TIME MANAGEMENT STRATEGIES AND LEVEL OF SCHOOLWORK

COMPLIANCE OF STUDENT OFFICERS

TITLE PAGE

A Research Paper
Presented to
THE FACULTY
Senior High School
Sta. Maria Integrated High School

In Partial Fulfillment
of the Requirements for the Subjects
Practical Research 1 and 2
(GENERAL ACADEMIC STRAND)

by:

ROBERT T. PONTERAS
ANGELENE M. OÑATE
ALTHEA JOFED I. PADERES
JOHAIVER T. SANDAB
KAREN A. LIWAN
EXCELLE R. LABADIA
ROSELLA GUEVARRA
JERALDINE P. SERRANO
KIMBERLY B. SANTOS

February 2024
 APPROVAL SHEET

In partial fulfillment of the requirements for Practical Research 1 and 2,

this research entitled “TIME MANAGEMENT STRATEGIES AND LEVEL OF
SCHOOLWORK COMPLIANCE OF STUDENT OFFICERS” has been prepared
and submitted by ROBERT T. PONTERAS, ANGELENE M. OÑATE, ALTHEA
JOFED I. PADERES, JOHAIVER T. SANDAB, KAREN A. LIWAN, EXCELLE R.
LABADIA, ROSELLA GUEVARRA, JERALDINE P. SERRANO, and
KIMBERLY B. SANTOS.

MARY ANN H. REYES

Research Adviser

Approved in partial fulfillment of the requirements for Practical Research

1and 2 by the Oral Examination Committee.

MARIA KRISTINE A. CASTILLO CHRISTINE JOY R. DE CHAVEZ

Member Member

JOSELITO L. GOZOS PhD

Chairperson

JADE NICOLE Q. RIVERA MADONNA B. REAL

Member Member

Accepted in partial fulfillment of the requirements for the subject Practical

Research 1 and 2

JOSELITO L. GOZOS PhD FLORANTE A. FRANCISCO

Head Teacher III Principal II
Sta. Maria Integrated High School Sta. Maria Integrated High School

Date: February 2024

 ACKNOWLEDGMENT

The researchers would like to express their deepest gratitude and sincere

appreciation to the following people who helped in the realization of the study:

Mrs. MARY ANN H. REYES, our research adviser and teacher, for her timely

advice and encouragement during this work, for the patience in editing

and checking the manuscript, and for giving her necessary suggestions for

the improvement of the study;

Dr. JOSELITO L. GOZOS, Senior High School Coordinator, Mrs. MARIA

KRISTINE A. CASTILLO, Mrs. JADE NICOLE Q. RIVERA, Mrs.

CHRISTINE JOY R. DE CHAVEZ, and Mrs. MADONNA B. REAL, oral

examination committee, and to all their teachers in Sta. Maria Integrated

High School, for the quality education they have provided for their learners;

Mr. FLORANTE A. FRANCISCO, school head of Sta. Maria Integrated High

School, for his guidance and support;

To their RESPONDENTS, students of Sta. Maria Integrated High School, big

thanks to their cooperation and willingness to make this study possible;

To their PARENTS, for their much-needed financial support, unconditional love,

understanding and encouragement;

To their FRIENDS, for the happy memories, sleepless nights, love and support

for them to finish the study;

Mr. XYLE YVAN C. HILWANO, for his help in interpreting and computing the

data and his support to the researchers to finish the study;

To THOSE, whose names they cannot include but have given, in one way or

another, their full assistance in making this study possible; and most

especially

The ALMIGHTY GOD, for providing wisdom and unending guidance all

throughout the creation of this study.

R.T.P.
A.M.O.
A.J.I.P.
J.T.S.
K.A.L.
E.R.L
R.G.
J.P.S.
K.B.S.

iv
 DEDICATION

The researchers, with pride and honor, would like to dedicate the success of this

study to their families, who are always there to guide, support and serve as

inspiration and role model to continue their studies. To their teachers

and to their classmates, for the undying support emotionally and

physically. This is also dedicated to every Filipino student

who has difficulties in using their time effectively

in complying their schoolwork.

R.T.P.
A.M.O.
A.J.I.P.
J.T.S.
K.A.L.
E.R.L
R.G.
J.P.S.
K.B.S.

v
 TABLE OF CONTENTS
TITLE PAGE .......................................................................................................... i
APPROVAL SHEET ............................................................................................. ii
ACKNOWLEDGMENT .........................................................................................iii
DEDICATION ........................................................................................................v
TABLE OF CONTENTS ..................................................................................... vi
LIST OF TABLES ...............................................................................................viii
LIST OF FIGURE ................................................................................................. ix
ABSTRACT .......................................................................................................... x

CHAPTER I ...........................................................................................................1
THE PROBLEM AND ITS BACKGROUND ...................................................... 1
Introduction .................................................................................................. 1
Background of the Study .............................................................................2
Theoretical Framework ................................................................................ 3
Conceptual Framework ................................................................................3
Research Paradigm ......................................................................................4
Statement of the Problem ............................................................................ 4
Hypotheses ................................................................................................... 5
Significance of the Study ............................................................................ 5
Scope and Limitations ................................................................................. 6
Definition of Terms .......................................................................................6

CHAPTER II ..........................................................................................................8
REVIEW OF RELATED LITERATURE AND RELATED STUDIES ..................8
Related Literature .........................................................................................8
Related Studies ............................................................................................ 9

CHAPTER III .......................................................................................................14

RESEARCH METHODOLOGY ....................................................................... 14
Locale of the Study .................................................................................... 14
Research Design ........................................................................................ 14
Population and Sampling .......................................................................... 15
Research Instrument ..................................................................................15
Data Gathering Procedures ....................................................................... 15
Statistical Treatment .................................................................................. 16

CHAPTER IV ...................................................................................................... 17
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA .............. 17

CHAPTER V ....................................................................................................... 24
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ....... 24
Summary ..................................................................................................... 24
 Findings ...................................................................................................... 25
Conclusions ................................................................................................26
Recommendations ..................................................................................... 26

BIBLIOGRAPHY ................................................................................................ 28

APPENDICES .....................................................................................................32
"A" COMMUNICATION .................................................................................. 33
"B" QUESTIONNAIRE ....................................................................................34
"C" STATISTICAL TREATMENT ................................................................... 37
"D" OUTPUT ................................................................................................... 40

CURRICULUM VITAE ........................................................................................ 41

vii
 LIST OF TABLES

1 Demographic Profile of Student Club Officers.………..……………….17

2 Frequency and Mean Distribution of the Extent

of Time Management……………………………………………...….……..18

3 Level of Schoolwork Compliance of the Respondents ……..….....….20

4 Difference Between Gender and the Extent of

Time Management Strategies and the Level of
Schoolwork Compliance….………………………………………………...21

5 Relationship of Extent of Time Management Strategies and Level of

Schoolwork Compliance………………………………………………...….22

viii
 LIST OF FIGURE

1 The Independent Variable and Dependent Variable

Model shows the relationship of Time Management

Strategies and Schoolwork Compliance of Student

Officers.……………..………………………..…………………..………..….4

ix
 ABSTRACT

Title of the Research : TIME MANAGEMENT STRATEGIES AND LEVEL

OF SCHOOLWORK COMPLIANCE OF STUDENT
OFFICERS

Researchers : ROBERT T. PONTERAS

ANGELENE M. OÑATE
ALTHEA JOFED I. PADERES
JOHAIVER T. SANDAB
KAREN A. LIWAN
EXCELLE R. LABADIA
ROSELLA GUEVARRA
JERALDINE P. SERRANO
KIMBERLY B. SANTOS

Track Conferred : General Academic Strand

Name and Address : Sta. Maria Integrated High School

of the Institution Senior High School
Santa Maria, Laguna

Adviser : MARY ANN H. REYES

Year Conferred : 2024

The researchers conducted this study to know the time management strategies

and schoolwork compliance of student officers. This study is a quantitative study

looking for the answer of the present research, stratified and simple random

sampling were used in order to select the respondents which comprising 164

student club officers. The Likert-type questionnaire consists of twenty (20)

statements about the time management strategies and schoolwork compliance of

student club officers. The obtained data were analyzed by using weighted mean

and rank. The research findings support the claims and conclusions, those

student club officers in Sta. Maria Integrated High School have time management

strategies because the weighted mean is 3.95 and interpreted as often, and the
weighted mean for the level of schoolwork compliance is 4.32 interpreted as

always. Both are based on the researchers’ five-point scale. There is a significant

relationship between the demographic profile of student club officers and the time

management and the level of schoolwork compliance, but there is a highly

significant difference between their gender and their strategies and how they

submit their task. In terms of gender in time management, male has a mean of

3.82 while female has 4.01, with the p-value of (0.033) which means there is

significant difference between genders and rejects the null hypothesis. On the

other hand, the mean of the level of compliance for males is 4.24 and 4.42 for

females, with the p-value of (3.14). It shows that there is no significant difference

between gender, and it failed to reject the null hypothesis.

Keywords: time management, strategies, schoolwork, student officers, gender

xi
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

One of the most significant things that we have is our time; it helps us to

accomplish our goals and complete our duties, but some people believe that they

don’t have enough time, or some may say that they have too much time on their

hands. A data gathered from the survey conducted by Tamar (2023) shows that

about 55% of high school students say that procrastination or poor time

management has made them feel stressed while nearly 70% of people keep

track of the tasks that are most important to them. With poor time-management

people especially the students may experience lack of sleep, poor academic

performance, persistent procrastination, difficulties in eating, and a higher risk of

dropping out. Students may also find it a great contributor to their stress and

anxiety. Their poor time management may not just affect their academic

performance but also their mental health and physical health.

According to Razali et al. (2018), time management is very important and

it may actually affect individual’s overall performance and achievement. It will

help you to minimize your stress from having a lot of work. In addition, it will give

you time to finish the most important tasks or work and increase your everyday

performance. In addition, proper handling of our time as students may also affect

our compliance in schoolwork. Student officers will be aware of how time

management will enable them to manage and complete the various assignments

that have been given to them. They will also develop better time management
 2

skills. Student must familiar with this skill for the sake of better result. They can

only survive if they have ability to use their time properly (Ahmar et al., 2019).

Also, Mullen (2020) states that compliance is the act of obeying an order,

a set of rules, or a request, compliance from students is the absolute minimum

required for what is intended to be an effective scheduling of academic

expectations for large populations. The way a student manages their time may

have an impact on how compliant they are in class. A student's compliance with

school will be impacted if they lack the ability to prioritize the important things.

Background of the Study

Time management increases focus, builds confidence, and allows student

officers to plan their fixed timetable for each day in order to perform well in their

academics and fulfill their duties. It may also help them to balance their academic

tasks and work as an officer in school. According to Sultana and Shakur (2022),

academic performance is linked to better time management, which also

corresponds with decreased anxiety levels in students. Also, they state that many

students struggle to find a balance between their daily lives and their studies.

The ability to effectively manage our time helps us become more focused,

self-assured and enables student officers to plan their fixed daily schedule to

successfully carry out their responsibilities and perform academically. It might be

simpler for them to manage their academic and officer obligations.

The study’s goal is to understand how different student officers manage

their time and how that impacts their compliance. It also aims to assist student
 3

officers who have compliance issues on assignments, projects, and other

activities.

Theoretical Framework

This study is supported by the theory proposed by Mulder (2023), Pickle

Jar theory or Bucket of Rock theory. This theory states that students must pay

attention to the order in which they organize their assigned tasks and

responsibilities. This theory proposes a plan a day by deciding which tasks are

more important and not so important, everything in the pickle jar has a purpose.

Pickle jar itself represents our daily life, what keeps us busy and how we people

manage our time and tasks during the day. Sand represents the less important

tasks; pebbles represent the less important task and rocks represent the most

important task. So, it is important for student officers to better understand

themselves if they do the most important task or do the least important.

Conceptual Framework

Time management strategies aim to help student officers in many ways.

This can be a guide for them to focus on the most important things and avoid

distractions that may affect their focus and having these strategies may also help

them in their duties as an officer.

Compliance is one of the responsibilities of a student officer despite

having a lot of responsibilities, especially in academics that may affect their role

as a leader in school.
 4

In this study, the researchers employ an Independent Variable and

Dependent Variable Model to determine the time management strategies and

school work compliance of the Student officers at Sta. Maria Integrated High

School. The independent variable is time management strategies and the

dependent variable is the schoolwork compliance of student officers.

Research Paradigm

Independent Variable Dependent Variable

Time Management Schoolwork Compliance

Strategies of the Student Officer

Figure 1. The Independent Variable and Dependent Variable Model shows

the relationship of Time Management Strategies and Schoolwork
Compliance of Student Officers.

This paradigm demonstrates the interconnections of the variables used in

this study, which will serve as a model for the entire study's conceptualization of

the data findings. This shows the interaction between the respondents'

demographic profile and their use of time management strategies and

schoolwork compliance of student officers.

Statement of the Problem

The researchers aimed to determine the relationship between the extent

of time management strategies and the level schoolwork compliance of student

officers in Sta. Maria Integrated High School.

 5

Specifically, it sought to answer the following questions:

1. What is the demographic profile of student club officers in terms of gender?

2. What is the extent of time management strategies of student club officers?

3. What is the level of schoolwork compliance of the student club officers?

4. Is there a significant difference between the gender of student club officers

and their extent of time management strategies and level of schoolwork

compliance?

5. Is there a significant relationship between the time management strategies

and schoolwork compliance of student club officers?

Hypotheses

1. There is no significant difference between the demographic profile of

student club officers in terms of gender and their extent of time

management strategies and level of schoolwork compliance.

2. There is no significant relationship between the extent of time

management strategies and the level of schoolwork compliance of student

officers.

Significance of the Study

This study will be beneficial to the following:

Student Officers. They have many duties in school and time is important

for them. This study will help them by suggesting the importance of having time

management and if they have, they may improve it by this study.

 6

Future Student Officers. This study may help students who are inspired

to be one of the student officers. They may gain idea on how to manage time

effectively and they may improve their academics.

Students. Many students are struggling to comply with their tasks due to

plenty of distractions. This study will suggest how to manage their time effectively.

Teachers. This study will be beneficial for the teachers. They may

introduce the results to their students and may also apply it to balance their time

for their family and work.

Future Researchers. This study may serve as a reference on their study

especially if they are related to time management issues.

Scope and Limitations

This study focused on the time management strategies and schoolwork

compliance of student officers from different student organizations in Sta. Maria

Integrated High School. It was limited only to the club officers that were selected

using stratified and simple sampling. It also used quantitative methods and

provided a survey questionnaire in which the respondents checked or rated,

depending on the questions provided. This study did not cover other issues

concerning student officers.

Definition of Terms

The terms used in the study are conceptually and operationally defined as

follows for better understanding:

Compliance is the action of complying with a wish or command.

Schoolwork is a work assigned to students by their teachers in school.

 7

Schoolwork Compliance is the action of the students to the work assigned to

them by their teachers in school.

Student Officer is a student who has been elected or appointed into a student

leadership position in their Student Organization.

Time Management is the coordination of tasks and activities to maximize the

effectiveness of an individual's efforts.

Time Management Strategy refers to how students use their time intelligently or

effectively.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Related Literature

One of the most significant things that we have is our time; it helps us to

accomplish our goals and complete our duties, but some people believe that they

don’t have enough time, or some may say that they have too much time on their

hands, according to Tamar (2023).

Plus, Mullen (2020), states that compliance is the act of obeying an order,

a set of rules or a request. Compliance from students is the absolute minimum

required for what is intended to be an effective scheduling of academic

expectations for large populations.

Also, they discovered that people evaluated woman far higher than men.

When comparing men’s and women’s total leadership effectiveness scores,

woman was once again ranked as more effective leaders (Zenger & Folkman,

2018).

In addition, managing the time effectively is an important professional

skill to develop. Organizing the tasks each day helps to complete work on time,

prioritize the projects and communicate its progress to supervisors and

colleagues. Having strong time-management skills can ultimately lead to

accomplishing key goals and advancing in your career (Keiling, 2023).

 9

Furthermore, time management is a significant self-regulatory process

through which students actively manage when and for how long they engage in

the activities deemed necessary for reaching their academic goals (Wolters &

Brady, 2020).

Related Studies

The study of Stevens et al. (2023), “Introduction to Rubrics: An

Assessment Tool to Save Grading Time, Convey Effective Feedback” explains

that demand for an explanation of the highest level of achievement possible and

detailed feedback is fulfilled in the rubric itself. The detailed feedback on the

rubric becomes a useful tool for analyzing precisely where a student’s strengths

and weaknesses lie.

Additionally, according to the study of Boonstra et al. (2020), “Fostering

Student Engagement with Motivating Teaching: An Observation Study of teacher

and Student Behaviors” discusses the main benefit regarding the use of

motivating teachers’ behavior were the higher level of relatedness support and

guidance during activities in lesson in which students, showed that the highest

level of engagement.

In addition, the study of Silverman I. (2020),“Gender differences in

young children’s compliance to maternal directives: A meta-analysis” states

that when a task required not taking an action, boys were more likely to be

externally motivated to comply, whereas girls were more likely to comply when

the task demanded to conduct an action.

 10

Furthermore, according to the study of Sultana and Shakur (2022),

“Gender Based Comparative Study of Time Management Skills at University

Level” explains that female students have better time management skills as

compared to male students. This may be due to the fact that most boys spend

their time playing games, watching TV and doing other activities, they cannot

manage their work, so they are using their time effectively.

Also, the study of Razali et al. (2018), “The Impact of Time Management

on Students’ Academic” explains that short range planning is the ability of the

students to plan for the day activity in the short run or tasks within a day or week.

Long-range planning is the ability of the students to handle everyday tasks

activities for longer period of time and keep up with objectives set for significant

dates; these time management skills are argued to improve the positive

academic output.

Furthermore, the study of Madrigo et al. (2023), “Challenges of Female

Senior High School Student Council Officers in General de Jesus College” states

that because of pressure, lack of sleep, responsibilities and the simultaneous

passing of academics and position work, the female student leaders at General

De Jesus College struggle with time management. However, by having “the most

important list” they overcome these challenges.

Moreover, the study of Chanpisut (2018), “Time Management Capabilities

of Undergraduate Students at a Private Thai University” discusses the human

behavior, Development and Society. In planning time usage, female students

reported have a higher level of capabilities than male students.

 11

While, the study of Argomedah et al. (2021),“Assessment of Time

Management Practices and Students’ Academic Achievement: The Moderating

Role of Gender” explains the correlation between students' time management

skills and academic success is unaffected by gender.

However, the study of Paramita et al. (2021), “Explaining the Voluntary

Compliance to COVID-19 Measures: An Extrapolation on the Gender

Perspective. Global Journal of Flexible Systems Management” states that

when gender is considered as dichotomous sex, females tend to comply with

COVID-19 better, which is consistent with our assumptions and previous

studies.

Plus, according to the study of Ahmed et al.(2018), “Path Relationship

of Time Management and Academic Achievement of Students in Distance

Learning Institutions” reveals the top competencies that are desired for

modern leaders, studies executed on both genders found that feminine is

more expressive, reasonable, flexible, patient and collaborative than

masculine who tends to be decisive and resilient as top competency. The

effectiveness of men and woman by function or role can differ; studies also

showed that the female effectiveness percentage is higher than the males in

sales, marketing, product development and operation and general

management of finance and accounting.

As revealed by the study of Tucay et al. (2023), entitled “Lived

Experiences of Student Leaders” explains that there are positive and negative

impacts of student leadership. It states that the student engaging in leadership

 12

positions would tend to become well-rounded persons developing critical

thinking skills, decision-making or problem solving skills, socialization skills.

On the other hand, the negative impact of student leadership is that the

student leaders tend to struggle with time management, especially when there

is too much demand of responsibilities.

The study of Madgavkar et al. (2020), “COVID-19 and Gender Equality:

Regressive Effects” explains more than that, new theories suggest the

existence of the female leadership advantage, meaning that woman in leading

positions might be better than men leaders, possessing just the characteristics

needed in today’s modern organizations.

Therefore, the study of Aeon et al. (2021), “Does time management work

A meta-analysis” states the extremely weak correlation with gender was

unexpected: women seem to use their time effectively than men, but the

difference is very slight according to the study.

Moreover, the study of Silverman I. (2020), “Gender differences in young

children’s compliance to maternal directives: A meta-analysis” explains that when

a task required not taking an action, boys were more likely to be externally

motivated to comply, whereas girls were more likely to comply when the task

demanded to conduct an action.

Additionally, the study of Winder et al. (2023), “Early Submission of

Project Performance” states that there is a positive correlation between

students who submit tasks ahead of schedule and their overall project

performance.
 13

According to Ahmady et al. (2021), “Relation Between Stress, Time

Management, and Academic Achievement in Preclinical Medical Education: A

Systematic Review and Meta-analysis” time management could help students

reach their full potential and provide concrete evidence for process theories of

academic accomplishment that have been proposed.

Furthermore, the study of Lourenço and Paiva (2024), “Self-Regulation

in Academic Success: Exploring the Impact of Volitional Control Strategies,

Time Management Planning, and Procrastination,” discusses that the student

who values school tasks, adopts self-regulatory strategies in their learning

process, and manages their time dedicated to school activities appropriately

and insightfully will undoubtedly be moving towards academic excellence.

Moreover, the study of Khiat (2019), “Using Automated Time Management

Enablers to Improve Self-Regulated Learning” states that there are many factors

which affect how well students manage their time and in what ways. As with

everything, some are excellent at managing their time and others are not.

According to the study by Kiuru et al. (2020) entitled “The Dynamics of

Motivation, Emotion, and Task Performance in Simulated Achievement

Situations,” high task value, success expectations, and positive emotions to a

task encourage greater effort during the activity, which improves performance

and academic achievement.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methods used in the study which

includes the Locale of the Study, Research Design, Population and Sampling,

Research Instrumentation, Data Gathering Procedure, and Statistical Treatment

of Data.

Locale of the Study

This study was conducted at Sta. Maria Integrated High School (SMIHS).

The target respondents of this study were the student club officers who manage

their time as a regular student and officer.

Research Design

This study used descriptive-correlation design consisting of a

questionnaire checklist to gather data and information about the time

management strategies and level of schoolwork compliance of student club

officers in Sta. Maria Integrated High School.

Descriptive Research Design can use a wide variety of research methods

to investigate one or more variables and aims to accurately and systematically

describe a population, situation or phenomenon (McCombes et al., 2019).

In this study, participants answered the questions administered through

questionnaires. The researchers described the responses given. In order to be

reliable and valid, it was important that the questions were constructed properly

since they should be clear and easy to comprehend.

 15

Population and Sampling

The respondents of this study were the club officers in Sta. Maria

Integrated High School (SMIHS). The total population of club officers was 277

students. This study had 164 samples and they were chosen using Stratified

Sampling method to have a representative each club. This study also used the

Simple Random Sampling method in selecting the respondents after identifying

the number of the sample.

Research Instrument

In this study, the researchers used a survey questionnaire. It was divided

into 3 parts: demographic profile, time management strategies and level of

schoolwork compliance. The first part of the questionnaire focused on identifying

the demographic profile of the respondents, second was their time management

strategies of the student club officers and the last part wasdetermining the level

of school work compliance. Additionally, this study used Likert Scale method to

measure the variables.

Data Gathering Procedures

The researchers made letter of approval; hence this was approved by their

research adviser. This letter was presented to the head teacher of Sta. Maria

Integrated High School. When it was already approved, the researchers

distributed the questionnaire to the respondents which were student club officers.

After the gathering phase, the researchers tabulated the information collected

and went through statistical analysis.

 16

Statistical Treatment

To answer the research problems, the following statistical tools were used

for each type of analysis.

Variable Statistical Tools

1. Gender Frequency, percentage

2. Extent of time management

Weighted mean, rank, frequency
strategies

3. Level of schoolwork compliance Weighted mean, rank, frequency

4. Difference between gender and

the extent of time management
Independent Sample t-test
strategies and level of
schoolwork compliance

5. Relationship of gender and level

Spearman’s rho
of school work compliance

6. Relationship of level of
compliance and time Spearman’s rho
management
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The chapter presents the result, presentation, analysis and interpretation

of data gathered from the answers of the questionnaires distributed to the

respondents. The data were presented in tabular form in accordance of the

specific questions posited on the statement of the problem.

Table 1
Demographic Profile of Student Club Officers

Gender Frequency Percentage

Female 110 67.1%

Male 54 32.9%

Total 164 100%

The table 1 shows the demographic profile frequency and percentage of

the respondents.

In the table above, there were one hundred ten female student club

officers, which comprised 67.1 percent of the total number of population, and

fifty-four male student club officers that comprised 32.9 percent. This has the

frequency of 164 respondents or 100 percent.

Table 2
 18

Frequency and Mean Distribution of the Extent of Time Management

Always Often Sometimes Seldom Never

Statements WM DR Rank
(5) (4) (3) (2) (1)
1. I have a set of goals for
each week ready at the 40 77 38 8 1 3.90 Often 6.5
beginning of the week.
2. I spend time each day
planning the tasks I should 47 70 32 13 2 3.90 Often 6.5
accomplish.

3. I accomplish tasks that I

67 65 27 4 1 4.18 Often 4
have to do each day.

4. I make a schedule of
activities I have to do on 75 47 25 9 8 4.05 Often 5
school days.

5. I set deadlines for myself

82 51 17 9 5 4.20 Often 3
in completing the task.

6. I try to set my best hours

for my most important 103 43 11 5 2 4.46 Always 1
task.

7. I am able to make minor

46 64 39 8 7 3.82 Often 8
decisions quickly.

8. I am leaving the tasks until

15 48 60 30 11 3.16 Often 10
the last minute.

9. I have task prioritization. 87 53 19 1 4 4.33 Always 2

10. I find myself waiting a lot

41 40 51 21 11 3.48 Often 9
without anything to do.

Average Weighted Mean 3.95 Often

The table 2 depicts the Extent of Time Management Strategies of the

Student Officers having the average weighted mean of 3.95 which is verbally

interpreted as Often.

Table 2 shows the students are trying to set their best hours for their most

important task (4.47) ranked as first and verbally interpreted as Always. Students

are aware of their own peak productivity period; they may prioritize setting their

best hours for their most important task. When they align important tasks with

these peak hours, they can maximize their productivity and increase the

possibility of successful outcomes. It may also help reduce delay and improve
 19

time management skills, by these times students feel more focused, energized,

and able to deal with challenging tasks effectively. They also have task

prioritization (4.33) ranked as second and verbally interpreted as Always.

Students recognize that they have limited time, so they prioritize their tasks

Based on importance and deadlines. By allocating their best hours to the most

important tasks, they ensure that they are dedicating their full attention span to

the work that will have the greatest impact on their academic success. This

strategic approach helps them manage their workload more effectively and

achieve their academic goals efficiently.

Time management is a significant self-regulatory process through which

students actively manage when and for how long they engage in the activities

deemed necessary for reaching

Managing the time effectively is an important professional skill to develop.

Organizing the tasks each day helps to complete work on time, prioritize the

projects and communicate its progress to supervisors and colleagues. Having

strong time-management skills can ultimately lead to accomplishing key goals

and advancing in a career (Keiling, 2023).

Table 3 on the next page depicts the level of schoolwork compliance of

the Student Officers having the Average weighted mean of 4.32 which is verbally

interpreted as Always.

The table shows that students give their best effort in their every work

(4.68) ranked as first. Students may give their best efforts in their every work for

several reasons. They may have a genuine interest or passion for the subject
 20

matter, cause for them to do their best, the grades, reward or recognition that

motivates them. They may also consider long-term objectives like attending a

particular university or choosing a specific professional route. They are driven to

give it their all in order to accomplish those goals because they understand how

their current efforts will affect their success in the future.

Table 3
Level of Schoolwork Compliance of the Respondents

Statement Always Often Sometimes Seldom Never

WM DR Rank
(5) (4) (3) (2) (1)

1. I pass the tasks assigned to 94 51 12 3 4 4.39 Always 5

me on time.

2. I make sure that my work is 89 54 14 5 2 4.36 Always 6.5

well - organized.

3. I creatively do my works. 79 59 19 5 2 4.27 Always 8

4. I make sure that the work I 99 48 13 2 2 4.47 Always 4

pass is relevant.

5. I use quality but not 87 52 21 4 0 4.36 Always 6.5

expensive materials.

6. I make sure that the outputs 107 45 9 1 4 4.50 Always 2

will meet the criteria set by
my teachers.

7. my compliance rates rise 102 44 14 4 0 4.48 Always 3

even more when a teacher
compliments me.

8. I pass my school work 74 40 29 10 11 3.96 Often 10

according to my will.

9. I make sure that I am 68 61 25 8 2 4.13 Often 9

productive every day.

10. I give my best effort in my 128 26 6 2 2 4.68 Always 1

every work.

Average Weighted Mean 4.32 Always

Lastly, they may see giving it their all as a means of challenging

themselves, building confidence, and reaching their own goals. They take pride
 21

in their output regardless of external rewards or recognition. Overall, the reason

why students give their best efforts can vary based on individual motivation and

goals.

Students pass their schoolwork according to their will (3.96) ranked as last.

Students may fully understand the material or the assignment requirements,

leading to them in complete or accurate work. Students may see the value or

relevance of their assignments and their fear of failure that can negatively impact

their ability to demonstrate their best during assessments.

High task value, success expectations, and positive emotions before to a

task encourage greater effort during the activity, which improves performance

and academic achievement according to Kiuru et al. (2020).

Table 4
Difference between Gender and the Extent of Time Management Strategies
and Level of Schoolwork Compliance

t- p-
Group Mean SD df Decision Interpretation
value value
Time Male 3.82 .627
-2.060 162 .033 Reject Ho Significant
Management Female 4.01 .493
Work Male 4.243 .601 Failed to
-1.888 162 .314 Not Significant
Compliance Female 4.416 .525 Reject Ho

The table above shows the difference between gender and extent of time

management strategies and level of schoolwork compliance. In terms of gender

in time management male has mean of 3.82 while female has 4.01 with the p-

value of (0.033) which means there is significant difference between gender and

reject the null hypothesis, while the level of compliance which mean of 4.24 for
 22

males and 4.42 for females with the p-value of (3.14) which shows that there is

no significant difference between gender and failed to reject the null hypothesis.

The extremely weak correlation with gender was unexpected: women

seem to use their time effectively than men, but the difference is very slight

according to the study by Aeon et al. (2021).

On the other hand, when a task required not taking an action, boys were

more likely to be externally motivated to comply, whereas girls were more likely

to comply when the task demanded to conduct an action (Silverman I., 2020).

Table 5
Relationship of Time Management Strategies and Level of Schoolwork
Compliance

Variable N p-value Decision Interpretation

Time
Management
vs. 164 .001 Reject Ho Highly Significant
Work
Compliance

Based on data gathered, table 5 shows the rejection of the null hypothesis

with the p-value of .001 indicating that there is significant evidence to support this

conclusion. The data suggests a highly significant relationship between time

management and level of work compliance. Meaning, individuals with better time

management skills tend to show higher levels of compliance.

According to the study by Ahmadi et al. (2021), time management could

help students reach their full potential and provide concrete evidence for process

theories of academic accomplishment that have been proposed.

23
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter offers the summary and findings resulting from the analysis

and interpretation of outcomes. Furthermore, it reports the conclusions and

recommendations formulated after that.

Summary

Effective time management enhances concentration, boosts self-

assurance, and enables student officers to arrange their daily schedule to

achieve academic success and complete their responsibilities. However, this

study resulted that time management and schoolwork compliance is important to

the student officers. This study is a quantitative study which designs to know the

demographic profile: gender and the time management strategies of student club

officers and their level of schoolwork compliance and lastly, to known if there's a

significant relationship between it. In looking for the objective of the research 164

student club officers were chosen possessively as respondents of the said study

that answered a checklist questionnaire that consists of 10 statements on the

time management strategies and 10 statements on the level of schoolwork

compliance. These obtained data were analyzed by using Spearman’s Rho. The

study reviewed the time management and schoolwork compliance of student

officers.
 25

Findings

1. The demographic profile of student club officers in terms of gender:

1.1 The female student club officer respondents are one hundred fourteen,

which comprised 67.3 percent of the total number of populations.

1.2 The male student club officer respondents are fifty-four, which

comprised 32.7 percent of the total number of populations.

2. The extent of time management strategies of student officers of Sta. Maria

Integrated High School has a weighted mean of 3.95 which

interpreted as “Often” on the researchers’ five-point scale.

3. The level of schoolwork compliance of student officers got a general

average weighted mean of 4.32, which is interpreted as “Always”

according to five-point scale of the researchers.

4. There is significant difference in the extent of time management strategies

for gender, rejecting the null hypothesis because of (0.033) p-value while,

there is no significant difference between gender and level of schoolwork

compliance, failing to reject the null hypothesis since the p-value is (3.14).

5. There is significant relationship between the extent of time management

and the level of schoolwork compliance showing that the null hypothesis

had been rejected because the p-value (0.001) is lower than the alpha

level (0.05). The relationship between the three variables was interpreted

as highly significant.
 26

Conclusions

Based on the findings, the following conclusions were produced:

1. There are more female club officer respondents than the male officer.

2. The extent of time management strategies of student officers is interpreted

as Often because of 3.45 average weighted mean.

3. According to the five-point scale of the researchers the level of schoolwork

compliance of student is verbally interpreted as always, because of

average weighted mean 4.32.

4. There is a significant difference in the extent of time management

strategies for gender and reject the null hypothesis while, there is no

significant difference between gender and level of schoolwork compliance

and failed to reject the null hypothesis. The relationship between the time

management and the level of schoolwork compliance is highly significant.

5. There is a significant relationship between time management strategies

and level of schoolwork compliance and the null hypothesis had been

rejected.

Recommendations

Based on the findings and the conclusions, the researchers formulated the

following recommendations:

1. Since the result of this study was determined that the time management of

the student officers was slightly high, the researchers suggest that they

should sustain their time management to make them use their time more

effectively.
 27

2. The researchers recommend improving the time management strategies

for male officers since the result shows that their time management is

lower than female.

3. The researchers suggest to students who want or aspire to be student

leaders that they should develop, maintain or increase their time

management skills to achieve higher percentage of school work

compliance.

4. For the future researchers, they can use this study to support their own

research. By looking at our study they can apply this in their own life, they

can also gain the idea how they can get better results than this. They may

also conduct this study in other locales and choose different respondents.
 28

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 APPENDICES

APPENDICES
 APPENDIX “A”
COMMUNICATION

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
Santa Maria Sub Office
STA. MARIA INTEGRATED HIGH SCHOOL
Santa Maria, Laguna

November 15, 2023

Sta. Maria Integrated High School
Sta. Maria, Laguna
Dr. KRISTINE P. PEREZ

May the grace of our Good Lord be with you!

We, the General Academic Strand Students of Sta. Maria Integrated High School
are currently working on the research entitled “TIME MANAGEMENT
STRATEGIES AND LEVEL OF SCHOOLWORK COMPLIANCE OF STUDENT
OFFICERS”. In this regard, may we request your permission to conduct the
aforementioned study to the students in our school.
Rest assured that all the information that the respondents will provide will be
treated with utmost confidentiality and professionalism according to the existing
research ethics. Your favorable response regarding this matter will be highly
appreciated.

Respectfully yours,

(Sgd.) ROBERT T. PONTERAS (Sgd.) EXCELLE R. LABADIA

(Sgd.) ANGELENE M. OÑATE (Sgd.) ROSELLA GUEVARRA
(Sgd.) ALTHEA JOFED I. PADERES (Sgd.) JERALDINE P. SERRANO
(Sgd.) JOHAIVER T. SANDAB (Sgd.) KIMBERLY B. SANTOS
(Sgd.) KAREN A. LIWAN

Noted by:
(Sgd.) MARY ANN H. REYES
Research Adviser

Approved by:
(Sgd.) KRISTINE P. PEREZ PhD
Principal II
 APPENDIX “B”
QUESTIONNAIRE

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
Santa Maria Sub Office
STA. MARIA INTEGRATED HIGH SCHOOL
Santa Maria, Laguna

TIME MANAGEMENT STRATEGIES AND LEVEL OF SCHOOLWORK

COMPLIANCE OF STUDENT OFFICERS

Dear Respondents,

We, the Senior High School students of Sta. Maria Integrated High School,
are conducting a research entitled: “TIME MANAGEMENT STRATEGIES AND
LEVEL OF SCHOOLWORK COMPLIANCE OF STUDENT OFFICERS.” In
connection with this, we are sincerely asking for your time to answer the
questionnaire for our research.

Rest assured that your answer/s to the following questions will be treated
with utmost confidentiality. Thank you for your kind assistance and cooperation in
conducting this study.

Respectfully,

The Researchers

Part I. Profile of the Respondents

Name (Optional): _________________________________________

Gender:
⬜ Male
⬜ Female
 35

Questionnaire Proper
Directions. Please read the following statements and rate your perception by
putting a check mark ( ✓ ) on the column which corresponds to your answer
regarding the Time Management Strategies and the Schoolwork Compliance.

Pointing Scale Descriptive Rating

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never

Part II. Time Management Strategies

As a student officer, I… 5 4 3 2 1
1. have a set of goals for each week ready at the beginning of
the week.
2. spend time each day planning the tasks I should accomplish.
3. accomplish tasks that I have to do each day.
4. make schedule of activities I have to do on school days.
5. set deadlines for myself in completing the task.
6. try to set my best hours for my most important task.
7. am able to make minor decision quickly.
8. am leaving the tasks until last minute.
9. have task prioritization.
10. find myself waiting a lot without anything to do.

Part III. Schoolwork Compliance

As a student officer, … 5 4 3 2 1
1. I pass the tasks assigned to me on time.
2. I make sure that my work is well - organized.
 36

3. I creatively do my works.
4. I make sure that the work I pass is relevant.
5. I use quality but not expensive materials.
6. I make sure that the outputs will meet the criteria set by my
teachers.
7. my compliance rates rise even more when a teacher
compliments me.
8. I pass my school work according to my will.
9. I make sure that I am productive every day.
10. I give my best effort in my every work.
 APPENDIX “C”
STATISTICAL TREATMENT

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
Santa Maria Sub Office
STA. MARIA INTEGRATED HIGH SCHOOL
Santa Maria, Laguna
 38

Group Statistics
Gender N Mean Std. Deviation Std. Error Mean
Time Management M 54 3.8222 .62726 .08536
F 110 4.0073 .49320 .04703
Work Compliance M 54 4.2426 .60113 .08180
F 110 4.4155 .52483 .05004
 39

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
Equal 4.651 .033 -2.060 162 .041 -.18505 .08985 -.36248 -
variances .00762
Management

assumed
Time

Equal -1.899 86.192 .061 -.18505 .09746 -.37878 .00868

variances
not
assumed
Equal 1.020 .314 -1.888 162 .061 -.17286 .09155 -.35364 .00792
Work Compliance

variances
assumed
Equal -1.803 93.706 .075 -.17286 .09590 -.36327 .01755
variances
not
assumed

Correlations
Time Management Work Compliance
Spearman's rho Time Management Correlation Coefficient 1.000 .518**
Sig. (2-tailed) . .001
N 164 164
Work Compliance Correlation Coefficient .518** 1.000
Sig. (2-tailed) .001 .
N 164 164
**. Correlation is significant at the 0.01 level (2-tailed).
 APPENDIX “D”
OUTPUT OF THE STUDY

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
Santa Maria Sub Office
STA. MARIA INTEGRATED HIGH SCHOOL
Santa Maria, Laguna
 CURRICULUM VITAE

CURRICULUM VITAE
 CURRICULUM VITAE

Robert Tutor Ponteras

Brgy. Tungkod, Santa Maria, Laguna
robertponteras5555@gmail.com
09924085356

A. Personal Data

Date of Birth : July 24, 2004

Place of Birth : Pasig City
Age : 19 years old
Civil Status : Single
Citizenship : Filipino
Religion : Born Again
Height : 5’6 ft.
Weight : 57 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2020-2024)
Junior High School : Manuel I. Santos Memorial National High School
Taytay, Rizal
(2018-2021)
Elementary School : Bagong Pag-asa Elementary School
Taytay, Rizal
(2016-2017)
: Kapalaran Elementary School
Taytay, Rizal
(2013-2016)
: Makabata School Foundation Inc.
Pasig City
(2012-2013)
C. Awards Received

Top 3
Makabata School Foundation Inc.
2012

Top 8
Manuel Ignacio Santos Memorial National High School
2019

With Honor
Sta. Maria Integrated High School
2022

D. Organization/Affiliations

Officer : General Academic Club

 CURRICULUM VITAE

Angelene Maala Oñate

Brgy. Tungkod, Santa Maria, Laguna
onateangelene@gmail.com
09948783432

A. Personal data

Date of Birth : May 08, 2005

Place of Birth : Santa Maria, Laguna
Age : 18 years old
Civil Status : Single
Citizenship : Filipino
Relgion : Roman Catholic
Height : 5’0 ft.
Weight : 47 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2022-2024)
Junior High School : Sta. Maria Integrated High School
Santa Maria, Laguna
(2018-2022)
Elementary School : Tungkod Elementary School
Santa Maria, Laguna
(2012-2018)

C. Awards Received

Conduct Award
Sta. Maria Integrated High School
2019

With Honor
Sta. Maria Integrated High School
2019-2020
 Achiever
Sta. Maria Integrated High School
2021-2022

With Honor
Sta. Maria Integrated High School
2022-2023

D. Organization/Affiliations

Member : General Academic Strand

 CURRICULUM VATAE

Althea Jofed Icamina Paderes

Brgy. Tres, Santa Maria, Laguna
altheapaderes4@gmail.com
09708395126

A. Personal Data

Date of Birth : August 06, 2004

Place of Birth : Aklan
Age : 19 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 5’1 ft.
Weight : 80 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2022-2024)
Junior High School : Sta. Maria Integrated High School
Santa Maria, Laguna
(2018-2022)
Elementary School : Buhay Elementary School
Siniloan, Laguna
(2016-2017)
: Orambo Elementary School
Pasig City
(2010-2014)

C. Award Received

D. Organization/Affiliations

Officer : General Academic Club

 CURRICULUM VITAE

Johaiver Tumbagahan Sandab

Brgy. Cambuja, Santa Maria, Laguna
johaiversandab32@gmail.com
09854002316

A. Personal Data

Date of Birth : June 26, 2006

Place of Birth : Valenzuela City, Metro Manila
Age : 17 years old
Civil Status : Single
Citizenship : Filipino
Religion : Islam
Height : 5’6 ft.
Weight : 67 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2022-2024)
Junior High School : Sta. Maria Integrated High School
Santa Maria, Laguna
(2018-2022)
Elementary School : Cambuja-Bubukal Elementary School
Santa Maria, Laguna
(2017-2018)
: Karuhatan East Elementary School
Valenzuela City, Metro Manila
(2012-2017)

C. Award Received

D. Organization/Affiliations

Officer : General Academic Club

 CURRICULUM VITAE

Karen Ambakil Liwan

Brgy. Cueva, Santa Maria, Laguna
ennnark@gmail.com
09123836898

A. Personal Data

Date of Birth : January 16, 2006

Place of Birth : Alilem, Ilocos Sur
Age : 18 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 5’2 ft.
Weight : 45 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2022-2024)
Junior High School : Sta. Maria Integrated High School
Santa Maria, Laguna
(2021-2022)
: Alilem National High School
Alilem, Ilocos Sur
(2018-2020)
Elementary School : Apang Elementary School
Alilem, Ilocos Sur
(2011-2018)

C. Award Received

D. Organization/Affiliations

Member : General Academic Strand

 CURRICULUM VITAE

Excelle Ramos Labadia

Brgy. Calangay, Santa Maria, Laguna
excellelabadia96@gmail.com
09639159451

A. Personal Data

Date of Birth : July 13, 2006

Place of Birth : Santa Maria, Laguna
Age : 17 years old
Civil Status : Single
Citizenship : Filipino
Religion : Iglesia ni Cristo
Height : 5’6 ft.
Weight : 64 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2022-2024)
Junior High School : Sta. Maria Integrated High School
Santa Maria, Laguna
(2018-2022)
Elementary School : Coralan Elementary School
Santa Maria, Laguna
(2012-2018)

C. Award Received

D. Organization/Affiliations

Member : General Academic Strand

 CURRICULUM VITAE

Rosella Guevarra
Brgy. Bagong Pook, Santa Maria, Laguna
rosellaguevarra2@gmail.com
09383597303

A. Personal Data

Date of Birth : September 04, 2004

Place of Birth : Angeles City, Pampanga
Age : 19 years old
Civil Status : Single
Citizenship : Filipino
Religion : Born Again
Height : 5’0 ft.
Weight : 33 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2022-2024)
Junior High School : Sta. Maria Integrated High School
Santa Maria, Laguna
(2018-2022)
Elementary School : Adia Elementary School
Santa Maria, Laguna
(2017-2018)
: Sitio Pader Elementary School
Angeles City, Pampanga
(2010-2013)

C. Awards Received
Achiever
Sta. Maria Integrated High School
2019-2020

Achiever
Sta. Maria Integrated High School
2020-2021
D. Organization/Affiliations

Member : General Academic Strand

 CURRICULUM VITAE

Jeraldine Palma Serrano

Brgy. M. Pandeño St. Peter Compound, Siniloan, Laguna
serranojeraldine17@gmail.com
09062819108

A. Personal Data

Date of Birth : January 06, 2006

Place of Birth : Sta. Cruz, Laguna
Age : 18 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 5’3 ft.
Weight : 85 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2023-2024)
: Mabitac Integrated National High School
Mabitac, Laguna
(2022-2023)
: Balian Integrated National High School
Pangil, Laguna
(2022-2023)
Junior High School : Balian Integrated National High School
Pangil, Laguna
(2018-2022)
Elementary School : Siniloan Elementary School
Siniloan, Laguna
(2012-2017)

C. Awards Received
Achiever
Siniloan Elementary School
(2012-2017)
 Achiever
Balian Integrated National High School
(2018-2022)

D. Organization/Affiliations

Officer : General Academic Club

 CURRICULUM VITAE

Kimberly Balona Santos

Brgy. J.P. Rizal, Santa Maria, Laguna
kimberlysantos44@gmail.com
09943886812

A. Personal Data

Date of Birth : September 25, 2006

Place of Birth : Morong, Rizal
Age : 17 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 5’5 ft.
Weight : 47 kgs.

B. Educational Background

Senior High School : Sta. Maria Integrated High School

Santa Maria, Laguna
(2022-2024)
Junior High School : Sta. Maria Integrated High School
Santa Maria, Laguna
(2018-2022)
Elementary School : Talangka Elementary School
Santa Maria, Laguna
(2012-2018)

C. Award Received

D. Organization/Affiliations

Member : General Academic Strand