Summary Report: "A Quantitative Study About the Level of Time
Management Skills Among Grade 12 STEM Students in Ipil Montessori
Shepherd Center"
Abstract (lovely)
The study investigates the time management skills of Grade 12 STEM students at
Ipil Montessori Academy. Using a descriptive survey design, it examines how
gender, environment, and employment status influence students' time planning and
attitudes. The findings indicate moderate time management proficiency, which
correlates positively with academic performance. Recommendations focus on
enhancing these skills within educational settings to improve both academic and
personal outcomes.
Introduction (kate)
Time management is essential for academic success, stress reduction, and personal
growth. Effective time management involves prioritizing tasks, setting goals, and
maintaining balance. Challenges include distractions, lack of self-control, and
increasing academic demands. This study focuses on Grade 12 STEM students at Ipil
Montessori Academy, aiming to assess their time management levels and
demographic influences, leveraging the unique self-directed learning approach of
Montessori education.
Review of Related Literature (angel)
Previous studies highlight time management as a critical predictor of academic
performance and stress reduction. Efficient time management includes planning,
prioritizing, and balancing multiple responsibilities. Research indicates that gender,
environment, and other demographic factors can influence these skills. While many
students show moderate proficiency, early interventions like guidance programs can
help improve these abilities.
Methodology (Karl Russel)
Design: Descriptive quantitative research.
Participants: 100 Grade 12 STEM students (60% female; ages 16-20).
Instrument: 23-item survey with two subscales: Time Planning (16 items)
and Time Attitude (7 items). Responses were rated on a 5-point Likert scale.
Reliability: Cronbach’s alpha of 0.86 ensures high reliability.
Ethics: Participation was voluntary, with data confidentiality strictly
maintained.
Results and Discussion (jhoana)
Time Planning: Students generally reported neutral responses, reflecting
moderate planning skills. However, areas like prioritizing tasks showed better
performance among females.
Time Attitude: Scores indicated variability, with some students struggling to
use time constructively.
Gender Comparison: Females slightly outperformed males in planning but
showed no significant difference in attitude.
Overall: Time management skills correlated with better academic
performance, although challenges like balancing responsibilities persist.
(bensil) The study assessed the time management skills of Grade 12 STEM
students, focusing on Time Planning and Time Attitude across gender
groups. Key results are as follows:
1. Overall Time Management Skills:
o Overall Mean: 3.29 (moderate proficiency).
o Standard Deviation: 0.63, indicating moderate variability in
responses.
2. Time Planning:
o Females had a higher mean score (3.41) compared to males
(3.14).
3. Time Attitude:
o The mean scores were similar: females (3.18) and males (3.15).
4. Correlations:
o Time management skills correlated positively with academic
performance. Students with higher self-reported skills
achieved better grades.
o Challenges identified include balancing academic and personal
responsibilities, and task prioritization.
These findings highlight the importance of developing time management
skills early, particularly for areas with low mean scores, such as
constructive time use and prioritization.
Conclusion (christina)
Time management is crucial for academic and personal success but remains
underdeveloped in many students. As responsibilities increase, students often
improve these skills, yet intentional support is necessary to ensure consistent
growth.
Recommendations (dania)
1. Educational Support:
o Introduce workshops and mentorship programs on time management
for students.
o Provide access to digital planning tools.
2. Early Interventions:
o Target first-year students to help them adapt to academic demands.
3. Further Research:
o Explore the impact of technology and personal habits on time
management skills.
By addressing these areas, educational institutions can empower students to
optimize their academic and personal achievements.
