STOP KILLING TIME: Intervening Students Who Struggle with Time

Management

An Action Research
Report

Presented to

the College of Teacher Education – Laboratory School

BATANGAS STATE UNIVERSITY – ARASOF NASUGBU

Nasugbu, Batangas

In Partial Fulfillment of the Requirements in

English for Academic and Professional Purposes

By:

Alessandro Ray H. Crisolo

Athena Sofia Z. Bautista

Kimberly M. Bucay

Arianne Celica D. Consul

Kianne Marie P. De Torres

Xerlheanne Blessy C. De Torres

Angel Joie G. Feleo

Alyssa M. Granados

Kaye Anne R. Maranan

2019
 ABSTRACT
Title : Stop Killing Time: Intervening Students Who Struggle with Time
Management
Researcher(s) : Alessandro Ray H. Crisolo Athena Sofia Z. Bautista

Kimberly M. Bucay Arianne Celica D. Consul

Kianne Marie P. De Torres Xerlheanne Blessy C. De Torres

Angel Joie G. Feleo Alyssa M. Granados

Kaye Anne R. Maranan

Degree : Senior High School – Accountancy, Business, and Management (ABM)

Year : 2019

Adviser : Ms. Mary Hazel E. Ruales

This study is conducted to help students who struggle in time management. For students, time

is very important in completing the tasks and projects given to them. Procrastinating is not an

ideal way of dealing with a bunch of tasks. Since, the essence of time is established clearly, the

only way to deal with its characteristic of being loosely sealed is to have specific goals to

be set, distractions to be set aside, and priorities to be given importance. This study aims to d out

the factors that contribute to the struggle of students in managing their time; assess the effects of

mismanaging time to the academic performance and social relationships of the students; propose

solutions to time mismanagement; and, promote progress to students who struggle in dealing with

time and distractions. Using questionnaires and interviews, intervention amongst the group

of students will be conducted. This study will be effective as the researchers will implement tests

and proper schedule that should be followed throughout the duration of this action

research. The researchers sought to seek improvement or progress from the participants of

the study, and hopefully, change their habit of procrastinating.

2
 CHAPTER 1
INTRODUCTION
SITUATIONAL ANALYSIS
In today's fast-paced world, time is seen as an important thing that cannot be reused or

restore though it can be renewed each day. It helps everyone to know its importance and its used

in our everyday life. Time, like most of people know, is substantial that each one should not

waste every single second of it. Managing time is very important and it may actually affect

individual's way of achieving and coping up academic performances. However, this can only be

achieved if an individual knows how to handle and use it properly. To achieve this, an

individual must knowledgeable enough that he or she must effectively and efficiently consume

it.

Time management is a big word for everyone especially in students in which it portrays a

vital role in our life. Each and every student must know that they need to manage their time

through setting goals and priorities that may lead to positive results like successful school

experiences and maintaining maximum achievements. Recent studies show that most students

usually struggle in managing their time. Students are aware of the value of time. In fact, they kept

on their mind that " time is gold" but they don't know the value of this. They have a shallow

understanding with regards to this precious quotation.

The researchers, also experienced this kind of phenomena, struggles in time management.

When it comes to deadline, we usually procrastinate because we lack organizational skills. They

pay their attention in other things rather than important once. They prefer to consume their time

in their social media accounts, internet, and play mobile games rather than do their school stuffs.

As a result, they did not notice their responsibilities and they got distracted by such factors,

ending up lack of time management.

3
STATEMENT OF THE PROBLEM

The researchers seek to answer the following questions at the end of the intervention provided to

help the participants with their struggles in managing their time:

1. What are the factors that contribute to the struggle of the students in managing their time?

2. What are the effects of mismanaging to the academic performance and social relationships of

students?

3. What solutions can be made to abate the students' mishandling and misuse of time?

OBJECTIVES

The purpose of this study is to determine the struggles brought by lack of time management

to the students of Batangas State University – ARASOF Nasugbu Campus: their reasons,

behavior, and its impact to them as a student and as a person. This study also aims to provide

productive lesson plans to improve the student’s performance in class through an effective time

management. This research is also done to foster the students’ academic performance and to

implement time management strategies to increase the students’ productivity.

IMPORTANCE OF THE STUDY

Time management is essential for people belonging to different walks of life. Be it a student,

homemaker, working professional, freelancer or a business professional - everyone must manage

his time well in order to manage their tasks effectively. In the same way, it has a significant

impact on the lives of the students who struggles on how to handle their time efficiently enough

so as to accomplish the daily tasks in a systematic manner. Students need to juggle

between several different activities throughout their day. From going to school to taking tuition,

from indulging in
self-studies to participating in sports activities, from taking part in extra-curricular activities to

taking enough rest to stay fit and the list goes on.

Time is seen as an indefinitely divisible and usable commodity. So, time management plays a

vital role in improving student’s academic performance and achievements. Due to

mismanagement of time they gap behind. It is rightly said, “Either you run the day or the day

runs you”. This is true for every people from every sphere of life. However, time management is

easier said than done. It takes a lot of dedication and determination to stay focused and follow the

schedule someone has set for himself. But, once a person has mastered the art of managing time

he can sure to go places.

Likewise, the result or findings of this action research in the time management of Batangas

State University-ARASOF Nasugbu senior high school students with a strand of Accountancy,

Business and Management in the twelfth grade will allow to know the practice they do in terms

of managing their time. This will shall give the students an insight on how they are going to

manage their time effectively that will guide them to be more efficient in nurturing their goals in

life.

The habits and morals every student acquire in school’s time will stick with them throughout

the future and time management is a huge part of it. The art of managing time efficiently shapes

the student’s mind into the direction of discipline and sense of duty. Though time management is

not taught as an academic subject in school, it is necessary to practice the habit of spending time

wisely to be a more productive student and a citizen of the country.

 CHAPTER II

METHODOLOGY

LOCALE AND TIME OF THE STUDY

The study was conducted in Batangas State University-ARASOF Nasugbu Campus. The

respondents was interviewed in school or any comfortable place that the respondents chose to.

The researchers chose the school as the place of implementation because it will give the

researchers the needed information for every respondent. The intervention was conducted on

November 14, Thursday to November 22, Friday of the first semester of school year 2019-2020.

THE SUBJECT

This study was conducted in Batangas State University- ARASOF Laboratory School, in

R. Martinez St. Barangay Bucana Nasugbu Province of Batangas. Out of thirty-nine (39) students

only nine (9) Grade 12 – ABM (Accountancy and Business Management) students were used in

this study consisting of 1 male and 8 female respectively. The student’s ages are ranging from 16-

18 years old.

DATA COLLECTION

In collecting the data needed for the study, the researchers used a 15-item questionnaire. The

questionnaire used a Likert scale to determine the agreement of the participants based on

the statements indicated in it. The use of this research instrument aims to determine the

manifestation of behavior of the participants as they are subjected to certain situations.

 Attached is the questionnaire used by the researchers in collecting sufficient data for this

action research.

Republic of the Philippines

BATANGAS STATE UNIVERSITY

ARASOF-NASUGBU

Nasugbu, Batangas

Stop Killing Time: Intervening Students Who Struggle with Time

Management
Name: (Optional) Age:

Sex:

DIRECTION: Check the following based on your own assessment.

VERY
STATEMENT OFTEN OFTEN SOMETIMES RARELY NOT AT ALL

(5) (4) (3) (2) (1)

1. The task I work on are

the ones with the highest

priority
2. I find myself

completing tasks at the

last minute, or asking for

extension

3. I set aside time for

planning and scheduling.

4. I know how much time

I spend on each of the

various task I do

5. I find myself dealing

with interruption.

6. I use goal setting to

decide what tasks and

activities I should work

on

7. I leave contingency

time in my schedule to

deal with “the

unexpected”
8. I know whether the

tasks I am working on are

high, medium or low

value.

9. When I am given a

new assignment, I

analyze it for importance

and prioritize it

accordingly.

10. I am stressed about

deadlines and

commitments.

11. Distractions keep me

from working on critical

tasks.

12. I have to take work

home in order to get it

done.

13. I prioritize my To-Do

List or Action Program.

14. I confirm my

priorities.

15. Before I take on a

tasks I check that the

result will be worth the

time put in.

Adapted from MindTools.com

Below is the tally of responses that the researchers have gathered when they allowed the
participants to answer the questionnaire.

Not at
Statements Very Often Often Sometimes Rarely All

1. The task I work on are

the ones with the highest

priority. 4 5 0 0 0

2. I find myself completing

tasks at the last minute, or

asking for extension 3 2 3 1 0

3. I set aside time for

planning and scheduling. 0 4 4 0 1

4. I know how much time I

spend on each of the

various task I do 0 3 3 3 0

5. I find myself dealing

with interruption. 2 3 3 1 0

6. I use goal setting to

decide what tasks and

activities I should work on 3 5 1 0 0

7. I leave contingency time

in my schedule to deal with

“the unexpected” 0 1 5 3 0

8. I know whether the tasks

I am working on are high,

medium or low value. 2 5 1 1 0

9. When i am given a new

assignment, I analyze it for

importance and prioritize it

accordingly. 3 5 1 0 0

10. I am stressed about

deadlines and

commitments. 5 3 1 0 0

11. Distractions keep me

from working on critical

tasks. 3 4 2 0 0

12. I have to take work

home in order to get it

done. 7 1 0 1 0

13. I prioritize my To Do

List or Action Program. 4 2 3 0 0

14. I confirm my priorities. 4 4 1 0 0

 15. before i take on a tasks

I check that the result will

be worth the time put in. 2 4 3 0 0

DATA ANALYSIS
This section presents the discussion and result of the study responded by 9 (nine) students

in Batangas State University – ARASOF. For the clearer presentation, the findings of

the

questionnaire are presented in a graph.

Figure 1
0%
0%
0%

44%

56%

Very Often often sometimes rarely not at all

Statement 1: The task I work on are the ones with the highest priority.

The Figure 1 shows that 5 out of 9 Grade 12 students answered Often (4). This means that

most of the participants worked on tasks or activity with the highest priority because it

will contribute a higher value on their grades and they will not procrastinate on that

specific tasks/activity.
 Figure 2
0%
11% 34%

33%

22%

Very Often Often Sometimes Rarely

Statement 2: I find myself completing tasks at the last minute, or asking for extension.

The Figure 2 presents that 3 out of 9 Grade 12 students answered Very Often (5) same

with the Sometimes (3). It signifies that the participants are aware that they

are procrastinating/cramming in terms of finishing their activity that result from asking for

extension

on their teacher for the activity.

Figure 3
0% 0%

50% 50%

Very Often Often Sometimes Rarely Not at All

Statement 3: I set aside time for planning and scheduling.

In this figure, 4 out of 9 Grade 12 students have the same responses on Often (4) and

Sometimes (3) It indicates that the participants does not give some of their time for scheduling

nor planning to do their activity on school. This planning and scheduling will make their

available

time shorter instead of doing other school tasks/activity.

Figure 4
0%
0%

33% 34%

33%

very Often often sometimes rarely not at all

Statement 4: I know how much time I spend on each of the various task I do.

In this figure, 3 out of 9 Grade 12 students have the same responses on Often

(4), Sometimes (3) and Rarely (2) which shows that the participants still don’t know when and

how many minutes or hours they will finish the tasks/activity they will do.
 Figure 5
0%

11% 22%

33%

34%

very often often sometimes rarely not at all

Statement 5: I find myself dealing with interruption.

The figure 5 shows that 3 out of 9 Grade 12 students have also the same responses on

Often (4) and Sometimes (3). It conveys that the participants find their selves dealing

with interruption while doing their activity/tasks. This interruption may pertain to their gadgets

that is

accessible for their social media sites or other technology invention.

Figure 6
0% 0%
11% 33%

56%

very often often sometimes rarely not at all

Statement 6: I use goal setting to decide what tasks and activities I should work on.

In this particular statement, 5 out of 9 Grade 12 have chosen to answer Often

(4). It indicates that most of the participant used to use set goals to decide which of their

activity/tasks they will do. By using a goal setting, they will know what will be the priority and

should be finish

first.

Figure 7
0% 0%
11%
33%

56%

very often often sometimes rarely not at all

Statement 7: I leave contingency time in my schedule to deal with “the unexpected.”

In this particular question, 5 out of 9 Grade 12 have chosen to answer Sometimes (3) that

shows that most of the participants leave time on their schedule for the unexpected activity that

the teacher will gave them.

 Figure 8

11% 22%
11%

56%

very often often sometimes rarely not at all

Statement 8: I know whether the tasks I am working on are high, medium or low value.

The Figure 8 presents that 5 out of 9 Grade 12 students answered Often (4) in this

question. It shows that the participants are unaware if the activities or tasks they are doing have a

high, medium or low value on their grades.

Figure 9
0% 0%
11% 33%

56%

very often often sometimes rarely not at all

Statement 9: When i am given a new assignment, I analyze it for importance and prioritize it

accordingly.

The figure 9 presents that 5 out of 9 Grade 12 students answered Often (4). This shows
that

most of the participants analyze the given assignment to them if they will prioritize it or not.

Figure 10
0% 0%

11%

33%
56%

very often often sometimes rarely not at all

Statement 10: I am stressed about deadlines and commitments.

In this question, 5 out of 9 Grade 12 students answered Very Often (5) that indicates that

the participants are stressed when it is about deadlines and commitments because the participants

want to passed the given activity/tasks on time for the additional or equal value of the activity.
 Figure 11
0% 0%
22% 33%

45%

very often often sometimes rarely not at all

Statement 11: Distractions keep me from working on critical tasks.

The Figure 11 shows that 4 out of 9 Grade 12 students have chosen to answer Often (4).

This means that they still manage to keep on working on critical tasks/activity even though they

are surrounded by many distractions.

Figure 12
0%
0%
11%
11%

78%

very often often sometimes rarely not at all

Statement 12: I have to take work home in order to get it done.

This particular questions presents 7 out of 9 Grade 12 students answered Very Often (5).

It indicates that most of the participants take their tasks/activity at home just to finish it. Mostly,

the participants want a quiet place and they only get it when they are at home.

Figure 13
0% 0%

33% 45%

22%

very often often sometimes rarely not at all

Statement 13: I prioritize my To-Do List or Action Program.

The figure 13 presents that 4 out of 9 Grade 12 students have chosen to answer Very

Often (5). It shows that the participants prioritize the activity/tasks when they are written or noted

on their Action/ To Do List Program.

 Figure 14
0% 0%

11%

45%

44%

very often often sometimes rarely not at all

Statement 14: I confirm my priorities.

In this particular statement, 4 out of 9 students have the same answer on Very Often (5)

and Often (4). It shows that they confirmed every activity/tasks they will do to their peers

or classmates just to prevent unnecessary useless activity/tasks.

Figure 15
0% 0%
22%
33%

45%

very often often sometimes rarely not at all

Statement 15: Before I take on a tasks I check that the result will be worth the time put in.

The Figure 15 shows that 4 out of 9 Grade 12 students have chosen to answer Often (4) in

this question. It indicates that the participants do not check if the result of tasks they are working

on are worth of their time because every school tasks/activity have a good outcome that their

grades have gain on it.

 CHAPTER III RESULTS AND

DISCUSSION

PRE-INTERVENTION

The researchers started on planning who their respondents and participants should

be. Before the intervention proper, the students were asked for permission to answer the

questionnaire. With due permission, later on, they were allowed to browse then answer the

questionnaire. The questionnaire served as the paper-pencil test for the respondents. Because of

the 50-50 prediction of them having the tendency make themselves come out having a positive

attitude towards their utilization of time, the researchers also conducted an interview prior to the

conduct of intervention. This is to avoid the social desirability bias.1

WHILST INTERVENTION

Students need time to internalize, analyze, and adapt to a certain task before they get it done,

especially when that task is new to them. For Senior High School students like the researchers,

entering a new point in life like the two-year extension in high school is very much unidealistic.

Students find time doing their tasks accordingly but they find more time doing

unnecessary activities. Between studying and scrolling through their social media accounts, they

will choose to scroll and get their thumbs tired of reacting to every post they see instead of

putting so much effort

on the assignments, reports, and projects assigned to them. Thinking that there is so much time

1
Social desirability bias refers to the tendency of the participants to answer the questionnaire untruthfully because
they want others to perceive them positively. (Barrot, 2017).
allotted for that activity, they will to set it aside for a while until the deadline approaches. This

causes procrastination and procrastination wouldn’t have happened if only time is managed well.

Time management is crucial to almost everything. Things are done successfully when time is

used wisely. It is more rewarding to say that one has finished their project on-time without having

the difficulty of coping with loosely-sealed time. It is even a higher form of pleasure when a task

is done before its deadline. A different kind of blood rush, indeed. For an instance, time was not

managed well, frustration and pressure comes along. When a student chooses to play

Mobile Legends instead of completing his one-month old project to be submitted in five days, he

will then promise to play for only 30 minutes but 30 minutes becomes an hour, a two, or even

worse, a whole spent playing a mobile game that gives someone nothing but virtual reality with

virtual diamonds, virtual success, and virtual happiness, not even near to being real. The

thing is, managing time establishes discipline and commitment. Time management is not

an imposed discipline; it is a learned habit earned through time itself. One knows how to

discipline himself when he can follow his schedule and conform to his to-do list. Time

management is also about committing towards a goal. It is about deciding for yourself whether to

use your time on worthy things or choose the other side where nothing productive comes out.

As what this study wants to substantiate, the researchers came up with a solution that will aid

the students’ problem with time management. An intervention was conducted upon the end of

simultaneously answering the questionnaire adapted from Mind Tools website. A group of nine

students were divided into four groups, these groups were assigned to list each member’s

schedule or deadline of projects for every subject of the ABM 12 class. The listing of schedule

was set in a comfortable environment where students can freely talk about the given task. It is

also conducted in an interview type of data gathering. The only difference is that it focuses in one

specific close-
ended questions which were followed by several open-ended question to add more substance on

the data obtained. This question entails, “What is your schedule for *insert subject*?” It is quite

simple knowing that the first part of the intervention will be all about listing dates set for the

submission of projects and other major activities. On a bigger picture, it is quite difficult knowing

that the ABM 12 class has a lot of activities waiting in line, hoping that these will be finished

soon. It is intriguing and shocking that the class literally has this kind of schedule.

On the second part of the intervention, the schedules listed were subjected to monitoring. The

sub-groups are assigned to keep an eye to the tasks that they listed on their papers as it will be

assessed and monitored if the tasks mentioned are having progress. In this way, the students will

have the obligation of getting the tasks done on or before the given deadlines. Students will learn

how to manage their time and discipline themselves. Each of the participants involved in the

study are subjected to monitoring the progress of their scheduled tasks. This is to test the

ability of students in handling multiple activities. Factors that affect their focus towards a tasks

are also determined. These factors include: mobile usage, peer pressure, and incentives that will

be given to them once they finish doing a certain task.

POST-INTERVENTION

After the intervention was held, minimal changes were determined among the behavior of

students. They were able to manage their time and accomplish their tasks according to the time

interval given to them. The students were able to finish book reviews, practice dance

performances, and do other assignments on time. Some were even able to submit their works

before the deadline set by their group. Although there are still distractions like mobile usage and

leisure activities that affect them, the time was still manageable. Procrastination still happens to

some but this is because

of the number of activities set to be submitted that day. The coping mechanism is still based on

the number of activities that one has to handle. At the end of this intervention, the researchers

were able to identify the factors that affect the way students’ handle their time, it is not just

because of distractions but it is also based on the environment and the number of activities that a

student has to accomplish. The exhaustion and fatigue that students get from doing these

activities also contribute to the approach that they apply in completing their tasks.

Anyways, there are still improvements among the participants who were subjected to the

intervention. The students learned how to prioritize what has to be prioritized. They also learned

how to determine the things that should be given significance.

IMPLICATION

The main aim in this study is to help students who struggle to manage their time

systematically because time management is very important and plays a vital role in the life of

every student. By accomplishing this research, students who undergo the intervention learned

how to manage their time accordingly. It helped students to reduce their time of procrastinating.

As they do and evaluate the things that should be done on time are completed and settled. The

students that are subjected to the intervention became aware of what needs to be done on time

and values time more now. Also, this research gave an impact in the students’ stress level. This

helped the students to feel less stressed as they manage to finish and checked all the checklist that

they have on their To-Do List. This proves that when time management is put into practice, there

is less room for people to be surprised by the things that is need to be done. Stress relief for the

students may be the best and greatest benefit of this research to the students who are part of this

action research. Another effect of this research to the students is they got more time for

fun. This research introduced the students to the thinking of “hardships now, chill later.”

Meaning, they may not have

time for now because they are busy with their school works but after finishing it, they are already

free and they can do anything that they want now. This research caused many effects to the

students that were subjected to the intervention. It taught them to manage their time and also to

discipline themselves. Also, this study taught them to be more responsible and disciplined.
 CHAPTER IV

CONCLUSION

RECOMMENDATION

Wasting time, wastes big opportunities. See, when someone wants to be successful,

utilizing time properly will be one of the best ways to get to the peak of it. In order to avoid

improper management of time, one must know how get away from the things that are

distracting him from being productive. Time management becomes a sensitive matter to talk

about with students, it is not an easy task for them to manage such. In order to defy the

negative habit of mismanaging time, students should know their priorities. They should have

a clear set of important activities that should be done with accordance to their To-Do list.

Students should also take note of their schedule and should be able to follow it

strictly. They should take advantage of time as it is loosely sealed and never stops running. A

specific goal should also be well-known in terms of accomplishing activities.

In this study, the participants were asked to set schedules for their projects.

Gladly, scheduling these tasks were very successful as students were able to

accomplish them. However, there are still factors that were present during the struggles of

the students and this is the number of activities set to be submitted on a certain day. In the

contrary, students were still improving and gaining progress as this research became a

helpful tool in defying the threats of having a mismanaged time.

ACKNOWLEDGEMENT

The researchers want to express their heartfelt gratitude and sincerest appreciation to

the following persons who helped them to achieve the completion of this study.

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

enough knowledge and understanding that enabled them to push through this study.

To their teacher, Ms. Mary Hazel E. Ruales, for guiding them and giving them words

of wisdom and comments for the improvement of this study.

To their friends and classmates who have seen their hard works in completing this study, for

the love, support, and concern, and for the suggestions they have given.

And lastly, to their beloved parents who have encouraged and prayed for them throughout the

conduct of this study, for their never ending support, love, and understanding when it comes

to financial matters.

May the Almighty God bless us all.

 REFERENCES

Barrot, J., PhD (2017). Practical Research 2 For Senior High School. Finding Answers through

Data Collection, 141.

Khan, M.S. (2015). Journal of Literature, Languages, and Linguistics. The Impact of Time

Management on the Students’ Academic Achievements. Retrieved from

https://www.researchgate.net/publication/313768789_The_Impact_of_Time_Management_on_th

e_Students’_Academic_Achievements

Mind Tools. (2019). How Good Is Your Time Management?| Discover Time Management Tools

That Can Help You Excel| Mind Tools [HTML File]. Retrieved

from https://www.mindtools.com/pages/article/newHTE_88.htm

Rusiman, M.S. et. al. (2017). Journal of Physics: Conference Series. The Impact of Time

Management on Students’ Academic Achievement. Retrieved from

https://iopscience.iop.org/article/101088/1742-6596/995/1/012042