FACTORS INFLUENCING ACADEMIC

SATISFACTION AND STUDY TIME

MANAGEMENT AMONG STUDENT NURSES

A Thesis
Presented to the
Faculty of College Nursing
University of Pangasinan- PHINMA Education Network
Dagupan City

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Science in Nursing

Submitted by:

ESPEJO, Eriella C.

ESTRADA, Landerr Jan Yeoan D.

BAUTISTA, Ritchiel A.

CALIMLIM, Marnie B.

DE LEON, Jolisa P.

DOMINGO, Chelsea T.

EBOJO, Ronaldo John E.

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
March 20

ii
 UNIVERSITY OF PANGASINAN

PHINMA EDUCATION NETWORK

COLLEGE OF ALLIED HEALTH SCIENCES

CERTIFICATION

This thesis entitled "FACTORS INFLUENCING ACADEMIC SATISFACTION AND STUDY TIME

MANAGEMENT AMONG STUDENT NURSES" prepared and submitted by Espejo, Eriella C., Bautista,

Ritchiel A., Calimlim, Marnie B., Domingo, Chelsea T., De Leon, Jolisa P., Ebojo, Ronaldo John E.,

Estrada, Landerr Jan Yeoan D., in partial fulfillment of the requirements for the degree of BACHELOR OF

SCIENCE IN NURSING has been rigorously prepared and found to be acceptable in content by undersigned,

and is recommended for the PROPOSAL DEFENSE.

Leonardo R. Sanchez IV RN,LPT,MAN

Research Adviser

iii
 ACKNOWLEDGEMENT

The researchers would like to convey their deepest appreciation and utmost respect to the individuals who

assisted them in carrying out this study.

First and foremost, the researchers would like to give thanks to the God Almighty for giving them the

knowledge, wisdom and strength in order to accomplish this research.

The researchers also want to show their deepest gratitude to their research adviser, Prof. Leonardo R. Sanchez

IV for giving them the opportunity to conduct this research study and deepest appreciation for all of his efforts,

guidance, support, and motivation throughout their study which greatly inspired the researchers.

To their Research Professors, Dr. Sheree Ganzon, Prof. Leonardo R. Sanchez IV, and Prof. Rebenson F. Sison,

the researchers would like to express their heartfelt appreciation for the advices, continuous guidance and

recommendations that helped them conceptualize their research successfully. The researchers would also like to

extend their gratitude to Dean Maria Teresa R. Fajardo, for allowing them to conduct this study.

The researchers also want to express their heartfelt appreciation and admiration to the authors of research books

and journals that provided essential sources for completing this project.

iv
 DEDICATION

The researchers would like to sincerely dedicate this humble piece of to the following with the highest gratitude

and respect:

To the Almighty God, acknowledging the support and guidance received in surmounting the hurdles encountered

on their path. They attribute their ability to overcome these obstacles to the bestowed gifts of knowledge,

strength, power, wisdom, and a heightened level of comprehension, graciously provided by a higher power.

To their family for their unconditional love, and support.

To their researchers, who have continuously provided them with the encouragement and assistance required to

complete their research proposal, and for steadfastly standing beside them throughout the process.

To everyone who had contributed to the completion of this research proposal.

v
 Table of Contents

TITLE

Title.................................................................................................i

Certification.......................................................................................ii

Acknowledgement...............................................................................iii

Dedication.........................................................................................iv

Table of Contents.................................................................................v-vii

Chapter 1 - THE PROBLEM AND ITS BACKGROUND

Rationale .................................................................................

Theoretical Framework .................................................................

Conceptual Framework ................................................................

Statement of the Problem ..............................................................

Significance of the Study ..............................................................

Assumption………………………………………………………

Scope, Delimitation and Limitation of the Study ..................................

Definition of Terms.....................................................................

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Chapter II - REVIEW OF RELATED LITERATURE

Conceptual Literature

Local ......................................................................................

Foreign ....................................................................................

Research Literature

Local ........................................................................................

Foreign ....................................................................................

Synthesis ......................................................................................

Chapter III - RESEARCH METHODOLOGY

Research Design ...........................................................................

Locale of the Study ........................................................................

Source of Data .............................................................................

Sampling Type and Technique ...........................................................

Research Instrument .......................................................................

Validation of Instrument ..................................................................

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 Data Gathering Procedure ................................................................

Tools for Data Analysis ...................................................................

Protection of Rights .......................................................................

APPENDICES

Letter to the Dean .......................................................................

Questionnaire ............................................................................

Curriculum Vitae .......................................................................

BIBLIOGRAPHY ...........................................................................................

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
Chapter I

THE PROBLEM AND ITS BACKGROUND

Rationale

Time is a priceless source, and it waits for no one. It is constantly running and cannot be controlled or

manipulated, however, everyone gets to decide how to utilize it effectively. The perception of academic

satisfaction and the practice of study time management can vary greatly from student to student, as each

person has their own set of values, goals, and expectations for their academic progress. It extends far beyond

simply completing tasks on time and being able to achieve high grades. It is a core ability that has an impact

on productivity, success in a variety of activities, overall well-being, and especially learning. Academic

satisfaction and study time management, being a multifaceted aspect of academic progression are of utmost

importance in cultivating a student’s academic and personal growth.

Students’ academic satisfaction is one of the most significant aspects of an educational institution’s

accreditation. (Onditi & Wechuli, 2017), as this helps the institution to identify its areas of weakness and

provide credible information to enrollees in the university. (Dattey et al., 2019). Several factors that influence

the students’ academic satisfaction are the competence of the clinical instructors in teaching student nurses as

well as the learning environment, and the academic workload (Milton-Wildey et al., 2014; Salamonson et al.,

2015; Payne, 2016). To emphasize this, Appiah (2020) and Backes et.al. (2018) stated that the availability of

resources such as teaching and learning materials, human resources, and clinical experiences, as well as the

teachers’ attitudes and dedication is important for nursing students to achieve academic satisfaction. The

academic satisfaction of students is strongly associated with their academic achievement, academic

motivation, self-efficacy, and confidence. (Haghdoost et al., 2015; Jamshidi et al., 2017; Noughani et al.,

2015) and academic burnout and failure, anxiety, or depression among students suggest lower levels of

student satisfaction. (Atalayin et al., 2015; Hakim, 2014).

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

According to one study, the concept of time is vital as it cannot be borrowed or lent, nor be saved or

changed and it can only be used. (Karakose, 2015). The art of time management involves organizing,

arranging, scheduling, and allocating time for producing work that is more productive and effective. Khanam

et. al (2017) stated that effective time management helps people to organize and plan time to increase

productivity and quality of life. However, in certain circumstances, some students, particularly student

nurses, often face an overwhelming amount of coursework, clinical responsibilities, and personal obligations.

This overload can lead to time mismanagement and a compromised ability to meet deadlines that results in

the desire to postpone the fulfillment of tasks, which can affect their academic performance. (Saplavska &

Jerkunkova, 2018). The need for time management is essential, to prevent burnout in managing personal life,

and work. (Bullen, 2015). Ancel & Yilmaz (2016) claimed that good time management skills are very useful

for healthcare workers, especially for nurses working in an inevitably busy environment. Therefore, there is a

need for student nurses to acquire the skill of effective time management in their academic life and future

careers because they are expected to attend to emergencies at work. (Deb et.al., 2015)

A study carried out by Bicknell, James, and Maton (2016) in Australia showed that students with more

effective time management skills performed better academically. This applies particularly for students with

demanding curricula like the health sciences. In addition to this, Dahm et.al, (2017) stated in their study that

students with good time management skills outperform those with poor time management skills in terms of

their academic performance. Also, the study conducted by Lombar & Jager (2020), indicated that there is a

positive and substantial correlation between students' academic success and their ability to maintain their

schedules.

Moreover, prioritization has demonstrated its relevance in time management, which in certain

circumstances, causes academic stress to students who do not believe that tasks should be prioritized

according to importance which results in stress and inadequate sleep due to cramming. Research studies

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

emphasized how crucial it is to prioritize important tasks to maximize effectiveness, which can be achieved

by recording deadlines of activities and organizing them according to due dates, difficulty of tasks, and the

size of the assignment. This shows that setting up priorities will provide confidence and a sense of direction

toward academic goals, as they are aware of what they want to achieve first, which then will contribute to

students’ overall academic performance. (Paguio, 2019).

In this regard, the researchers would like to further explore the factors influencing student nurses’

academic satisfaction and their study time management practices, which will guide them to know the learning

motivations that may influence these factors to further understand the academic challenges student nurses

face brought by the laborious curriculum and demanding workloads. The researchers can develop

interventions or strategies to enhance academic performance among student nurses by understanding these

factors influencing academic satisfaction and study time management. Also, this research may benefit

students and educators by helping them recognize the challenges the students encounter in managing their

time effectively and balancing academic pressures with personal responsibilities. This research may also

contribute to the emergence of effective and influential support systems tailored to the student's needs to

motivate and promote resilience among student nurses, as well as the possible modifications to the

curriculum and the system itself for better student support.

Theoretical Framework

This study is anchored in Jeremy Wright’s Pickle Jar Theory. The Pickle Jar Theory, suggests that

time is a non-perishable resource with limits. It helps individuals prioritize tasks and plan daily activities,

ensuring they are allocated effectively. The theory emphasizes the importance of each task and its role in

dividing time. The Pickle Jar theory suggests that daily tasks should be prioritized, like a jar filled with rocks,

to maximize efficiency and productivity. This method helps to schedule and arrange tasks to complete more

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

work in a shorter timeframe. The Pickle Jar Theory highlights the importance of balancing work and life,

emphasizing the importance of addressing small tasks and focusing on big ones. It highlights the importance

of family and the need to balance work and personal time, highlighting the significance of balance in daily

life. (Luintel,2023)

The focus of pickle jar theory is to prioritize everyday duties, fill the pickle jar with sand, pebbles,

and rocks according to their urgency. The most critical activities are the ones with pebbles on them and must

be finished first. Less critical chores can wait or be finished by others. This configuration facilitates efficient

work organization. The Pickle Jar theory can be effectively applied to student nurses, enabling them to

manage their schedules and allocate time for personal activities. A useful strategy for organizing student

nurses’ workdays by prioritizing tasks based on urgency and importance, and setting achievable goals,

thereby improving their understanding of important tasks and time estimates. This theory helps student

nurses prioritize tasks effectively, guiding them to focus on the most important and urgent tasks. This time

management skill, based on the principle that not everything is important, is crucial for success in the nursing

profession. It aids student nurses in prioritizing their lives to avoid distractions. By recognizing and

modifying habits, they can improve focus, creativity, and productivity. Implementing better time management

strategies can further enhance their productivity. Procrastination is a common habit, but effective time

management can increase productivity and boost confidence. Student nurses can reduce procrastination by

using Jar Theory, which helps them stay on track and manage their tasks effectively, thereby promoting a

balance between work and pleasure. Multitasking, the simultaneous performance of multiple tasks, can

negatively impact productivity by 40%. Implementing Jar Theory can help student nurses understand their

workloads and time estimates, prioritizing tasks to minimize multitasking and improve overall performance.

(Luintel, 2023)

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

In this research, the individual qualities which includes (a) distraction limitation; (a.1) multitasking,

(a.2) planning, (a.3)task prioritization, are the practices among the student nurses in their time management

in their study that need to be resolved. The study time in time management practices among student nurses,

proficiency in time management is crucial for student nurses in their line of work. Healthcare organizations

should take into account both individual and organizational variables in order to help student nurses become

more adept at managing their time, which will benefit the entire organization. Adopting time management

training interventions is a recommended policy that has been demonstrated to be successful and beneficial for

all healthcare.

This study is anchored in Albert Bandura’s Social Cognitive Theory. The focus of social cognitive

theory is on learning that takes place in a social setting. According to this theory, individuals are dynamic

agents that have the power to both affect and be affected by their surroundings. Social cognitive theory

includes behavioral patterns, personal characteristics, and environmental variables combine to produce

human behavior. In order to support his theory that people both actively shape and are influenced by their

surroundings, he highlighted the importance of social experience, reciprocal determinism, and observational

learning in human behavior.

The focus of Social Cognitive Theory offers important insights into how self-efficacy, cognitive

processes, and observation help people learn new behaviors, beliefs, and attitudes. It facilitates the

understanding of human behavior in social circumstances by researchers, psychologists, and educators. The

fundamental idea of social cognitive theory is reciprocal determinism, which describes the dynamic and

reciprocal interactions between people—individuals with a set of learning experiences—and their

surroundings, the external social context, and their behavior, which is their reaction to stimuli in order to

accomplish goals. Its core thesis is that individuals want to feel like they have agency and can influence the

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

significant moments in their lives. To demonstrate the idea of reciprocal determinism, consider the following:

a student with better self-efficacy (belief in one’s potential to succeed) is more likely to put in the necessary

study time (behavior). As student nurses move through the educational system, their workload grows.

Students experience tension and depression when it becomes too much. Inadequate academic achievement

and annoyance might result from academic pressure. Academic anxiety and other mental health issues plague

students. Constructive criticism has the potential to significantly enhance a student nurses overall

performance. Student nurses are motivated to perform harder when they get good feedback and expressions

of appreciation. Teachers need to concentrate on crafting feedback that is precise.

In this research, the individual qualities which includes (a) academic workload, (b) instructor support,

(c) GPA, (d) student interaction are the factors influencing the student academic satisfaction that needs to be

resolved. The quality of students’ education is closely linked to academic satisfaction, which is a dynamic

process influenced by both the institution’s features within its educational setting and the way students view

and comprehend their learning environment. The study on academic satisfaction among nursing students is

predicated on the idea that this variable directly affects these students’ performance, may have an impact on

their social interactions and professional training, and may even lead to a desire to drop the course, which

would cause financial loss in addition to physical and psychological harm. The happiness of nursing students

with their undergraduate program is crucial and can be used as a tool to evaluate the success and efficacy of

the Institution. Additionally, students must figure out how to realize their professional potential by learning

new things that will advance their careers.

Conceptual Framework

Ravitch & Riggan (2016)expressed the opinion that an empirical study's conceptual framework is its

key component. As an integrating ecosystem that assists researchers in purposefully bringing all aspects of a

study together through a process that explicates their connections, disjunctures, overlaps, tensions, and the

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

contexts shaping a research setting and the study of phenomena in that setting, the conceptual framework acts

as a guide and a stabilizing force for research.You can describe the theoretical and practical significance of

your issue and how your approaches will address your research questions by creating a conceptual

framework. As you foster (and eventually generate) knowledge within and possibly across thought

communities already in motion, it is a thought integration mechanism that allows you to learn from existing

expertise (Ravitch & Riggan, 2016). Furthermore, Ravitch and Riggan (2016) draw attention to the ways in

which a conceptual framework helps you locate (and possibly defend) your research in terms of its novelty

and contribution to a field or collection of fields of study. These fields of inquiry may include new contexts,

questions, or frames (some or all of them), which present you with new challenges.The approach provided by

this study helps identify how elements of the academic setting affect nursing students' satisfaction and study

time management. Effective time management can have a significant impact on an individual's overall

performance and accomplishments. These days, student nurses frequently term that they do not have enough

time to finish all of the tasks given to them. Furthermore, the flexibility and independence of a university

setting might cause student nurses who lack time management skills to fail.

The conceptual framework that was used in the study is the Input-Process-Output model as shown in

Figure 1 paradigm. The input data, included the socio demographic profile of level III student nurses in terms

of Age, Sex and Monthly allowance. It also includes the factors influencing academic satisfaction in terms of

Academic Workload, Instructor Support, GPA and Personal Motivation and study time management practices

in terms of Distraction Limitations, Multitasking, Planning and Task Prioritization. In order to create

interferences , the researcher generates a process in the form of data collection and analysis procedures. In the

part, the researcher has used the survey questionnaires and stratified sampling for data gathering and

statistical analysis to utilize likert scale to measure the degree of academic satisfaction and study time

management among the respondents within the given questionnaire.

7
 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

After analyzing the data gathered, the researcher is able to generate an output which refers to the

intervention focused on time management practice led to improvements in both time management skills and

academic satisfaction among student nurses.

8
 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

INPUT OUTPUT
PROCESS

Socio-Demographic Determine the key factors that

Descriptive Study utilizing:
influence academic satisfaction and
factors in terms of: a. Stratified Sampling study time management among
a. Age b. Survey Questionnaires student nurses,potentially leading to
the development of targeted
b.Sex
interventions and support systems to
c.Monthly Allowance Statistical Analysis enhance the academic experience and

a. Likert Scale promote success in this population.

.

Factors influencing Academic b. Frequency of Distribution Guidelines

Satisfaction in terms of :
c. Weighted Mean • Goal Setting Students who make
interesting goals for themselves
a. Academic Workload spend their time in ways tha
t help
them reach those goals.
b. Instructor Support
• Reduce Distractions Turn off social
c.Personal motivation media notifications and store any
extra gadgets, such cell
phones.

• Set Time Limits Set aside specified

What are the Study Time timeframes for tasks and adhere to
them. Go on to the next task
when the
Management practices in terms allotted time is up.
of:
•Prioritize dailyask
t by importance
Developing your time management
a.Distraction Limitation
strategies and abilities will relieve the
burden of the to-do list. You may
b.Multitasking then concentrate on more important
work and what really counts, which is
c. Planning your patients. Incorporate these nurse
time management chniques
te into
d. Task prioritization your daily schedule.

Figure 1: Paradigm of the Study

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
Statement of the Problem

This study aims to examine the factors influencing academic satisfaction and study time management

among student nurses. The results of this study will develop an online webinar that provides structured

guidance and resources for student nurses to enhance their academic satisfaction and improve their study time

management skills. Additionally, the webinar will incorporate interactive sessions and collaborative

discussions to foster a supportive learning environment for student nurses.

Specifically, it seeks to answer the following subject problems:

1. What is the Socio-Demographic Profile of Level Il student nurses in terms of:

a. Age

b. Sex

c. Monthly Allowance

2. What are the factors influencing Academic Satisfaction in terms of:

a. Academic Workload

b. Instructor Support

c. Grade Point Average

d. Student Interaction

3. What are the Study Time Management practices in terms of:

a. Distraction Limitation

b. Multitasking

c. Planning

d. Task Prioritization

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
Significance of the Study

Nursing Education. Understanding the factors in academic satisfaction and study time management among

student nurses can lead to tailored interventions and curriculum enhancements. Identifying factors that

positively influence academic satisfaction and effective time management can contribute to the development

of targeted support mechanisms within nursing education programs. This, in turn, may lead to better-prepared

and more satisfied student nurses, potentially enhancing their academic performance and, ultimately, their

ability to provide high-quality patient care.

Nursing Research. This study holds significance in advancing the evidence base within the field. By

exploring the factors of satisfaction in academics and studying time management among student nurses, the

research contributes to the understanding of factors influencing nursing education outcomes. The findings

may inform educational strategies, curriculum design, and support systems tailored specifically for nursing

students, promoting a more effective and satisfying educational experience. Ultimately, this research has the

potential to enhance the quality of nursing education and, consequently, the future practice of nursing

professionals.

Nursing Practice. Efficient time management plays a crucial role in the satisfaction of student nurses,

significantly impacting their academic pursuits and clinical rotations. By recognizing and addressing various

factors, educational institutions can elevate the satisfaction levels of student nurses, creating a supportive

learning environment. This, in turn, equips them with the confidence and competence needed to navigate the

demanding intricacies of nursing practice successfully.

Student Nurses. The importance of this study lies in its potential to improve the academic experience of

student nurses. It aims to offer insights into various factors influencing their satisfaction within the academic

environment and study time management practices. By comprehending these factors, researchers can

contribute to the formulation of targeted interventions and support systems. This, in turn, will create an

environment conducive to academic success for student nurses.

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

Future Researchers. Provides a foundational understanding of the interplay between academic satisfaction

and study time management among student nurses. The findings can serve as a valuable reference point for

designing further investigations, allowing researchers to delve deeper into specific aspects, explore

interventions, and contribute to the ongoing discourse on optimizing educational strategies for future cohorts

of student nurses.

Assumptions

1. A low GPA or grade point average of student nurses negatively impacts their time management

practices and their academic satisfaction.

2. The satisfaction level in academics for student nurses is impacted by the support they receive in their

studies as well as the nursing-related tasks assigned to them.

3. The study time management practices greatly influence the improvement of study time management

of student nurses.

Scope, Delimitation, and Limitation

This study aims to investigate the factors influencing academic satisfaction and study time

management among Level III student nurses at PHINMA UPANG within the given variables and interpret the

findings in the context of Level III student nurses’ academic experiences. This will be conducted during the

Second Semester of the Academic Year 2023-2024, ensuring the study’s feasibility within the designated

period. This study will only cover participants randomly selected from Level III student nurses of PHINMA

UPANG, regardless of their age and gender.

This study does not cover other year levels of student nurses such as Level I, II, and IV therefore

composition of the sample may not represent the entire population of student nurses or other academic levels.

Since Level I and II students may lack sufficient exposure to academic workload and clinical practice, while

Level IV students are focused on licensure exam preparation and professional transition, making Level III

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

student nurses, researchers can obtain more focused and relevant insights into the factors influencing

academic satisfaction and study time management within this particular stage of nursing education.

The study may not capture all possible factors influencing academic satisfaction and study time

management among student nurses, as it focuses on a specific set of variables identified in the research

questions. The time of data gathering is also included as per level III student nurses are also busy with their

own thesis writing, so they might not get to answer the questionnaire immediately, this may also limit

participants' availability to provide comprehensive responses, potentially affecting the depth of insights into

their study time management practices and academic satisfaction. Given limited resources and time

constraints, focusing on Level III student nurses allows for a more targeted and in-depth exploration of

factors influencing academic satisfaction and study time management within a specific subgroup, rather than

spreading resources thinly across multiple levels.

Definition of Terms

To provide a clear and precise understanding of the key concepts and variables used in this study, the

following terms are defined operationally.

Academic Satisfaction. This refers to the contentment and fulfillment that Level III student nurses’

feel toward their academic performance.

Academic Workload. This refers to the amount of coursework, assignments, and other academic

responsibilities that Level III student nurses are required to complete.

Distraction Limitation. This refers to the act of minimizing or reducing distractions such as the use

of social media, background noises, and personal concerns or worries that can hinder the focus,

concentration, and productivity of Level III student nurses.

Grade Point Average. This refers to the measure of overall academic performance as reflected in the

grades that have been earned by Level III student nurses.

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

Instructor Support. This refers to guidance and assistance including answering questions, providing

feedback, and offering additional explanations to help students understand the lecture and succeed

academically given by instructors of PHINMA- University of Pangasinan.

Multi-Tasking. This refers to the act of Level III student nurse in doing multiple tasks or activities

such as listening to a lecture while taking notes, and accomplishing academic activities while studying for

upcoming exams.

Student Interaction. This refers to the observable interaction exchange between Level III student

nurses, which includes initiating and responding to verbal and non-verbal communication in a classroom

setting, such as asking questions, discussing course material, providing feedback, or collaborating on

assignments.

Student Nurse. This refers to Level III student who is currently enrolled in the Bachelor of Science

in Nursing (BSN) program at the University of Pangasinan.

Study Time Management. This refers to the study strategy that Level III student nurses follow and

stick to, such as planning their study schedule and distributing the necessary time for their academic tasks

and responsibilities to effectively achieve academic goals and fulfill their academic satisfaction

Task Prioritization. This refers to Level III student nurses’ process of deciding the sequence or

significance of academic tasks or activities, based on their deadline, urgency, importance, and available

resources.

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents a review of some conceptual and research literature, which were directly related to

the study, and provides researchers with the necessary background information. Moreover, the conceptual and

research literature contained herein will help the researchers in the interpretation of the findings of this research.

CONCEPTUAL LITERATURE

This portion of the study contains the or collection of both local and foreign literature that came from

articles and journals that provides a broad background and knowledge that will help the researchers understand

the study better.

Local

Students in general have very busy and stressful lives, due to attending classes, completing assignments,

and studying for exams. They also need to maintain their own daily routines and lifestyles that allow them to

enjoy recreational activities and personal well-being. Finding time to do everything at once can be challenging.

Good time management skills can help students plan their schedules, allocate their resources, and achieve their

goals (Paguio, 2019).

Paguio (2019), highlighted the close association between individuals' awareness and attitudes towards time

management and their perceived control over their time. Despite the utilization of checklists to guide time

allocation, students often encounter difficulties in adhering to planned tasks, primarily attributed to factors such

as diminished focus and external distractions. Moreover, students demonstrating an internal locus of control

perceive themselves as responsible for their academic success, leading them to demonstrate heightened

attentiveness to relevant information.

One of the common issues among students that results from poor time management is academic

procrastination. Academic procrastination is defined as the intentional delay of academic tasks that have a

negative impact on the student’s performance and well-being. Paguio (2019) stated that academic
 Factors Influencing Academic Satisfaction and
Study Time Management
Among Student Nurses
procrastination occurs at all levels of education. Students who procrastinate are unable to manage their time and

there is a large difference between their actual perception and their actual behaviors. This can affect their

academic progression, as they tend to delay their academic tasks until the last minute. As a result, they become

distressed when there are a lot of subjects that need to be studied and they do not have enough time to do so. In

this regard, students’ defective time management may be defined as a characteristic of students with academic

procrastination.

To overcome the challenges and issues related to time management, students need to develop and practice

effective time management skills that can help them balance their activities and make actual progress toward

their goals. By doing so, students can optimize their use of time, increase their productivity and efficiency, and

reach their academic satisfaction.

Time management is the practice of managing and planning how to allocate available time between

various activities. Time management is crucial, and it can have a significant impact on an individual's overall

performance and achievements.(Mariano et al, 2022). Task prioritization involves arranging tasks based on their

importance and urgency. Establishing goals and prioritizing tasks ensures alignment towards achieving

objectives. After determining the priority of tasks, each task is divided into manageable units and listed in

sequence. Breaking tasks down makes work more organized and measurable. A specific timeframe is allocated

to each task to ensure timely completion. Task scheduling, utilizing calendars, timetables, and reminders, further

aids in organizing and structuring daily and weekly routines. (Borbon, 2021). Thus, effective time management

is crucial for student nurses to balance their academic and clinical responsibilities. By setting clear goals,

breaking tasks into smaller units, allocating specific study times, and utilizing organizational tools, student

nurses can optimize their learning experiences and enhance their

clinical skills.

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 Factors Influencing Academic Satisfaction and
Study Time Management
Among Student Nurses
According to Daño (2017), the study habits of nursing students such as time management, organization, and

consistent study routines contribute to academic success. It posits that these habits are not innate but can

be developed and refined over time, influencing students’ academic trajectories. Academic performance, as

discussed in the article, is the culmination of how well students adapt their learning styles and study habits.

Daňo explores the correlation between these factors and performance outcomes, measured through grades, test

scores, and overall GPA. The article underscores the importance of a supportive educational environment that

fosters the growth of effective learning and study practices.

There is a crucial role teachers play in shaping students' academic satisfaction through their instructional

support. By providing meaningful topics for discussion and carefully evaluating them, instructors contribute to a

positive learning environment. When teachers plan appropriate teaching methods and actively engage with

students, it enhances their learning experiences and ultimately impacts their academic satisfaction. This

alignment between effective teaching practices and student satisfaction highlights the significance of instructor

support in fostering a conducive learning atmosphere.

As stated by Latorre et al. (2023), students often rely on their peers for motivation and emotional support,

while they look to their teachers for inclusive learning and guidance, often seeing them as mentors or even

second parents. However, in college, where independence is encouraged, teachers maintain a professional

distance to foster an environment conducive to autonomous learning. Latorre et al,(2023) also mentioned that

students expect validation, feedback, and positive reinforcement from their teachers to satisfy their emotional

needs, boost self-esteem, and ensure they are progressing correctly. This explanation underscores the relevance

the critical role of the student-teacher relationship in determining academic satisfaction. By emphasizing the

importance of emotional support, validation, and guidance from teachers in enhancing academic satisfaction, it

aligns with the study's focus on the impact of teacher-student interactions on student well-being and academic

success. Additionally, the discussion of how a lack of supportive feedback can lead to negative emotions and

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 Factors Influencing Academic Satisfaction and
Study Time Management
Among Student Nurses
decreased motivation reinforces the study's emphasis on the consequences of inadequate teacher support.

Overall, this explanation reinforces the study's findings by illustrating the significance of positive teacher-

student interactions in promoting student academic satisfaction and success.

As indicated by Ariaso, (2020). every educator has a responsibility to offer proper guidance to their

students. Consequently, it's imperative that teachers furnish insightful topics for discussion and thoroughly

assess them. Teachers must strategize the most suitable approach for each subject and play a pivotal role in their

students' learning process. Understanding their role in crafting effective teaching tools to evaluate student

progress is paramount for educators. Moreover, it remains a significant challenge for teachers to ensure every

student gains knowledge.

The relationship between the student and the professor is an important component of teaching

effectiveness. A strong relationship between students and instructors has a direct impact on student learning.

Effective teachers who maintain good interpersonal relationships with their students are more likely to enhance

the learning experience and facilitate better academic outcomes. Nursing students face numerous challenges

during their college years. Instructors who actively engage with their students during classes are highly valued

by nursing students (Soriano & Aquino, 2017).

The Grade Point Average (GPA) serves as a common metric for assessing students' academic

achievements, reflecting their ability to effectively manage their workload and grasp the curriculum's content.

Additionally, it indicates the degree of engagement students have with their coursework, highlighting whether

the curriculum is sufficiently stimulating. It has been demonstrated that student academic performance

correlates with their level of academic competence, with those possessing higher competence typically

achieving better results (Camangyan, 2023). This suggests that students who feel competent and engaged with

their coursework are more likely to be satisfied with their academic experience, as they are better equipped to

meet the challenges of their studies and derive fulfillment Thus, fostering academic competence and providing
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 Factors Influencing Academic Satisfaction and
Study Time Management
Among Student Nurses
engaging curriculum content are crucial factors in enhancing students' academic satisfaction. It also serves as a

reflection of their ability to prioritize tasks and effectively allocate time to studying and completing

assignments.

Foreign

As claimed by Khatun & Akter (2020) stated that a key component of education is academic

achievement, particularly for nursing students. It describes the academic standing they have obtained as a result

of following different teaching strategies in a classroom setting. Good grades depend on how well students

manage their studies, how they handle the various assignments that professors assign throughout a set program

period, and how well they comprehend how their course will affect their academic success. they emphasize that

academic achievement is a crucial aspect of education, especially for nursing students. They highlight that

achieving good grades involves effective study management, handling assignments, and understanding the

impact of the course on academic success. Different teaching strategies in a classroom setting can influence

students' ability to navigate these aspects and ultimately contribute to their academic standing. from their

learning.

Furthermore, according to Silvarajoo & Hassan (2018) expressed the opinion that academic performance

is a complicated activity on the part of the students as they attempt to retain the information and communicate it

orally or in writing. Depending on personality and culture, these characteristics have varying degrees of impact.

The aspects associated to schools include inadequate facilities, outdated instructional materials, and teachers

who lack qualifications and training. Alos & Caranto et al. (2015) list non-school related factors such as poverty,

inadequate nutrition, parents who lack formal education, and frailty.

Silvarajoo & Hassan (2018) suggest that academic performance is a complex task for students as they

strive to retain and communicate information both orally and in writing. Personality and cultural factors play a

role, and school-related aspects like inadequate facilities, outdated instructional materials, and unqualified
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 Factors Influencing Academic Satisfaction and
Study Time Management
Among Student Nurses
teachers can impact academic performance. Additionally, Alos & Caranto et al. (2015) identify non-school

related factors such as poverty, insufficient nutrition, parents lacking formal education, and frailty as

contributors to academic challenges. These external elements can further influence a student's ability to perform

well academically, highlighting the multifaceted nature of academic success.

Furthermore, Izuchi & Onyekuru (2017)expressed the opinions that the academic achievement of

pupils might be influenced by the same elements that previously affected their academic performance, such

as personality, family, school, or social variables. Additionally, a student's academic achievement may be

influenced by factors such as prior academic success, social pressure, competition, social power, affiliation,

and academic motivation. Evaluations of students' capacity to control their workload and make effective use

of the curriculum's study materials are linked to academic success. It also shows whether the material is

engaging enough for kids to look forward to going to class. Izuchi & Onyekuru (2017) suggest that various

factors affecting academic performance, such as personality, family, school, and social variables, can also

influence the academic achievement of pupils. Additionally, a student's prior academic success, social

pressure, competition, social power, affiliation, and academic motivation can impact their academic

performance. The ability to manage workload, utilize study materials effectively, and find the curriculum

engaging are crucial aspects linked to academic success and contribute to students looking forward to

attending classes.

According to York and Gibson et al. (2015), students' academic success is contingent upon their

active participation in the learning process, attainment of the highest degrees, and encouragement of quality

work in a particular field. Additionally, according to Malik, & Parveen (2019), a student's subjective

assessment of their grades which they convey through adjectives like excellent, very good, good, fair, and

poor—is characterized as their academic performance. The grade point average of each student is used in

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 Factors Influencing Academic Satisfaction and
Study Time Management
Among Student Nurses
this study to gauge their academic success. York and Gibson et al. (2015) propose that students' academic

success is tied to their active involvement in the learning process, achieving high grades, and producing

quality work in a specific field. This emphasizes the importance of students' proactive engagement and

excellence in their academic endeavors. Moreover, Malik & Parveen (2019) define a student's academic

performance through subjective assessments expressed with adjectives like excellent, very good, good, fair,

and poor. This study utilizes the grade point average (GPA) of each student as a metric to measure their

academic success, underlining the significance of academic achievement as reflected in the cumulative GPA.

RESEARCH LITERATURE

The studies that follow were obtained from web journals or articles with both local and foreign findings

that add to the researcher's study of level of academic satisfaction and adherence to time management practices

of student nurses.

Local

Lorenzo, Padua, Panganiban, and Pena (2015) undertook an investigation to explore the efficacy of

time management skills among Level-IV nursing students enrolled at Colegio De San Juan De Letran

Calamba throughout the academic interval of 2012-2013. This study aimed to assess the students'

proficiency in managing their time effectively, particularly within the context of their rigorous academic

curriculum and clinical obligations within the nursing program. The findings revealed that the participants

exhibited favorable attitudes towards time management skills. The head nursing clinical performance of the

participants was found to be 84.70%. Although there was no significant relationship between overall time

management skills and clinical performance, a noteworthy association was identified between specific

questions related to long-term time management skills and clinical performance. The study suggested that

future research could further explore different time management skills and investigate additional factors

influencing clinical performance, such as academic achievements and participation in co-curricular

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 Factors Influencing Academic Satisfaction and
Study Time Management
Among Student Nurses
activities. Notably, the study conducted by Lorenzo et al. (2015) involved nursing students situated in a

distinct geographical area.

In the study conducted by Borbon (2021) which aims to identify the time management skills and

learning motivation of the dental clinicians that may impact their academic performance, a standardized

questionnaire was used to collect data and evaluate respondents' time management abilities. This was broken

down into three parts, including the listing, scheduling, and prioritizing of tasks. Firstly, in task prioritization,

there is a weighted mean of 3.23 from the survey conducted for the dental clinicians' time management skills

indicating that the respondents performed the indicators that showed the time management practices of the

respondents. Among the items cited, there is a weighted mean of 3.66 in doing the tasks in order of their

importance and prioritizing tasks with 3.51, where both topped the list. Other items got the lowest value among

the rest with having a to do list every day resulting in a weighted mean of 2.91, taking down notes every day

with 2.79, and keeping notes organized with 2.70. This result implies that organized note keeping is the least

practiced prioritization skill because it is very common for students to have access to lecture handouts from their

professors. Taking notes is not that important for students as study materials are readily available for students

and it is not practical for students to create review notes because of the time and effort it consumes which is very

demanding. However this was justified by a study conducted by Friedman (2014), that the availability of lecture

notes prevent students from creating their own notes and keeping them organized, which makes their learning

stagnant and incompetent. This is because students' learning is limited by the lecture notes provided for them

which prevents them in making and processing ideas that they could have acquired with their own note-taking

skills.

Secondly, the respondents' time management skills in terms of task listing generated a composite mean

of 3.07, which indicates that practices such as usage of highlighter pen, writing things down rather than

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and Study Time Management
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trying to memorize everything, usage of diary to make appointments, writing down objectives, making lists,

and summarization of lecture notes are often performed by the respondents on a daily basis. Among the

indicators, usage of highlighter and pens and underlining key facts on lecture notes with a weighted mean of

3.52 is the leading indicator and is the most common practice performed by the respondents. Using a diary to

record information however, is the task listed skill that physicians exercise the least. Most of the respondents

do not use paper anymore to write down their everyday tasks because they are more accustomed to the

convenience of smartphones in organizing appointments, schedules, setting alarms, and making reminders for

deadlines, which makes their time management efficient allowing them to have enough time to perform

multiple daily tasks using just one device.

And lastly, in time management skills in terms of task scheduling there is a composite mean of 3.11

which indicates that the respondents performed task scheduling often, with the preparation of contingency

plans (3.49) on the top of the list, while the practice of reviewing their progress towards goals and revising

their plans as appropriate (3.01), developing effective strategies to help deal with pressure (3.01), planning

out a revision timetable for examinations (2.91) and not procrastinating when they need to take action (2.84)

got the lowest mean value. With regards to the preparation of contingency plans being at the top of the list,

they plan ahead of time despite the uncertainty that the expected outcome will be achieved as they are aware

of the limited time they have in accomplishing requirements. On the other hand, with the least practiced task

scheduling skill being the avoidance of procrastination when in need to take action, shows that the

respondents start doing their requirements during the last few days of the semester, which is the most

common practice that negatively affects their time management. According to Scent & Boes (2014), a lack of

self-control, persistence, lack of self-discipline and time management abilities, and the inability to work

systematically results in procrastination which is very common to most college students.

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 Factors Influencing Academic Satisfaction
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In another study, Layco et.al (2022) highlighted the impact of the recent community lockdown due to

the emergence of the COVID-19 pandemic on the education system, affecting over 1.5 billion students in the

Philippines alone. This caused the initiation of crisis response all around the world that has been executed by

various governments to mitigate the adverse effects of the pandemic on the education system. (Gonzales et

al., 2020; Kapasia et al., 2020). As stated by Elaish et al., (2019), and Garcia et al., (2018), the students had

no choice but to adapt to the massive shift in their school routine due to the new e-learning environment and

strategies the government implemented in the system to continue the facilitation of student collaboration and

interaction. However, with the sudden weight and pressure that the institutions plan to set forth, some

students inevitably feel inadequate to attend to their academic responsibilities which could potentially impact

their academic achievement and satisfaction. (Lederman, 2020). The respondents of the study consist of 1150

students from State Universities and Colleges (SUCs) in Region III, wherein the researcher used simple

random sampling for the selection. The respondents’ level of satisfaction with online education was

determined using a 5-point Likert scale ranging from strongly agree (5) to strongly disagree (1). The

instrument covers the students’ satisfaction on the following aspects of the online learning modality’s

implementation: curriculum content; online resources and materials; platforms and Learning Management

Systems (LMS); online instructional strategies; program design and schedule; student programs and services;

and online learning assessment.

Results from the study revealed that the students show high satisfaction with the curriculum content

and learning management system used for their online learning. Findings also showed that they are

moderately satisfied with online learning resources and materials, online instructional strategies, and

assessments used by their teacher. The students have moderate satisfaction with the online course and

program design, as well as the student services provided by their school. Data also reveal that there is a
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 Factors Influencing Academic Satisfaction
and Study Time Management
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substantial positive correlation between students’ academic satisfaction and performance which signifies

students who have a high academic satisfaction will perform better academically. In general, students have an

average level of academic satisfaction when it comes to online distance learning.

The information in this research study conducted by Layco et. al (2022) could be beneficial to

students to use to improve their academic satisfaction in an online learning environment. Moreover, the

availability of learning management systems, the quality of learning resources, the flexibility of the

curriculum, and good-quality academic programs and services are all factors that should be taken into

consideration by educational institutions since these have a significant impact on students’ academic

performance and satisfaction.

Foreign

In the study conducted by Ramos & Barlem et.al (2015), it is often acknowledged that a nursing

school's ability to satisfy its students is a good measure of the caliber of its academic programs. Academic

services are valuable study aids for nursing students. The instructional services, school resources, and

institutional approaches are some of these services. Rules, regulations, and structure are examples of

institutional procedures used in the delivery of academic services. Student nurses can improve their

knowledge, abilities, and attitudes by using instructional programs and resources. Students are given access

to materials at school in order to enhance their knowledge, abilities, and attitudes. The level of student

satisfaction is correlated with the quality of academic services provided. All of the elements that go into

carrying out teaching and learning are included in the components of high-quality academic services.

Because of the link between the student and the administration, the idea of student satisfaction might be seen

as akin to customer satisfaction. Student retention and patronage are reliant on the services provided by the

university. The study discovered that extracurricular activity participants had higher levels of satisfaction

with their school; however, this finding might be explained by the challenge of striking a balance between
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 Factors Influencing Academic Satisfaction
and Study Time Management
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extracurricular and academic obligations. By taking part in these events, students can understand the

significance of their acts and the reality of their professional choices. Students who planned to drop the

course, however, expressed less satisfaction with the curriculum, the organization, and the growth

opportunities. Students’ relationships, health, and learning disabilities can all be impacted by dissatisfaction

with the program and opportunities for growth. Comprehending these variables can aid establishments in

enhancing their offerings and fulfilling the requirements of learners, finally leading to the ongoing

enhancement of the educational framework.

Chen & Lo (2015) found out that reviews, curricular organization, social interactions, learning

environment, and teaching tactics all enhance student happiness in nursing education. Participation in

academically linked learning activities by students is one of the key factors that determines their success.

Nurse educators have long faced the problem of determining the most effective teaching tactics to maintain

and enhance nursing students' involvement in academic and clinical settings. Therefore, it is imperative to

offer a range of tactics for preserving and improving nursing students' academic engagement. In general,

student fulfillment with a nursing program was strongly and positively predicted by the staff, curriculum, and

social interaction; students assessed their pleasure with the program as nearly “satisfied.”

In the study of Kabanya & Karani et.al (2017) study revealed that student happiness is increased in

the learning environment by having enough lighting and ventilation, a library, a skills lab, a computer lab,

and teaching/learning resources available. The availability of sufficient teaching resources, such as supplies

and equipment, improves student satisfaction by enhancing learning in nursing education. The study found

that students’ satisfaction with nursing training is significantly influenced by extracurricular activities like

sports, which help relax the mind and body, prevent mental fatigue, and make life enjoyable. Campus life,

course expectations, outlines, organization, content flow, assessment methods, and examination grading

systems also contribute to satisfaction.

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 Factors Influencing Academic Satisfaction
and Study Time Management
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According to Hoda Mohammed El-awady, Abeer Mohammed Seada, Takwa Rashwa Mohamed

AbdEl hady, academic success is essential for pupils to learn, retain information, and effectively

communicate what they have learned. It has a big impact on how people develop their personalities and

standards of living. Achieving academic success is linked to reduced stress, improved self-efficacy, positive

health behaviors, and self-concept. Additionally, it engages pupils with academic goals and produces more

beneficial developmental outcomes. A teacher must be competent in a variety of areas to effectively instruct

students, including subject matter mastery, lesson planning, presentation, and good communication. Through

academic success, its impact on students’ learning outcomes is quantified. Good interactions between

teachers and students can enhance students’ self-perception and speed up the learning process. That being

said, there is no meaningful relationship between performance-related variables and academic achievement.

Academic, individual, and socioeconomic factors all influence academic attainment. To encourage academic

accomplishment, institutions, educators, parents, and governments should improve the learning environment.

Satisfaction with educational programs and academic success are also significantly influenced by one’s

selfperception. Numerous factors, such as stress levels, sleep length, and personal situations, influence

academic accomplishment grades. Approximately 50% of the study participants received outstanding grades,

while approximately 33% received very good grades. The category of factors connected to teachers is seen to

have the most influence; many lecturers possess subject-matter knowledge, effective communication skills,

emotional stability, improved interpersonal interactions, and a strong work ethic. Teachers should master the

classroom and improve their teaching methods in order to raise the academic achievement of their students.

Improving instructional strategies and resolving issues with instruction can boost students’ academic

achievement and get them ready for possibilities down the road.

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 Factors Influencing Academic Satisfaction
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Activities and service-related elements, such as recreational opportunities and library resources, have

an impact on nursing students’ academic achievement. Aspects pertaining to the personnel and the

relationships between students and their peers are equally significant. Academic performance is also

impacted by personal circumstances, such as long distance driving, sleep deprivation, and unfavorable home-

related circumstances.

On the study of Aung & Y (2016), class size, instructor quality, and financial assistance were

important factors in educational institutions when it came to academic advancement. The complex topic of

nursing education program quality includes teaching and learning resources, curriculum, teaching and clinical

experiences, teacher attitudes and commitment, and other elements that are required to meet established

learning objectives and generate outstanding nursing student performance. The study found that students at

Kant Kaw Education Center are generally satisfied with their current instruction, courses, grades, tests, rules,

and assistance. Teachers provide timely, constructive feedback, are prepared, and encourage class discussion.

However, students expect challenging classes in the future. Courses are up-to-date, and grading policies are

clear and helpful. Counselors are available at convenient times, helping with personal and academic matters.

Rules are clear and fair, and the center offers academic assistance and opportunities for learning outside the

classroom. However, students are least satisfied with the school library due to insufficient resources and a

small size. The study found that students received timely and constructive feedback from teachers,

challenging classes, well-prepared teachers, regularly updated curriculums, clear grading policies, appropriate

testing spacing, helpful guidance, academic assistance, and opportunities for learning outside the classroom.

These factors improved students’ achievement at Kant Kaw Education Center, indicating a positive impact on

their overall education.

According to the study of Dube M., & Mlotshwa, P. (2018), matric results, or admission

qualifications, were a reliable indicator of a student’s academic success—whether it was high or low—at
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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
the nursing training institution. It suggests that the best indicators of successful academic achievement in

postsecondary education are high school grades. This outcome is consistent with the claim that students

who enter higher education with more advanced credentials routinely outperform those who do not. They

discovered that the students with the lowest grades in their upper-secondary diploma courses were also

the ones who failed nursing education. It was revealed that Pakistani students who performed better

academically in secondary school also performed much better on annual nursing licensing exams. This

suggests that grades obtained in upper-secondary diploma coursework are a factor that should be given

special consideration. This suggests that since upper-secondary diploma coursework grades have a

stronger predictive value for nursing students’ academic progress, they should be given special

consideration. As a result, the conventional route for entrance to postsecondary education should be based

on secondary school academic achievement.

The study’s conclusions showed that students’ academic performance was enhanced when nurse

educators and students had a positive and encouraging relationship. Chan et al.’s (2014) findings are

consistent with previous findings, suggesting that a teacher-student interaction is essential to students' overall

academic success in school as well as their healthy growth. Said that connections that are positive are linked

to higher achievement and those that are negative are linked to a decline in academic achievement. Nyadanu

et al. (2015) go on to say that instructors have a critical role in encouraging students’ academic work,

particularly in professional programs like nursing, where nurses are taught to manage human life. Their work

can be expanded to include giving kids from diverse family backgrounds the psychological support and

guidance they need to overcome emotional difficulties and enhance their academic achievement.

Additionally, the majority of study participants—84% (n = 84)—agreed with the proposition that

teachers’ academic support services contributed to their improved academic performance, and 88% (n = 88)

believed that receiving sufficient support at the clinical site during attachment enhanced their practical skills
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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
and academic accomplishments. In line with these results, it was observed that providing student support

services is one way to boost academic and clinical performance outcomes as well as student persistence. At

most higher education institutions, these kinds of services are a given education establishments, and as such,

contribute to the accomplishment of favorable results for nursing college students. Theory and practice

implemented in a realistic setting with faculty leadership and assistance are integral components of nursing

education. As a result, the setting should be friendly and dedicated to promoting the learning of the students.

Synthesis

The related studies, whether from foreign or local sources, have supplied ample information about the

widely utilized aspects of our study. These studies cover various areas relevant to our research. They discuss

the factors influencing academic satisfaction and study time management skills among student nurses. For

example, one study emphasized how individuals' understanding and attitudes toward time management are

closely linked to their sense of control over their time. It discusses that the concept of time is vital as it

cannot be borrowed or lent, nor be saved or changed and it can only be used according to Karakose (2015).

The art of time management involves organizing, arranging, scheduling, and allocating time for producing

work that is more productive and effective. Moreover, these studies highlighted the factors that influence

student nurses' study time management.

There’s also a study that has demonstrated that student academic performance correlates with their

level of academic competence, with those possessing higher competence typically achieving better results as

Camangyan (2023) stated. This academic competence serves as a reflection of student nurses’ ability to

prioritize tasks and effectively allocate time to studying and completing assignments. Improving students'

academic satisfaction relies on fostering competence and offering engaging curriculum content. The

academic performance of student nurses reflects their learning journey quality, as seen in their course scores

and demonstrated learning outcomes. We also explored additional relevant factors and gaps. The example
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and Study Time Management
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from their study demonstrated how this leads to issues with academic progress, tasks, and distress.

The significance of research within educational institutions cannot be overstated, as it serves as the

linchpin that securely connects higher learning aspirations. Moreover, staying abreast of pertinent topics

related to our chosen subject is paramount. Researchers must undertake a diligent quest to discern the myriad

factors intricately linked to academic satisfaction and proficient study time management among student

nurses, employing contemporary information-gathering methodologies to ensure accuracy and relevance. In

this regard, it becomes imperative for researchers to navigate the dynamic landscape of information, seeking

sources that are both reliable and cutting-edge. Given the pervasive integration of technology into our daily

lives, this pursuit assumes heightened importance in our contemporary milieu. By synthesizing and

scrutinizing the literature, we can glean invaluable insights that will not only enrich our understanding but

also facilitate the seamless execution of our research endeavors, thereby enhancing the efficacy and impact of

our scholarly pursuits. This conducted research could potentially aid in the development of impactful support

systems customized to address the specific needs of students, fostering motivation and resilience among

student nurses.

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 Factors Influencing Academic Satisfaction
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Chapter III

METHODOLOGY

Research Design

This study will employ a descriptive research design, aiming to provide a detailed description and

analysis of the factors influencing academic satisfaction and study time management practices among student

nurses within the given variables. The study will target Level III student nurses of PHINMA- University of

Pangasinan. Data will be gathered through surveys with clear, unbiased questions to gather information about

the perceptions and experiences of student nurses regarding their academic satisfaction and study time

management. The collected data will then be analyzed using statistical methods to determine the factors

influencing academic satisfaction and study time management among student nurses.

A descriptive research method will be used to obtain a full understanding of factors influencing academic

satisfaction and study time management among student nurses. According to Creswell (2009), the descriptive

research design is a study that describes the characteristics of a population or phenomenon being studied.

Primarily used to gain an understanding of a group or phenomenon. This involves collecting data through

surveys, interviews, or observation. Descriptive research designs answer “Who, What, When, Where,

Why, and How.”

Locale of the Study

The study will be conducted at the Phinma University of Pangasinan( PHINMA-UPANG), situated in

Dagupan City, Philippines, known for its accessible and high-quality education programs. PHINMA UPANG

compromises with different departments, including the College of Allied and Health Science, within which the

Bachelor of Science in Nursing is the main focus, and respondents will be taken from the institution.

The researchers chose the University of Pangasinan to be the locale of the study because the researchers

themselves are students enrolled in University of Pangasinan College of Nursing. Thus considering the benefits
 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

in describing the factors influencing academic satisfaction and study time management practices of student

nurses in which the researchers are included.

Source of Data

The research will be conducted at the University of Pangasinan, focusing on the College of Nursing,

where the researchers are enrolled. This choice enables a thorough investigation of the factors affecting

academic satisfaction and study time management practices among student nurses, including the researchers

themselves. The study will involve Level III student nurses from blocks 1-22, totaling 1,075 participants. The

students will be randomly selected from blocks 1 - 22.

Sampling Type and Technique

In this study, stratified random sampling will be used by the researchers to select the respondents which

ensures that every characteristic will be properly represented in the sample and precise measures will be

collected. Through this method, the researchers can save data collection time and can better manage a sample

that otherwise is too large to analyze. Stratified random sampling will be utilized to divide the total population

into distinct subgroups called strata, which are formed based on shared characteristics. Samples are then taken

from each subgroup based on the ratio of the subgroup’s size to the total data population. The researchers chose

the Level III students of Bachelor of Science in Nursing at the University of Pangasinan PHINMA Education

Network as the total population, with a total number of 1,075 students enrolled in the current academic year

with 32-54 students per block. The researchers utilized Slovin’s formula to calculate the sample size needed

from the population. As a result, a 5% margin of error generated 292 as the total number of participants.

Research Instrument

To acquire the essential data from the participants, the researchers will use a questionnaire as the main

research instrument. A questionnaire is a sort of information gathering technique which comprises a set of

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

questions for the purpose for gathering information from respondents.We will also utilize likert scale to measure

the degree of academic satisfaction and study time management among the respondents within the given

questionnaire. This parts was structured questionnaire developed by the researches based on statement of the

problem to assess factors influencing academic satisfaction and study time management among student nurses.

The research instrument is consisted of three parts. Part I of the research instrument consists of the items which

gathers level IIstudents nurses profile such as their Age, sex and monthly allowance. Part II of the research

instrument consists of the factors influencing academic satisfaction such as Academic Workload, Instructor

Support, GPA and Student Interaction. Part III of the research instruments consists of the items are the study

time management strategies such as the Distraction Limitation, Multitasking, Planning and Task Prioritization

Validation of Instrument

To ensure the quality and accuracy of our research instruments, we will incorporate suggestions and

recommendations from our research advisers to enhance and improve the questionnaire. The questionnaire will

undergo verification and approval from the research advisers to ensure that all items provide relevant

information regarding factors influencing academic satisfaction and study time management practices before

seeking validation from experts. Additionally, based on the feedback obtained from content experts in the

validation process of this study, copies of the questionnaires and research questions will be provided to a small

sample of participants for pilot testing. This pilot test will enable the researchers to identify any ambiguities in

certain items and determine necessary modifications to the research instrument.

Furthermore, we will seek permission from our Dean, Maria Teresa R. Fajardo RN, MAN, Ed. D., to

conduct the study among respondents, which will be an integral part of the instrument validation process. We

aim for a Content Validity Index higher than 0.78 and a Reliability Index between 0.80 and 0.90. According to

Polit and Beck (2012), a value of 90 is recommended for excellent content validity, while a value of 70 or higher

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

indicates good internal consistency or reliability. This comprehensive approach to validation ensures that our

research instrument is robust and aligns with established standards in questionnaire development and validation.

Data Gathering Procedure

Upon the validation of the research instrument through expert review and pilot testing, the researcher

will formally request approval from the Dean of the College of Health and Sciences at the University of

Pangasinan, who oversees the Bachelor of Science in Nursing for their consent to conduct the study among

Level III student nurses within the institution, by submitting a formal letter along with the research document

containing the research instrument and statement of the problem. After the approval of the request, the Level III

student nurses who served as the participants will be asked for their consent to answer a questionnaire.

The questionnaire will be distributed via an online survey tool, specifically Google Forms, to the

participants within two weeks period to ensure adequate data for analysis. The researcher will inform them of

the study’s purposes, benefits, and potential risks. The responses will be tallied and tabulated for analysis and

interpretation. The data gathered will have confidentiality measures limiting access to survey responses, which

will be treated with absolute confidentiality at all times.

Tools for Data Analysis

Data analysis tools make it easier to organize data, recognize patterns, and visualize results. These tools.

help researchers draw meaningful conclusions, thereby helping in the advancement of scientific understanding

and knowledge,

Percentage Distribution Method. To calculate a part's proportion to the whole, use the percentage (P)

formula. Every section of the questionnaire made use of it. The first step is to calculate the percentage of

demographics that match the respondent's profile. These factors include age, sex, and monthly allowance.

P= f/n x 100

Where:

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
P= Percentage

F= Frequency

n= Number of respondents

Frequency. The statistical approach was thought to be important for displaying the actual response to a

particular question of the researchers. The item’s percentage was calculated simply by dividing it directly by the

overall number of survey participants.

Weighted Mean. The researchers also utilized the weighted mean, a statistical approach, to determine

the typical responses from the provided alternatives in the questionnaire sections. This calculation method was

applied to address the approach used with the Likert Scale.

W= ∑X/n

Where:

W= weighted mean

X= arithmetic mean

n= number of items

∑= Summation

The scale interpretation shown below was used to interpret the weighted mean of the factors influencing
academic satisfaction and study time management among student nurses.

EQUIVALENT SCALE RATING DESCRIPTIVE RANGE

5 STRONGLY AGREE 4.21-5.00

4 AGREE 3.41-4.20

3 NEUTRAL 2.61-3.40

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 Factors Influencing Academic Satisfaction
and Study Time Management
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2 DISAGREE 1.81-2.60

1 STRONGLY DISAGREE 1.00-1.80

Table 1: Weight Average for 5-Point Likert Scales.

The researchers will use descriptive statistics to conduct their analysis. The means will be interpreted as

follows: Strongly Disagree (1.00-1.80), Disagree (1.81-2.60), Neutral (2.61-3.40), Agree (3.41-4.20), and

Strongly Agree (4.21-5.00).

Protection of Rights

The researchers were entrusted with the task of motivating, encouraging, and educating their esteemed

participants. Three essential methods were employed to safeguard the participants throughout the research

journey: Autonomy, Personal Safety and Well-being, and Confidentiality and Privacy.

Autonomy. As researchers, it is imperative that we communicate to our participants their inherent right

to exercise self-determination autonomously. It is our responsibility to ensure that prospective participants fully

comprehend that they possess the right to make an informed decision regarding their voluntary involvement in

research endeavors. The researchers obtain informed consent from the participants and give them sufficient time

to decide on their participation in answering the survey questionnaires, without any imposed pressure.

Personal safety and Well-being. Throughout the the study, the researchers will consistently stay in

touch with the participants, ensuring that they are regularly updated on any new information or discoveries

pertaining to the safety aspects of the study. This communication will be conducted in a way that is easy for the

participants to understand. Furthermore, should any participants choose to withdraw from the study at any point,

the researchers will provide reassurance that the participants withdrawn will not face any adverse outcomes or

penalties as a result of their decision to discontinue their involvement.

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 Factors Influencing Academic Satisfaction
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Confidentiality and Privacy. To protect participants' privacy, researchers need strict rules for collecting

and storing data safely. For instance, they should ask if participants want to share their names or basically

known as the principle of anonymity, respecting their right to privacy. It's vital for the researchers to only collect

the data needed for the research to reduce privacy risks. Also, make sure participants understand what data is

being collected, why, and how it will be used to keep their information confidential.

BIBLIOGRAPHY

CONCEPTUAL LITERATURE

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Among Student Nurses
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Khatun, M. T., Khatun, F., & Akter, M. K.(2020) Factor's Related To Academic Performance
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FOREIGN
Aung, J. S., & Ye, Y. (2016, August). The relationship between the levels of students’ satisfaction and their
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Kabanya, C. N., Karani, A. K., & Mirie, W. (2017). Determinants of Satisfaction with Training Process among
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Mohammed, H. M. E., Mohammed, A. M. S., & Mohammed, T. R. M. A.-E. H. (2022).

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Poturak, M. (2014), "Private universities service quality and students satisfaction", Global business and
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APPENDIX A

UNIVERSITY OF PANGASINAN
PHINMA EDUCATION NETWORK
COLLEGE OF ALLIED HEALTH SCIENCES

LETTER TO THE COLLEGE DEAN

March 2024

Dr. Maria Teresa Fajardo, RN, MAN, Ed.D

Dean, College of Health and Sciences
PHINMA University of Pangasinan
Arellano St., Dagupan City

Dear Ma’am Dean Fajardo,

We, the Level II student nurses at PHINMA University of Pangasinan, are currently conducting research titled
"Factors Influencing Academic Satisfaction and Study Time Management" as part of our Bachelor of Science in
Nursing degree partial requirements. Our aim is to investigate the factors affecting academic satisfaction and
study time management among student nurses.

We respectfully seek your permission to carry out a survey among third-year student nurses at our institution.
This survey is vital for acquiring data necessary for our analysis, allowing us to produce significant results for
our research. We assure you, our survey will be conducted with professionalism and sensitivity within the
academic setting. We will only distribute questionnaires to students not currently in class who willingly agree to
participate. Furthermore, we are dedicated to upholding the confidentiality and privacy of all respondents
throughout the survey process.

We extend our sincerest appreciation for your thoughtful consideration and invaluable support in our research
endeavors. Your assistance greatly contributes to the advancement of our study.

Thank you and God Bless.

Respectfully yours,
The researchers:
Espejo, Eriella C.
Bautista, Ritchiel A.
Calimlim, Marnie B.
De Leon, Jolisa P.
Domingo, Chelsea T.
Ebojo, Ronaldo John E.
Estrada, Landerr Jan Yeoan D.
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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

Noted by:
Leonardo R. Sanchez IV, RN, LPT, MAN
Research Adviser
Level 4 RLE Coordinator, Department of Nursing PHINMA University of Pangasinan

Approved By:
Dr. Sheree G. Ganzon, RN, LPT, MPH
Program Head. Department of Nursing
PHINMA University of Pangasinan

Prof. Rosario Charisse R. Venzon, RN, RMT, MAN

Assistant Dean, College of Allied Health Sciences
PHINMA University of Pangasinan

Dr. Maria Teresa R. Fajardo, RN, MAN

Dean, College of Allied Health Sciences
PHINMA University of Pangasinan

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 Factors Influencing Academic Satisfaction
and Study Time Management
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APPENDIX B

UNIVERSITY OF PANGASINAN
PHINMA EDUCATION NETWORK
COLLEGE OF ALLIED HEALTH SCIENCES

INFORMED CONSENT FORM

March 2024

Dear respondents,

We, the Level II student nurses who are currently enrolled in PHINMA-University of Pangasinan are
conducting a study entitled "Factors Influencing Academic Satisfaction and Study Time Management". The
research study is a requirement of the course Nursing Research.

Aligned with this, we respectfully seek your utmost cooperation and active participation as a respondent in this
research endeavor, by responding to the survey questionnaire that we will be distributing which will focus on
the factors influencing academic satisfaction and study time management. We would like to request you to be
one of our respondents in our study. We hope you can help us by answering the questionnaires sincerely and
truthfully. Your participation is greatly appreciated and will be beneficial for our study.

Thank you very much!

Respectfully yours,

The researchers:
Espejo, Eriella C.
Bautista, Ritchiel A.
Calimlim, Marnie B.
De Leon, Jolisa P.
Domingo, Chelsea T.
Ebojo, Ronaldo John E.
Estrada, Landerr Jan Yeoan D.

Noted by:
Leonardo R. Sanchez IV, RN, LPT. MAN
Research Adviser

Approved By:
Maria Teresa R, Fajardo, RN, MAN
Dean, College of Allied Health Sciences

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 Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses
APPENDIX C

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Factors Influencing Academic Satisfaction
and Study Time Management
Among Student Nurses

46