ROLE OF TIME MANAGEMENT IN THE OVERALL ACADEMIC

PERFORMANCE OF THE GRADE 10 STUDENTS

IN EMDCSFI

A RESEARCH PROPOSAL, PRESENTED TO THE FACULTY

OF EMD Carmelite School Foundation INC.

Buaya, Lapu Lapu City

IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF THE

GRADUATING

CLASS 2022-2023

By:

DRESDANE ABIGAIL O. BOOC

JOSHYNE C. BERNALES

KIM G. BONGATO

JOHN LAURENCE A. PEJANA

PRINCE DG S. JUANITE

KYLLE L. CARILLAS
 CLARK IVAN N. MAGLASANG

CHAPTER 1

INTRODUCTION

RATIONALE OF THE STUDY

Students' time management skills are becoming increasingly important in

today's generation. While they may long for a simpler time when time seemed to move

more slowly. The role of Time Management is important to those students to make their

assessments easier. Time management is the process of organizing time between your

activities. Managing time ensures that students are well prepared, organized and

focused to manage their activities and to be good at their academic performance. If time

management is not applied to those students, it may affect their mental health and

capabilities and create possibilities for more stress. Students needed to apply proper

time management to avoid these mental issues and make their assignments more

efficient.

The only thing that a man can’t change is time, whatever the man is performing, a man

cannot stop it, nor slow or speed the time. Being a student has a lot of activities to do,

not only at the school, but also at its house, doing its assigned chores. Yet to overcome

what needs to be done, a student has to manage time. The capability of scheduling time

is what we call time management. “If we analyze how we are spending our time, we can
find the time wasted. If we implement some time saving methods, we will gain valuable

time.” (Bharathi, T et al., 2004).

The effectiveness of time management for all high school students is linked to higher

academic performance and lower levels of anxiety in students, however, many students

struggle to strike a balance between their studies and their daily lives. Time

management is useful to all high school students with hectic schedules. It ensures high

school students are well prepared for their given tasks; it may improve their skills to

make their assessments and lead to success. Good time management for all high

schools is to help them achieve their goals, reduce delaying tactics, increase

productivity, reduce overwhelming tasks, prioritize their work, and work smarter to

achieve their goals.

 STATEMENT OF THE PROBLEM

The objective of this study is to maintain the proper Time management of High school

(HS) students of EMD CARMELITE SCHOOL FOUNDATION INC (EAST CAMPUS),

Specifically, the study was conducted to answer the following questions:

1.What is the profile of the respondents based on the following:

a. Age;

b. Gender;

c. Residential area

2.What is the extent of a high school student's ability to manage time?

3.What is the average academic performance of high school students?

4.What are the factors influencing that contribute to the respondents' current situation?

A. rushing

B. impatience

C. a lack of punctuality

5.In a complicated situation, how easy or difficult is it for high school students to

manage their time?

THEORETICAL BACKGROUND

The study is based on Abraham Maslow's Theory of Time Management,

which focuses on understanding one's needs, the ability to differentiate these needs,

and the time spent on completing tasks so that these activities do not overlap

with other important aspects of one's life.

Time management is a collection of ideas, philosophies, rules, practices, abilities,

instruments, and schemes that work together to help people get the most out

of their time (Gerard 2002). Because time cannot be stored and its availability

cannot be increased or decreased from twenty-four hours, time management structures

the distribution and delivery of time-based priorities among competing demands

(Khanam et al.2017). The individual's initial self-recognition, knowledge of his or her

characteristics, examining the problem of time use and collecting relevant

information, evaluating elective arrangements, selecting and updating one of these

choices are all part of the time management process (Iz & Ozen 2010) . When a person

is committed to overcoming procrastination, he can manage time well (Quek 2001).

Students must learn to manage time effectively to improve their grades (Brigitte et

al.2005). As a result, every student should have time management skills to

organize tasks effectively, identify goals, and focus on improving tasks that require

immediate attention over others. Students' ability to make decisions could be

improved by using timeNoftle, (Robins & Richard 2007) . One of the best signs

of achieving outstanding academic performance has been time management

procedures. Using time management techniques improves academic performance

(Fazal 2012). Attending classes on time and meeting project and assignment

deadlines are critical responsibilities for students who want to improve their

grades. While people in offices, colleges, and other facilities value time differently,

employees and students should observe and follow standard time Sayari, (Jalagat

& Dalluay 2017) .

Time Management and Academic Performance According to (Mercanlioglu 2010),

students who used time-saving techniques excelled academically. Students who

did not use time-saving techniques in their school assignments performed worse

academically. Prioritization, procrastination, and socialization are three

variables that some time management researchers consider when

describing the structure, and they may impact students' performance. Because they

cannot organize things, students face issues such as disliking their responsibilities

and uncertainty, so they defer their responsibilities. As a result, they will struggle to

manage their tasks following their distracting and procrastinating priorities

(Mohamed, Hamal, and Mohamed 2016). Priority is a significant predictor of

students' better academic performance, according to (Sayari, Jalagat, and

Dalluay 2017), but procrastination and socialization have no bearing. (Rai 2016 )

discovered that students who receive lower grades are not necessarily less

capable than their peers but typically receive lower grades in exams due to time

management issues. According to (Sabelis 2001), students can use time

efficiently and competently by organizing their tasks, prioritizing their goals

and responsibilities, making a list of activities to do, and organizing their workspace.

Because some students lack time management, resort to procrastination, and are

unable to meet school deadlines, (Quek 2001) believes that procrastination and

prioritization are the most common problems of students on time management.

According to (Kearns and Gardiner 2007), students struggle with prioritization

because they lack a clear direction in their studies, are easily distracted

and disorganized in their assignments, and cannot plan and prioritize tasks.

Finally, (Knaus 1996) stated that students might be amazed by their responsibilities to

the point where they postpone schoolwork, spend more time hanging out with

friends, or worry about the upcoming examination, class project, and papers rather

than finishing them. (Abedayo 2015) investigated the vital relationship between

time management and the three variables of prioritization, procrastination, and

socialization among 200 students in Nigeria's Higher Education Institutions.

Between these three variables, he discovered a significant relationship between

the students' academic performance. As a result, it was suggested that students

should limit their time spent on social activities because their academic

performance will suffer. Spending more time on social events would have a more

significant impact on their academic activities.Procrastination is a problem that

affects everyone, and everyone experiences it in some form or another at some

point in their lives, though the severity of procrastination varies from person to

person. The truth is that everyone has a habit of daydreaming and not respecting

time, but some people do so to the point where they neglect essential tasks. Students

may be cautious of postponing activities or assignments

Self-efficacy is students' perception of their ability to enhance new abilities specific to

certain academic fields (Nasiriyan et al. 2011).According to (Brahier 2009), self-

efficacy refers to the extent to which students perceive their ability to succeed in

the tasks given. If a student is not successful in a mathematics class based

on experience and encounters a problem that is not necessarily difficult, a

student is likely to think, "I can't do this," and may give up almost immediately.

The student believes that the work would be challenging to complete successfully

because of his inability to do the task. On the other hand, the student's

choice of activities is influenced by self-efficacy (Schunk & Pajares 2002).

Students with low self-efficacy may avoid many learning tasks and activities, while

students with high self-efficacy approach these learning tasks enthusiastically. In

doing the learning task, students with high self-efficacy are more likely to

persevere with effort than students with low self-efficacy. The belief that an individual

has that they can effectively perform the actions needed to achieve the intentions

is self-efficacy. Self-efficacy can be viewed as one's perceptions of

competence and their chances of accomplishing a specific task. Self-efficacy,

however, can change based on one's data, experiences, and learning (Schwoerer

et al. 2005). Besides, as applied to work, self-efficacy describes the person's trust in his

or her ability to perform the task along with his or her

Self-efficacy and Academic Performance Among 180 Albanian students from two

selected universities in (Tirana, Albania, Shkullaku 2012) explored the major

gender differences in self-efficacy and academic performance. It was found that there

was a significant difference in self-efficacy between men and women, but no

significant difference in academic performance was found between men and

women. Also, there was a significant relationship between the students' self-efficacy

and academic performance. (Shkullaku 2012) discussed that students' beliefs

about their self-efficacy were very influential variables on whether, despite their

difficulty, they will make an effort on the task and continue. Students with a high

level of self-efficacy would attempt to do the assignments and continue to try; although

the task is difficult, the students' low level of self-efficacy would usually give up

easily. This finding was endorsed by ( Pajares 2000), who concluded that

students with firmer beliefs in self-efficacy perform better with their academic

performance, not like low-performing students who are reluctant to perform the tasks

they consider difficult because of their lack of beliefs and success skills. Furthermore,

(Nasiriyan et al. 2011) stated that, compared to students with low self-efficacy,

students with high self-efficacy tend to engage in challenging tasks, provide more

effort and persistence, and exhibit excellent academic performance.

(Mousoulides & Philippou 2015) found a positive relationship between self-

efficacy and academic achievement and that if they undergo training to have

greater self-efficacy, students' academic performance will improve. (Koseoglu 2015)

argued that "students with low self-efficacy were inclined to believe that

intelligence is inherent and cannot be changed" while students with high self-efficacy

prefer to master the tasks and like to be challenged with their performance, which

when it comes to performing their duties is very competitive. Therefore, students

with high self-efficacy were able to compose and master their feelings in the face

of the challenges they encountered that led to their academic excellence.

(Abouserie 1995) noted that students who believe that intelligence can be

changed and modified by their efforts have high self-efficacy and trust in their

academic performance. (Miller & Brickman 2004) noticed that students 'higher self-

confidence is linked to their high academic performance, which encourages them

to accept greater responsibility to complete the assignment successfully. (Lane &

Lane 2001) reported that one of the predictors in an academic setting found that

self-efficacy predicts 11.5 percent of the performance of students, while (Liu

and Koirala 2009) examined whether self-efficacy in mathematics is significantly

related to the achievement of Grade 10 students.

 CONCEPTUAL FRAMEWORK

TIME MANAGEMENT
TIME
AND ACADEMIC
MANAGEMENT
PERFORMANCE

THE STUDY OF
ABRAHAM
MASLOW’S
THEORY

SELF EFFICACY
SELF-EFFICACY AND ACADEMIC
PERFORMANCE

Essentially, this theory

proposes a method for
balancing time management
and personal or individual
needs that students have.
 SIGNIFICANCE OF THE STUDY

This study proves that efficient Time Management makes an impactful difference on the

overall academic performance of EMDCSFI Grade 10 students. This study will be

significant to the following:

Time management. Effective time management entails allocating the appropriate

amount of time to the appropriate activity.

School. The results of this study benefit EMD Carmelite School, creating an

environment of productivity and high caliber students.

Teachers. The outcome of this research would make the Teachers of EMDCSFI

become aware and updated on the different ways they could help with keeping the

productivity in their students.

Students. The output of this study would help the students in defeating procrastination

which would highly benefit their academic excellence and their mental health.

Future Researchers. The study's findings will be useful to future researchers. This

study could be one of the foundations for future learning.

 SCOPE AND DELIMITATION

The interpersonal impact of time management was the primary focus of this project.

Only students from the current school year S.Y 2022-2023 of Integrated Innovation and

Hospitality High School students were chosen as respondents for this study.
 DEFINITIONS OF TERMS

Time management. defined as deliberate actions aimed at making the best use of time

to achieve specific, goal-directed results.

Study Timetable. a predetermined program consisting of a series of actions that

students must follow in order to manage time to study.

Time Blocking Method. is a time management strategy in which you plan out every

aspect of your day, and we mean every aspect.

Educational Policies. consists of the principles and policy decisions that influence the

field of education, as well as the collection of laws and rules that govern the operation of

education systems.

REVIEW OF RELATED LITERATURE