Time Management and Perceived Stress in Academic Performance

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A Research Paper

Presented to the Faculty of Senior High School

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In Partial Fulfillment

of the Requirements for the Subject

Research Project

APP77

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Alcoriza, Ace

Miranda, Kris Charm

Salimbagat, Mariel

Tapic, Wrynnel

December 2023
 Chapter 1

INTRODUCTION

Rationale

The academic performance of students is a complex matter, influenced by

a myriad of internal and external factors. One particularly critical element is the

extent of perceived stress in that students experience in their pursuit of academic

excellence. High levels of stress have been shown to exert adverse effects on

multiple dimensions, impacting not only cognitive abilities but also emotional well-

being, and ultimately, overall academic achievement (Smith, 2017). Furthermore,

research conducted by Johnson and Lee (2018) and Williams et al. (2019) has

underscored the destructive role that stress plays in compromising students’

cognitive functions. Their studies elucidate how stress can act as a significant

barrier to academic progress. The burgeoning body of research in this area

highlights the acute need to address and alleviate stress in the academic

environment, as it is integral to students’ well-being and success in today’s

education system. Understanding the intricate relationship between perceived

stress and academic performance is crucial for providing students with the

support and resources they require to thrive academically and emotionally.

Effective time management is a crucial element for academic success. It

encompasses the strategies and tools that students employ to plan, organize, and

prioritize their study routines, coursework, and responsibilities (Brown and Smith,
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2018). Despite its recognized importance, students often grapple with the

challenges of managing their time efficiently, particularly in the context of higher

education. The demands of coursework, extracurricular activities, part-time jobs,

and personal commitments can create time management dilemmas for students,

leading to a pressing concern in today’s academic environment. Sub optimal time

management can result in procrastination, missed deadlines, and ultimately, a

compromised academic performance. Understanding the specific dimensions of

time management challenges that students face is essential to develop effective

interventions and support mechanisms to address these issues.

According to Johnson (2019) and Williams el al. (2020), the examination of

the relationship between time management and perceived stress in academic

performance is grounded in a body of literature that underscores the vital need for

such research. According to experiences of students in contemporary educational

settings, time management has become an integral factor in their academic

success, making it a subject of growing interest among educators, researchers,

and policymakers. However, according to empirical research, a paucity of

evidence exists that directly investigates how time management practices

influence students’ perceived stress levels and, consequently, their academic

performance. This research gap is further accentuated according to Davis (2021),

by the apparent urgency to address the well-being and success of students in a

time-pressed, fast-paced academic environment. The existing scenarios within

educational institutions reveal a need to examine how enhancing time

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management strategies can alleviate perceived stress and foster academic

achievement.

According to Smith (2017), despite the importance of time management in

academic settings and the documented impact of academic stress on student

performance, there exists a notable research gap. While prior studies have

touched upon these elements individually, there is a scarcity of comprehensive

research that systematically explores how effective time management practices

may mitigate perceived stress levels in the context of academic achievement

(Ivanic & Huseinovic, 2018).

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Research Objectives

This study seeks to determine Time Management and Perceived Stress in

Academic Performance of Senior High School Students in Assumption College of

Davao. Specifically, it seeks to answer the following questions;

1. To assess the level of Time Management in terms of:

1.1 Personal factors;

1.2 Social factors;

1.3 Self-Planning factors;

1.4 Home;

1.5 Transportation; and

1.6 School-related factors.

2. To ascertain the level of Perceived Stress in Academic Performance on

terms of:

2.1 Measuring use of various sources of help available;

2.2 Measuring seeking academic help; and

2.3 Measuring perceived stress in academic performance;

2.4 Social support;

2.5 Negative coping; and

2.6 Positive personality

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3. To determine the significant relationship between Time Management

and Perceived Stress in Academic Performance of Senior High School Day

Class Students in Assumption College of Davao.

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Research Hypothesis

The null hypothesis was tested at 0.05 level of significance:

Ho1. There is no significant relationship between Time Management and

Perceived Stress in Academic Performance of Senior High School day class

students in Assumption College of Davao.

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Review Related Literature

This section will present discussions related to the independent and

dependent variables of the study. Time Management (a) had the following

indicators, namely: personal factors, social factors, self-planning factors, home,

transportation, and school-related factors. The Perceived Stress in Academic

Performance (b) had the following indicators: measuring use of various sources of

help available, measuring seeking academic help, measuring perceived stress in

academic performance, social support, negative coping, and positive personality.

Time Management

According to Adebayo (2015), time management is the art of arranging,

organizing, scheduling and budgeting one’s time for the purpose of generating

more effectiveness work and productivity. Time management may be aided by a

range of skills, tools and techniques used to manage time when accomplishing

specific tasks, projects, and goals (Dr. A. Subramanian, 2016). According to the

study that was conducted by Nadinloyi, K. B., et al (2013), time management

skills can be trained.

Time management is a crucial skill for students to succeed academically

and maintain a healthy school-life balance. Thus, students should be able to learn

how to manage their time correctly. According to the study of Swart (2010), the

eight effective time management tools are implement a study plan which requires

a well-outlined schedule, constantly survey and maintain the schedule, implement

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a time planner organized according to priority, keep a checklist of tasks completed

and outstanding, implement an effective filing system, create a routine time and

place for studying, study in sixty-minute time blocks and take regular breaks. And

begin working on long-term assignments in advance.

Personal factors. Several personal factors can significantly impact a

student’s ability to manage their time effectively. The way a student plans and

divides their time for tasks and study determines their success (Rai, 2016).

Students should prioritize their academic, social, and other life problems that may

interfere with their academic success (Sikhakhane, 2019).

Focusing time also aids in the maintenance of fiscally efficient instructional

arrangements and procedures. Given this reality, significant emphasis has been

placed in the competitive academic environment on time management challenges

by analyzing learners' mentalities and practices associated with time and its

administration (Sevari & Kandy, 2011).

Social factors. Self-planning has a direct influence on academic

achievement Students Dahie, Osman, & Mohamed, 2015; Pehlivan, 2013).

Students need to develop the skills to manage themselves as time management

is nothing but self-management (Cyril, 2015). The usage of time by students is

based on how effectively the students plan and manage themselves, their daily

routine and
 9

activities, and schedule their study time so as to achieve their academic

standards Shazia Nasrullah & Khan, 2015).

There are several factors that contribute to this stress with the most

common being concerns of academic success, finances (both personal and

related to school), personal relationships, body image, overall health, and

concerns about the future. Generally, the most troubled, anxious, and depressed

student were those living off campus, and transfer students (Beiter et al., 2015).

Self-planning factors. To manage time is another sense of distributing

priorities and exert efforts upon that distribution. According to Covey (2004) seven

matters a person must give priorities for, as namely; improving the contacts with

others, preparing the activities more effectively, improving the process of

managing and planning for the duties, caring for the personal interests, seizing

new opportunities, improving the personal skills and information, admitting the

power of others.

Time is to be deemed very substantial to human beings as age and capital;

especially that entire human life is made of time segments which mean the

second that is gone is going to shorten the human life and make the death nearer.

The whole life is a test to see who deserves the paradise in the judgment day, so

exploiting the time to fulfill ambitions is of great importance in both worldly life and

in the hereafter (Algaradawi, 2003, p14).

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Home. There are a lot of students, who do not have this skill, they do not

know how to manage their time or handle time. Due to this inability or weakness

they suffer not just in academic world as well as in domestic life. Thus, mostly

learners face issues like errand repugnance and vulnerability, so they begin to

stall because they need time administrative abilities. Time controlling is very

fundamental to any students and it is one of the keys to compete in the field and

get achievements (Kelly, 2004).

There have been many studies that found association between greater

academic achievement and effective time management as students acquire

strategies that helps them in meeting competing demands (Nadinloyi et al., 2013;

Kharadze, Gulua, & Davit, 2017). The curriculums in higher education institutes

are designed in a way that gets to peak and troughs in the workload of student

requiring them to manage between their work-life balance, often without the

support of institution. The non-cognitive personal behavior i.e., perspective of

students regarding time management is also an effective predictor of educational

achievement as with poor time management skills it gets difficult for students to

plan their studies and which causes them anxiety and agitation at the assessment

time which usually takes place at the end of the course (Scherer, Talley, & Fife,

2017).

Transportation.Riding the school bus may have some negative

consequences of its own. Early bus departures and long journeys may result in
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less time to sleep and do schoolwork, lowering achievement. Furthermore,

families who rely on the school bus may be hesitant to use undesirable social

behaviors on the bus may deter students from attending school and harm their

mental health and engagement in school, lowering achievement (Arseneault,

Bowes, and Shakoor 2010; Ladd, Ettekal, and Kochenderfer-Ladd 2017).

Previous studies showed that there is a commuting time paradox: the

commuting time, on average, does not change largely over time and space

( Ommeren, 2005). The ‘co-location hypothesis’ states that residents and workers

will change their residence or workplace, or both, to adapt to worsening

congestion, and when they change their location, this results in the average

commute time being stable ( Kim C, 2008).

School-related factors. Concerning time management difference based on

students' family educational status, the result in Table 3 indicated that there was

no difference in time management dimension short-range planning, time attitude,

long-range planning, and total time management behaviors. The study was

consistent with the previous research conducted by Sayari K, Jalagat R, and

Dalluay V (2017) where their finding indicated that there was no difference in time

management behaviors based on family educational status.

Although time management is crucial for everyone, it is significant for

higher education students who lack close supervision and monitoring from
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parents ( Nasrullah S & Khan M S 2015) . Regarding the relationship between

time management and academic achievement, the research finding of (Tesfay

Nigussie 2019) indicates that students who are good in time management are

also good in their academic achievement.

Perceived Stress in Academic Performance

Stress is either a negative or good psychological and physiological

reaction to environmental demands. Stress is a common occurrence in the

workplace and at institutions, regardless of age or gender, and it can either

enhance or hinder performance. Students' academic performance can be

enhanced by a moderate amount of stress; nevertheless, an excessive quantity of

stress could be detrimental to their academic performance. Thus, the purpose of

this study is to explore the impact of perceived stress on students' academic

performance.

A student's GPA is typically computed on a scale from 0 to 4, with higher

GPAs reflecting greater classroom performance (Le et. al., 2020). Persistent

stress creates low self-esteem, trouble coping with a variety of situations, sleep

issues, diminished concentration, and irregular eating, all of which have a

negative effect on students' academic performance (Sharif, 2018).

Measuring use of various sources of help available. Excessive stress

among students results in poor academic performance, school dropout, addictions,

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crime etc. Additionally, Soliman (2014) argue that high levels of stress do not only

lead to anxiety and loss of objectivity but could also lead to increased incidence of

errors and improper behavior such as cheating in examination, fraud and

negligence. This presupposes that high level of stress and it control have effect

on students learning outcomes (Dusselier et al., 2010; Gormathi, Kadayam.

Soofia Ahmend, 2013).

There are many causes of stress, however, the degree of stress largely

depends on the physical health, interrelationship with others, work demands, the

degree of expectations and dependency; and commitments in various forms

(Shamsuddin et al., 2013; Soliman, 2014). Some form of stress is experienced by

most students and distance education students are no exception especially

adjusting to new situations in their learning 122 environment. Ghanaian distance

education and sandwich students are faced with writing assignments, preparing

for quizzes and end of semester examinations. Furthermore, meeting deadlines

for submission of assignments coupled with work and other social demands

demand a lot of efforts to handle these multiple roles (Abdullah & Dan Mohd,

2011; EsiaDonkoh, 2014).

Stress comes in different forms to an individual’s daily life. Stress is a bio-

psychosocial model that refers to the consequence of failure of an organism to

respond adequately to mental, emotional or physical demands, whether actual or

imagined cited in Al-Sowygh, (2013).

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Measuring seeking academic help. Help seeking has also been examined

as a mediator for parental attachment of first year college students (Holt, 2014).

That is, because parental support and attachment are believed to support

students’ transition to college, then help-seeking behaviors may be a proxy

measurement of attachment. Holt (2014) hypothesized that help seeking is a

behavior created by parental attachment prior to college. Thus, help-seeking

behaviors may influence student transitions. Ultimately, the study found that help

seeking was connected to improved self-ratings of academic adjustment at the

end of the first year of college.

In these instances there are barriers to help seeking. Czyz et al. (2014)

examined the help seeking of students at risk for suicide and found that 32

student perceptions that help was not needed, lack of time, and preference for

self-help were the most common barriers to help seeking. Other barriers to help

seeking include student’s recognition that help is needed, perceived benefits of

help, and attitude towards being helped by others (Thomas, Caputi, & Wilson,

2014). A perceived lack of need for seeking professional mental health help is a

common issue found in the literature, especially for male students (Hess & Tracey,

2013; Lowinger, 2011).

Measuring perceived stress in academic performance. Stress is anything

that poses a challenge or a threat to the well-being of a person. It can be

experienced anywhere, either in-home or even in school. Students are mostly

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affected by academic stress, as they are subjected to different kinds of stressors,

such as the pressure of academics and the obligation to succeed (Noson &

Shastri, 2016). According to Kötter et al. (2017), stress negatively affects

academic performance and could also become a vicious circle of continually

increasing stress and decreasing performance. Thus, motivation is the willingness

of a person to do specific tasks. However, other studies claim that stress has no

significant relationship with academic performance. A study by Bello & Gumarao

(2016) concluded that stress is not correlated with academic performance.

Academic performance is dependent on multiple factors, two of which are

stress and motivation. It is an essential aspect for senior high school students as

they are nearing college life and because having better academic performance

yields better opportunities in life. The context of existing theories on motivation

and stress may vary from these for the Filipino and Asian students' unconscious

views on motivation, stress, and learning in schools. Academic performance is

affected by several factors, whether internal or external (Bello & Gumarao, 2016).

Stress is one of the factors that affect the academic performance of students. A

study conducted by Crego et al. (2016) stated that academic stress might

compromise students' performance. Another study conducted by Kötter et al.

(2017) mentioned that increased stress leads to decreasing performance,

increasing stress. With this, stress is revealed to have a significant relationship

with academic performance.

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Social support. Social support is a multidimensional construct which is

widely studied within mental and well-being research. Social support is defined as

function and quality of social relationships that one receives from other people

such as help and support (Schwarzer, Knoll, & Rieckmann, 2004). Based on

previous research and theoretical basis, social support can be classified by types

of support (i.e., instrumental, emotional, companionship), sources of support (i.e.,

family, friends, significant others), or qualitative and quantitative aspects (i.e.,

adequacy, availability, seeking) (Lin, Hirschfeld, & Margraf, 2018).

This is very informative as it highlights the important role of social support

in the lives of students by reducing their psychological distress. Similar findings

were also reported by Glozah (2013) that perceived social support serves to

protect students against mental health problems. It was also found that female

students reported more depression levels while male students reported higher

academic stress levels (Glozah, 2013). Like most of the studies, Glozah (2013)

failed to examine the contribution of the various sources of social support on the

psychological wellbeing of the students. Mahanta and Aggarwal (2013)

investigated the effects of perceived social support on the life satisfaction of

university students. Gender differences of perceived social support and life

satisfaction, among the participants were also investigated.

Negative coping. Negative coping includes the use of alcohol, drugs,

overeating and other risky or aggressive behaviors to cope with stress or anxiety
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(Copper, Rusell, Skinner, & Frone, 2019). There is a lack of accord about the

impact of negative coping strategies. Honglin et al. (2009) found that males are

more likely to use negative coping strategies such as alcohol consumption and

drug use (Misigo, 2015). Dyson and Renk (2006), on the other hand, found that

regardless of gender, students use similar negative coping strategies—such as

alcohol consumption. Students may also misuse sleeping pills (Zafar et al., 2008)

or prescription stimulants (Allen & Holder, 2014) in order to combat daytime

fatigue and sleepiness (Waqas, Khan, Sharif, Khalid, & Ali, 2015) in an effort to

derive better focus, concentration and well-being (Weyandt et al., 2009).

Negative coping Intervention Programs are effective in reducing stress in

College students. Schools are encouraged to make such programs widely

available to students. In addition, however, future work should focus on

developing stress reduction programs that attract male and female students and

address their needs (Regehr, Glancy, & Pitts, 2013). Stress is inevitable and

unfortunately it produces headache, neck crick and causes many health problems

that include depression, anxiety, heart disease and stroke (Guevarra & Cimanes

2017). In their stay in the college environment, they need to cope with the

standards of higher education the fast-paced teaching-learning conditions and

procedures.

Positive personality. Personality is a significant determinant of life

outcomes (Almlund et al., 2011) and traits of personality can be evaluated while
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probing the academic performance eventually. It has also been observed that the

role of personality traits is very much sway to the academic performance

(Mammadov, 2022). Academic performance is regarded as crucial for job

pathways, individual life trajectories, and long term success. It is also regarded as

important as a societal effect. Personality is one of the non-cognitive

characteristics that have been systematically linked to academic achievement.

Moreover, there is a significant relation of personality traits that have an important

impact on academic performance, and is currently being vital. Continuing the

theme, virtual experiences have a major impact on academic performance as well.

Furthermore, EI is likely to mediate the interplay between students’ personality

traits and virtual experiences that convey persuasiveness and motivation. More

research is needed to determine how conscientiousness, a personality attribute

linked to higher academic success, is linked to academic performance. It is a

pragmatic fact that academic performance is well influenced by the personality

traits eventually (Gatzka & Hell, 2018).

Some personality traits, such as extraversion, agreeableness, and

openness to new experiences emerged as important predictors of EI.

Conscientiousness and neuroticism had no effect on EI eventually. Ultimately, EI

has a great impact on academic performance (Kokkinos & Vlavianou, 2021) that

is evaluated as a moderate role in academia. Based on the academic

performance, EI is thought to contribute to the advancement of thinking and the

ability to control emotions in stressful situations. However, according to the trait EI

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theory, the construct should not have a significant and direct association with

cognitive capacity or its close proxies, such as academic accomplishment

(Petrides & Mavroveli, 2018).

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Theoretical Framework

The study is grounded in the “Self-Determination Theory (STD)”, a well-

established motivational theory that posits that individuals possess innate

psychological needs for autonomy, competence, and relatedness (Ryan & Deci,

2000). In the context of this research, the pursuit of autonomy aligns with the

ability to make choices and effectively manage one’s time, which in turn

influences academic performance. Time management is intrinsically tied to

competence, as proficient time management skills boost self-efficacy and

confidence in handling academic responsibilities.

Furthermore, effective time management fosters relatedness by enabling

students to balance their academic commitments and social interactions, thereby

reducing perceived stress (Deci & Ryan, 2014). SDT underpins the hypothesis

that individuals who develop autonomy, competence, and relatedness through

time management are likely to experience lower perceived stress, ultimately

enhancing their academic performance.

The study on Perceived Stress in Academic Performance draws upon

Lazarus and Folkman’s Transactional Model of Stress and Coping (1984). This

model posits that stress is a result of an individual’s appraisal of a situation and

their perceived ability to cope with it. In the academic context, students’

perceptions of stress may be influenced by various factors, including workload,

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time constraints, and the perceived significance of academic outcomes. The

model suggests that individuals engage in coping mechanisms based on their

appraisal of stressors, which, in turn, affects their overall well-being and academic

performance.

Furthermore, applying this framework to the study, the perceived stress

experienced by students in academic settings is likely influenced by their

appraisals of time management effectiveness, workload demands, ad the

perceived importance of academic achievements, shaping their coping strategies

and, consequently, academic performance (Lazarus & Folkman, 1984).

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Conceptual Framework

Figure 1 shows the conceptual paradigm of the study. It illustrates the

interplay of the variables, time management and perceived stress in academic

performance of senior high school day class students. The variable A was the

time management and its indicators personal factors, social factors, self-planning

factors, home, transportation, and school-related factors. Personal factors refer to

the unique characteristics, qualities, and attributes that shape an individual’s

actions, decisions, and behaviors. Social factors are external influences and

circumstances that affect individuals and communities within a society. Self-

planning factors generally pertain to an individual’s personal qualities,

characteristics, and behaviors that impact their capacity to plan and make choices

concerning their objectives, dreams, and the path they wish to follow. Home is a

physical space, often a building or structure, where people find shelter, comfort,

and a sense of belonging. Transportation is the act or process of moving people,

goods, or information form one place to another. School-related factors are

elements and characteristics within the educational environment that can impact

students’ learning, academic performance, and overall educational experience.

On the other hand, the variable B was the dependent variable which was

the perceived stress in academic performance and its indicators measuring use of

various sources of help available, measuring seeking academic help, measuring

perceived stress in academic performance, social support, negative coping, and

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positive personality. Measuring use of various sources of help available refers to

the process of quantitatively assessing or evaluating the extent to which

individuals or groups are accessing and utilizing the different resources and

support options that are accessible to them. Measuring seeking academic help

refers to using quantitative methods to evaluate how often and how effectively

students or individuals seek help and support to address their academic

requirements. Measuring perceived stress in academic performance involves

quantitatively assessing an individual’s or group’s subjective perception of stress

levels and how these perceptions relate to their performance in an academic

context. Social support is the assistance, encouragement, and resources that an

individual receives from their social network, such as family, friends, peers, or

community members. Negative coping refers to the unhealthy, harmful, or

ineffective strategies to manage and deal with stress, challenges, or difficult

situations. Positive personality refers to a set of psychological traits, behaviors,

and attributes linked to a constructive, hopeful, and emotionally stable

temperament.
 A B

Time Management Perceived Stress in Academic

 Personal Factors Performance
 Social Factors  Measuring use of various
 Self-planning factors sources of help available
 Home  Measuring seeking
 Transportation academic help
 School-related factors  Measuring perceived
stress in academic
performance
 Social support
 Negative coping
 Positive personality

Figure 1. Conceptual Framework of the Study

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Significance of the Study

This study will be conducted to assess the influence of time management

practices on the perceived stress levels of students in their academic

performance. The findings will be valuable in contextualizing the relationship

between time management and academic stress and in developing projects and

interventions that address this important issue. The results gathered by this study

will be beneficial to the following:

Administrators. This study will help them gain insights into the significant

connection between time management and student’s perceived stress in

academic performance. It will help them make informed decisions for resource

allocation and program development.

Guidance Personnel. This study will gain valuable information to design targeted

interventions tailored to alleviate stress linked to academic performance, thereby

enhancing overall student well-being.

Teachers. This study will aid them in refining their teaching methods by

emphasizing the importance of addressing student’s perceived stress in academic

performance through the promotion of effective time management skills.

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Parents. This study will gain a nuanced understanding of the role of time

management in mitigating their children’s perceived stress related to academic

performance, empowering them to provide effective support.

Students. This study will acquire a heightened awareness of the crucial link

between time management and perceived stress, enabling them to proactively

manage stressors and optimize their academic performance.

Future Researchers. This study will help future researchers by serving as a

foundation for exploring the relationship between time management and

academic stress.
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Definition of Terms

The following terms were defined operationally in this study:

Time Management refers to the conscious and systematic organization of one’s

time and tasks to optimize academic performance. It encompasses the planning,

prioritization, and efficient allocation of time for academic activities and

responsibilities.

Perceived Stress in Academic Performance refers to the subjective evaluation

of students regarding stress levels experienced due to the demands and

challenges associated with their academic pursuits. It includes their perception of

stress related to academic tasks, deadlines, and factors affecting their academic

performance.

Personal Factors refers to individual characteristics, preferences, and traits that

can influence how a person manages their time.

Social Factors refer to external influences from relationships and societal

expectations that impact time allocation.

Self-planning Factors refers to the strategies and abilities individuals use for

personal task and organization.

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Home refers to factors related household responsibilities and family obligations

affecting time management.

Transportation refers to the time and effort involved in commuting or traveling.

School-related Factors refers to commitments and responsibilities associated

with education affecting time allocation.

Measuring use of various sources of help available refers to assessing the

extent to which individuals utilize different resources or support systems available

to them, such as academic tutoring, counseling services, or peer assistance, to

address challenges related to their academic performance.

Measuring seeking academic help refers to evaluating the active efforts made

by individuals to seek assistance or support specifically related to their academic

endeavors. It encompasses actions like asking for clarification from teachers,

participating from academic advisors.

Measuring perceived stress in academic performance refers to gauging an

individual’s subjective perception of stress associated with their academic

performance. In involves evaluating how individuals interpret and feel about the

level of stress they experience in relation to their academic responsibilities, which

may include exams, assignments, or overall academic expectations.

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Social Support refers to the presence of relationships, assistance, and

encouragement from others. In the context of academic performance, it can

include emotional support, informational support, and tangible assistance

provided by friend, family, or peers to help individuals cope with academic

stressors.
 Chapter 2

METHOD

This chapter describes the methods used in the study to help the

researchers come up with an idea and answer the questions that arose during the

formulation of the problem. The study’s methods included the research design,

research location, population and sample, research instrument, data collection,

and statistical tools.

Research Design

This study was carried out through; correlational, non-experimental design,

and quantitative research. According to Teodoru (2021), correlation research

design aims to explore the relationship between IV and the DV. According to

Heath (2018), correlation involves identifying patterns or relationships between

two different variables, without specifying the nature of the relationship between

them. It assesses the statistical association between the two variables.

Correlations can be strong or weak, and they can be positive or negative, or in

some cases, there may be no correlation at all. Correlational research falls within

the category of non-experimental research, where two variables are measured,

and their statistical relationship is evaluated (Rajiv et al., 2017).

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Non-experimental research, as outlined by Price et al. (2015), is

characterized by the absence of manipulation of an independent variable and

random assignment of participants to conditions. It is particularly suitable for

studies like this one where manipulation of independent variables may not be

feasible (Ansari, 2020). In non-experimental research, researchers rely on

observation and interpretation to reach conclusions.

Furthermore, as emphasized by Bhandari (2023), this study adopts a

quantitative research approach. Quantitative research involves the collection and

analysis of numerical data, making it well-suited for discovering patterns, making

predictions, testing casual relationships, and generalizing results to larger

populations. It contrasts with qualitative research, which deals with non-numerical

data (e.g., text, video, or audio). Quantitative research finds extensive application

in natural and social sciences, such as biology, chemistry, psychology, economics,

sociology, and marketing.

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Research Locale

The study’s research location was one of the schools in Davao City. Davao

City is not only Mindanao’s business and economic hub, but also its educational

hub, as it is home to some of the country’s top universities. This research,

however, will be carried out at Assumption College of Davao.

In figure 2, it shows the location of Assumption College of Davao, where it

can be found in the map of the Philippines and specifically in the map of Davao

Del Norte. The Assumption College of Davao is a private catholic academic

institution. It is located at J.P. Cabaguio Avenue, Davao City, Philippines. It has 5

buildings namely Queen of Peace, Queen of the Angels, Queen of the Universe,

Queen of the Prophets, and Queen of the Apostles and also has gymnasium,

canteen and convent. The school offers preschool, grade school, junior high

school, modified work and study program, senior high school that has Academic

Track. Academic Track includes Accountancy, Business Management (ABM),

Humanities, Social Sciences (HUMSS), Science, Technology Engineering,

Mathematics (STEM), and Technical-Vocational-Livelihood Track (TVL) include

Home Economics and Information and Communications Technology (ICT) strand

are all academic tracks. This locale offers the target respondents of the study.
 33

Figure 2. Map of the Philippines, pointing at Davao City.

 34

Population and Sample

The study used simple random sampling to get the sample size, since the

respondents were the whole grade 12 students’ day class and it had a big

population. The total population of the whole grade 12 students’ day class was

(842). To come up with sample size, the total population was computed using

Slovin’s formula and the result was (271).The sample size was divided into (16)

sections. The result was (17), to come up with (271) sample size, there were (15)

sections that had (17) respondents and there were (1) sections that had (13)

respondents.

The researchers arrived with this sample size because according by

Thomas (2023) that a randomly selected subset of a population. In this sampling

method, each member of the population has an exactly equal chance of being

selected. This is the most basic probability approach. Sampling approaches since

it just requires a single random selection and was very little prior knowledge of the

population. Because it takes advantage of randomness, any sample research

should have excellent internal and external validity and can be less vulnerable to

study biases like sampling and selection bias.

 35

Table 1.

Distribution of Respondents

Section Number of students Number of respondents Percentage

Compassion (D) 52 17 6.18%

Dignity (D) 52 17 6.18%

Equality (D) 52 17 6.18%

Faith (D) 51 13 6.06%

Generosity (D) 53 17 6.29%

Honesty (D) 52 17 6.18%

Hope (D) 52 17 6.18%

Humility (D) 53 17 6.29%

Integrity (D) 53 17 6.29%

Justice (D) 53 17 6.29%

Love (D) 53 17 6.29%

Loyalty (D) 53 17 6.29%

Peace (D) 53 17 6.29%

Respect (D) 54 17 6.41%

Solidarity (D) 53 17 6.29%

Wisdom (D) 53 17 6.29%

Total 842 271 100%

 36

Research Instruments

The researchers used survey questionnaire that was adopted from two

different studies; the study of Adams and Blair (2019) entitled Time management -

student version: Adoption and Undergraduate Validation for Toronto” and the

study of Arsian (2017) entitled Perceived Stress In Academic Performance: An

analysis of the student Lack of Assignments among the senior high school

students”.

The first survey questionnaire was adopted from the study of Adams and

Blair (2019). It was used to collect data to measure the time management of

students. The Time Management survey questionnaire was composed of thirty

questions; the first indicator named” Personal Interest factors” has six question,

the second indicator named” Social factors has four questions, the third indicator

named “Planning and Organizing” has six questions, the fourth indicator named

“Home” has seven questions, the fifth indicator named “Transportation” has three

questions and the sixth indicator named “School-related factors” has six questions.

The second questionnaire was adopted from Arsian (2017) ). It was used

to collect and analyze data that measure the problem of Perceived Stress In

Academic Performance of students. The survey questionnaire has twenty

questions, the first indicator named “Measuring Seeking Academic Help” has four

questions, the second indicators named ‘Measuring View Seeking Help” has nine

questions, the third indicator named “Measuring Perceived In Academic

 37

Performance” has four questions and the fourth indicator named “Stresses related

to academic work and examinations” has three questions. Altogether, the

questionnaire has a total of fifty questions.

In addition, the panelist had also validated the research instrument to be

able to obtain valid and positive responses from the respondents. However, the

draft of these questionnaires was presented to the research adviser for the

correction as well as to the panel of experts in order to prove the legitimacy,

reliability, and validity of the questions.

Lastly, to measure the effectiveness of the participant’s response, a four-

point liker scale will be utilized by the researches. Survey questionnaires would be

given to the respondents that needs response in scales. Likert scale is a scaling

method in which a questionnaires, respondents must specify an agreement level

to a particular questionnaire which can be translated to its equivalent numerical

values or standing (Pimentel, 2019). The four-point likert scale is considered of

numerical equivalent descriptive values of four(4) (strongly agree or SA), 3 (agree

or A), (disagree or D), and 1 (strongly disagree or SD).

 38

Table 2.

Range of means of Academic Success

Range Descriptive Level Interpretation

3.28 – 4.00 Very High This mean that the level of

academic success is always

observed.

2.52 – 3.27 High This mean that the level of

academic success is oftentimes

observed.

1.76 – 2.51 Low This means that the level of

academic success is rarely

observed.

1.00 – 1.75 Very low This means that the level of

academic success is never

observed.
 39

Table 3.

Range of means of Academic Entitlement

Range Descriptive Level Interpretation

3.28 – 4.00 Very High This mean that the level of

academic entitlement is always

observed.

2.52 – 3.27 High This mean that the level of

academic entitlement is

oftentimes observed.

1.76 – 2.51 Low This means that the level of

academic entitlement is rarely

observed.

1.00 – 1.75 Very low This means that the level of

academic entitlement is never

observed.
 40

Data Collection

In conducting the research and collecting of data there were

following steps that need to be observed and applied by the researchers.

First, the researchers produced a letter that was submitted to the principal

to ask permission for allowing the researchers to conduct a survey to all grade

11students’ day class. When the request was granted, the subject teachers who

handle the class during the survey period were informed and requested to permit

the researchers to conduct the survey. To ensure that the questionnaire was

reliable the researchers conducted the Pilot Testing procedure wherein there

were 30 respondents. After that, the researchers retrieved the questionnaires.

Next, it was tallied and the raw data was given to the statistician for analysis.

Upon getting the result, the statistician said that the questionnaire was reliable.

Then, the distribution of survey questionnaires to the 271 respondents was

followed. The researchers personally handed the questionnaire over the

respondents and guided the respondents in answering the questions. Then, the

researchers personally retrieved the questionnaires. After the retrieval, the

answers of the respondents was encoded, tallied and tabulated using Microsoft

Excel. And lastly, the raw data was submitted to the statistician for the analysis

and interpretation.
 41

Statistical Tool

The following statistical tools were used in processing to gathered data:

Mean. This was used in determining the level of students’ self-perceptions and

academic performance.

Standard Deviation. This was used to measure the amount of variation or

dispersion of a set of data values. Standard deviation tells the result of how

spreads out the responses are concentrated. Furthermore, standard deviation will

be use after the collection of data wherein it indicates the result whether it is high

or low.

Pearson r. This was utilized in ascertaining the significant relationship between

self related perceptions and academic performance.

 42

Table 4.

Table of Person-r

Person r Descriptive Equivalent

+1 Perfect

+ 0.75to <+1 Very High

+ 0.5to <+0.75 Moderately High

+ 0.25to <+0.50 Moderately Low

> 0to <+0.25 Very Low

0 No Correction
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 Appendix A.

Research Questionnaire
Time Management and Perceived Stress in Academic Performance

Dear Respondents,

Good Day!

We are the HUMSS students of Assumption College of Davao and currently

conducting a research study entitled “Time Management and Perceived Stress

in Academic Performance”. Please help us generate data by sincerely

answering this question survey without leaving any items unanswered. We

assure the confidentiality of your responses following the Data Privacy Act of

2012.

Thank you very much!

The Researchers
Part I. Time Management and Perceived Stress in Academic Performance:

Please read each item carefully. Check the box that corresponds to your answer.

Kindly use the following scale:

Numerical Descriptive Equivalent Description

Value

4 (SA) Strongly Agree The statement is always observed

3 (A) Agree The statement is often observed

2 (D) Disagree The statement is seldom observed

1 (SD) Strongly Disagree The statement is not observed

Personal Interest factors 4 3 2 1

1. Take responsibility of my time.

2. Finding difficulty following own plans.

3.Having a clear idea of the daily routine.

4.Able to avoid distractions.

5.Avoid procrastination.

6. I am able to say no to things that waste my time.

7.Complete my assessments within the deadline.

Social factors 4 3 2 1

1. Get enough time to study at home.

2. My study plans get affected by my family.

3. Spend more time on domestic works.

4. Phone calls from my family and friends takes a

lot of my time.

Planning and Organizing 4 3 2 1

1. Daily prepares the list of things to do.

2. Use strategies to manage my time.

3. In daily plan allotting some free time for

relaxation.

4. Plan and prioritize my tasks.

Home (indicator) 4 3 2 1

1. Getting enough time to study/do projects in

home.

2. Facing distractions while studying in home.

3. While in home able to complete work in time.

4. Home environment is capable to study.

Transportation (indicator) 4 3 2 1

1. Study times gets affected by travel time.

2. Traveling from school to homes takes a lot of

time.
3. Unable to plan study time due to travel

arrangements.

School-related factors (indicator) 4 3 2 1

1. The teacher changed the due dates of

assessments.

2. The changes in the due date of assessment

submission affected my plans.

3. Assessment due dates are the same for all the

courses or almost nearer.

4. I have to back exams.

5. There are many assessments but the time is

lesser.

6. Lecture timings allotted by the school is suitable.

Measuring Seeking Academic help 4 3 2 1

1. I get some help to understand the learning

material better.

2. I ask the teacher to go over it with me.

3. I ask the teacher to explain what I didn’t

understand.

4. I get some help on the parts I didn’t understand.

 Measuring View Seeking Help as Threat of a 4 3 2 1

Self-esteem

1. I stay away from people.

2. I don’t want to see anyone.

3. I don’t want to talk to anyone about it.

4. I try to keep people from finding out.

5. I make sure nobody finds out.

6. I try to hide it.

7. I don’t tell anyone about it.

Measuring Perceived Stress in Academic 4 3 2 1

Performance

Stresses related to academic expectations

1. Competition with my peers for grades is quite

intense.

2. My teachers are critical to my academic

performance.

3. Teachers have unrealistic expectations of me.

4. The unrealistic expectations of my parents

stresses me out.
5. Stresses related to academic work and

examinations.

6. The time allocated to classes and academic work

is enough.

7. The size of curriculum, (workload) is excessive.

8. I believe that the amount of work assignment is

too much.

9. I am able to catch up if getting behind my work.

 Appendix B.

Letter Request for Validation

 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue,
Davao City

13 December 2023

Niño C. Ojanola
Senior High School Faculty
Assumption College of Davao

Dear Ma’am:

The undersigned would like to request your approval to be one of the

evaluators in the research entitled, “Time Management and Perceived Stress
in Academic Performance” as a requirement for the subject Practical
Research 2. Undoubtedly, your expertise would make the research instrument
rich and substantive in content.

Attached to this request is the actual print-out of the questionnaire,

chapter 1 and chapter 2 of the study and validation sheet. Your comments and
suggestions will be a great help in the realization of this study.

Looking forward for your favorable response on this request. Thank you
and God Bless.

Sincerely,
Alcoriza, Ace
Miranda, Kris Charm
Salimbagat, Mariel
Tapic, Wrynnel
Noted by:
RHEA A. POLINAR, RN, LPT
Research Adviser
 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue, Davao
City

13 December 2023

Neil John R. Canoy

Senior High School Faculty
Assumption College of Davao

Dear Ma’am:

The undersigned would like to request your approval to be one of the

evaluators in the research entitled, “Time Management and Perceived Stress
in Academic Performance” as a requirement for the subject Practical
Research 2. Undoubtedly, your expertise would make the research instrument
rich and substantive in content.

Attached to this request is the actual print-out of the questionnaire,

chapter 1 and chapter 2 of the study and validation sheet. Your comments and
suggestions will be a great help in the realization of this study.

Looking forward for your favorable response on this request. Thank you
and God Bless.

Sincerely,
Alcoriza, Ace
Miranda, Kris Charm
Salimbagat, Mariel
Tapic, Wrynnel
Noted by:
RHEA A. POLINAR, RN, LPT
Research Adviser
 Appendix C.

Validation Sheet
 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue,
Davao City

VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE

Name of Evaluator : Niño C. Ojanola

Degree : Bachelor of Science in Secondary Education
Major in English
Position : Senior High School Faculty

Points for Equivalent : Please check the appropriate box for your
ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good

Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and
conceptual level of questions suit the level of
participants. The directions and the items are
written in a clear and simple language.
2. Presentation of Items
The items are presented and organized in
logical manner.
3. Suitability of Items
The items are appropriate and represent the
substance of the research. The questions are
designed to determine the conditions,
knowledge, perception and attitudes that are
supposed to be measured.
4. Adequateness of Items per Category or
Indicator
The items represent the coverage of the
research adequately. The questions per
category are adequate representations of all
the questions needed for research.
5. Attainment of Purpose
The instrument fulfills the objectives for which
 it was constructed.
6. Objectivity
Each item questions only one specific or
measures only one behavior and no aspect of
the questionnaire is a suggestion of the
researchers.
7. Scale and Evaluation Rating Scale
The scale adapted is appropriate for the
items.

Remarks:

Signature above Printed Name

 Assumption College of Davao
Senior High School Unit
Juan P. Cabaguio Avenue,
Davao City

VALIDATION SHEET FOR RESEARCH QUESTIONNAIRE

Name of Evaluator : Neil John R. Canoy

Degree : Bachelor of Science in Secondary Education
Major in English
Position : Senior High School Faculty

Points for Equivalent : Please check the appropriate box for your
ratings
5 – Excellent 2 – Fair
4 – Very Good 1 – Poor
3 – Good

Items 5 4 3 2 1
1. Clarity of Direction and Items
The vocabulary level, language, structure and
conceptual level of questions suit the level of
participants. The directions and the items are
written in a clear and simple language.
2. Presentation of Items
The items are presented and organized in
logical manner.
3. Suitability of Items
The items are appropriate and represent the
substance of the research. The questions are
designed to determine the conditions,
knowledge, perception and attitudes that are
supposed to be measured.
4. Adequateness of Items per Category or
Indicator
The items represent the coverage of the
research adequately. The questions per
category are adequate representations of all
the questions needed for research.
5. Attainment of Purpose
The instrument fulfills the objectives for which
it was constructed.
 6. Objectivity
Each item questions only one specific or
measures only one behavior and no aspect of
the questionnaire is a suggestion of the
researchers.
7. Scale and Evaluation Rating Scale
The scale adapted is appropriate for the
items.

Remarks:

Signature above Printed Name

 Appendix D.

Permission Letter