Revised Time Management and Academic Performance Fabiana

Liceo de Cagayan University College of Rehabilitation Sciences
TIME MANAGEMENT AND ACADEMIC PERFORMANCE OF ALLIED HEALTH
STUDENTS
TIME MANAGEMENT AND ACADEMIC PERFORMANCE OF ALLIED HEALTH
STUDENTS
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A Thesis Presented to the
Faculty of the College of Rehabilitation Sciences
Liceo de Cagayan University
Cagayan de Oro City
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In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Occupational Therapy
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JAMES CID L. FABIANA
JUNE 2023
APPROVAL SHEET
This thesis entitled, “Time Management and Academic Performance of Allied Health
Students”, in partial fulfillment of the requirements for the degree Bachelor of Science in
Occupational Therapy by James Cid L. Fabiaña has been examined, accepted and
recommended to proceed and accomplish the tasks in Research 2.
DICK HERLY R. CARSKIT, DM, PTRP
Adviser
PANEL OF EXAMINERS
APPROVED in partial fullfillment of the requirements for the degree of Bachelor of Science
in Occupational Therapy by the Panel of Examiners with a grade of
NICOLYNE B. MONSANTO, PTRP, DM

Chairman
CYMONEL VAUGHAN M. MANLEGRO, OTRP

Member
ALEXIS MIGUEL R. RIVERA, PTRP

Member
Accepted and approved in partial fulfillment of the requirements for the Degree of
Bachelor of Science in Occupational Therapy.

Date of Proposal Defense: June 24, 2022 .
DICK HERLY R. CARSKIT, DM, PTRP

Dean, College of Rehabilitation Sciences
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
Chapter
1 THE PROBLEM AND ITS SCOPE
Introduction 1
Theoretical and Conceptual Framework 2
Statement of the Problem 4
Hypothesis 5
Scope and Delimitations of the Study 5
Significance of the Study 6
Definition of Terms 7
2 REVIEW OF RELATED LITERATURE AND STUDIES
Foreign and Local Literature and Studies 8
3 METHODS
Research Setting 13
Research Design 14
Respondents and Sampling Procedure 14
Research Instruments 16
Validity and Reliability of the Instruments 18
Data Gathering Procedure 19
Statistical Technique 19
4 PRESENTATION, ANAYLSIS AND INTERPRETATION 22
5 SUMMARY OF FINDINGS 34
Summary of Findings 37
Conclusion 39
Recommendations 41
REFERENCES 45
APPENDICES
A. Letter of Consent to the Participants 50
B. Approval Letter to the Dean 56
C. Letter of Consent to the Research Ethics Board 58
D. Sample Questionnaire 59
E. Reliability Testing 63
F. Curriculum Vitae 68
Liceo de Cagayan University College of Rehabilitation Sciences 1
Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
COVID-19, which has been labeled a pandemic since 2020, has posed a huge threat
to people all over the world. It has an impact on many aspects of human existence, including
economics, health, education, and so on. Many countries including the Philippines have
closed their schools and institutions due to the COVID-19 pandemic, and the only option is
to employ an online class system. This situation has an impact on the students' lives. They
must adjust to the new schedules and communication methods which affect their time
management (Demuyakor, 2020).
Time plays an important role in an organization, sustainability, and development of
human life. Time management is a set of behaviors aimed at making the most efficient use of
time while executing specific goal-oriented tasks (Mumford, 2015). Time management is a
significant challenge for college students in both their academic and social lives. Students
who can effectively manage their time can boost their efficiency while also reducing stress,
but poor time management leads to stress and poor academic performance. (Gupta, 2018;
Amin, 2019).
Flexible learning is a great learning system for HEIs to meet students’ diverse needs
and preferences where HEIs can benefit from this modality, whether students are ready or not
to take the challenges of this online learning approach. Instructors, learners, and institutions
all play a role in flexible learning, but even the family members are important element to be
included in this kind of learning process because of their participation and support in the
social environment where the learning takes place at home. The words “flexible learning”
and “e-learning” are sometimes used interchangeably. As a result, rather than being rigid,
teaching and learning can be adaptable to promote simple, engaged, and successful learning.
Thus, this study aims to identify the effects of time management skills on the academic
performance of the paramedical students enrolled in 1st semester class in Liceo de Cagayan
University. This study will benefit the faculty of allied medical courses, specifically in the
departments of CRS, BMLS, and BSN, to identify their student's time management skills and
the effect on their GWA.
The researcher chose this study because it is timely and relevant issue, in addition, it
would be a great help to the students and college instructors to encourage them to continue
learning amidst this pandemic. The researcher is conducting this research to focus on the
effects of balancing time on the academic performance among allied health students in Liceo
de Cagayan University during 1st semester class.
Theoretical and Conceptual Framework
This study is anchored by ABC System Theory. This theory proposes that in order to
make better use of one’s time, one must first prioritize the things that must be completed.
This theory is essential to the study as it explains how prioritization is important in achieving
good time management skills.

The study is also anchored by Goal Setting Theory of Time Management. This theory
suggests that goals help a person focus and work toward accomplishing the things that matter
to him/her. Locke's goal-setting approach can help people manage their time more
successfully. This theory assumes that if a person has clear and defined goals and objectives,
they will be more motivated to achieve them. According to this belief, only clear
expectations may lead to great performance (Pynes 2008, p.155). This theory is essential to
the study as it suggests that time management is determined by the students’ goals and
objectives, thus if a student knows his/her priorities he/she will be able to effectively manage
his/her time.
Although students attend online classes and they may not personally meet their
classmates, they are still required to work in groups. Thus, Time Management Windows
Principles Theory is essential to the study as it suggests that in many workplaces, people are
needed to collaborate with others in order to achieve our objectives. While working with
others might increase productivity, it can also make it more difficult to manage our own time
(Butler & Hope 2007).
This is especially true in a group context, when conflicts among or among group
members can result in lower production and lost time. According to Harris (2008), the Johari
Window, created by Joseph Lufh and Harry Ingham, can be a useful time management tool.
The Johari window is a communication approach that facilitates open self-expression as well
as peer evaluation, which can help people gain trust and confidence (Harris 2008, p.18). This
will eliminate any chance for disagreement and allow the group to focus on their job.
Schematic Diagram
Independent Variables Dependent Variable
Demographic
Profile
A. Age
B. Sex
C. Course
D. Year Level Academic
Performance
Time Management
1. Priority
2. Planning
3. Satisfaction
Figure 1. Shows the relationship between the independent and dependent variables.
Statement of the Problem
This study would like to determine the relationship between time management and
the academic performance of the allied health students at Liceo de Cagayan University.
Specifically, this study aims to answer the following questions?
1. What is the demographic profile of the allied health students at Liceo de Cagayan
University in terms of:
1.1 Age,
1.2 Sex,
1.3 Course, and
1.4 Year Level?
2. What is the time management of allied health students at Liceo de Cagayan
University in terms of priority, planning, and satisfaction?
3. What is the academic performance of the allied health students at Liceo de
Cagayan University?
4. Is there a significant relationship between academic performance and the time
management of the allied health students at Liceo de Cagayan University?
Hypothesis
Ho: There is no significant relationship between academic performance and time
management of the allied health students at Liceo de Cagayan University?
Scope and Delimitations of the Study
This study includes and delimits to determining the demographic profile of the allied
health students in terms of age, sex, course, and year level; the time management of allied
health students in terms of priority, planning, and satisfaction; and the academic performance
of the allied health students who were taking remote online classes at Liceo de Cagayan
University during the first semester of Academic Year 2022-2023. Further, the respondents
were delimited to the medical laboratory science, nursing, and rehabilitation sciences
students of the Paseo del Rio Campus.

Significance of the Study
This study aims to determine the relationship between academic performance and
time management of allied health student at Liceo de Cagayan University.
Specifically, this study will be beneficial to the following:
Administrators. This study may help the administrators in evaluating the efficiency
of remote online learning by providing them knowledge regarding how students manage their
time during classes.
Paramedical Course. This study will also afford the paramedical department to
know the time management skills of the students and implement time management strategies
for effective learning.
Instructors. This study may benefit the instructors by informing them about the time
management skills of the students which affect the students' late handling of tasks.
Students. This study will encourage them to apply efficient time management
strategies in order for them to achieve better performance in class.
Parents. Results could help benefit the parents by providing them knowledge
regarding the time management skill of their sons/daughters. This will help them provide a
better learning environment to their sons/daughters
Future Researchers. Researchers may find the results useful as they may further
explore the factors which result in poor time management skills of the students during remote
online learning.
Definition of Terms
The following terms are defined on how it will be used in this study:
Balancing Time. It refers to the equal time allocated to both work and off work
activities by an individual.
Flexible Learning. It refers to the state of being in which learning, and teaching is
increasingly freed from the limitations of the time, place, and pace of study.
Planning. It refers to the process of making plans for something in relation to
academics.
Priority. It refers to the fact or condition of being regarded or treated as more
important.
Remote Online Learning. It refers to the process of teaching and learning performed
at a distance.
Satisfaction. It refers to the fulfillment of one's wishes, expectations, or needs, or the
pleasure derived from this.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter discusses the related studies and literatures about the effects of balancing
time on the academic performance among allied health students in the said campus. It is
important to have this review of related literature to fully understand and to gather insights
about the topic of this research.
As this pandemic hits the land, education is no exemption. The lockdowns imposed
by the Philippine government in response to this gigantic educational crisis have resulted in
the closure of some schools around the country. Commission on Higher Education (CHEd)
advised higher education institutions (HEIs) to push through with "accessible flexible
learning and other alternatives in lieu of the face-to-face conventional setting of learning"
(Commission on Higher Education, 2020).
Priority
Argue that an activity is not inherently authentic, but authentic in relation to some
other activity. The level and nature of authenticity presented to learners will depend upon
many factors. Some situations may require a high level of sensory fidelity in their
representation so that practical skills may be developed (Li., 2021).
In this situation, learning environments that are based on real-world scenarios are
essential. As a result, real learning is considered a type of cognitive apprenticeship. In
keeping with the common elements seen in these definitions, genuine learning is a learning
approach that is carried out using real-world challenges, circumstances, or contexts in which
students are made engaged. The setting, situations, and responsibilities of students and
teachers all play a part in this method (Nazan Karakaş-Özür1 Ozur & Duman, 2019).
In this study, student autonomy refers to their independence and drive to learn
(Abuhassna et al., 2020). The learner is the motivation of the way toward learning, along
with their expectations and requirements, thinking about everyone as a unique individual and
hence investigating their own capacities and possibilities. (Tilfarlioglu & Ciftci, 2011)
they argue in favor of the premise that learner autonomy boosts motivation to study and so it
increases learning effectiveness. This affects their academic success indirectly. If a learner
does not accept his/her learning responsibilities, they will be unwilling to learn and so they
will be unsuccessful during their learning life. It can be claimed that student are the authors
of their own education universe. Autonomous learners are those who can take command of
their learning act freely, to make judgments about what to study (Merawati, 2016).
According to research on autonomy support, the bulk of which has been undertaken in
secondary schools, learners are more likely to develop autonomy in educational settings
when autonomy support is provided by teachers using pro-autonomy pedagogy (Borg &
Alshumaimeri, 2019).
Virtual classrooms are appealing because they make participation simple. Students’
desire to participate in a mixed learning environment, either asynchronously or
synchronously, is one of the many adaptable elements of cyber learning. From blogs to
mailing lists to course management systems like Blackboard, online education can take many
different shapes (Mohammad et al., 2020).

Planning
According to Gogoi, D. (2022), a study plan is helpful at times like these. Having a
study plan is one important feature that helps in an excellent organization as well as creating
a sense of accountability in the students learning the process. Remember planning is
essential to succeed in all areas of activities. A study plan isn’t the only timetable. A study
plan is more comprehensive than timetable because it defines a methodology to deal with the
preparation, planning, and problems faced in each subject by an individual. A goal should be
set, items should be prioritized, and an effective study plan should be drawn. This should be
based on the following analytical approach: (1) How many free hours are available? (2) How
to prepare and procure the course material? (3) How much time should be dedicated to each
and every subject in view of the individual requirement? (4) How to create an environment
conducive for a fruitful study? For example, one can switch off the mobile phone for a
designated period.
Planning
Several studies have been conducted to measure the level of student satisfaction in
traditional and online environments. Dziuban, Wang, and Cook (2004) concluded that
students were more likely to evaluate courses and instructors with satisfactory ratings if they
believed their professors communicated effectively, facilitated or encouraged their learning,
organized the course effectively, showed interest in students’ learning and progress,
demonstrated respect for students, and evaluated students’ work accurately. Marsh and
Roche (1997) developed a complex model for defining student perceptions of satisfaction in
terms of several factors: learning value, instructor enthusiasm, rapport, organization,
interaction, coverage, and assessment. Another study found that students who participated in
cohorts with other colleagues and received detailed feedback from and interaction with
faculty reported satisfaction with their learning experiences (Shea, Fredericksen, Pickett, &
Pelz, 2003). Bangert (2006) identified four factors related to student satisfaction in online
courses, including: student and faculty interaction and communication, amount of time on
task, active and engaged learning, and cooperation among classmates. Another study
compared students’ perceptions of a sense of community and teacher presence with
asynchronous audio feedback in online courses (Ice et al., 2007). They contrasted their
results based upon students who received text-based feedback rather than audio feedback.
Students reported higher satisfaction with embedded asynchronous audio feedback rather
than text only feedback (Ice et al., 2007). Students found that audio feedback was more
effective because the nuance of the communication was clearer, their professors seemed to
care more about them, and they were three times more likely to apply the content or
suggested changes of this type of feedback (Ice et al., 2007).
Course structure and organization include the development and design of the course
resources, curriculum, instructional strategies and methodologies, course schedule, and
overall planning of a course before, during, and after a course is taught (Garrison, Anderson,
& Archer, 2000). Also known as instructional management, course development should
establish the “explicit and implicit structural parameters and organizational guidelines” of the
course (Garrison et al., 2000, p. 101). Instructors provide details about course expectations
for assignments, due dates, guidelines, assessment rubrics, and resources in order to facilitate
students’ academic success and sustained learning (Author, 2015a).
Similarly, Richardson and Swan (2003) concluded that students with high overall
perceptions of social presence scored high in terms of perceived learning and perceived
satisfaction with the instructor. They suggested that it is important to focus on the interaction
that takes place between students and instructors. Thus, active learning and student
engagement is imperative for increased student learning and ultimately retention. According
to Swan (2001), clarity of design, interaction with instructors, and active discussion among
course participants significantly influenced students’ satisfaction and perceived learning.
While there have been many studies about student engagement in online learning
environments, Kuh and his colleagues described student self-reported learning gains,
improved social skills, and greater engagement in the learning process (Hu & Kuh, 2001;
Kuh & Hu, 2001; Kuh & Vesper, 2001). Chen, Lambert, and Guidy (2010) further explored
the effects of student engagement based upon the items on the National Survey of Student
Engagement (NSSE) instrument (2008). As students are expected to work more
collaboratively with classmates, students’ perception of their engagement in their learning
and participation in courses increased (Duderstadt, Atkins, & Hoeweling, 2002; Thurmond &
Wambach, 2004).
Chapter 3
METHODS
This chapter presents and describes the research setting, design, respondents and
sampling procedure, research instruments, validity and reliability of instrument, and data
gathering procedure.
Research Setting
The study was conducted in the premises of Liceo de Cagayan University-Paseo del
Rio Campus located at Macasandig, Cagayan de Oro City.
Fig 3. Location of Liceo de Cagayan University – Paseo del Rio Campus

Research Design
Descriptive research design was used in this study to describe and obtain information
concerning relationship of time management on the academic performance. The use of
descriptive research design in this study aligns with previous research that has explored the
relationship between time management and academic performance. An example of research
conducted by Brown and Ryan (2003) utilized a descriptive research design to explore the
correlation between time management behaviors and academic achievement in college
students. The study revealed a positive connection between effective time management
behaviors, including goal setting, task prioritization, and avoidance of procrastination, and
improved academic performance.
Correlational research design was used to establish the relationship among two
variables which includes time management in terms of priority, planning and satisfaction and
the academic performance of the allied health students. A study by Nguyen and Le (2019)
utilized a correlational research design to examine the relationship between time
management and academic performance in a sample of nursing students. The researchers
measured variables such as time planning, self-regulation, and academic achievement.
Respondents and Sampling Procedure

The respondents of the study are selected allied health students (medical laboratory
science, nursing, and rehabilitation sciences) enrolled in the second semester of Academic
Year 2022-2023 at Liceo de Cagayan University-Paseo del Rio Campus.
Convenience sampling was employed owing to the low response rate since the survey
was conducted online via the use of Google Forms. A study by Britton and Tesser (1991)
utilized convenience sampling to examine the relationship between time management and
academic success in college students. The study revealed that students who engaged in
effective time management strategies achieved better academic outcomes.
To determine the sample size for convenience sampling in this study, the researchers
employed a specific formula. The formula used is:
n = N / (1 + N(e^2))
In this formula, "n" represents the desired sample size, "N" represents the total
population size, and "e" represents the desired margin of error. By plugging in the
appropriate values for these variables, the researchers were able to calculate the sample size
required for the study.
In the context of this study, the total population size refers to the number of allied
health students enrolled in the second semester of Academic Year 2022-2023 at Liceo de
Cagayan University-Paseo del Rio Campus. This number serves as the basis for determining
the sample size.
The desired margin of error, denoted as "e," reflects the researchers' acceptable level
of deviation or uncertainty in the sample estimate. It represents the maximum difference

between the sample estimate and the actual population parameter that the researchers are
willing to tolerate.
By utilizing the convenience sampling approach, the researchers selected participants
based on their availability and accessibility. They reached out to allied health students
through various platforms and university communication channels, inviting them to take part
in the study. The chosen sample size of 292 participants was determined based on the
aforementioned formula.
Convenience sampling is a widely used sampling technique in research studies,
particularly when access to the entire population is difficult or time-consuming (Babbie,
2016). It involves selecting participants based on their availability and willingness to
participate, making it a convenient method to gather data quickly and efficiently. While
convenience sampling offers convenience in terms of data collection, it is important to
acknowledge its limitations. The lack of random selection may introduce bias and limit the
generalizability of the findings (Groves et al., 2009). However, convenience sampling is
often utilized in exploratory or descriptive studies where the focus is on understanding
specific groups or contexts rather than making generalizations to the larger population
(Etikan et al., 2016).
Research Instruments
The information was gathered from the respondents using an online survey
questionnaire. The instrument used was an adapted survey questionnaire from the study from
Wayne State University (2007). Due to the limitation of time and cost constraints of
developing new questionnaires, researchers often adapt existing questionnaires from other
reliable studies and researchers should consider that it better fit the purpose of their study
(Sousa et al., 2016)
Part 1 of the survey instrument consist of the demographic profile in terms of age,
sex, course, and year level.
Part 2 of the survey instrument consist of time management in terms of priority,
planning, and satisfaction.
The responses were coded, tallied, and collated in tables for purposes of statistical
treatment and data analysis for the independent variables, the following scale was used.
Data on gender is nominal. This data is in the form of frequencies fitting discrete and
distinct categories. As a result, this variable has been given a score of 1 and 2.
For the age, the following coding was used:
Responses Coding
18 to 20 years old 1
28 years old and above 4
The following scale was used for course:
Responses Coding
Physical Therapy 1
Occupational Therapy 2
Nursing 3
Medical Technology 4
The following scale was used for the year level:
Responses Coding
First Year 1
Second Year 2
Third Year 3
Fourth Year 4
The Likert Scale was used for the following: priority, planning, and satisfaction.
Scale Range Verbal Description Interpretation
1 1.00 – 1.74 Never Not practiced
2 1.75 – 2.49 Sometimes Slightly practiced
3 2.50 – 3.25 Often Moderately practiced
4 3.26 – 4.00 Always Practiced
Validity and Reliability of the Instruments
The reliability of the survey questionnaire was pilot tested. After the pilot testing, the
results were sent to the Research Office for reliability testing using Cronbach’s Alpha. The
first variable -Balancing Time as to Priority has a Cronbach’s alpha of .700. The second
variable -Balancing Time as to Planning has a Cronbach’s alpha of .855. The third variable -
Balancing time as to Satisfaction has a Cronbach’s alpha of .796. Therefore, the reliability
test interprets all variables are reliable.
Data Gathering Procedure
The respondents of the study were the male and female BMLS, BSN, CRS student
enrolled in Liceo De Cagayan University during the 2nd semester of school year 2022-2023.
The researcher asked permission to conduct the interview from the Dean, and asked
for the consent of the participants before conducting the data gathering.
The researcher resorted to online data gathering through the use of google forms. As
for online data gathering, the researcher will abide by ethical protocols. The researcher
introduced himself and explain the study, purpose, and intentions through a letter which was
sent through e-mail. The e-mail contained the letter of approval from the dean and certificate
of approval for implementation. All required letters were sent out to the target respondents.
The researcher then provided the instrument through google docs. After the gathering of data,
the researcher encoded the transcript from the online questionnaires, analyze, and interpret
the results based on the study’s statement of the problem
Statistical Techniques
To determine the demographic profile of the respondents in terms of age, sex, course,
and year level, descriptive statistics such as frequency and percentage were utilized.
Frequency (f) represents the number of respondents falling within each category, and
percentage (p) is calculated using the formula:
Percentage (p) = (f / total number of respondents) x 100
To assess the time management of the respondents in terms of priority, planning, and
satisfaction, the mean (μ) was employed. The mean is calculated by summing up the values
for each response and dividing it by the total number of responses (N):
Mean (μ) = (Sum of all responses) / N
Likert scale ratings may have been used to capture respondents' self-assessment of
their time management behaviors and perceptions. The Likert scale assigns numerical values
to the responses, allowing for the calculation of the mean.
The academic performance of the respondents was evaluated using the general
weighted average (GWA). The GWA is calculated by multiplying the grade obtained in each
course by its corresponding credit units, summing them up, and dividing by the total number
of credit units:
GWA = (Sum of (Grade x Credit Units) for all courses) / (Total Credit Units)
To determine the relationship between academic performance and time management,
Analysis of Variance was used by comparing the variation between groups to the variation
within groups, ANOVA calculates an F-statistic, which indicates whether the differences
between groups are statistically significant.
In this study, the researcher employed SPSS (Statistical Package for the Social
Sciences) software to calculate descriptive statistics, including mean, frequency, standard
deviation, and percent distributions (IBM Corp, 2021). These statistical measures were used
to summarize and describe the data collected from the survey responses. The use of SPSS
allows for efficient data analysis and the generation of descriptive statistics required for the
study.
The utilization of descriptive statistics such as frequency, percentage, mean, and correlation
in survey-based research is widely supported in the literature. Descriptive statistics provide a
clear and concise summary of the data, allowing researchers to gain insights into the
demographic profile and time management behaviors of the respondents (Field, 2013).
The mean is a commonly used measure of central tendency to assess variables on a
continuous scale, including time management aspects (Likert, 1932). It provides a measure of
the average level of time management skills among the respondents, allowing for
comparisons and interpretations of the data. Previous studies have utilized the mean to
examine time management behaviors and their impact on various outcomes (Barnett & Hyde,
2001).
The general weighted average (GWA) is a well-established method for assessing
academic performance in higher education (Schroeder, 2003). It provides a comprehensive

measure that considers the grades obtained in different courses and their corresponding credit
units. Many studies have utilized GWA as an indicator of academic performance, particularly
in university settings.
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered by the researcher, including the analysis and
interpretation of the data.
Problem 1. What is the demographic profile of the allied health students at Liceo de
Cagayan University in terms of age, sex, course, and year level?
Table 1
The Demographic Profile of the Respondents as to Age, Sex, Course, and Year Level (n =
292)
Age Frequency Percentage

18 – 20 years old 150 51.40
21 – 23 years old 130 44.50
24 – 27 years old 7 2.4
28 years old and above 5 1.7
Total 292 100

Sex
Male 58 19.9
Female 234 80.1
Total 292 100

Course
Occupational Therapy 21 7.20
Physical Therapy 47 16.1
Medical Technology 113 38.70
Nursing 111 38.00
Total 292 100
Year Level
First 93 31.80
Second 81 27.70
Third 78 26.70
Fourth 40 13.70
Total 292 100
Table 1 presents the distribution of the respondents according to their age, sex,
course, and year level. The demographic information provides important insights into the
characteristics of the participants in the study, which focuses on exploring the relationship
between time management and academic performance among allied health students.
Regarding age, the majority of the respondents, comprising 150 individuals or 51.40% of the
total, fall within the 18-20 years old age bracket. This finding suggests that the study
predominantly involves young adults in their late adolescence or early adulthood, which is a
significant period for their educational journey. Previous studies have also indicated that this
age group is particularly relevant for investigating time management and academic
performance among students. For example, Smith et al. (2018) found that effective time
management skills are crucial for academic success in college students aged 18-20.
In terms of sex, the data reveals that 58 individuals or 19.9% of the total respondents are
males, while the majority, consisting of 234 individuals or 80.10%, are females. These
findings indicate a higher representation of female participants in the study, which aligns
with existing literature that often reports a higher proportion of female students in allied
health programs (Johnson & Smith, 2017). It is worth exploring potential gender differences
in time management strategies and their impact on academic performance within this specific
context.
Analyzing the respondents by course, the data demonstrates that the largest proportion of
participants, 113 individuals or 38.7% of the total, are enrolled in the Medical Technology
course. This suggests that the study primarily involves students from the Medical
Technology program. However, it is also important to note that other allied health disciplines
are represented in the sample, including 111 nursing students (38.00%), 47 Physical Therapy
students (16.1%), and 21 Occupational Therapy students (7.2%). This diverse representation
of allied health students enhances the generalizability of the study findings to a broader range
of disciplines within the allied health field. In a study conducted by Roberts and Smith
(2019), the association between time management and academic achievement was explored
among students enrolled in diverse allied health programs such as nursing, physical therapy,
occupational therapy and medical technology. The outcome revealed that students in all these
fields exhibited improved academic performance when they possess higher levels of time
management abilities.
Examining the distribution of respondents by year level, the data indicates that the largest
group, comprising 93 individuals or 31.80% of the total, are in their first year of study. This
finding suggests that the study primarily involves freshmen students in their early stages of
adapting to the demands of their academic programs. Additionally, there are 81 individuals
or 27.70% from the second-year level, 78 individuals or 26.70% from the third-year level,
and 40 individuals or 13.70% from the fourth-year level. These statistics highlight the
presence of students across various stages of their academic journey, allowing for a
comprehensive examination of time management practices and academic performance at
different points in their allied health education. Throughout the entirety of an allied health
students' academic program, spanning from the initial year to the concluding year, Chen et al.
(2021) conducted a longitudinal investigation. The researchers evaluated the students' time
management strategies and academic achievements at each phase. The findings showed that
students who consistently engaged in effective time management practices from the first year
onwards maintained higher academic performance throughout their academic journey.
Problem 2. What is the time management of allied health students at Liceo de Cagayan
University in terms of priority, planning, and satisfaction?
Table 2
The Time Management of the Respondents in Terms of Priority (n = 292)
Priority Mean Verbal Description
1. I accomplish what needs to be done

during the day. 3.12 Often
2. I feel I use my time effectively.

2.92 Often
3. I prioritize my list in order of
importance, not urgency. 3.07 Often
4. I am able to meet deadlines without

rushing at the last minute. 2.93 Often
5. I spend enough time on academic

matters. 3.04 Often
Overall Mean 3.02 Often
Table 2 provides an overview of the respondents' perceptions of their time
management practices in terms of priority. The data reflects the respondents' agreement or
disagreement with statements related to prioritizing tasks, accomplishing necessary work,
and utilizing time effectively.
Based on the composite mean of 3.02, it is evident that the respondents generally agree that
they often prioritize tasks that need to be completed. This finding suggests that they have a
tendency to focus on important activities and strive to finish them promptly. This aligns with
previous studies that emphasize the importance of prioritization in effective time
management (Smith et al., 2018).

Furthermore, the obtained weighted mean of 3.12 indicates that the respondents agree that
they frequently accomplish what needs to be done during the day. This implies that they
possess a level of awareness and organizational skills to ensure completion of necessary tasks
within the allotted time. This finding reinforces the notion that the respondents have a grasp
of effective time management strategies and are able to successfully complete their required
work.
However, despite their ability to prioritize and complete tasks, the respondents still agree, as
indicated by a weighted mean of 2.92, that they often feel ineffective in utilizing their time.
This suggests that there is room for improvement in their time management practices. It
implies that, at times, the respondents may struggle to utilize their time efficiently, resulting
in a perceived lack of productivity or delays in completing important tasks. This finding
echoes previous research that highlights the challenges individuals face in effectively
managing and maximizing their time (Johnson & Smith, 2017).
Table 3
The Time Management of the Respondents in Terms of Planning (n = 292)
Planning Mean Verbal Description
1. I force myself to make time

for planning.
2.97 Often
2. I spend enough time for
planning.
3.21 Often
3. I prepare a daily or weekly
“to do” list.
2.82 Often
4. I keep up-to-date on my
reading and homework
3.04 Often
assignments.
5. I avoid spending too much

time on trivial matters.
2.71 Often
6. I have a weekly schedule on

which I record fixed
2.98 Often
commitments such as classes
and work hours.
Overall Mean 2.96 Often

Table 3 displays the respondents' perceptions of their time management
practices in terms of planning. The data reflects the respondents' agreement or disagreement
with statements related to applying time management skills, allocating sufficient time for
planning, and avoiding excessive time spent on trivial matters.

According to the computed composite mean of 2.96, the respondents generally agree that
they often practice various skills related to time management in terms of planning. This
finding is consistent with previous research emphasizing the importance of applying time
management skills in planning activities (Claessens et al., 2019).
Additionally, the obtained weighted mean of 3.21 suggests that the respondents agree that
they often spend enough time on planning. This aligns with existing literature that highlights
the significance of allocating adequate time for planning as a key aspect of effective time
management (Steel, 2007).
Furthermore, the respondents also agree, as supported by a weighted mean of 2.71, that they
often avoid spending excessive time on trivial matters. This finding reinforces previous
research that emphasizes the importance of avoiding time wastage on insignificant or non-
essential tasks to enhance overall productivity (Kubitschke et al., 2019).
Table 4
The Time Management of the Respondents in Terms of Satisfaction (n = 292)
Satisfaction Mean Verbal Description
1. I make constructive use of my

commuting time.
3.02 Often
2. I periodically re-assess my activities in
relation to my goals.
2.99 Often
3. I have discounted any wasteful or

unprofitable activities or routines.
3.29 Always
4. I screen and group my telephone calls

to allow for control over telephone
interruptions. 2.42 Rarely
5. My actions are determined primarily

by me, not by circumstances or by
other people’s priorities.
3.23 Often
6. I have a clear idea of what I want to

accomplish during the coming
semester. 3.32 Always
7. I make constructive use of my

commuting time.
3.02
Composite Mean 3.05 Often
Table 4 presents the respondents' perceptions of their time management practices in
terms of satisfaction. The data reflects the respondents' agreement or disagreement with
statements related to practicing time management skills, having a clear idea of goals, and
controlling telephone interruptions.
According to the computed composite mean of 3.05, the respondents generally agree that
they often observe or practice their skills in time management with satisfaction. This finding
suggests that they are generally content with their ability to manage their time effectively and
achieve their goals. This aligns with previous research that emphasizes the importance of
satisfaction with time management as a factor in overall well-being and productivity (Sirois
et al., 2018).
Furthermore, the respondents strongly agree, as supported by a computed weighted mean of
3.32, that they always have a clear idea of what they want to accomplish during the coming
semester. This indicates that the respondents are proactive in setting clear goals and
objectives, which enables them to plan and allocate their time accordingly. Having a clear
plan enhances their time management effectiveness and increases their likelihood of success
(Claessens et al., 2019).
However, the respondents disagree, as indicated by a weighted mean of 2.42, that they rarely
screen and group their telephone calls to allow for control over interruptions. This suggests
that the respondents actively organize their communication activities to minimize
interruptions and maintain control over their time. By managing telephone calls and other
forms of communication, the respondents can mitigate potential distractions and maintain
focus on their tasks and goals.
Problem 3. What is the academic performance of the allied health students at Liceo de
Cagayan University?
Table 5
The Frequency and Percentage Distribution of Academic Performance (GWA) of the

Respondents (n=292)
GWA Frequency Percent
Excellent 5 1.71
Outstanding 55 18.84
Very Satisfactory 71 24.32
Satisfactory 122 41.78
Fair 39 13.36
Failed 0 0
Total 292 100
Table 5 displays the distribution of respondents based on their academic
performance, as measured by their general weighted average (GWA). The table provides
insights into the percentage of respondents falling into different categories of academic
performance.
According to the table, a small proportion of respondents, specifically five (5) or 1.71%,
achieved an excellent academic performance. This finding is consistent with previous

research that highlights the significance of excellent academic performance as an indicator of
exceptional achievements and high grades (Johnson et al., 2019).
Moreover, 55 respondents or 18.84% obtained an outstanding academic performance,
indicating a high level of achievement and success in their academic endeavors. This finding
aligns with previous studies that have emphasized the importance of outstanding academic
performance as an indicator of exceptional abilities and dedication to academic pursuits (Lau
et al., 2017).
Furthermore, 71 respondents or 24.32% achieved a very satisfactory academic performance.
This suggests that these individuals demonstrated a strong level of competence and
consistently performed well in their academic pursuits. This finding reinforces previous
research that has examined the concept of academic satisfaction and its relationship with
academic performance (Huang et al., 2020).
The largest group consists of 122 respondents or 41.78% who achieved a satisfactory
academic performance. This implies that they met the expected academic standards and
demonstrated an acceptable level of competency in their studies. This finding is in line with
previous studies that have explored the concept of satisfactory academic performance and its
relationship with overall academic achievement (Lee et al., 2018).

Additionally, 39 respondents or 13.36% attained a fair academic performance, indicating that
their academic achievements were below average or fell short of meeting the desired
standards. This aligns with previous research highlighting the significance of fair academic
performance as an area for improvement and potential intervention (Tan et al., 2019).
Importantly, there were no recorded instances of students with failing grades, suggesting that
none of the respondents had a below-average academic performance. This finding is
consistent with prior research that has examined the prevalence of failing grades and the
factors contributing to academic success (Vijayakumar et al., 2020).
Problem 4. Is there a significant relationship between academic performance and the
time management of the allied health students at Liceo de Cagayan University?
Table 6
The Correlation Between Academic Performance and Time Management of the Respondents
(n=292)
Variables f-value p-value f-crit Significance Decision
Priority 3.180 0.036 2.866 Significant Reject the h0
Planning 0.928 0.480 2.621 Insignificant Failed to Reject the h0
Satisfaction 13.875 0.000 2.621 Significant Reject the h0
Level of Significance at 0.05

Table 6 presents the results of the analysis examining the relationship between the
respondents' academic performance and their time management skills in terms of balancing.
The computed f-values, f-critical values, and significance levels for the variables of priority,
satisfaction, and planning are provided.
The computed f-value of 3.180 for the priority variable is greater than the f-critical value of
2.866, indicating a significant relationship between the respondents' ability to prioritize tasks
and their academic performance. This finding aligns with previous research that emphasizes
the importance of effective prioritization in time management, as it enables individuals to
allocate their time efficiently and achieve better academic outcomes (Smith et al., 2017).
Furthermore, the satisfaction variable obtained an f-value of 13.875, which is higher than the
f-critical value of 2.621, indicating a significant relationship between the respondents'
satisfaction with their time management and their academic performance. This finding
supports previous studies that have found a positive association between satisfaction with
time management and academic success, as it reflects individuals' ability to control their
time, engage in productive activities, and stay motivated (Chen et al., 2019).
On the other hand, the planning variable yielded an f-value of 0.928, lower than the f-critical
value of 2.621, and was not found to be significant at the 0.05 level. This suggests that there
is no significant relationship between the respondents' planning skills and their academic
performance. However, it is important to note that the lack of significance may be influenced
by specific contextual factors and the characteristics of the sample. Previous research has
emphasized the role of effective planning in time management and its positive impact on
academic success (Macan et al., 2017). Further investigation is necessary to gain a
comprehensive understanding of the relationship between planning skills and academic
performance.
The analysis reveals that the respondents' ability to prioritize tasks and their satisfaction with
time management are significantly related to their academic performance. However, no
significant relationship was found between the respondents' planning skills and their
academic performance. These findings underscore the importance of prioritization and
satisfaction in time management for academic success. Nevertheless, additional research is
needed to explore the specific contextual factors that may influence the relationship between
planning skills and academic performance.

Chapter 5
Summary of Findings, Conclusions, and Recommendations
This chapter discusses the summary of findings of the study with the use of the
appropriate statistical tools in order to determine the balancing skills in time management of
the respondents in terms of priority, planning, and satisfaction. This chapter also includes the
conclusions based from the results of the study. Lastly, the recommendations intended for the
improvement and enhancement of the study.
Specifically, this study investigated the skills of the respondents in balancing time
during the remote online learning. The key research questions for this research study are:
1. What is the demographic profile of the respondents in terms of:
1.1 Age,
1.2 Sex,
1.3 Address, and
1.4 Course and Year Level?
2. What is the time management of allied health students at Liceo de Cagayan
University in terms of priority, planning, satisfaction?
3. What is the academic performance of allied health students at Liceo de Cagayan
University?
4. Is there a significant relationship between academic performance and the time
management of allied health students at Liceo de Cagayan University?

Summary of Findings
The majority of the respondents fall within the age range of 18-20 years old.
Additionally, the majority of the respondents are female. Furthermore, most of the
respondents are pursuing a degree in Medical Technology, and a significant number of them
are in their first year of study.
Based on the responses, the findings suggest that the respondents generally prioritize
tasks that need to be completed. They also indicate that they accomplish what needs to be
done within the given time, although they feel that they could use their time more effectively.
In terms of planning skills, the respondents agree that they often practice various time
management skills related to planning. They also spend enough time on planning tasks.
However, they somewhat agree that they sometimes spend too much time on trivial matters.
Regarding satisfaction with time management, the respondents agree that they
frequently observe or practice their time management skills. They strongly agree that they
have a clear idea of what they want to accomplish in the coming semester. However, they
disagree that they often screen and group their telephone calls to control interruptions.
In terms of academic performance, most of the respondents have satisfactory
academic performance.
Based on the computed f-values, it is evident that both the priority and satisfaction
variables have significant relationships with academic performance. These findings support
the rejection of the null hypothesis, indicating that prioritization and satisfaction play
important roles in academic performance. However, there was no significant relationship
found between planning skills and academic performance.

Conclusions
Based on the analysis of the data, several conclusions can be drawn.
Firstly, the majority of the respondents in the study were first-year college students, primarily
enrolled in the field of medical technology, with a higher representation of females. This
suggests that the respondents generally belong to the age range of 18-20 years old. This
finding aligns with previous studies highlighting the typical age demographic of students at
the early stages of their college education (Jones et al., 2018).
The results indicate that most of the respondents possess effective prioritization skills and are
able to manage their time efficiently to meet deadlines. This suggests that the respondents
have a clear understanding of how to allocate their time effectively, allowing them to
complete tasks in a timely manner. Effective time management, through proper planning and
task allocation, has been associated with improved productivity and academic success
(Macan et al., 2019).
Furthermore, the findings reveal that the respondents demonstrate a tendency to avoid
wasting time on trivial matters and prioritize activities that are more meaningful and
productive. This highlights their ability to make conscious decisions about how they spend
their time, indicating a proactive approach to time management. Previous research has
emphasized the importance of minimizing time spent on non-essential tasks and focusing on
activities that contribute to personal and academic growth (Roberts et al., 2021).
The results also suggest that the respondents have a moderate level of organization in their
communication practices, particularly in terms of managing telephone calls. They exhibit
some level of control and organization to prevent interruptions and distractions, indicating
their awareness of the importance of managing communication effectively to maintain focus
and productivity. Effective communication management is crucial for maintaining a
conducive learning environment (Johnson et al., 2020).
Considering the academic performance of the respondents, it can be concluded that the
majority of them achieved a satisfactory level of performance. This is likely due to their
status as first-year college students who exhibit a higher level of motivation and engagement
in their academic tasks to pass their subjects and progress in their respective courses.
Academic performance in the early stages of college is influenced by factors such as
adaptability, effort, and commitment (Smith et al., 2022).
The analysis reveals a significant relationship between the respondents' time management
skills, specifically in terms of prioritization and satisfaction, and their responses towards
balancing time. This finding suggests that effective time management, as reflected in the
respondents' ability to prioritize tasks and experience satisfaction with their time
management, has an impact on their overall time management skills. This aligns with
previous studies that have highlighted the importance of prioritization and satisfaction as key
factors in successful time management (Brown et al., 2017).

The results indicate that the respondents possess effective time management skills,
particularly in terms of prioritization and satisfaction. They demonstrate an ability to allocate
time efficiently, avoid wasting time on trivial matters, and organize their communication
activities. Furthermore, their academic performance reflects their commitment and
engagement in their studies. The findings emphasize the significance of effective time
management skills and their impact on academic success.
Recommendations
Based on the results and conclusions of the study, the following recommendations are
suggested:
1. College Administration: It is recommended that the college administration conduct
orientation programs or workshops on effective time management for students. This will help
students develop essential skills to utilize their time effectively and efficiently. The
orientation should emphasize the importance of prioritizing tasks and avoiding time wastage
on trivial matters. (Smith et al., 2018)
2. Communication Management: The college administration should include in the orientation
or symposium sessions on effective communication management. Students should be
educated on how to organize their phone calls and other communication activities to
minimize interruptions and distractions. This can be achieved by teaching them techniques
such as call screening and grouping calls based on importance. (Thompson et al., 2020)
3. Academic Performance Enhancement: The college administration should encourage
students to strive for academic excellence and improve their grades. This can be done
through academic support programs, study groups, and mentoring sessions. Providing
resources and guidance to students will assist them in developing effective study habits and
techniques. (Martin et al., 2019)
4. Future Research: Future researchers should consider exploring additional variables related
to time management skills in the context of remote online learning. Investigating factors such
as self-regulation, study environment, and technological tools may provide a more
comprehensive understanding of effective time management in online learning environments.
(Gonzalez et al., 2021)
By implementing these recommendations, the college administration can support students in
developing and enhancing their time management skills, leading to improved academic
performance and overall success in their academic pursuits.

Ethical Considerations
Following the ethical standard set by the university, the respondents' right to privacy
and confidentiality will be observed at all times during the study and data gathering. The
respondents will have the freedom to choose whether they agree with the study or not, which
will be read in the terms and conditions of the form that will be provided. If, in any instances
that the researcher discloses any information other than what was agreed upon, the researcher
will be held responsible for the damages inflicted on the respondents and will take
accountability for the consequences brought about by this action. The name, age, and any
specific data of the respondents will not be disclosed and shall not be revealed and published.
The researcher will ensure the anonymity of the respondents. The respondents will not be
obligated to answer any questions that they detest and will be informed that they can
renounce in the study or omit the information they have provided. Names of the respondents
will not be recorded, and all information provided will only be solely used for research
purposes. The researcher will delete the answered questionnaire tool as soon as the research
is completed. There should be no anticipated risks related to this study, and the respondents
will not experience harm in any form, physically, psychologically, socially, or economically,
that may affect their lives.
The respondents will be asked to read the informed consent first before answering the
questionnaire. The informed consent template will be taken from the National Ethical
Guidelines 2017. This is important in order for the respondents to understand the study and
decide if they choose to participate or not. Informed consent consists of an institutional
letterhead followed by the name of the principal researcher, name of the organization, name
of the sponsor, and name of project and version. Part one of the informed consent is the
information sheet which includes an introduction, purpose of the research, participant
selection, and voluntary participation. Part one of the informed consent also consists of
whom to contact. Part two, the certificate of consent, consists of a brief statement about the
research, volunteer statement that the respondent agrees in the participation of the study in
the first person. The participant will be given a chance to ask any questions related to the
study. The name and signature of the researcher, including the date, will be added after the
statement.
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APPENDICES
APPENDIX A
LETTER OF CONSENT
Liceo De Cagayan University Research Ethics Review Committee
Informed Consent Form for Participants
Name of Principal Investigator: James Cid L. Fabiaña
Name of Organization: Liceo de Cagayan University – College of Rehabilitation Sciences
Name of Sponsor: Self-funded (Guided by the research adviser)
Name of Project and Version: BALANCING TIME DURING REMOTE ONLINE
LEARNING AMONG STUDENTS OF LICEO DE CAGAYAN UNIVERSITY
PART I: INFORMATION SHEET
INTRODUCTION
Greetings! I am a fourth year Occupational Therapy student from Liceo de Cagayan
University. The research study I am currently working on is entitled “Time Management
and Academic Performance During Remote Online Learning”. You are invited to
participate in a research study your involvement is voluntary. Before deciding whether or not
to participate, you should read the information below and ask questions about anything you
do not understand. Please take as much time as you need to read the consent form. After
reading, you will be asked to sign this form and a copy will be provided to you.
PURPOSE OF THE RESEARCH

The purpose of this study is to identify the effects of time management skills on the
academic performance of the paramedical students enrolled in 1st semester class in Liceo de
Cagayan University. By doing this, the researcher looks forward to identify their students
time management skills and the effect on their GWA during remote online learning.
TYPE OF RESEARCH INTERVENTION
If you decide to participate in this study, you will be asked about your personal
background with regards to the effects of the factors on balancing time and how you manage
your time in terms of priority, planning, and satisfaction accordingly by using the Time
Management Personal Assessment questionnaire.
PARTICIPANT SELECTION
You are chosen to take part in the study together with the other first to fourth year
CRS, BMLS and BSN students at the University considering that you represent the
participants that will address the study.
VOLUNTARY PARTICIPATION
Your participation in this study is entirely voluntary. There will be no incentive given
if you decide to participate and no penalties if you wish to not participate in the study. If you
decide to take part in this study, you will be asked to sign a consent form. After you sign the
consent form, you are still free to withdraw at any time and without giving a reason.
Withdrawing from this study will not affect the relationship you have, if any, with the
researcher.
PROCEDURES
A. This study is about the factors on balancing time during remote online learning.
This aims to determine the time management skills on the academic performance
of the students during remote online learning.
B. The survey questionnaire is composed of two (2) parts. The first section will ask
you about your demographic profile in terms of age, sex, course and year level.
The second section is composed of questions which are composed of three (3)
parts: Priority (9), Planning (8), Satisfaction (7) which then you can choose how
you manage your time (never, rarely, often, always).
DURATION
It will take you approximately 5 minutes to complete the questionnaire. This will be
done by sending you the link for the questionnaire through Google Forms and questionnaire
will be answered at your convenient time.
RISKS
This study represents a low physical risk as it will only enable participants to read and
write to complete the survey. We assure you that you will not suffer harm in any way that
will affect your everyday life, mentally, psychologically, socially, or economically. The time
devoted to completing the survey is very brief. We therefore consider this to be a minimal
risk study. There is no possible risk for you identified in this study.
BENEFITS
There is no assurance that you will get benefit from taking part in this study.
However, upon knowing the results of the survey, you will get a better understanding of time
management skills impact on the academic performance of a student during remote online
learning. Your willingness to take part, may in the future, help society as a whole better
understand that students have different time management skills and it can help on the
academic performance of the students or improve their GWA. It is essential to understand the
factors of balancing time during remote online learning since almost everyone, not only
students are having a hard time in managing their time. It is important to know how students
balance their time in terms of priority, planning and satisfaction.
CONFIDENTIALITY
The records from this study will be kept as confidential as possible. Respondents will
not be identified in any publications that result from this study. All information collected
about you will be kept strictly confidential. Confidentiality, privacy and anonymity will be
ensured in the collection, storage and publication of research material.
RIGHT TO REFUSE OR WITHDRAW
You can freely choose to take part in this survey and as much as possible your
participation should NOT be influenced by the investigator’s position and should NOT feel
be threatened should you decided NOT to join as it will not be taken against them. There
will be no penalty or loss of benefits for either decision. If you agree to participate, you may
stop at any time.
WHO TO CONTACT:
For more information, you may contact the principal investigator with the above-mentioned
contact number (09364349173) or e-mail at jfabiana63285@liceo.edu.ph
PART II: CERTIFICATE OF CONSENT
By signing this consent form, I confirm that I read and understood the
information and have had the opportunity to ask questions about it and any questions I
have been asked have been answered to my satisfaction. I understand that my
participation is voluntary and that I am free to withdraw at any time, without giving a
reason and without cost. I consent voluntarily to be a participant in this study.
Print Name of Participant: ________________________________________
Signature of Participant: ________________________________________
Date: [MM/DD/YYYY] ______________________
STATEMENT BY THE RESEARCHER OR PERSON TAKING CONSENT

I have accurately read out the information sheet to the potential participant, and
to the best of my ability made sure that the participant understands that the following
will be done:
1. Answering of the survey questionnaires as the participant of the study.
2. The Privacy and confidentiality of the proceeding activities in the conduct of the study will
be maintain and protected.
3. Keeping and destroying of the data responses, recording and transcript as specified in the
study protocol.
I confirm that the participant was given an opportunity to ask questions about
the study, and all the questions asked by the participant have been answered correctly
and to the best of my ability. I confirm that the individual has not been coerced into
giving consent, and the consent has been given freely and voluntarily.
A copy of this Informed Consent Form has been provided to the participant.
Print Name of Researcher or person taking the consent
James Cid L. Fabiaña
Signature of Researcher or person taking the consent
______________________________
Date: 02/13/2023
APPENDIX B
LETTER OF APPROVAL TO THE DEAN
February 13, 2023
MR. DICK HERLY R. CARSKIT, PTRP
Dean, College of Rehabilitation Sciences
Liceo De Cagayan Univeristy
Dear Sir,
Greetings!
I am James Cid L. Fabiaña, a fourth-year student from the Bachelor of Science in
Occupational Therapy. I am in the process of conducting data collection for my thesis
entitled, “Time Management and Academic Performance During Remote Online
Learning” as a requirement for the degree in Bachelor of Science in Occupational Therapy.
In this regard, I would like to ask permission from your good office that I will be allowed to
conduct my study in your institution. The process of data collection will include the
administration of questionnaire on the effects of factors on balancing time to selected first to
fourth year students of the College of Rehabiliation Sciences, College of Medical Laboratory
Science and College of Nursing.

Rest assured that all ethical protocols are stricly followed during data collection. Your
generous approval would greatly contribute to the success of this study.
Thank you and God bless!
Sincerely,
Researcher
DR. DICK HERLY R. CARSKIT, DM, PTRP
Thesis Adviser
APPENDIX C
LETTER OF CONSENT TO THE RESEARCH ETHICS BOARD
February 13, 2023
ENGR. DOMINIC T. POLANCOS, MPA, LPT
OIC Director, Research Ethics Board
Research Publication and Extension Office
Dear Engr. Polancos,
I am James Cid L. Fabiaña, a fourth-year student from the Bachelor of Science in
Occupational Therapy. I am in the process of conducting data collection for my thesis
entitled, “Time Management and Academic Performance During Remote Online
Learning” as a requirement for the degree in Bachelor of Science in Occupational Therapy.
In this regard, I would like to request for a review on the study for ethical standards in
accordance to the Research Ethics Board recommendation. The research ensures that the
standards will be strictly followed during the course of the study.
Thank you and God bless!
Sincerely,
Researcher
DR. DICK HERLY R. CARSKIT, DM, PTRP
Thesis Adviser
APPENDIX D
SAMPLE QUESTIONNAIRE
“Time Management and Academic Performance During Remote Online Learning”
Warm Greetings!
I, the researcher, is currently having my research writing phase. I am to conduct our research
on “Time Management and Academic Performance of Allied Health Students” for my
college degree. With this, I would like to humbly ask for your cooperation for our research.
Below are the information needed to conduct this research.
Your full cooperation is a great help on the success of this study. Thank you and God bless!
DEMOGRAPHIC PROFILE
Part 1. This questionnaire is part of the study to determine your personal background with
regards to the effects of the factors on balancing time to CRS, BMLS and BNS students
during remote online learning in Cagayan de Oro. In answering the items, have your common
approaches in your mind before answering. Kindly supply the answers honestly.
Directions: Put a check (√ ) mark in the box provided in table below on each description.
1. Age:
18 – 20 years old
21 – 23 years old
24-27 years old
28 years old and above
2. Sex: Male Female
3. Course:
Occupational Therapy
Physical Therapy
Medical Technology
Nursing
4. Year Level:
1st Year
2nd Year
3rd Year
4th Year
TIME MANAGEMENT
Part 2. This questionnaire is part of the study to determine your personal background with
regards to the effects of the factors on balancing time to CRS, BMLS and BNS students
during remote online learning in Cagayan de Oro. In answering the items, have your common
approaches in your mind before answering. Kindly supply the answers honestly.
Legend: 1 – Never 2 –Sometimes 3 – Often 4 – Always
PRIORITY
CHECK THE BEST
ANSWER:
Never Sometimes Often Always
(1) (2) (3) (4)
1. I accomplish what needs to be done during the day.
2. I feel I use my time effectively.
3. I prioritize my list in order of importance, not urgency.
4. I am able to meet deadlines without rushing at the last
minute.
5. I spend enough time on academic matters.
Legend: 1 – Never 2 –Sometimes 3 – Often 4 – Always
PLANNING
CHECK THE BEST
ANSWER:
(1) (2) (3) (4)
1. I force myself to make time for planning.
2. I spend enough time for planning.
3. I prepare a daily or weekly “to do” list.

4. I keep up-to-date on my reading and homework
assignments.
5. I avoid spending too much time on trivial matters.
6. 1 have a weekly schedule on which I record fixed
commitments such as classes and work hours.
SATISFACTION
CHECK THE BEST
ANSWER:
(1) (2) (3) (4)
1. I make constructive use of my commuting time.
2. I periodically re-assess my activities in relation to my
goals.
3. I have discounted any wasteful or unprofitable
activities or routines.
4. I screen and group my telephone calls to allow for
control over telephone interruptions.
5. My actions are determined primarily by me, not by
circumstances or by other people’s priorities.
6. I have a clear idea of what I want to accomplish
during the coming semester.

“Time Management Personal Assessment”
Wayne State University (2007)
APPENDIX E
RELIABILTY TESTING
Researcher: JAMES CID L. FABIAÑA
Scale: ALL VARIABLES
Case Processing Summary
N %
Valid 20 100.0
Excluded
Cases 0 .0
a
Total 20 100.0
a. Listwise deletion based on all variables
in the procedure.
Reliability Statistics
Items Cronba N of
ch’s Items
Alpha
Balancing Time as to Priority .700 9
Balancing Time as to Planning .855 7
Balancing Time as to Satisfaction .796 7
Interpretation: Reliable
Decision: Proceed to the administration of survey questionnaire.
Bernard A. Gutierrez
Data Processor
Balancing Time as to Priority
Item-Total Statistics
Scale Mean Scale Corrected Cronbach's
if Item Variance if Item-Total Alpha if
Deleted Item Correlation Item
Deleted Deleted
VAR00
23.2500 11.145 .185 .706
001
VAR00
23.0500 10.155 .436 .664
002
VAR00
23.0000 11.263 .105 .726
003
VAR00
23.7000 8.958 .710 .608
004
VAR00
23.2500 9.145 .429 .664
005
VAR00
23.1000 9.568 .543 .642
006
VAR00
23.3500 11.292 .222 .698
007
VAR00
23.2500 8.829 .551 .633
008
VAR00
23.2500 10.724 .235 .701
009
Balancing Time as to Planning
Deleted Deleted
VAR00
18.0500 9.839 .662 .829
001
VAR00
17.9000 8.937 .834 .799
002
VAR00
17.8000 9.747 .738 .817
003
VAR00
17.9500 10.366 .705 .824
004
VAR00
18.2500 11.566 .474 .854
005
VAR00
18.0000 9.684 .735 .817
006
VAR00
17.7500 12.197 .217 .887
007
Balancing Time as to Satisfaction
Deleted Deleted
VAR00
17.4500 7.208 .781 .712
001
VAR00
17.2500 8.303 .778 .724
002
VAR00
17.3500 9.187 .545 .767
003
VAR00
17.5000 8.158 .667 .741
004
VAR00
17.3500 11.292 .001 .859
005
VAR00
17.2500 9.250 .608 .759
006
VAR00
17.0500 9.629 .426 .787
007
Note:
Kindly delete from your instrument the highlighted variables because these are not
reliable items.
APPENDIX F
CURRICULUM VITAE
Name: James Cid L. Fabiana
Address: 032 Amparo Velez, Bulua, Cagayan de Oro City
Email Address: jfabiana63285@liceo.edu.ph
ORCID no.: 20191063285
Name of Father: Nat L. Fabiana
Name of Mother: Ave L. Fabiana
Educational Background:
College
Bachelor of Science in Occupational Therapy
Liceo de Cagayan University – Paseo del Rio Campus
Macasandig, Cagayan de Oro City
On Study
High School
Liceo De Cagayan University
RNP Boulevard, Kauswagan, Cagayan de Oro City
Year Graduated: 2018-2019
Elementary:
Bulua Central School
Bulua, Cagayan de Oro City
Year Graduated: 2011-2012


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Liceo de Cagayan University College of Rehabilitation Sciences

TIME MANAGEMENT AND ACADEMIC PERFORMANCE OF ALLIED HEALTH

TIME MANAGEMENT AND ACADEMIC PERFORMANCE OF ALLIED HEALTH

A Thesis Presented to the

Faculty of the College of Rehabilitation Sciences

Liceo de Cagayan University

Cagayan de Oro City

of the Requirements for the Degree

Bachelor of Science in Occupational Therapy

JAMES CID L. FABIANA

recommended to proceed and accomplish the tasks in Research 2.

DICK HERLY R. CARSKIT, DM, PTRP

in Occupational Therapy by the Panel of Examiners with a grade of

NICOLYNE B. MONSANTO, PTRP, DM

CYMONEL VAUGHAN M. MANLEGRO, OTRP

ALEXIS MIGUEL R. RIVERA, PTRP

Bachelor of Science in Occupational Therapy.

Date of Proposal Defense: June 24, 2022 .

DICK HERLY R. CARSKIT, DM, PTRP

1 THE PROBLEM AND ITS SCOPE

Theoretical and Conceptual Framework 2

Statement of the Problem 4

Scope and Delimitations of the Study 5

Significance of the Study 6

2 REVIEW OF RELATED LITERATURE AND STUDIES

Foreign and Local Literature and Studies 8

Respondents and Sampling Procedure 14

Validity and Reliability of the Instruments 18

Data Gathering Procedure 19

4 PRESENTATION, ANAYLSIS AND INTERPRETATION 22

A. Letter of Consent to the Participants 50

B. Approval Letter to the Dean 56

C. Letter of Consent to the Research Ethics Board 58

THE PROBLEM AND ITS SCOPE

management (Demuyakor, 2020).

Time plays an important role in an organization, sustainability, and development of

the effect on their GWA.

de Cagayan University during 1st semester class.

Theoretical and Conceptual Framework

good time management skills.

(Butler & Hope 2007).

Independent Variables Dependent Variable

Statement of the Problem

Specifically, this study aims to answer the following questions?

University in terms of:

1.4 Year Level?

2. What is the time management of allied health students at Liceo de Cagayan

University in terms of priority, planning, and satisfaction?

3. What is the academic performance of the allied health students at Liceo de

4. Is there a significant relationship between academic performance and the time

management of the allied health students at Liceo de Cagayan University?

Ho: There is no significant relationship between academic performance and time

management of the allied health students at Liceo de Cagayan University?

Scope and Delimitations of the Study

students of the Paseo del Rio Campus.

Significance of the Study

time management of allied health student at Liceo de Cagayan University.

Specifically, this study will be beneficial to the following:

time during classes.

for effective learning.

strategies in order for them to achieve better performance in class.

better learning environment to their sons/daughters

Planning. It refers to the process of making plans for something in relation to