This document discusses time management and its importance for students' academic performance. It begins by stating that time management is a valuable skill that allows students to complete tasks efficiently. However, many students struggle with poor time management, which can negatively impact their performance through issues like lack of sleep, lower quality work, and increased stress.
The document then provides background on time management, defining it as a study habit that helps students prioritize and estimate task completion times. Poor time management has been shown to waste students' time and lower their performance. Finally, the document outlines the objectives and significance of a study examining the effects of poor time management on senior high school students' academic difficulties.
The persistent concern of stakeholders in the education sector over the dwindling academic performance of students in Nigerian secondary schools could be attributed to the perceived inadequacies in instructional time management. This study therefore investigated principals’ instructional time management strategies, teachers’ effectiveness in instructional tasks, and students’ academic performance in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive design of the survey type was adopted. Multi-stage sampling technique was used to select 30 public secondary schools from three (3) Local Government Areas in the Northern Senatorial Districts of Ondo State. The sample comprised 600 teachers and 30 principals randomly selected for the study. Three (3) research questions were answered using frequency counts and percentage, while three (3) hypotheses were tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Findings indicated a significant relationship between principals’ time management strategies and teachers’ instructional tasks performance (r-cal=0.622, p<0.05), there was significant relationship between principals’ time management strategies and students’ academic performance (r-cal=0.702, p<0.05), and significant relationship between teachers’ instructional tasks performance and students’ academic performance (r-cal=0.587, p<0.05). The major constraints to instructional time were pressure of administrative duties and excess workload. Based on the findings, it was recommended that principals should step-up efforts at prioritizing administrative tasks, encouraging teamwork in instructional activities and delegating duties to the experienced teachers in the management cadre to reduce excess workload, and improve monitoring and evaluation of teachers’ instructional tasks performance for better academic performance of students in secondary schools.
The Effect of Time Management Skills and Self Esteem of Students on Their Gra...iosrjce
Determinants of students' performance have been the subject of ongoing debate among educators
and academics. There have been many studies that sought to examine this issue.
This Study Aimed: To examine the effect of self esteem and time management skills on GPA, among faculty
nursing students.
Design: This study demonstrates a descriptive cross-sectional design.
Setting: the study was carried out in Faculty of Nursing, Meofiya University, Egypt Governorate.
Subjects: A proportional allocation sample of second, third, and fourth nursing students enrolled in the above
mentioned setting.
Tools: tool (1): Student’ time management skills questionnaire. Tool ( 2): Student’ Self-Esteem scale.
Results: Indicated that the majority of the sample has a high level of self esteem and good level of time
management. Otherwise their GPA was very good. There was a positive correlation between time management,
self esteem and GPA.
Conclusion: This study concluded that time management and self esteem have an effect on students GPA.
Recommendations: further research could be looking to see if the students’ academic progress supports the
techniques used by teachers. This would be a significant addition to the research
You’ve got your answer in the first sentence itself! I will simplify it for you: If a school has a name, then it is an outstanding school.
I have seen many ‘outstanding schools’ in Abu Dhabi. I have experienced the same, too. The definition of ‘outstanding’ varies from person to person and time to time. However, when we talk about ‘outstanding schools’ in Abu Dhabi, we tend to think as if there is only one category called ‘outstanding’. Nothing can be farther from reality! Yes, not all outstanding schools are same and that is why there are so many different categories for them.
This is what makes sense: A school can be outstanding for some reasons but not for others. The important thing is to get the right mix for yourself and your child. Yes, the ideal school would be outstanding in every way but that does not exist except perhaps in our dreams. So, look at what you want from a school (for your child) and see where it falls on the scale of importance and whether you agree with its definition of ‘outstanding’ or not.
https://www.westyasacademy.sch.ae/
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
The persistent concern of stakeholders in the education sector over the dwindling academic performance of students in Nigerian secondary schools could be attributed to the perceived inadequacies in instructional time management. This study therefore investigated principals’ instructional time management strategies, teachers’ effectiveness in instructional tasks, and students’ academic performance in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive design of the survey type was adopted. Multi-stage sampling technique was used to select 30 public secondary schools from three (3) Local Government Areas in the Northern Senatorial Districts of Ondo State. The sample comprised 600 teachers and 30 principals randomly selected for the study. Three (3) research questions were answered using frequency counts and percentage, while three (3) hypotheses were tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Findings indicated a significant relationship between principals’ time management strategies and teachers’ instructional tasks performance (r-cal=0.622, p<0.05), there was significant relationship between principals’ time management strategies and students’ academic performance (r-cal=0.702, p<0.05), and significant relationship between teachers’ instructional tasks performance and students’ academic performance (r-cal=0.587, p<0.05). The major constraints to instructional time were pressure of administrative duties and excess workload. Based on the findings, it was recommended that principals should step-up efforts at prioritizing administrative tasks, encouraging teamwork in instructional activities and delegating duties to the experienced teachers in the management cadre to reduce excess workload, and improve monitoring and evaluation of teachers’ instructional tasks performance for better academic performance of students in secondary schools.
The Effect of Time Management Skills and Self Esteem of Students on Their Gra...iosrjce
Determinants of students' performance have been the subject of ongoing debate among educators
and academics. There have been many studies that sought to examine this issue.
This Study Aimed: To examine the effect of self esteem and time management skills on GPA, among faculty
nursing students.
Design: This study demonstrates a descriptive cross-sectional design.
Setting: the study was carried out in Faculty of Nursing, Meofiya University, Egypt Governorate.
Subjects: A proportional allocation sample of second, third, and fourth nursing students enrolled in the above
mentioned setting.
Tools: tool (1): Student’ time management skills questionnaire. Tool ( 2): Student’ Self-Esteem scale.
Results: Indicated that the majority of the sample has a high level of self esteem and good level of time
management. Otherwise their GPA was very good. There was a positive correlation between time management,
self esteem and GPA.
Conclusion: This study concluded that time management and self esteem have an effect on students GPA.
Recommendations: further research could be looking to see if the students’ academic progress supports the
techniques used by teachers. This would be a significant addition to the research
You’ve got your answer in the first sentence itself! I will simplify it for you: If a school has a name, then it is an outstanding school.
I have seen many ‘outstanding schools’ in Abu Dhabi. I have experienced the same, too. The definition of ‘outstanding’ varies from person to person and time to time. However, when we talk about ‘outstanding schools’ in Abu Dhabi, we tend to think as if there is only one category called ‘outstanding’. Nothing can be farther from reality! Yes, not all outstanding schools are same and that is why there are so many different categories for them.
This is what makes sense: A school can be outstanding for some reasons but not for others. The important thing is to get the right mix for yourself and your child. Yes, the ideal school would be outstanding in every way but that does not exist except perhaps in our dreams. So, look at what you want from a school (for your child) and see where it falls on the scale of importance and whether you agree with its definition of ‘outstanding’ or not.
https://www.westyasacademy.sch.ae/
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Time Management and Work Performance of Public School Secondary Teachers amid...AJHSSR Journal
ABSTRACT: This study explored the aspects of Time Management and Work Performance of the Public
School Secondary Teachers Amidst Covid-19 Pandemic in District of Palauig, Zambales. The study utilized
descriptive research design with questionnaire as the main instrument in gathering data from the population of
eighty-two (82) teachers. It was limited to determine the profile of age, sex, civil status, educational attainment,
religion, numbers of teaching hours, employment status, position and length of service. The researcher found out
that the teacher-respondent is a typical female in her middle adulthood, married, BS degree with masteral units,
Roman Catholic, with 15.62 of teaching hours per week, permanent employee, with position as teacher I and
teacher III, and had been in the teaching service for one and half decade. The teacher-respondent assessed as
“Always” on keeping commitments determinants, controlling interruptions determinants, planning of activities
determinants, using resources determinants and balancing lifestyles determinants as predictors affecting the time
management. Assessed “Always” on content and knowledge pedagogy determinants, diversity of learners &
assessment and reporting determinants, curriculum and planning determinants, community linkages and
professional engagement & personal growth and professional development determinants and core behavioral
competencies determinants as variables affecting the work performance of teacher-respondents.There is a
significant difference on the teacher-respondents planning of activities and balancing lifestyles management
according to their length of service profile variable.There is a significant difference on the teacher-respondents‟
performance of community linkages and professional engagement & personal growth and professional
development according to their age profile variable. There is no significant relationship between the teacherrespondents‟ balancing lifestyles time management and work performance in terms of curriculum and planning
and community linkages.
KEYWORDS: Time Management, Work Performance, Individual Performance Commitment and Review
Form.
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Time Management and Work Performance of Public School Secondary Teachers amid...AJHSSR Journal
ABSTRACT: This study explored the aspects of Time Management and Work Performance of the Public
School Secondary Teachers Amidst Covid-19 Pandemic in District of Palauig, Zambales. The study utilized
descriptive research design with questionnaire as the main instrument in gathering data from the population of
eighty-two (82) teachers. It was limited to determine the profile of age, sex, civil status, educational attainment,
religion, numbers of teaching hours, employment status, position and length of service. The researcher found out
that the teacher-respondent is a typical female in her middle adulthood, married, BS degree with masteral units,
Roman Catholic, with 15.62 of teaching hours per week, permanent employee, with position as teacher I and
teacher III, and had been in the teaching service for one and half decade. The teacher-respondent assessed as
“Always” on keeping commitments determinants, controlling interruptions determinants, planning of activities
determinants, using resources determinants and balancing lifestyles determinants as predictors affecting the time
management. Assessed “Always” on content and knowledge pedagogy determinants, diversity of learners &
assessment and reporting determinants, curriculum and planning determinants, community linkages and
professional engagement & personal growth and professional development determinants and core behavioral
competencies determinants as variables affecting the work performance of teacher-respondents.There is a
significant difference on the teacher-respondents planning of activities and balancing lifestyles management
according to their length of service profile variable.There is a significant difference on the teacher-respondents‟
performance of community linkages and professional engagement & personal growth and professional
development according to their age profile variable. There is no significant relationship between the teacherrespondents‟ balancing lifestyles time management and work performance in terms of curriculum and planning
and community linkages.
KEYWORDS: Time Management, Work Performance, Individual Performance Commitment and Review
Form.
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
1. Page | 1
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Time management is very important for student’s performance and achievements. It is a
skill that enables students to use their time productively and efficiently. Students who manage their
time can finish tasks in less time. Students’ time is consumed by a heavy load of school work,
habits, and learning throughout the school years. Students who cannot plan and manage their time
for every activity and task may have a negative impact on their academic performance. The
researcher proposed this study to show the importance of time management and how it affects the
academic performance of senior high school students at Pulong Buhangin National High School.
However, poor time management has a significant impact on the academic performances of senior
high school students. The researchers concluded that the most frequent effects of poor time
management in senior high school students are lack of sleep, decreased academic performances,
increased dropout rates, being late to class, rushing through assignments, and producing low-
quality work.
Background
Time management is a study habit that helps students to prioritize their studies and
accurately judge the amount of time needed to complete them. It helps students to complete their
studies or any other activities in a timely fashion and earn to manage and stick to a schedule.
According to Patrick (2013), time management often involves students monitoring their own
efforts and actions, having an appropriate sense of urgency to complete assignments, and having
2. Page | 2
the ability to efficiently follow step-by-step procedures. In the academic context, procrastination
trait includes achievement motivation or hope for success, planning and time manage skills, work
discipline, study motivation, and self-control and cognitive study skills (Schouwenbrug, 1995).
Therefore, it has particularly important consequences for university students, such as waste of
time, poor performance, increased stress, anxiety and depression (Chu & Choi, 2005, Essau et al.
2008). These factors led to an increase in pressure due a time reduction which reduces accuracy
and consequently a reduction in academic performance (Van Eerde, 2003). Previous studies have
suggested that the relationship between procrastination and academic performance is influenced
by the ability of the students. Previously, Ferrari (1991) showed that students with greater ability
tend to procrastinate more tan those with lower ability. However, it has been recently published
that these students with high cognitive abilities may obtain worse educational outcomes or fail to
accomplish the educational program if they procrastinate (De Paola & Scoppa, 2015).
Objective of the Study
The objective of this study is to determine the effects of poor time management on senior
high school students at Pulong Buhangin National High School.
General objective
The study’s general objective is to determine the effects of poor time management on the
academic difficulties of senior high school students at Pulong Buhangin National High School.
3. Page | 3
Specific Objectives
To analyze the hindrance in the time management of senior high students in Pulong
Buhangin National High School.
To determine the different strategies used by senior high students in managing their time.
To identify the problem encountered by students and its effects on managing their time
Significance of the study
This section discusses the importance of the study conducted by the researchers.
Specifically, the research would be of great significance to the following:
A. Senior High Students:
They will surely benefit from this research work as they will be able to realize the
importance of proper time management which may include household chores, personal
hours, and study hours in order to improve their academic performance.
B. Parents
They will be able to develop an awareness of the importance of their role in the
enhancement of their child’s academic performance and be able to guide them properly
considering the number of hours they have spent in studying, personal, work, and others.
C. Teachers
It can help teachers to organize homework and school work without affecting others.
So, it is a great help because it makes the work easier and does not pile up.
4. Page | 4
D. Community
In the community, time management is more helpful because everyone has a role or
task that is why it is more helpful and avoids possible messes.
E. Future Researchers
Time management will help future researchers, and their work will be easier because
Statement of the Problem
1. Ho does time management affect the academic learning of senior high students?
2. How do senior high students manage their time?
3. Why is time management a problem for senior high students?
Scope and Delimitation
The scope of time management is how people’s time management can be adjusted or
applied and what it’s a daily basis and the importance of applying it correctly or adjusting it without
messing up the importance of managing time, and tasks that are completed or that are made easier
by managing time.
limitations are things that should not be involved, but personal information, people’s
strengths, weaknesses and so on should not have been involved in the conduct of research in time
management.
5. Page | 5
Definition of Terms
Academic Difficulties. A learning problem in a schoolchild who does not acquire the necessary
grade-level knowledge or cannot successfully pursue the expected grade-level tasks and scholarly
goals.
Difficulty. A thing that is hard to accomplish, deal with or understand
Management. Is a process of planning, decision-making, organizing, leading, motivating, and
controlling the human resources, financial, physical, and information resources of an organization
to reach its goal efficiently and effectively.
Time Management. The process of organizing and planning how to divide your time between
different activities.
Time. The measured or measurable period during which an action, process, or condition exists or
continues
