Research Chapter 1 3 MOSCOSO AND QUINTO

ST. ANNE COLLEGE LUCENA INC.
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A COMPREHENSIVE STUDY OF TIME MANAGEMENT
STRATEGIES AND THEIR EFFECTS ON ACADEMIC
SUCCESS ON LEVEL 3 NURSING STUDENT AT ST.
ANNE COLLEGE OF LUCENA INC.
In Partial Fulfillment of the Requirements for the
Nursing Research
MOSCOSO, DIVINE GRACE
QUINTO, LAISSA
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Time management is a critical skill for academic success.
In the pursuit of higher education, students are often faced with
a multitude of responsibilities, including attending classes,
completing assignments, studying for exams, and balancing
extracurricular activities. Effectively managing one's time is
essential to maintain a healthy work-life balance and achieve
academic goals. The term time management should not be
misunderstood as time can be managed. In fact, time can't be
managed. Time management is actually self-management. The
skills that people need to manage others are the same skills that
are required to manage themselves, namely, the ability to plan,
organize, direct and control.
This comprehensive study aims to explore various time
management strategies and their impact on academic success.
Academic success, in this context, is defined as achieving high
grades, meeting assignment deadlines, and ultimately, gaining a
deeper understanding of the subject matter. Understanding how
different time management approaches influence academic

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performance can provide valuable insights for students,
educators, and institutions.
In this study, we will examine a range of time
management techniques and their effectiveness. These strategies
may include setting clear goals and priorities, creating schedules,
utilizing digital tools, implementing the Pomodoro Technique,
seeking help when needed, and minimizing distractions. We will
also consider the individual differences that influence the choice
and effectiveness of these strategies. Time management is a
critical skill that can significantly impact academic achievement.
By delving into the various strategies and their effects, this
comprehensive study seeks to contribute to a better
understanding of how students can optimize their time, achieve
their academic goals, and develop lifelong skills that extend
beyond the classroom.
BACKGROUND OF THE STUDY
St. Anne College of Lucena Inc. is renowned for its
nursing program, attracting students from diverse
backgrounds. The Level 3 nursing curriculum is known for its
rigorous academic demands, requiring students to balance a
complex blend of coursework, clinical placements, and
personal commitments. Time management plays a critical role

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in the academic success of these students, as it directly
impacts their ability to excel in their studies, maintain a
healthy work-life balance, and achieve their career aspirations
in the healthcare field.
Effective time management is not only essential for
academic performance but is also a vital skill for the nursing
profession, where multitasking, prioritization, and meeting
deadlines are paramount. The unique challenges and
responsibilities of Level 3 nursing students make it imperative
to investigate the time management strategies they employ and
how these strategies influence their academic achievements.
The importance of this study lies in its potential to
inform both students and educators about the most effective
time management practices in the context of nursing
education. Furthermore, it may contribute to the development
of tailored time management programs and support systems to
enhance the academic success and overall well-being of Level
3 nursing students at St. Anne College of Lucena Inc.

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STATEMENT OF THE PROBLEM
The general concern of this study is to determine the
perspective of level 3 nursing students in St. Anne College
Lucena about the effect of time management to academic
success.
Specifically, the study sought to answer the following
questions:
1. What is the demographic profile of the respondents
in terms of:
1.1 Age
1.2 Sex
1.3 Civil Status
2. What are the specific time management
strategies employed by Level 3 Nursing
students at St. Anne College Lucena Inc in
terms of:
2.1 Use of Technology
2.2 Academic Performance
2.3 Eliminate Distractions
3. What are the most effective time management
strategies that can be recommended to Level 3
Nursing students to enhance their academic

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success?
4. How can the findings of this study be used to
improve the academic support and guidance
provided to Level 3 Nursing students at St. Anne
College of Lucena Inc.?
HYPOTHESIS
The researcher aims to determine Comprehensive
Study of Time Management Strategies and Their
Effects on Academic Success to prove that there is
no significant relationship between time
management strategies and academic success
among Level 3 Nursing students in St. Anne
College of Lucena Inc.
THEORETICAL FRAMEWORK
This study based on existentialism philosophy. This
philosophy is learner centered which gives direction to students
regarding their study. Learners are self-responsible of their
academics because they just seek guidance from teachers but
take decisions and manage all activates themselves. This study
depends upon pickle jar theory which is the most relevant and
modern theory of time management educated in administration
course. Wright (2002) gave the idea of jar theory that focuses
on time management (Olubor & Osunde, 2007).

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This theory expresses those human beings need to be
create balance among things and activities while adopting time
management techniques effectively. Time is around distributed
for different activities and tasks fit well where they 196 are
relied upon to fit. People have numerous needs in lives, for
example, academics, work burden, and family obligations. The
important thing is that how a person manages all
responsibilities and tackle problems on time.
It is most vital for students to manage time and do all
tasks related to studies. Effective utilization of time determines
the success of students at each level not just in regular system
as well as distance learning institutions. In distance education,
students manage all things timely.
The pickle jar theory of time management. The of
pickle jar theory will help individual to visualize priorities as
well as the amount and size of tasks that can be done
realistically (Klim’s,2010). It also talks of the approach that
will make one manage his time which will make him do well
in his academic performance (Okorie, 2014).

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There are various theories which have been developed
in relation to time management. However, the study is anchored
within the context of the Goal Setting theory. Goal setting
theory is a major component of personal-development and
management literature. The basic assumption of the theory is
that the simplest most direct motivational explanation of why
some people perform better than others is because they have
different performance goals. This theory involves coming up
with challenges and achievable goal and proffering suggestions
as the means through which time can be managed. The theory
is based on the premise that a person will be more motivated to
perform if they have clear and specific goals and objectives.
Pynes (2008) opines that high performance can only be
achieved through clear expectations.
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).
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CONCEPTUAL FRAMEWORK
The following is the figure of conceptual framework of
the study.
• A COMPREHENSIVE STUDY OF TIME MANAGEMENT

STRATEGIES AND THEIR EFFECTS ON ACADEMIC SUCCESS ON
LEVEL 3 NURSING STUDENT AT SAINT ANNE COLLEGE OF
INPUT LUCENA INC.
• Conducting Survey to the Participants of the Study

• Collection, Analysis, Evaluation and Interpretation of
PROCESS Data
• A pamphlet that contains information about the

perspective of nursing students in level 3 when it comes
OUTPUT time management.
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SIGNIFICANCE OF THE STUDY
This study aimed to assess the Comprehensive Study of
Time Management Strategies and Their Effects on Academic
Success on Level 3 Nursing Student in St. Anne College of
Lucena. This study would be very significant in providing better
plans, valuable suggestions and recommendations that could
maximize gains for the persons related and connected to the
topic.
Academic Performance Improvement: This study is
significant as it has the potential to identify effective time
management strategies that can lead to improved academic
performance for Level 3 Nursing students. It can offer practical
insights for students seeking to enhance their study habits and
for educators in supporting students.
Student Well-being: The study can shed light on how time
management affects the overall well-being of nursing students.
Understanding the relationship between time management and
stress levels can have significant implications for the mental and
physical health of the students.

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School: St. Anne College of Lucena Inc. and other educational
institutions can benefit from the findings of this study. The
results can guide these institutions in developing support
systems and interventions to assist students in managing their
time effectively, thus potentially increasing student retention and
success rates.
Nursing Education: Nursing programs are rigorous and
demanding. This study can provide insights into the specific
challenges faced by Level 3 Nursing students and how effective
time management can help them succeed in a demanding
academic environment.
Professional Development: The research can also be of
interest to future nursing professionals, as it may offer
guidance on how to balance the demands of nursing school
with other aspects of life, ultimately preparing them for the
rigors of the nursing profession.
Future Researchers. And lastly, this research can be a guide
to Future Researchers who will conduct a similar study that is
related to this topic.

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SCOPE AND LIMITATION
This research is focused on the perspective of level 3
nursing students about time management strategies and their
effects on academic success. The researchers will conduct this
study at St. Anne College Lucena Inc in Barangay Gulang –
Gulang Lucena City. The reason why we choose the level 3
nursing students is because the researcher has seen a lot of
students who facing the challenges when it comes to time
management and its affect through their academic success. The
respondents of this study were the level 3 nursing student
composed of sixty-five (65) students twelve (12) male and fifty-
three (53) female of the said institution. The researchers choose
this year level because... and as from the experiences of
researchers as level 3 students.
DEFINITION OF TERMS
The following terms were operationally defined to better
understand the study:
Comprehensive Study: It refers to a detailed and thorough
investigation of a specific topic or research question that
encompasses a wide range of aspects, variables, and factors
related to the subject of inquiry. It typically involves in-depth
research, data collection, and analysis, aiming to provide a

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comprehensive understanding of the topic.
Time Management Strategies: These are methods and
techniques employed by Level 3 Nursing students to plan,
organize, and allocate their time effectively in order to meet
their academic responsibilities. Time management strategies
can include setting priorities, creating schedules, and using task
lists to optimize their use of time.
Academic Success: Pertains to the attainment of desirable
educational outcomes by the Nursing students. It is often
measured by various indicators such as high-grade point
averages (GPAs), successful course completion, good
performance in examinations, and overall advancement in the
nursing program.
Level 3 Nursing Students: Refer to those individuals who are
in the third level or year of their nursing program at St. Anne
College of Lucena Inc. These students are expected to have
completed prerequisite coursework and are progressing to more
advanced nursing studies.

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CHAPTER II
REVIEW OF RELATED LITERATURE
FOREIGN LITERATURE
Time Management There is a titanic difference
between secondary and higher education when it comes to
managing time and academic responsibilities. In secondary
education, there was the kind of learning that includes an
explanation of everything. On the other hand, when students
enter university, they find out that what they learn is a lecture,
that only includes superficial information and the rest is their
job to know about and explore further (Britton & Tesser, 2001).
According to Nayak S. Time is free and priceless, it is not we
have it but it is how we make use of it. Nursing is profession in
which nurses need to work under pressurized working
conditions many at times. Time management is about how one
manages self. One cannot manage the time; one can only
manage how he/she can use it Organizing and prioritizing the
patient care activities is of prime importance for providing
quality care and to maintain the personal and professional
balance. Nursing students need to cultivate the skills of
effective time management along with other life skills for the
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ease of transition to a graduate nurse. Time management is not
only setting and achieving the goals but also accomplishing in
minimum possible time. Good time management techniques
and skills are essential for functioning more effectively and to
focus on results. Good time management benefits in several
ways including greater productivity, less stress, improved
efficiency, more opportunities for professional advancement
and greater opportunities to achieve career and life goals.
Nursing is a profession requiring the skills in performing
different tasks during the course of day for coping with time
limitations and pressure. Understanding the importance of time
management and skills in gaining it is very essential.
According to Silberman (2014), one may really discover
that pupils are having difficulty completed by the deadline or
receiving necessary tasks completed by the end of the day
imparting to them the necessary skill to better manage their
time can truly their academic achievement significantly.
Motivating students to cultivate positive time management is
challenging since it requires Effective work will not only yield
improvements the show, but it will also lead to drive and
superior academic performance. In despite the importance of
time management to achieve the best possible performance,

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businesses don't handle time management as a crucial
component of endurance (Adebisi, 2013). To be able to control
the clock, pupils, individual, and Managers need to be
innovative, creative, and introduce a range of temporal
methods or approaches in generating the best results inside the
set time frame.
Time management can be described as the act of
organizing your schedule in such a way that you achieve your
goals efficiently and effectively (Chen, 2011). Harold (2014),
with his scientific management technic, had a target and his
target was aimed at putting an increase to his worker's
productivity. In order to achieve this, time and motion studies
was conducted by him in order to figure out how he could
maximize the amount of work completed in a specific period.
Time management is a tool for increasing the goal of
productivity especially for students who work and study at the
same time
According to Adebayo (2015) time management is as
important as human and material resources in any organization.
From observation, poor time planners seem to be faced with
low productivity, inefficiency, ineffectiveness and low morale,
stress and frustration with themselves Time is always available

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although it waits for no one and is no respecter of gender as
reflected in the research conducted by Omolola (2010) that
both male and female undergraduate are affected by time
management.
Sansgiry, Kawatkar, Dutta, and Bhosle (2004) added
that, the basic time management skills begin with prioritizing,
placing more emphasis on important tasks, being able to say
"no" to less important issue, and being able to stop and start
immediately specific activities at pre-set schedules. They have
also argued that implementing such strategy related to time
management, one must engage in a "to do" list and need
discipline to stay focused with the list in order to have better
management of one's available time. Having the accurate
awareness of time usage can help to monitor one's self at all
times and also to keep track of an unnecessary activity which
does no need attention. (Clark, 2014).
Time management refers to the extent of how the
individuals perceive the use of their time beneficial and
purposeful. Time management skills improve with age (Bond &
Feather, 1988) require deeper understanding of time, the time
needed to complete a task, and the ability to priori effectively
(Chang & Nguyen, 2011). Coaching such as mindfulness

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training, and interventions t address the imbalance in clients'
time perspectives, identify purpose in their career and then
plan th time accordingly, can improve time management skills
and enhance well-being (Boniwell et al., 20 Keams & Gardiner,
2007; Marais et al., 2020). Appraisal of effective time usage a
perceived control over time mediates the relationship between
time management and psychologic well-being. However, the
mediated effects were small (Chang & Nguyen, 2011).
Time management disposition also positively correlates
with psychological well-being (Yang et al., 2015). For instance,
teachers' effective time management is positively related to
student academic performance (Sahito et al., 2016), where
academic achievement is positively related t well-being
(Khodabakhsh et al., 2019). However, Okopi (2011) Investigated
the academic stress o students not adhering to study time
management strategies, and also the effect of gender, age
martial and employment statuses on adherence or non-
adherence to time management strategies. Interestingly,
results showed that students who adhered to their study time
management strategies did not differ from those who did not
adhere to their study time management strategies in terms of
academic stress. However, gender, age, martial and
employment statuses affected students' non-adherence to

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their study time management strategies. The author suggested
that students who experienced academic stress might have a
negative impact on their well-being if not properly counselled.
LOCAL LITERATURE
According to Lacorte, Añonuevo, Guan, Mendoza and
Pateña (2017) maintains that accurately prioritizing the work
that matters most daily is one of the greatest challenges for a
clinician. They engage this challenged by beginning in long
procedure requirements that demand extensive time allotment
such as in prosthodontics, endodontic therapy, then short
procedure requirements such as oral prophylaxis, restorations
and extractions. A senior clinician would have to manage his
time systematically to perform all these clinical requirements,
participate in lecture and laboratory classes, special studies and
research, written and practice proficiency exams to be able to
satisfactory pass and finish his degree.
According to Mendoza and Priniski (2016), students are
more inclined to go and give their focus in their class, be more
involved and get more courses, when they are interested in an
academic topic. Interest is hence described as the students’
momentary experience of being captivated by an object as well

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as more lasting feelings that the object is enjoyable and worth
further exploration. Their interest becomes a powerful
motivational factor that boosts their learning, directing
academic and career trajectories. It is therefore important to
the students’ academic success. The students give high value to
their learning because they nurture the interest that they have
in a certain topic or course. Other items were also assessed as
true of them and items such as getting a good grade as the most
satisfying thing for them right now (3.15), choosing course
assignments that they can learn from even if they don't
guarantee a good grade (3.06) and wanting to get better grades
in their class than most of the other students (3.01) got the
lowest mean value. Because wanting to get better grades in
their class than most of the other students holds that lowest
mean value, this indicates that the dental clinicians does not
possess a motivation that is competitive or looking with
comparison to one another. They tend to recognize their own
individual pace in learning and do what they can to learn based
on their capabilities and learning skills. According to a clinician,
it gives her negative feelings whenever she compares herself to
her classmates’ progress, so she decided she will not look and
compare her skills and progress to them. She recognizes her
capabilities need time to develop and she has her own pace of
learning. She admits that the negative feelings that she gets
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from comparison and unhealthy competition cripples her from
learning more and being more engage during discussions and
examinations. It adds pressure to her studying, and she does
not want that to affect her performance in the clinics as well.
Students in general have very busy and stressful lives
due to attending classes, completing assignments and studying
for exams. In addition, they have their own daily routines and
lifestyles that are necessary for creating balance between
academics and recreational activities. However, finding time to
do everything at once can be challenging. This is where good
time management skills come into practice.
Time management is the skill in which all students
should not only know, but also need to know how to apply
(Faisal, Abdulla, Mohammad, & Nabil, 2014). Students have a
lot of tasks and had to satisfy a lot of different teachers, and the
grades for each subject are determined by the academic task
quality. Recently, there are a lot of students who are facing
problems in their academics due to difficulties in their time
management and complaint that they do not have sufficient
time to perform certain task given to them. Time management
however, is comprised of several factors contributing to it such
as academic procrastination and prioritization which according
to Aduke (2015), are both strong indicators of time

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management troubles for students who pursuit their academic
studies.
There is an old saying that “Time is gold." It is also the
only thing that people cannot replace. Time flies so quickly that
once it is gone, nobody can ever bring it back. According to
Ferner (2003), “time controls and limits how we use other
resources. Thus, it is often referred to as our most valuable
resource.” Similarly, in the health care setting, time affects both
money and quality according to Severance and Cervantes
(2003). For every individual, there is a finite and identifiable
limit to the minutes and hours available to do work and for
leisure. How you use it defines the person’s character and
values about time.
Many nursing students complain about needing more
time to perform various roles in different settings. They have to
manage time not only as students but also as a child, partner,
or a friend. Being a student alone is stressful because of the
expectation of parents and relatives to perform well in school.
With the escalating burden in the workload of nursing student
as graduation approaches, time management becomes even
more difficult. One has to juggle his time for both academics
and clinical duties without compromising his academic
performance. It is for these reasons that the researchers

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decided to investigate the relationship of time management
and academic performance of selected third year nursing
students of Arellano University for School Year 2008-2009.
RELATED REVIEW OF STUDIES
According to Lissa J., the main aim of their study was
focused to determine the time management skills among III
Year B.sc nursing students in JSS College of nursing, Mysuru.
Their study reveals that the time management of nursing
students had no significant association with their selected
personal variables. Therefore, the study reinforces the need to
organize teaching programs which sensitize the B.sc nursing
students to enhance the knowledge regarding time
management skills.
Nurses must interact with a variety of people in a variety
of situations, nursing is an emotionally taxing and extremely
stressful vocation on various times of the day and
circumstances. To look at the coping mechanisms nursing
students use to deal with the stress of their studies and clinicals.
High levels of stress can have negative effects on learning,
coping, academic performance, and retention in nursing
students as well as memory, focus, and problem-solving skills.
There have been no studies explicitly involving nursing
students, but college students with higher levels of learnt

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resourcefulness tend to be more motivated, self-assured, and
academically persistent.
At a chosen health science university in Mangalore, 320
undergraduate students participated in a descriptive-
correlative study. Utilizing disproportionate stratified sampling
approaches, the samples were chosen. Researcher used various
tool such as time management questionnaire, Student Nurse
Stress Index and self-prepared tool for academic performance.
The mean post-test stress score (65.79±8.79) ranging from 31
to 86 was lower than the mean pre-test stress score
(70.77±9.01) ranging from 36 to 95. The mean time
management during post-test (110.88±15.08) was higher than
that of pre-test (98.14±11.46). The mean stress score during
post-test (65.79 ± 8.79) was lower than that of pre-test
(70.75±9.02). The mean academic performance score during
post-test (26.52±4.84) was higher than that of pre-test
(22.79±3.90). Majority of samples (71.6%) were having good
level of time management followed by 27.5% having average
and 0.9% having excellent time management score during pre-
test. Where as in post-test, most of the samples had (83.8%)
good time management score followed by 8.8 % having
excellent and 7.5 % having average The results also showed that
65.6% were having moderate level of stress followed by 31.9%

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having high and 2.5 % having low stress level, where as in post-
test, most of the samples had (81.9%) moderate stress score
followed by 13.1 % having high and 5% having low stress score.
The data regarding academic performance states that 73.4%
were having average academic performance score followed by
24.7 % having poor and 1.9% having good academic
performance. Where as in post-test, majority of the samples
had (64.1%) average academic performance score followed by
23.4 % having good and 12.5 % having poor academic
performance score. This study reveals that the stress load is
directly related to poor academic performances and a good
strategy adaptation will definitely bring a fruitful result in
nursing students for their carrier development.
Ashrafi et al. (2021) evaluated the impact of time
management training on female nursing students' academic
achievement and their resilience. Their results showed that
time management training predicted 80% of the variance in
resilience. They concluded that time management training
increased students' resilience.
According to Idris, et al. (2019) resilience could be seen
as explaining psychological well-being. Okopi (2011) did not find
a direct relationship between time management and academic
stress which is indicative of psychological well-being. Given the

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inconsistent findings on the relationship between time
management and psychological well- being, this study
attempted to investigate the role of time management in
psychological well-being.
Time management is a skill that perhaps impacts the
students’ academic achievement. The objective of the study is
to study the time management skill and perceived academic
achievements among university students. A cross sectional
study was done among medical students studying in one of the
private medical colleges of Odisha. Time management
questionnaire developed by Britton and Tesser was used as a
study tool. It includes 18 questions distributed in 3 dimensions:
short-range planning, time attitudes and long-range planning.
All the questions were value based on the Likert scale of five
value scores. Data was analyzed using descriptive statistics.
Means of various dimensions were compared, 51.90% of the
participants possessed moderate to low level time
management score. Participants who obtained higher
percentages of mark (70-80%) also had high mean score on
general time management.24.1% of the participants never
write a set of goals for their self for each day and 21.5% never
spend time for each day planning. Whereas 48% always keep
their desk clear of everything other than what they are working
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on it, 40.5% sometimes review their class notes, even when a
test is not imminent, 37.9% sometimes make a schedule of the
activities that they have to do on work days and 37.9%
sometimes make constructive use of their time. To improve
academic performance, students are in need of IEC programs in
relation to time management.
Neena Khanna and Joginder Singh (2000) found that the
students get less time for leisure in school as compared to home
because most of the time is utilized on academic activities in
school. Adnan Kisa and Korkut Ersoy (2005) stated that, high
school students lacked time management skills. Ahmad Farras
Oran (2009) defined that, the length of the school year may be
cut by two months without any qualitative or quantitative
losses.
There are studies conducted on university students with
the aim to determine the time management skills and academic
achievement of students. In these studies, similar and different
results were obtained from our study. In one of these studies
conducted on 438 teacher candidates, it is found that, there is
a positive correlation between academic achievements of
teacher candidates and their time management skills; female
teacher candidates manage time better and academically more
successful; female teacher candidates are more successful on

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general time management and time planning; in the subscale of
being able to cope with time wasters, female teacher
candidates are more successful than males; there is a significant
difference between "general academic grade point averages"
and "time management scores" of the teacher candidates in
terms of the departments or programs they are studying, and
this difference is in time planning and time attitude scales;
there is a significant difference between "general academic
grade point averages" and "time management scores" of the
teacher candidates in time wasters subscale; there is no
significant difference between the teacher candidates
according to variable of gender, in time attitude subscale; there
is no correlation between time attitudes and academic
achievement; there is a significant correlation between time
wasters scale that contains questions about wasting time, and
general academic grade point averages (Demirtaş, Özer 2007).
In another study conducted on the Marmara University
Vocational School of Technical Sciences students, it was
determined that there is a positive correlation between
academic achievement and time management skills of the
students; and female students manage time better and they are
more successful academically (Tektaş, Tektaş 2010).

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In another study conducted on 1600 vocational school
students it is seen that there are no statistically significant
differences between the students’ time management skills
according to classes they studied and studying species. It is
determined that time management skills scores of female
students are higher than males (Çağlıyan, Göral 2009).
In another study conducted by Alay (2000) on 361
university students, it is determined that there is a positive
significant correlation between academic achievement, time
planning and total time management; there is no significant
correlation between time attitudes and academic achievement,
and there is a significant gender difference in time planning and
total time management. It is seen that there is a relation
between time management skills and academic achievement,
and female students are more successful than male students in
time planning and total time management (Alay 2000).
In a study conducted by Alay, Koçak (2003), it is seen
that there is a significant difference according to gender in
general time management and the time planning subscale of
general time management. It is determined that there is no
significant difference according to gender in “Time attitudes
and time wastage” subscales (Alay, Koçak 2003). Similarly, in a
study conducted by İşcan (2008) on 375 students studying at

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Pamukkale University Faculty of Education, Faculty of Science-
Literature, Faculty of Economics and Administrative Sciences,
Faculty of Engineering, Faculty of Medicine and Faculty of
Technical Education, it is determined that there is no significant
difference according to gender in ‘time planning and being able
to cope with time enemies’ subscales. It is also seen that there
is a significant difference according to gender in ‘time
management attitudes and skills’ subscales. It is found that time
management skills of the students doesn’t differ according to
the variables of gender, the faculty they are studying, the class
they are studying in, and their current residence; time planning
skills of the students doesn’t differ according to the variables of
gender, age, the faculty they are studying, the class they are
studying in, and their current residence; time management
attitudes and skills of the students doesn’t differ according to
the variable of their current residence; the students’ level of
being able to cope with time enemies doesn’t differ according
to the variables of gender, age, the faculty they are studying,
the class they are studying in, and their current residence; with
all the subscales, time management skills of the students
increase academic achievements of the students in a significant
level İşcan (2008).

Class Beyond Quezon
In a study conducted by Andıç (2009) on 347 university
students, it is found that there is a positive significant
correlation between the students’ academic achievements,
time planning and the total score of time management; the
difference between students' time attitudes and gender is in
favour of female students; and the difference between time
wasters and gender densify on the students between the ages
of 18-21 (Andıç 2009). In a study conducted by Başak et al.
(2008) on 323 nursing high school students it is determined
that, in the group with older students, the total scores of Time
Management Inventory are higher than the others; there is a
statistically significant correlation between academic
achievement and the total score of Time Management
Inventory (Başak et al. 2008).
In a study conducted by Erdem et al. (2003) on the
students of Medical Documentation and Secretarial, Radiology,
Medical Laboratory and Anesthesia programs, it is found that
the students’ time management scores don’t differ according to
the variables of gender, age, current residence, university and
class; female students, younger students and the students
staying in private dormitories are more successful than male
students, older students, and the students staying in
government dormitories, with their family or the students

Class Beyond Quezon
staying in separate houses; achievement scores don’t
significantly differ according to the class the students are
studying in; the groups with high course grades have high scores
of time management; in addition, there is a positive significant
correlation between time management behaviours and
achievement scores (Erdem et al. 2003).
In conclusion, students should improve their time
management skills by increasing the awareness of their
attitudes, planning, thinking and behaviors regarding to how
manage the time and how managing time can affect the
academic success. Students should aware of time wastage and
should take responsibility for managing the time more
efficiently.
Synthesis
It reveals a consistent emphasis on the critical role of effective
time management in the academic journey, particularly during
the transition from secondary to higher education, emphasizing
the need for self-directed learning. In the nursing profession,
known for its demanding work conditions, nurses must excel in
time management to provide quality care and maintain a
personal-professional balance. The importance of time

Class Beyond Quezon
management in achieving productivity, reducing stress, and
facilitating professional advancement is underscored.
Furthermore, studies emphasize that time management is not
merely about setting and achieving goals but accomplishing
tasks efficiently. Basic skills such as prioritizing, creating to-do
lists, and discipline are essential for effective time
management. The perception of time's usefulness correlates
with individuals' time management disposition and
psychological well-being, with skills improving with age.
It also highlights the challenges faced by nursing students in
managing clinical duties and academic responsibilities.
Accurate prioritization of tasks is crucial for clinicians dealing
with diverse procedures. Interest in academic topics emerges
as a motivational factor impacting academic success. The
review of related studies indicates that stress levels among
nursing students can negatively affect learning and academic
performance. Notably, a study suggests that time management
training positively influences nursing students' academic
achievement and resilience.

Class Beyond Quezon
CHAPTER III
Methodology
This chapter discusses the methods and procedures
adopted by the researchers in conducting their study. This
includes the research design, respondents of the study,
research locale, research instrument, data gathering procedure
and statistical treatment of data.
Research Design
The researcher used a descriptive survey method
because the study is intended to investigate the time
management and their effects on academic success of level 3
nursing student. Descriptive studies are usually the best
methods for collecting information that demonstrate
relationships and describe the worlds as it exists. A survey
comes by distributing to the respondents. The study took the
quantitative approach because it was based on variables
measured with numbers and analyzed with statistical
procedures.
Class Beyond Quezon
According to Williams (2007), descriptive research is
research design used to examine the situation involving
identification of attributes of a particular phenomenon based
on an observational basis. So, this type of research is used to
describe and interpret the data being studied based on fact that
is supported by accurate theories. It means that descriptive
research is related to the condition occurs at that time, uses one
variable or more and then investigates in fact. Therefore, this
study analyzed the students’ difficulties in reading report text
and the factors that were caused in report text.
Research Locale
The research study will conduct at St. Anne College
Lucena INC. in the city of Lucena, Quezon Province. The
educational institution St. Anne College Lucena, Inc. (SACLI) is
located along the diversion road in Brgy. Gulang-Gulang and the
respondents will be nursing students in level 3. The researcher
chose the specified place to conduct their research in
convenient manner and to supply the data that they require
from the respondents to complete the research study
successfully.
Class Beyond Quezon
Respondents of the Study
The researcher comes up with the selection and limiting
the students as the respondents of this study. The researcher
chooses all the level 3 nursing students of St. Anne College
Lucena Inc., Lucena City.
Population and Sampling
The respondents of the study are the 3rd year nursing
students of SACLI. The target population of the respondents is
sixty-five (65) to support the needs of the research. The
researcher used a convenience sampling, every member of the
sample size population has an equal chance of being selected
based on availability and willingness to take part. The total
population of 3rd year nursing student overall 65 to be exact.
Instrument
The instrument used to collect data using a survey
questionnaire by the researcher to know the effects of time
management to their academic success of 3rd year students of
St. Anne College Lucena Inc., Lucena City.

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The questionnaire consists of questions that will answer
of what will be the effect of time management to their
academic success of 3rd year nursing students.
Table 1: 4-Point Scale
Options Ranges/Scale Verbal
Interpretation
4 3.26 – 4.50 Strongly Agree (SA)
3 2.51 – 3.25 Agree (A)
2 1.76 – 2.50 Disagree (D)
1 1.00 – 1.75 Strongly Disagree
(SD)
Data Gathering and Procedure
The data gathering procedure will start after the
approval of the adviser of the study. The researcher will collect
all the desirable data and information from the 3rd year nursing
students of St. Anne College Lucena Inc.
After the instrument has been retrieved, the
researcher will tabulate, analyze, and interpret the data
gathered. Factual data will be presented through the aid of

Class Beyond Quezon
tables. Using the statistical treatment as a tool for analyzing the
collected data was an effective and efficient in measuring the
correlation and accessibility of the study. In order to have an
accurate and reliable finding, the researcher will utilize the
following formulas: the percentage formula and weighted
mean to come up with accurate, factual and realistic findings. It
will serve as the basis for the interpretation of the data
collection.
Statistical Treatment of Data
This study employed a statistical treatment to answer
the specific objectives and relevant findings.
To answer statement of the problem number 1,
frequency and percentage will be used to describe the
demographic profile of the level 3 nursing student particularly
in their age, sex, and civil status. The formula is shown below:
P= f x100
N
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Where:
P – Percentage
f – Number of responses
N – Number of respondents
Weighted Arithmetic Mean was used to interpret and
distinguish the time management strategies and their effects on
academic success of level 3 nursing student in St. Anne College
of Lucena Inc. The formula was:
WAM = ∑fw
Where:
∑fw - Sum product of the frequency and their weight
N = Number of respondents
Class Beyond Quezon
REFERENCES
Igweh, F., Egbule, S., & Agbor, S. (2020). Time Management
and Students’ Academic Performance of School of
Business Studies, Delta State Polytechnic, Ogwashi-Uku,
Delta State. https://namj.tamn-
ng.org/index.php/home/article/download/26/23
Ahmad Farras Oran (2009). A study on time management in
higher education: reforming the credit hour system in
Jordan's universities. Education, Business and Society:
Contemporary Middle Eastern Issues, Vol. 2, No.1.
Bedell, JR & Lennox, S 1997, Handbook for Communication
and Problem-solving Skills Training: a Cognitive-
behavioral Approach, John Wiley and Sons, Los Angeles.
https://ivypanda.com/essays/time-management-theories-
and-application/
Butler, G & Hope, T 2007, Managing Your Mind, Oxford City
Press, New York. https://ivypanda.com/essays/time-
management-theories-and-application/
Cole, AG 2003, Management theory and practice, Cengage
Learning EMEA, Boston.

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https://ivypanda.com/essays/time-management-theories-
and-application/
DeJanasz, S, Wood, G, Gottschalk, L, Dowd, K & Schneider, B
2006, Interpersonal Skills in Organizations, McGraw Hill,
Australia. https://ivypanda.com/essays/time-management-
theories-and-application/
Forsyth, P 2010, Successful Time Management, Kogan Page
Publishers, NY. https://ivypanda.com/essays/time-
Harris, J 2008, Time Management 100 Success Secrets – The 100
Most Asked Questions on Skills, Tips, Training, Tools and
Techniques for Effective Time Management, Lulu
Publishers, LA. https://ivypanda.com/essays/time-
Mancini, M 2003, Time Management, McGraw-Hill
Professional, Canberra. https://ivypanda.com/essays/time-
Pynes, JE 2008, Human resources management for public and
nonprofit organizations: A strategic approach, John Wiley
and Sons, New Jersey. https://ivypanda.com/essays/time-
Ashrafi, S., Moradi, R., Mashhadi, A., & Dastjerdi, H. (2021)
The Effect of Time Management Training on Nursing

Class Beyond Quezon
Students' Academic Achievement and Their Resilience.
https://www.researchgate.net/publication/373331275_The
_Effect_of_Time_Management_Training_on_Nursing_Stu
dents'_Academic_Achievement_and_Their_Resilience
Mendoza, M. J., Gonzales, N. G., Masa, C. A., Mingi, C. A., &
Ocampo, M. A. (2009) The Relationship of Time
Management to Academic Performance of Selected Third
Year Nursing Students of Arellano University, 2008-2009.
https://www.scribd.com/document/432388824/Philippine-
EJournals-the-Relationship-of-Time-Management-to-
Academic-Performance-of-Selected-Third-Year-Nursing-
Students-of-Arellano-University-2008
Cyril, Vences (2015) Time Management and Academic
Achievement of Higher Secondary Students.
https://files.eric.ed.gov/fulltext/EJ1097402.pdf
Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., &
Bafaraj, S.M. (2021). Impact of Time-Management on the
Student’s Academic Performance: A Cross-Sectional
Study.
https://www.scirp.org/journal/paperinformation.aspx?pape
rid=107573
Ashrafi, S., Moradi, R., Mashhadi, A., & Nejad, H. B. (2021).
Effectiveness of time management training on nursing

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students' academic achievement and resilience. Future
of Medical Education Journal, 11(1), 39-44.
Nayak, S. G. (2018). Time Management in Nursing-Hour of
need. International Journal of Caring Sciences, 11(3), 1997–
2000.
Chacko, J. M., Varghese, A., & Rajesh, N. (2023). Impact of time
management program on stress and coping strategies
adopted by nursing students with regard to academic
performance. IP Journal of Pediatrics and Nursing Science,
6(1), 48–56
Lissa J. A Descriptive Study to assess the time management skills
among BSc Nursing students in selected college at Mysuru
with a view to conduct teaching programmed.
International Journal of Advances in Nursing
Management. 2022;
Khodabakhsh, S., Rosli, N. A., & Binti Hushairi, N. A. (2019, Nov
6-7). Relationship between wellbeing and academic
achievement among university students [Paper
presentation]. 11th International Conference on
Engineering Education (ICEED): IEEE, Kanazawa, Japan
Sahito, Z., Khawaja, M., Panhwar, U. M., Siddiqui, A., & Saeed,
H. (2016). Teachers' time management and the

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performance of students: A comparison of government
and private schools of Hyderabad, Sindh, Pakistan. World
Journal of Education, 6(6).
Yang, X., Xu, X., & Zhu, L (2015). Media multitasking and
psychological wellbeing in Chinese adolescents: Time
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53, 216-222.
Boniwell, I., Osin, E., & Sircova, A. (2014). Introducing time
perspective coaching: A new approach to improve time
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24-40.
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M., Reubenson, A., & Carter, A. (2019). Resilience in
higher education students: A scoping F review. Higher
Education Research & Development, 38 (6), 1105-1120
Paguio, Alyanna Joyce "Factors Affecting Students’ Time
Management and Its Relationship to Their Academic
Performance." LCC Faculty Research Journal vol. 13, no. 1,
2019, pp. 1-7.
Mendoza, Monica Jane, et. al. "The Relationship of Time
Management to Academic Performance

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of Selected Third Year Nursing Students of Arellano University,
2008-2009." The Lamp, vol. 1, no. 1, 2009.
Khanam, N., Sahu, T., Rao, E.V., Kar, S.K., and Quazi, S.Z.
(2017). A study on university student’s time management and
academic achievement. International Journal of Community
Medicine and Public Health.

Class Beyond Quezon
A COMPREHENSIVE STUDY OF TIME MANAGEMENT

STRATEGIES AND THEIR EFFECTS ON ACADEMIC SUCCESS ON
LEVEL 3 NURSING STUDENT AT SAINT ANNE COLLEGE OF
LUCENA INC.
QUESTIONNAIRE
Name (Optional): _______________________________

Occupation: _____________________
Age: ___________ Sex: ( ) Male ( ) Female Civil

Status: ( ) Single ( ) Married
(
) Widowed ( ) Divorced
Directions: Kindly fill out the following by putting a check mark

(/) on indicated information below. Use the rating scale in
assessing the given situation that talks about the lifestyles
usually the older adult did.
I. STATEMENT: USE SA A D SD
OF THE
(4) (3) (2) (1)
TECHNOLOGY
1. Using technology
significantly enhances
my productivity.
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2. Technology is essential
for succeeding in my
nursing studies.
3. I am very comfortable
with incorporating
technology into my
time management.
4. I find technology useful
for managing my time
effectively.
5. Technology plays a role
in improving my time
management.
II. STATEMENT: SA A D SD
ACADEMIC
(4) (3) (2) (1)
PERFORMANCE
1. I believe time
management greatly
contributes to my
academic
achievements.
2. Time management
positively influences my
academic performance.
3. I make an effort to set
academic goals for
success.
4. I don't see a direct
connection between
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time management and
academic success.
5. Time management has
little impact on my
academic progress.
III. STATEMENT: SA A D SD
ELIMINATE
(4) (3) (2) (1)
DISTRUCTIONS
1. I am highly
committed to
reducing
distractions while
studying.
2. Do household
chores affect your
academic
performance.
3. I actively work to
minimize
distractions during
my study sessions.
4. A quiet
environment
improves my
academic
concentration.
Class Beyond Quezon
5. I don't believe in
the need to
eliminate
distractions.

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ST. ANNE COLLEGE LUCENA INC.

Class Beyond Quezon

A COMPREHENSIVE STUDY OF TIME MANAGEMENT

STRATEGIES AND THEIR EFFECTS ON ACADEMIC

SUCCESS ON LEVEL 3 NURSING STUDENT AT ST.

ANNE COLLEGE OF LUCENA INC.

In Partial Fulfillment of the Requirements for the

MOSCOSO, DIVINE GRACE

THE PROBLEM AND ITS BACKGROUND

Time management is a critical skill for academic success.

In the pursuit of higher education, students are often faced with

a multitude of responsibilities, including attending classes,

completing assignments, studying for exams, and balancing

extracurricular activities. Effectively managing one's time is

essential to maintain a healthy work-life balance and achieve

academic goals. The term time management should not be

misunderstood as time can be managed. In fact, time can't be

managed. Time management is actually self-management. The

are required to manage themselves, namely, the ability to plan,

organize, direct and control.

This comprehensive study aims to explore various time

management strategies and their impact on academic success.

Academic success, in this context, is defined as achieving high

grades, meeting assignment deadlines, and ultimately, gaining a

deeper understanding of the subject matter. Understanding how

different time management approaches influence academic

performance can provide valuable insights for students,

educators, and institutions.

In this study, we will examine a range of time

management techniques and their effectiveness. These strategies

may include setting clear goals and priorities, creating schedules,

utilizing digital tools, implementing the Pomodoro Technique,

seeking help when needed, and minimizing distractions. We will

also consider the individual differences that influence the choice

and effectiveness of these strategies. Time management is a

critical skill that can significantly impact academic achievement.

By delving into the various strategies and their effects, this

comprehensive study seeks to contribute to a better

understanding of how students can optimize their time, achieve

their academic goals, and develop lifelong skills that extend

beyond the classroom.

BACKGROUND OF THE STUDY

St. Anne College of Lucena Inc. is renowned for its

nursing program, attracting students from diverse

backgrounds. The Level 3 nursing curriculum is known for its

rigorous academic demands, requiring students to balance a

complex blend of coursework, clinical placements, and

personal commitments. Time management plays a critical role

in the academic success of these students, as it directly

impacts their ability to excel in their studies, maintain a

healthy work-life balance, and achieve their career aspirations

in the healthcare field.

Effective time management is not only essential for

academic performance but is also a vital skill for the nursing

profession, where multitasking, prioritization, and meeting

deadlines are paramount. The unique challenges and

responsibilities of Level 3 nursing students make it imperative

to investigate the time management strategies they employ and

how these strategies influence their academic achievements.