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Chapter 2

METHOD

The primary purpose of this study was to test the influence of time

management in the academic performance of junior high school students. This

chapter presents the research methodology consisting of the research design,

respondents of the study, research environment, research instrument, data

gathering procedure, data analysis, and ethical considerations of the study in the

Mabuhay National High School for S. Y. 2023-2024

Research Design

In this study, a quantitative research design was used, utilizing both

descriptive and correlational approaches (Creswell, 2014). The descriptive

approach was used to identify and explain the levels of students' students

academic performance toward mathematics. This approach provided a detailed

understanding of the characteristics and patterns of these variables. On the other

hand, the correlational approach utilized questionnaires to determine the

relationship between time management and the academic performance.

The combined use of descriptive and correlational approaches allowed for

a comprehensive exploration of the variables and their relationships. The

descriptive approach provided a thorough description of the variables, while the

correlational approach enabled the examination of associations between them.

This research design choice facilitated a deeper understanding of the relationship

between students time management and the academic performance.

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Respondents of the Study

The study respondents were the selected Grade 7-10 students at the Mabuhay

National High School for 2022-2023. The researcher had chosen the said schools'

students because she believed they possessed the needed data. The researcher also

considered the accessibility of the information that could supply necessary answers to

the given specific questions of the study.

The single-stage cluster sampling method was used to divide the entire

population into clusters based on their school (Thomas, 2021). In this method, the

researcher defined the study population, which are the Grade 7-10 students in Mabuhay

National High school for S.Y. 2023-2024. Moreover, the researcher identified the

secondary schools she wishes to focus on. Furthermore, Cochran Formula for sample

size calculation in known smaller populations was used in identifying the study samples

using the 0.05 level of significance with ±0.5 precision on the population size. The

study's population and computed sample size used were:

Schools Population Size Sample Size Percentage

Grade 7 31 29 19.6

Grade 8 39 36 24.3

Grade 9 38 35 23.6

Grade 10 54 48 32.4

Total 162 148 99.9

Furthermore, the study samples were identified using the 0.05 threshold of significance

wih ±0.5 precision on the population suze utilizing the cochran formula for sample size
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computation in known similar population. The population of the study and the calculated

sample size were:

Research Environment

The Environment of the Study

The junior high school at Mabuhay National High School served as the study's site. As

researcher gap led to the selection of this schools. The research location is

representative by the oblongated shape in figure 2, which depicts the study setting.

Figure 2

Source: (Google Maps, 2023)

Research Instrument

For this study, three-part questionnaire were adopted to measure Time

management. This study utilizes a one questionnaire and rubric, Time management.

The first part of the questionnaire is the 7-item modified questionnaire on Short-

range planning by Britton and Tester(1991). The questionnaire was revised to fit on

student's perspective. This survey questionnaire was used to determine the how the

students manage their time. To determine the level of time management of junior high

school students, the descriptive rating and interpretation were used:

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Range Descriptive Interpretation

Equivalent

4.21-5.00 Always Short-range planning of students is always

manifested.

3.41-4.20 Often Short-range planningof students is often

manifested.

2.61-3.40 Sometimes Short-range planning of students is sometimes

manifested.

1.81-2.60 Rarely Short-range planning of students is rarely

manifested.
1.0-1.80 Never Short-range planning is never manifested.

The second part of the questionnaire is the 6-item modified questionnaire on

Time attitude by Britton and Tester(1991). The researcher modified the said instrument

to suit the respondent of the study. This survey questionnaire was used to determine the

time attitudes of the students. To determine the level of time management of junior high

school students, the descriptive rating and interpretation used were:

Range Descriptive Verbal Interpretation

Rating

4.21-5.00 Very High The time attitude greatly affect the time
management of students.t
3.41-4.20 High The time attitude affect the time management of
students.
2.61-3.40 Moderate The time attitude may affect the time
management of students.
1.81-2.60 Low The time attitude of students is need to improve.
1.0-1.80 Very Low The time attitude of students is .

The third- part of the questionnaire is the 6-item modified on Long-range planning by

Britton and Tester(1991). The researcher modified the said instrument to suit the

respondent of the study. This survey questionnaire was used to determine the time
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attitudes of the students. To determine the level of time management of junior high

school students.

Range Descriptive Rating Interpretation

90-100 Outstanding (O) This means that students’ mathematics

achievement is at an advanced level. The student
has a thorough understanding of mathematical
concepts, performs exceptionally well, and
consistently achieves the highest grades possible.

85-89 Very Satisfactory This means that students’ mathematics

(VS) achievement is at a proficient level. The student
has a good understanding of mathematical
concepts, performs well, and consistently
achieves grades that are higher than most of their
peers.

80-84 Satisfactory (S) This means that students’ mathematics

achievement is in approaching proficiency level.
The student has a basic understanding of
mathematical concepts, performs at an average
level, and consistently achieves grades that are
similar to those of their peers.

75-79 Fairly Satisfactory This means that students' mathematics

(F.S.) achievement is at a developing level. The student
has a basic understanding of mathematical
concepts but may struggle with more complex
problems or concepts and may achieve grades
that are slightly below average.

Below 75 Did not meet This means that students’ mathematics

expectations (D.E.) achievement is at a beginning level. The student
has a poor understanding of mathematical
concepts, struggles significantly with problems
and concepts, and consistently achieves grades
that are significantly below those of their peers.

The researcher conducted series of evaluations to ensure the validity and

reliability of the questionnaires used in this study. The evaluation process began by

submitting the questionnaires to three experts with extensive experience in education

research. These experts utilized the standard validating instrument of the institute to
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evaluate the questionnaires. This instrument is commonly used to evaluate the validity

and reliability of survey questionnaires. The experts rated the questionnaires based on

various criteria, such as clarity of directions and items, presentations/organizations of

items, and suitability of items—Adequateness of items per category, attainment of

purpose, objectivity, and scale and evaluation rating system.

The ratings from the experts were then averaged to determine the overall rating

for the questionnaires. The average rating was 4.33, considered excellent, indicating that

the questionnaires are reliable and valid.

After the evaluation process by the experts, the researcher conducted a pilot

testing of the questionnaires. The pilot testing was conducted with Grade 10 students

from a neighboring school in the same district, the Panabo South. The pilot testing

aimed to identify any issues with the questionnaires and make necessary adjustments

before administering the questionnaires to the study participants. The students were

asked to complete the questionnaires and provide feedback on the clarity and relevance

of the questions. The feedback received from the students was used to revise and refine

the questionnaires.

Following the pilot testing, the researcher assessed the reliability of the

questionnaires using Cronbach's Alpha through the use of SPSS. Cronbach's Alpha is a

statistical measure commonly used to assess the internal consistency of a

questionnaire. The parental involvement questionnaire comprised 17 items, and the

mathematics attitude questionnaire comprised 34 items. The reliability assessment

results showed that the parental involvement questionnaire had excellent internal

consistency, with a Cronbach's Alpha coefficient of .92. Meanwhile, the mathematics

attitude questionnaire had good internal consistency, with a Cronbach's Alpha coefficient

of .83.
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With the instrument's high reliability, the researcher gathered the data. The data

collected from the questionnaires were analyzed using appropriate statistical tools to

ensure the quality and accuracy of the results. Overall, the rigorous evaluation process

and reliability assessment ensured the validity and reliability of the questionnaires,

strengthening the quality of the data collected for the study.

Data Gathering Procedure

In order to conduct the study, the researcher first sought permission from the

Mabuhay National High School, which was the institution the researcher was enrolled in.

The researcher requested permission to conduct the study and explained the purpose of

the research. Once the permission was granted, the researcher requested permission

from the Schools Principal of Mabuhay National High School to conduct the study in the

target schools.

After obtaining the necessary permits, the researcher contacted the principals of

the identified schools and requested their participation in the study. The researcher also

of the study and their rights as respondents. After the orientation, explained the

instructions to the students and answered their questions before administering

the questionnaires. Afterwards, the researcher administered the questionnaires

to the students.

After the data was collected, it was tabulated digitally and manually to

ensure the accuracy and reliability of the data. The data was subsequently

analyzed and interpreted using various statistical methods available in the study.

To ensure the validity of the data analysis, the researcher sought the assistance

of a statistician in the computation and tabulation of data.

Overall, the researcher took great care to ensure the data collection and

analysis process was conducted systematically and reliably. The researcher also
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ensured that the participants were fully informed about the study and that their

privacy and confidentiality were protected throughout the process.

Data Analysis

In the quantitative data analysis, different statistical tools were derived

from the existing knowledge inspired by the researcher.

Mean. This was used to determine the level of time management and

academic performance of students' for questions 1, 2, and 3. The mean of a

group of data points is equal to the sum divided by the total number of data

points. It is a central tendency metric that works well with continuous data

(Khanfer et al., 2013).

Standard Deviation. Standard deviation is a statistical measure that

indicates the variability or dispersion of a set of data values from its mean or

average (Khanfer et al., 2013). This study used the standard deviation to

determine the extent to which data points deviated from the mean for questions

1, 2, and 3. A higher standard deviation indicates that the data points are more

spread out from the mean, indicating more significant variability or diversity in

responses. On the other hand, a lower standard deviation value implies that the

data points are more tightly clustered around the mean, indicating less variability

or consistency in the responses.

Pearson Correlation. Pearson Correlation analysis was used to

determine the relationship among variables. Pearson- r was used to examine the

relationship between (4.1) time management and academic performance , (4.2)

parental involvement and students’ attitude toward mathematics, and (4.3)

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students’ attitude towards mathematics and mathematics achievement in

question number four. Correlation between variables was assessed at the 0.05

level of significance. To determine the extent of the relationship between the two

variables in the study, the following range of r-value and descriptive interpretation

were used:

Range of r-value Descriptive Interpretation

0.80 to 1.00 Very High
0.60 to 0.79 High
0.40 to 0.59 Moderate
0.20 to 0.39 Low
0.00 to 0.19 Very Low

Ethical Considerations

When conducting research, it is of utmost importance to uphold ethical principles

that prioritize respect for persons, beneficence, and justice to ensure the

protection of participants' rights and well-being.

Respect for persons is a key factor in this study, since participants and

their parents or legal guardians were provided with thorough information

regarding the nature and goal of the research. Informed consent was requested,

stressing that participation was completely optional and that people might stop at

any time without suffering any repercussions.

Another ethical principle, confidentiality, was carefully maintained

throughout this study. Participants received guarantees that their answers and

personal data would be handled in the strictest confidence and used only for

study. The confidentiality and privacy of the participants were protected by the

safeguarding of the obtained data.

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The study's design carefully took the ethical norm of fairness into

consideration. In order to maintain impartiality, participants were picked at

random from the public, guaranteeing each person an equal chance of being

selected. In addition, attendees received complementary gifts as a token of

appreciation for their participation.

Furthermore, the entire study procedure was conducted with strict

adherence to the ethical principle of beneficence. The study put the participants'

health first and did not subject them to any harm. The study's possible

advantages include expanding knowledge and comprehension of the variables

influencing math achievement and investigating parents' and students' attitudes

about the subject, with the ultimate goal of making a beneficial impact in these

areas.

The ethical concepts of beneficence, justice, and respect for humans were

taken into account and incorporated into the research in order to preserve

participant safety and ensure that important insights into mathematics teaching

were produced.