Established Time Management and Academic Performance Among Grade 9 and

Grade 10 Students of St. Paul College of Bocaue

CHAPTER I

Introduction:

Time is a valuable resource, arguably the most valuable one, but many people still

struggle to handle it well. It is a resource everyone possesses equally, but fails to utilize at

the same level (Örücü et al., 2007). In a society where businesses demand for increased

productivity and efficiency, time management has become a necessity. It does not matter

if an individual is a CEO of a major company or a city bus driver, it is imperative to plan

their day out, and failure or success in doing so may affect their work copiously.

Time management is a major part of a student’s life. The competitive environment

people live in today encourages them from as early as their elementary education to plan

and manage time effectively (Khan; Nasrullah, 2015). Despite this, not all students can say

that they manage their time effectively. It is a skill which is not taught as a child grows up

(Shúilleabháin, 2013).

Academic performance generally refers to how well a student is accomplishing his

or her task and studies (Dahie et al., 2015). Establishing effective time management can be

the difference between getting satisfactory and excellent grades, may it be on a quiz or in

the report card. There are factors that affect how the students manage their time.

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 Established Time Management and Academic Performance Among Grade 9 and
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Procrastination, is a hallmark of poor time management (Heibutzki, n.d.). It is the

tendency to postpone a task under one's control to the last possible moment, or even not to

perform the work at all (Gafni; Geri, 2010). This might be the biggest obstacle in time

management, mostly because almost every student has done it at some point. People

procrastinate for reasons such as the lack of confidence, the complexity of the task, or

simply the lack of interest or focus (Marie, n.d.). Some of the reasons may be justified, but

it is essential to overcome it by making small steps towards better self-control.

Prioritization and socialization are also major contributors in the success or failure

in achieving a student’s goal in managing their time wisely. Students often mistake a task

to be more important than the other, but it can be the other way around. Knowing what

work or activity to do first will greatly improve the student’s time management skills. It is

obligatory to have to plan out one’s day, but people tend to respond to impulses that reach

them quickly, which can sometimes be small things that can hinder them from doing the

more important tasks (Mulder, 2017).

Several studies in the past have shown that time management can improve a

student’s academic performance. Adebayo (2015) stated that academic performance seems

to increase when time management is present among students, therefore is a skill that

impacts their academic achievement. Numerous studies also show the same relationship

between the two. Therefore, the lack of effective time management can also have

consequences. Some of them include missed deadlines, unsatisfaction, cramming, and

frustration (Sultana, 2017).

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 Established Time Management and Academic Performance Among Grade 9 and
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However, most of the studies conducted in the past focus on college students. It is

a time where one has to balance academic, altruistic, and social activities in order to have

a fulfilling college experience (Memminger, 2016). Be that as it may, high school students

also experience the same kind of struggle. This is especially true for many students in the

Philippines, where the current curriculum focuses more on the performance aspect of

learning. The researchers therefore performed this study to determine whether established

time management is present or absent among the Grade 9 and Grade 10 students of St. Paul

College of Bocaue, and whether their academic achievements are satisfactory.

Statement of the problem:

This study was made to observe and further understand the behavior of the Grade

9 and Grade 10 students of St. Paul Colege of Bocaue regarding their time management

and their academic performance.

Main Problem: Does an established time management automatically equate to good

academic performance?

Specific Problems:

1. What is the demographic profile of the respondents in terms of the following:

1.1 Age

1.2 Gender

1.3 Place of residence

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

1.4 Studying hours?

2. What is the academic standing of the students based on their averages?

3. How well do the students prioritize their tasks?

4. Are the respondents actively involved in social activities?

5. How often do the students delay their tasks due to procrastination?

Scope and Delimitation

The study focused on Grade 9 and Grade 10 students and was conducted in St. Paul

College of Bocaue. The research sample is composed of forty (40) Grade 9 students and

fifty (50) Grade 10 students schooling in this institution. The scope of the study is about

the way the students cope up with different situations to figure out how they adopt time

management, and how their academic performance is affected.

The primary data gathering method used in order to determine the student’s

condition of time management based on their experiences were surveys. This research used

purposive and convenience sampling in which an equal representation for gender and grade

level among the respondents was applied. The gathered data were analyzed using frequency

distribution.

The study is delimited to a group of Grade 9 and Grade 10 students coming from

different sections of their batch. Perspectives on time management using the three

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

variables such as prioritization, socialization and procrastination is delimited to the Grade

9 and Grade 10 students.

Significance of the Study

The main purpose of this study is to have an investigation among Grade 9 and Grade

10 students about the influence of time management on their academic performance using

independent variables such as prioritization, procrastination, and socialization to determine

how they make use of their time. It will examine the level and frequency of the student's

involvement with these three variables.

This study was made to observe and further understand the behavior of the students

regarding the outcome of having efficient time management. Also, to identify the problems

being faced by the students that hinder them from having adequate time management.

Determining the difference in outcome between having a long and ideal period of time to

prepare for their academic performances as opposed to rushing just to conform to the

deadline.

This study is aimed at making suggestions based on the data collected by the

researcher to improve time management-academic performance relationship at St. Paul

College of Bocaue.

The main respondents are the Grade 9 and Grade 10 students of St Paul College of

Bocaue. In return, they will be the firsthand recipients of the benefits from the results of

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

our research. To the academicians, this study provides the ways and means for students to

manage their time effectively in order to improve their performance. Also, the study

provides the references for teachers when teaching or learning time management skills and

provide information about students’ condition if they have time management.

Furthermore, a pattern of good study habit can also be formulated and be used by

every student and teacher of this institution.

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 Established Time Management and Academic Performance Among Grade 9 and
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CHAPTER II

Review of Related Literature

Managing a student’s time plays a major role in his/her academic performance. This

literature review aims to indicate existing studies and literature related to time

management. First, the principles of time management will be displayed, followed by the

advantages of possessing such skill. Procrastination, a major hindrance to achieving an

effective time management, shall be defined, followed by the effects of the said practice.

Lastly, the effects of the presence or absence of time management on the students’

academic performance will be determined.

Principles of Time Management

The principles of time management involves strategies and tactics that one can do

to maximize his/her time better. According to Land (2018) there are four main principles

of effective time management. The benefits of time management are vast, and in order to

obtain those gains, one has to follow these four principles.

The first principle is all about prioritization, which according to the same article, is

the most important aspect of managing one’s time. Since time is limited, a student has to

know the tasks that he/she should direct time and effort to the most. These tasks should be

the tasks that contribute greater to one’s success, and the ones that should be achieved. It

is also important to know the tasks that are important, which move someone closer to

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

success, and the tasks that are urgent, which are reactive and maintenance tasks, and do not

contribute to one’s success, but should still be accomplished. The kinds of tasks should be

well-balanced, and one’s mind should not be clouded by one type of task or the other (Fiala,

2017).

The second one is about being efficiently effective. These two words have slightly

different meanings. Efficiency means performing a task in the best way possible, while

effectiveness means being able to accomplish a task and give a result. Effectiveness is

doing the right things, while efficiency is doing things right (Goh,2013). The idea of this

principle is to possess these two qualities, doing the right things the right way. By working

that way, one can do necessary tasks with the least amount of time.

The third principle is known as the principle of least effort. This rule involves

finding easier ways to do a task or a series of tasks, with the goal of saving both time and

energy without sacrificing the quality of the work that one does. It also involves prioritizing

tasks that provides the most results. It can be said that this principle urges one to work

smarter, and not harder.

The last principle is addition through subtraction. Being busy does not always

correspond to being productive. This principle states that in order to do more tasks

successfully, an individual has to deduct tasks that are not necessary for his/her success.

Matthew May (2013) stated in his article that knowing what not to do is just as important

as knowing what things to do. This leads to the individual shifting more focus on the things

which give the result that he/she wants.

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 Established Time Management and Academic Performance Among Grade 9 and
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Advantages of Time Management

Time Management aims to positively affect and improve the productivity of an

individual. When a student is aware of what one needs to do, he/she is able to manage

his/her workload better and waste less time in idle activities. Time management initially

provides relief from stress and later helps the students focus on academic performance.

According to Michael Bens (2006), managing time helps an individual to stay motivated

while avoiding procrastination.

It helps students accomplish more, decide better, and work more efficiently, thus,

giving the students self-confidence and active participation in their academic

performances. Another benefit of time management is the opportunities that it leads to. As

productivity becomes increasingly more effective, so will the reputation of the person

doing the task be (Marie, n.d.). This will help keep up one’s energy and let people

concentrate and focus, in order to avoid stress-related problems (Chen, 2011). Putting a

little energy into time management in the present means one will have more energy to get

through workloads later on.

Kelci Lucier (2018) stated that a person becomes more flexible and spontaneous

with regards to productivity and academic deadlines in managing time sufficiently. It also

helps gain time to relax and do things that an individual enjoys doing, Adeojo (2012) stated.

Every person lives by schedules, deadlines and agendas, making efficient time

management essential in order to be alive and active.

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 Established Time Management and Academic Performance Among Grade 9 and
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Prioritization and Socialization

Prioritization is important when it comes to time management, and the basic skill

that everyone must possess. Stack (2000) even said that planning is the most important part

of it, and keeps one on track on what he/she should be doing throughout the day. An article

written by Cary Green, PhD (2017) suggests that an individual should keep his/her

priorities as simple as possible, and that not everything is important, among other things.

Poor prioritization and organization skills may cause higher levels of stress and anxiety for

the students, which is an effect of delays in accomplishing academic requirements.

Nowadays, the way of thinking and performance of numerous students are

influenced by the people that are popular on social media. Socialization is often seen as a

hindrance to proper prioritization and time management, and it is true to some extent.

Spending hours on end browsing the web and chatting with friends can really affect one’s

life, but the lack of socialization can also have negative effects for an individual.

Socialization makes someone feel a part of something bigger than himself/herself,

and makes one feel accepted and more confident. An article written by Isadora Baum

(2017) stated the physical and mental effects of lack of socialization. These include low

self-esteem, decreased ability to learn and sense of sympathy, and reduced resilience. The

same article also suggests that it can lead to more serious effects such as depression,

increased risk of dementia, and even shorter life span.

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 Established Time Management and Academic Performance Among Grade 9 and
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Socialization can both be beneficial and harmful, depending on how one does it.

An individual should be able to prioritize his/her tasks and responsibilities in order to

achieve better time management, and one aspect that should not be left out is socialization.

Procrastination and its effects

Procrastination is one of the factors involved in students’ time management,

especially in academic performances and deadlines. It is often defined as the voluntary

delay of an intended course of action, despite expecting to be worse off for the delay (Steel,

2007). Procrastination is a tendency to postpone or delay what is necessary to be done on

that given time period (Lay, 1986). This is encountered commonly by students that are not

fully committed in allocating time for academics.

According to Oxford (2017), one commits procrastination because of many

categories. First is the lack of motivation, making students less likely to engage in carrying

out tasks and performances swiftly. Another is the fear one possesses when it comes to

failure, avoiding situations and performance tasks that will be difficult and challenging to

execute without hesitations. Fear of failure can result to low self-confidence or self-

esteem.

Every time a person delays his/her assigned task, consequences that can have a big

impact on his/her time and performance are present. According to O’Donovan (2018),

procrastination can be a reason to miss out life-changing opportunities in improving an

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

individual’s approach to his/her academics. Students who procrastinate until the last minute

tend to create poorly made performances, resulting to poor output and low grades.

Time Management in Relation to Academic Performance

Time management undoubtedly plays a huge part in the academic achievement of

the students. Studies in the past have found the correlation between the two. Khan and

Nasrullah (2015) stated that there is a relation between time management and academic

performance of the students. They stated that students with good time management skills

are the successful students, and that there is a positive relation between time management

and academic achievement. The study of Sayari et. al. (2017) also affirmed this conclusion,

while also emphasizing the importance of prioritization.

Failing to manage one’s time can also result to numerous consequences. Sultana

(2017) stated some of these effects in her article entitled “Effects of Poor Time

Management”. The first one if these is poor punctuality. It involves punctuality with

regards to one’s appointments, schedule, and especially deadlines. This can also lead to

lower productivity, and may even affect an individual’s relationship with his/her colleagues

(Nwaka, 2018).

Another effect of poor time management is cramming. This is related to the first

effect that was mentioned. Due to the individual’s lack of punctuality, he/she has to rush

doing his/her tasks in order to catch up with the schedule. This often leads to lower quality

of work. Allotting a specific period of time for different tasks, and a reasonable amount of

time between them can help an individual avoid this issue (Mack, n.d.).

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

Lastly, the same article discussed about frustration. This is also an outcome of a

student’s lack of time to get everything done. This lack of time results to the individual

trying his/her best to finish all assigned tasks, which in turn leaves little to no time for one’s

self, and time for planning out future activities. This can also hinder someone from defining

his/her goals, since the individual is more focused on the tasks that he/she needs to do

immediately, and leaving out the more important tasks that are greater contributors to one’s

success.

All of these effects ultimately lead to lower achievement in academics. Since

studies have revealed the positive impact of time management to academic performance,

and the implications that the lack of it causes, time management should therefore never be

neglected by any student.

Theoretical Framework

Stephen Covey’s Time Management Grid

The Covey Time Management Grid is one of the most effective methods of setting

priorities. As seen from below, there are Four Quadrants organized by urgency and

importance.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

URGENT NOT URGENT

Quadrant I : Quadrant II:

IMPORTANT
Urgent & Important Not Urgent & Important

NOT Quadrant III : Quadrant IV:

IMPORTANT Urgent & Not Important Not Urgent & Not Important

Figure 1. Covey’s Time Management Grid

Important and urgent tasks (Quadrant 1) are supposedly highly prioritized tasks that

need to be accomplished as soon as possible. These are the tasks that should be focused on

the most, and are for crisis emergencies, therefore should never be ignored. However,

spending too much time on such things can lead to stress, while ignoring them will result

in immediate repercussions. The second Quadrant is all about planning on things that are

important but not urgent, and does not require immediate attention, but should also be

incorporated in everyday life, in order to avoid them from turning into crises in the future.

Not important and urgent (Quadrant 3) are important, yet urgent tasks. Due to the urgency

of both types of tasks, people sometimes fail to differentiate tasks from this quadrant from

the first quadrant, resulting to difficulty in prioritizing on the tasks that need to be done.

Spending too much time on such tasks can lead to a continual time crisis. Tasks that are

not urgent and unimportant (Quadrant 4), are considered to be time wasters. These tasks

are not helpful in our life, and time spent on these things should be limited as much as

possible.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

Therefore, in an academic perspective, according to this theory, it may take time to

adapt the right process, but in the end the students will be rewarded once they reach the

productivity level. A student would not be constantly rushing on their tasks, will easily get

finish right on time or before the deadline, be more productive and less stressed.

Conceptual Framework

The flow of the study can be presented in the diagrammatic format showing the

different variables that are used in the study such as the independent variable, the

intervening variable and dependent variable. It also shows the process throughout the

research and the output of the study as summarized in the figure below.

Independent Intervening Dependent Variables

Variables Variables  Demographic Profile
- Prioritization - Grade Point - Age
- Socialization Average
- Procrastination - Gender

- Place of Residence

PROCESS - Studying Hours

- Conduct a survey among the students.

- Process the respondent’s management

knowledge, techniques and skills

OUTPUT
- Time Management and the
Academic Performance of
Grade 9 and Grade 10 students.

Figure 1. Conceptual Framework

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 Established Time Management and Academic Performance Among Grade 9 and
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Hypotheses

Null:

a. Students that show poor time management do not perform well in terms of

academics.

b. Students that show poor time management excel in academics.

Alternative:

a. Students that exhibit established time management perform well in terms of

academic performance.

b. Students that exhibit established time management do not perform well in

academics.

Definition of Terms

time management - the process of organizing and planning how to divide your time

between specific activities.

prioritization - to organize things so that the most important thing is done or dealt with

first

procrastination - to put off the doing of something that should be done intentionally,

despite the negative consequences

motivation - is the reason for people's actions, willingness and goals.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

compliance - the act or process of complying to a desire, demand, proposal, or regimen or

to coercion

socialization -the act of talking and doing things with other people in a friendly manner

productivity - a measure of the efficiency of a person, machine, factory, system, etc., in

converting inputs into useful outputs.

grade point average - a number representing the average value of the accumulated final

grades earned in a course over time

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

CHAPTER III

Methodology

This chapter provides an overview of the research design, a brief description of the

respondents, and the instrument that was used in order to accomplish the purpose of this

study. It also discusses the statistical treatment used to measure the time management and

academic performance of the respondents.

Research Design

The researchers used a descriptive-comparative design for this study, which is the

appropriate design to serve the purposes of this study. The study is descriptive because the

researchers analyzed the way the subjects manage their time using three variables -

prioritization, procrastination, and socialization. It is also comparative since the subjects of

the study are similar in terms of age and types of academic works. This study is also

quantitative since it compared the level of academic achievement of the respondents using

their grade averages provided by the advisers.

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 Established Time Management and Academic Performance Among Grade 9 and
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Respondents of the Study

The researchers selected 160 random students from 338 Grade 9 and Grade 10

students of St. Paul College of Bocaue to serve as the respondents for this study. Fifty (80)

of the students came from the Grade 9, and the other fifty (80) respondents are from Grade

10. These respondents completed the survey questionnaires that they were given. The

answers that were collected from each student are necessary information in order for the

study to determine which grade level manages their time better, and whether the Grade 9

or Grade 10 students perform better in academics.

Table 1

Frequency and Percentage Distribution of the Respondents

Grade Level Population Respondents Percentage

Grade 9 183 80 44%

Grade 10 195 80 41%

Total 378 160 42%

Instrument of the Study

The researchers assembled a self-made, structured survey to serve as the primary

method of data collection in this study. A 5-point Likert-type scale is used in determining

the responses of the students that are selected to answer the questionnaires. The first part

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

is composed of the demographic profile of the respondents, which includes their age,

gender, place of residence, and regular studying hours. The second part is consisted of

fifteen (15) questions that are divided into three categories, namely prioritization,

procrastination, and socialization.

Statistical Treatment

Descriptive Statistic

Frequency Distribution and Percentage

The Frequency Distribution was used to ascertain the demographic profile of the

respondents in terms of age, gender, place of residence and academic standing. Percentage

was used to compare the frequency distributions to have an accurate comparison of data

between the respondents.

Weighted Mean

The Weighted Mean was computed to identify the average score of the three

independent variables and academic standing. A modified 5- point Likert Scale was utilized

to derive the equivalent ratings.

∑𝑋
X= 𝑁

Where:

∑X = the sum of the X

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

N = number of data

Percentile

The Percentile was computed to distinguish the measure of the position of the

academic performance of Grade 9 and Grade 10 students. It also computed to find out the

value in the data set that marks a certain percentage of the way through data. The

researchers used Percentile Grouped formula.

𝑁
–𝐶𝑓𝑏
Pc = 𝑋𝑙𝑏 + ( 2 𝑓 )
𝑝𝑐

where:

Pc = Percentile Class

Xlb = Lower Boundary of Percentile Class

N = number of data

Cfb = Cumulative frequency of the class before Percentile Class

i = frequency

Table 2

Academic Standing 5-point Scale

Grading Scale Academic Standing Descriptions

90-95 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

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 Established Time Management and Academic Performance Among Grade 9 and
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This scale was used to determine the academic standing of the respondents. It was

adapted from the grading system of St. Paul College of Bocaue.

Table 3

Code Scale and Verbal Interpretation for Time Management Variables

A. Prioritization

Code Scale Frequency Verbal Interpretation

5.0-5.99 Always Excellent Time Management
4.0-4.99 Often Good Time Management
3.0-3.99 Sometimes Fair Time Management
1.0-2.99 Rarely Poor Time management

1.0-1.99 Never Bad Time Management

B. Socialization and Procrastination

Code Scale Frequency Verbal Interpretation

5.0-5.99 Always Bad Time Management
4.0-4.99 Often Poor Time Management
3.0-3.99 Sometimes Fair Time Management
1.0-2.99 Rarely Good Time management
1.0-1.99 Never Excellent Time Management

This scale was applied to determine the degree of the respondent’s time

management. With the use of the scale, the researchers were able to analyze and determine

the comparison of data given by the respondents. It also presented the indicators for each

of the variable that manifest the degree of time management of the subjects.

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 Established Time Management and Academic Performance Among Grade 9 and
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Variance and Standard Deviation

The Variance and Standard Deviation were utilized to describe the distribution in

relation to the mean. It provides an indication of how varied or deviated from the mean are

the subjects’ responses to a question. They show how scattered or concentrated the

responses are.

∑( 𝑥−𝑥)2
S2 =
𝑁

(𝑥−𝑥)2
S = √∑ 𝑁

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 Established Time Management and Academic Performance Among Grade 9 and
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Chapter IV

Presentation, Analysis, and Interpretation of Data

In this chapter, the data gathered by the researchers were presented, analyzed, and

interpreted through the use of pie graphs and tables. Analyses of the data were shown after

the summary of the tables. Specific statistical treatments were applied to analyze each table,

which corresponds to the specific questions given by the researchers.

Table 5

Frequency and Percentage Distribution of the Respondents According to Gender

Gender Frequency Percentage

Male 80 50%
Female 80 50%
Total 160 100%

The table presents that the respondents were equally divided according to gender.

80 of the respondents were male, which makes up 50% of the total respondents, while there

were also 80 female respondents, which also makes up 50% of the respondents. There are

160 total respondents for this study, consisted of Grade 9 and Grade 10 students.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

Figure 2
Percentage distribution of the respondents according to gender

Female Male
50% 50%

Male Female

The chart shows that 50% of the respondents were male and 50% were female

respondents within the population, which adds up to 100%.

Table 6

Frequency and Percentage Distribution of the Respondents According to Age

Age Frequency Percentage

14 years old 14 9%
15 years old 84 53%
16 years old 47 29%
17 years old 15 9%
Total 160 100%

This table shows that 14 of the respondents were 14 years old, making up 9% of

the respondents, 84 of them were 15 years old, or 53% of the respondents, making it the

age group where majority of the students belong. There are also 47 respondents that were

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

16 years old, which is 29% of the total, and the remaining 15 respondents were 17 years

old, which is 9% of the total respondents.

Figure 3
Percentage distribution of the respondents according to gender

9% 9%

29%

53%

14 years old 15 years old 16 years old 17 years old

The chart shows that 9% of the respondents were 14 years old, and also 9% are 17

years old. Additionally, 29% of the respondents were 16 years old, and the remaining 53%

are 15-year-old respondents

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 Established Time Management and Academic Performance Among Grade 9 and
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Table 7

Frequency and Percentage Distribution of the Respondents According to Studying Hours

Studying Hours Frequency Percentage

Less than one hour 41 26%
One hour to Two hours 47 29%
Three hours to Four Hours 26 16%
Four Hours to Five Hours 17 11%
More than Five hours 29 18%
Total 160 100%

Figure 5
Percentage distribution of the respondents according to studying hours

18% 26%
11%

16% 29%

Less than one hour One hour to Two hours Three hours to Four Hours
Four Hours to Five Hours More than Five hours

The table and chart show that 47, or 29% of the total respondents spend around one

or two hours of studying each day. 41 respondents, or 26% study for less than an hour in a

day. 29 respondents, which is 18% of the total, has a more than five hours of studying on

a daily basis. Also, 26 of the respondents which are 16% of total respondents study for two

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 Established Time Management and Academic Performance Among Grade 9 and
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or three hours, and the 17 respondents left, or 11% of the total respondents study for four

to five hours each day.

Table 8

Frequency and Percentage Distribution of the Respondents According to Third

Quarter Averages

Grading Scale Verbal Interpretation Frequency Percentage

90-95 Outstanding 21 13.13%
85-89 Very Satisfactory 51 31.88%
80-84 Satisfactory 58 36.25%
75-79 Fairly Satisfactory 30 18.75%
Below 75 Did Not Meet Expectations 0 0%
Total 160 100%

Figure 6
Percentage Distribution of 3rd Quarter Averages

13.13%
18.75%

31.88%
36.25%

90-95 85-89 80-84 75-79 below 75

The table and chart above show that majority of the students have a satisfactory

grade. 58 of them, which equates to 36.25% of the total population have grades ranging

from 80-84. Meanwhile, none got an average grade of below 75. 13.13%, or 21 students

got outstanding grades, ranging from 90-95; 30 students, or 18.75% got fairly satisfactory

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 Established Time Management and Academic Performance Among Grade 9 and
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grades, ranging from 75-79, and 51 students, which corresponds to 31.88% of the

respondents got very satisfactory grades ranging from 85-89.

Table 9

Weighted Mean Distribution of the Respondents According to Third Quarter Average

Academic Standing
Descriptions Weighted Mean Standard Deviation

Outstanding 91.05 0.95

Very Satisfactory 86.94 1.47
Satisfactory 82.32 1.52
Fairly Satisfactory 78.2 1.17
Did Not Meet Expectations 0 0

The table shows the weighted mean of the academic standing of the respondents.

The “outstanding” academic standing had a weighted mean of 91.05; the “very

satisfactory” academic standing had a weighted mean of 86.94; the “satisfactory” academic

standing had a weighted mean of 82.32; the “fairly satisfactory” had a weighted mean of

78.2, and none got an academic standing that did not meet the expectations or below 75.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

Table 10

Data for getting 50th Percentile

Class Interval f <cf

90-95 21 160
85-89 51 139
80-84 58 88
75-79 30 30
70-74 0 0
N=160

Data: Solution:
𝟓𝟎(𝟏𝟔𝟎) 𝟖𝟎−𝟑𝟎
P50 Class = 𝟏𝟎𝟎 P50 = 𝟕𝟗. 𝟓 + ( 𝟓𝟖 ) 𝟓
= 80 = 79.5 + (0.86) 5
Class Interval: 80 – 84 = 79.5 + 4.3
Xlb = 79.5 P50 = 83.8
Cfb = 30
f50 = 58
i=5

This table presents the fiftieth percentile of the data in the General Average of the

respondents, which shows that fifty percent of the one hundred sixty (160) students from

Grade 9 and Grade 10 got an average below 83.4, and the remaining fifty percent got an

average of above 83.4. This exhibits the general average of the respondents which is 83.4,

which is marked as “Satisfactory”.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

Table 11

Mean, Standard Deviation and Verbal Interpretation of Prioritization

Standard Verbal
Question Mean Frequency
Deviation Interpretation
1. I set enough time for Fair Time
3.2 1.04 Sometimes
daily activities Management
2. I always organize
Fair Time
and plan my week/day 3.31 1.01 Sometimes
Management
out
3. I see to it that I
prioritize tasks Fair Time
3.58 0.92 Sometimes
according to what Management
should be done first
4. I prepare a list of my
Fair Time
task to be executed in a 3.25 1,07 Sometimes
Management
sequential manner
5. I accomplish what
Fair Time
needs to be done for 3.34 0.95 Sometimes
Management
the day
Fair Time
TOTAL 3.34 0.69 Sometimes
Management

Table 11 presents the students’ level of Prioritization of their task and

responsibilities. Generally, the findings revealed that the level of prioritization is regarded

as “Fair,” with the average weighted mean of 3.34. This suggests that the students’

perception of prioritization is neither favorable nor unfavorable to them. The results

defined that the students prioritized task according to what should be done first as their

dominant indicator in the level of prioritization with the weighted mean of 3.58. Moreover,

the results also indicate the lack of the skills and abilities of the students to prioritize their

task and responsibilities as evidenced from the result in question 1 to 5.

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 Established Time Management and Academic Performance Among Grade 9 and
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Table 12

Mean, Standard Deviation and Verbal Interpretation of Socialization

Standard Verbal
Question Mean Frequency
Deviation Interpretation
6. I am actively involved
Fair Time
on weekend activities with 3.4 1.21 Sometimes
Management
my family.
7. I always organize and Good Time
2.58 1.21 Rarely
plan my week/day out Management
8. I spend time on shopping
malls and supermarkets Fair Time
3.19 1.14 Sometimes
even when I have work to Management
do.
9. I prepare a list of my
Fair Time
task to be executed in a 3.06 1.3 Sometimes
Management
sequential manner
10. I do texting, browsing,
and chatting on social Good Time
2.61 1.2 Rarely
media sites during study Management
period.
Good Time
TOTAL 2.97 0.62 Rarely
Management

Table 12 depicts the frequency of socialization by the respondents. Average

weighted mean result revealed that majority of the respondents rarely give time for

socialization activities. This is evident with the weighted mean score of 2.97, suggesting

that they have great time management. Highlight from the results specifically show that,

most of the respondents’ socialization activities are related to weekend family activities

with the weighted mean score of 3.4 which has an equivalent verbal interpretation of

“sometimes,” making it the dominant indicator for the respondents’ level of socialization.

It is also interesting to note that, question 8 displays an observable finding that students

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

also spend a significant amount of time on shopping to malls as suggested with the

weighted mean score of 3.19.

Table 13

Mean, Standard Deviation and Verbal Interpretation of Procrastination

Standard Verbal Verbal

Question Mean
Deviation Interpretation Interpretation
11. I always ask my
Good Time
teachers for extension of 2.75 1.11 Rarely
Management
my task submissions.
12. I cancel some of my
Good Time
task without any valid 2.8 1.16 Rarely
Management
reason.
13. I don’t mind being
late as long as I Good Time
2.73 1.2 Rarely
accomplish my Management
assignment.
14. If I have a plan, I
Good Time
don’t have the sufficient 2.88 1.05 Rarely
Management
discipline to stick with it.
15. I play computer
games or browse the Fair Time
3.03 1.27 Sometimes
internet even it delays Management
my task.
Good Time
TOTAL 2.841 0.79 Rarely
Management

Table 13 reflects the frequency of procrastination that the respondents commit

within the duration of their study. On the average, procrastination is rarely done by the

respondents, with the average weighted mean of 2.84. That number indicates that the

students have a great time management. However, question 15 stand as the indicator for

the respondents’ level of procrastination because it has a verbal interpretation equivalent

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

of “Sometimes,” with a weighted mean score of 3.03, while the rest of the responses are

marked as “Rarely”.

Table 14

Statistical Summary

Variables Average Mean Verbal Interpretation

Prioritization 3.34 Fair Time Management

Socialization 2.97 Good Time Management

Procrastination 2.84 Good Time Management

Average Grade P50 = 83.8 Satisfactory

Table 14 shows the statistical summary, where the time management

variables were indicated with their average mean. It also presents the average grade of all

the respondents. However, their prioritization is neutral, which indicates that they neither

prioritize nor neglect their works greatly. Also, it shows the result of the average grade of

the respondents which is the fifty percent of the total population, where it got a verbal

interpretation equivalent of “Satisfactory”.

The data also rejects both null hypotheses, since it shows that the students from

grade 9 and grade 10 have established time management, since the table suggests that the

respondents have low degree of socialization and procrastination. It also rejects the second

alternative hypothesis, because the averages of the students were satisfactory, indicating

that they perform well in academics. Therefore, the data gathered and processed only

accepts the first alternative hypothesis, which states that the students have established time

34
 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

management, and that they perform well in academics, indicated by their grade averages

from the third quarter.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

CHAPTER V

Summary, Conclusions, and Recommendations

This chapter presented the summary, conclusions, and recommendations of the

study. The findings were drawn from the data gathered through the use of structured

questionnaires.

The purpose of the study was to determine whether the Grade 9 and Grade 10

students of St. Paul College of Bocaue have established time management, and whether

they perform well in academics.

The researchers had used Covey’s Time Management Grid as a foundation of the

study. The theory was developed by Stephen Covey, and it uses four quadrants to determine

the tasks that should be prioritized. The grid differentiates important and urgent tasks,

defining the important ones as those tasks that contribute to one’s success, and the urgent

ones being the tasks that require immediate attention.

The researchers had used a Five-point Likert Scale to evaluate the state of time

management by providing statements about the habits of the students regarding the three

variables namely: prioritization, procrastination, and socialization. The researchers also

gathered the average grades of the students for the third grading to measure their academic

performance.

The researchers had used measure of central tendency, measure of variability, and

percentile rank as their statistical treatments. The weighted mean was used to identify the

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

average score of each of the three variables. The mean was also used to identify the average

grade of the Grade 9 and Grade 10 students. Variance was also computed to determine the

dispersion of the collected data. Percentile was computed to measure of the position of the

academic performance of Grade 9 and Grade 10 students. It also computed to find out the

value in the data set that marks a certain percentage of the data.

Summary of Findings

The following were the significant findings of the study on the level of time

management of the students and their grade averages:

Main Problem: Does an establish time management automatically equate to good

academic performance?

The Grade 9 and Grade 10 students had established time management, and they had

satisfactory grade averages.

1. What is the demographic profile of the respondents in terms of the following:

1.1 Age

The ages of the respondents range from 14-17 years. 53% of the students were

15 years old; 29% were 16 years old, and ages 14 and 17 got 9% each.

1.2 Gender

The respondents of this study were equally divided, 80 male respondents, and

80 female respondents.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

1.3 Place of Residence

64% of the respondents live in villages, making up the majority, and the

remaining 36% live in cities.

1.4 Studying Hours

The respondents’ studying hours range from 1 to 5 hours. 29% of the population

spend 1-2 hours studying; 26% spend less than one hour; 18% spend more than

5 hours each day; 16% spend 3-4 hours, and the remaining 11% spend between

4 and 5 hours every day studying.

2. What is the academic standing of the students based on their averages?

Based on their averages, 36.25% of the students got satisfactory grades; 31.88%

got very satisfactory grades; 18.75% got fairly satisfactory grades; 13.13% of the

students got outstanding grades, and none of the respondents got grades that are

below expectations.

3. How well do the students prioritize their tasks?

The students’ level of prioritization had an average of 3.34, which has a

verbal interpretation of “Neutral”.

4. Are the respondents actively involved in social activities?

The socialization level of the respondents had a weighted mean score of

2.97, which equates to the verbal interpretation “Rarely”.

5. How often do the students delay their tasks due to procrastination?

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

The procrastination level of the respondents had an average of 2.84, which

equates to the verbal interpretation “Rarely”.

Conclusions

Main Conclusion: Students that exhibit great time management perform well in

terms of academic performance.

Discussion: The respondents as a whole had exhibited good time management, and

the average of the respondents are satisfactory. This leads to the conclusion that when

students exhibit established time management, they also perform well in academics. This

is supported by studies in the past, such as the one done by Khan and Nasrullah (2015),

and Sayari et. al. (2015) among others.

Conclusion 1: The study’s respondents’ age range from 14 to 17 years, with 15-

year-olds making up the majority of the population. The respondents are equally divided

in terms of gender, and most of the students spend 1-2 hours of their day studying.

Discussion: The demographic profile has no relation with the academic performance

of the students, even their studying hours. This is supported by the study of Jalagat (2017),

which states that the length f studying hours does not affect one’s academic performance,

and the result might be the same.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

Conclusion 2: Majority of the students got satisfactory grades, and none got an

average below 75.

Discussion: The academic standing of the students based on their averages are

outstanding, very satisfactory, satisfactory, and fairly satisfactory. No student got an

average of below 75. Most of the students got satisfactory grades, ranging from 80-84

because of how they manage their time.

Conclusion 3: The level of the students’ prioritization is “Fair” which indicates that

their perception of prioritization is neither favorable nor unfavorable.

Discussion: The data shows that the students neither prioritize nor disregard their

workloads, and when they do, they most likely procrastinate. Taking charge of the time

allows a person to focus on what is important and minimizes personal stress (Dinkel, 2011).

This shows that prioritization can be affected by the student’s level of procrastination,

resulting either outstanding or poor grades on academics. Still, the average grade is

“Satisfactory”, indicating the students have an established time management even without

great prioritization.

Conclusion 4: The students are rarely involved in social activities, which concludes

that they have fair time management.

Discussion: Most of the respondents spend a significant amount of time in shopping

malls. They are also most actively involved on weekend activities with their family.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

Conclusion 5: Students do not delay their tasks often, which concludes that they

have great time management.

Discussion: From the related literature, procrastination is defined as a major

hindrance in achieving effective time management. It is the tendency to postpone a task to

the last possible moment or even not to perform the work at all (Gafni; Geri, 2010), and

almost every student has done it at some point. However, the data shows that the level of

procrastination of the respondents is low, which indicates that they have good time

management.

Recommendations

Students face challenges such as procrastination, lack of sense of accomplishment,

cramming, frustration, and having dissatisfaction with their study and learning. Time

management is increased by prioritization which is achieved by improving study habits

and hours, management skills and techniques. This research study generates

recommendations for Time management as well with Academic performance among

students of Grade 9 and Grade 10 in context of findings and conclusions:

 The students may enhance their skills and techniques to help them manage their

time more effectively.

 The teachers may use this information to apprehend the state of the students’ time

management.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

 The teachers may also obtain these skills and techniques to assist them in having

effective time management.

 The future researches may asses the time management of other, such as teachers,

personnel, and staff to further understand how people from the institution manage

their time.

 The future researchers may acquire and use the profile and information gathered in

future studies.

 The future researchers may use more appropriate instruments, especially those sim-

ilar with this study, setting, and scope to avoid comprehensiveness of the data and

its results.

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 Established Time Management and Academic Performance Among Grade 9 and
Grade 10 Students of St. Paul College of Bocaue

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