TIME MANAGEMENT

SKILLS AND ACADEMIC

PERFORMANCE
Members:
Batilong, Alyssa A.
Burlat, Cherry Mae C.
Mission, Pearl Angelie L.
Ranoco, Jonnel L.
Salibay, Jumbo L.
Virtudazo, Nicole Andrea M.
SUMMARY
 This study investigated the correlation between student’s time management
skills and their academic performance.
 162 respondents
 The researchers adopt the descriptive-correlational research design
 Modified survey questionnaire and documentary analysis was used to gather
the data.

Statistical Treatment:
 Weighted mean, Percentage formula, Spearman Rank Correlation, and t-test
for significant relationship.
 Statements WM Interpretatio
n
1. I have to complete one task before going on the 3.20 Satisfactory
next.

2. I have a daily “to do” list that I update regularly. 2.93 Satisfactory 1.1 PRIORITIZATION
3. I keep my work space tidy so that I can work 3.12 Satisfactory The statement “I don’t just
efficiently.
do the simple, easy things first,
4. I take a positive attitude towards frustration and 3.08 Satisfactory but the most important” got the
failure. highest weighted mean value of
3.30 which is interpreted as
5. I prioritize tasks so that I do the most important and 3.27 Outstanding
urgent first. “Outstanding.” Moreover, the
statement “I have a daily ‘to
6. I agree with the principle that the best time to do 3.19 Satisfactory do’ list that I update regularly”
something is usually now. got the lowest weighted mean
7. I set myself specific and clearly defined goals. 3.22 Satisfactory value of 2.93 which is
interpreted as “Satisfactory”.
8. I don’t just do the simple, easy things first, but the 3.30 Outstanding Overall, the average weighted
most important. mean value is 3.15 which is
9. I preserved when things are not working out. 2.98 Satisfactory described as “Satisfactory”.

10. I do task in order of their importance. 3.22 Satisfactory

AVM 3.15
 Statements WM Interpretation
1. I used to put my important dates on a single 2.78 Satisfactory
calendar.
1.2 PLANNING
2. My academic performance is degraded due to mis 2.78 Satisfactory
planning.
The statement “I make
3. I have a clear established plan for each week’s 2.90 Satisfactory a list of things to do each
tasks. day” got the highest
4. I spend enough time planning. 2.90 Satisfactory weighted mean value of
3.60, which is interpreted as
5. I prepare a daily or weekly “to do” list. 2.82 Satisfactory
“Outstanding”. Moreover,
6. I have a set goal for the entire semester. 2.96 Satisfactory the statement “ I used to
7. I make a list of things to do each day. 3.60 Outstanding put my important dates on a
single calendar and “My
8. I make a schedule of the activities that I have to 2.94 Satisfactory
academic performance is
do each day.
degraded due to mis
9. I have a weekly schedule or planner where I record 2.83 Satisfactory planning” got the lowest
my commitments such as doing my modules and work weighted mean of 2.78.
hours. Overall, it can be seen that
10. I try to do the more important task. 3.25 Outstanding the average weighted mean
AVM 2.98 Satisfactory value is 2.98, which is
described as “Satisfactory”.
 Statements WM Interpretati
on
1. I know my main tasks and responsibilities. 3.39 Satisfactory
1.3 PERFORMANCE
2. I know how much time I need to allow for 3.20 Satisfactory
activity in my daily life.
The statement “I know
3. I find enough time to consider which tasks are 3.20 Satisfactory main tasks and
important. responsibilities” got the
4. I feel stressed or anxiety about performing 2.96 Satisfactory highest weighted mean
tasks. value of 3.39, which is
interpreted as
5. I perform tasks by myself rather than 3.06 Satisfactory ”Outstanding”. Moreover,
delegating them to someone. the statement “I leave my
6. I feel pressured by deadlines even when I 3.15 Satisfactory tasks uncompleted” got the
delegate tasks. lowest weighted mean value
of 2.19, which is interpreted
7. I leave my tasks uncompleted. 2.19 Satisfactory
as “Satisfactory”. Overall, it
8. My main interest is in my activities. 2.97 Satisfactory can be seen that the average
9. I am more effective when under pressure. 2.86 Satisfactory weighted mean value is
3.01, which is described as
10. I am able to say no when I’m pressed for 3.13 Satisfactory “Satisfactory”.
time.
AVM 3.01 Satisfactory
Time Management Skills WM Interpretation
In terms of:

Prioritization 3.15 Satisfactory 1.4 SUMMARY

Planning 2.98 Satisfactory This was the summary on

student’s time management in terms
Performance 3.01 Satisfactory of different aspects. Prioritization,
Planning, and Performance were
General 3.05 Satisfactory interpreted as “Satisfactory”.
Weighted Mean
 Range Frequency Percentage Interpretation Ran
(f) (%) k
90-100 76 46.91% Outstanding 1 2. Academic Performance
85-89 63 38.89% Very Satisfactory 2
It showed that most
80-84 22 13.5% Satisfactory 3 students identify
75-79 1 0.62% Fairly 4 themselves as “Very
Satisfactory Satisfactory” with the
highest frequency of 76 or
74 and below 0 0% Did Not Meet 5
46.91% in the range of 90-
Expectation
100. Meanwhile the lowest
Average 89.27 Very Satisfactory frequency is 1 or 0.62% in
the range of 75-79,
described as “Did Not Meet
Expectation”. Therefore,
the overall mean is 89.27,
described as “Very
Satisfactory”.
 VARIABLE COMPUTED CRITICAL DECISION INTERPRETATI
VALUE VALUE ON
@df=162, =
0.05

Time -0.70 0.15 Accept Ho Significant

Management Relationship
Skills and
Academic
Performance

3. The relationship between student’s Time Management Skills and Academic Performance

This indicates that there is a statistically significant relationship between time

management skills and academic performance. The null hypothesis was rejected for the
reason that the computed value of 0.15 is greater than the critical value of 0.13.
 Conclusion

 Based on the findings of the study, it is revealed that most of the students
were satisfactory or acceptable in their studies. The overall mean average is
89.27, which was interpreted as “Satisfactory”. The rho computed value of -
0.70 is greater than the critical value of 0.15. Thus, the researchers reject
the null hypothesis that it has been revealed that there is a significant
relationship between students time management and academic performance.
 Recommendations

 After a though investigation of the findings and conclusion of the study. The
researcher offered the following recommendations.
1. Students. should learn Time Management Skills that how to use their Time
properly
2. Teachers. Implementing school activities for students to best utilization of
study time.
3. Future Researchers. The needs to conduct further studies on this subject in
different settings.
4. School Administrators. They should provide different techniques of
managing
 PROPOSED ACTION PLAN FOR THE ENHANCEMENT OF STUDNTS’ ACADEMIC PERFORMANCE
Area of Objective Strategies Persons Time Success
Frame Indicator
Concern Envolve
 
1.Students  To improve the performance of grades of the  Create a “to-do List” Teachers, Year Improvement
students.  Set priorities and parents, students round
of the
 To ensure that students are well prepared, deadlines and school
organized and focused to manage their daily lives.  Meeting your administrators academic
 To set specific goals and work towards them deadlines performance
systematically.
of the
 To reduce stress levels associated with feeling
students.
overwhelmed or falling behind on tasks.
 To allocate sufficient time for critical thinking and  
decision-making processes.
 To achieve a healthy balance between school
works and personal life.

2. Teachers  To make some effective plans about the  Give accurate Teachers, Year Students will
implementation of different programs or activities. niformation relating parents, students round not complain;
 To properly manage time for the schedules of to the time scale to complete their
and school
students. use the resources tasks on time;
administrators
employed.
 Organize and
control the work by
early examination of
all its aspects.
“You can only manage time if you
track it right.”
_ Spica’s team
Group 8