A CORRELATIONAL STUDY BETWEEN TIME

MANAGEMENT AND THE 1ST QUARTER ACADEMIC

PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN

AL MUNAWWARA ISLAMIC SCHOOL S.Y. 2022-2023

In partial fulfillment of the requirements for

Practical Research 2

Submitted by:

Mohammad Binkhair Latip

James Nicolai Ariola

Hisham Mayo

Adam Adel

Ali Mathar Mamendig

Khalid Awak

Grade 12 - STEM
Al Munawwara Islamic School
Davao City, Philippines

Teacher Loren Gokotano

Research Adviser

___ 2022
 CHAPTER I

THE PROBLEM AND ITS SETTING

1.1 Introduction

In our lives, time is important. Time support in structuring and organizing our

everyday tasks in a useful manner. You can become skilled and experienced which

can be gained by understanding the importance of time. The key to achieving

success in life is dividing up everyone's time and resources evenly and giving your

plans enough thought (Macan, et al. 1990).

Time management refers to a set of behavioral characteristics that are crucial

for planning your studies and workload (Lay & Schouwenburg, 1993). As students

learn coping mechanisms that enable them to balance multiple priorities, research

data suggests that efficient time management is connected with greater academic

accomplishment (McKenzie & Gow, 2004; Trueman & Hartley, 1996). It has been

shown that effective time management contributes significantly to better

performance, reduced stress, and reduced anxiety in higher education (Kearns &

Gardiner, 2007).

But according to Van der, et al. (2007), many students find it difficult to

balance their personal and academic lives, which leads to problems with time

management, irregular sleeping patterns, and increased stress (Hardy, 2003). The

organizations of higher education institutions tend to produce highs and lows in the

student workload, leaving students to juggle the balance between work and life

without much institutional support.

 Students who have difficulty with time management often lack awareness

about how they spend their time. In doing so, problems can arise in which the

attainment of their goals is hindered Dembo (2004). Modern theories have

demonstrated that how well students at all educational levels manage their time

directly affects how they do their many academic tasks. As a result, students' school

activities, including their academic and social hobbies, play a significant role in how

much time they use. However, each student's capacity to control and manage these

reveal how well they could control their time, ultimately affecting their performance

as a whole. Furthermore, Students in an open learning environment need to be more

efficient in managing their time because there is no formal structure or atmosphere

for their guidance (Ahmad, 2020). They have to manage it for their healthy lives and

to complete assignments and their accomplishments.

Noncognitive personal behaviors, such as a student's perspective on time, are

good indicators of academic results because they make it difficult for students to plan

their work and may make them feel agitated near the end of a course when they are

likely to be assessed (Scherer, et al. 2017). There is a clear correlation between

student performance and their capacity for effective time management (Ling, et al.

2003). Whether this is true or whether this is merely the result of self-serving bias.

In light of these facts, the primary objective of this research is to find out the

correlation between time management skills like prioritization, procrastination, and

scheduling, and the academic performance of the Junior High School students at Al

Munawwara Islamic School in Davao City, Philippines, during their 1st Quarter.

Additionally, an effort is made to identify whether factors of the students'

demographic profile, such as their grade level, age, and gender, affect the
relationship between time management and academic achievement. Though the

results of this study will be very useful for providing better educational resources, it

has a limited purpose and simple aim of finding a general overview of how students

manage their time.

1.2 Definition of Terms

Relative to this study, definitions of the following terms are provided to clarify

each in the context of the topic:

● Academic Performance - is the measurement of student achievement

across various academic subjects.

● Agitate - feeling or appearing troubled or nervous.

● Correlation - a mutual relationship or connection between two or more things.

● Correlation coefficient - is a statistical analysis method that is used to

measure the strength and the direction of the relationship between two

variables.

● Cross-sectional - is a type of observational study that analyzes data from a

population, or a representative subset, at a specific point in time.

● Demographic data - refers to socioeconomic information expressed

statistically, including employment, education, income, marriage rates, birth

and death rates, and more.

● Institutional support - consists of authorities and institutions whose

decisions and active support in form of laws, regulations, and financial and

non-financial help bring a lot of changes in the functioning of any business.

● Manipulate - control or influence (a person or situation) in a skillful manner.

 ● Noncognitive behavior - is defined as the “patterns of thought, feelings, and

behaviors”.

● Prioritization - is the process by which potential development items are

ranked in order of importance.

● Procrastination - is the action of delaying or postponing something

intentionally and habitually.

● Scheduling - is to arrange or plan (an event) to take place at a particular

time.

● Time Management - is a set of principles, practices, skills, tools, and systems

that work together to help us to get more value out of our time to improve the

quality of our life.

● Variable - represents the measurable traits that can change throughout a

scientific experiment.

1.3 Background of the Study

The definition of time management has not been agreed upon in previous

studies. However Lakein (1973) proposed that time management is a process that

comprises identifying needs, formulating objectives to meet those needs, and

prioritizing and organizing tasks necessary to reach those goals.

Time management has long been a topic of interest. In the 1950s and 1960s,

academic time management issues were discussed, and various authors provided

solutions (e.g., Drucker, Lakein, Mackenzie, & McCay). For quick solutions to

improve academic performance, they suggested making "to-do lists" of tasks that

need to be completed. While time constraints are present, several authors such as
Drucker (1967) acknowledged that planning tasks and activities does not necessarily

result in fulfilling planned activities.

Time management activity has been studied concerning several other

outcome variables. Studies have looked into effects on proximal variables, such as

accurately estimated time duration (Burt & Kemp, 1994), spending time on high-

priority tasks (Hall & Hursch, 1982), and the ability to readjust plans to improve the

progress rate (Eilam & Aharon, 2003).

Other studies have examined effects on academic settings, college grades

(Trueman & Hartley, 1996), academic performance (Burt & Kemp, 1994), grade point

average (Britton & Tesser, 1991), and total study habits score (Bond & Feather,

1988).

As planning was identified as an essential aspect of time management,

research on detailed aspects of planning, such as prioritizing and planning

alternative tasks in case the original plan could not be executed (e.g., due to work

interruptions or the unavailability of information), would have seemed logical.

However, it appears that such research has not yet been done. Furthermore, some

authors have suggested that good planners can be poor at managing time while

performing their planned work (Eilam & Aharon, 2003).

Most of the past researches had focused on static rather than dynamic

components of time management behavior using cross-sectional designs and

measurement instruments. The researchers believed that a dynamic approach to

correlational investigation would be very beneficial.

1.4 Statement of the Problem

The usage of time management when it comes to academics has changed

these past years, especially during the pandemic which utilized online learning as

temporary traditional learning which is still being used up to this time. In a student's

busy schedule, time management may be quite helpful. To manage their everyday

lives and turn in their academic assignments on time, time management makes sure

that students are well-prepared, organized, and focused. A person who has suitable

time management skills can live a calm, stress-free existence. This is so that the

individual does not feel worn out at the end of the day.

This paper aims to gather information from each junior high school student of

Al Munawwara Islamic School (AMIS) regarding how they manage their time and

st
their 1 Quarter Academic Performances. The researchers desire that the gathered

data that would be collected from the students could provide additional information

on how students prioritize and schedule the tasks given by the school at the same

time as their personal lives. Specifically, this study aims to seek the answers to the

following questions:

1. What type of time management do junior high chool students usually

use?

2. Do students who use a certain time management technique see

improvements in their academic performance?

 3. What type of time management is most strongly linked to better

academic performance?

4. Does the demographic profile of the respondents alter the correlation

between the students’ time management and academic performance?

1.5 Research Design

In this study, the researchers used a correlational research design because

this study aimed to analyze the correlation between time management and 1st

quarter academic performance of Junior High School students in AMIS.

Correlational research is a study conducted to establish the relationship

between two or more variables and their causes and effects (Fraenkel et al. 2012).

This is further supported by Creswell's claim that researchers utilize correlation

statistical tests to characterize and measure the strength of the relationship between

two or more variables or sets of scores in correlational research designs (2012). This

statement claims that the researchers in this study do not attempt to manipulate or

alter the variables as they would in an experimental design; rather, they used

correlation statistics to compare the findings and used two or more scores for each

respondent.

Correlational research looks for relationships or correlations between

variables, whether positive or negative, and that the coefficient of correlation

determines the degree of correlation (Donald et al. 2007). The correlation coefficient

of a variable can be said to be the basis for the identification of correlation between

variables.
 The experts' explanations above further support the claim that the correlation

method is considered to be the most effective for achieving the study's objectives.

1.6 Scopes, Limitations, and Delimitations of the Study

This study seeks to determine the students’ time management and academic

performance throughout the 1st Quarter, whether positive or negative. The study is

limited to junior high school students in Al Munawwara Islamic School. Moreover, the

study is limited to respondents from the Philippines, Singapore, Bahrain, Kuwait,

Qatar, and Saudi.

The study delimits the senior high school students and elementary pupils of Al

Munawwara Islamic School and others outside the school premises. Furthermore,

due to time constraints, the study delimits the 2nd to the 4th quarter grades of junior

high school students. It also delimits the use of hard copy questionnaires. This

research will tackle the correlation between the time management of junior high

school students in AMIS and their 1st quarter academic performance.

1.7 Research Hypotheses

Code Null Hypothesis Alternative Hypothesis

H1 There is no significant relationship There is a significant relationship

between time management and between time management and
academic performance. academic performance.

H2 There is no significant alteration of There is a significant alteration of

the demographic profile of the the demographic profile of the
 respondents to the relation between respondents to the relation between
the students’ time management and the students’ time management and
academic performance. academic performance.

Table 1.1: List of Hypotheses

1.8 Conceptual Framework

Moderator Variables

Students’ Demographic
Profile:

Age
Gender
Grade Level
Country of Residence

Independent Variables Dependent Variable

Time Management: Academic

Performance:
Prioritization
Scheduling 1st Quarter
Procrastination Academic Average

Figure 1.1: Simple Moderation Model

The figure above illustrates the conceptual diagram of a simple moderation

model. According to Hayes (2017), the effect of the Independent Variable influences

the Dependent Variable by a Moderating Variable.

 This study's independent variable (IV) is the students’ time management.

Time management is split into three categories depending on what the students

practice: Prioritization, Scheduling, and Procrastination.

The moderating variable consists of the students' demographic profiles, such

as the students’ age, gender, grade level, and country of residence. The moderating

variables would impact the strength and direction of the relationship between the IV

and DV.

The dependent variable (DV) is the student's academic performance,

specifically the 1st quarter grade.

 CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Foreign studies

Several extensive studies from past literature have been made to examine the

major factors which affect students' academic performance directly. One of the

findings of this literature is the crucial role of external motivation and time

management in the academic performance of a student. Researchers argued that a

student's academic performance is relatively influenced by time management along

with external motivation. The study found that the relationship between students'

academic performance and time management has favorable impacts, which is

significant to a student's professional career development (Hamzah et al., 2014).

2.2 Local studies

A study published in 2021, by Peteros aimed to address the significant

relationship between self-efficacy, time management, and academic performance in

the student’s life. Despite free education provided by the government, Filipino

students face financial difficulties concerning their primary education. Hence,

students choose to work part-time to overcome the constraints in finances. As

students try to balance their education and working part-time, it is significant to

address the relationship between self-efficacy, time management, and academic

performance in the student’s life. The respondents of the study were public high

school students working part-time in Cebu, Philippines. The findings showed that the

respondents displayed satisfactory academic performance considering their skills in

time management. Researchers suggest that time-management skills be

incorporated into every subject to establish positive results. In theory, once such

suggestions are put into practice, students are most likely to learn and manage

effectively in their life objectives.

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