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BALANCING WORK AND STUDY: TIME MANAGEMENT AND ACADEMIC

PERFORMANCE OF GRADE 12 WORKING STUDENTS

A Quantitative Research presented to

the Faculty of
Senior High School
Kapayapaan Integrated School
Calamba City

In Partial Fulfillment of the Requirements for

Inquiries, Investigation, and Immersion

Adriano, Ralph Matthew A.

Adriatico, Luisa Daniella C.
Barrameda, Ryza Mae D.
Escala, Desiree S.
Orolfo, Michelle T.
Querubin, John Paul B.

June 2023
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TABLE OF CONTENTS

Table of Contents 1

Dedication 3

Acknowledgement 4

List of Figures 5

List of Tables 5

Abstract 6

Chapter I. The Problem and its Background

Introduction

Background of the Study

Conceptual Framework

Statement of the Problem

Null Hypothesis

Significance of the Study

Scope and Limitation

Definition of Terms

Chapter II. Review of Related Literature and Studies

Chapter III. Methodology

Research Design

Research Locale
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Participants of the Study

Sampling Technique

Research Instrument

Data Gathering Procedure

Statistical Treatment

Ethical Considerations

Chapter IV. Results and Discussion

Chapter V. Summary, Conclusion, and Recommendation

Summary

Conclusion

Recommendation

References

Appendices

Curriculum Vitae
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DEDICATION

First of all, we like to dedicate the success of our research to our parents for

always supporting us financially and emotionally, for not leaving our side whenever we

face hardships and when we feel like giving up, for giving us advice on what should

we do, each of our parents are part of the research success.

Second, we also want to dedicate the success of our research paper to the

students and teachers of Kapayapaan Integrated School they are the respondents of

the study, without their cooperation and support this study will not be completed, they

are the very important part of the esearch paper. With their wise and honest insight,

the data we’ve collected is enough to complete this research.

Also, this is also dedicated to the school of Kapayapaan Integrated School who

gives opportunity for the researchers to nurture, test their skills, and cooperation to

build this study.

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ACKNOWLEDGEMENT

The researchers would like to give praise and thanks to our Almighty God for

the blessings, guidance, and everyday strength needed to endeavor this research.

The researchers would like to express our deep and sincere gratitude to our

research adviser, Mr. Louelle G. Marcellana, for providing us with invaluable

supervision and support during the course of our research study. We would also like

to thank him for his patience, motivation, and knowledge that he shared with us. It was

a pleasure and a great opportunity to work and study under his guidance.

The researcher’s gratitude also extends to Ms. Bernardita O. Salazar, Ms.

Regina Senido, and Mr. Lenin Rodriguez for allowing us the opportunity to conduct

our research among Grade 12 students. Also, to the Grade 12 advisers who have

given their consent for the full participation of the selected Grade 12 respondents.

Without their help, our research paper would not be possible.

Our thanks and appreciation also go to our respondents, who willingly helped

with their full cooperation, which has made the research study achieve completion.

We would also like to give thanks for the time given to us to conduct this study.

To our dearest parents, thanks for their deep consideration and support

throughout the making of the research study. Lastly, they would also give thanks to

their fellow members for the sleepless nights, hardships, and interest shown to

complete this research successfully.

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LIST OF FIGURES

Figure 1.1 Conceptual Framework

LIST OF TABLES

Table 3.1 Distribution of Co-respondents

Table 3.2 Scale to Rate the Grade 12 Working Student’s

Level of Time Management

Table 3.3 Scale to Rate the Grade 12 Working Student’s

Academic Performance

Table 4.1 Level of Time Management of Grade 12 Working Students

Table 4.2 Average Academic Performance of Grade 12 Working Students

Table 4.3 Relationship between Level of Time Management &

Academic Performance of Grade 12 Working Students

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ABSTRACT

This investigation of the time management of working students at Kapayapaan

Integrated School examined whether there was a relationship between their time

management practices and academic achievement. To assess the respondents' time

management abilities, we conducted surveys and distributed questionnaires to them.

Respondent responses are computed using the weighted mean approach, and the

Pearson Correlation Coefficient (r) is utilized to assess whether there is a relationship

between the two variables. According to the results of our investigation, the scale of 3

has the highest mean among the observed averages. According to the data, the

weighted mean for academic performance is 88.5 and the weighted mean for time

management skill is 59.19. Students who spend a lot of time on their work and studies

especially need to learn time management skills. To fairly manage time, the

researchers advised fixing and understanding the priorities of working students. The

computed p-value is greater than the level of significance of 0.05, according to the

results, and the null hypothesis is thus failed to reject.

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CHAPTER I
The Problem and its Background
Introduction

Education is a powerful tool for a person’s success. It is regarded as a valuable

asset that everyone possesses and which aids a person in achieving one’s life

objectives. As a result, this is one of the fundamental rights that every individual has,

and no one can prevent anyone from obtaining an education. However, due to some

of the constraints that limit this opportunity, obtaining this privilege is difficult. Some

students are unable to meet the financial obligations of attending school. Time

management is a crucial aspect for these students to keep their priorities in life.

Everyone has time, but few people use it effectively (Pehlivan, 2013).

Time management is the coordination of tasks and activities to maximize the

effectiveness of an individual’s efforts. Essentially, the purpose of time management

is to enable people to get more and better work done in less time. Time management

techniques also take into account an individual’s particular situation and their relevant

capabilities and characteristics (Lutkevich, 2023).

Time management is a set of practices that work together to help you get more

value out of your time with the aim of improving the quality of your life. Most frequently,

students do not manage their time wisely as needed to achieve their objectives

(Adebayo, 2015). It is one of the struggles of today’s every students in terms of their

academic performances and household duties that ends doing school works late at

night (Hafner et al., 2014).

Each and every student should have time management ability which includes

setting goals and priorities, using time management mechanism such as making “to-
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do-list”, and being organized in using time. Conforming to Razali, S. et al. (2017), time

management is very important and it may actually affect individual’s overall

performance and achievements. Students nowadays always commented that they do

not have enough time to complete all the tasks assigned to them.

Academic performance is the outcome of education, that is the extent to which

a student has achieved their educational goals. Academic achievement or academic

performance is the extent to which a student, teacher or institution has attained their

short or long-term educational goals. Learning skills include Abilities, habits,

understanding, and attitudes which are utilized to achieve learning. Students will not

achieve good grades unless they properly manage their limited study time. It is not

easy for them to organize their own study time and learn how to use it efficiently

(Watanabe et al., 2020).

According to Kapur (2020), time management skills are regarded to be of

utmost significance in making use of the time in an efficacious manner. The individuals

need to be well-aware in terms of measures to bring about improvements in time

management skills. When they will put into practice these skills in an efficacious

manner, they will be able to take out sufficient time for all tasks and activities, which

are personal as well as professional.

Based on the Abraham Maslow’s Theory of Time Management, which focuses

on understanding one’s needs, the ability to differentiate these needs, and the time

spent on completing tasks so that these activities do not overlap with other important

aspects of one’s life.

Working students’ lives are inextricably linked to their ability to manage time for

both work and studies effectively. Students must concentrate on their studies to
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improve their grades. They cannot, however, devote all of their time to studies because

they must support themselves.

They should be able to focus on their work because their job will help them

continue their studies. Poor school performance may result from failure to strike a

balance between work and studies.

As a result, they must assess whether they can effectively manage their time

to perceive themselves as efficient students. While efficiency refers to the proper

execution of specific tasks, effectiveness refers to selecting the right job to be done

well (Mohamed et al., 2016).

Background of the Study

The foundation of every students’ developing good study habit and strategies

for success is the capacity of successfully managing their time. Several working

students were having a tough time managing their hours to be spent for things such

as doing school works, job, family affairs, vice versa. It is evident up to these days that

time management skills are needed not just for them to handle their time much easier,

but can help them also with their academic performance, and to their mental health as

well. Managing their time is one of the struggles of today’s every students in terms of

their academic performance and household chores that ends up doing school works

late at night, and going to school with lack of hours of sleep. This study aims to focus

on how will time management skills affect a student’s academic performance.

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Conceptual Framework

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

TIME MANAGEMENT ACADEMIC

SKILLS PERFORMANCE

Figure 1. Conceptual Framework

Figure 1 above illustrates the conceptual framework of the study. The paradigm

presents the IV-DV model that will be considered in the research. It consists of two

variables, the time management as an independent variable and academic

performance as the dependent variable.

In figure 1, time management as independent variable pertains as the tool to a

coordinated method of managing personal time. Another variable, academic

performance refers to the extent which the student has attained during their

educational goals.

Statement of the Problem

Specifically, this study seeks to answer the following questions:

Research Question 1: What is the level of time management of the Grade 12

working students in Kapayapaan Integrated School?

Research Question 2: What is the academic performance of the Grade 12

working students in Kapayapaan Integrated School?

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Research Question 3: Is there a significant relationship between the time

management and the students’ academic performance?

Null Hypothesis

There is no significant relationship between the level of time management and

the academic performance of Grade 12 working students.

Significance of the Study

This study is important to understand the relationship between the level of time

management and academic performance of the Grade 12 working students. This study

will be meaningful to the following:

To the Students, some students are working and having a hard time balancing

their time equally. This study will have more knowledge, how to control and how to

manage their time in school and their work.

To the Teachers, they will benefit them because it will have more ideas and

guide them how to handle their time properly. This study can enlighten and can give

advice to those students.

To the Parents, this study was intended to enlighten parents that being aware

helps their children in balancing their time in work and studies. They will have more

time with their family if they can handle their time properly. This study can be very

helpful as a source of information.

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To the Community, studying time management will give them information and

awareness. This research can help in providing a solution in balancing their time.

To the Future Researchers, This study contributes to the expansion of

knowledge and ideas about balancing work and study. This can serve as a related

study and references for future researchers who will explore the same topic.

Scope and Limitations

The purpose of this study is to assess the academic performance and time

management skills of working Grade 12 students and to ascertain whether there is a

significant correlation between the two variables.

Only working Grade 12 students from Kapayapaan Integrated School

participated in this study as responders, and students who chose an alternative

delivery mode (ADM) were not included. Only the students’ ability to manage their time

and academic performance will be evaluated in this study; other issues won’t be

discussed.

Definition of Terms

Academic Performance. It is how the student perform at school or how well the

students can do in school.

Education. It is the process of gaining knowledge, studying at school.

Time Management. It is the way the working student’s manage their time.
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Factors. It could be positive or negative that is affecting the academic performance of

the working students.

Working Students. The respondents of this study and the one who supports their

studies by having a work at the same time.

Academic Life. The life of the working students at school.

Personal Life. Life of students that could be confidential or an open-secret to others.

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CHAPTER II
Review of Related Literature

Perfectionism

The ability to manage one’s time effectively is referred to as time management.

It has a big impact on students’ lives, especially those who work. For financial reasons,

they occasionally lack parental and educational supervision and employment

(Astudillo et al., 2019). Working students spend the majority of their time working

rather than studying.

Tan (2022) asserts that the idea of perfectionism is pervasive, particularly

among college students. The great effort necessary to fulfill demanding, unattainable

standards is a popular description of perfectionism. It is seen as a challenging,

multidimensional idea impacted by societal and individual interaction processes. While

perfectionism can be maintained in students throughout their college careers, research

suggests that it can change as a result of the increased stress that comes with

adjusting to a novel and exceedingly challenging environment.

According to Tan (2022), perfectionism has been associated to negative

academic outcomes, such as academic achievement and school involvement,

especially in adolescents and young adults. Time management skills are crucial both

now and in the future.

Time management in daily tasks is crucial for students. Most students who are

given an assignment discover they don’t have enough time to finish it In time, but

others do because they have learned how to efficiently manage their time. Effective

time management and satisfaction in daily work go hand in hand.

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The quest of excellence and a critical evaluation of oneself and others are

characteristics of perfectionism, according to Visvalingam (2022). Historically,

perfectionism has been viewed as a bad character flaw or a burdensome personality

trait. College students’ capacity to make appropriate emotional and intellectual

adjustments has been shown to be hampered by perfectionism. Recent studies have

shown that perfectionism has much more complicated effects on children.

There is evidence that perfectionism is a multifaceted trait with both good and

bad aspects, and that its better aspects can significantly benefit students (Hill, 2017).

Perfectionism encompasses a wide range of behaviors and attitudes and has many

characteristics. People are able to recognize this complexity in both themselves and

those around them.

While some people are tenacious in their quest of greatness, others are more

laid back. While some people constantly compare themselves to others, others have

a standard that is more internal. While some people appear to bounce back quickly

after significant setbacks and failures, others are perpetually anxious about making

even the smallest mistakes.

The desire for perfection, the impossibly high bar set for achievement, and the

excessively harsh evaluation of one’s conduct are characteristics of the psychological

trait known as perfectionism. The relationship between students’ goals for

achievement and their exam performance is very significant.

Logsdon (2020) asserts that juggling work and school might make it challenging

to manage your time. It can be difficult to balance your career and academic lives,

especially when other obligations, like having children, are competing for your time.
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This holds truth regardless of whether you’re working to pay for school or going

back to school to advance your profession. The problem is not a lack of time; rather,

it is how individuals use their time. Exam performance and self-oriented perfectionism,

a telltale indicator of perfectionistic strivings, were positively associated. Additionally,

task-approach goals effectively moderated the relationship between exam

performance and self-oriented perfectionism. According to the findings, students who

aim for perfection develop task-approach goals that help them do better on exams

(Stoeber et al., 2015).

Additionally, task-approach goals effectively moderated the relationship

between exam performance and self-oriented perfectionism. Because it can be

challenging to manage your time despite the variety of obligations and duties you may

have, improving your time management skills will help you complete your chores more

quickly and effectively.

According to Chansaengsee (2017), it might be argued that students’

increased freedom and responsibility have caused them to feel anxious. This

emotional suffering is a result of an imbalance in study habits or academic life. In order

to maintain a balance between their schoolwork and personal lives, students should

be adept time managers.

The ability to manage one's time well was essential for achieving excellent

academic performance. Strong time management skills are necessary if you want to

do all of your tasks on schedule. People who are enthusiastic about these skills can

eventually be successful. The goal of the individual difference variable called “social

desirability” is to reflect respondents’ predisposition to overestimate “good” activities

and understate “bad” attributes in order to win over others’ favor (Stoeber et al.).
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Procrastination

According to Nabawi (2019), workload is the process that an individual

engages in to complete the duties of a job or group of roles that are performed under

typical conditions within a specific amount of time. Academic procrastination is a

purposeful delay in beginning academic tasks that are completed repeatedly by

choosing to complete other chores that are not necessary and are typically completed

close to the deadline for the task collection limit. Work that fails to take into account

each employee’s working hours and burden results in the employee only having time

to focus on their work and not meet their demands or obligations in lectures, and this

imbalance of activities enables them to put off attending school.

According to Pasaribu et al. (2019), time management is the process of

allocating time in which people first identify their requirements and wants before

prioritizing them according to importance. Academic procrastination is the deliberate

delay in beginning academic tasks that are repeatedly completed by choosing to

complete other chores that are not necessary and are typically completed close to the

deadline for the task collection limit.

Work-school conflict is a type of role conflict that arises when job duties make

it difficult for students to fulfill their obligations and demands in the classroom,

according to Markel et al. in Andrade (2018). The presence of a high workload can

thus mean that someone has too much work that needs to be finished by a given date.

According to Kurniawan et al. (2022), the presence of various role conflicts can

lead to academic procrastination. Due to their decreased capacity for self-regulation,

students who have many responsibilities or who work while studying are more likely

to engage in academic procrastination.

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The degree to which employees trust their employer to value their efforts and

care about their well-being is described by Robbins et al. (2017). Academic

procrastination is the willful delaying of the beginning of academic assignments that

are regularly completed by choosing to complete other activities that are not necessary

and are typically completed close to the deadline for the task collection limit.

According to Martin et al. (2015), the self-instruction strategy is thought to be

capable of reducing academic procrastination since it increases students’ self-

assurance and willingness to complete their assignments, boosting their ability to self-

regulate.

The time management strategy is also said to be able to lower academic

procrastination since it gives students the ability to keep an eye on themselves and

manage their time so that they can finish and turn in their assignments by the due

date. In other words, these two strategies help kids improve their ability to control their

behavior, which increases the likelihood that they will learn math more quickly.

A study by Asri et al. (2017) found that the rates of academic procrastination

are 52.6% and 47.4%, respectively, among 7th state Grade junior high school students

in the Madiun area. Results of interviews with 10 junior high schools in the Madiun

district’s mathematics teachers provide more support for this. The results of the

interview show that few pupils are aware of the significance of the assignments their

teachers set.

Many students still do the assignment in class, minutes before the course

begins, by copying their friend’s response. Some of them carelessly do the

assignments. Additionally, students think that the teachers’ methods of instruction are
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rather dry and less engaging. Teachers must therefore use more engaging

instructional methods.

Self-monitoring, according to Dai et al. (2017), is a notion of the metacognition

category with the key distinctions of self-control and time management disposition,

which are related to conceptions of capacity. Self-control is viewed psychologically as

having a limited ability for delay and waiting as well as being less adaptable in

changing actions to meet changing situational demands.

According to Grunschel et al. (2013), numerous research have shown that

procrastination is linked to specific types of detrimental outcomes, particularly among

students. Researchers discovered that procrastination affects students’ private lives

and that persons who engage in high levels of procrastination entertain low

achievement through standardized interviews with university students.

Goal progress monitoring was examined by Harkin et al. (2016), who

discovered that self-monitoring frequently acts as a catalyst for behavior change.

Additionally, the attention to assignment-related and environmental requirements that

is brought on by intense self-reflection may offer more contextualization cues for the

effective application of time management techniques and the sensible allocation of

time resources.

Physical Exhaustion

Bristol (2019) asserts that working while pursuing a degree in business

administration has become a common practice among students. However, studies

suggest that combining work and school may have a negative effect on pupils’

academic performance. Lack of study time, fatigue, and stress can all make it difficult

for students to focus and remember information.

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Financial difficulties and personal problems are common among working

students, and these might affect their academic performance. Numerous programs

and support services have been launched for working students to solve these

concerns. These include things like flexible class times, academic counseling, financial

help, and mentoring programs. This literature analysis highlights the necessity for a

thorough manual that provides useful advice and techniques for enrolled business

administration students.

Work-life balance for students is becoming a bigger issue at many academic

institutions, especially graduate schools. The problem is particularly pressing in

Manila, where students have a range of responsibilities in both their personal and

academic lives. Reviewing the studies on this subject highlights the significance of

graduate programs developing a welcoming environment that motivates students to

keep a work-life balance.

The evidence also suggests that Issues with money, academic pressure, and

interpersonal relationships can all affect a student’s ability to balance their work and

personal lives. Work-life balance can be achieved through providing flexible

scheduling options, providing support services, and encouraging self-care behaviors.

Overall, our review of the literature highlights the importance of addressing graduate

students’ issues with work-life balance in order to promote success (Cada, 2019).

According to Guiamalon (2022), the COVID-19 epidemic has had a huge impact

on individuals all across the world, especially graduate students. According to the

available literature, graduate students faced a variety of problems, issues, and

concerns relating to their academic and personal life throughout the epidemic. The

difficulties graduate students have when conducting research, accessing resources,

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and maintaining their mental health and wellbeing have been highlighted in certain

studies.

The impact of the epidemic on graduate students’ future employment

opportunities and career prospects has also been studied in the literature. Overall, the

research shows that graduate students have been significantly and widely impacted

by the COVID-19 outbreak, and that more research is required to comprehend their

experiences and develop practical ways to meet their requirements during these trying

times.

In accordance with Lobo’s study from 2023, finishing an undergraduate thesis

is a challenging and important part of higher education, but it is not without difficulties.

The challenges and obstacles that students encounter when completing their

undergraduate thesis have been the subject of several studies. Time management, a

lack of supervision and help, trouble selecting a study topic, inadequate research

abilities, and financial constraints are some of these challenges.

Numerous research on the subject have been conducted in the Philippines,

where undergraduate theses are necessary for graduation. However, few of these

studies have concentrated on top local colleges. By examining the challenges and

restrictions faced by students finishing their undergraduate thesis at one of the best

local colleges in the Philippines, this study aims to address this gap.

In particular for parents who work from home, remote learning has greatly

changed how parents participate in their children’s education, as indicated by Budhrani

(2021). Due to the COVID-19 pandemic, parents now have to balance work

commitments with caring for and supporting their children’s academically. Studies

have shown that parental involvement in their children’s education has a significant
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impact on academic achievement. The goal of this study Is to discover how parents

who work from home balance their responsibilities as parents and professionals.

Educators and legislators may create effective strategies to support families through

crises and beyond by having a thorough understanding of the approaches and

challenges that work-from-home parents encounter.

Stress

People experience stress on a regular basis. Everybody can suffer stress in

their home, surroundings, people nearby, especially at school. In line with Surla et al.

(2019), stress is one of the issues students experience when pursuing their academic

and personal goals.

As stated by Peteros et al. (2021) in Understanding the Effects of Time

Management and Self-Efficacy on math Performance among High School Students

Working Part-Time in Cebu, Philippines, “Stress is everywhere, which is why this

research aims to determine how time management can affect it. This study was

conducted in Toledo City, Cebu, Philippines.

In order to determine whether there was a connection between time

management, self-efficacy, and academic performance—specifically, examining the

respondents’ math performance—31 public high school students who worked part-

time participated in the study.

You’ll observe that their research demonstrates a correlation and ties it to what

the current study also seeks to observe. Conforming to Galindo-Domnguez et al.

(2002), students who have superior time management skills and believe they are more

productive in their work are thought to be doing so in part because they have a better

grasp of and command over digital competence.

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In the words of Daniel C. O. (2019) The goal of this study is to evaluate how

workplace stress affects employee performance, including the nature, kinds, and

impacts of workplace stress on productivity and effectiveness. Similar questions are

being investigated in this study as well.

As anticipated, following training, felt stress dropped and perceived control over

time increased while demands remained the same. Thus, time management

instruction may be advantageous for the wellbeing of undergraduate students. To

provide more reliable results and conclusions, additional intervention studies in this

area—especially those with larger samples—are still required (Häfner et al. 2015).

Performance is affected by students’ academic stress. The study’s findings

were significant because, under the semester system, students have less time to

complete several modules, which puts them under stress (Khan et al. 2013).

Stress develops when an individual’s capacity to deal with their circumstances

is exceeded by the sum of their internal and external demands. Depression, anxiety,

and stress can potentially derail these crucial years (Temario, J. et al. 2020).

According to Kumar, M. et al. (2014), stress, a universal phenomena, can either

increase (‘eustress’) or decrease (‘distress’) an individual’s productivity.

A regular and repeatable collection of brain regions are activated in response

to stressful stimuli in healthy participants, however the idea that there is a single,

permanent stress neuromatrix cannot be sustained (Sousa, 2016).

Stress has been defined traditionally either as a stimulus, often referred to as a

stressor, that happens to the person such as a laboratory shock or loss of a job, or as

a response characterized by physiological arousal and negative affect, especially

anxiety (Folkman, 2020).

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Lack of Priority

Many students struggle with time management and don’t have enough time to

complete their academic assignments adequately. This study, which also analyzes the

students’ time management difficulties, describes the most effective time management

techniques for students. The ability of students to manage their time has been

demonstrated to have a significant impact on their academic achievement. Student

academic achievement is connected to time management, prioritizing, and stalling.

The theoretical Implication of this study may be useful for understanding time

management, procrastination, and prioritization in connection to academic success at

Malaysian higher education institutions. The higher education institution would be able

to improve the teaching and learning process through a better time management

strategy with the aid of this study’s practical application.

One of the skills that will affect a student’s academic performance is time

management. Students do not believe that setting work priorities based on importance

is necessary, as per Aduke (2015).

Because they lack time management skills, such as the ability to prioritize

tasks, students find it difficult to start their own work. Academic grades in higher

education institutions are typically based on the completion of multiple tasks, lengths,

deadlines, and priorities.

All of the various tasks and the academic marks were based on the level of

knowledge, consideration, and work given into the academic. Students must therefore

be able to manage their time. By prioritizing the tasks, studying and completing

assignments will become less stressful and more pleasurable.

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To achieve success and peace of mind, efficient time management strategies

should be applied to the total schedule of the student.

According to their priorities, students should set up their schedule. To improve

academic achievement, self control and time management are required. In addition,

students should work hard to plan, use their time wisely without postponing the plan

by placing priorities on the plan, which will in turn give them more academic confidence

because they will know how they are doing in terms of moving toward their objectives.

The high level of pupils’ academic performance will be influenced by their academic

confidence.

Al-Zoubi (2016) asserts that the best use of time involves prioritizing tasks

based on priority. For the sake of efficacy, one must prioritize critical chores over less

important jobs and allot enough time to get the greatest results. The standard of tasks

performed in a specific amount of time can be used to measure effectiveness.

According to Kaushar (2013), the perception of how their time needs to be used

up or planning, using short and long term goals and time attitudes, or students

accomplished that both planning and encouraging time attitudes initiated that they had

much more time to finish their daily tasks because they experienced more control of

how their time was exhausted and knew when they had to say no to activities.

According to the literature, time management techniques are similar to the

feeling of having control over time and are related to an individual’s awareness of and

attitudes toward time management. Recording significant dates, such as assignment

due dates, and then organizing them according to due date, difficulty, and size of the

assignment will help you prioritize tasks based on their value (Faisal et al., 2014).
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Prioritization and academic success had a substantial association. Lack of

creating definite long-term or daily goals will have an effect on academic performance.

Activities. The order and execution of goals must reflect their relative urgency and

importance.

In particular when engaged in research activities, there are a number of time

management strategies that reduce procrastination, decrease interruptions, and

improve discipline, in accordance with Chase et al. (2013). Allocating time to tasks

that will help achieve goals is a part of time management. Monitoring, setting goals,

prioritizing, planning, delegating, and time analysis are all methods of time

management.

In their study, Rashid et al. (2020) found that undergraduate students’ time

management behaviors are below average. Students at universities often find it

challenging to define goals and priorities, schedule their time for various projects, have

a tidy workspace, create a to-do list, feel in control of their time, procrastinate, and be

unable to predict the amount of time needed to complete tasks.

The study also demonstrated a strong positive correlation between students’

time management skills and their academic success. Higher grade point averages are

typically associated with students who exhibit stronger time management skills.
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CHAPTER III

Research Methodology

Research Design

In this study, the researchers used quantitative research, a process of collecting

and analyzing numerical data. It can be used to find patterns and averages, make

predictions, test causal relationships, and generalize results to wider populations

(Bhandari, 2020). Under non-experimental research, it is a Descriptive–Correlational

research design that focuses on identifying relationship between two variables which

is the time management and academic performance of Grade 12 working students

that definitely will be easier and more helpful to know the researchers’ objective about

their balancing work and study.

Research Locale

The research was conducted at Kapayapaan Integrated School. It is located at

Sitio Manfil, Kapayapaan Ville, Canlubang, Calamba City, Laguna 4027. This school

is under the supervision of Mrs. Bernardita Salazar. It is the most suitable location in

conducting this study for a reason that it has the curriculum which the study is aimed

for, as well as for having the respondents who participated in this research.

Participants of the Study

The participants of the study were working students in the 12th Grade from

Kapayapaan Integrated School. The researchers chose the Grade 12 working

students as respondents since they are the ones who could provide the necessary

information given their knowledge and experience.

 28

For the school year 2022-2023, Kapayapaan Integrated School has a total of

498 Grade 12 students composed of 12 sections. 26 of them are used as respondents.

Section N SS Non-Working SS Working

Fayol 46 46 0

Kotler 45 44 1

Einstein 49 46 3

Newton 46 45 1

Aphrodite 41 37 4

Artemis 41 37 4

Poseidon 39 33 6

Zeus 35 30 5

Bill Gates 39 39 0

Babbage 37 36 1

Hemmings 37 36 1

Itadakimasu 43 43 0

Total 498 472 26

Table 3.1 Distribution of Co-respondents

Sampling Technique

In an effort to save money and time, the researchers specifically selected the

respondents using the stratified random type of sampling technique. Stratified

sampling is a type of sampling method in which the total population is divided into

smaller groups or strata to complete the sampling process. The strata is formed based

on some common characteristics in the population data. After dividing the population
 29

into strata, the researcher randomly selects the sample proportionally. Moreover, the

researchers used this technique to give everyone an equal chance and opportunity to

answer and participate in this study.

Research Instrument

In order to obtain the main objectives of this research, the researchers used an

printed survey questionnaire. The questionnaire used in this study is adapted and

validated by professionals. Adapting questionnaires involves striking a balance

between only making a few changes to ensure international comparability and

managing your resources on the one hand, and adapting it to fit your strategic, national

and cultural context on the other (Lykkebo, 2023). Moreover, it is also important to

ensure that the questions are clear and unbiased to obtain accurate result

Data Gathering Procedure

The researchers made a letter for the approval of the principal of Kapayapaan

Integrated School to be able to conduct the survey and study. After the approval, the

researchers then made an approval letters for the head teachers and advisers of the

involved respondents. Then after making sure that the approval letters are signed, the

researchers handed out the survey questionnaire for the respondents to answer.

They conducted this survey only in Grade 12 working students. The

respondents were informed about the significance of their participation in the study.

The researchers instructed the respondents to provide accurate response. After the

respondents have completed the survey, the researchers then made a letter for the

conduction of the respondents’ first semester average. It is given to the adviser of each

student with the approval of the respondent. After gathering all of the data needed, the

researchers acquired all of the data for analysis.

 30

Statistical Treatment of Data

The data that will be gathered in the study will be subjected to the following

statistical treatment.

For Research Question 1:

The researchers will be using SPSS to analyze statistical data gathered. Likert

Scale and Weighted Mean will be used to get the average of each variable in Level

Time Management skills of Grade 12 Working Students.

Table 3.2 Scale to Rate the Grade 12 Working Student’s Level of Time

Management

Rating Descriptive Interpretation

Equivalent

This indicates that Grade 12 working students’

4 Highly Observed
time management and is highly observed.

This indicates that Grade 12 working students’

3 Observed
time management and is observed.

Sometimes This indicates that Grade 12 working students’

2
Observed time management and is sometimes observed.

This indicates that Grade 12 working students’

1 Unobserved
time management and is unobserved.

Strongly This indicates that Grade 12 working students’

0
Unobserved time management and is strongly unobserved.

Weighted Mean was used to determine the level of time management of Grade

12 working students in their academic performance.

For Research Question 2:

 31

Table 3.3 Scale to Rate the Grade 12 Working Student’s Academic

Performance

Rating Descriptive Interpretation

Equivalent

This indicates that academic performance of

90-100 Outstanding
Grade 12 working students is passed.

Very Satisfactory This indicates that academic performance of

85-89
Grade 12 working students is passed.

This indicates that academic performance of

80-84 Satisfactory
Grade 12 working students is passed.

This indicates that academic performance of

75-79 Fairly Satisfactory
Grade 12 working students is passed.

This indicates that academic performance of

Below 75 Outstanding
Grade 12 working students is failed.

For Research Question 3:

Using Statistical Software Tool Microsoft Excel, Pearson correlation coefficient

I was used to determine if there is a significant relationship between the time

management and student’s academic performance. It is a number between –1 and 1

that measures the strength and direction of the relationship between two variables

(Turney, 2022).

Ethical Considerations

The researchers ensured to have an authorization from the school’s relevant

authority before conducting the study. They gave the respondents time and a consent

letter to consider and ensure their willingness in participating. The data and anonymity

of the respondents are secured and is safe from a unauthorized person. The

respondents also knew about the advantages and disadvantages of participating in

 32

this study and the objectives are also presented and explained. The researchers also

ensured to eliminate misleading information due to language illiteracy by being open

to translations and questions from the respondents in answering the questionnaires.

 33

CHAPTER 4

Results and Discussions

Research Question 1: What is the level of time management of the Grade 12

working students in Kapayapaan Integrated School?

Statement Mean Remarks

1. I read selectively, skimming the Always

78
material until I find what is important,
then highlighting it.
75
2. I make a list of tasks to accomplish Always
each day.
82
3. I keep everything in its proper place. Always

4. I prioritize the tasks I have to do Always

81
according to their importance and
urgency.

5. I concentrate on only one important Always

75
task at a time, but I do multiple trivial
tasks at once.

6. I make a list of short five- or ten-minute Always

70
tasks to do.

7. I divide large projects into smaller, Always

separate stages. 65

74
8. I review my planner each day after I Always
complete my tasks.
86
9. I do the most important tasks at my Always
best time during the day.
77
10. I have some time during each day Always
when I can work uninterrupted.
67
11. I do today what needs to be done. I Always
don’t procrastinate.
 34

69
12. I periodically evaluate the use of my Always
time while using my academic calendar.
76
13. I set deadlines for myself if they are not Always
provided for me.
79
14. I do something productive whenever I Always
am waiting.
68
15. I avoid time wasters. Always

80
16. I finish at least one thing every day. Always

17. I schedule some time during the day Always

80
for personal time alone (for planning,
meditation, prayer, exercise)

18. I set goals for the academic year. Always

86
(Academic, Personal, Spiritual) –Long
Term
80
19. I set goals for myself each semester. Always
(Academic, Personal, Spiritual...etc.)
77
20. I continually try to find little ways to use Always
my time more efficiently.

59.19 Always

Table 4.1 Level of Time Management of Grade 12 Working Students

Presented in the table 4.1 is the level of time management of Grade 12 Working

Students at Kapayapaan Integrated School. It shows the remarks of Always (59.19) in

which interpreted as it was part of their lifestyle or routine as a Working Student.

Research Question 2: What is the academic performance of the Grade 12 working

students in Kapayapaan Integrated School?

 35

Male Female Overall mean

88.80 88.09 88.45

Table 4.2 Average Academic Performance of Grade 12 Working Students

Presented in the table 4.2 is the Academic Performance of Grade 12 working

students according to their sex. The data shows that 14 out of 26 respondents which

equivalent to 88.80 are male, while 88.09 or 12 out of 26 respondents are female;

resulting overall mean of 88.45.

Research Question 3: Is there a significant relationship between the level of time

management and the students’ academic performance?

Variables r-value f-value p-value Interpretation Decision Remarks

Level of Time 0.25 1.600 .80 Negligible Fail to Not

Management & correlation Reject Significant
Academic
Performance

Table 4.3 Relationship between Level of Time Management & Academic

Performance of Grade 12 Working Students

Table above presents the correlation between Level of Time Management and

Academic Performance of Grade 1 students using Pearson-r. Table shows that the r-

value of 0.25 and f-value of 1.600 with a p-value of .80 which is greater than 0.05 level

of significance indicates that the null hypothesis has been fail to reject. This means

that there is a no significant relationship between Level of Time Management and

Academic Performance of Grade 12 students. This further explain that the correlation

between the two variables is negligible correlation based on the r-value of 0.25.
36
 37

CHAPTER 5
Summary, Conclusion, and Recommendation

Summary

The purpose of this study was to determine the level of time management and

Academic Performance of Grade 12 working students in Kapayapaan Integrated

School. Moreover, this study is a descriptive-correlational under quantitative research

where it seeks to find the significant relationship between the level of time

management and Academic Performance Grade 12 working students.

The independent variable is the level of time management which refers as the

tool to a coordinated method of managing personal time. Thus, the dependent variable

is the academic performance which pertains to to the extent which the student has

attained during their educational goals. The respondents of this study is the Grade 12

working students. They are the one who took part and answered the survey

questionnaire with the assurance of their privacy and confidentiality.

This study used the stratified type of sampling technique to determine the

number of working and non-working students. Furthermore, the data analysis was

formulated right after gathering all of the data needed with the use of statistical tool for

each research problems wherein likert scale, weighted mean, Pearson correlation

coefficient (r).

Findings shows that the level of time management and academic performance

has no significant relationship with the p-value of 0.80>0.05. The level of time

management of the Grade 12 working students has the weighted mean of 59.19 and

the academic performance with the weighted mean of 88.5. Thus, the null hypothesis

is failed to reject.
 38

Conclusion

Each and every student should have time management ability which includes

setting goals and priorities, using time management mechanism such as making “to-

do-list”, and being organized in using time. They should be able to focus on their work

because their job will help them continue their studies. Poor school performance may

result from failure to strike a balance between work and studies. Time management in

daily tasks is crucial for students. Most students who are given an assignment discover

they don’t have enough time to finish it in time, but others do because they have

learned how to efficiently manage their time. Effective time management and

satisfaction in daily work go hand in hand. The findings and analysis of data gathered

from survey questionnaires titled Balancing Work and Study: Time Management and

Academic Performance of Grade 12 Working Students. Data showed that the

weighted mean of Time Management Skill is 59.12, and 88.5 for the weighted mean

of Academic Performance. The results revealed that the computed p-value is less than

the level of significance of 0.05, thus the null hypothesis is failed to reject.

Recommendation

Based on the study's conclusions and results, the following suggestions were made:

1. To enhance working students' time management skills, priorities must be

determined from primary to tertiary so that time can be equally spent to work

and to school activities.

2. It is evident that due to the continuous rising of products and services' fee in

the market, it is hard to save money especially for low-wage earners, and
 39

working students. That is why determining priorities may help to spend our time

equally divided not only for work and school activities, but for a self-time as well.

3. The researchers and working students should keep in mind the importance of

time every single second, we must be wise of spending our time.

4. The researchers and working students have to encourage one another that

regards to the time management that each must be careful on the way how to

balance the time for work and school activities.

5. For the future researchers, must have a knowledge when it comes to Time

Management and in Academic Performance in which what we had studied in

this research paper.

 40

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 48

RYZA MAE D. BARRAMEDA

B 17 L 22 ASIA 1, KAPAYAPAAN VILLE CANLUBANG
Calamba City, Laguna 4027
+ (63) 945 8307 373
[email protected]

OBJECTIVES EDUCATION

To get an opportunity KAPAYAPAAN INTEGRATED SCHOOL

where I can make the best of my SENIOR HIGH SCHOOL (AUGUST 2021- PRESENT)
potential and contribute to the
organization's growth.
KAPAYAPAAN INTEGRATED SCHOOL
PERSONAL INFORMATION JUNIOR HIGH SCHOOL (June 2017- March 2021)

Sex: Female
Birthdate: August 22, 2005 SAN RAMON ELEMENTARY SCHOOL
Nationality: Filipino Elementary Education (June 2011- March 2017)
Marital Status: Single
Religion: Roman Catholic
Contact in case of emergency: HONORS AND AWARDS
Filipina Barrameda
+ (63) 915 7462 779 KAPAYAPAAN INTEGRATED SCHOOL
SENIOR HIGH SCHOOL (AUGUST 2021- PRESENT)
SKILLS With Honors (Grade 11)
With High Honors (Grade 12 – First Sem)
TECHNICAL
• Technical writing KAPAYAPAAN INTEGRATED SCHOOL
• Data analysis JUNIOR HIGH SCHOOL (June 2017- March 2021
• Microsoft Suite With Honors (Grade 7, 9, and 10)
• Digital Design
SAN RAMON ELEMENTARY SCHOOL
PERSONAL Elementary Education (June 2011- March 2017)
• Committed Top 1 (Grade 3)
• Responsible Consistent Achiever
• Detail-oriented
• Well-organized
• Eager to learn I hereby certify that the above
• Goal-Oriented information’s are true and correct.

RYZA MAE D. BARRAMEDA

NAME
 49

DESIREE S. ESCALA
B 2 L 1 PALAO, KAPAYAPAAN VILLE CANLUBANG
Calamba City, Laguna 4027
+ (63) 918 4504 996
[email protected]

OBJECTIVES EDUCATION

To get an opportunity KAPAYAPAAN INTEGRATED SCHOOL

where I can make the best of my SENIOR HIGH SCHOOL (AUGUST 2021- PRESENT)
potential and contribute to the
organization's growth.
KAPAYAPAAN INTEGRATED SCHOOL
PERSONAL INFORMATION JUNIOR HIGH SCHOOL (June 2017- March 2021)

Sex: Female
Birthdate: December 04, 2004 SAN RAMON ELEMENTARY SCHOOL
Nationality: Filipino Elementary Education (June 2011- March 2017)
Marital Status: Single
Religion: Roman Catholic
Contact in case of emergency: HONORS AND AWARDS
Igleceria S. Escala
+ (63) 926 6034 568 KAPAYAPAAN INTEGRATED SCHOOL
SENIOR HIGH SCHOOL (AUGUST 2021- PRESENT)
SKILLS With High Honors (Grade 11)
With High Honors (Grade 12 – First Sem)
TECHNICAL
• Microsoft Word KAPAYAPAAN INTEGRATED SCHOOL
• Microsoft Excel JUNIOR HIGH SCHOOL (June 2017- March 2021
• Microsoft PowerPoint With Honors (Grade 10)
• Photo Editing
• Video Editing SAN RAMON ELEMENTARY SCHOOL
Elementary Education (June 2011- March 2017)
PERSONAL Conduct Awardee
• Responsible With Honors (Grade 2)
• Time management
• Self-motivated
• Active listening I hereby certify that the above
• Good social skills information’s are true and correct.
• Creativity
• Well-organized
• Eager to learn

DESIREE S. ESCALA
NAME
 50

LUISA DANIELLA ADRIATICO

Blk. 17 Lot 13 Texas St., MCDC, Brgy. Canlubang, Calamba
City, Laguna 4027
+ (63) 926 796 5032
[email protected]

OBJECTIVES EDUCATION
Kapayapaan Integrated School
Senior High School (August 2021- Present)
To get an opportunity
where I can make the best of my Kapayapaan Integrated School
potential and contribute to the Junior High School (June 2017- March 2021)

organization's growth. Adriatico Memorial School

Elementary Education (June 2016-March 2017)
PERSONAL INFORMATION
Ibaba Elementary School
Elementary Education (June 2015-March 2016)
Sex: Female
Birthdate: March 16, 2005 Doña Tiburcia Carpio Malvar Elementary School
Nationality: Filipino Elementary Education (June 2014-March 2015)
Marital Status: Single Blue Isle Integrated School
Religion: Non-Sectarian Christian Elementary Education (June 2010-March 2014)
(ABCCOP) HONORS AND AWARDS
Contact in case of emergency: Kapayapaan Integrated School
Dianne Catigay
Senior High School (August 2021- Present)
+ (63) 905 972 4945
With Honors (Grade 12)
SKILLS
Junior High School (June 2017-March 2021)
TECHNICAL With Honors (Grade 9)
• Microsoft PowerPoint With Honors (Grade 8 )
• Microsoft Excel
• Microsoft Word Adriatico Memorial School (2016-2017)
• Video and Photo Editing With Honors (Grade 6)
• Software Operator
Ibaba Elementary School (2015-2016)
PERSONAL With Honors (Grade 5)
• Reliable
• Well-organized
• Responsible
• Comprehensive I hereby certify that the above
• Honest information’s are true and correct.
• Creative
• Eager to learn

LUISA DANIELLA ADRIATICO

NAME
 51

JOHN PAUL B. QUERUBIN

207 DON BOSCO ST. BRGY. MAYAPA
Calamba City, Laguna 4027
+ (63) 9679726749
[email protected]

OBJECTIVES EDUCATION

To get an opportunity KAPAYAPAAN INTEGRATED SCHOOL

where I can make the best of my SENIOR HIGH SCHOOL (AUGUST 2021- PRESENT)
potential and contribute to the
organization's growth. KAPAYAPAAN INTEGRATED SCHOOL
JUNIOR HIGH SCHOOL (August 2020- July 2021)
PERSONAL INFORMATION
Camp Vicente Lim Integrated School
Sex: Male JUNIOR HIGH SCHOOL (June 2016 - March 2020)
Birthdate: February 25 2004
Nationality: Filipino MAYAPA ELEMENTARY SCHOOL
Marital Status: Single Elementary Education (June 2010- March 2016)
Religion: Roman Catholic
Contact in case of emergency: HONORS AND AWARDS
Jaime L. Querubin
+ (63) 922 9046 229 MAYAPA ELEMENTARY SCHOOL
Elementary Education
SKILLS Conduct Awardee
With High Honors (Grade 1,2)
TECHNICAL With Honors (Grade 3,4,5)
• Microsoft Word
• Microsoft Excel
• Microsoft PowerPoint
• Photo Editing
• Video Editing

PERSONAL
• Responsible
• Time management
• Self-motivated I hereby certify that the above
• Active listening information’s are true and correct.
• Good social skills
• Creativity
• Well-organized
• Eager to learn
JOHN PAUL B. QUERUBIN
NAME
 52

MICHELLE OROLFO
Blk 36 Lot 29 Italia St. Gran Avila Majada Out
Calamba City, Laguna 4027
+ (63) 09508206509
[email protected]

OBJECTIVES EDUCATION

To get an opportunity KAPAYAPAAN INTEGRATED SCHOOL

where I can make the best of my SENIOR HIGH SCHOOL (AUGUST 2021- PRESENT)
potential and contribute to the
organization's growth. KAPAYAPAAN INTEGRATED SCHOOL
JUNIOR HIGH SCHOOL (June 2016- March 2020)
PERSONAL INFORMATION
SAN RAMON ELEMENTARY SCHOOL
Sex: Female Elementary Education (June 2010- March 2016)
Birthdate: July 03, 2004
Nationality: Filipino
Marital Status: Single
Religion: Roman Catholic
Contact in case of emergency: HONORS AND AWARDS
Raquel Orolfo
+ (63) 947 1031 891 KAPAYAPAAN INTEGRATED SCHOOL
JUNIOR HIGH SCHOOL (June 2017- March 2021
SKILLS With Honors (Grade 10)

TECHNICAL SAN RAMON ELEMENTARY SCHOOL

Elementary Education (June 2010- March 2016)
• Microsoft Word Conduct Awardee
• Photo Editing With Honors (Grade 4)
• Video Editing

PERSONAL
• Responsible
• Self-motivated
• Well-organized
• Eager to learn I hereby certify that the above
information’s are true and correct.

MICHELLE OROLFO
NAME
 53

RALPH MATTHEW ADRIANO

B 6 L 17 Silangan Ville, Calamba City Laguna
09426820820
[email protected]

OBJECTIVES EDUCATION
KAPAYAPAAN INTEGRATED SCHOOL
To get an opportunity SENIOR HIGH SCHOOL (AUGUST 2021- PRESENT)
where I can make the best of my
potential and contribute to the Everlasting School of Calamba
organization's growth. JUNIOR HIGH SCHOOL (June 2016- March 2020)

PERSONAL INFORMATION John David Christian School

Elementary Education (June 2010- March 2016)
Sex: Male
Birthdate: May 8, 2005
Nationality: Filipino
Marital Status: Single
Religion: atheist
Contact in case of emergency: HONORS AND AWARDS
Leah Adriano
+ (63) 920 967 9179

SKILLS

TECHNICAL
• Microsoft PowerPoint
• Microsoft Excel
• Microsoft Word
• Video and Photo Editing
• Software Operator
• python
• java
• graphic design

PERSONAL
• presentation skills I hereby certify that the above
• bookbinding information’s are true and correct.
• diorama
• drawing
• arts

RALPH MATTHEW ADRIANO

NAME