CHAPTER I

INTRODUCTION
Background of the Study
Time management is one of the primary problems faced by individuals in
modern society. The constant demands of work, family, and personal commitments
often lead to feelings of overwhelm, stress, and a sense of being perpetually behind.
Time management is the main component of time management, which is understood
to be the main factor of academic success. A school-going individual is often the one
juggling the coursework, social life, and family responsibilities. This will, therefore, go
a long way in determining the end result of learning, performance in school,
respectively. Learning satisfaction and retention of knowledge. (Macan, 2020;
Schraw & Robinson, 2022),

The most recent research indeed urges to believe the positive link between
time management skills of students and the academic success, and it has been
shown that students who possess high time management skills often score better
and understand course content (Brint & Cantwell, 2019; van der Meer et al., 2021).
Nevertheless, the significance of time management is widely recognized, but further
empirical research is needed to find out how time management affects learning
outcomes in various educational contexts.

And by developing these skills translates into improved academic

performance, reduced procrastination, and a greater sense of control over their
studies. Learning outcomes for time management include the ability to create realistic
schedules, set achievable goals, break down large tasks into smaller manageable
steps, effectively allocate time for different activities, and utilize tools and techniques
for staying organized and on track.

This paper explores the time management struggles faced by students in

today's academic world. It examines the factors that contribute to these struggles,
such as heavy course loads, involvement in extracurricular activities, personal
commitments. The paper then investigates how poor time management can
negatively impact a student's academic performance in Palkan National High School,
mental well-being, and overall satisfaction with their High School experience. It
proposes a solution by outlining a framework for effective time management
specifically designed for

1
student life, focusing on prioritizing tasks, setting achievable deadlines, and using
time-saving methods. Finally, the paper emphasizes the crucial role of both
institutional support, peer mentorship, and individual self-awareness in creating a
learning environment that is both productive and sustainable.

This study would attempt to uncover the correlation between time

management skills and the learning outcomes of learners in a structured educational
setting. To be more precise, the research is directed at the question of whether
students, who are better at time management than others, will get higher academic
results than those who are not good at time management.

Statement of the Problem

This study aimed to describe the time management skills and learning outcome
of senior high school learners in Palkan National High School.

Specifically, it seeks to answer the following:

1. What is the level of the time management skills of the learners?

2. What is the level of the learning outcome of the learners?

3. Is there a significant relationship between the level of time management skills

and the learning outcome of learners?

Scope and delimitation of the Study

This study focused on determining the relationship between time

management skill and learners learning outcome of the population of Grade 11
learners, utilizing first-quarter report of grades by the advisers. It was also identified
the level of time management skills of learners through the use of the likert scale: 5-
outstanding, 4- very satisfactory, 3- satisfactory, 2- fairly satisfactory, 1- did not meet
expectations.

This study conducted in Palkan National High School, Palkan, Polomolok,

South Cotabato of the S.Y 2024-2025.

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 CHAPTER II

REVIEW OF RELATED LITETITURE, AND RELATED STUDIES AND

CONCEPTUAL FRAMWORK

This chapter present the review of related literature, studies and which
are found relevant important to this studies

Related Literature

Numerous studies have demonstrated a strong link between effective time

management and improved learning outcomes. This skill is crucial for success in
both academic and professional settings. Students who excel at managing their time
tend to achieve higher academic results due to their ability to juggle multiple
commitments and efficiently handle their workload. Research suggests that positive
attitudes towards time, along with the ability to plan both long-term and short-term
tasks, contribute to better academic performance. Conversely, poor time
management can lead to stress and anxiety, negatively affecting students' well-being
and academic progress. This emphasizes the importance of promoting and
developing time management skills among students to enhance their learning
experiences and overall success.

The review demonstrates that time management behaviours relate positively

to perceived control of time, job satisfaction, and health, and negatively to stress. The
relationship with work and academic performance is not clear. Time management
training seems to enhance time management skills, but this does not automatically
transfer to better performance.The reviewed literature has a number of shortcomings.
Initially, there are numerous definitions and operationalizations of time management.
Unstable results could be explained by the validity or reliability of some of the
instruments. Second, a large number of the research relied solely on self-reports and
were based on cross-sectional surveys. Third, organizational and job-related factors
received very little attention. More thorough research is required to understand the
workings of time management and the elements that make it effective. Additional
research should be done on the methods for establishing consistent time
management behaviors.This review makes clear which effects may be expected of
time management, which aspects may be most useful for which individuals, and
which work characteristics would enhance or hinder positive effects. Its outcomes
may help to develop more effective time management practices. ( Claessens,
B.J.C.,2019)

The outcomes of learning are persistent states that make possible a variety of
human performances. While learning results are specific to the task undertaken,
learning investigators have sought to identify broader categories of learning
outcomes in order to foresee to what extent their findings can be generalized. Five
varieties of learning outcomes have been distinguished and appear to be widely
accepted. These categories are intellectual skills (procedural knowledge), verbal
information (declarative knowledge), cognitive strategies (executive control
processes), motor skills, and attitudes. (Gagne, R.,2019)

This research delves into the complex interplay between emotions and
learning, particularly within the context of a hypermedia-based tutoring system called
MetaTutor. Recognizing that multiple emotions often coexist during the learning
process, the study investigates how these co-occurring emotions influence learning
outcomes in the subject of human biology. The research employs both person-
centered and variable-centered approaches of cluster analysis to identify distinct
emotion profiles among students. Person-centered clustering revealed three primary
emotion profiles: a positive profile, a negative profile, and a neutral profile. Students
exhibiting a negative emotion profile consistently demonstrated lower learning
outcomes compared to those with other profiles. Furthermore, these students
reported using fewer emotion regulation strategies, suggesting a potential link
between emotional regulation and learning success.To further validate these findings,
the study employed spectral co-clustering, a variable-centered approach. This
analysis identified four stable emotional patterns throughout the learning activity: a
positive pattern, a negative pattern, a neutral pattern, and a boredom pattern.
Notably, the study found that positive emotion scores prior to the learning activity and
negative emotion scores during the learning activity were predictive of learning
outcomes, although this relationship was not consistently observed.These findings
highlight the significant role of negative emotions in the learning process, particularly
within the context of MetaTutor. The study suggests that negative emotions, while
often perceived as detrimental, may play a crucial role in driving learning
engagement and prompting students to adjust their learning strategies. engaging
learning environments that support students' emotional well-being and optimize
learning outcomes.( Yilmaz, M.,2019)
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Local studies

Outcome-Based Education (OBE) has gained widespread acceptance as a

model for restructuring education globally. This shift reflects a move away from
traditional, teacher-centered approaches and towards a learner-centered paradigm
that emphasizes lifelong learning and aligns with international standards. The core of
OBE lies in its focus on student outcomes, defining learning in terms of demonstrable
competencies—knowledge, skills, and attitudes—that are relevant to real-world
situations. This approach necessitates a curriculum designed to ensure alignment
between content, delivery, activities, and assessment, all geared towards facilitating
students' attainment of specific learning objectives.In the Philippines, the
Commission on Higher Education (CHED) has mandated all higher educational
institutions to adopt OBE through CMO No. 46, Series of 2012, promoting a quality
assurance framework known as Philippine Higher Education Outcome-Based and
Typology-Based Quality Assurance. This shift towards OBE is driven by the need to
equip graduates with competencies that meet international standards, enhancing
their professional prospects and fostering global mobility. OBE also serves as a
means of aligning with the Philippine Qualifications Framework (PQF).Central
Philippines State University (CPSU)- Main Campus has embraced the OBE
framework since the 2013 school year, implementing it across all its programs. The
university measures the effectiveness of OBE through student output and
performance. Recognizing the potential challenges in bridging the gap between
traditional curriculum and the diverse learning needs of students, this research
investigates the implementation of OBE at CPSU. The findings are crucial for
developing a proposed CPSU Operational Plan using the ADLI (Approach,
Deployment, Learning, Integration) model, which can be adopted and implemented
by the university to optimize its OBE approach.

This study conducted descriptive-correlational applied research to investigate

the time management strategies of public elementary teachers within a specific
district and their impact on teaching performance. The research involved 103
elementary teachers as participants, utilizing a complete enumeration technique to
include all teachers in the district. A custom time management questionnaire was
developed by the researcher, focusing on teachers' daily activities and time
allocation, with responses indicating hours spent on each task over a 24-hour period.

. Time management strategies varied among teachers, from utilizing the

internet for teaching needs to prioritizing daily tasks and working extra hours at
home. Notably, delegation of work was identified as a less commonly adopted time
management strategy. Interestingly, the study found no direct influence of teachers'
time management strategies on their teaching performance, possibly due to high
satisfaction ratings among teachers, with no one receiving a satisfactory rating and
only 12 achieving an outstanding rating. Given the acceptance of the null hypothesis
in the relationship test, the research suggests exploring other factors that may
determine or predict teaching performance. Recommendations from the study
emphasize the importance of teachers maintaining their dedication and commitment
to work to sustain positive teaching performance. Encouraging teachers to prioritize
classroom instruction and preparation, focusing on instilling values and fostering
students' competencies, is highlighted as crucial. The research underscores the need
for teachers to embrace the inherent challenges of their profession. Notably, teachers
demonstrated effective time management by dedicating substantial time to core
teaching responsibilities. An action plan was developed to further enhance and
support teachers' time management strategies, aiming to promote sustained
effectiveness in their roles.This study conducted descriptive-correlational applied
research to investigate the time management strategies of public elementary
teachers within a specific district and their impact on teaching performance. The
research involved 103 elementary teachers as participants, utilizing a complete
enumeration technique to include all teachers in the district. A custom time
management questionnaire was developed by the researcher, focusing on teachers'
daily activities and time allocation, with responses indicating hours spent on each
task over a 24-hour period. Data analysis involved using weighted mean to assess
time management effectiveness and Pearson correlation to examine the relationship
between time management strategies and teaching performance. Results indicated
that teachers generally excelled in fulfilling their responsibilities, with significant time
allocated to classroom teaching. Time management strategies varied among
teachers, from utilizing the internet for teaching needs to prioritizing daily tasks and
working extra hours at home

. Given the acceptance of the null hypothesis in the relationship test, the
research suggests exploring other factors that may determine or predict teaching
performance.Recommendations from the study emphasize the importance of
teachers maintaining their dedication and commitment to work to sustain positive
teaching performance. Encouraging teachers to prioritize classroom instruction and
preparation, focusing on instilling values and fostering students' competencies, is
highlighted as crucial. The research underscores the need for teachers to embrace
the inherent challenges of their profession. Notably, teachers demonstrated effective
time management by dedicating substantial time to core teaching responsibilities. An
action plan was developed to further enhance and support teachers' time
management strategies, aiming to promote sustained effectiveness in their roles.
(Olivo, M.,2021)

Foreign Studies

A study of Paulsen (2020) noticed the incorporation and satisfaction

levels among East Asian international students in Norwegian higher education. The
study employed a model based on Tinto's student integration theory and Biggs' 3P
motivational framework (Presage-Process-Product factors) to examine the survey
data of East Asian students — from China, Hong Kong, Japan, South Korea and
Taiwan; among 5094 international students in Norway that had been collected by
DIKU ((Norwegian Agency of International Cooperation an Quality Enhancement in
Higher Education)) through its regular nationwide sampling procedure for foreigners
residing over longer period (>6 months);(*)(Longer than six month living abroad
compared with short-time visiting status.(*8). East Asian students scored lower on the
proposed model constructs (i.e., Social and Academic Integration, Satisfaction with
Learning Outcomes) in comparison to Nordic-English-speaking students. The grand
mean difference was significant in all domains, except for social integration to Nordic
students. The study subsequently revealed that social integration had a small
positive correlation with satisfaction of learning outcomes, however academic
integration showed medium to large strength in its effect which led to being positively
correlated. It implied that : Higher levels of integration in both areas, reflected better
students satisfaction out the learning environment.

As was expected based on the analytical framework, these factors that have to do
with student integration and satisfaction were largely influenced by presage factor
such as individual characteristics (e.g. gender) or teaching environment.f More
specifically, significant factors for social integration were found to be age and student
type (e.g., exchange or degree) while predictors of academic level and motivations]
Significant in the teaching environment (academic workload and attitude of both
academic staff and Norwegian students) Results reveals the special problems of
East Asian students in accomedicalization with and satisfactions on Norwegian HE
(higher education),it helps find solutions at improving their integration.

Time management is a crucial concept for students whose aim is to get good
grades and make their parents proud of them. It allows students to have a calm mind,
and it leads to better performance in the class. But, mastering this ability becomes
difficult due to complexities that arise in balancing social life with academic
obligations. The study targets at verifying self-perceived time management abilities
among undergraduates through Time Management Behaviour Scale (TMBS)
developed by Macan et al. (2020). The tool contained 34 rated items which ranged
from very often true to seldom true with regard to how individuals perceive
themselves concerning different areas of their daily lives positive or negative
respectively depending upon the activities performed therein covering a number of
aspects concerning one’s own habits; hence providing some insight into this type of
research related works. The research population comprised all undergraduate
students enrolled in public sector general category universities located within
Malakand during 2019-20 academic year.Session 2019-20.The sample size was
1050 drawn from the aforementioned public institutions using stratified sampling
technique; students were also asked about their CGPA in last semester they
attended before both descriptive and inferential statistics were applied during data
analysis process as future teacher showed moderate –high levels shown concerning
time management skills respectively with truthfulness about relationships between
them observed existing amongst undergraduate student’s performances get another
time management On other hand they should conduct seminars on this topic across
campuses and hold workshops too for enhance these skills to develop better time
managers among students thus contributing towards successful careers.(Rashid,
A.,2020)

This study aims to determine the significant relationship between time

management and civic learning outcomes for Harapan bangsa Private Vocational
High School students during the year. Studies of this type are descriptively
correlated. The population of this study consists of all her XI students of SMK Swasta
Harapan Bangsa in 2022 and the population of this study is 30 using the whole
sample. The tools used for data collection were questionnaires and documents, study
time management had 15 items with 4 options tested for validity and reliability, and
learning outcomes included document student performance lists. I'm using. Results
of normality analysis of timekeeping data test results for Class XI SMK Swasta
Harapan Bangsa in 2022 were normally distributed with calculation x2count < x2table
(7.27 < 43.77). The civics learning outcomes of students in Class XI of Harapan
Bangsa Private College in 2022 are normally distributed with the calculated result
x2h < x2t (17.11 < 43.77). Control data linearity test results. Learning time due to
civic learning outcomes is linear in the equation Y= 75.62+ 0.03 X, consistent with
Fcount>Ftable (28 > 4.20). 2022 Harapan Bangsa Private College Class XI students'
study time management propensity test results are moderate (50%) and 2022
Harapan Bangsa Private College Class XI civics learning outcomes are rather
(63.33%). Based on the results of the correlation coefficient analysis test, X and Y got
rcount = 1.831 and rtable = 0.349 (1.831 > 0.349 >). This demonstrates a correlation
between learning time management and XI citizenship learning outcomes. SMK
Swasta Harapan's class gives Bangsa. If we get tcount = 4.11 and ttable = 1.69
(tcount > ttable)(4.11 > 1.69), and with the "t" test, this is the relationship between
study time management and student citizenship learning outcomes in the class. It
shows that there is a significant relationship between XI Hope Nation Private College,
2022.
9
Conceptual Framework

This section shows the conceptual framework of this research study. This
independent variable is the time management skill among population of Grade 11
learners of Palkan National High School, Palkan, Polomolok, South Cotabato and the
dependent variable is the learners learning outcome.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Time Management Skill Learners Learning Outcome

Research Hypothesis

The given hypothesis was tested at 0.05 level of significance

There is no significant relationship between the time management skill

and learners learning outcome of the population of the Grade 11 learners of Palkan
National High School, Palkan, Polomolok, South Cotabato.

Definition of Terms

The following terms were defined operationally for clearer understanding.

The following terms were defined operationally for a clearer

understanding of the study.

Time Management Skill. It refers to the ability to plan, organize, and

control how you spend your time effectively to achieve specific goals

Learning Outcome.it refers to statement that specifies what learner are

expected to know, understand, or be able to do after completing a particular
educational activity, course or program

PALKAN NATIONAL HIGH SCHOOL.A Public secondary institution where the study
was conducted. It is located in Purok 1, Palkan, Polomolok South Cotabato and was
founded in 1999.

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 CHAPTER III

METHODOLOGY

This chapter presents the methods of research use in conducting this study. It
also discusses the research design, respondents, of the study, research instrument,
and the procedure in gathering data and statistical treatment.

Research Design

This study used a descriptive-correlational research design. It described the

relationship between the time management skills and learners learning outcome of
the Grade 11 learners in Palkan National High School, Palkan, Polomolok, South
Cotabato.

Respondents of the Study

The respondents of this study were total of fifty-eight (58) the Grade 11
Technical Vocational Livelihood thirty-one (31) and Grade 11 Humanities and Social
Sciences twenty seven (27) who were officially enrolled in Palkan, National High
School, Palkan, Polomolok, South Cotabato, school in year 2024-2025.

Research Instrument

The research instrument used was modified from Britton and Tesser (1991)
questionnaire which was validated from Mrs. Jackielyn Cahapon, Mr. Michael Jordan,
Mrs. Marites Caledicion, Ms. Sheryl Cabrera of Palkan National High School, Palkan,
Polomolok, South Cotabato.

To determine the level of time management skills of the populationof Grade

11 learners of Palkan National High School the following scale was used.

Scale Verbal Interpretation

5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Fairly Satisfactory
1 Did not meet expectation

To determine the level of learning outcome of the learners, grading sheets

for the first quarter of S.Y 2024-2025 was used.

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Data Gathering Procedure

Prior to the gathering of data, the researchers asked permission from the
school principal to conduct the study through a letter of request. As soon as the letter
was granted, the researchers produced the survey questionnaire and personally
gave it to the respondents. The data collected was analyzed and interpreted
accordingly base on the problems raised at the beginning of the study.

Statistical Treatment

To answer the problems included in this study, the following statistical

measures were employed.

To determine the time management skills of the Grade 11 learners, mean was
used.

To determine the level of learners learning outcome of the Grade 11 learners

in the first quarter of the school year 2024-2025, mean was used.

To determine the significant relationship between the time management skills

and learners learning outcome, Pearson- Product Moment Correlation Coefficient (r),
and t- test for the significance of (r) were used.

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