, International Academy of Marawi (IAM)

Research Sample

The research sample for this study will consist of senior high school students currently enrolled

at the International Academy of Marawi (IAM) for the academic year 2023-2024. To ensure a

comprehensive representation, the sample will be drawn from various academic strands and

year levels within IAM. The selection of participants will follow a stratified sampling

procedure, allowing for the subdivision of the sample based on these strata. The determination

of the total number of respondents will adhere to Sloven's Formula, ensuring statistical
reliability and representativeness. The sampling method will be purposive-convenience,

targeting students who have experienced the academic environment and specific time

management practices under investigation during the specified academic year. This approach

aims to capture a diverse range of perspectives and experiences related to time management

and its impact on academic performance among senior high students at IAM, contributing

valuable insights to the research objectives.

Respondents of the Study

The respondents for this research consist of senior high school students currently

enrolled at the International Academy of Marawi during the academic year 2023 – 2024. The

selection criteria encompass students in grades 11 and 12, ensuring an age range typically

between 15 and 18 years. The respondents will represent a diverse cross-section of the school's

population, including both male and female students from various academic strands and

courses. While socioeconomic background will be noted, it is not the primary focus of the

study.

Research Instruments

The research instrument selected for this is the "Time Management Behavior Scale

(Macan et al., 1990)." This scale has been widely used to assess individuals' time management

behaviors and their perceived impact on various aspects of life. The instrument consists of a

series of questions designed to measure respondents' attitudes, habits, and perceptions related

to time management.

The questionnaire begins with demographic questions, including age, gender, and

academic level. Following these, the instrument incorporates the Likert scale questions derived

from the Time Management Behavior Scale by Macan et al., 1990. Participants will rate their
agreement with statements related to effective time management and its influence on

productivity, stress levels, goal setting, and the use of specific tools or techniques.

In addition to the Likert scale questions, the research instrument includes qualitative

inquiries aimed at exploring participants' subjective experiences and perceptions of time

management. The open-ended questions seek to gather detailed insights into specific obstacles

faced by respondents, the impact of time management on job satisfaction and well-being, and

the strategies or improvements they are considering for enhancing time management skills.

The combination of quantitative Likert scale items and qualitative open-ended

questions provides a holistic approach to understanding the participants' time management

behaviors. While Likert scale responses offer quantifiable data for statistical analysis, the open-

ended questions allow participants to express nuanced perspectives and contribute qualitative

richness to the study.

Data Gathering Procedure

The following procedure outlines how data is collected for this research:

1. The initial phase involves conducting a pre-test of the research instruments at the

International Academy of Marawi. This step is crucial for validating and ensuring the

reliability of the instruments within the unique academic environment of the school.

Content analysis of responses from senior high school students will guide potential

revisions to optimize instrument effectiveness.

2. Following the pre-testing phase , the research instruments will undergo necessary revisions

to tailor them to the specific context of time management and academic performance. The

finalized instruments will be prepared for administration to selected senior high school

students.
3. Before distributing questionnaires, the researcher will provide a focused and detailed

explanation of the research study to senior high school students. Informed consent forms

will be distributed, and students will be made aware of their rights within the scope of the

study.

4. The finalized research instruments will be distributed to senior high students who meet the

specified criteria for participation. Questionnaires will be collected after students have

completed them, ensuring the collection of comprehensive and relevant data.

5. Following the data collection phase, a debriefing session will be conducted. This session

will emphasize the confidentiality of the study, and respondents will be assured that the

collected data will be used exclusively for research purposes. Any additional information

relevant to IAM's specific context will be communicated during this session.

Method of Data Analysis

Data collected in the study will be meticulously analyzed to draw meaningful

conclusions. The analysis involves descriptive statistics for presenting and summarizing the

main findings, including measures of central tendency and variability. Correlation analysis will

be employed to identify relationships between time management behaviors and academic

performance, while regression analysis will help understand the extent to which time

management behaviors predict academic performance. Statistical software, such as Excel, will

be utilized to manage and analyze the data efficiently.

Ethical Considerations

Before participating in the research, participants are informed of the research's purpose,

and their consent is obtained. The research adheres to strict ethical standards, ensuring

confidentiality and privacy for all participants. Their identities are kept anonymous in any

research-related materials. Participants are informed of their right to withdraw from the study
at any point if they are uncomfortable, without any adverse consequences. Ethical

considerations also include data security and responsible handling of academic records, which

are accessed with permission and treated with utmost confidentiality.

References:

1. Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (2000). College students' time

management: Correlations with academic performance and stress. Journal of Educational

Psychology, 92(2), 405-415.

2. Alay, I., & Koçak, A. (2003). A research on time management of employees at a public

institution in Turkey. Total Quality Management & Business Excellence, 14(9), 1067-1077.

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 Time Management Behavior Scale Questionnaire

Demographic Information:

Name(Optional): ____________________ Academic Level: ( ) Senior High School

Age: ________ Gender: ( ) Male ( ) Female

Likert Scale Questions:

Please indicate your agreement with the following statements on a scale of 1 to 5, where 1 is
"Almost Never" and 5 is " Almost Always "
Almost Occasionally Sometimes Fairly Almost
Never Often Always

To what extent do you feel that

effective time management
positively influences your daily
productivity?

Have you experienced a decrease

in stress levels when employing
efficient time management
practices?
Do you encounter specific
obstacles, such as procrastination
or lack of prioritization, when
attempting to manage your time
effectively?
Are you consistent in setting clear
goals and priorities for your tasks
on a daily or weekly basis?
In your opinion, does successful
time management contribute
significantly to job satisfaction
and overall well-being?
 Are there specific tools or
techniques, such as calendars or
productivity apps, that you find
helpful in managing your time?
Do interruptions, distractions, or
procrastination regularly disrupt
your planned schedule?
Can you identify specific time-
wasting activities that may be
hindering your productivity on a
weekly basis?
Do you believe your current time
management practices positively
impact your professional and
personal relationships?
Are there particular strategies or
improvements you are
considering to enhance your time
management skills for a more
positive impact on your daily life?

Additional Questions (Open-ended):

14. Please share any specific challenges you face in managing your time effectively.
15. How do you perceive the connection between time management and your academic
performance?
16. What role do external factors (e.g., family, environment) play in influencing your time
management practices?
17. Are there any unique strategies you employ to overcome time management challenges?
18. How do you envision improving your time management skills in the future?
19. Is there anything else you would like to share regarding your experiences with time
management?
20. Additional Comments: [Open text field for participants to provide any further insights or
comments]