TIME MANAGEMENT SKILLS, STUDY HABITS, AND ACADEMIC

PERFORMANCE OF ABM STUDENTS

A Thesis Presented

to the Faculty of Senior High School of

Filamer Christian University

Roxas City

Members:

Labto, Kaila

Orocio, Messy

Ramos, Angelica

Roxas, Kyla

October, 2019
 Time Management Skills, Study Habits and Academic

Performance of ABM Students

Chapter 1

Introduction to the Study

This chapter includes five parts: (1) Background and

Theoretical Framework of the Study, (2) Statement of the

Problems and Hypothesis, (3) Significance of the Study, (4)

Definition of Terms, and (5) Delimitation of the Study.

Part one, Background and Theoretical Framework of the

Study, provides the introduction and rationalizes the

importance of conducting the research. It presents the

theoretical framework which serves as the foundation or

base of reference of this study.

Part two, Statement of the Problem and Hypothesis,

explains the purpose of conducting the inquiry and the

general and specific problems that guide the investigation

of the study.

Part three, Significance of the Study, states the

essence and importance of the study and its benefits to the

recipients: students, teachers, parents and future

researchers who can derive and obtain such positive

results.

Part four, Definition of Terms, defines the

terminologies used in the inquiry both conceptually and

operationally.

Part five, Delimitation of the Study, specifies the

scope of the problem, the nature of the respondents, their

number and limitation and the reference, population, and

instruments.

Background and Theoretical Framework of the Study

Time is priceless, all people know that time cannot be

changed and cannot be taken back. Nowadays, all of the

people have so much stuff which they have to do, but also

they have so limited time for all of this job. The most

effective solution to overcome complex issues that people

have their daily or academic life is time management.

 Time management is self-management with an explicit

focus on time in deciding what to do; on how much time to

allocate to the activities; on how activities can be done

more efficiently and on when the time is right for

particular activities. These are also some definitions of

time management. Gerald (2002), defined time management as

a set of principles, practices, skills, tools, and systems

that work together to help you get more value out of your

time with the aim of improving the quality of your life.

Argarwal (2008), in his contribution asserts that have time

management is usually a personal problem and if one

instinctively knows what the right is, then there is no

need to worry (Aduke, 2015).

According to many psychologist, improving time

management skills affects personal productivity and overall

performance. Time management also increases the quality of

life reduces stress level and provides balanced life.

Most of the students complain about that they don't

have enough time to their homework, project, reading and

writing assignment, exams, etc. Previous research (Elena-

Simona Indreica et al., 2011) show that almost 73% of

students start studying their lessons less than one week

before the exam period. Poor time management behaviors,

such as not allocating time properly or last minute

cramming for exams, have been frequently discussed as a

source of stress and poor academic performance (Gall, 1988;

Longman and Atkinson, 1988; Walter and Siebert, 1981).

Issa et al. (2012) recommended that everyday reading

activities in which students engage influence their

studying skills and subsequent academic performance. There

is a general sense in which one appreciates the link

between good habits of reading and the academic performance

of students generally. Singh (2011) examined academic

performance and study habits of higher secondary students.

The study was conducted on hundred higher secondary school

students, randomly selected from higher secondary schools.

The results indicate that girls and boys differ

significantly in their study habits and academic

performance. Bhan and Gupta (2010) conducted a study for

academic performance and study habit among the students

belonging to scheduled caste and non-scheduled caste group.

The result revealed that sex has no significant impact on

academic performance and study habit of students.

Ogbodo (2010) examined that parent send their children

to school to learn. In the school, children are exposed to

various experiences which influence their behavior.

Therefore, learning is a change in behavior. Such a change

is seen in their mental reasoning, physical growth,

manipulative skills and development of values and interest.

The change may be easy or difficult depending on the home

and school environment. Reading for recreation or

relaxation very common among the educated elite. Students,

who read magazines at intervals learn to relax, cool their

brain and avoid mental fatigue and also makes them live a

disciplined life in the school. In most cases, its effects

in inducing sleep and rest after tedious reading in the

classroom or the library adds to good health habits.

Dadzie (2008) reading is the ability to understand

words contained in a document and make use of the knowledge

for personal growth and development. This implies making

meaning out of recorded information either printed or non-

printed in the life of an individual. People read for

different reasons and purposes, some of which includes for

pleasure, leisure, relaxation, information and for

knowledge.

Academic performance is the result of the education

that depends on achieved educational goals of students or

teachers. Academic performance is generally measured by the

average of all the exams result and completed assignments

at the end of the semester. In the literature, there are a

huge number of academic studies focusing on the

relationship between time management and GPA (Britton and

Tesser; 1991, Indreica et al., 2011, Macan et al., 1990). It

can be seen that using time efficiently is an important

fact of student’s success and time manage skill is the key

of the higher GPA.

Students complain about the lack of time they have to

complete their assignments before deadlines, so a lack of

time management is the biggest reason for poor academic

performance. Because of this, in this research were

determined to investigate the effects of time management on

the student academic performance. The purpose of this study

is understanding the relationship between time management

and academic performance. A research question is "Is there

any relationship between time management and academic

performance?". The research hypothesis is that there is a

significant positive correlation between time management

skill and academic success.

This study anchored on theory on time management,

study habits, and academic performance.

Walberg’s theory of academic achievement posits that

psychological characteristics of individual students and

their immediate psychological environments influence

educational outcomes (cognitive, behavioral, and

attitudinal) (Reynolds & Walberg, 1992). Further, Walberg’s

research identified nine key variables that influence

educational outcomes as: student ability/prior achievement,

motivation, age/developmental level, quantity of

instruction, quality of instruction, classroom climate,

home environment, peer group, and exposure to mass media

outside of school (Walberg, Fraser, & Welch, 1986)

According to M.T.V Ngaragu (2004) that study habits

serves as the vehicle of learning and poor study habits

makes tension in the understudies. On the off chance that

he ponders well, propensities for good examination will

make him give a decent execution.

The Bucket of Rocks Theory, to properly manage time,

one needs to know the level of importance that each

activity holds. The Bucket of Rocks theory (also referred

to as the Pickle Jar Theory) offers insight into the order

in which a person should work on his activities (Mancini

2003). The theory proposes that you put big rocks in a

bucket (this will represent the important thing) and then

you fill it up with pebbles followed by sand and then

water. The smaller substances represent increasingly

unimportant tasks (Forsyth 2010).

According to this theory, we are supposed to do the

important things (big stones) first and then move on to the

less important things (pebbles and sand) and finally if we

have the tie, we can do the unimportant things (water). If

we begin working on the unimportant things or the less

important things first, we will not have the space to do

the important things in our lives.

Below, you’ll see the two (2) variables. The

independent variable and the dependent variable. The

variables that in the independent are the time management

skills and study habits. While the dependent has the

academic performance.

Figure 1. Shows the Conceptual Framework of the study.

Independent Variable Dependent Variable

Time
Management
Skills Academic
Performance
Study
Habits

Figure 1. Schematic Diagram showing the relationship among

the time management, academic performance and study habits.
 Statement of the Problems and Hypothesis

This study will describe the time management and academic

performance of the Grade 12 ABM students in the Filamer

Christian University, school year 2019-2020.

1. Specifically, this study seeks answers to the

following questions: What is the level of the time

management skills of the ABM students?

2. What is the level of the study habits of the ABM

students?

3. What is the level of the academic performance of the

ABM students?

4. Are there significant relationships among the time

management skills, study habits and academic

performance of the ABM students?

In view of the precedent problems, the following hypotheses

were tested:
 1. There are no significant relationships among Time

Management Skills, Study Habits, and Academic

Performance of the Grade 12 ABM Student.

Significance of the Study

The findings of this study significantly benefit the

students, teachers, parents, and future researchers.

Students. This study would give benefits to the

students on how they manage their time when it comes in

academic performance. It will also help them to know the

importance of time management and why they should practice

on how to manage their time correctly.

Teachers. This gives information that the teachers

should know and help the students to manage their time.

That students also have some other tasks and subjects to

pay attention at. The teachers sometimes considered the

student reasons on not fulfilling their task.

Parents. This gives information to the parents on how

to encourage and discipline their children when it comes to

managing their time and to balance their academic

performance. To help parents to understand that their

children also have some deadlines to meet and tasks to be

done.

Future Researchers. this benefits future researchers

who attempt to conduct similar studies using different

variables and statistical tools.

Definition of Terms

To provide the readers and users of this study an

overview and better understanding of the terms used, these

were defined conceptually and operationally.

Time Management refers to the process of planning and

exercising conscious control of time spent on specific

activities, especially to increase effectiveness,

efficiency and productivity.

(https://en.m.wikipedia.org/wiki/Time_management)

In this study, “time management” referred to the way

how students handle their time and how to manage it. This

will be measured based on the 8 items Time Management

questionnaire, adopted from the time-management-

questionnaire pdf and modified.

 This will be responded as Strongly Agree (5), Agree

(4), Uncertain (3), Disagree (2), and Strongly Disagree

(1), and this will be interpreted as Well-managed (4.01-

5.00), Managed (3.01-4.00), Uncertain (2.01-3.00), Low

(1.01-2.00), and Very Poor (0.00-1.00).

In this study, “study habits” referred to the student’s

behavior when it comes to their studies.

Study habits contribute significantly in the

development of knowledge and perceptual capacities. Study

habits tell a person that how much he will learn and how

far he wants to go, and how much he wants to earn. These

all could be decided with the help of one’s study habits,

throughout the life. Therefore, it is assumed that study

habits are correlates of scholastic or academic

achievement. In this study, the association between study

habits and academic performance of students is examined.

This will be responded as Strongly Agree (5), Agree

(4), Uncertain (3), Disagree (2), and Strongly Disagree

(1), and this will be interpreted as Well-managed (4.01-

5.00), Managed (3.01-4.00), Uncertain (2.01-3.00), Low

(1.01-2.00), and Very Poor (0.00-1.00).

(https://www.researchgate.net/publication/322206720_A_Study

_on_Study_Habits_and_Academic_Performance_of_Students)

Academic Performance refers to the grades of the ABM

students during the first semester on the year 2019 to

2020.

(https://en.m.wikipedia.org/wiki/Academic_achievement)

In this study, “academic performance” referred to the

Midterm Grade of the students and their performance this 1st

semester 2019-2020.

This will be interpreted as Outstanding (90-100), Very

Satisfactory (85-89), Satisfactory (80-84), Fairy

Satisfactory (75-79), and Did Not Meet Expectations (Below

75).

Academic performance is the extent to which a student,

teacher or institution has achieved their short or long-

term educational goals. Completion of educational

benchmarks such as secondary school diplomas and bachelor's

degrees represent academic achievement.

 Academic performance is commonly measured through

examinations or continuous assessments but there is no

general agreement on how it is best evaluated or which

aspects are most important—procedural knowledge such as

skills or declarative knowledge such as facts.[1]

Furthermore, there are inconclusive results over which

individual factors successfully predict academic

performance, elements such as test anxiety, environment,

motivation, and emotions require consideration when

developing models of school achievement.

https://en.m.wikipedia.org/wiki/Academic_achievement

Delimitation of the Study

This study aims to describe the time management and

academic performance of the grade 12 ABM students of

Filamer Christian University, school year 2019-2020.

The respondents of this study were one hundred

thirteen (113), from grade 12 ABM students. An adopted and

modified questionnaire will be utilized to gather data for

the time management, study habits and academic performance.

 The independent variables for this study were the time

management and study habits, while the dependent variable

was the academic performance.

This study will use the different statistical tools in

analyzing the generated data. Frequency count, percentage,

mean and standard deviation and person r for inferential

data. All inferential text will be set at 0.05 alpha level

of significance.
 Chapter 2

Reviews of Related Literature

This chapter provides literature and the results of

the other related researches to which the present proposed

study is related or has some similarity or implication.

This will provide the researcher sufficient background in

understanding the study.

Chapter 2 is divided into three (3) topics, namely:

(1) Time Management Skills, (2) Study Habits, and (3)

Academic Performance.

Time Management Skills

The first topic, Time management is very important and

it may actually affect individual's overall performance and

achievements. Students nowadays always commented that they

do not have enough time to complete all the tasks assigned

to them. In addition, a university environment's

flexibility and freedom can derail students who have not

mastered time management skills. Therefore, the aim of this

study is to determine the relationship between the time

management and academic achievement of the students. The

factor analysis result showed three main factors associated

with time management which can be classified as time

planning, time attitudes and time wasting. The result also

indicated that gender and races of students show no

significant differences in time management behaviors.

While year of study and faculty of students reveal the

significant differences in the time management behaviors.

Meanwhile, all the time management behaviors are

significantly positively related to academic achievement of

students although the relationship is weak. Time planning

is the most significant correlated predictor.

Students’ time is a limited resource. Like other

limited resources, time can be more or less effectively

managed. We propose that differences among individuals in

time management practices account for some of the

differences in how much students achieve during their

school years. The self-perception of having good time

management skills is considered to have a direct

correlation to performance levels. Students who perceive

themselves as having good time management skills are

usually the students who are more involved and have a high

desire to achieve, resulting in a higher level of

performance. To improve academic performance among school

students, self-attitudes and participation in activities

that keep schedules busy will help enforce the principal

influence — time management practices [1, p. 55]. This

study is focused on how time management skills influence

students’ academic performance in Kazakhstan. To conduct

this study, qualitative research design was implemented.

Purposeful sampling was used to select 50 respondents

according to students’ GPA. School surveys among 9 and 11

grade students were held to explore the issue at the site

of Nazarbayev Intellectual School in Pavlodar city,

Kazakhstan. The findings of the research will be beneficial

for teenagers, their parents, psychologists and school

staff.

Many people face the troubling in time management as

we all know, in many of the cases lack of time are there.

Someone has to finish his task is suitable to the lack of

prioritizing the task. Often people tend to have trouble

managing time because they try to manage too many tasks at

a time and also there are many people who just waste their

time doing nothing just because of their pure laziness. Off

lately time is becoming one of the most valuable resources

which is wasted by many people because they don’t know how

to manage time. Many people in life do things which have no

value to time.
 To prove this, walking through a dorm on a week night

several students can be found sitting around and playing

video games when they have a paper or an assignment due the

very next day, and also can find employees sitting around

the office playing solitaire while the hours are meant to

be used to get productive work done. It is observed that

for many, time may not be of any great significance but to

others it lies of extreme importance. In my eye the

constructive use of time is beneficial and that in any

aspect of life one shall realize the significance of time

and must measure the value of every minute and each second.

Speaking of the use of personal and professional use of

time I find that the use of both in an appropriate way is

important. Personal as well as professional goals and the

objectives are achieved or unachieved on the grounds of how

one uses their skills. The results of one’s efforts are

directly attributed to the time management skills that they

develop and often employ in many cases. Speaking of each in

sequence I’d discuss the following in detail. Target goals

ahead, is always good to plan the future ahead or say prior

to the assigned time in order to achieve the maximum

output. Goal setting, goal setting is where the scheduled

target is mapped out.

 It shall be preplanned to take up the top priorities

and to schedule the major pieces of thoughts in advance,

making a good use of time effectively and smartly,

Delegating or getting rid of the clutter, achieving a

balance is equally important. Punctuality is an important

character in the world that we live, people need to make

well use of the time that they have because time is scarce.

When we talk of time management and the importance of time

management for the students, the punctuality come and sat

the top of the list. Realizing the value of time and making

good use of its essence. All the above can be considered to

be the skills of the effective time management. Let us move

to the real topic of discussion. The above was important to

have been discussed prior to the actual discussion due to

the fact that I disclose all that I personally had in my

mind and at the same time to bring forth the matters of

discussion in sequence. There is a lot to say on that as it

is a vast topic, let’s begin with the real key to effective

time management and how it relies on the focus of their

goals by the individuals as well as the choices these

individuals make for their achievements.

The literature revealed that the students’ time

management skills affect their academic achievement at a

significant level and the skills are one of the predictors

of academic performance. The relevant literature suggested

that students should start to acquire time management

senses on their own in their primary school years by

reading materials on the issue or via the framework of

psychological counseling and guidance studies applied in

schools and adopt effective time management attitudes and

techniques to determine how and where they spend their time

(Lisa & Robert, 2008). The various group of students who

exploited time-saving proficiencies notably had rich

academic achievement.

They accomplished those students who do not use time

saving techniques in their educational surrounding having

significantly lower academic as compared to results

students who employ time- management tactics have

considerably higher achievement (Mercanlioglu, 2010).

To calculate the cumulative time spent working during

a week, these objects were also added. Time management

practices have been proven to be some of the top

indicators toward achieving a high level of academic

success and performance. They not only influences on the

achievement but using time management techniques also serve

only one reason meaning that there are multipurpose

fulfilled by time management (Fazal, 2012). Taking part in

proceedings and being engaged in other outside class

activities, not inevitably a job, but being energetic in

institution also has a strong correlation to reaching high

academic achievements. Various studies showed that time

management practices serve for many purposes not only for

challenging performance of the students. Time management

practices show the way not only to a high level of academic

performance, but to good physical condition and lower

levels of stress. The foremost purpose of the present study

was educational competency, using time managing techniques,

test pressure, and test proficiency (Faisal, Miqdadi,

Abdulla & Mohammad, 2014). Academic competence scores were

established to some extent improved in the current sample

indicating that students found course material/content

encouraging and enjoying their classes.

Study Habits

The second topic, Study skills are usually defined as

students’ ability to manage time and other resources to

complete an academic task successfully.

Ozsoy, Memis and Tamur (2009) stated that ‘Study

habit’ is the amount and kinds of study routines which the

student used during a regular period of study occurred in

conducive environment. In the literature, study skills are

usually defined as students’ ability to manage time and

other resources to complete an academic task successfully.

The student’s approach to learning is highly

individualistic with a wide variation of technique

observable. The learner’s Dictionary has defined study as a

“Mental effort to obtain knowledge”. According to Good’s

dictionary of education, “Study habit is the tendency of

pupil to study when the opportunities are given, the

pupil’s way of studying whether systematic or unsystematic,

efficient or inefficient.”

Crede and Kuncel (2008) define study habit as study

routines, including, but not restricted to, frequency of

studying sessions, review of material, self-testing,

rehearsal of learned material, and studying in a conducive

environment. There is a need, to guide the students about

meaningful learning so that they are able to memorize

things in a better way. Students improve their performance

because they can learn most of the concepts clearly through

proper study habits. “Study habits refer to learning which

leads to the achievement of a learner’s goal, through a

prescribed pattern of steady behavior.”

 (Ogbodo, 2010, p 229) A student must know learning

method and study habits, which help him to achieve the

goals of education. Learning through good study habits is

the key process in human behavior. Parents and teachers

always show concern for learning of the child because

learning through good study habits influences our language,

our skills, attitudes, interests and even our goals. It is

a general observation that a number of students are seen

complaining that they do not secure good marks, for this,

many a times the poor study habits are to be blamed. The

students do not have proper attitude towards study so they

hardly care for developing good study habits. Many students

learned the things for longer time, hours and hours

continuously without understanding. During examination

forgetting the initial word of an answer, make it difficult

for the students to recall the entire answer. Therefore,

they should have proper study habits, which would help them

to study and to retain the concepts correctly and with

proper comprehension. “Learning involves the development of

proper study habits and skills. The problem of study habits

is one of the universe important problems both from

theoretical and practical point of view. Theoretically,

efficient learning depends upon the development of

efficient study habits and skills.” (Nadeem, Puja, Bhat,

2014, p91).

Crede and Kuncel (2008) found that non-cognitive

factors like study habit, skill and study motivation, among

other attitudinal constructs, accounted for incremental

variance in academic performance beyond standardized tests

and previous grades.

Study habit is the pattern of behavior adopted by

students in the pursuit of their studies that serves as the

vehicle of learning. It is the degree to which the student

engages in regular acts of studying that are characterized

by appropriate studying routines (e.g. reviews of material,

frequency of studying sessions, etc.) occurring in an

environment that is conducive to studying. Study attitudes,

on the other hand, refers to a student’s positive attitude

toward the specific act of studying and the student’s

acceptance and approval of the broader goals of college

education (Crede and Kuncel, 2008). In short, study habits

and attitudes of students are determined through their time

management ability, work methods, attitudes toward teachers

and acceptance of education.

 Academic Performance

The third topic, review of literature highlighted the

importance of student’s study habits and attitudes in their

academic performance.

According to Menzel, cited by Rana and Kausar (2011),

many students fail not because they lack ability but

because they do not have adequate study skills. Students

who have difficulty in college frequently do not have

adequate study habits that affect their academic

achievement. A central problem noted was that many of these

students had not learned how to take effective notes and

manage time for studying (cited by Mutsotso S.N. & Abenga

E.S., 2010).

Leeson et al. (2008) examined cognitive ability,

personality and academic performance on a sample of 639

high school students of New South Wales, Australia. The

results showed significant gender difference in academic

achievement. The findings also indicated that girls

performed better than boys. The results revealed that

gender play unique role in predicting academic achievement.

Naderi et al. (2008) carried out a study to infer

whether intelligence and gender as predictors of academic

achievement on a sample of 153 undergraduate students of

Malaysian University. Cumulative grade point average scores

were taken as measures of academic achievement. The results

indicated that there was no significant difference between

the academic achievement of male and female students.

Chaturvedi (2009) investigated the effect of school

environment and certain demographic variables on

achievement motivation and academic achievement of young

adolescents. The respondents of the study were 300 students

in the age range of 12-15 years of Bhopal. Percentages of

marks obtained by the students in last three years were

used as measures of academic achievement. The results

indicated significant gender difference in academic

achievement, the girls scored higher than boys

significantly.

Elizabeth (2009) analyzed the family structure and the

academic achievement of 549 African American students

attending rural and urban high schools in North Carolina.

The results demonstrated that the female students attending

both the rural and urban high schools had significant

higher academic achievement levels than the male students.

Results also indicated that rural students performed better

than urban students.

 Naderi et al. (2009) investigated the relationship

among intelligence, creativity, self-esteem and academic

achievement of a sample of 153 Iranian undergraduate

students in Malaysian universities. Cumulative grade point

average scores were taken as measures of academic

achievement. The findings showed no significant gender

difference in academic achievement of the students.

Umunadi (2009) explored the relationship between the

male and female students‟ academic achievement in the

subject of television on a sample 731 students from urban

and rural technical colleges in Delta State of Nigeria. The

results of board examinations revealed that males performed

better than their female counterparts. It was also revealed

that urban students performed better than their rural

counterparts.

Garikai (2010) empirically predicted the causes of

poor academic performance of the school students on a

sample of 200 high school students of Zimbabwe. Data were

gathered through interview conducted with the students. The

findings indicated that there was a difference in academic

performance of male and female students with male students

performing better and education of parents had significant

effect on academic achievement of the students.

 Muola (2010) investigated the relationship between

academic achievement motivation and home environment among

standard eight pupils. The sample comprised of 235 standard

eight Kenyan pupils from six urban and rural primary

schools from Machakos district. The results indicated a low

but positive relationship (0.15) of parental education with

academic achievement of the students that revealed a

positive relationship between parental education and

academic achievement of their children.

Sarsani and Ravi (2010) investigated achievement in

mathematics of secondary school students in relation to

selected variables. The sample of the study consisted of

480 boys and girls, drawn from the various private and

government high school of Warangal city in Andhra Pradesh.

Data was collected by administering scholastic achievement

test of mathematics to the sample. The findings indicated

significant difference between the mathematics scholastic

achievement of the boys and girls. The result also showed

that girls were higher achievers than boys.

Singh and Praveen (2010) studied the relationship of

social maturity with academic achievement of high school

students. The study was conducted on a sample of 400 high

school students consisting 200 boys and 200 girls studying

in tenth class of New Delhi. The aggregate scores of the

selected students in the board examinations were taken as

the measures of academic achievement. The results indicated

that there were no significant differences between the

academic achievement of boys and girls. The findings also

revealed no significant difference in academic achievement

of rural and urban students.

Asthana (2011) conducted a study on a sample of 300

students consisting 150 male and 150 female students of

secondary education from Varanasi, with a view to assess to

gender difference in scholastic achievement. Scholastic

achievement was measured on the basis of an average of

marks obtained in three previous annual examinations. The

findings revealed that there was a significant difference

in academic achievement of male and female students. Girls

were found to be better performers than boys.

Bahago (2011) investigated the influence of

achievement motivation and demographic characteristics on

academic performance of nomadic Fulani girls in Adamawa

state. The data were collected from a sample of 300 girls

selected from nomadic primary schools by administering

achievement motivation rating scale and nomadic girls‟

achievement test. The results indicated that academic

achievement of the girls was influenced by parental

education levels. The findings revealed the relevance of

parental education in academic achievement of the girls.

Sharma and Tahira (2011) investigated the influence of

parental education, parental occupation and family size on

science achievement of the secondary school students in

western Uttar Pradesh in India. 1500 students were selected

as a sample for the study and data was collected through a

questionnaire that assessed personal information and

science achievement test developed by the researchers

themselves. The results indicated that family variables

including parental education had significant relationship

with the achievement of their children. Hence, it could be

concluded that the gender and geographical area in which

the student live and are exposed may influence academic

success of the students at all levels of education. Gender,

locale and Parental education have direct influence on the

academic achievement of the students.

Synthesis

Time management skills, time is priceless, time is

limited, all people know that time cannot be changed and

cannot be taken back. That each of every people has their

own time management and some people face the troubling

about it. But it can also develop, that students must know

what will prioritize so that the time they have won’t lack.

Study habits, it is the routine that used by the

students. It is an ability that students have during their

regular period of study. Students must learn their study

habits, good study habit is the key process in human

behavior.

Academic Performance, is the result of education

that depends on achieved educational goals of students.

 Chapter 3

Research Design and Methodology

This chapter will give you an outline of research

methods that were followed in the study. It provides

information on the participants were and how they were

selected. The researchers will describe the research design

that was chosen for the purpose of the study and the

reasons of this choice. The instrument that will use for

data collection us also described and the procedure that

were followed to carry out this study are included. The

researcher also discuss the method use to analyze the data.

Purpose of the Study and Research Design

Research design refers to the way a study is planned and

conducted, the procedures and techniques employed to answer

the research problem or question. (McMillan and Schumacher,

2010). The quantitative design using the questionnaire will

utilize for data collection in this study. The researchers

seek in-depth understanding of the perception of the

students in managing their time, habits that they were

using while studying, and their performance, and also how

all of this will affect them.

Method

Participants

The researchers will conduct at the Filamer Christian

University. This study will have one hundred thirteen (113)

Grade 12 ABM students as the participants. The study will

the stratified random sampling per section.

Table 1.

Section Total Population Sampling Size

Gates 39 28

Jobs 40 29

Zuckerberg 44 28

Pacioli 33 28

Total 156 113

Data Gathering Instruments

Structured questionnaires allow the researchers to

have flexibility and the way they will give the

questionnaires will utilize the grade twelve ABM students

of Filamer Christian University. The researcher will

accurately capture the data and as a result all the

questionnaire will be on the hands of the researcher. After

the analyzing of the questionnaires, it will be destroyed

for the confidentiality purposes.

Time Management Skills and Study Habits. This refers

to 15-item test (each), and some information about the

students; their age, sex, course, college schools and

family monthly income.

To interpret the Time Management Skills and Study

Habits of Grade 12 ABM students, the scale shown below was

used.

Scale Description

4.01-5.00 Strongly Agree

3.01-4.00 Agree
2.01-3.00 Uncertain
1.01-2.00 Disagree
0.00-1.00 Strongly Disagree
 The result will be interpreted by well-managed (4.01-

5.00), managed (3.01-4.00), uncertain (2.01-3.00), low

(1.01-2.00), very poor (0.00-1.00)

Data Gathering Procedures

The researchers will seek approval from the

administration of the SHS Department of Filamer Christian

University to conduct the study. After the approval, the

researchers will ask permission to the ABM students and ask

if they have free time to answer the questionnaires for the

researchers to conduct their study. After asking permission

and knowing if they are free, the researchers will start on

distributing the questionnaires to the participants for

them to gather the data that they’ll need, and afterwards

the collation of data.

Academic Performance. This will be the midterm grades of

ABM students from the first semester.

The result will be interpreted by outstanding (90-

100), very satisfactory (85-89), satisfactory (80-84),

fairly satisfactory (75-79) and did not meet expectation

(bvelow 74).
 Statistical Data Analysis Procedure

The data that will gather from the study will analyze

using the Statistical Package for Social Science (SPSS)

software.

Mean. This was employed to determine the level time

management skills, study habits, and academic performance

of the students.

Standard Deviation. This test was used to determine

the homogeneity as well as heterogeneity of the scores

obtains by the students.

Person r. This will be utilized to determine the

relationship between time management skills, study habits,

and academic performance of the students.

 Chapter 4

Results and Discussion

This chapter presents the result of this investigation

and is divided into two parts: (1) Descriptive Data

Analysis, and (2) Inferential Data Analysis.

Part one, Descriptive Data Analysis, presents the

descriptive data on the level of proficiency in the Time

Management Skills, Study Habits and Academic Performance of

grade 12 ABM students.

Part 2, Inferential Data Analysis, presents the

inferential data on the difference in Time Management

Skills, Study Habits and Academic Performance and on the

relationship between the Time Management Skills, Study

Habits and Academic Performance.

Descriptive Data Analysis

Level of Time Management

Skills of grade 12 ABM
Students

Table 2 depicted the level of Time Management Skills

of grade 12 ABM students.

 Data revealed that the level of Time Management Skills

of grade 12 ABM students is “managed” (M = 3.5477, SD =

.50464)

Table 2

Mean and Standard Deviation of Time Management Skills

Variable Mean Description SD

Time Management Skills 3.5477 Managed .50464

Scale Description
4.01-5.00 Well-managed
3.01-4.00 Managed
2.01-3.00 Uncertain
1.01-2.00 Low
0.00-1.00 Very Poor

The managed level of Time Management Skills of grade

12 ABM students have the high level in time management.

Students maybe have the very satisfactory level of Time

Management Skills because of what we called being matured,

as the students ages, their mind and perspectives has being

more matured and understands the meaning or value of time

management. This further implies that students know how to

manage their time.

The result of this study affirms to the study of

Fazal, 2012, revealed that the time management level of the

students is “managed”. But the results disagree to the

findings of Yilmaz, Yoncalik & Bektas, 2006, revealed that

the time management of the students only posseses

“uncertain” level time managememt.

Level of Study Habits

of grade 12 ABM students

Table 3 reflects the level of Study Habits of grade 12

ABM students.

Data revealed that the level of Study Habits of grade

12 ABM students is “managed” (M = 3.6513, SD = .44363)

Table 3

Mean and Standard Deviation of Study Habits

Variable Mean Description SD

Study Habits 3.6513 Managed .44363

Scale Description
4.01-5.00 Well-managed
3.01-4.00 Managed
2.01-3.00 Uncertain
1.01-2.00 Low
0.00-1.00 Very Poor

The managed level of Study Habits of grade 12 ABM

students implies that they have the high level on their

study habits. Students are more focused and deciding what

would be their habits when they’re studying. Students are

now more responsible and know what would the right habit

they will do when it comes to studying.

 The result of this study affirms to the study of

Ozsoy, Memis and Tamur (2009) revealed that good study

habits has a “managed” level. But it contradicts to Dr.

Solomon (2002) study that students has “poor” study habits.

Level of Academic Performance

of grade 12 ABM students

Table 4 reflects the level of Academic Performance of

grade 12 ABM students.

Data revealed that the level of Academic Performance

of grade 12 ABM students is “outstanding” (M = 91.3540, SD

= 2.58402)

Table 4

Mean and Standard Deviation of Academic Performance

Variable Mean Description SD

Academic Performance 91.3540 Outstanding 2.58402

Scale Description
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 74 Did not meet expectation

The “outstanding” level of the grade 12 ABM students

implies the the students were well-disciplined to their

selves, know where to focus. Also with the help of their

parents or the parental guidance. With this guidance

students can be more than what it can be because of the

influence on its sorrouding, that’s why the mean results to

be on the outstanding level.

The result of this study affirms to the study of

Sharma and Tahira (2011), that students are “outstanding”.

But contradict to the study of Rana and Kausar (2011), that

students were “fail”

Inferential Data Analysis

Relationship between Time Management

Skills, Study Habits and Academic
Performance

The result of person’s r on the relationship between

Time Managament Skills, Study Habits and Academic

Performance are shown in Table 5 to Table 7.

Table 5 result shows that there is no significant

relationship between Time Management Skills and Academic

Performance.
Table 5

Pearson r between Time Management Skills and Academic

Performance

MTM AP

MTM Pearson Correlation 1 -.033

Sig (2-tailed) .727
AP Pearson Correlation -.033 1
Sig (2-tailed) .727

The no significant relationship between Time

Management Skills and Academic Performance implies that

Time Management Skills has no relationship to the Academic

Performance of grade 12 ABM students or vice versa. This

further implies that the level of Time Management Skills of

grade 12 ABM students is not affected by the level of their

Academic Performance. Students can achieve high Academic

Performance even though they have an average in Time

Management Skills.

The result affirms to the findings of Ngozi, Mary

& Michael, 2012, that Time Management has no significant

relationship with the Academic Performance. And contradicts

to the study of Sevari & Kandy, 2011; Adebayo, 2015; Kearns

& Gardiner, 2007, that if you have poor Time Management,

the Academic Performance will also poor and vice versa.

 Table 6 result shows that there is no significant

relationship between Study Habits and Academic Performance.

Table 6

Pearson r between Study Habits and Academic Performance

AP MSH

AP Pearson Correlation 1 -.166

Sig (2-tailed) .080
MSH Pearson Correlation -.166 1
Sig (2-tailed) .080

The no significant relationship between Study Habits

and Academic Performance implies that Study Habits has no

relationship to the Academic Performance of grade 12 ABM

students or vice versa. This further implies that the level

of Study Habits of grade 12 ABM students is not affected by

the level of their Academic Performance. Students can

achieve high Academic Performance even though they have an

average in Study Habits.

The result affirms to the findings of Lawrence study,

that there’s no significant relationship between Study

Habits and Academic Performance. And contradicts to the

study of Fereydoonimoghadam and Cheraghian (2009) that

Study Habits and Academic Performance has a significant

relationship.
 Table 7 result shows that there is a significant

relationship between Time Management Skills and Study

Habits.

Table 7

Pearson r between Time Management Skills and Study Habits

MSH MTM

MSH Pearson Correlation 1 .731**

Sig (2-tailed) .000
MTM Pearson Correlation .731** 1
Sig (2-tailed) .000

The significant relationship between Time Management

Skills and Study Habits implies that Time Management Skills

has relationship to the Study Habits of grade 12 ABM

students or vice versa. This further implies that the level

of Study Habits of grade 12 ABM students is affected by the

level of their Academic Performance. If the student has a

good Time Management Skills then the students has a good

Study Habits.

The result affirms to the findings of Schell (2014)

that good time management will give good study habits. And

contradicts to the study of Kelly (2004),that good time

management can still give bad study habits.

 Thus, the hypothesis which states that there is no

significant relationship between Time Management Skills,

Study Habits and Academic Performance is not accepted

because Time Management Skills and Study Habits have a

significant relationship.
 Chapter 5

Summary, Conclusion and Recommendation

This chapter is composed of three parts, namely: (1)

Summary of the Problems, Methods and Findings; (2)

Conclusions; and (3) Recommendations.

Part one, Summary of the Problems, Methods and

Findings, provides the summary of the problems, methods and

findings of the study.

Part Two, Conclusion, presents the generalizations

formulated based on the analysis and interpretation of

results of the investigation.

Part Three, Recommendations, presents suggestion on

the application of the findings of the study and possible

areas for future research that maybe undergo by interested

researchers.

Summary of the Problem, Methods and Findings

This survey – correlational research was conducted to

determine the Time Management Skills, Study Habits and

Academic Performance of grade 12 ABM students in Filamer

Christian University for the S.Y. 2019-2020.

 Specifically, this study sought to answer the

following questions:

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

ABM students?

2. What is the level of the study habits of the ABM

students?

3. What is the level of the academic performance of the

ABM students?

4. Are there significant relationships among the time

management skills, study habits and academic

performance of the ABM students?

The participants of the study were the one hundred

thirteen (113) taken from one hundred fifty – six grade 12

ABM students of Filamer Christian University who were

ramdomly selected using stratified random sampling each

section.

The data in this study were collected using a 30-items

structured questionnaire, 15-items for Time Management

Skills and 15-items for Study Habits, while the Academic

Performance used the average of the students. The

questionnaire underwent face validation by the research

adviser. After the contents validation, the instrument was

given to the one hundred thirteen participants of the

study. The result of the survey was used in determining the

reliability testing of the research instruments using the

Statistical Package for Social Science (SPSS) Software.

The independent variable in the study was the Time

Management Skills and Study Habits while the dependent

variable was the Academic Performance.

The statistical tool that were used in the study were

mean, standard deviation and person r. All inferential test

were set at 0.05 alpha level.

Based on the results, the major findings of the study

were:

1. The level of Time Management Skills of grade 12 ABM

students is “managed”.

2. The level of Study Habits of grade 12 ABM students

is “managed”.

3. The level of Academic Performance of grade 12 ABM

students is “outstanding”.

4. There is only significant relationship between Time

Management Skills and Study Habits.

Conclusion

In view of the foregoing findings, the following

conclusions were formulated:

1. The managed level of the Time Management Skills

indicates that the geade 12 ABM students are good in

managing time. Students were able to manage their time with

stack of activities, projects, research etc. Students knew

the value of managing time, the minds and perspectives are

already matured and not thinking about wasting the time.

2. The managed level of the Study Habits indicates

that the grade 12 ABM students were know what kinds of

habits they will do when it comes to studying. They may

have patterns when it comes on their study time, it can be

listening to music, being alone or being in a quiet place,

want to have it with the group of people or circles of

friens and anything good habits to study and many more.

3. The outstanding level of the Academic Performance

indicates that the grade 12 ABM students were have a high

performance in class. Students were able to be active and

participative in their class that results to have an

outstanding level in their Academic Performance. Students

were more focused and attentive in the subjects.

 4. There is a significant relationship between Time

Management Skills and Study Habits og grade 12 ABM

students. This results indicates that if a student has a

good time management, there will be good study habits that

can lead you to be a efficient student.

Recommendation

Based on the stated conclusions, the following

recommendation were suggested:

1. Students recommends to keep up what kind of time

management they have and improved it to be more effective

and also help those students who still don’t know how to

manage their time. Also with the help of elders like

teachers, students can seek help to manage their time

correctly or teach on how the time management is.

2. Students recommends to stay on what kind of study

habits they have so that their progress will maintain or if

possible it can be higher than before. Students may help

other student who are still struggling on what kind of

habit they will do in studying. Teachers can also help to

improved your study habits by asking them advices what good

habits will do in studying.

 3. Students recommends to be more diligent on the

class, so that the level they have right now will step up

and reach what they want to reach and be confident. Courage

outher students who still stuck on the lower level, teach

them how to everything will work on what they really want.

The teacher can also help by tutoring the student who still

silent.

4. Since there is a significant relationship between

Time Management Skills and Study Habits, students are

courage to know the value of those two variables. It can

help them to be more efficient on their everday lives, they

can also apply it not only in the school but also in

different aspects like in the house, chores and other

things that need time management and righr habits into it.

5. Future researchers also recommended to be patient

and effective when it comes to conducting a study.

References

https://en.m.wikipedia.org/wiki/Time_management
https://en.m.wikipedia.org/wiki/Academic_achievement
https://www.yourdictionary.com/study-habits
https://en.m.wikipedia.org/wiki/Academic_achievement
https://www.researchgate.net/publication/322206720_A_Study_
on_Study_Habits_and_Academic_Performance_of_Students
https://www.academia.edu/36101531/Chapter_2_REVIEW_OF_RELAT
ED_LITERATURE
shodhganga.inflibnet.ac.in
https://humansofdata.atlan.com/2018/09/qualitative-
quantitative-data-analysis-methods/
https://corporatecoachgroup.com/questionnaires/time-
management-questionnaire
https://www.briarcliff.edu/media/449263/time-management-
questionnaire.pdf
https://www.acadmia.edu/35676221/academic_performance_resea
arch_questionnaire_sample
https://www.dovepress.com/relationship-between-study-
habits-and-academic-achievement-in-students-peer-reviewed-
fulltext-article-AMEP#
https://www.researchgate.net/publication/310477885_TIME_MAN
AGEMENT_AND_ACADEMIC_PERFORMANCE_EMPIRICAL_SURVEY_FROM_HIGH
_EDUCATION_IN_MOGADISHU-SOMALIA
http://article.sciencepublishinggroup.com/html/10.11648.j.e
bm.20170301.11.html
https://www.termpaperwarehouse.com/essay-on/Theories-Of-
Study-Habits/236164
https://www.researchgate.net/publication/322789935_A_STUDY_
ON_TIME_MANAGEMENT_CASE_OF_NORTHEAST_NORMAL_UNIVERSITY_INTE
RNATIONAL_STUDENTS/link/5af33ad14585157136c6a3c5/download
 FILAMER CHRISTIAN UNIVERSITY
SENIOR HIGH SCHOOL DEPARTMENT
ROXAS CITY, CAPIZ

Good day! We are the students from Grade 12 ABM- Jobs

of Filamer Christian University and we will conduct a survey
on our study to determine our proposed study, the Time
Management Skills, Study Habits, and Academic Performance.
In line with this, we want to have you as our respondents.
Feel free to answer as you go through the survey.
Please answer the question base on your personal preferences
or experience, there is neither wrong nor right answer. Rest
assured that all your answers will be kept confidential.
Thank you and God Bless!

Instructions:
Read and answer it carefully. It is only answerable by
Strongly Agree, Agree, Uncertain, Disagree, and Strongly
Disagree

TIME MANAGEMENT

QUESTIONS STRONGLY AGREE UNCERTAIN DISAGREE STRONGLY

AGREE DISAGREE
1. I estimated my
time in studying.

2. I tend to
complete my
assignment on
time.
3. I have a fixed
schedule.
4. I do the
assignments first
from my favorite
class.
5. I make lists of
things to do in
my head, rather
than on paper.
6. I do my
assignments on
rush hours.
7. I do my tasks on
free time.
8. I study even
there’s no
upcoming exams.
9. I prioritize my
studies.

10. I can balance my

studies and
personal life.
11. I’m not wasting
my time.

12. I can complete

my works
immediately.
13. I can manage my
time alone.

14. I carefully plan

my study schedule
for the week.
15. I need someone
to manage my
time.

STUDY HABITS

QUESTIONS STRONGLY AGREE UNCERTAIN DISAGREE STRONGLY

AGREE (4) (3) (2) DISAGREE
(5) (1)
1. I study
diligently every
day.
2. I study at the
last minute.
3. I organized on
what I’ve learn.
4. I’m applying what
I’ve learn.
5. I memorize as
much as possible.
6. I’m asking
questions if I
 don’t understand
the lesson.
7. I’m reading
different kinds
of book.
8. I’m finishing my
homework on time.

9. I study in
advance.
10. I prefer to
study in quite
places.
11. I study facing
in a wall or in a
corner.
12. I review my
notes.
13. I ask a friend
for help.
14. I am taking
down notes while
the teacher’s
discussing.
15. I prefer to use
computer/cellphon
e for studying.