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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Managing time is not easy, especially for students nowadays, who are

experiencing a high level of stress coping with every task given to them and

maintaining grades.

Time management is the process of planning and exercising conscious

control of time spent on specific activities, efficiency, and productivity. (Harold

Taylor, 2019). Time management skills are essential components of a student’s

success. Time management strategies are a vital part of getting control of your

time. It requires “conscious” control because our time goes where our attention

goes (Wales, 2019).

Globally, Mackay (2019) stated that time management is one of those

issues that all of the people face but (ironically) feel like they need more time to

address. However, as Benjamin Franklin once said, time is like money. Effective

time management gives us back control of everyone’s day. The cornerstone skill

will help with everything from increasing productivity to building good habits,

setting reasonable goals, avoiding burnout, and finding work-life balance.

A national study from Bestlink College of the Philippines. Time

management is a very challenging task for students. The social environment is

one factor that may need to be improved with proper time management. This
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may cause poor academic performance. The scope of this study is to identify the

factors affecting the students' time management and its impact on their academic

performance, particularly on the Grade 12 students of the ABM strand in the

Senior High School. The method has undergone validation to assess the

accuracy of questionnaires. The result of the study showed and identified the

impact of time management on the academic performance of accountancy,

business, and management grade 12 students in the following variables:

intensive usage of gadgets and paying too much time and attention to social

media. These variables have affected their studies, particularly in-class

participation and other academic activities. With the advent of technology,

students are vulnerable to using it, leading to improper use of their time learning

and studying for school work. The result demonstrated that students need a

schedule or planner to list the routines and activities they must attend in school.

Variables such as punctuality, meeting project deadlines, and following other

school activities make them excellent and careful in passing all their paperwork.

Most students waste their time on their excessive use of gadgets and the internet

in general (Lipon et al., 2019).

A regional study explains that working students' time management also

does not affect their performance academically. However, it cannot be

disregarded as a possible factor affecting their performance. Because when this

is considered, it could affect their performance, especially when these students

have poor time management. However, it has been observed that their

performance will not be affected when students practice time management

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moderately. On the other hand, the students' self–efficacy has a significant

impact on their performance. Thus, students must improve their effectiveness in

studying mathematics to enhance their performance. It is highly suggested that

time management skills are integrated to shape and stimulate students' positive

responses to pressures in all subjects. From the theoretical point of view, once

the skills have been learned and put into practice, students are believed to

manage their lives and endeavor more productively, and, as a result, their school

and work objectives would be fulfilled (Peteros et al., 2021).

Argao National High School has most students start each new semester in

school with high expectations. Students think that being successful in their

studies and school work will make them fail to put together a realistic plan or

establish a routine that will enable them to achieve academic success. To

achieve academic success, students must carefully manage their study time

daily, weekly, and semester.

In this study, it is crucial to conduct this issue as every student has many

competing demands on their time these days. Students in this generation are

more into what is popular nowadays. However, on behalf of a busy-to-be-good

style, the students balance ahead of their time. Planning is vital to getting the

most from the student's activities. Temptations on the time management of one

student can be difficult. Thus, in this study, it will be able to get the answers or

findings of the factors affecting the student's time management.

The respondents of this study are the grade 12 students of the Information

and Communication Technology Strand (ICT) of Argao National High School.

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This study will be taken only inside the school premises in the school year 2022-

2023.

Theoretical Background

Bucket of Rocks Theory or Pickle Jar Theory. This theory offers an

understanding of how much work a person should perform at any given level.

Jeremy Wright propounded the Pickle Jar Theory in 2002, based on the

concept that time is a non-perishable resource with limits. The Pickle Jar

Theory symbolizes “work” and “life.” If the jar is filled with small things (water,

sand), there is no room for the big things (rocks, pebbles).

The Pickle Jar represents everyday activities, while the sand, rocks, and

pebbles represent daily routine. And additionally, water means private life.

One of the time management skills is prioritizing daily tasks. The Pickle

Jar Theory clearly explains that not everything people do is important and

staying focused on priorities is important for success.

Bucket of Rocks Theory

Factors Affecting the Time Management of

the Grade 12 Information and
Communication Technology Students in
Argao National High School

Interventions
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Figure 1
Theoretical Framework

THE PROBLEM

Statement of the Problem

This study will determine the factors affecting the time management of the

Grade 12 Information and Communications Technology Students in Argao

National High School in the school year 2022-2023.

The study aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. Gender

1.2. Section

2. What are the factors affecting the time management of Grade 12

ICT students in Argao National High School in the school year

2022-2023?

3. What recommendations can be made based on the result of the

study?

Significance of the study

This study's results greatly benefit many people. However, this study will

primarily benefit the students, parents, school, teachers, and future researchers.
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Students. Students are the one who gathers and discdiscoversover or

create their ideas and techniques for handling or managing their time. Students

can make themselves more productive.

The parents can benefit from this study in a way that they can help, and

they will know how to manage their children's time. The parents will be able to

understand their children even more and can provide support.

The teachers will be able to know how the students manage their time.

This way, the teachers might consider them and appreciate the students for

taking and using their time. The teachers can help and guide the students

correctly.

The schools can benefit a lot. They will know how they can adjust to what

they will change for the students. The school might help the students and

improve society inside the school.

Current and future researchers will give them ideas and teach them

discipline and a sense of duty. It will teach them how to use their time

productively and efficiently. It will teach them how to utilize their time to improve

in their chosen fields. It will help them develop habits of spending time wisely.

Scope and Delimitations

This study only focuses on the factors affecting the time management of

the grade 12 Information and Communication Technology Students in Argao

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National High School. This study will not further discuss and measure other

irrelevant aspects and personal matters which do not relate to the factors that

affect the time management of the students. Moreover, the conduct of this study

limits also to the respondent’s profile—gender and class section.

Definition of Terms

In this study, the definition of terms is used to expound the understanding

and knowledge of the researchers for better clarification and understanding of the

terms used in the study.

Time Management - is the process of organizing and planning how to divide

your time between different activities.

TVL (Technical-Vocational-Livelihood) - TVL is a strand that is designed to

develop students' skills that is useful for livelihood and technical projects.

ICT (Information and Communication Technology) - is the mode of education

that use information and communications technology to support, enhance, and

optimise the delivery of information.

Envision - to think of something that someone believes might exist or happen in

the future. It is to picture something in mind.

Juggling -to keep several objects in motion in the air simultaneously by

repeatedly throwing and catching them. To make changes to something in order

to achieve the desired result.

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Productivity - the quality or state of being; the rate per unit area or per unit

volume at which producers make biomass consumable as food by other

organisms.

Self-efficacy- refers to an individual's belief in his or her capacity to execute

behaviors necessary to produce specific performance attainments.

Sufficient - having or providing as much as is needed.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter represents the related literature and studies from local and

foreign sources. It plays a significant role in finding coherent concepts from

various literary works and studies associated with the research topic. These

related studies and literature examine this research and what the world already

knows about its significant concepts. These literature and studies indicate that

this research exists in the local and international scope.

Related Literature Reviewed

According to Therese Hoff Macan, people who have a job: engage in time

management behaviors, which results in increased job performance, satisfaction,

and fewer job tensions, a theoretical framework and empirical examination still

need to be improved. The time management process model was proposed and

tested to address this deficiency. Three hundred fifty-three employees completed

several scales; supervisors provided performance ratings. Examination of the

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path coefficients in the model suggested that engaging in some time

management behaviors may have beneficial effects on tensions and job

satisfaction but not on job performance. Contrary to popular claims, time

management training was not found to be effective (Maca, 2016).

"College students' time management: Correlations with academic

performance and stress." Many college students find the academic experience

stressful (K. J. Swick, 1987). One potential coping strategy frequently offered by

university counseling services is time management. Some students completed a

questionnaire assessing their time management behaviors, attitudes, stress, and

self-perceptions of performance and grade point average (GPA). Students who

perceived control of their time reported significantly greater evaluations of their

performance, more excellent work and life satisfaction, less role ambiguity, less

role overload, and fewer job-induced and somatic tensions. Findings are

consistent with theory and advice on time management but also indicate that the

dynamics of time management are more complex than previously believed (R. S.

Schuler, 1979).

Related Study Reviewed

A reviewed study from the Institute of Management Services (2019)

entitled Time Study for the people who work for a wide range of work performed

under a wide range of conditions. This study aims to determine or involve specific

control mechanisms to ensure that timing errors are within acceptable limits.

Once a primary time for each element has been determined, allowances are

added (for example, to allow the worker to recover from the physical and mental
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effects of carrying out the work) to derive a standard time. Time study is a very

flexible technique, suitable for a wide range of work performed under a wide

range of conditions, although it is difficult to time jobs with short cycle times (of a

few seconds). Because it is a direct observation technique, it takes account of

specific and unique conditions but relies on the subjective rating process.

However, if properly carried out, it produces consistent results and is widely

used. Additionally, electronic data capture devices and personal computers for

analysis make it much more cost-effective than previously.

This study is of good support to the main problem of this research study

because it is in line with the study’s topic being discussed. However, it only

mentions time control—for the workers, not for students in this century. Their

study encompasses all the possible factors in controlling time or managing time

(Bridwell Bowles, 2013)

Another reviewed study by Vic Santiago (2019) entitled Time

Management and Science Achievement. This study is for any students facing the

face of meeting course requirements and managing time. It provides

specifications on loads to work on overtime. This study is specifically actual in

what is practiced in science education, for scientific knowledge is highly

structured knowledge (Shavelson & Ruiz-Primo, 1998), requiring a tedious

concentration on the application of the scientific knowledge domain and the

scientific method in itself. Mariano Jimenez (as cited by Padua, 2003), in his

column, the Value Point emphasized that with proper time management, each

person might significantly enrich his life and actualize himself.

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Moreover, with the effective use of time, we can be confident in the

thought we have committed. In agreement with Jimenez regarding managing

time, it can be stated that the efficient and proper use of time on study materials

contributes significantly to a successful school experience and maintains

maximum achievements. Without these qualities, even the most capable and

talented students would experience considerable frustrations and difficulties in

carrying out different activities and tasks the school imposes. Each student,

therefore, within the limits of his ability, will be successful in academic work as he

pursues it with efficiency, industry, and willingness to learn. On the other hand, if

the person is a passive learner or does not have the habit of studying, literacy

would not prevail, and neither does achievement (Padua, 2003).

A conclusion to this reviewed study by Vic Santiago (2019) is that students

must realize the value of proper time management to one's achievement status; it

would be unfair to rest students' academic efficiency holistically on teachers

alone. Students' knowledge of the system of their activities over time results to

control overall their source as a by-product of good study habits. Thus,

excellence in achieving in most subject domains may concern science,

mathematics, linguistics, and more. This study becomes a thrust to determine

how first year’s students of Philippine Normal University manage time and its

relation to science achievement by having these concepts.

Furthermore, in conclusion to the generally related study reviewed, it is

significant rules in finding different concepts in various literary works and studies.

This literature and studies are existent in the local and international scope. This
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implementation helps the researchers engage their studies about this literature,

which were conducted with the students. Due to the importance of gathering

information to conceptualize the perceptions towards the topic of 21st century

learners of time management, this also has an impact on time management of

the student's academic achievements. The usage of time by students in higher

education institutions is related to their daily routines and activities.

Moreover, this needs more rigorous research into the mechanism of time

management in the factor that contributes to its effectiveness. These studies are

more likely to also focus on the study of Michael Killkely (2015), which has six

essential time management tips. Manage time actively, limit distractions, single

tasks, keep a time log, resign week, and finally, realize. Furthermore, Vic

Santiago (2019), students must realize the value of proper time management to

one's achievement status. Along with this conclusion, it can be used by the

researchers to suggest and recommend improving the quality of education.

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Chapter 3

RESEARCH METHODOLOGY

This study tackles all the different aspects of research, including the

Research Design, Research Environment, Subject of the Study, Research

instrument, Statistical Treatment of Data, and Data Gathering Procedure. This

research emphasizes the research process and approach that will be used in this

study.

Research Design

This research used a descriptive quantitative research design to look into

the intervention of Factors Affecting the Time Management of the grade-12

Students Enrolled in ICT (Information and Communication Technology) Strand in

Argao National High School, the year 2022-2023. It helps the students manage

their time to have a successful output. It also helps them use their time to do their

specific activities.

This study also supports the student in maintaining focus and analyzing

their workload assigned priorities so that they can be able to accomplish their
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goals. This study is also a skill that is an essential component of a student's

success.

The information that the researchers conducted through observation in

which it would interpret as follows.

Research Environment

This study conducted on the student in Argao National High School, a

DepEd-managed partially urban secondary Public School Located in Argao,

Cebu. The municipality of Argao is 66.90 kilometers southeast of Cebu province.

The municipality had a total land area of approximately 20,735 hectares, or

206.53 square endeavors of 13,606 hectares were classified as alienable and

disposable lands, while 5,380 hectares and forest land.

Cebu, Philippines

Argao, Cebu
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Argao National High School

Figure 3
Maps
Research

Respondents

The respondents of this study are the students in grade 12 ICT

(Information and Communication Technology) at Argao National High School.

This study was taken during the school year 2022-2023.

SECTION POPULATION RESPONDENTS

ATANASOFF 57 40

NEWMAN 56 40

Table 1

Research Respondents

Sampling Method

In concluding this study, the selected student in the grade 12 ICT strand,

which had 113 of the population in Argao National High School, were utilized to
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manage their time. The researchers used a non-probability sampling method

which is Quota Sampling to get the number of respondents. In every section of

the grade 12 ICT strand, the researchers will have a total of 80 respondents that

will be part of this research. The researchers quoted only 40 students in each

section because most students are not present, and the researchers will have a

hard time looking and waiting for them to answer the questionnaire. The

researchers also made sure that these 80 respondents are decided and selected

to answer the questionnaires. Every respondent to the study will receive a

questionnaire to be answered.

Research Instrument

A questionnaire was designed to gather data on Argao National High

School students. It is about the Factors Affecting the Time Management of Grade

12 Students. The instrument to be utilized in this study was a questionnaire and a

survey. The questionnaire was divided into 5, and those 5 are the factors that

affect the time management of grade 12 ICT students. Each factor has multiple

questions that can be answered using a Likert scale—5 (Always) as the highest

and 1 (never) as the lowest. The questionnaire contained questions designed to

elicit responses from the respondents of the researcher's informants to collect

data on information that entirely analyzed the Grade 12 ICT Strand students'

perception.

Data Gathering Procedures

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A permit was made first to allow the researcher to research the Factors

Affecting the Time Management Adapting to Blended Learning of Grade 12 ICT

Students in Argao National High School. The research questionnaire was

produced and distributed directly to the students. It comprises questions related

to the research study statement of the problem that the researchers will modify—

orienting the respondents on the purpose of the study and investing them how to

accomplish the investment or test. The responses will be tallied to get the data

treated statistically to generate empirical data.

Statistical Treatment of Data

The data gathered in this study will be subjected to the following statistical

treatment.

Frequency Count and Simple Percentage. This analysis will determine

the frequency counts and percentage distribution of collected survey data. This

analysis will be used for the respondent’s profile, the gender of the respondents,

the class section of the respondents, and the total number of respondents in

each class section.

Likert Scale. A Likert scale is a rating scale used to measure opinions,

attitudes, or behaviors. In this study, the Likert scale comprises five options—5

(Always) as the highest and 1 (never) as the lowest. and will use descriptive

statistics to summarize the data collected in simple numerical or visual form. This

analysis will identify which factors affecting the time management of the grade 12
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students enrolled in ICT (Information and Communication Technology) Strand in

Argao National High School impact the outcome most.

Chapter 4

DATA PRESENTATION, INTERPRETATION, AND ANALYSIS

The data gathered from this study is presented, analyzed, and interpreted

in this chapter. These findings were crucial in solving the study's concerns. This

chapter covers data presentation using tabular presentation and an explanation

by text presentation.

Furthermore, the logical order of the presentation and discussion of the

results was based on the arrangement of the specific problems that were

presented in the Statement of the Problem found in the first chapter. The data

that will be presented were statistically analyzed to arrive at the findings of the

study. In connection, the presentation, analysis, and interpretation of data were

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divided into two parts. The first part contained the profile of the respondents and

the second part contained the presentation of analysis and interpretations of the

five factors affecting the time management of the Grade 12 Students enrolled in

ICT (Information and Communication Technology) Strand in Argao National High

School, 2022-2023.

Profile of the respondents

The tables presented thereafter were the respondents' demographic

profiles based on the study's collected data. It includes the gender and the total

of respondents in the grade 12 ICT Strand. This has been calculated through

Frequency Count and Simple Percentage.

Respondents’ Gender

The table shows the respondent’s gender and the total number of

respondents based on the survey conducted. This part shows the total number

and percentage of males and females in each section of the grade 12 ICT Strand

in Argao National High School, 2022-2023.

Table 2
Respondents’ Profile
Based on the results, the

female group has only 14 frequencies which are 18 percent of the total
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respondents. Moreover, the male group has a total frequency of 66 which is 82

percent of the total percentage. This denotes that most of the respondents in

grade 12 ICT students are male.

SECTION TOTAL OF STUDENTS

ATANASOFF 57

NEWMAN 56

TOTAL= 113

Based on the result

The factors affecting the time management of the grade 12 students

enrolled in the ICT strand, 2022-2023.

This table shows the weighted mean of the factors that affect the time

management of the grade 12 ICT students based on the survey conducted. The

data was computed using the Likert scale and it was then computed.

Adams & Blair (2019) carried out research on the impact of time

management behaviors on undergraduate students’ performance. The

respondents of this study are 289 undergraduate students who were surveyed

using the Time Management Behavior Scale (TMB) were also similar to the Likert

Scale. The study concluded that students’ perceived control of time was the

factor that correlated significantly with their cumulative grade point average. Time

management practices were whose to be non-significantly different across

gender, age, initial qualification, and time already spent in the program average.
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Questions TOTAL WEIGHTED Interpretation

MEAN

1. I do the most important tasks at my best time 80 3.7373 OFTEN

during the day
2. I prioritize the tasks I must do according to 80 3.625 OFTEN
their importance and urgency.
3. I concentrate on only one important task at a 80 3.6125 OFTEN
time but do multiple trivial functions altogether.
4. I divide large projects into smaller, separate 80 3.55 OFTEN
stages.
5. I have a planner/notes/notebook, and I list 80 3.3125 SOMETIMES
tasks to accomplish each day.
6. I list tasks accordingly, from easiest to most 80 3.425 OFTEN
complex, for the job to complete faster.
7. I set deadlines for myself if they are yet 80 3.5125 OFTEN
provided.
TOTAL WM ------ 3.539285714 OFTEN

Table 3.1
Weighted Mean of the 1st Factor: Priorities &
School Works

Based on the results, it

can be depicted that the statement that garnered the lowest weighted mean is

the fifth question/statement that says, “I have a planner/notes/notebook, and I list

tasks to accomplish each day,” which implies that most students in the grade 12

ICT strand sometimes list the tasks that are important and often prioritize, divide

and set deadlines to do their tasks and other important things to do.

Questions TOTAL WEIGHTED MEAN Interpretation

1. I do today what needs to be 80 3.4 SOMETIMES

done. I don’t procrastinate.
2. I periodically evaluate the 80 3.3125 SOMETIMES
use of my time while using
my academic calendar.
3. I finish at least one thing 80 3.6375 OFTEN
every day.
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4. I procrastinate or delay 80 3.25 SOMETIMES

doing something until later
because I do not want to do
it.
5. I wait for the right mood or 80 3.275 SOMETIMES
the right time to do tasks.
6. I put off tasks that are 80 3.55 OFTEN
unpleasant for me.
7. I have some time during 80 3.5125 OFTEN
each day when I can work
uninterrupted.
8. Distractions and 80 3.9 SOMETIMES
interruptions keep me from
concentrating on my work.
----- 3.4796875 OFTEN
TOTAL WM

Table 3.2
Weighted Mean of the 2nd Factor:
Procrastinations or Interruptions

Based on the results, in the

factor “Procrastinations or Interruptions” it can be depicted that the statement that

garnered the lowest weighted mean is the fourth question or statement that says,

“I procrastinate or delay doing something until later because I do not want to do

it,” which implies that most students in grade 12 ICT are sometimes distracted or

interrupted and at least finish one task a day.

Questions TOTAL WEIGHTED MEAN Interpretation

1. I use my time in screen- 80 3.6625 OFTEN
time or gadgets
efficiently.
2. I am on my phone when 80 3.975 OFTEN
there are no tasks or
anything to do.
3. I give efficient and in limit 80 3.6875 OFTEN
time to my social media
life.
TOTAL WM ----- 3.775 OFTEN
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Based on the results, the three statements or questions in the 3 rd factor

which is “Screen time or use of gadgets”, show that it has an equal interpretation

of “OFTEN” but a different

Table 3.3
weighted mean. Weighted Mean of the 3rd Factor: Screen time This implies that
or use of gadgets
all students are into gadgets and

that all students have screen time but often use it.

Question TOTAL WEIGHTED MEAN Interpretation

1. I do something productive 80 3.375 SOMETIMES

whenever I am waiting.
2. I avoid time wasters. 80 3.2625 SOMETIMES

3. I schedule some time 80 2.9125 SOMETIMES

during the day for personal
time alone (for planning,
meditation, prayer, and
exercise).
4. Even if there are many 80 3.65 OFTEN
things to finish on time,
when I urge to do
something I love, I do it
first.
TOTAL WM ----- 3.3 SOMETIMES

Table 3.4
Weighted Mean of the 4th Factor: Past time or
Recreation or Hobby

Based on the results,

shows that the first, second, and third questions have the same interpretation of

“Sometimes”, while the fourth is “Often”. The question or statement garnered the

lowest weighted mean in the third question with a weighted mean of 2.9125.
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This implies that some students are sometimes into recreation or doing other

things as their pastime, and sometimes avoid time wasters.

Question TOTAL WEIGHTED MEAN Interpretation

1. I set goals for the academic 80 3.45 OFTEN

year. (Academic, Personal,
Spiritual) –Long Term
2. I set goals for myself each 80 3.425 OFTEN
semester. (Academic,
Personal, Spiritual, etc.)
3. I review my planner each day 80 3.675 OFTEN
after I complete my tasks.
4. I continually find little ways to 80 3.2125 SOMETIMES
use my time more efficiently.
---- 3.440625 OFTEN
TOTAL WM

Table 3.5
Weighted Mean of the 5th Factor: Goals

Based on the results, it

can be depicted that the statement or the question that garnered the lowest

weighted mean is the fourth question that says, “I continually find little ways to

use my time more efficiently.” This implies that grade 12 ICT students sometimes

find ways to use their time efficiently and often set goals in completing tasks.
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Table 4:
Weighted Mean of the Factors affecting the
time management of the grade 12 students

Based on the results, the

first factor “Priorities and schoolwork” has a weighted mean of 3.539285714. The

second factor is “Procrastinations or Interruptions”, with a weighted mean of

3.4796875. The third factor is “Screen time or use of gadgets”, which has a

weighted mean of 3.775. The fourth factor is “Past time or hobbies”, which has a

weighted mean of 3.3. The last factor is “Goals” which has a weighted mean of

3.440625. And it also shows the total weighted mean which is 3.506919643.

This implies that all the factors shown above are proof that these are factors

often affects the time management of the grade 12 ICT students in Argao

National High School in the school year 2022-2023.

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Chapter 5

FINDINGS CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the problems of the study that were answered

accordingly through the statistical treatments that were used. In connection, it

summarizes the results and findings that were gathered. It contains the drawn

conclusion along with the implications.

Findings

Based on the analysis of the data gathered the following appeared:

1. Profile of the Respondents

Gender. The data collected shows that there are only 14, or 18% of the

female respondents, while 66, or 82% of the respondents are male. Which this

denotes that most of the respondents in grade 12 ICT students are male.

The factors affecting the time management of the grade 12 students

enrolled in the ICT strand, 2022-2023.

Based on the results, the first factor is “Priorities and schoolwork”, it is one

of the factors that affect time management. For students enrolled in the ICT

strand, tasks are given successively. Task after task. The second factor is

“Procrastination”, in this factor, students tend to procrastinate when more tasks

and responsibilities are combined, and students cannot function well. The third
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factor is “Screen time or use of gadgets”, where in this generation,

predominantly, students already have at least one gadget which can in fact

cause disruption in managing time. The fourth factor is “Past time or hobbies”,

where some of the students are into recreation and their hobbies. And the last

factor is “Goals”, when students are all focused on these factors, their goals can

also be disregarded.
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Conclusion

Based on the indicated findings, the following conclusions were drawn:

Despite how important time management is, it is not taught in class as a

subject. However, it is the first step towards success. Every beginning is difficult,

especially when need to make revolutionary changes in time management.

No successful change ever happened overnight, even the partial

implementation of time management will noticeably improve school performance

and make a positive change in the current paradigm of your life (Allison

Academy, 2023).
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Recommendations

Based on the findings and the conclusion drawn, the following recommendations

are stated below:

1. Students should create an effective schedule in the calendar. One of

the first steps towards gaining the ability to manage time is to have a

schedule where plans can be written down for annual, monthly, and

weekly commitments and goals.

2. Set goals correctly. By setting goals, students will know where the bulk

of their time each day should be focused.

3. Use the Bucket of Rocks Theory as a guide. A time management

technique that prioritizes tasks and responsibilities in a specific order.

4. Eliminate Distractions and learn to say no.

5. Avoid multitasking. Numerous studies have shown that people are

unable to do more than one thing at a time, except that brain gives the

illusion of doing several things at the same time. Some researchers

even claim that multitasking reduces productivity by 40%. So, if

students want to be as productive as possible in managing time in the

best possible way, students should do one thing at a time.

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BIBLIOGRAPHY

Michael Erwin (2007). Time Management (p.66)

TimeManagement-Central.net.https://www.Timemanagement-
central.net/time management- strategies.html.

Harrold Taylor (2019). History of Time Management. (p.24)

https://www.TRENDING;Taylor in time.

Big Rock Theory (2018). Absolute best business solutions. (p.56)

Absolute best.com.au.

Loveless &Belz (2019). Using Time Management to Improve Study (p.146)

Skills.4047Clipper.Street SaraogaSprings,UTAH 84045.Education Corner.

Trezona& Duffy (2015). 21st century Time management. (p.156)

Bridgebuilders.co.ok/

MarianeStenger (2014). Why we need to teach students Time Management.

https://www.Informed.com (p.20)

Fred Wilson (2019). Why Time Management is Important (p.513)

task manager.com/blog/whytimemanagement–is–important/

Michael kilkelly (2015). 6 Essential Time Management Tips for Architect.(p.35)

ArchDaily.https://www.archdaily.com/774786/6essential-time
management-tips- for- architect/ISSN0719-8884

Claessens,Vanerde, Rutte, and Roe(2005). A Review of the time management

literature. (p.)
 31

researchgate.net/publication/228664480 A Review of time management

literature.

Institute of Management (2019). Time study. (p.352)

Page.ctm/content/Time- Sudy/

Vic Santiago (2019). Time management and Science achievement.

Academia.edu/5434185/ time management achiever.(p32.)

Harris, J 2008. Time Management 100 success secrets – the 100 most
asked questions on skills, tips, training, tool, and techniques for effective
time management, Lulu publishers, LA.

Mancini, M 2003. Time Management, McGraw-Hill Professional, Canberra.

 32

APPENDIX A
TRANSMITTAL LETTER

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Argao National High School
CanbanuaArgao Cebu

January 2023
ELMA M. LARUMBE
Principal IV
Argao National High School

Madamme,
In line with our research proposal in the final partial fulfillment of the requirements
for the subject, Practical Research III at Argao National High School for the year
2022-2023. We would humbly ask permission from your good office to conduct
this study entitled Factors Affecting the Time Management of the Grade 12
Information and Communication Technology Students in Argao National
High School.

We are looking forward to your favorable action toward this request.

Thank you for your consideration.

Respectfully yours, Principal

JAYGIE ROSE Noted By:

VILLEGAS LIEZ C.
Research Team Leader GONZALES
Research
Adviser
Approved by:
ELMA M. LARUMBE
 33

APPENDIX B

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Argao National High School

January 2023
ARGAO NATIONAL HIGH SCHOOL
Canbanua, Argao, Cebu

Dear Adviser,
Greetings!

In line with our research proposal in the final partial fulfillment of the requirements
for the subject, Practical Research III at Argao National High School for the year
2022-2023. We would humbly ask permission from your good office to conduct
this study entitled Factors Affecting the Time Management of the Grade 12
Information and Communication Technology Students in Argao National
High School.

We are looking forward to your favorable action toward this request.

Thank you for your consideration.

Respectfully yours,
Approved By:

JAYGIE ROSE VILLEGAS LIEZ C. GONZALES

Research Team Leader Research Teacher
 34

APPENDIX C

Republic of the Philippines

Department of Education
Region VII, Central Visayas
Argao National High School

January 2023
ARGAO NATIONAL HIGH SCHOOL
Canbanua, Argao, Cebu

Greetings!

The undersigned is the lead researcher of a group in 12-Atanasoff with the

subject Practical Research III currently working on the research proposal entitled
“Factors Affecting the Time Management of the Grade 12 Information and
Communication Technology Students in Argao National High School”.

In line with this, as a group of researchers, we would humbly ask you to be

part of our survey. Rest assured that your identity will not be known and your
answers will stay confidential.

We are looking forward to your favorable action toward this request.

Thank you for your consideration.

Respectfully yours,

Noted By:

JAYGIE ROSE VILLEGAS LIEZ C. GONZALES

Research Team Leader Research Teacher
 35

APPENDIX D
Factors Affecting the Time Management of Grade 12 Information and
Communications Technology Students in Argao National High School

A Survey Questionnaire
Name: _________________________________________ Section: ________________

In responding to the statements below, please check (✓) your response with
each column in which you do each activity. Assess your behavior as it is, not as you
would like it to be. The usefulness of this instrument depends on your ability to assess
your behavior accurately.

Priorities & School works Never Seldom Sometimes Often Always

(1) (2) (3) (4) (5)
I do the most important tasks at my
best time during the day.

I prioritize the tasks I have to do

according to their importance and
urgency.

I concentrate on only one important

task at a time but do multiple trivial
functions altogether.

I divide large projects into smaller,

separate stages.

I have a planner/notes/notebook,
and I list tasks to accomplish each
day.
I list tasks accordingly, from easiest
to most complex, for the job to
complete faster.
I set deadlines for myself if they are
yet provided.

Procrastinations & Interruptions Never Seldom Sometimes Often Always

(1) (2) (3) (4) (5)
I do today what needs to be done. I
don't procrastinate.

I periodically evaluate the use of my

time while using my academic
calendar.
I finish at least one thing every day.
 35
36

I procrastinate or delay doing

something until later because I do
not want to do it.
I wait for the right mood, or the right
time to do tasks.
I put off tasks that are unpleasant for
me.
I have some time during each day
when I can work uninterrupted.

Distractions and interruptions keep

me from concentrating on my work.

Screen time / use of gadgets Never Seldom Sometimes Often Always

(1) (2) (3) (4) (5)
I use my time in screen-time or
gadgets efficiently.
I am on my phone when there are no
tasks or anything to do.
I give efficient and in limit time to my
social media life.
Pastime/Recreation/Hobby Never Seldom Sometimes Often Always
(1) (2) (3) (4) (5)
I do something productive whenever
I am waiting.
I avoid time wasters.

I schedule some time during the day

for personal time alone (for planning,
meditation, prayer, and exercise).
Even if there are many things to
finish on time, when I urge to do
something I love, I do it first.

Goals Never Seldom Sometimes Often Always

(1) (2) (3) (4) (5)
I set goals for the academic year.
(Academic, Personal, Spiritual) –
Long Term
I set goals for myself each semester.
(Academic, Personal, Spiritual, etc.)
I review my planner each day after I
complete my tasks.
I continually find little ways to use
my time more efficiently.
37
 36
38

APPENDIX E
SOLUTION OF DATA
1. Weighted Mean
Questions 1 2 3 4 5 Mean Weighted
Mean
Priorities and NEVER SELDOM SOME OFTEN ALWA
Schoolwork TIMES YS

I do the most
important tasks
at my best time 1 3 33 22 21 3.7375
during the day

I prioritize the
tasks I have to
do according to 3 33 35 9 3.625
their importance
and urgency.

I concentrate on
only one
important task at
a time but do 2 43 19 16 3.6125
multiple trivial
functions
altogether.

I divide large
projects into
smaller, 10 31 24 15 3.55
separate stages. 3.539285714

I have a
planner/notes/no
tebook, and I list
tasks to 5 12 29 21 13 3.3125
accomplish each
day.

I list tasks
accordingly,
from easiest to
most complex, 3 10 31 22 14 3.425
for the job to
complete faster.

I set deadlines
for myself if they 11 31 24 14 3.5125
are yet provided.
 39
37

Questions 1 2 3 4 5 Mean Weighted

Mean
Procrastination NEVER SELDOM SOME OFTEN ALWA
or Interruptions TIMES YS

I do today what
needs to be
done. I don’t 2 8 34 28 8 3.4
procrastinate.

I periodically
evalute the use
of my time while 3 13 27 30 7 3.3125
using my
academic
calendar.

I finish at least
one thing every
day.
14 24 19 23 3.6375
I procrastinate
or delay doing
something until 20 28 24 8 3.25
later because I
do not want to
do it.
3.4796875
I wait for the
right mood, or
the right time to
do tasks. 21 28 19 12 3.275

I put off tasks

that are
unpleasant for
me. 1 7 35 21 16 3.55

I have some
time during each 9 31 30 10 3.5125
day when I can
work
uninterrupted.

Distractions and
interruptions
keep me from 1 7 23 17 32 3.9
concentrating on
my work.
40
 41
38

Questions 1 2 3 4 5 Mean Weighted

Mean
Screen time or NEVER SELDOM SOME OFTEN ALWA
use of gadgets TIMES YS

I use my time in
screen-time or
gadgets 6 36 17 21 3.6625
efficiently.

I am on my
phone when
3.775
there are no 9 18 19 34 3.975
tasks or
anything to do.

I give efficient
and in limit time
to my social
media life. 7 30 24 19 3.6875

Questions 1 2 3 4 5 Mean Weighted

Mean
Pastime or NEVER SELDOM SOME OFTEN ALWA
hobbies or TIMES YS
recreation
I do something
productive
whenever I am 16 31 20 13 3.375
waiting.

I avoid time
wasters. 17 34 20 9
3.2625
I schedule some
3.3
time during the
day for personal
time alone (for 6 29 20 16 9 2.9125
planning,
meditation,
prayer, and
exercise).

Even if there are

many things to
finish on time,
when I urge to 1 6 28 30 15
do something I 3.65
love, I do it first.
 42
39

Questions 1 2 3 4 5 Mean Weighted

Mean
NEVER SELDOM SOME OFTEN ALWA
Goals TIMES YS

I set goals for

the academic
year. 5 10 27 30 10 3.45
(Academic,
Personal,
Spiritual) –Long
Term

I set goals for

3.440625
myself each
semester.
(Academic, 12 29 32 7 3.425
Personal,
Spiritual, etc.)

I review my
planner each
day after I
complete my 2 15 24 15 26 3.675
tasks.

I continually find
little ways to use
my time more
efficiently. 25 19 25 10 3.2125
 40
43

CURRICULUM VITAE

Dejito, Myrha A.

Catang, Argao, Cebu

09382223832

PERSONAL INFORMATION

Name: Myrha A. Dejito

Birthday: May 16,2005
Birth Place: Catang,Argao,Cebu, Philippines
Sex: Female
Age: 18
Nationality: Filipino
Civil Status: Single
Father's Name: Ramir V. Dejito
Mother's Name: Rodelma A. Dejito

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Usmad National High School—Usmad, Argao, Cebu,
2017-2020
Elementary School: Nataban Elementary School—Barangay Nataban,San
Carlos City,Negros Occidental 2011-2017
 41
44

CURRICULUM VITAE

Mamac, Kylan Nasibog

Upper Ticoy, Bogo, Argao, Cebu

09199455180

PERSONAL INFORMATION

Name: Kylan N. Mamac

Birthday: June 19, 2002
Birth Place: Manila, Philippines
Sex: Male
Age: 20
Nationality: Filipino
Civil Status: Single
Father's Name:
Mother's Name: Deborrah Mamac

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Usmad National High School—Usmad, Argao, Cebu,
2017-2020
Elementary School: Bogo Elementary School—2011-2017
 45
52

CURRICULUM VITAE

Tumblod, Earl Laurence

Poblacion, Argao, Cebu

PERSONAL INFORMATION

Name: Earl Laurence Tumblod

Birthday: July 14, 2005
Birth Place: Binangonan Rizal, Philippines
Sex: Male
Age: 17
Nationality: Filipino
Civil Status: Single
Father's Name: Ernesto Tumblod
Mother's Name: Joyce Baldado

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Vicente Madrigal Integrated School—Quarry Road,
Palangoy, Binangonan, Rizal 2017-2021
Elementary School: Mabuhay Homes 2000 Elementary School—Mabuhay
Homes, Pantok, Binangonan, Rizal 2011-2016
 46
43

CURRICULUM VITAE

Orevillo, Geraldine A.

Cancainap, Tulic, Argao, Cebu

09199455180

PERSONAL INFORMATION

Name: Geraldine A. Orevillo

Birthday: December 17, 2002
Birth Place: Cancainap, Tulic, Argao, Cebu
Sex: Female
Age: 20
Nationality: Filipino
Civil Status: Single
Father's Name: Julieto D. Orevillo
Mother's Name: Abee A. Orevillo

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Usmad National High School—Usmad, Argao, Cebu,
2017-2020
Elementary School: Tulic Elementary School
 47
44

CURRICULUM VITAE

Lovitos, John Paul

Upper Ticoy, Bogo, Argao, Cebu

0960506174

PERSONAL INFORMATION

Name: John Paul Lovitos

Birthday: October 11, 2003
Birth Place: Argao, Cebu
Sex: Male
Age: 19
Nationality: Filipino
Civil Status: Single
Father's Name: Glen Mier
Mother's Name: Maria Janeth Lovitos

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Argao National High School—Canbanua, Argao, Cebu,
2017-2020
Elementary School: Bogo Elementary School, 2011-2017
 48
45

CURRICULUM VITAE

Mamites, Mike Daniel

Looc, Poblacion, Argao, Cebu

PERSONAL INFORMATION

Name: Mike Daniel Mamites

Birthday: September 6, 2004
Birth Place: Looc, Poblacion, Argao, Cebu, Philippines
Sex: Male
Age: 18
Nationality: Filipino
Civil Status: Single
Father's Name: Christopher Mamites
Mother's Name: Lyn W. Mamites

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Argao National High School—Canbanua Argao, Cebu

Elementary School:
 46
49

CURRICULUM VITAE

Omboy, Jon Joseph C.

Looc, Poblacion, Argao, Cebu

PERSONAL INFORMATION

Name: Jon Joseph C. Omboy

Birthday: March 15, 2004
Birth Place: Cebu, City, Philippines
Sex: Male
Age: 19
Nationality: Filipino
Civil Status: Single
Father's Name: Romeo Omboy
Mother's Name: Precy Omboy

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Argao National High School—Canbanua, Argao, Cebu

Elementary School: Argao Central Elementary School—Poblacion, Argao,

Cebu, 2009-2016
 47
50

CURRICULUM VITAE

Remoroza, Winston

Catang, Argao, Cebu

PERSONAL INFORMATION

Name: Winston Remoroza

Birthday: October 9, 2004
Birth Place: Catang, Argao, Cebu, Philippines
Sex: Male
Age: 18
Nationality: Filipino
Civil Status: Single
Father's Name: Julbert R. Remoroza
Mother's Name: Maria Ritchelle Albacite

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Usmad National High School—Usmad, Argao, Cebu,
2017-2020
Elementary School: Usmad Elementary School, 2011-2017
 51
48

CURRICULUM VITAE

Pangandoyon, Lord Vincent C.

Candabong, Argao, Cebu

PERSONAL INFORMATION

Name: Lord Vincent C. Pangandoyon

Birthday: February 26, 1999
Birth Place: Candabong, Argao, Cebu
Sex: Male
Age: 24
Nationality: Filipino
Civil Status: Single
Father's Name: Romel Harold Pangandoyon
Mother's Name: Janeth Pangandoyon

EDUCATIONAL BACKGROUND:

Senior High School: Argao National High School—Canbanua, Argao, Cebu

2020-2023
Junior High School: Alternative Learning System (ALS), 2020-2021
Elementary School: Canbanua Elementary School
 49
52

CURRICULUM VITAE

Silao, John Patrick P.

Candabong, Argao, Cebu

PERSONAL INFORMATION

Name: John Patrick P. Silao

Birthday: February 13, 2002
Birth Place: Manila
Sex: Male
Age: 21
Nationality: Filipino
Civil Status: Single
Father's Name:
Mother's Name: Amelia Silao

EDUCATIONAL BACKGROUND:
Senior High School: Argao National High School—Canbanua, Argao, Cebu
2020-2023
Junior High School: Alternative Learning System (ALS)--Argao Central
Elementary School—Poblacion, Argao, Cebu, 2019-
2020
Elementary School:
 53
50

CURRICULUM VITAE

Rizon, John Michael M.

Jampang, Argao, Cebu

PERSONAL INFORMATION

Name: John Michael M. Rizon

Birthday: September 29, 1997
Birth Place: Cebu City, Philippines
Sex: Male
Age: 25
Nationality: Filipino
Civil Status: Single
Father's Name: Warlin Rizon
Mother's Name: Salome Mamolo

EDUCATIONAL BACKGROUND:
Senior High School: Argao National High School—Canbanua, Argao, Cebu
2020-2023
Junior High School:
Elementary School:
 51
54

CURRICULUM VITAE

Mamolang, Eliezer Jr. M.

Jomgao, Argao, Cebu

PERSONAL INFORMATION

Name: Eliezer M. Mamolang Jr.

Birthday: December 4, 2004
Birth Place: Jomgao, Argao, Cebu, Philippines
Sex: Male
Age: 18
Nationality: Filipino
Civil Status: Single
Father's Name: Eliezer M. Mamolang
Mother's Name: Roselen C. Mamolang

EDUCATIONAL BACKGROUND:
Senior High School: Argao National High School—Canbanua, Argao, Cebu
2020-2023
Junior High School: Argao National High School—Canbanua, Argao, Cebu
2017-2020
Elementary School: Jomago Elementary School, 2011-2017
 52
55

CURRICULUM VITAE

Villegas, Jaygie Rose

Canbantug, Argao, Cebu

PERSONAL INFORMATION

Name: Jaygie Rose Villegas

Birthday: October 8, 1998
Birth Place: Canbantug, Argao, Cebu, Philippines
Sex: Female
Age: 23
Nationality: Filipino
Civil Status: Single
Father's Name:
Mother's Name: Sarah A. Villegas

EDUCATIONAL BACKGROUND:
Senior High School: Argao National High School—Canbanua, Argao, Cebu
2020-2023
Junior High School: Argao National High School—Canbanua, Argao, Cebu
2016-2017
Elementary School: Canbantug Elementary School, 2011-2012
 56
53

CURRICULUM VITAE

Rellanos, Michael James A.

Tulic, Argao, Cebu

PERSONAL INFORMATION

Name: Michael James A. Rellanos

Birthday: May 7, 2000
Birth Place: Argao, Cebu, Philippines
Sex: Male
Age: 23
Nationality: Filipino
Civil Status: Single
Father's Name: Eleuterio Rellanos
Mother's Name: Rosalina A. Rellanos

EDUCATIONAL BACKGROUND:
Senior High School: Argao National High School—Canbanua, Argao, Cebu
2020-2023
Junior High School: Alternative Learning System (ALS)—Argao Central
Elementary School, 2020-2021
Elementary School: Tulic Elementary School, 2010-2011