Experiences on Time Management of Senior High School amidst Pandemic.

A Research Proposal
Presented to the Faculty
Senior High School Department
Asian Pacific Christian School Inc.
Cristo Rey, Capas, Tarlac

In Partial Fulfillment of the Requirements of

The Subject Practical Research 1 –
Qualitative Research

By:
Group F:
Bea Alexis Gamboa

Jelyn Magdayag

Mita Ganituin

Evan Drake Deleon

Kristine Villapna

March 2022
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction:

As the pandemic arose and worsened, educational institutions shifted to online learning

education from face-to-face classes that everyone used to. Face-to-face classes are still

prohibited until everyone is vaccinated, as the President ordered. Resuming distance learning

which consists of a mix of online learning and modular learning in most schools in the country.

But social inequalities and the lack of resources at home to support these approaches have dealt a

huge blow to many students and teachers (Time Magazine, 2021). Teachers are trying to

overcome struggles by trying to adapt their virtual classrooms to our new reality and shifting the

goal of teaching.

As online learning is designated in the student's home, there were problems raised

including the students have not been able to manage their time properly in their online learning.

That is the ideal hope for students, that they can adapt in carrying out assignments in online

lectures during the Covid-19 pandemic (Sepriana, Sefpriani & Jafhinirda, 2021).And because it's

just being done at home they don't have guidance and are not monitored by their teachers.

It is hard to manage time when students having a obligation to their home and commited in

school works. Balancing their time to school and doing their responsibility in their home like

household chores at the same time so students fail to meet their activities deadline. This requires

discipline, an understanding and learning of how to use the time wisely for the whole day might
be solution to all of these problems. As a result, there is a direct impact on time management in

their academic performance.

Time management is very important for everyone, especially to the students. It may also

have an impact on the students' overall academic performance. As one of the most frequent

complaints made by students about their teachers is that they don’t have enough time to carry out

all the task assigned to them in the different academic areas, both in high school as well as in

college (Nadinloyi et al, 2013). Increased academic demands can result to stressful experience,

especially if they are unorganized.

Time management is considering as a study strategy for it allows students complete more

academic demands in less time. For students to better manage their curriculum and achieve

learning objectives, time management behaviors or skills are argued to improve the positive

academic output (Alyami et al, 2021). Claessens et al. (2007) defined time management as

“behaviours” that aim to achieve an effective use of time while performing certain goal-directed

activities.

In this study, the problem is the time management of the students on their academic

performance amidst of pandemic. Proper time management has a impact on students’ effective

academic performance, and its effectiveness has the potential to have a positive effect on the

students’ academic performance. Effective time management enables students to complete more

in less time because their attention is focused and they are not wasting any time on distractions.

Effective time management is essential for us all, whether students or anyone else (Khiat, 2022).

Futhermore, by managing their time effectively, students can accomplish work loads or

task on time. Therefore, as increasing demands are placed on students, students’ ability to
manage time becomes an essential component for academic success (Adebayo, 2015). In order to

avoid poor time management, students need to change their time management habits instead and

make a smart decision on how to handle time wisely, which means spend less time as possible on

unimportant tasks and have as much time as possible on important tasks.

Statement of the Problem:

This study primary goal is to assess the experience on time management on of Senior High

School students amidst pandemic. Specifically, it seeks the answer the following questions:

1. What are the demographic profile of the respondent in terms of:

1.1 Age

1.2 Gender

2. What are the factors that affect the time management of the students in terms of:

2.1 Attending online class

2.2 Submission of outputs

2.3 Accomplishing tasks.

3. What is the impact of time management of Senior High School in terms of:

3.1 Academic performance

3.2 Attendance

3.3 Compliances

4. What’s the implication of the study?

Scope and Delimitation

This study focuses on the experience on time management of grade 12 students under

Humanities and Social Sciences residing in different barangay in Capas, Tarlac at present. Also,

the researchers will focus on the students experiences on time management amidst pandemic.

Purpose of the Study

The goal of this research focuses on identifying the Experiences on Time Management of

the Senior High School amidst Pandemic. It aims to identify what the factors that affect time

management of Senior High School, the implication of the study and to know the impact of time

management of Senior High School. Lastly, is to know how does time management affecting the

Senior High School.

Significance of the Study

The result of the study may be beneficial to the following:

STUDENTS. This is study serves them to find the solution with their time management in

etheir home and school,.and can help to improve their time management on their academic

performance.

TEACHERS. This study can help them to give full guidance for the student’s properly handling

and enhacing students skills in managing time.

SCHOOL ADMINISTRATION. This research may helped them to encourages students to

improve the students time management.

PARENTS AND GUARDIANS. This study can help them teach their childrens to improve their

time management. Additionally, it can aid them in managing their own time wisely and

effectively.

FUTURE RESEARCHERS. this study will be substantial because of the information they will

accumulate about the subject. It will give awareness about the effects of time management of the

students on their academic performance in school.

Definition of Terms

Pandemic –an outbreak of a disease that occurs over a wide geographic area (such as multiple

countries or continents) and typically affects a significant proportion of the population (Merriam

Webster).
Academic Performance – Academic performance is the achievement of an educational goal by

a student, teacher, or institution over time, as measured by examinations or ongoing evaluations.

(Narad & Abdullah, 2016).

Online Learning – uses the internet as a delivery modality to offer thoughtfully designed,

quality, student-focused learning experiences, built on proven best practices that create effective

interactions between learners, peers, instructors, and content (Mathes, 2020).

Time Management – is the ability to use one’s time effectively or productivity, especially at

work (Oxford Language).

 Chapter 2

REVIEW RELATED LITERATURE

This chapter propose the review related review literature. The literature and studies adduced in

this chapter address the different ideas, concepts, generalizations, conclusions. This will serve as

a guide for the researchers in developing the project. Moreover, the information included in this

chapter helps in familiarizing details that are opposite and similar to the past and present study.

Local Studies

The pandemic shined a light on the considerable challenge that acquiring time-

management skills presents. Students who were successful time managers in person were often

successful because of the scaffolding teachers and schools provided. There is no doubt that time-

management skills affect learning. Students who can manage time understand the relationship

between it and productivity. They know how to plan ahead and monitor their time. They know

how to chunk their tasks, prioritize subtasks, and reassess their use of time when something new

comes up. Students with effective time-management skills usually do pretty well. Time

management is the process of planning and control of time spent on specific activities, with the

goal of increasing effectiveness, efficiency, or productivity. It has a significant impact on each

students. Students either come to us with it or that they should be able to learn it on their own.

This assumption at best leads to frustration and misunderstanding and, at worst, to inaccurate

and harmful grading and reporting practices (Rinkema & Williams, 2021).
 In the study of Madridano et al. (2019) Many respondents agreed that there are impacts of

time management in their academic performance. Students mentioned that being unable to

complete tasks on time was the most important factor affecting them in terms of

projects/assignments while participating in extra-curricular activities, that being tired after

rehearsal made them lazy to finish their projects/assignments.

Also, one of the problem that every performer faces is being absent from class due to the

same date of performance and study. Effective time management requires understanding the

difference between what is important and what is urgent. While both activities are urgent,

prioritize the most important task.

Therefore, know how you spend your time; analyzing where the majority of your time is

spent; identifying your most time-consuming tasks; determining whether you are focusing your

time in the most important academic activities to help you determine a course of action; and

setting priorities.

The UP Corps of Sponsors Diliman launched the third installment of Learn With UP CoS

titled "Plan Ahead with Time Management" on November 27, 2021, similar to the first and

second installments, which also provided information about how the audience can cope during

this pandemic. The webinar focused specifically on the importance of having balance and

managing our time, which many of us may struggle with due to the current circumstances.

Ms. Avenido is currently the national president of the Junior Philippine Society for Public

Administration, the president and co-founder of UP BUGLAS, an external officer in the Practice

of Administrative Leadership and Service. She is the second guest speaker during the webinar.

During her presentation titled “Time After Time: How to Deal With Time As a Student With
Many Hats,” Ms. Avenido mentioned that she has many hats as a member of multiple

organizations, being an advocate, a volunteer, and with her different roles in her personal

life. Avenido shared how it was not easy for her, and how it took her a long time to adjust when

the pandemic happened.

Ms. Avenido discussed how we can manage our time by being intentional and knowing

what you want, using a calendar, prioritizing, knowing your rhythm, breaking down

tasks, having multiple plans, colocating, knowing your limits, delegating, and communicating

effectively. Avenido, things do not always go according to how we planned them, and when this

happens, we need to bounce back , which is the second part of her acronym.

It has been almost two years since the COVID-19 pandemic halted and changed our lives

from our plans, routines, and possibly who we are as people. But even after this long time, many

of us are still struggling to get back on our feet and to continue in this new normal. Through this

webinar, it hope that be kinder to ourselves, continue to strive for the better, and become stronger

in all ways that we need.

Lipawen & de Guzman (2022) identified the time management practices (time

management behaviors and time management skills) and time management challenges of Social

Studies educators during COVID-19 pandemic. This study conducted at High Schools in Zone

2, DepEd Division of Zambales, Philippines during the 4th Quarter of the academic year 2020-

2021. There were a total population of 110 Junior High School Social Studies teachers are

respondent of the study. This study utilized survey questionnaire as the main data
collection/gathering technique. The main primary data gathering in this study was a survey

questionnaire. According to the study's findings, Social Studies teachers strongly agreed on

appropriate time management behavior at work during the pandemic. They were also strongly

agreed on the importance of proper time management skills at work during the pandemic. During

the COVID19 pandemic, they perceived difficulties with time management at work.

Furthermore, a significant difference in perceived time management practices at work during the

pandemic was established, as was a significant difference in perceived occurrence of challenges

in time management at work during the pandemic.

Students are excellent learners. However, COVID-19 appeared and had a significant

impact not only on students and teachers, but also on the workers who lost their jobs. Most of the

cases are parents, which leads them to be in circumstances where financial matters are involved.

Mental health crashed because we were unprepared when it happened. Online learning was

forced to put in a system to continue the unfinished studies of the students and teacher’s work as

well.Time management plays an important role in students' academic life. The students struggle

in the absence of mentors and supervisors such as parents, family members, and teachers. Work

overload and stress made it difficult to address tasks adequately, hence their poor academic

achievements. Many students feel overwhelmed by the learning environment at tertiary

institutions. First-year students are always in reactive mode and fail to finish what they have

started. They grapple with the absence of a support system from mentors, supervisors, parents,

family, and teachers (Rinkema & Williams, 2021).

Foreign Studies

Education is one of the aspects most seriously affected by the Pandemic. Distance online

learning was imposed in all schools in Indonesia, including in vocational high schools, for the

students, so that they would not be affected by the virus.

Students independently practiced time management during online learning at home

without direct teacher supervision. As a result, students relied solely on their discipline in

managing their home learning time to complete online learning. The study showed the

statistically significant impact of students’ time management on online learning outcomes (Sari,

Ilhamdaniah, and Megayanti, 2021).

Also, there were problems raised in the implementation of distance learning, without the

teacher's supervision, the students are late in submitting assignments according to deadlines, and

students have not been able to manage their online learning time properly and wisely.

Furthermore, this study discovered that students' time management during online learning was

more influenced by the variable of sticking to the schedule set in the time planning process. And

it is said that if the time management aspect didn't take seriously by the students, there's a

tendency that it has a negative impact on learning outcomes is irresistible.

Because of this pandemic, the life of every student drastically change. Adjusting to online

classes, the students require to have and use gadgets and have a stable internet connection for

them to attend online classes. And because of online classes, it will be less of a hassle for them

because there’s no need to go to school to learn. Furthermore, it is expected that students

handled their time management effectively in online learning. Time management plays a
important role in improving students’ academic performance and achievements. Students'

academic success depends on how they manage it effectively.

In the article of Mohamed O., Hamal, and Mohamed K. (2018) all in all, it was found that

time management was taken seriously by the students. 80% of the students were found to have

allocated time for study in the line with 6-10 hours for study in a day, and 20% of students were

found to have allocated less than 5 hours for study.

Khanam et al. (2017) point out that there's a types of students when in comes to managing

their time, first is the students who are not able to finish tasks before the deadline and the other

one find enough time to complete their activities on time. Academic stress occurs when students

feeling the pressure of cramming for activities, reviewing for exams, and getting minimal sleep

because of the unorganized of time. That's why time is important not by just the students but for

everyone. Effective time management techniques should not only be applied to the

students’ academic life but to their overall schedule to achieve success and peace of

mind.

By using Time Management skill effectively, we can reduce work stress by being

more in control of our time, by being more productive ( Subramanian, A., 2016). Having a

effective strategies to manage time is important for students as it balance the conflicting

demands of time for study. Once students find the ways which can improve their time

management, they can begin to adjust to routine of behavior to reduce any time related stress in

the students lives.

Nigussie (2019) in it's article " The Effect of Time Management Practice on the Academic

Achievement: A Case of Dire Dawa University, Ethiopia" stated that the time management is
considered as key factor to success in life. Time management plays a important role in every

students and have an impact to their academics and achievementss. It is may have an importance,

however, it is say that its not easy to manage it individually.

In the same article, the situation of students in Dire Dawa university in Ethiopia shows in

the study most students 45(35%) and 42(35%) possess time management score at moderate and

high level respectively. This study also revealed that the male students scores ( 55.72) were

higher than female(50) in time management when it comes to gender differences. Also, it was

found in this study that the better students time management behavior, the higher the students

CGPA, when it comes to the significance association between time management and academic

achievement (CGPA). However, there is no differently significant between students due to the

year study and students general time management score.

In conclusion, this study emphasized the role of time management to the academic

performance of the students and to those who are unable to manage their time effectively may be

at risk for underachievement. There was an association discovered between time management

practices, academic achievements, and stress reduction, as the research study revealed that there

is an association between anxiety reduction, time management practices, and higher academic

success. Furthermore, there is an relationship between time management skills and academic

outcomes.
Synthesis of Related Literature and Studies

A study of Madridano et al. (2019) showed many respondents agreed that there are

impacts of the students time management in their academic performances. Students always

mentioned that being unable to complete their tasks on time was the most important, affecting

them in terms of projects/assignments while participating in extra-curricular activities, being too

tired after rehearsal made them so lazy to finish their projects/assignments and other

performance tasks. There were problems raised in the implementation of distance learning,

without the teacher's supervision, the students are late in submitting assignments according to

deadlines, and students have not been able to manage their online learning time properly and

wisely (Sari, Ilhamdaniah, and Megayanti, 2021).

Khanam et al. (2017) points out that there are types of students when in comes to

managing their time, first is the students who are not able to finish tasks before the deadline and

the other one find enough time to complete their activities on time.

According to Lipawen & de Guzman (2022) study's findings, Social Studies teachers

strongly agreed on appropriate time management behavior at work during the pandemic. They

were also strongly agreed on the importance of proper time management skills at work during

the pandemic. By using Time Management skill effectively, we can reduce work stress by

being more in control of our time, by being more productive ( Subramanian A., 2016). Also,

having an effective strategy to manage time is well-being for students as its important to conflict

demands of time for our study. Furthermore, the conclusion of the study emphasizes the role of

time management in the academic performance of the students, and to those who are unable to

manage their time effectively may be at risk for underachievement.

Conceptual Framework

What’s the
What are the factors that affect
The profile of
the time management of the
respondent in students in terms of:
terms of:
TTTTT implication of
2.1 Attending online class

1. Age the study?

2.2 Submission of outputs
2. Gender
2.3 Accomplishing tasks

What is the impact of time

management of Senior High

School in terms of:

4.1 Academic

performance

4.2 Attendance

4.3 Compliances
Figure 1. Illustrates the Conceptual Framework on the Experiences on Time Management

of Senior High School amidst Pandemic.

The primary goal of this study is to investigate students experience on time management. This

conceptual framework serves as guiding tool for the researchers in resolving these problems

questions. Then, the researchers will compare the results by the given questions to determine

which one has the problem with their time management, and who manage time management

effectively.
Theoretical Framework

The Pickle Jar Theory was developed by Jeremy Wright in 2002. In the article of (Ansari,

2019) This theory is popular for time management. The pickle jar theory is the idea that based on

time, like a pickle jar, time is limited. This theory serves as a visual figurative expression, to find

out what are the more important, less important, and unimportant activities.

The Pickle Jar theory is about a big glass of Pickle Jar which is filled with a large number

of big rocks, pebbles, and a lot of sand. The rocks, pebbles, and sand have a purpose in the

Theory. The rocks are the big and important tasks, while the pebbles are the task with average

importance and lastly the sand represents the less important tasks. It also represents our everyday

life, how we divide our time with different activities that need to be done during the day.

This Pickle Jar Theory helps to prioritize priorities to finish the amount and size of tasks.

The Pickle Jar Theory is a time management solution that is simple and works.

Therefore, this Theoretical Framework provided the answer which is focused on the main

research problem: What is the effect of time management on the academic performance of the

students in Asian Pacific Christian School, Incorporated.

 Chapter 3

METHODOLOGY

This chapter presents the research design, sampling procedure, selection of the participants,

research instrument and research procedure.

Research Design

In this case, the method of research used was quanlitative research with descriptive

research design to describe the experience on time management of the senior high school amidst

pandemic. And the researchers choose survey as it provide as the great way to answer the

questions. Based on McCombes (2019) Descriptive research aims to accurately and

systematically describe a population, situation or phenomenon. It can answer what, where, when

and how questions, but not why questions. A descriptive research design can use a wide variety

of research methods to investigate one or more variables. Additionally, the researcher does not

control or manipulate any of the variables, but only observes and measures them. Check &

Schutt (2012, p. 160) define the Survey research as "the collection of information from a sample

of individuals through their responses to questions.’’ This type of research allows to collect data.

Additionally, information obtained from individuals and groups through the used of survey.
Selection of Participant

The overall population of Grade 12 – HUMSS Charity was 43 students from Asian Pacific

Christian School, Incorporated. The researcher will use Purposive sampling wherein the selected

participants (which are five respondent) are based on characteristics that are important to the

study. According to Hassan (n.d) Purposive sampling is a type of non-random sampling

technique. In purposive sampling, the researcher deliberately chooses a sample that is most likely

to provide information that will answer the research question. This type of sampling technique is

often used in qualitative research, as it allows the researcher to select participants who have first-

hand experience of the phenomenon being studied.

According to Business Research Methodology, (n.d) Purposive sampling (also known as

judgment, selective or subjective sampling) is a sampling technique in which researcher relies on

his or her own judgment when choosing members of population to participate in the study.

Additionally, in purposive sampling personal judgment needs to be used to choose cases that

help answer research questions or achieve research objectives. .

Research Instrument

The research instrument that will be utilized is a researcher-made questionnaire. By

McLeod S. (2018) a questionnaire is a research instrument consisting of a series of questions for

the purpose of gathering information from respondents. Questionnaires can be thought of as a

kind of written interview. They can be carried out face to face, by telephone, computer or post.

This can also be printed questionnaires. Questionnaires can be an effective tool to measure the

behavior, attitudes, preferences, opinions and, intentions of relatively large numbers of

respondent more cheaply and quickly than other methods. And it often uses both closed and open

questions to collect the datas.

Reasearch Locale

This study will be conducted at Asian Pacific Christian School, Inc. The respondents of

this study were from Grade12- HUMSS Charity. The collecting data from respondents will

conduct through using a questionnaire printed on paper.

Research Procedure

In this study, the Grade12- HUMSS Charity students of Asian Pacific Christian School,

Inc. with a population of 43 serves as the respondent in this research. Before the researchers

conduct the data gathering, the questionares that will be used to gather data will be validated by

the experts. Then inform the Grade 12 – HUMSS Charity students that they will be the

respondent of the study. Also, they will be inform about their rights as a respondent in this study.

Lastly, the data gathering will be conducted after the respondent signed the consent letter that

sent to them by the researchers.

Data Analysis

Thematic Analysis is the method for identifying, analyzing , organizing, describing, and

reporting themes found within data set (Braun & Clarke, 2006). It is usually used to describe a

set of texts, such as an interview or transcripts. It carefully examines the data to identify common

themes such as topics, ideas, and meaning patterns that appear repeatedly.

Familiarize with data. The datas are needed to trancribe. Read and re-read through the transcripts

or datas and actively look for meanings and patterns that appear throughout the data set. At this
moment, we won’t be formally creating codes yet, but should keep take down notes about the

potential codes to create.

Create your initial codes. In this phase, we begin to develop a set of preliminary codes that

represent the meanings and patterns we found in the data. Read through the data again, looking

for interesting extracts to code. Excerpts with the same meaning should have the same code.

Search for themes. Categorize codes into themes. Sort the codes into potential themes for this.

Themes in qualitative research are an effective way to identify trends and patterns in your data.

Examine how various codes can be combined, and see if there are any themes that can be sub-

themes.

Review themes. In this stage, ensure that each theme has enough data to support them and is

significantly different. Consider combining themes that are similar, and relevant to each other.

Begin to think about how your themes can be combined into a narrative.

Define themes. Themes’ are features of participants’ accounts characterising particular

perceptions and/or experiences that the researcher sees as relevant to the research question

(University of Huddersfield, n.d).

Ethical Considerations

The participants were informed about the various aspects of the study and the study is for

academic purpose only. Also, participants were free to engage, free from force, the personal

detail will be kept and their privacy and freedom were ensured to be fully secured, protected, and

respected by the researchers.

 More importantly, they were given a chance to decide whether they agree to participate in

the study. Furthermore, the researchers informed the participants that they have a right to

withdraw if they want to.

Also, the researchers were fully responsible for all the questions and clarification of the

study. The researchers will get permission to conduct the study from the school authority.

Likewise, the researchers will be informing the respondents about the research study.
 Chapter 4

PRESENTATION OF DATA, ANALYSIS, AND INTRPRETATION OF

DATA

This chapter presents the presentation of data, analysis, and interpretation of data gathered from
the answers to the questionnaires distributed.

Challenges met by the Senior High School amidst Pandemic

According to the the answers of the repondents, the majority of the participants reported that they
had encountaered some challeges like slow internet connection or signal, having late
submmitions of output, having a hard time to accomplish tasks.

1. What are the demographic profile of the respondent in terms of:

1.1 Age

Respondent 1: 17

Respondent 2: 17

Respondent 3: Didn’t stated

Respondent 4: 19

Respondent 5: 17

1.2

Respondent 1: Female

Respondent 2: Female

Respondent 3: Male

Respondent 4: Female

Respondent 5: Female
 Table 1

Questions Respondent Responde Responde Responde Respondent Code

1/Andrea nt nt nt 5/ Glorilyn
2/Jaylyn 3/Kelvin 4/Rinalyn
2.1
1. What “Una may “Para may “Para “Para “Siguro ang Always
are the goal ako at matutunan matuto.” sakin ang dahilan ko attending
factors that yun ay ang ”. pag attend kung bakit online class
contributin makapagtapos ng online nag aattend
g to you ako ng pag- class ay ako ng
for always aaral at malaking online class
attending magkasunod bagay is yung
online sa lessons. para sa motivation
class? Pangalawa, akin dahil ko at yung
motivated ako pag mga
dahil alam nagbibiga sakripisyong
kong y ng quiz ginawa ng
makakatulong or parents ko
sa akin ang gagawin para maka
mga ay alam attend ako”.
natututunan mo agad
ko so online ang
class and gagawin
lastly, para pero pag
kapag may dika nag
biglang pa attend ng
quiz/ activity online
may class dimo
maisasagot alam ang
 ako agad at gawain sa
hindi online.”
matambakan.
”
2. What do “Wala naman “Para “Para hindi “Kailanga “To Participate
you think kasing magkaroo ma absent n mong somehow well in
the factors dahilan para n ng sa makilahok learn online class
influence hindi ako kaalaman attendance at maging something
you to magparticipat kahit sa ”. mahusay and the only
participate e sa online online sa online thing that
well in class dahil class class influences
online meron naman lang.” maaring me is the
class? akong mga kabilang motivation
magagamit ang and
para makapag pagkakaro encouragem
participate on ng ent of my
dun tulad ng positibong parents”.
gadgets at saloobin
sable na sa pag
internet.” aaral.”

3. Have “Kapag “Yes “Oo, dahil “Oo “Yes, Challenges

you nagiging marami sa pa wala nakaranas specially in and
encountere mahina yung pero walang na akong the middle solutions.
d signal tapos nalampasa signal at paghihira of the
challenges may n ko ito sobrang p sa studying, I
in your kailangan dahil sa daming online lose my
online kang isubmit pag ginagawa class pero connection
class? How on time. titiwala sa uminahon ginawan or wifi
you Actually hindi aking at mag ko ito ng connection, I
overcome ko sarili.” focus solution can only
 it? naovercame lang.” para criticize it by
kasi wala na puntahan asking my
akong kontrol ang aking classmate
sa lakas o guro what are the
hina ng signal upang new
pero gawin ko discussions
nagagawan ko ang that i no
naman ng kulang ko longer
paraan, mag sa mga attend.”
pa-private gawain.”
comment ako
na gsuit na
hindi ko
masasubmit
on time with
screen shot.”

2.2
1. Have “Nung first “Yes.” “Maybe, “No.” “Yes.” Submitted
you sem oo, pero kasi output on
submitted nung second minsan na time
your sem la late
output on nagkakaroon akung mag
time? Yes na ako ng pass ng
or No? mga late mga
submissions.” outputs ko
po madalas
pass time
naman.”

2. What do “Ayoko ma- “Mas “Upang “Ang pag “Messenger, Factors

you think minus yung lalong maiwasan submite pero mas contributin
the factors gawa ko, tataas ang ang ng output madalas g on
contributin sayang nga tambaking sa oras ay google submitting
g on effort.” grade.” ginagawa.” nagbibiga classroom output
submitting y ng easier way.”
your wastong
output? pamamah
ala ng
oras.”

3. As a “Stress, “Bababa “Deductio “Para sa “Nakakaape Late

student, daming ang grade n”. akin ang kto, lalo na submission
what do activities, dahil sa pag pass kapag late at
you think tinatamad.” deduction. ng mga may minus
the factors ” output ng na yung
affecting late ay score at di na
late hindi tatanggapin.
submission maganda ”
of your dahil may
outputs? ibinibigay
ang guro
kung
kailan
ipass ang
mga
output.”

4. What do “Syempre “Sa output “Sa tingin “Para sa “Mahirap, Quality

you think may mga siguro ko hindi akin ang lalo na
the quality ideas ako na hindi magiging pag rush kapag nagka
of your hindi ko gaanong maganda ng mga sabay-sabay
 outputs nailalagay ng maganda ang gawain on hindi ko
when you maayos tapos ang kalalabasa time ay alam kung
rushed it to yung nga kakalabas n kasi nag maaring ano ang
submit it quality hindi an kase rushed maging uunahin
on time? kasing ganda yong oras lang ako.” resulta ng kaya mas
nung sa hindi na ginawa gawain ay mainam na
ni-rush.” yun ay mababang on time
madalian score.” upang hindi
lang, at sa dumating sa
grade point na
naman mahihirapan
tataas sa pag rush
naman ng mga
kase na outputs.”
submit on
time.”

2.3
1. Do you “Sometimes.” “No “Yes.” “Opo “Yes.” Accomplis
accomplish because dahil hed tasks
your tasks limited makakapa without
on time lang ang g focus ka interruption
without oras ko sa mga s
having an para sa gawain ng
interruptio mga tasks dika
ns or na ginugulo
distraction ginagawa sa
s? ko dahil gawain.”
may
trabaho pa
sa bahay
 na
kailangan
gawin.”
2. What “Katamaran, “Maramin “Maramin “Sempre “Minsan sa “Factors
do you kawalan ng g task ang g gingawa dina mag gawaing that
think the gana sa pag- ginagawa sa bahay expect na bahay, at sa contributin
factors that aaral, walang kaya hindi kaya hindi ang score pag aalaga g to not
contributin motivation.” natatapos agad ay mataas ng mga finish
g to not lahat on natatapos dahil kapatid.” respondent’
finish your time.” sa tamang hindi s tasks.”
tasks on oras.” naman na
time? pass on
time.”
3. Are you No, pero yung Yes kapag Oo kasi Oo Hindi, dahil Having a
having a iba nira-rush nag ka minsan minsan hindi naman hard time
hard time nalang para sabay maraming kase sa madali to
to masabing on sabay ang ginagawa maraming lang gawin accomplish
accomplish time maraming sa bahay. ginagawa pero kung tasks
your tasks nagsubmit. gawain. kaya di nakikinig ka
on time? nagagwa at
at na pass naiintindihan
on time. mo naman
yung
discussion
hindi
magiging
mahirap ito.

3.1
1. How Wala akong Dahil sa Hindi Kailangan Minsan Impact of
does your time time nagiging kumpletu kapag time
 time management, managem maganda hin ang maraming manageme
manageme pagdating sa ent na kasi hindi gawain sa ginagawa nt on the
nt impact impact, hindi gagawa ako minsan tamang ang hirap respondent’
your ako nagiging ko ng mas nakakasub oras at imanage ng s academic
academic organize, maayos mit sa oras. dapat oras lalo na performanc
performan minsan nag yung mga natin sa mga e.
ce? mumulti task activity. itong sabay-sabay
pa. matutunan na tasks.
at sanayin
sa pag
aaral.
2. If you . Malaki ang Siguro Laging As a Mas Did not
did not chance na babagsak may student mahihirapan used time
used your laging sa nga deduction may not akong pag manageme
time nagrurush sa subject na at nagiging have sunod- nt
manageme mga school hindi mababa enough sunurin ang effectively
nt works. nagagawa din ang time to mga bagay
effectively, 2. ang mga kalalabasa study na dapat sa
what do Natatambakan task. n ng grade. complete takdang
you think ng mga their oras, dahil
the impact school works. assignmen nagiging late
of it to t and ito.
your prepare
academic for exam.
performan
ce?

3. What Wala, nagtry Step by Kung wala Syempre Simplehan Stategies

strategies akong step kapag akong kapag lang, wag
you can gayahin yung nag ta ginagawa may maging
use to strategies sa trabaho sa bahay ginagawa pabaya sa
 manage mga tapusin gagawa na ka mga
your time napapanood muna ang agad ako kailangan performance
for better ko pero hindi importanti ng trabaho mong na dapat
academic effective sa ng bagay sa bahay tapusin gawin.
performan akin. bago ang upang sa gawin ang
ce? ano-ano. ganon may mga
oras ako sa kailangan
pag-gawa mong
ng school gawin
work. bago
sumunod
na
gawain.
3.2
1. What do Kapag paiba- Nawawaal Nawawala Minsan Siguro yung Impact of
you think iba yung time a ang time dahil sa nawawala pag gather the
the impact ng attendance managem pagiging na sa ko noon sa attendance
of your ko, kunwari ent ko late minsan sarili dahil online
attendance minsan dahil hindi ko na sa sobrang playing na
to your nakakapasok/j minsan natutupad ginagawa. nakakasira o
time oin ako sa tambak yung nakakaapekt
manageme zoom on time, ginagawa tamang o sa pag
nt? pero madalas ko. oras ng gawa ng
hindi pagpasok. mga task sa
nagiging school.
sanhi yun
para hindi
masunod ang
time
management
ko at
 nagreresulta
na hindi
nagiging
effective ang
strategy ko sa
paggamit ng
time
management.
2. How Kapag name- Ayos Maayos Okay lang Siguro nung Maintainin
does maintin ko naman naman kasi kahit naimaintain g
maintainin yung kahit kahit minsan ko yung oras respondent’
g your attendance ko minsan minsan late maraming ko sa pag s
attendance sa tamang maraming nakakapas gawain. lalaro at sa attendance
impact oras, mas ginagawa. ok pa rin. pag aaral.
your time marami pa
manageme akong time
nt? gawin yung
ibang bagay.
3.3
1. How Kapag Wala Wala Minsan na Siguro yung Complianc
does your namamanage naman naman lelate ako hindi pag e related
time ko yung time problem nagiging diko sunod sa tasks
manageme management dahil napa problema napapass tamang oras,
nt impact ko ng tama pass kasi sa tamang dahil minsan
your paniguradong naman nakaka oras. nasisira
complianc magiging ako sa submit yung oras
e related maganda ang tamang naman ako dahil sa
tasks? impact nito sa oras. sa tamang ibang bagay.
mga oras.
compliance
ko, dahil
 hindi ko na
kailangan
mag-rush.

2. As a Automatic Bababa Makakasir Syempre Mahirap Did not

student, minus point, ang a sa grade mababa balikan lalo passed the
what do tsaka makukuha at baka ang score. na sa tuwing required
you think magkakaroon ng score. mapagalita hindi pag tasks.
the impact ako ng n kapa sa pasa ng mga
when you problema. iyong task
did not guro. nahihirapan
passed the akong
required habulin lalo
tasks on na kapag
time? rush.

3. What Basta wag Wala. Laging Wala. Maipapayo Technique

time sanayin yung mag set ng ko lang na
manageme sarili na time sa everytime na
nt nagrurush sa lahat ng may ibibigay
technique paggawa ng ginagawa silang task
you can activities at at dapat dapat gawin
advise wag hintaying tinutupad na on time,
related to matambakan ito hindi para hindi na
complianci bago lang basta mahirapan sa
ng a tasks? gawin/gumaw nag set ka. pag rush o
a. pag habol ng
mga missing
tasks.
Table 2
 Initial Posteriori Respondent Responde Responde Responde Responden
(prior) Code 1/Andrea nt nt nt t 5/Glorilyn
code 2/Jaylyn 3/Kelvin 4/Rinalyn
Always Motivated Motivated ako Siguro ang
attending dahil alam dahilan ko
online class kong kung bakit
makakatulong nag aattend
sa akin ang ako ng
mga online class
natututunan is yung
ko so online motivation
class. ko

Big deal Ang pag

attend ng
online
class ay
Para may Para malaking
To learn
bagay
matutunan matuto.
para sa
. akin dahil
pag
nagbibiga
y ng quiz
or
gagawin
ay alam
mo agad
ang
gagawin.
Participate Gadgets Meron naman
well in and stable akong mga
online class internet. magagamit
para makapag
participate
 dun tulad ng
gadgets at
stable na
internet.

Para To
Knowlege magkaroo somehow
de n ng learn
kaalaman something
kahit sa
online
class lang.

Not absent Para hindi

ma absent
sa
Attendanc
attendanc
e
e.
Kailangan
mong
makilahok
at maging
mahusay sa
online
class
maaring
kabilang
ang
pagkakaroo
n ng
positibong
saloobin sa
 pag aaral.

Challenges Weak Kapag Oo, dahil Yes,

and internet nagiging sa pa wala specially in
solutions signal mahina yung walang the middle
signal tapos signal at of the
may kailangan sobrang studying, I
kang isubmit daming lose my
on time.At ginagawa connection
wala na akong uminahon or wifi
kontrol sa at mag connection,
lakas o hina focus lang.
ng signal pero
nagagawan ko
naman ng
paraan.

Trust in Yes
youself marami
pero
nalampasa
n ko ito
dahil sa
pag
titiwala sa
aking
sarili.
Submitting Yes Yes. Yes.
your output
on time No
No.

Late
Nung second Minsan na
submission la late
sem
akung mag
s
nagkakaroon pass ng
mga
na ako ng mga
outputs ko
late po madalas
pass time
submissions.
naman.

Factors Minus Ayoko ma-

contributin minus yung
g on gawa ko,
submitting sayang effort.
output
High grade Mas
lalong
tataas ang
nga grade.
Avoiding
to pile up Upang
maiwasan
ang
tambaking
ginagawa.
Proper
time
Ang pag
manageme
nt submite
ng output
sa oras ay
 nagbibiga
y ng
wastong
pamamah
ala ng
oras.

Messenger,
Apps
pero mas
madalas
google
classroom
easier way.

Late Minus Bababa Deduction. Nakakaapek

submission ang grade to, lalo na
of outputs dahil sa kapag late
deduction. at may
minus na
yung score
at di na
tatanggapin.

Lazy Tinatamad

Not good Para sa

akin ang
pag pass
ng mga
output ng
late ay
hindi
 maganda
dahil may
ibinibigay
ang guro
kung
kailan
ipass ang
mga
output.
Quality Outcome : Syempre Sa output Sa tingin
is not good may mga siguro ko hindi
ideas ako na hindi magiging
hindi ko gaanong maganda
nailalagay ng maganda ang
maayos tapos ang kalalabasan
yung nga kakalabas kasi nag
quality hindi an kase rushed lang
kasing ganda yong oras ako.
nung sa hindi na ginawa
ni-rush. yun ay
madalian
lang.

Low score
Para sa
akin ang
pag rush
ng mga
gawain on
time ay
maaring
maging
resulta ng
 gawain ay
mababang
score.

Difficult

Mahirap,
lalo na
kapag nagka
sabay-sabay
hindi ko
alam kung
ano ang
uunahin.
Accomplish Sometimes Sometimes.
ed tasks .
without
interruption Yes. Yes. Opo dahil Yes.
s makakapa
No. No g focus ka
because sa mga
limited gawain ng
lang ang dika
oras ko ginugulo
para sa sa gawain.
mga tasks
na
ginagawa
ko dahil
may
trabaho pa
 sa bahay
na
kailangan
gawin.

Factors that Laziness Katamaran.

contributin
g to not Many
Maraming Minsan sa
Maraming
finish tasks to do task ang gawaing
ginagawa gingawa sa bahay, at sa
respondent’
kaya hindi pag aalaga
bahay kaya
s tasks. natatapos ng mga
lahat on hindi agad kapatid.
time.
natatapos
sa tamang
oras.

Low score
Sempre
dina mag
expect na
ang score
ay mataas
dahil
hindi
naman na
pass on
time.
Having a No. No, pero yung Hindi, dahil
hard time to iba nira-rush hindi naman
accomplish nalang para sa madali
 tasks masabing on lang gawin
time pero kung
nagsubmit. nakikinig ka
at
naiintindiha
n mo naman
Yes. Yes kapag Oo kasi Oo yung
nag ka minsan minsan discussion
sabay maraming kase hindi
sabay ang ginagawa maraming magiging
maraming sa bahay. ginagawa mahirap ito.
gawain. kaya di
nagagwa
at na pass
on time.

Impact of Doesn’t Wala akong Hindi

time have time time nagiging
managemen manageme management, maganda
t on the nt. pagdating sa kasi hindi
respondent’ impact, hindi ako minsan
s academic ako nagiging nakakasub
performanc organize, mit sa oras.
e. minsan nag
mumulti task
pa.

Does have Dahil sa Kailangan

 time time kumpletu
manageme manageme hin ang
nt. nt na gawain sa
gagawa ko tamang
ng mas oras at
maayos dapat
yung mga natin
activity. itong
matutunan
at sanayin
sa pag
aaral.

Having a Minsan
hard time kapag
maraming
ginagawa
ang hirap
imanage ng
oras lalo na
sa mga
sabay-sabay
na tasks.
Did not Rushing Malaki ang
used time school chance na
managemen works laging
t effectively nagrurush sa
mga school
works.
Fails on Siguro
subject babagsak
sa mga
subject na
hindi
nagagawa
ang mga
task.

Minus Laging
may
deduction
at nagiging
mababa din
ang
kalalabasan
ng grade.

Do not As a
have student
enough may not
time have
enough
time to
study
complete
their
 assignmen
t and
prepare
for exam.

Late Mas
mahihirapan
akong pag
sunod-
sunurin ang
mga bagay
na dapat sa
takdang
oras, dahil
nagiging
late ito.

Strategies Doesn’t Wala, nagtry

used by used a akong gayahin
respondent Strategies yung
for better strategies sa
academic mga
performanc napapanood
e ko pero hindi
effective sa
akin.

Does have
strategies Step by Kung wala Syempre Simplehan
 used step kapag akong kapag lang, wag
nag ta ginagawa may maging
trabaho sa bahay ginagawa pabaya sa
tapusin gagawa na ka mga
muna ang agad ako kailangan performanc
importanti ng trabaho mong e na dapat
ng bagay sa bahay tapusin gawin.
bago ang upang sa gawin ang
ano-ano. ganon may mga
oras ako sa kailangan
pag-gawa mong
ng school gawin
work. bago
sumunod
na
gawain.

3.2 Different Kapag paiba-

1.Impact of time iba yung time
the attendance ng attendance
attendance ko, kunwari
minsan
nakakapasok/j
oin ako sa
zoom on time,
pero madalas
hindi nagiging
sanhi yun para
hindi
masunod ang
time
 management
ko at
nagreresulta
na hindi
nagiging
effective ang
strategy ko sa
paggamit ng
time
management.

Lose
Nawawala Nawawala
ang time dahil sa
manageme pagiging
nt ko dahil late minsan
minsan hindi ko na
tambak natutupad
ginagawa yung
ko. tamang
oras ng
pagpasok.

Losing
herself Minsan
 nawawala
na sa
sarili dahil
sa sobrang
ginagawa.

Online
playing Siguro yung
pag gather
ko noon sa
online
playing na
nakakasira o
nakakaapekt
o sa pag
gawa ng
mga task sa
school.
Maintainin Maintaine Kapag name- Ayos Maayos Okay lang Siguro nung
g d maintin ko naman naman kasi kahit naimaintain
respondent’ yung kahit kahit minsan ko yung
s attendance ko minsan minsan late maraming oras ko sa
attendance sa tamang maraming nakakapaso gawain. pag lalaro at
oras, mas ginagawa. k pa rin. sa pag aaral.
marami pa
akong time
gawin yung
ibang bagay.

Compliance No Kapag Wala Wala

related problem namamanage naman naman
tasks ko yung time problem nagiging
management dahil napa problema
ko ng tama pass kasi
paniguradong naman nakaka
magiging ako sa submit
maganda ang tamang naman ako
impact nito sa oras. sa tamang
mga oras.
compliance
ko, dahil hindi
ko na
kailangan
mag-rush.

Late Minsan na Siguro yung

lelate ako hindi pag
diko sunod sa
napapass tamang
sa tamang oras, dahil
oras. minsan
nasisira
yung oras
dahil sa
ibang
 bagay.

Did not Low score Bababa Makakasira Syempre

passed the ang sa grade at mababa
required makukuha baka ang score.
tasks. ng score. mapagalita
n kapa sa
iyong guro.

Minus Automatic
minus point.

Didn’t
passed Mahirap
tasks balikan lalo
na sa
tuwing
hindi pag
pasa ng mga
task
nahihirapan
akong
habulin lalo
na kapag
rush.

Technique None. Wala. Wala.

Time set Laging

 mag set ng
time sa
lahat ng
ginagawa
at dapat
tinutupad
ito hindi
lang basta
nag set ka.

Don’t used Basta wag

to rush sanayin yung
tasks sarili na
nagrurush sa
paggawa ng
activities at
wag hintaying
matambakan
bago
gawin/gumaw
a.

Advise
Maipapayo
ko lang na
everytime
na may
ibibigay
 silang task
dapat gawin
na on time,
para hindi
na
mahirapan
sa pag rush
o pag habol
ng mga
missing
tasks.

Table 3
 Code Extracts from interview
Always attending online class Question: What are the factors that contributing to you for
always attending online class?

Motivated Respondent 1: “Motivated ako dahil alam kong

makakatulong sa akin ang mga natututunan ko so online
class.”
Respondent 5: “Siguro ang dahilan ko kung bakit nag
aattend ako ng online class is yung motivation ko.”

Respondent 4: “Ang pag attend ng online class ay

malaking bagay para sa akin dahil pag nagbibigay ng quiz
Big deal
or gagawin ay alam mo agad ang gagawin.”

Respondent 2: “Para may matutunan.”

Respondent 3: “Para matuto.”
To learn

Participate well in online class Question: What do you think the factors influence you to
participate well in online class?

Gadget and stable internet. Respondent 1: “Meron naman akong mga magagamit para
makapag participate dun tulad ng gadgets at stable na
internet.”

Knowlegede
Respondent 2: “Para magkaroon ng kaalaman kahit sa
online class lang.”
Respondent 5: “To somehow learn something.”

Not absent Respondent 4: “Para hindi ma absent sa attendance.”

Respondent 3: “Kailangan mong makilahok at maging

 mahusay sa online class maaring kabilang ang
Attendance pagkakaroon ng positibong saloobin sa pag aaral.”

Challenges and solutions Question: Have you encountered challenges in your online
class? How you overcome it?

Weak internet signal Respondent 1: “Kapag nagiging mahina yung signal tapos
may kailangan kang isubmit on time. At wala na akong
kontrol sa lakas o hina ng signal pero nagagawan ko
naman ng paraan.”
Respondent 3: “Oo, dahil sa pa wala walang signal at
sobrang daming ginagawa uminahon at mag focus lang.”
Respondent 5: “Yes, specially in the middle of the
studying, I lose my connection or wifi connection”

Respondent 2: “Yes marami pero nalampasan ko ito dahil

sa pag titiwala sa aking sarili.”
Trust in youself

Submitted output on time Question: Have you submitted your output on time? Yes
or No?

Yes Respondent 2: “Yes.”

Respondent 5: “Yes.”

No Respondenent 4: “No.”

Late submissions Respondent 1: “Nung second sem nagkakaroon na ako ng

mga late submissions.”

Respondent 3: “Minsan na la late akung mag pass ng mga

 outputs ko po madalas pass time naman.”

Factors contributing on submitting Question: What do you think the factors contributing on
output submitting your output?

Minus Respondent 1: “Ayoko ma-minus yung gawa ko, sayang

effort.”

High grade Respondent 2: “Mas lalong tataas ang nga grade.”

Avoiding to pile up Respondent 3: “Upang maiwasan ang tambaking

ginagawa.”

Proper time management Respondent 4: “Ang pag submite ng output sa oras ay

nagbibigay ng wastong pamamahala ng oras.”

Respondent 5: “Messenger, pero mas madalas google

classroom easier way.”
Apps
Late submission of outputs Question: As a student, what do you think the factors
affecting late submission of your outputs?

Minus Respondent 2: “Bababa ang grade dahil sa deduction.”

Respondent 3: “Deduction.”
Respondent 5: “Nakakaapekto, lalo na kapag late at may
minus na yung score at di na tatanggapin.”

Respondent 1: “Tinatamad.”
Lazy
Respondent 4: “Para sa akin ang pag pass ng mga output
ng late ay hindi maganda dahil may ibinibigay ang guro
Not good
kung kailan ipass ang mga output.”
Quality Question: What do you think the quality of your outputs
when you rushed it to submit it on time?

Outcome is not good Respondent 1: “Syempre may mga ideas ako na hindi ko
nailalagay ng maayos tapos yung nga quality hindi kasing
ganda nung sa hindi ni-rush.”
Respondent 2: “Sa output siguro hindi gaanong maganda
ang kakalabasan kase yong oras na ginawa yun ay
madalian lang.
Respondent 3: Sa tingin ko hindi magiging maganda ang
kalalabasan kasi nag rushed lang ako.”

Respondent 4: “Para sa akin ang pag rush ng mga gawain

Low score on time ay maaring maging resulta ng gawain ay
mababang score.”

Respondent 5: “Mahirap, lalo na kapag nagka sabay-sabay

Difficult hindi ko alam kung ano ang uunahin.”

Accomplished tasks without Question: Do you accomplish your tasks on time without
interruptions having an interruptions or distractions?

Sometimes. Respondent 1: “Sometimes.”

Yes. Respondent 3: “Yes.”

Respondent 4: “Opo dahil makakapag focus ka sa mga
gawain ng dika ginugulo sa gawain.”
Respondent 5: “Yes.”

No. Respondent 2: “No because limited lang ang oras ko para

sa mga tasks na ginagawa ko dahil may trabaho pa sa
 bahay na kailangan gawin.”

Factors that contributing to not Question: What do you think the factors that contributing
finish respondent’s tasks. to not finish your tasks on time?

Laziness Respondent 1: “Katamaran.”

Many tasks to do Respondent 2: “Maraming task ang ginagawa kaya hindi

natatapos lahat on time.”
Respondent 3: “Maraming gingawa sa bahay kaya hindi
agad natatapos sa tamang oras.”
Respondent 5: “Minsan sa gawaing bahay, at sa pag
aalaga ng mga kapatid.”

Low score Respondent 4: “Sempre dina mag expect na ang score ay

mataas dahil hindi naman na pass on time.”

Having a hard time to accomplish Question : Are you having a hard time to accomplish your
tasks tasks on time?

Respondent 1: “No, pero yung iba nira-rush nalang para

No masabing on time nagsubmit.”
Respondent 5: “Hindi, dahil hindi naman sa madali lang
gawin pero kung nakikinig ka at naiintindihan mo naman
yung discussion hindi magiging mahirap ito.”

Respondent 2: “Yes kapag nag ka sabay sabay ang

maraming gawain.”
Yes Respondent 3: “Oo kasi minsan maraming ginagawa sa
bahay.”
Respondent 4: “Oo minsan kase maraming ginagawa kaya
 di nagagwa at na pass on time.”

Impact of time management on the Question: How does your time management impact your
respondent’s academic academic performance?
performance.

Doesn’t have time management Respondent 1: “Wala akong time management, pagdating
sa impact, hindi ako nagiging organize, minsan nag
mumulti task pa.”
Respondent 3: “Hindi nagiging maganda kasi hindi ako
minsan nakakasubmit sa oras.”
Does have time management.
Respondent 2: “Dahil sa time management na gagawa ko
ng mas maayos yung mga activity.”
Respondent 4: “Kailangan kumpletuhin ang gawain sa
tamang oras at dapat natin itong matutunan at sanayin sa
pag aaral.”
Having a hard time
Respondent 5: “Minsan kapag maraming ginagawa ang
hirap imanage ng oras lalo na sa mga sabay-sabay na
tasks.”
Did not used time management Question: If you did not used your time management
effectively effectively, what do you think the impact of it to your
academic performance?

Rushing school works Respondent 1: “Malaki ang chance na laging nagrurush sa

mga school works.”

Fails on subject Respondent 2: “Siguro babagsak sa mga subject na hindi

nagagawa ang mga task.”
Minus Respondent 3: “Laging may deduction at nagiging mababa
din ang kalalabasan ng grade.”

Do not have enough time Respondent 4: “As a student may not have enough time to
study complete their assignment and prepare for exam.”

Respondent 5: “Mas mahihirapan akong pag sunod-

Late sunurin ang mga bagay na dapat sa takdang oras, dahil
nagiging late ito.”
Strategies Questions: What strategies you can use to manage your
time for better academic performance?

Doesn’t used a strategies Respondent 1: “Wala, nagtry akong gayahin yung

strategies sa mga napapanood ko pero hindi effective sa
akin.”

Does have strategies used Respondent 2: “Step by step kapag nag ta trabaho tapusin
muna ang importanting bagay bago ang ano-ano.”
Respondent 3: “Kung wala akong ginagawa sa bahay
gagawa na agad ako ng trabaho sa bahay upang sa ganon
may oras ako sa pag-gawa ng school work.”
Respondent 4: “Syempre kapag may ginagawa ka
kailangan mong tapusin gawin ang mga kailangan mong
gawin bago sumunod na gawain.”
Respondent 5: “Simplehan lang, wag maging pabaya sa
mga performance na dapat gawin.”

Impact of the attendance What do you think the impact of your attendance to your
time management?
Different time attendance Respondent 1: “Kapag paiba-iba yung time ng attendance
ko, kunwari minsan nakakapasok/join ako sa zoom on
time, pero madalas hindi nagiging sanhi yun para hindi
masunod ang time management ko at nagreresulta na hindi
nagiging effective ang strategy ko sa paggamit ng time
management.”

Respondent 2: “Nawawala ang time management ko dahil

Lose minsan tambak ginagawa ko.”
Respondent 3: “Nawawala dahil sa pagiging late minsan
hindi ko na natutupad yung tamang oras ng pagpasok.”

Respondent 4: “Minsan nawawala na sa sarili dahil sa

sobrang ginagawa.”
Losing herself
Respondent 5: “Siguro yung pag gather ko noon sa online
playing na nakakasira o nakakaapekto sa pag gawa ng
Online playing mga task sa school.”

Maintaining respondent’s Question: How does maintaining your attendance impact

attendance your time management?

Maintained Respondent 1: “Kapag name-maintin ko yung attendance

ko sa tamang oras, mas marami pa akong time gawin yung
ibang bagay.”
Respondent 2: “Ayos naman kahit minsan maraming
ginagawa.”
Respondent 3: “Maayos naman kasi kahit minsan late
nakakapasok pa rin.”
Respondent 4: “Okay lang kahit minsan maraming
gawain.”
 Respondent 5: “Siguro nung naimaintain ko yung oras ko
sa pag lalaro at sa pag aaral.”

Compliance related tasks Question: How does your time management impact your
compliance related tasks?

No problem Resppndent 1: “Kapag namamanage ko yung time

management ko ng tama paniguradong magiging maganda
ang impact nito sa mga compliance ko, dahil hindi ko na
kailangan mag-rush.”
Respondent 2: “Wala naman problem dahil napa pass
naman ako sa tamang oras.”
Respondent 3: “Wala naman nagiging problema kasi
nakaka submit naman ako sa tamang oras.”

Late Respondent 4: “Minsan na lelate ako diko napapass sa

tamang oras.”
Respondent 5: “Siguro yung hindi pag sunod sa tamang
oras, dahil minsan nasisira yung oras dahil sa ibang
bagay.”

Did not passed the required tasks. Question: As a student, what do you think the impact
when you did not passed the required tasks on time?

Low score Respondent 2: “Bababa ang makukuhang score.”

Respondent 3: “Makakasira sa grade at baka mapagalitan
kapa sa iyong guro.”
Respondent 4: “Syempre mababa ang score.”

Minus Respondent 1: “Automatic minus point.”

Didn’t passed tasks Respondent 5: “Mahirap balikan lalo na sa tuwing hindi
pag pasa ng mga task nahihirapan akong habulin lalo na
kapag rush.”

Technique Question : What time management technique you can

advise related to compliancing a tasks?

None. Respondent 2: “Wala.”

Respondent 4: “Wala.”

Time set Respondent 3: “Laging mag set ng time sa lahat ng

ginagawa at dapat tinutupad ito hindi lang basta nag set
ka.”

Don’t used to rush tasks Respondent 1: “Basta wag sanayin yung sarili na
nagrurush sa paggawa ng activities at wag hintaying
matambakan bago gawin/gumawa.”

Advise Respondent 5: “Maipapayo ko lang na everytime na may

ibibigay silang task dapat gawin na on time, para hindi na
mahirapan sa pag rush o pag habol ng mga missing tasks.’