UBANAN-ANDRO-Thesis For Dec

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INFLUENCE OF HOUSEHOLD CHORES AND

TIME MANAGEMENT FACTORS ON


THE LEARNER’SENGAGEMENT
IN ANSWERING
MODULES

ANDRO S. UBANAN

An Undergraduate Thesis
Submitted to the Faculty of the
College of Education and Social Sciences
Mindanao State University at Naawan
9023 Naawan, Misamis Oriental
in Partial Fulfillment of the
Requirements for the
Degree of

Bachelor of Elementary Education

December 2021

Bella Amarga
Thesis Adviser

1
Acknowledgement

The Lord is very kind that he continued showered blessings to the researcher from
the smallest blessings to big one. To mention the air that I breath and the love
around. The Lord had given the researcher a respondents that is a great help in
compying this thesis, without them this paper would not be possible.
Der Maam Bella Amarga, thanks for being my adviser in this thesis. Thanks for your
time and efforts.
Special thanks to my family who continued to help and understand me of not
helping much in household chores.
Once again, the researcher would like to give thanks to all person mention above

Curriculum Vitae
NAME: Andro S. Ubanan
ADDRESS: Purok-4 Tuboran, Naawan, Misamis Oriental
DATE OF BIRTH: August 01,1999
PLACE OF BIRTH: Purok-4 Tuboran, Naawan, Misamis Oriental
PARENTS: Antonieto Lumahang Ubanan
Ronilyn Sarangga Sawin-ay

EDUCATIONAL ATTAINMENT/HONORS/AWARDS RECEIVED

ELEMENTARY : Tuboran Elementary School


Tuboran,Naawan,Misamis Oriental
March 28,2012

SECONDARY : The Sisters of School- Boystown,Incorporated


Tungkop, Minglanilla, Cebu
December 13, 2016

:
TERTIARY Currently Studying at Mindanao State University-Naawan

SELECTED TRAININGS AND WORKSHOPS ATTENDED

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Bread And Pastry Production NCll at The Sisters of Mary School-
Boystown,Incorporated
Trained in Machining NCll at The Sisters of Mary School-Boystown,Incorporated

Table of Contents

Introduction 7
Background of the study 7
Statement of the Problem 8
Null hypothesis 8
General Objectives of the Study 8
Specific Objectives 8
Significance of the Study 8
Scope and limitations of the Study 9
Definition of Terms 9
Review of Related Literature 10
Theoritical Framework 13
Conceptual Framework 14
Materials and Methods 15
Research and design 15
Subjects of the study 15
Data Procedure 17
Instrument 17
Analysis 17
Conclusion
Recommendation
References
Line Item Budget 20
Schedule of Activities 20
References 21
Appendix1 26
Data Instrument 26
Data Sheets 26
Appendix 2 30

List of Figures

3
Figure Description
Conceptual framework of the study
Map of Scope
Percentage distribution of the level of learners’ time management in doing household
chores.
Percentage distribution of the level of learners’ engagement in answering the subject
modules
Percentage distribution of the level of various time management factors experienced by the
learners in terms of Personal factors.
Percentage distribution of the level of various time management factors experienced by the
learners in terms of household responsibilities.
Percentage distribution of the level of various time management factors experienced by the
learners in terms of leisure and pleasure.
The relationship between the level of time management in doing household chores and the
learner’s engagement in answering modules.
Regression Analysis Test for Two Samples result for the relationship the level of time
management in doing household chores and the learner’s engagement in answering
modules.
Regression Analysis Test for Two Samples result for the relationship the level of various
time management factors experienced by the learners in terms of personal factor and the
learner’s engagement in answering modules.
Regression Analysis Test for Two Samples result for the relationship the level of various
time management factors experienced by the learners in terms of leisure and pleasure and
the learner’s engagement in answering modules.

List of Appendices
1 Survey questionnaire
2 Letter to the respondent’s parents
3 Letter to the School Principal

1. Introduction

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1.1. Background of the Study
Time is a priceless resource and continues to pass by without coming
back.Time is an issue to students as of this pandemic time. Time management is a
problem to students since the education of this time have so very less supervision
from the teachers to guide their students in complying the school activities. When
students seems so relax and the researcher is not sure if the students doing their
activities. The secret to achieve success in life is effectively managing this resource
that everyone possesses equally and paying sufficient emphasis to plan. The high
performance required by competitive conditions forces organizations and directors to
use time effectively and stipulates the search to control time. The rival environment
nowadays encourages people to plan and manage time effectively as early as to
start from their elementary education.
The term “time management” became familiar in the 1950’s and 1960’s as referring
to a tool to help managers make better use of available time. The concept of time
management comes from Frederick Winslow Taylor for early analysis of motion and
time studies of workers with purpose to reduce unproductive work tasks and time
wasting. defined time management as self-management with an explicit focus on
time in deciding what to do; on how much time to allocate to activities; on how
activities can be done more efficiently and on when the time is right for particular
activities. Defined time management as “behaviours” that aim to achieve an effective
use of time while performing certain goal-directed activities.There are basically three
surfaces of time management behaviours which are short range planning, long range
planning and time attitude. Short-range planning appears to encompass a variety of
items that require planning in the short run, either within the day or within the week.
Time is a valuable resource which is limited to the learning activity.
Time management is one of the major challenges that students face in most
primary levels in Philippines. Charumata, Anusha and Josephin (2013) view time
management as closely related to organizing tasks considering one’s personal trait
through maximization of time usage. Higher Education Research Institute (2014)
found that 37.7 percent of students in Los Angeles are wasting their time through
socialization with friends for approximately 10 hours per day. The report indicates
that 23.3 percent of the students could not manage time to learn on their own but

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depended on their friends for notes and study group discussions. The study showed
that students’ lack of commitment and plan of action contributed to their poor
academic achievement.
Time attitudes is more attitudinal in nature. Long range planning competence is to
handle everyday jobs over a longer time perspective by keeping follow of significant
dates and setting objectives by putting adjournment. Each of these behaviors of time
management appears to have obvious and straightforward meaning for effective
performance. Argued that academic performance is the measured ability and
achievement level of a learner in a school, subject or particular skills.
Students often complaint they do not have enough time to complete all the tasks
assigned to them. In trying to read all the books and chapters assigned, meet paper
deadlines, and at the same time doing household chores together with the demands
of their parents. Hence, this study will explore on the influence of the learner’s time
management in doing household chores and the various time management factors
towards the learner’s engagement in answering modules.

Statement of the Problem


1. What is the level of learners’ time management in doing household chores?
2. What is the level of learners’ engagement in answering the subject modules?
3. What is the level of influence of the various time management factors
experienced by the learners in terms of
a. Personal factors (laziness, boredom, lack of motivation)
b. Household responsibilities (chores and small earnings contribution)
c. Leisure and pleasure (video games, outdoor games)
4. Is there a significant relationship between the level of time management in
doing household chores and the learner’s engagement in answering
modules?
5. Is there a significant relationship between the lerner’s engagement in
answering modules and the three time management factors?

Null Hypotheses

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Ho1 There is no significant relationship between the level of time management in doing
household chores and the learner’s engagement in answering modules
Ho2 There is no significant relationship between the lerner’s engagement in answering
modules and the three time management factors.

1.3 Objectives of the Study


1.3.1 General Objectives
This research deals on the learners’ time management in doing household chores
and answering the modules. Thus, it aims to find out the significant relationship of
learners’ time management in doing household chores and answering the modules.

1.3.2 Specific Objectives


Specifically, this study aims to:
1. Determine the level of learners’ time management in doing household chores.
2. Determine the level of learner’s engagement in answering the subject modules;
3. Determine the level of influence of the time management factors, to wit
a) Personal factors
b) Household responisbilities

c) Leisure and pleasure

4. Determine if there is a significant relationship between the level of time


management in doing household chores and the learner’s engagement in answering
modules;

5. Determine if there is a significant relationship between the learner’s engagement


in answering modules and the three time management factors.

1.4. Significance of the Study

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This study offers benefits to the following groups of individuls, especially in the
implementation of the new learning modality in the new normal.

Students. The information gathered from this study benefits students as they
will gain insights on how to manage their time in answering modules and in doing
household chores. They will also be given guidance by their parents and their
teachers in order to prioritize learning over their responsibilities at home, considering
that they are still developing children who need scaffolding and support from their
parents.

Parents. The findings of this research study also benefits parents as they will
be given guidance and insights on the influence of the hosehold chores and other
household responsibilities on the level of engagement of their children in answering
modules.

Teachers. This research study also sheds insights to the teachers as they
explore on the various factors that may have influenced or affected the performance
of the learners during the conduct of the new learning modality or distance learning.

School administrators as policy makers can make use of the findings of this
study as they discuss issues and concerns with both teachers and parents
concerning the plight of the learners in the new normal.

1.5. Scope and limitations of the study


The variables to be included in this study are limited to the following: time
management in doing household chores, learner’s engagement in answering the
modules, and the the various time management factors that influence the learning
engagement of both Grade V and Grade VI pupils during the school year 2021-2022.
The study will be conducted at Tuboran Central School, located at Naawan, Misamis
Oriental. The application of the use of the findings of this study is limited only to the
sample population used in this research. Generalization must be taken with
precautions and limitations since the sampling is a non-randomized purposive
sampling.

1.6. Definition of Terms

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Exploratory research is defined as a research used to investigate a problem which
is not clearly defined. It is conducted to have a better understanding of the existing
problem, but will not provide conclusive results.

Household chores are tasks such as cleaning, washing, and ironing that have to
be done regularly at home. household chores, such as cleaning and cooking.

Leisure and pleasure is one of the time management factors that affect the learners
ability to manage responsibilities as influenced by the learner’s engagement in some
activities such as playing video games, using the internet, doing outdoor games,
relaxation and sleeping.

Personal factors include the factors that affect the time management of the
learners, such as the learner’s attitude, laziness, level of motivation and interest.

Time attitudes is attitude towards time consists of temporal orientation and


perception of time expressed through temporal metaphors. It was
expected that the more positive attitude toward time was, the higher the experience
of meaning in life would be .

Time management is the process of organizing and planning how to divide your
time between specific activities. Good time management enables you to work
smarter – not harder –so that you get more done in less time, even when time is tight
and pressures are high.

Time management factors include all the factors that influence the ability of the
students to handle responsibilities and make use of their time with relevance. IN this
study, the time management factors are: personal factors, household responsibilites,
and leisure and pleasure.

2. Review of Related Literature

The Covid-19 pandemic started in December 2019 in Wuhan, China and


spread around the world rapidly within months. The pandemic affected all areas of
life,including education. As the situation worsened, the global lockdown culminated
in a lockdown of educationalinstitutions. This closing of schools, colleges, and
universities resulted in a stressful event for educational administration with highly
limited options. This lead to distance learning and some online.
In analyzing distance learning, Moore (1993) enumerated four important variables:
faculty-student interaction, student-content interaction, student-student interaction,
and student character. Those variables, along with age, served as an organizing
principle for the current study: Moore’s Transactional Distance Theory,According to
Moore (1993), analyzing distance education necessarily involves attending to

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dialogue, structure, and learner autonomy. Moore emphasized that these
considerations are separate from technological ones, focusing on instructional and
learning behaviors and the interaction between the two. This (1993) analysis was
based on the assumption that distance learning requires different teaching
techniques and learning dynamics than does traditional face-to-face instruction.
Moore further described pedagogy as consisting of course structure and instructional
dialogue, claiming that distance learning is a function of those two variables, plus
learner autonomy. Moore (1993) expatiated that the transactional distance theory is
an attempt to explain the interaction among learners, teachers, and course structure
and to account for how that interaction affects the learning environment. For Moore
(1993), distance education is characterized by the transaction that occurs when
there is a separation of time and space between learner and teacher, a separation
that “leads to special patterns of learner and teacher behaviors”. Moore cautioned
that these behaviors should be considered relative rather than absolute because
transactional distance is not a fixed measurement. In considering the interactive
dimension of distance education, Moore distinguished among three types of
interaction: faculty-student, student-content, and student-student. He also
emphasized the importance of what he called student character.
Faculty-Student Interaction,Moore (1993) described dialogue as “an interaction or a
series of interactions having positive qualities that other interactions might not
have”and singled out interaction as one of the most important components of online
learning. Faculty-student interaction, Moore stated, is influenced by educational
philosophy, personality, course subject matter, and the environment. Moore noted
that in distance education, like face-to-face teaching, some communication will be
one-way. But a reliance on one-way communication, he argued, leads to greater
transactional distance and less favorable learning experiences. Reducing
transactional distance, then, means controlling communication. Other researchers
have also acknowledged the importance of faculty-student interaction. Tomei (2006)
described it as playing a “pivotal role in student attitudes about online learning and
distance education”, and Bollinger and Martindale (2004) characterized it as the
single most significant factor in determining students’ satisfaction in online learning
environments. Swan (2001) found that “students who had perceived high levels of
interaction with the instructor also had high levels of satisfaction with the course and
reported higher levels of learning than students who thought they had less

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interaction with the instructor”. According to a survey of college students taking
online courses at Indiana State University, 83% expected instructors to be available
at any time and to provide regular feedback (Mupinga, Nora, & Yaw, 2006, p. 186). A
study of online courses at a midwestern university revealed that “course structure
dialogue predicted student satisfaction in the online courses studied” (Sanders &
Hirshbuhl, 2007, p. 20).
Student-Content Interaction Course structure reflects the “rigidity or flexibility
of the program’s educational objectives, teaching strategies and evaluation methods”
(Moore, 1993, p. 3). Course structure influences learning experience because it
determines how well a given course meets the varied expectations of individual
students. Course structure affects communication—specifically, how much dialogue
is allowed or encouraged (Moore, 1993). Highly structured programs, Moore
charged, have little allowance for dialogue and are thus ill-equipped to respond to
student input. Moore (1993) defined student-content interaction as “the process of
intellectually interacting with content that results in changes in the learner’s
understanding, the learner’s perspective or the cognitive structures of the learner’s
mind” and characterized it as “the defining characteristic of education”. Course
content includes assignments, presentations, discussions, and assessments
(Reisetter et al., 2005). According to Moore and Kearsley (2005), highly structured
content influences students’ perception of their learning experiences in an online
program, an assertion that was explored in the current study.
Student-Student Interaction According to Dobbs et al. (2009), although many
researchers have studied the structure of online programs, few have examined
interaction among students. In traditional education, student-student interaction
occurs face to face. In online education, it is mediated electronically, through email,
discussion boards, instant messaging, Skype, and document sharing (Jackson et al.,
2010). Some distance learning institutions require residencies, where students
physically assemble at a given location for seminars and communication with faculty
and peers.
Student Character,another variable of transactional distance that influences
students’ learning experiences is the personalities of students themselves. An
important component of personality for distance learners is autonomy—the ability to
work independently. Moore (1993) defined learner autonomy as “the extent to which
in the teaching/learning relationship it is the learner rather than the teacher who

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determines the goals, the learning experiences, and the evaluation decisions of the
learning program”. Confessore and Park (2004) described learner autonomy as
consisting of four components: desire to learn, initiative, resourcefulness, and
persistence. Moore took issue with Knowles’s assumption that autonomous behavior
is natural for most adults. For Moore, autonomy is a learned skill rather than a
natural outcome of aging.
A large part of research on schoolwork has focused on analyzing the time spent on
homework and the management of that time, as well as their possible effects on
academic performance. Most of this research has been conducted from a variable-
centered approach, where the focus is on individually analyzing the time spent on
homework and on time management. However, there are few studies using a
person-centered approach, which allows the evaluation of the complexity of
associations between various variables and provides a broader explanation of the
potential interaction between a range of variables (Lanza & Cooper, 2016).
The study of the relationship between the time spent on homework and
academic results has been researched for years (Fan, Xu, Cai, He, & Fan, 2017).
The fi rst studies (Paschal, Weinstein, & Walberg, 1984) were based on the
hypothesis that the time spent on homework was a refl ection of the student’s
commitment and, as such, the relationship between time spent on homework and
academic performance should be positive (Fernández-Alonso, Álvarez-Díaz, Suárez-
Álvarez, & Muñiz, 2017).
The results obtained in some works Núñez, Suárez, Cerezo et al., 2015;
Núñez, Suárez, Rosário, Vallejo, Cerezo et al., 2015) showed that the relationship
between the time spent on homework and academic performance was negative (the
more time spent on homework, the worse the achievement obtained).These results
were interpreted alluding to the fact that perhaps the problem was in how effectively
the students were managing the time spent on homework. It made sense to think
that the worse the time management, the more time it would take to do a certain
amount of homework.
In other studies (e.g., Rosário et al., 2015), it was also found that female
students spent more time on homework than male students,which coincided with the
results of previous studies (Núñez, Suárez, Cerezo et al., 2015; Trautwein,
2007).Multilevel research found that individual variations in the time spent on
homework had little effect on academic outcomes(Fernández-Alonso, Suárez-

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Álvarez, & Muñiz, 2014; Núñez, Vallejo, Rosário, Tuero, & Valle, 2014) and that,
when statistically significant results were found, the effect was generally negative
(Chang, Wall, Tare, Golonka, & Vatz, 2014; Trautwein, 2007).The reasons for this
null or negative relationship may be the broad diversity of students who do
homework, regarding both their motivational (intentions, motives, etc.) and their
cognitive and behavioral commitment (cognitive skills, time management, etc.).
Thus, some students may not need to spend a lot of time on homework because
they learn quickly and they have good cognitive skills and/or prior knowledge
(Trautwein, 2007), or they may not be very persistent in their work and do not usually
finish the homework (Flunger et al., 2015).
Similarly, other students may spend more time because they have difficulty learning
and concentrating, because they have low expectations and low motivation, or
because they need more direct help (Trautwein Lüdtke, Schnyder, & Niggli, 2006), or
they may put in a considerable amount of effort and dedication (Flunger et al.,
2015).When referring to the time spent on homework, we must differentiate between
the amount of time spent and the degree of quality of that time (time management).
Usually, the time spent on homework is a merely quantitative aspect of the hours
that students spend doing homework, but is this not necessarily a reflection of the
effort and quality of their dedication. Trautwein et al. (2006) report that students who
spend more time on homework are not necessarily better students, but instead, it
may be due to their greater diffi culties or problems with concentration and/or
motivation. They also add that the effort students make doing homework is not
necessarily related to the amount of time that they take to do it. Thus, rather than the
time spent on homework, what is really important is the use or management that is
made of that time (Núñez, Suárez, Cerezo et al., 2015).
Everything seems to indicate that the management of the time devoted to
homework has a positive infl uence on academic success (Claessens, van Eerde,
Rutte, & Roe, 2007) and, at the same time, Regarding parent’s help, 74.7% of
participants’ parents are willing to help their children with their homework, although
only 33.4% of the participants request that help from their parents. On the other
hand, according to the parents, 15.7% of the participants have diffi culties doing their
homework, and 16.6% of the participants receive some kind of external assistance to
do homework (academy, private teacher, etc.).

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3. Theoritical Framework/Conceptual Framework

3.1 Theoretical Framework

This study is anchored on the pickle jar theory which is the latest theory of
time management taught in leadership course. Jeremy Wright developed the theory
after his series of studies (Olubor & Osunde,2007). The pickle jar theory states that
activities and responsibilities of people need be balanced using effective time
management system. Time is approximately allocated for everything and things fit
well where they are expected to fit. This theory is predicated on the fact that
individuals have many large priorities in lives such as studies, workload, leisure,
family responsibilities, sleep and rest. According to the theory none of these tasks is
bad, but what is important is efficient management in the midst of time constraints in
order to enhance performance in various areas of life.

Pickle theory as it relates to time management and answering the modules and
doing the household chores of learner’s in Tuboran Elementary School, emphasizes
the need to identify one’s large priorities during the day (online classes, , family
responsibilities) so as to ensure higher grade and productive one.

3.2 Conceptual Framework

The figure below shows the various factors included in this study. The independent
variables are the following: the learner’s time in doing household chores and the

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three time management factors experienced by the students, which include 1)
personal factors (such as laziness, attitudes, etc. ); 2) household responsibilties
(doing chores and contribution to the famil’s small earnings); and 3) leaisure and
pleasure (playing outdoors, sleeping, playing video games).

INDEPENDENT VARIABLES DEPENDENT


VARIABLE

Doing household Chores


Learners’
engagement in
Answering the
TIME MANAGEMENT
Modules
FACTORS:
Personal Factors
Household responsibilities
Leisure and pleasure

Figure 1. Conceptual framework of the study

4. Materials and Methods


4.1 Resign Design

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The design to be employes in this study is a mixed of both descriptive-
quantitative and qualitative reasearh. The quantitative data will be gathered through
the use of a likert scale instrument and will be organized and interpreted using some
statistical tools. The results will be described in tabular forms and analyzed for
implications and applications. The qualitative part fo this research study will explore
on the indepth answers of selected parents who will respond to a semi-structured
interview, sharing their insights and personal experiences on the plight of their
children during the pandemic and the new learning modality. Parents will share in a
narrative form their perceptions on whether or not household chores and some other
factors influenced the engagement of the learners in asnwering their modules.

4.3 Subjects of the study

The respondents of this study are the Grade V and Grade VI pupils of
Tuboran Elementary School located at Tuboran, Naawan Misamis Oriental. The
location of the said school is illustrated in the suceeding figure. This research
employs the non-randomized pursposive sampling, selecting the aforementioned
group students considering that these learners are perceived as the age groups that
are mostly exposed to doing household chores and in engaging in some other
activities such as playing outdoors and playing video games. The researcher
pusposively selected this group of learners considering also that Tuboran
Elementary School is very accessible to the researcher’s residence.

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Figure.2 Map of the Scope

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4.1. Data Procedure

The data were gathered with the consent of the subject instructor . The
questionnaires were then distributed to the 30 respondents and the responses were
all retrieved within one week. Because of the accessibility of the information, retrieval
of the data were done as desired.

Survey questionnaire of Influence of household chores and time management


factors on the learner’s engagement in answering the modules

Selection of the respondents in Tuboran Elementary School

Grade 5 and 6 are the selected respondents

The survey questionnaire is given to the teachers

The teachers give the questionnaires to selected fitting students

Every week the researchers went to the school to collect the answered
questionnaire gradually

The researchers then tally the data and sent it to the statistician for computation
The statistician then give back the computed data

Determine the relationship of factors that influence learners engagement in


answering modules.

Data Analysis
1. Percentage
2. Regression analysis

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4.2. Instrument
This research study will use two types of survey questionnaires, using the 5-point
likert scale. The first questionnaire measures the level of time management in doing
household chores,personal factors, household responsibility,leisure and pleasure
and the level of learner’s engagement in answering the modules. The second
questionnaire measures the degree of influence of the various time management
factors, which include personal factors, household chores, and leisure and pleasure.
Both questionnaires are adopted from the research study conducted by Charumata,
Anusha and Josephin (2013). Time management Challenges on academic
performamce.

. The likert scale response used in the questionnaire is presented in the table
below.
Response Option Scale Range Descriptive level
Always 5 Very high
Often 4 High
Sometime 3 Average
Seldom 2 Low
Never 1 Very Low

The responses of the participants in this research will be converted to the


following range or levels for further interpretation and implication.
Scale range Descriptive interpretation
4.5-5.00 Very high level
3.5-4.4 High level
2.5-3.4 Moderate/average level
2.0-2.4 Low level

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1.9 below Very low level

4.3.Data Analysis
In this study, the data will be analyzed quantitatively using the following
statistical tools. The data collected is for the the quantitative result and some verbal
answer from parents for qualitative data.

1. Percentage will be used to present the number of the respondents


responses in every scale of likert in all the questions
%=x/n (100)
Where:
x is the frequency of the response
n is the total number of responses

5.1 The level of learners’ time management in doing household chores.

Figure 1 Percentage distribution of the level of learners’ time management in doing


household chores.

2. Mean

It will be used to present and analyze the level of engagement and influence.

3. Regression analysis
is a set of statistical methods used for the estimation of relationships
between a dependent variable and one or more independent
variables. It can be utilized to assess the strength of the relationship
between variables and for modeling the future relationship between
them.

Y = a + bX + ϵ

Where:

• Y – Dependent variable

• X – Independent (explanatory) variable

• a – Intercept

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• b – Slope

• ϵ – Residual (error)

Chapter 5. Result

5.1 The level of learners’ time management in doing household chores.

Figure 1 Percentage distribution of the level of learners’ time management in doing


household chores.

5.2 The level of learners’ engagement in answering the subject modules.


Figure 2. Percentage distribution of the level of learners’ engagement in answering
the subject modules

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5.3.1 The level of various time management factors experienced by the learners in
terms of Personal factors.
Figure 3. Percentage distribution of the level of various time management factors
experienced by the learners in terms of Personal factors .

5.3.2 The level of various time management factors experienced by the learners in
terms of household responsibilities.

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Figure 4. Percentage distribution of the level of various time management factors
experienced by the learners in terms of household responsibilities.

5.3.3 The level of various time management factors experienced by the learners in
terms of leisure and pleasure.
Figure 5. Percentage distribution of the level of various time management factors
experienced by the learners in terms of leisure and pleasure.

5.4 The relationship between the level of time management in doing household
chores and the learner’s engagement in answering modules.

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Table 1. Regression Analysis Test for Two Samples result for the relationship the
level of time management in doing household chores and the learner’s engagement
in answering modules.
Household Chores r-value p- Remarks
value
Learners Engagement answering 0424 0.0197 Significant
in modules
± .361 p-value < 0.05 level of
significant
critical value .05 (two-tail)

Table shows the relationship between the level of time management in doing
household chores and the learner’s engagement in answering modules that is the r-
value 0.424 is outside the critical value ± .361 and p-value 0.0197 is less than 0.05
level of significance. Thus, the null hypothesis is rejected. The remarks is significant.
Therefore, there is a significant relationship between the level of time management
in doing household chores and the learner’s engagement in answering modules, it
does mean if the learners are slightly busy in doing household chores they will also
find time in answering their modules.

5.5 The relationship between the level of various time management factors
experienced by the learners and the learner’s engagement in answering modules

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5.5.1 The relationship between the level of various time management factors
experienced by the learners in terms of personal factor and the learner’s
engagement in answering modules.

Table 2. Regression Analysis Test for Two Samples result for the relationship
the level of various time management factors experienced by the learners in terms of
personal factor and the learner’s engagement in answering modules.
Personal factor r-value p-value Remarks
Learners 0.034 0.8576 Not
Engagement in significant
answering module
critical value .05 (two-tail) p-value > 0.05 level of
significant

Table shows the relationship between the level of various time management
factors experienced by the learners in terms of personal factor and the learner’s
engagement in answering modules that is the r-value 0.034 is inside the critical value
± .361 and p-value 0.8576 is greater than 0.05 level of significance. Thus, the null
hypothesis is not rejected. The remarks is not significant. Therefore, there is no
significant relationship between the level of various time management factors
experienced by the learners in terms of personal factor and the learner’s
engagement in answering modules, it does not mean if the learners are slightly lazy
they will also not find time in answering their modules.

5.5.2 The relationship between the level of various time management factors experienced by
the learners in terms of household responsibilities and the learner’s engagement in
answering modules.

25
Table 3. Regression Analysis Test for Two Samples result for the relationship the level
of various time management factors experienced by the learners in terms of household
responsibilities and the learner’s engagement in answering modules.

Household r-value p- Remarks

Responsibilities value

Learners Engagement 0.370 0.0444

in answering module Significant

± .361 p-value < 0.05 level

critical value .05 (two-tail) of significant

5.5.3 The relationship between the level of various time management factors
experienced by the learners in terms of leisure and pleasure and the learner’s
engagement in answering modules.

26
Table 4. Regression Analysis Test for Two Samples result for the relationship
the level of various time management factors experienced by the learners in terms of
leisure and pleasure and the learner’s engagement in answering modules.

Leisure and Pleasure r-value p- Remarks

value

Learners Engagement in 0.036 0.8486 Not

answering module Significant

± .361 critical value .05 (two-tail)

Qualitative:
1. What can you say about the new mode of education?
(Unsa imong makaistorya sa bag-ong pamaagi sa pag-tuon o pag-eskwela?)
Parent A: Dili sakto makasulod sa utok sa bata. Dili gyud nila makuha. Walay
sakto mag-explain sa bata. Niubos gyud ilang grado. Niubos ilang performance sa
pag-eakwela. Ilang pagbasa niubos jud.
Parent B: Mura ra silag gaStudy. Gasalig ra silag answer key. Samot na sa Math,
wala jud. Ambot unsabl kahay paignan ani. Cge silag ulit2x kay dili masabtan.
2. Can you say that household Chores, personal factor, household responsibility,
and leisure and pleasure.
(Makaingon kaba nga ang bulohaton sa panimalay, kaugalingon, ginagmayng
pangwarta, ilang dula2x.
Parent A:
Household chores: "Makaapekto oi kay pareha anang gaModule siya dayon
tawgon siya para mamahog ug baboy. Maglaba siya.
Personal factor: "Makaapekto kaayo kay boring daw. Wala sakto gaExplain. Dili
niya feel ang eskwelahan. Cge siyag tapolan kapoy daw. Cge rag tulog, biyaan,
kapoyan.
Household Responsibility: Medyo ra kay dili raman pd kaayo daghan ilang tabang
sa pangwarta. Naa jd siguro epekto unsaon pobre man.

27
Leisure and pleasure: "Medyo ra kay magdula pa man jd iyang bata kay grade 5
pa. Pero dili ra kaayo makadaot sa pagtuon."

Parent B:
Household chores: Amo jd silang sugon kay naa mn sila sa balay. mao ng
putol2x jd ilang pag-answer. Mawala ilang focus. Dili na dayun sila ka concentrate.
Personal Factor: "Laayon sila kay ilang palibot dili mn pareha sa eskwelahan ang
gatabang sa ila dili man titser dili pud kaayo sila gatuo sa gatudlo kay dili man nila
titser.
Household Responsibility: "Gatabang man sila usahay sa oma, usahay madugay
jd sa oma, mao nang maogmaan nalang ang pag-answer."
Leisure and Pleasure: Ilang dula2x usahay makaapekto pero makatabang paman
hinuon sa pagpawala sa kalaay.

Chapter 6. Discussion
Figure 1 Percentage distribution of the level of learners’ time management in doing
household chores.

Almost half of respondents Grade 5 and 6 in Tuboran Elementary School at


Tuboran,Naawan,Misamis Oriental sometime affected by the household chores in
terms of their time management. The graph shows 43% or 13 out 30 of the
respondents responds that questions in household chores falls on the scale 2.62-
3.42 that it only affect "Sometime" to their time management. 23% of the
respondents is often affected of household chores in terms of time management,
23% is 7 out 30 respondents takes responsibilty in their homes that often affects
their time manage and does affect their answering of modules. And only 3% or
approximately 1 respondents only is always affected by the household chores in
having time management and really affects their answering of modules. And 30% or
9 out 30 respondents is seldom affected by the household chores, thus their 9
students is a bit dependent to their elder ones in their homes. The respondents did
not takes a lot of responsibility in household chores.

Figure 2. Percentage distribution of the level of learners’ engagement in answering


the subject modules

28
The bar graph in figure 2 shows the percentage distribution of the level of

learners’ engagement in answering the subject modules. The shows how active or

interested the students in the subject modules,including the deadlines, simply says

their level of engagement. And the graph shows the highest percentage is "Often"

from the scale of 3.43-4.23 with 47% or 14 out of 30 students responded that they

are often engage in answering the modules, it clearly shows that the students is

interested and active enough for learning though not always. Follows the 33% or 10

out 30 of students responded "Sometime", sometime may mean that the student are

somewhat reluctant to their subject modules. The students are not that interested

might be because of other factors. And then follows the 20% or 6 out 30 students

responded that they are always engage in subject modules. It shows a high positive

rate, it means that students are much enough interested, active and engage in

subject modules. The students might tell that they priotize their modules than other

factors. And Graph shows 0% or no one in the respondents goes to negative

responds of engagement. It means that students are really engage in doing subject

modules. The graph denotes a positive responds.

Figure 3. Percentage distribution of the level of various time management factors


experienced by the learners in terms of Personal factors.

29
The graph shows the the time management of students that is affected by
personal factors such as laziness, boredom, lack of motivation. And the highest
percentage falls to the rate of "Sometime" with 47% or 14 out 30 students' time
management are just sometime affected by personal factors like what are mentioned
above. It says that 14 students are sometime affected by boredom, laziness, lack of
motivation and many others. It is not that so bad but it imply a bit negative respond.
Follows by 23% or 7 out 30 students' time management are "Often" affected by
personal factors. This imply a negative respond because 7 students time
management are affected by personal factors that will affect their answering the
modules as shown in the conceptual framework. And 13% or 4 out 40 students are
"Always" affected by personal factors, it greatly imply that 4 students are always
affected by personal factors and it will badly affect their answering of modules.

Figure 4. Percentage distribution of the level of various time management factors


experienced by the learners in terms of household responsibilities.

The graph shows level of various time management factors experienced by the
learners in terms of household responsibilities. Household responsibilities is
somewhat related to household chores, but household responsibilities is on the
small earnings contribution of the student to their income and that goes together with
their household chores. In the graph was shown that the rate scale of "Sometime"
got the highest percentage of 30% or 9 out of 30 students are "Always" affected by
the household responsibilities, this thing are usual to the rural areas that students in
their small earnings like for example in the farms and many other. This is not good to
students engagement in answering the modules. Then 27% or 8 out of 30 are
"Seldom" affected this imply a bit good because students at this age should not
immense themselves to hardworks, though it is innate to filipinos to be deligent and
but too much is not good since they are still students. Students first duty or priority is
study. Seldom is good enough in their responsibility. 23% or 7 out of 30 is "Often"
affected one-fourth of respondents is deligent in their respective homes they often
affected means they help a lot of time this might affect badly to their engagement in
answering the modules. 10% or 3 out of 30 says "Never" means they just focus on
study or a bit dependent, anyway students at young age are not responsible to help
in any means of small earnings and 10% of "Sometime" affected this is good since it
is in us filipinos to help sometime.

30
Figure 5. Percentage distribution of the level of various time management factors
experienced by the learners in terms of leisure and pleasure.

The graph shows the time management factors experienced by the learners
in terms of leisure and pleasure. The graph will show how much leisure and pleasure
affects their time managemwnt. And from the result, the rate scale of "Sometime" got
the highest percent of 37% or 11 out 30 are often affected by leisure and pleasure
like playing with friends and outdoor games or even online. Then almost one-fourth
of the respondents are "Often" affected by leisure and pleasure or 7 out of 30. This
rate scale already imply that there is a bad effect of leisure and pleasure to students'
time management and does might affect also their answering of modules. Then 27%
or 8 out 30 we're seldom affected by leisure and pleasure, with this percentage the
reseacher can say its usual thing for students at this age. Then 23% or 7 out 30 were
"Always" affected by leisure and pleasure, the respondent might always search for
fun and not serious in their modules. 13% or 4 out 30 says "Sometime" affected,
percentage is good as normal for students like this nothing to worry of, as long as
with supervision of the parents.

Table 1. Regression Analysis Test for Two Samples result for the relationship the
level of time management in doing household chores and the learner’s engagement
in answering modules.

The table shows the regression analysis if there is significant relationship of


household chores and time management. Then r-value and p-value is clearly
presented in the Table 1 and that r-value is 0.424 outside the critical value of ± .361
and p-value of 0.0197 is less than 0.05 level of significance. Thus, the null
hypothesis is rejected. The remarks is significant. Therefore, there is a significant
relationship between the level of time management in doing household chores and
the learner’s engagement in answering modules, it does mean if the learners are
slightly busy in doing household chores they will also find time in answering their
modules. Furthermore the household chores and time management so affect their
engagement in answering modules. It also means if students are busy in household
chores they will be badly affected by time pressure and other factors, in short time
management is affected.

31
Table 2. Regression Analysis Test for Two Samples result for the relationship the
level of various time management factors experienced by the learners in terms of
personal factor and the learner’s engagement in answering modules.

The table 2 shows the time management of personal factors and it effects to the
answering of modules by student. that is the r-value 0.034 is inside the critical value
± .361 and p-value 0.8576 is greater than 0.05 level of significance. Thus, the null
hypothesis is not rejected. The remarks is not significant. Therefore, there is no
significant relationship between the level of various time management factors
experienced by the learners in terms of personal factor and the learner’s
engagement in answering modules, it does not mean if the learners are slightly lazy
they will also not find time in answering their modules. It means that personal factors
did not greatly affect their answering the modules, and it parallel to the bar graph of
figure 3, and that there are only slightly affected. But not a lot. There are few who are
greatly affected but in all it is positive. Students may find ways to fight against
personal factors that may affect their answering of modules.

Table 3. Regression Analysis Test for Two Samples result for the relationship the
level of various time management factors experienced by the learners in terms of
household responsibilities and the learner’s engagement in answering modules.

32
The relationship between the level of various time management factors
experienced by the learners in terms of leisure and pleasure and the learner’s
engagement in answering modules that is the r-value is 0.370 is outside the critical
value of ± .361 and p-value is 0.0444 is less than 0.05 level of significance. Thus, the
null hypothesis is rejected. The remarks is significant. Therefore there is significant
relationship between the level of various time management factors experienced by
the learners in terms of leisure and pleasure and the learner’s engagement in
answering modules, it does mean if the learners are slightly busy in leisure and
pleasure they will also find time in answering their modules. The regression analysis
parallel with the result in the bar graph that students are really affected by leisure
and pleasure. It has a bad effect. The busy are they in leisure and pleasure the more
they struggle in time management and does greatly affect to their answering of
modules.

Table 4. Regression Analysis Test for Two Samples result for the relationship the
level of various time management factors experienced by the learners in terms of
leisure and pleasure and the learner’s engagement in answering modules.

Table shows the relationship the level of various time management factors
experienced by the learners in terms of leisure and pleasure and the learner’s
engagement in answering modules that is the r-value of 0.036 and is inside the
critical value ± .361 and p-value 0.8486 is greater than 0.05 level of significance.
Thus, the null hypothesis is not rejected. The remarks is not significant. Therefore,
there is no significant relationship between the level of various time management
factors experienced by the learners in terms leisure and pleasure and the learner’s
engagement in answering modules, it does not mean that if students enjoy leisure
and pleasure they will also find it hard finding time in answering the modules. But
according to the data if affects a little only but not enough to say significantly related.
Furthermore, leisure and pleasure might just relieve their stress. It safe to say that
students time in leisure and pleasure instead help them to be active academically.

Qualitative:

Parent A:

33
Parent A says that it was not sure if the child did learn what must be learned or
otherwise there will misinterpretations. Students hardly understand. There is no one
could explain properly. Their performance goes down. They hardly read.
Parent A is aware that household chores really affect their children's learning
engagement in answering the modules. Students is usually ask something to do
when at home. School Environment is so different compared to homes, at home
students will really get bored, cannot feel the education process. They will find it hard
understanding the modules. Until they lazy in answering those,sleepy,irritated. And
then additionally they will also be asked to help in farms or any other small earnings.
That is clear that is affect significantly their answering the modules. For students like
Grade 5 and 6 normally they are still playing kid games, and according to parent A it
did not affect them badly in terms of answering the modules.

Parent B:
Parent B says that students are like just srudying normally. They defend on
answer key most especially in Math, there's nothing. The Parents not sure where
would it will end. Students often get irritated because they cannot understand.
Parent B says that they usually ask the child for chores because they're at
home, it disturb them. There focus will be gone after being asked, they cannot
concentrate then. Same as parent a the student get bored because of not suitable
learning material. Students didn't really trust their tutor at home compared to teacher.
Then students is also ask to help in the farm for earning because of low earning
family and does afffect significantly to students learning engagement in answering
the modules. In terms of leisure and pleasure, their games somewhat affects but
rather it help more on getting away from boredom.

Chapter 7. Summary and Conclusion

34
This chapter presents the conclusions and recommendations based on the
findings of the study. Determining the learners’ time management in doing household
chores,personal factors, household responsibility, leisure and pleasure and
answering the modules. Thus, it aims to find out the significant relationship of
learners’ time management in all the factors mention above and answering the
modules reveal that household chores got the highest level of significance since to
one of two parents says that their children really has household chores and in the
parents say it might affect the childs performance. And its somewhat a culture to
filipinos to have household chores. The lowest level of significant is personal factor
remarked as not significant. The result says the personal factor did not affect their
engagement in answering the modules. Students able to fight against personal
factors that might hinder students in answering modules. The Survey results reveal
that household chores and responsibilities has significant relationship to student's
answering modules while not significant to leisure and pleasure and personal factors.
According to all parents household chores really affect the learners. Then
personal factor also affect badly most especially because of boredom, laziness,
irritation. Household responsiblity also is a factor that affects the learners
engagement in answering the modules. And at this age bracket it is understandable
that students is still playing games.

Summary

To determine and assist the following the relationship of household chores,


responsibility, personal factor, and leisure and pleasure to answering of modules by
students the researcher adapted survey questionnaire to answer the Statement of
the Problem, What is the level of learners’ time management in doing household
chores? What is the level of learners’ engagement in answering the subject
modules? What is the level of various time management factors experienced by the
learners in terms of a. Personal factors (laziness, boredom, lack of motivation) b.
Household responsibilities (chores and small earnings contribution) c. Leisure and
pleasure (video games, outdoor games), Is there a significant relationship between
the level of time management in doing household chores and the learner’s
engagement in answering modules? Is there a significant relationship between the

35
level of various time management factors experienced by the learners and the
learner’s engagement in answering modules?
Based from the findings of the study found out that all students has household
chores since no one answers "NEVER", and in household responsibility only 3 out
30 doesn't have. Personal factor together with leisure and pleasure has the same
percentage in the "Sometime" scale with 47%. Means those two factors sometime
only affect their answering of modules. All the results above goes parallel with the
regression result that household chores and responsibility has significant relationship
and personal factor together with leisure and pleasure doesn't have significant
relationship. Household chores with 0.0197 level of significance, Household
responsibility with 0.0444 level of significance, Personal factor with 0.8576 level of
significance, leisure and pleasure with 0.8486 level of significance.

Conclusion

Based from the findings the researcher concluded that personal factors has no
significant relationship with learner's engagement in aswering the modules. There is
no significant relationship between leisure and pleasure to learner's engagement in
aswering the modules. And that there is significant relationship between household
chores and learner's engagement in aswering the modules. And also there is
significant relationship between household responsibility and learner's engagement
in aswering the modules. For parents, household chores, responsibility, personal
factor really affect badly but not the leisure and pleasure.

8. IMPLICATIONS AND RECOMMENDATIONS

36
With all the findings above, the following implications and recommendation
were drawn: the study implies that learner's engagement in answering the modules
were affected by household chores and household responsibility. Though household
chores is normal to filipino homes teachers and parents could do agreement to
reconsider the following implications. With so many household chores the time
management of students were greatly affected. Thus, compromize academics and is
bad practices. Additionally household responsibility like small earnings must have
limitations to secure and protect learners from child labor that badly affect learners
engagement in answering modules.

School Administrators

The School Administrators should determine and come up with a ways or


memorandum of training the teachers and will be task to answer the problem of
much household chores and responsibility. The School head or Principal must also
find ways to make necessary steps on how they can fill in the learners leisure and
pleasure and make use of it to improve students interest and activeness,thus, will
benefit to students learners engagement in answering modules.

Teachers

Teachers must find ways on how they can help students together with the
parents to help their learners improve and find time management to help them in
engagement to answering of modules. Teachers could facilitate games fun enough
but academically beneficial. Teachers could call a meeting for parents to talk about
the issue of much household chores and household responsibility. And how they
improve or answer personal factors, leisure and pleasure. Furthermore, Teachers
and Parents could meet atleast once a month to follow up changes and/or
improvements.

37
Parents

Parents must reconsider their rules at home to help their children, they much
reconsider household chores because it affect their engagement to answering the
modules, parents must see and minize household chores. Parents must know the
priority of their children and guide them in all their activities might be for school or
home.

RESEARCHERS

For the future researchers who are interested to the same topic, this study could
be use as their reference, to widen the scope of this study. The total respondent
could be added a little and widen to two scope school specifically a rural and urban
school. Researchers may refer from this study for validity purposes. Researchers
may conduct the same study for to confirm the veracity of the findings and may also
apply this study in a larger population and in different research locale. This study
may also be undertaken by introducing new variables that may interact with the
variables in this study, so that the results will be more approximately near real
scenario. For the future researchers who are interested to the same topic, this study
could be used as their reference.

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academic performamce.

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40
Line Item budget

Item Price Budget Partial Total

Bond papers 1 piso 100 pcs 100

Internet fees 100 per 8 weeks 800


week
Electricity 50 2 months 100

Fuel 100 100

Printing fee 3 50 150

Panel/ 200 1 200


adviser
snacks
Total:

Schedule of Activities
Days Activities
1 Researches on the
similar studies for
RRL and
Background of the

41
study
2 Interview
3 Interview
4 Interview
5 Data Gathering
6 Encoding
7 Continue Encoding
8 Continue encoding
9 Finalizing
10 Finalizing and
review

Appendices
Appendix 1. Data Instruments
SURVEY QUESTIONNAIRE ON DOING HOUSEHOLD CHORES
AND ANSWERING MODULES
Name: ___________________________________ Age: _______ Grade level:
____________
School:
___________________________________________________________________
_______
Directions: Below are sentences about time management and doing household
chores and their effects on your engagement in answering your modules. Please
rate each sentence using the scale below. Please check the box corresponding the
rating.
5- Always (perme)
4- Often (kasagara)
3-Sometimes (usahay)
2-Often (panalagsa ra kaayo)
1-Never(Dili)

Doing household chores


Always Often Sometime Seldom Never
(perme (kasagar s (Panalagsa (Dili)
) a) (usahay) ra kaayo)
Questions 5 4 3 2 1

42
1. Did you woke up early?
(Gamata kabag sayo?)
2. Do you have an early
morning chores?
(Naa kaba’y bulohaton matag
buntag?)
3. Are always told to cook for
the breakfast?
(Permi kaba sugoon nga ang
magdegamo sa pamahaw?)
4. Did you tend livestock?
(Gatigway kabag mga
hayop?)
5. Did you wash your own
clothes?
(Ikaw ba ang galaba sa
imong mga sinina?)
6. Did you frequently wash
dishes?
(Ikaw ba kasagaran ang
maghugas sa mga plato,baso
ug uban pa?)
7. Did you fix clothes?
(GaArrange kaba sa mga
sinina?)
8. Did you frequently sweep
garbages such as dush and
other garbages?
(Gapanilhig kaba sa mga
abog ug basura?)
9. Did you finish your household
chores everyday without
compromising even one?
(Mahuman ba nimo imong
bulohaton sa balay matag-
adlaw nga walay mabiyaan
maski isa?)
10. Did you find it easy dividing
your time for household
chores?
(Sayon raba sa imo ang
pagbahin-bahin sa imong
oras para sa bulohaton sa
balay?)

Time Management in Answering the modules


Always Often Sometime Seldom Never

43
(perme) (kasagar s (Panalagsa (Dili)
a) (usahay) ra kaayo)
5 4 3 2 1

1. Did you answer you


assignment as soon as possible?

(Gahimoon ba nimo imong asayment


nga sayo kung mahimo?)
2. Did you answer you quizzes as
soon as possible?)

(Gahimoon ba nimo imong quizzes nga


sayo kung mahimo?)
3. Did you not waste time in
making your projects or performance
task?

(Dili kaba gakalas-kalas ug oras kung


maghimo ug projects o performance
task?)
4. Did you not let you sleepness
waste your time in answering the
modules?

( Dili moba gatugtan imong pagka-


katulgon nga makasayang sa imong
oras?)
5. Did you get bored in answering
the modules?

(Gilaay kaba sa pag-Answer sa mga


modules?)
6. Did you spend time reading the
modules?

(Gahatag kabag higayon sa pagbasa


sa modules?)
7. Did you able to divide your
time to all subjects?

(Nahimo ba nimo sa paggahin ug oras


sa tanang subjects?)
8. Did you able to determine
which module is urgent and priority?

(Kabalo kaba kung unsa nga module


nga dapat dalion paghimo ug ang
unahon paghimo?)
9. Did you finish your modules on
deadline or before?

(Mahuman ba nimo imong modules sa


tingpasa o sa wah pay tingpasa?)

44
10. Did you find it easy managing
your time in answering the modules?

(Dali raba sa imo ang pagbalay-balay


sa imong sa pag-Answer sa modules?)

Factors affecting time management

Always Often Sometim Seldom Never


(Perme (Kasaga es (Talagra (Dili)
) ra) (Usahay) kaayo)
1. Sleepiness and late waking 5 4 3 2 1
up (katulgon and dugay
momata)
2. Boredom (laayon)
3. Laziness (katapulan)
4. Motivation and interest
(kagana molihok)
5. Household chores
(panimalay nga bulohaton)
6. Ask by parents to do
errands (suguon sa
ginikanan sama sa pagpalit
sa tindahan ug uban pang
sugo)
7. Small earnings (ginagmay
nga pangwartahan)
8. Help in the livelihood of the
family (Tabang sa mga
ginagmay nga panginabuhi
sa balay)
9. Mobile games ( Dula sa
selpon)
10. Outdoor games (dula-dula)
11. Exploring outdoors with
friends (laag sa gawas
kauban ang mga
amigo/amiga)
12. Watching TV and movies
(tan-aw ug mga salida )

Appendix 2.

45
Letter of request sent to the parents for the conduct of the
study.

Dear Maam/Sir

The undersigned is a student of Bachelor of Elementary


Education in this university. Currently, he is working on his
research entitled Time Management between module and
household chores and other activities in partial fulfillment of the
requirements for the degree of Bachelor of Elementary
Education.
With your permission, the undersigned would like to gather
preliminary data for this endeavor with your children as a
selected student among the Elementary Students in Tuboran
Elementary School.

Session

46
1st- 3rd day: Administer a question ( checklist type)
4th day: Collecting of data

Rest assured that the result of this effort will be kept


confidential. May this request be granted. Thank you very
much.

Noted:
BELLA AMARGA
Thesis Adviser

Respectfully yours
Andro S. Ubanan
BEED STUDENT

Appendix 2. Letter of request sent to the Tuboran Elementary


School Principal for the conduct of the study.

47
FLOR DELA CRUZ
Principal
Tuboran Elementary School

Dear Maam:

The undersigned is a student of Bachelor of Elementary


Education in this university. Currently, he is working on his
research entitled Time Management between module and
household chores and other activities in partial fulfillment of the
requirements for the degree of Bachelor of Elementary
Education.

With your permission, the undersigned would like to gather


preliminary data for this endeavor among the students in your
assigned school.

48
Session
1st- 3rd day: Administer a question ( checklist type)
4th day: Collecting of data
Rest assured that the result of this effort will be kept
confidential. May this request be granted. Thank you very
much.

Noted:
BELLA AMARGA
Thesis Adviser

Respectfully yours
Andro S. Ubanan
BEED STUDENT

49

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