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International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 242
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
Relevance of Time Management Skills to
Students Classroom Performance
1Ellesse Jane A. Dacoylo, 2Keith Martin Q. Arcaya, 3Julia Jane Hannah M. Patubo,
4Van Axel A. Pesidas, 5Jojames Arnaldo G. Gaddi
1-4 ABM Students, St. Paul University Surigao, Philippines
5 Faculty, St. Paul University Surigao, Philippines
5ORCID: 0000-0001-9964-75061
ABSTRACT
Time Management skills serves as a help for the students classroom performance, making it
more important for them to apply in the future. Since it is the most important in terms of our daily living,
this study aimed to identify the relevance of time management skills to students classroom performance
of the Senior High School Students of St. Paul University Surigao. This study applied the quantitative
research design employing a descriptive survey technique with 272 participants. The main instrument
employed in gathering necessary data was the researcher-made questionnaire. The gathered data were
treated using frequency count and percentage distribution, mean and standard deviation, and analysis
of variance (ANOVA). The results showed that there is no significant difference in the relevance of time
management skills to students classroom performance according to their grade, sex, and gender. The
research results could serve as background knowledge and framework for future researchers who will
be doing deeper investigations that are similar to this study.
KEYWORDS: Time Management skills, Classroom Performance, Survey
INTRODUCTION
Many students often overlook the relevance of time management to their classroom
performance thus affecting critically their academic performance after the pandemic. When the
pandemic occurs students lifestyle drastically changed and the education system heavily suffered to
change, there have been issues with the implementation of distance learning, including the following:
students cannot be fully supervised by the subject teacher during learning activities at home, students
are late in collecting drawing assignments according to deadlines, and students are unable to manage
online learning time effectively (Ilhamdaniah, Megayanti, 2021).
Students were forced to online distance-learning, study independently and adopt to the new
grading system, as almost everything was online and some student are staying up late and actively
online, of the most typical challenges for different learners taking online classes is time management.
Students may struggle to organize their time, as well as know when to transition their attention from
one subject to another, in the absence of physical borders or physical location changes. Thus, the
sleeping schedule and routine of the students changed to the new normal (Gaddi et al., 2024).
Time management is a crucial skill to utilize in students classroom performance, as what Sofia
Auld (2019) stated that effective time management reduces stress as it produces a sense of achievement
or satisfaction as fulfilling the items from their objectives on time with less time, and more time with
your friends, family and other hobbies. Therefore, enhancing students time management skills to their
classroom performance can lead them to their academic excellence. As cited by (Alyami et al 2021)
Individuals can use time management to control time and their activities as the key to success.
Considering with such skill, achieving academic excellence in students classroom performance is not a
hard task.
With that in mind, after 3 years of students distance learning almost all the school here the
Philippines are back into full face to face learning and blended learning like St. Paul University Surigao.
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 243
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
Classroom performance to evaluation of academic performance is monitored again. Which means,
students are forced again to change back to the normal way of face to face learning, like waking up
early to go to school, passing assignments directly, doing house chores after school, activities in the
schools and many more. The students are adopting again to the normal learning, their schedule has
changed after the long distance learning.
This study aims to identify the relevance of time management skills to students' classroom
performance, specifically focusing on the impact of time blocking, time tracking, and to-do lists. For
this reason, the researcher chose the senior high school students as participants, as this research aims to
identify how time management skills contributes to their classroom performance. The findings of this
study can provide insights into the development of educational strategies that promotes how important
time management, leading to improved classroom performance.
CONCEPTUAL FRAMEWORK
This study was anchored on the theory of Wright (2002) entitled “Pickle Jar Theory”. The
pickle jar theory is based on a time management skill that would help us to do our academic
responsibilities as a student.
Wright's theory posits three effective time management techniques to implement the Pickle Jar
Theory. This approach proves successful in mitigating procrastination and maintaining control over
your workload by strategically allocating fixed time blocks for distinct activities. Given the constant
demands of work, family, social commitments, and personal pursuits, it is easy to lose sight of time, a
finite and valuable resource. Recognizing the significance of tracking time, the pickle jar theory
encourages the identification of priority tasks, allowing for the creation of a practical to-do list. This
approach also enables the ability to defer or delegate tasks that may not hold immediate importance
(Wright 2002).
The variables in the first box encompass the key characteristics of respondent’s profile,
including grade level, strand, and sex, which are crucial factors in assessing the relevance of time
management skills in relation to student’s classroom performance.
Grade level typically refers to the educational level of a student is expected to have reached
based on their age or academic progress.
Srtand typically refers to a specific area or category of learning within a curriculum. Strands
are organized around overarching themes or topics and are designed to help students develop a
comprehensive understanding of a particular subject area.
Sex refers to the biological identity of a person, typically categorized as male or female.
The second box includes the time management skills that is relevance to students classroom
performance. These are: Time Blocking, Time Tracking and To Do List.
Time Blocking is a type of time management technique in which people set aside specific times
of the day for various jobs or activities. This method gives people the ability to set priorities for their
work, reduce outside distractions, and keep a disciplined schedule for efficient time management.
Time Tracking refers to the practice of monitoring and recording how time is spent on various
activities throughout the day. According to (Nasrulla et al., 2021) time tracking contributes to students'
self-organization, motivation, and development of independence, ultimately benefiting their academic
achievements and overall success in their classroom performance.
To Do List is a method involves creating a list with tasks prioritized on a scale to streamline
execution (Tarina 2023). This time management technique is important as this will help the students to
manage their time for the students to improve their classroom performance.
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 244
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
METHOD
This study applied the quantitative research design employing a descriptive survey technique
with 272 Senior High School students. The researchers used a simple random sampling method in
conducting the study. The main instrument employed in gathering the necessary data was the researcher-
made questionnaire, validated by experts. The first part of the data questionnaire contains the students
profile, such as Grade, Strand, and Sex. While the second part includes the time management skills that
would be of use to their classroom performance.
Before administering the questionnaire, a letter-request was sent to the School Head of Senior
High School Department of St. Paul University Surigao to ask for the permission to conduct the test.
The researchers administered the questionnaire through a survey during face to face class to the
participants with the help of the teachers and advisers. Afterwards, it was retrieved, analyzed, and
interpreted using statistical tools. The statistical tools used are frequency count and percentage
distribution, mean and standard deviation, and analysis of variance (ANOVA).
RESULTS AND DISCUSSION
This section presents the result and discussion of the data. The presented data corresponds to
the order of the problems cited in the statement of problem; Profile of the participants, and time
management skills that would be of use to the students classroom performance.
Table 1. Profile of the Participant
Profile f (272) %
Grade level
11 141 51.84
12 131 48.16
Strand
ABM 43 15.81
STEM 142 52.21
HUMSS 66 24.2
ADT/TVL 21 7.72
Sex
Male 101 37.13
Female 171 62.87
As to the grade level most of them are in Grade 11 with the number of 141 (51.84%) then Grade
12 students with 131(48.16%). With regards to their strand most of them belong to STEM or Science,
Proposed
Recommendations
Time management skills
that would be of use to the
students classroom
performance
• Time Blocking
• Time Tracking
• To Do List
Profile of the participants
in terms of
• Grade Level
• Strand
• Sex
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 245
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
Technology, Engineering and Mathematics with the total of 142(52.21%), then HUMSS or Humanities
and social sciences strand with 66 (24.25%). As for ABM or Accountancy, Business, and management
the strand has a total of 43 (15.81%); and lastly the ADT/TVL or Arts, Design Track/Technical
Vocational and Livelihood with 21(7.72%). As to their sex, among the 272 participants of the study,
most were females 171 (62.87%) then males is 101(37.13%).
Table 2. Relevance of Time Management Skills to Students Classroom Performance in terms of Time
blocking.
Indicators Mean SD VI QD
Time Blocking
I use time blocking when
1. I juggle to many different 2.79 0.89 O R
performance task/ responsibilities.
2. I spend too much time using my 2.91 0.87 O R
gadget for my assignments and
using it for leisure.
3. I battle for constant interruptions 2.85 0.87 O R
throughout the day.
4. I struggle to find the time and 2.80 0.90 O R
Mental space for big picture
throughout the day.
5. I set boundaries and allocate time 2.83 0.94 O R
or both studies and personal
activities
Average: 2.83 0.89 O R
Rating Scale Range Verbal Code Qualitative Code
Interpretation Description
4 3.25-4.00 Always A Highly Relevant HR
3 2.50-3.24 Often O Relevant R
2 1.75-2.49 Sometimes S Less Relevant LR
1 1.00-1.74 Never N Not Relevant NR
Table 2 displays the relevance of time management skills to students' classroom performance
in terms of Time Blocking. In general, it is verbally interpreted as Often and is qualitatively described
as Relevant (M=2.83, SD=0.89).
This implies that students find time blocking commonly relevant for managing various tasks
and responsibilities. They would often use this technique in their daily lives as students to achieve their
goals and to have good classroom performance. In addition, the findings from the research conducted
by Hakoune (2023) it indicates that time blocking is a productivity technique where students divide
their day into specific time slots dedicated to particular tasks. This method can allow students to focus
on distinct activities in each block, increasing productivity and concentration on students' tasks.
Many students struggle, especially in managing their time, and this is one of the reasons for
procrastination, late submission, and even forgotten schoolwork and personal tasks. With so many
distractions around, it is imperative that students make conscious attempts to sharpen their attention. As
time passes by, seconds turn into minutes, minutes into hours, hours into days, days into weeks, and
weeks with assignments and duties not performed. As Araujo (2022) stated, they will probably discover
that they have spent more time doing "nothing". In other words, lacking in time management can
negatively impact students' classroom performance.
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 246
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
Among the 5 indicators, the item "I spend too much time using my gadgets for my assignments
and using it for leisure" got the highest mean (M=2.91, SD= 0.87), which can be verbally interpreted as
Often and qualitatively described as Relevant. This means that most of the students often use their time
using gadgets or electronic devices not only for their assignments but also for leisure or enjoyment.
The study by Agrojaya (2018) shows that technology can help students interact with classmates
more easily and positively, have access to extracurricular learning resources, and learn more about
technology. However, Pubgenius (2024) argues that using technology excessively can have unfavorable
effects. Furthermore, adolescents who are dependent on electronic devices may encounter emotional
and behavioral issues, including erratic behavior, irrational feelings, and explosive emotions, and they
might grow self-absorbed, losing sight of their surroundings and crucial facets of life, like studying and
getting enough sleep.
Therefore, it is important for us to use gadgets responsibly and not only for fun because gadgets
will be a good benefit to us only if we know how to use them and using them excessively will not only
affect our classroom performance but also our health, which is the most important of all.
On the other hand, the item "I juggle to many different performance tasks/responsibilities" got
the lowest mean (M=2.79, SD= 0.89), which can be verbally interpreted as Often and qualitatively
described as Relevant. This discusses regularly, it is for students to manage multiple tasks and
responsibilities related to school activities and possibly in various areas or aspects of their life. Being a
student does not mean that they only have schoolwork that needs to be done on time, they also have
their own personal life that needs attention and time.
According to Biyoyo et al. (2024), the difficulty of handling several responsibilities at once is
referred to as "juggling multiple tasks and responsibilities." It is similar to trying to balance on a high
wire when mistakes could have serious repercussions. By juggling too much, one can be prone to
mistakes because you cannot focus only on one thing, and it is most likely getting confused over time
because of the multiple tasks that need to be done.
A Research conducted by Dalrymple (2023) shows that by steering clear of distractions and
abstaining from multitasking, they can expedite the completion of their daily responsibilities. This
highlights the importance for students to effectively manage their time and refrain from multitasking to
minimize the likelihood of making errors. It underscores the notion that completing tasks quickly is
insignificant if it results in numerous mistakes.
Table 3. Relevance of Time Management Skills to Students Classroom Performance in terms of
tracking time
Indicators
Mean
SD
VI
QD
Tracking Time
I use time tracking when
1. I monitor how much time I spend
studying for different subjects.
2.78
0.89
O
R
2. I am working on long-term projects or
assignments to prevents last-minute rushes
and promotes better project management.
2.76
0.84
O
R
3. I prepare for exam to allocate sufficient
time to review each subject or topic,
ensuring comprehensive coverage and
reducing the risk of cramming.
2.78
0.86
O
R
4. I estimate how much time it takes to
complete homework assignments.
2.70
0.94
O
R
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 247
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
Rating Scale Range Verbal Code Qualitative Code
Interpretation Description
4 3.25-4.00 Always A Highly Relevant HR
3 2.50-3.24 Often O Relevant R
2 1.75-2.49 Sometimes S Less Relevant LR
1 1.00-1.74 Never N Not Relevant NR
Table 3 displays the relevance of time management skills to students' classroom performance
in terms of Time Tracking. On average, it is verbally interpreted as Often and is qualitatively described
as Relevant (M=2.76, SD=0.89). This indicates that students noted how much time they spend on
various tasks throughout the day.
Time tracking does not only improve the flow of time for students but also enhances academic
writing, ensuring a nearly flawless outcome. The study by Dudley (2022) shows that by revealing
distractions and encouraging time batching, time monitoring aids in producing excellent papers without
the need for multitasking skills. Additionally, it helps meet deadlines by setting strict project timelines,
breaking the cycle of rushed work, and allowing for effective editing.
As Biter (2021) stated, time tracking has its fundamentals in productivity, gaining valuable
insights, and maintaining a smooth workflow. This applies to everyone in an organization or society,
regardless of whether you are an executive, a manager, or a team member. Therefore, keeping track of
your time is of utmost importance.
Among the 5 indicators, the item "I participate in extracurricular activities alongside with my
academic commitments" got the highest mean (M=2.79, SD=0.89), which can be verbally interpreted
as Often and qualitatively described as Relevant. This implies that students often use time tracking to
participate simultaneously in their extracurricular activities and academic commitments, thus having a
conflicting schedule or smooth flow of time in participating in both extracurricular activities and
academic commitments.
As scrutinized by Muhammad (2017), proficiency in time management is a skill that enables
an individual to regulate their schedule, ultimately enhancing their performance in specific roles, such
as students in their extracurricular activities and their academic commitments.
Furthermore, the item "I estimate how much time it takes to complete homework assignments"
got the lowest mean (M=2.70, SD=0.94), which can be verbally interpreted as Often and qualitatively
described as Relevant. This suggests that students frequently apply tracking time as a method for time
management in noting how much time it takes to complete their homework assignments to have a better
classroom performance.
According to Dudley (2022), utilizing time tracking for completing homework assignments
helps meet deadlines and allows more time for other activities. Moreover, time tracking reduces burnout
by incorporating rest schedules, preventing fatigue as it assists in planning the day efficiently, allocating
sufficient time for other activities.
5. I participate in extracurricular activities
alongside with my academic commitments
2.79
0.89
O
R
Average:
2.76
0.89
O
R
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 248
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
Table 4. Relevance of Time Management Skills to Students Classroom Performance in terms of to do
list
Indicators Mean SD VI QD
To Do List
1. I keep track of upcoming 2.92 0.94 O R
assignment, projects, and
deadlines.
2. I break down my study sessions 2.78 0.86 O R
into specific task and prioritize
subjects based on upcoming
exams or assignments.
3. I plan for my day efficiently 2.78 0.83 O R
especially allocating time for
classes, study sessions,
extracurricular activities and
personal commitments.
4. I review specific topics, practice 2.85 0.94 O R
problems, and reinforce their
understanding of course material
5. I manage personal task, such 2.91 0.94 O R
As grocery shopping, laundry
And other chores
Average: 2.85 0.89 O R
Rating Scale Range Verbal Code Qualitative Code
Interpretation Description
4 3.25-4.00 Always A Highly Relevant HR
3 2.50-3.24 Often O Relevant R
2 1.75-2.49 Sometimes S Less Relevant LR
1 1.00-1.74 Never N Not Relevant NR
Table 4 displays the relevance of time management skills to students' classroom performance
in terms of a to-do list. On average, it is verbally interpreted as Often and qualitatively described as
Relevant (M=2.85, SD= 0.88). This implies that students are regularly organized, competent, and
capable of finishing their academic tasks, leading to good productivity and better performance in the
classroom.
In the field of time management, an individual's ability to capably use time to achieve important
tasks is crucial. One method used to incorporate time management into daily routines is the use of a to-
do list. Additionally, according to Tarina (2023), this method involves creating a list ranked by
importance to enhance efficiency in their completion
Among the 5 indicators, the item "I keep track of upcoming assignments, projects, and
deadlines" got the highest mean (M=2.92, SD=0.94), which can be verbally interpreted as Often and
qualitatively described as Relevant. This means that students often track their tasks and deadlines as a
significant and necessary practice for their academic performance. Even self-proclaimed
procrastinators, like Zaluski (2023), find that to-do lists aid in completing tasks and achieving goals.
This simple yet effective tool helps with managing tasks, allowing students to prioritize and organize
items according to urgency, importance, and dependencies, making the process much more manageable.
As well, Table 4 represents two lowest means. First, the item "I break down my study sessions
into specific tasks and topics that can make studying more manageable and prioritize subjects based on
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 249
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
upcoming exams or assignments." got the lowest mean (M=2.78, SD= 0.86), with an interpretation of
Often and qualitatively described as Relevant. This suggests that some students think that it is important
to plan their day, setting aside time for studying, activities, and personal commitments.
Also the item "I plan for my day efficiently, especially allocating time for classes, study
sessions, extracurricular activities, and personal commitments," got the lowest mean (M=2.78, SD=
0.83), with an interpretation of Often and qualitatively described as Relevant. This suggests that students
oftentimes put in use the to do list in managing their time in class or studying of sessions for their exam
or assignments, other extracurricular activities and personal commitments.
According to Shadav (2019), making a reliable and accurate estimate of the time required for
tasks is the most challenging part of to do lists. People sometimes tend to plan one hour for a task that
ends up taking two hours. In order to avoid confusion, it's helpful to give an exact time estimate when
listing a top-down activity or to-do list. Although the tasks remain the same, the act of making a list has
a psychological impact that helps the brain reduce stress associated with remembering every detail.
Additionally Jenifer(2022) suggests that change in mindset allows individuals to enter thinking mode,
which makes it easier to prioritize and organize tasks based on their urgency.
Table 5. Summary table of the relevance of time management skills to students classroom
Performance
__________________________________________________________________________________
Skills M SD VI QD
Time Blocking 2.83 0.89 O R
Time Tracking 2.76 0.89 O R
To do list 2.81 0.89 O R
General Average 2.81 0.89 O R
Rating Scale Range Verbal Code Qualitative Code
Interpretation Description
4 3.25-4.00 Always A Highly Relevant HR
3 2.50-3.24 Often O Relevant R
2 1.75-2.49 Sometimes S Less Relevant LR
1 1.00-1.74 Never N Not Relevant NR
Among the skills, Time Blocking received the highest mean (M =2.83, SD = 0.89), which can
verbally interpreted as Often and qualitatively described as Relevant. This implies that time blocking
demonstrates that students recognize its effectiveness in managing tasks and responsibilities efficiently.
By allocating specific time slots to different activities, students can improve their focus, productivity,
and overall organization, leading to a more successful academic experience.
As what Hakoune (2023) stated, that time blocking makes students more productive by dividing
their day that allows them to prioritize the most important activity thus increasing productivity and
concentration on individual activity. Many students struggle, particularly with time management,
leading to issues such as procrastination, late submissions, and forgetting tasks.
In a world filled with distractions, it's crucial for students to actively work on improving their focus.
Time slips away quickly, and without mindful attention, students may find themselves spending more
time on unproductive activities but in applying time management it permits students to concentrate
solely on one task, providing a sense of control and reducing stress (Gaddi et al., 2024).
However, Time Tracking got the lowest mean (M= 2.76, SD= 0.89), Which can be verbally
interpreted as Often and qualitatively described as Relevant. Time tracking notes the time they allocate
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 250
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
to different tasks during the day, recognizing its importance for avoiding procrastination and achieving
satisfactory results in their classroom performance.
In addition, time tracking not only enhances students' time management but also improves their
academic writing, leading to nearly flawless outcomes. Students frequently employ time tracking as a
method for managing their time, aiming to achieve success academically as well as in their daily
household tasks and societal engagements, and even in their future careers (Gaddi et al., 2024). Time
tracking is fundamental to productivity, offering valuable insights and ensuring a seamless workflow.
Students often use time tracking to balance their activities to their classroom in which can lead to
either a conflict in their schedule or smooth time management it also emphasizes that proficiency in
time management enhances performance in various roles, such as academics and extracurriculars
activities Muhammad (2017). It allows students to monitor how they spend their time, helping them
identify areas for improvement and make informed decisions about task prioritization. This method not
only aids in avoiding procrastination but also ensures timely completion of assignments and projects,
contributing to a more satisfying and rewarding academic journey.
Table 6. Significant difference in the time management skills to students classroom performance in
terms of their profile
Table 6 presents significant difference on the time management skills to students classroom
performance in terms of time blocking, time tracking and to do list when they are grouped according to
their profile such as grade, strand, sex
In terms of grade, it reveals that there are no significant differences on time managements skills
to student’s classroom performance in terms of time blocking (p-value =0.114), time tracking (p-
value=0.200) and to do list (p-value=0.330). Considering that respective computed p-value are higher
than the expected level of significance, 0.05, which leads to not rejecting the hypothesis. This means
that the relevance to time management skills to students classroom performance in terms of time
blocking, time tracking, and to do list do not significantly differ when it comes to their Grade.
The findings also revealed that the students' gender differences have no effect on their
classroom performance. This suggest that regardless of your grade, it won't affect the relevance of time
management skills to the students classroom performance. Thus, while our study could not confirm that
grade can affect the relevance of time management skills to students classroom performance, it did
confirm the finding of other studies.
Research indicates that the grade level of a student does impact their time management skills
and academic performance. As students progress to higher grade levels, their time management skills
tend to improve, leading to a positive correlation between time management skills and academic
achievement. Nevertheless, it contrasts to a certain study as stated by Cyril, (2015) The grade of a
student does not significantly impact the relevance of time management skills to classroom performance
in terms of time blocking, time tracking, and academic achievement. Research indicates that good time
Profile
Dependent
F
Sig.
Decision
Grade
Time Blocking
2.14
0.144
Do not reject Ho
Tracking Time
1.65
0.200
Do not reject Ho
To do list
0.95
0.330
Do not reject Ho
Strand
Time Blocking
0.73
0.536
Do not reject Ho
Tracking Time
0.27
0.847
Do not reject Ho
To do list
0.11
0.953
Do not reject Ho
Sex
Time Blocking
0.00
0.980
Do not reject Ho
Tracking Time
0.14
0.713
Do not reject Ho
To do list
1.68
0.196
Do not reject Ho
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 251
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
management skills are crucial for students to plan ahead, prioritize assignments, and avoid
procrastination, leading to academic success.
In terms of their strand, it reveals that there are no significant differences on time managements
skills to student’s classroom performance in terms of time blocking (p-value=0.536), time tracking (p-
value=0.847) and to do list (p-value=0.953). Considering that respective computed p-value are higher
than the expected level of significance, 0.05, which leads to not rejecting the hypothesis.
Time management skills are essential for students to manage their curriculum effectively and
achieve learning objectives, leading to positive academic outcomes. By effectively managing their time,
students can allocate sufficient focus and effort to each subject or task, ensuring a balanced approach
to their studies. This skill enables students to prioritize assignments, projects, and study sessions,
leading to a more organized and structured approach to learning. With proper time management,
students can avoid last-minute cramming, reduce stress levels, and improve their overall academic
performance. Ultimately, mastering time management empowers students to achieve their learning
objectives efficiently, leading to positive academic outcomes and setting a strong foundation for future
success.
Studies have shown a positive association between greater academic achievement and effective
time management skills among students in various fields, emphasizing the importance of these skills
for academic success. Alyami, et al. (2021).
In terms of Sex, it reveals that there are no significant differences on the relevance of time
management skills to students classroom performance in terms of time blocking (p-value=980), time
tracking (p-value=0713), and to do list (p-value=0.196) as to their sex considering that respective
computed p-value are higher than the expected level of significance, 0.05, which leads to not rejecting
the hypothesis. This means that the relevance of time management skills to students classroom
performance do not significantly differ when it comes to their sex. That regardless of the sex of students,
they may be male or female, The findings also revealed that the students' gender differences have no
effect on time management skills to the students classroom performance.
This suggest that regardless of if you are a male or female student, it won't affect your classroom
performance. Sex and students classroom performance was found to have no significant effect to the
relevance of time management skills to their classroom performance.
CONCLUSIONS
It is concluded that, the relevance of time management skills to students classroom performance in
terms of time blocking, time tracking, and to do list are often relevant to the senior high school students.
This study also concludes that there is no significant difference between grade level, strand and sex and
the time management specifically, Time Blocking, Time Tracking and To Do List.
RECOMMENDATIONS
The following recommendations are based on the conclusion of the study:
1. For the Senior high school students to improve their time management skills, students can use
the time management technique that is used to conduct this study, which is the time blocking,
time tracking and use to-do lists. Students can also take regular breaks, reflect, and adjust their
strategies, and seek support when needed.
2. For the teachers who is one of the experts on time managements, they can offer valuable
guidance and tips to students seeking to enhance their time management abilities. By sharing
International Journal of Research (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 11 Issue 05
May 2024
Received: 2 May 2024 252
Revised: 17 May 2024
Accepted: 27 May 2024
Copyright authors 2024 DOI: https://doi.org/10.5281/zenodo.11369959
their expertise, they can assist students in effectively managing their time, leading to improved
performance in the classroom.
3. For the parents they can play an integral role in fostering their children's academic success by
equipping them with guidance to effectively manage their time. This includes offering support
and assistance in striking a balance between academic and personal responsibilities.
4. Future researchers stand to gain invaluable insights from this study, as it serves as a
foundational reference point for conducting similar investigations Thus, this study not only
contributes to current understanding but also lays the groundwork for continued exploration
and advancement in the relevant area of study.
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May 2024
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