THE LEVEL OF TIME MANAGEMENT AND ACADEMIC SELF-EFFICACY OF

GRADE 11 STUDENTS IN CATEEL VOCATIONAL HIGH SCHOOL

A Senior High School Research

Submitted to
Michelle O. Ravelo
Faculty of Cateel Vocational High School
Senior High Students
Cateel, Davao Oriental

In Partial Fulfillment of the Requirements

In Practical Research 2 (Quatitative research)
1st Semester, S.Y. 2024-2025

Chelly P. Dugos
John Mark L. Gubaton
John Paul B. Ligasan
Jose M. Mabayambang
Jomart Jade P. Puyos
Alexander P. Solante
Paul Laurence A. Tuvilla

SEPTEMBER 2024
ABSTRACT

The objective of this study was to determine the significant relationship between time
management and academic self-efficacy. This study utilized quantitative
descriptivecomparative-correlational as the research design. Data were collected using
adapted survey questionnaires, which were responded by a total of 403 grade 11
students in Cateel Vocational High School, who were identified through stratified
random sampling. The results revealed that the level of time management of Grade 11
students in Cateel Vocational High School was high; their academic self-efficacy was
positive; and a significant relationship was found between the two variables. This study
was deemed beneficial to the following: students, parents, teachers, school, and future
researchers.

Keywords: time management; academic self-efficacy; grade 11 students in Cateel

Vocational High School; Cateel, Davao Oriental; Philippines
Chapter 1

Introduction

Rationale

Time management is defined as deliberate actions aimed at the effective

use of time to achieve specific, goal-directed activities in academic self-efficacy. It is a

skill necessary to maintain scholarly productivity. However, common problems noticed

by researchers especially in the institution where they are presently teaching is that,

there is absence of prioritization of the students on their school tasks resulting to

procrastinations by some students especially on delaying examinations due to the lack

of time to study (Claessens, Eerde, & Rutte, 2007).

Academic self-efficacy is grounded in self-efficacy theory (Bandura, 1977).

According to self- efficacy theory, self-efficacy is an “individual’s confidence in their

ability

to organize and execute a given course of action to solve a problem or accomplish a

task”. Self-efficacy theory suggests that academic self-efficacy may vary in strength as

a function of task difficulty; some individuals may believe they are most efficient on

difficult tasks, while others only on easier tasks. Furthermore, self- efficacy is believed

to be situational in nature rather than being viewed as a stable trait. Students make

reliable differentiations between their self-efficacy judgments across different academic

domains which, collectively, form a loose hierarchical multidimensional structure. Self-

efficacy should not be confused with self-esteem or self- concept. Self-efficacy is a

task-specific evaluation while self-esteem and self-concept reflect more general

affective evaluations of self.

The finding showed a direct and significant relationship between time

management and Academic self-efficacy. This finding is in accordance with that of

Poudel et al.. As an explanation, it can be stated that, in general, students who have

control over their homework schedules get higher marks. Hence, doing homework on

time creates the concept of a positive self in students. Time management strategies

increase students' perceived self-efficacy against the threatening experiences of hard

lessons and test anxiety. As a result, the anxiety will decrease, and the students' social

performance and self-efficacy will improve.

Students should take into considerationthe importance and value of time

management to ensure accomplishment of their tasks and activities and more

importantly to improve their academic self-efficacy. There have been studies conducted

that determined the significant relationship of time management and academic self-

efficacy. However, in a local setting there is no study yet that has experimented with

varied results to help develop the time management of Grade 11 Students in Cateel

Vocational High School in terms of their academic self-efficacy. It is therefore

recommended that an extensive study should be conducted to come up with further

justifiable outcomes.

Statement of the Problem

This study aims to determine the underlying significant relationship between Time

management and Academic Self-efficacy of Grade 11 Students in Cateel Vocational

High School. More specially, it seeks to answer following the questions:

1. What is the level of time management of grade 11 Senior High Students of

Cateel Vocational High School in terms of:

1.1 Determine Priorities

1.2 Effective Planning

2. What is the level of academic self-efficacy of grade 11 Senior High Students of

Cateel Vocational High School in terms of:

2.1 Perceived Control

2.2 Competence

2.3 Persistence

2.4 Self-regulated learning

3. Is there a significant relationship between the time management and academic self-

efficacy of grade 11 Students of Cateel Vocational High School?

Hypothesis

There is no significant relationship between Time management and Academic

self- efficacy of grade 11 students in Cateel Vocational High School.

Theoretical Framework
This study is anchored on the viewpoint of Poudel et al. (2020). The finding showed

a direct and significant relationship between time management and Academic self-

efficacy. As an explanation, it can be stated that, in general, students who have control

over their homework schedules get higher marks. Hence, doing homework on time

creates the concept of a positive self in students. Time management strategies increase

students' perceived self-efficacy against the threatening experiences of hard lessons

and test anxiety. As a result, the anxiety will decrease, and the students' social

performance and self-efficacy will improve.

Conceptual Framework

Presented in Figure 1 is the conceptual framework of the variables of the study,

the Independent variables refers to the Time management while the dependent variable

refers to the Academic self-efficacy. The conceptual framework is a bridge between

paradigms which explain the research issue and the practice of investigating that issue.

To characterize the independent variable, time management, to measure time

management of grade 11 senior high students in Cateel Vocational High School Dannie

Peña model is adapted. In this model, indicators are classified into two different terms,

namely: determine priorities and effective planning. Determine priorities refers to doing

things in order of priority. Effective planning refers to doing the most important tasks

during the most energetic periods of the day.

Time Management Academic Self
-Efficacy

Perceived Control
Determine Priorities Competence

Effective Planning Persistence

Self- regulated Learning

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Figure 1. Conceptual Framework showing the variables of the study.

For the dependent variable, to characterize Academic self-efficacy, Angelo Reyes

Dullas model is adapted. In this model, indicators are classified into four different terms,

namely: Perceived Control, Competence, Persistence and self-regulated learning. Perceived

control, refers to an individual’s belief about his or her own capability. Competence refers to

the ability to do something well. Persistence refers to the continuation of effort and striving

in the face of difficulty, opposition, or failure. Self- regulated learning refers to adjustment

whenever there are hard activities in class. The flow of the study can be shown in the

diagrammatic format showing the independent variables, the intervening variables and

dependent variables as summarized in figure below.

Significance of the Study

The study has the following potential benefits. In the first place, the study would be of

great benefit to students, parents, counselors, schools, researchers.

Students. The findings of the study would help students or adolescents by

making them aware of the merits of good time management.

Parents. The study would equally provide useful information to parents and how

they can help the students choose their friends and help them manage their time by

creating a coping strategy that would help them adjust positively and excel in their

academics.

Teachers. The study would help the teachers to benefit from the finding of the

study because the finding would help them know what is expected of them as they are

role models.

School. The findings of the study would directly help the school to raise the

standard of education because experience has shown that disciplined students learn
faster and perform better academically than undisciplined students. Therefore, the

findings of this study would help the school produce students who can contribute

meaningfully towards the development of the nation in future. More so, this study would

help to analyze the positive or negative impact of time management on academic self-

efficacy of students. It would also help to make some decisions about changes we

would like to make to use our time more effectively. There is no one right way to

manage our time however, it is important to get to know ourselves, so we can make

good decisions about how to use our time.

Future Researchers. Finally, the results of the work would be of great help to

future researchers. This would be a source of research materials or empirical data for

them.

Scope and Delimitation

The scope of our study is for finding effects of time management to the academic

self-efficacy of students. The study is delimited only for the grade 11 students in Cateel

Vocational High School. The main purpose of our study is to point out the effects of time

management and aims are determining whether time management hinders their

accomplishment of their academic self-efficacy. The study only focuses on time

management and its relation to the academic self-efficacy of the selected students.

However, the study excludes the effects of time management to their behavior.
Chapter 2

Review of Related Literature

This chapter presents the literature and studies after the thorough and in-depth search

of the researchers. These materials were gathered from books, theses and

dissertations, journals and other periodicals, online sources, and other published or

unpublished materials.

Time Management

Time management is the act or process of exercising conscious control over the

amount of time spent on specific activities, especially to increase efficiency or

productivity. Time management may be aided by a range of skills, tools and techniques

used to manage time when accomplishing specific tasks, projects and goals. This set

encompasses a wide scope of activities and these include planning, allocating, setting

goals, delegation, analysis of time spent, monitoring, organizing, scheduling and

prioritizing. Initially, Time Management referred to just business or work activities, but

eventually the team broadened to include personal activities as well (Subramanian,

2006).
Time management is very important for many reasons. The fact that everyone

uses time in their daily lives would mean that time is part of daily life and needs to be

managed to end the day with accomplishment since the passage of time cannot be

restored. According to Brigitte, et. al. (2005), time management plays a significant role in

improving students’ performance and achievements. They added that every student

should possess time management to effectively organize their activities, set goals, and

prioritize those activities that require immediate attention and others. It is also through

time management that the students’ ability to make decisions can be enhanced thereby

using time more effectively (Noftle & Robins, 2007). While there is no universally

accepted way to manage time, it is still important for individuals like students to value

time management and apply it in different contexts. The time management

questionnaire

(TMQ) developed by Dannie Peña. It includes 25 questions distributed in 2 dimensions:

Determine Priorities and Effective Planning.

Determine Priorities. Prioritization skills help students determine which tasks are the

most important and urgent and how much time to allocate to each task. Knowing how to

prioritize tasks helps students be more productive by making the best use of their time.

Our priorities are the areas of our lives that are meaningful and important to us. They’re

usually activities, practices, or relationships that we want to put genuine effort and time

into. Determine priorities imply that a hierarchy can be followed for different areas of

your life and/or work. Rather than feeling like everything is important, priorities help you

to choose what you need to focus on first. Establishing priorities is necessary in order to

complete everything that needs to be done. Determining prioritization is important

because it will allow you to give your attention to tasks that are important and urgent so

that you can later focus on lower priority tasks (Bond, 2006).

Effective Planning.

Effective Planning and setting your goals can be vital for anyone with a vision for

their future. Before we explain the importance, we must understand what planning is. In

short, planning is a process of deciding in advance where you want to get goals and

how you will get there. And also it defines the correct actions to achieve the

organizational goals. It helps in efficient utilization of available resources. Realistic

planning helps in achieving the organizational goals in the most competitive way. Hence

go on and plan to achieve the goals you have set. It helps identify your goals and helps

you decide clearly and concretely what we need to do, furthermore it ensures that you

understand your goal and what you need to do to reach it by involving everyone in the

planning process. It makes you work in a goal-oriented way rather than in a loose or ad-

hoc way where we just respond to issues and crises with no clear plan or goal. Planning

helps you see in advance those things that can help you achieve your goal and those

things that can prevent you from achieving your goal and work out what to do about

them. Most importantly, planning helps you to be accountable for what you do (Sharma,

2016).

Academic Self-Efficacy

Academic self-efficacy refers to the students' beliefs and attitudes toward their

capabilities to achieve academic success, as well as belief in their ability to fulfill

academic tasks and the successful learning of the materials. Self-efficacy beliefs lead to
the individuals’ excellent performance through increasing commitment, endeavor, and

perseverance. The learners with high levels of self-efficacy attribute their failures to

lower attempts rather than lower ability, while those with low self-efficacy attribute their

failure to their low abilities. Therefore, self-efficacy can influence the choice of tasks and

perseverance while doing them. In other words, students with low self-efficacy are more

likely to be afraid of doing their tasks, avoiding, postponing, and giving up soon. In

contrast, those with high levels of self-efficacy are more likely to rely on themselves

when faced with complex issues to find a solution to the problem, as well as being

patient during the process, making more efforts, and persisting longer to overcome the

challenges. Therefore, it seems that self-efficacy is one of the most important factors in

the students’ academic success For example, Chemers and Garcia found that the

students’ self-efficacy in the first year of university is a strong predictor of their future

performance

(Hayat et al., 2020). The Academic Self-Efficacy Questionnaire (ASEQ) developed by

Angelo Reyes Dullas. It includes 63 questions distributed in 4 dimensions: Perceived

Control, Competence, Persistence and Self-regulated learning.

Perceived Control.

Perceived control refers to an individual’s belief about his or her own capability

of exerting influence on internal states and behaviors, as well as one’s external

environment. As stated above, perceived control refers to a student’s perceived

understanding of their understanding of their influence over their academic outcomes

and preoccupation with failure refers to the focus on the negative, stressful event of
failure. Perceives control is associated with emotional well-being, reduced physiological

impact of stressors, enhanced ability to cope with stress, improved performance, less

pain, and greater likelihood of making difficult behavior changes. And also perceived

control can be broadly defined as the belief in one’s ability to exert control over

situations or events. It has long been known that perceived control is a major contributor

toward mental and physical health as well as a strong predictor of achievements in life

(Pagnini,2016).

Competence.

Competence means that you have the ability to do something well. You are

capable of performing a task or job effectively. Competencies are the knowledge, skills,

abilities, and behaviors that contribute to individual and organizational performance.

Knowledge is information developed or learned through experience, study or

investigation. Skill is the result of repeatedly applying knowledge or ability. Ability is an

innate potential to perform mental and physical actions or tasks. Behavior is the

observable reaction of an individual to a certain situation. The target proficiency level for

each competency will vary based on an individual’s position and the organization’s

needs.

Competencies are critical for equipping students with the knowledge, skills and

attitudes that they will need to successfully navigate their personal journeys in learning,

living and working. Students use and develop competencies when they encounter
unfamiliar or challenging situations. Competencies help students draw and build upon

what they know, how they think and what they can do. In school, students develop and

apply competencies through subject-area content and learning experiences.

Competence can be described as the combination of training, skills, experience and

knowledge that a person has and their ability to apply them to perform a task safely

( Sieck, 2021)

Persistence.

Persistence is the continuation of effort and striving in the face of difficulty,

opposition, or failure: it is a key characteristic of successful people across professional

and academic disciplines. Persistence is evidenced by willingness to continue to try in

the face of challenges. For students, this persistence can be a driving force to help them

achieve their academic, as well as personal goals. The idea of persistence in the face of

adversity is often described as an outcome of high motivation (Dana, 2010). Persistence

means to keep your efforts continuing despite difficulties until the aim is achieved. The

quality of persistence is crucial for success in every field of life. People have certain

goals in their life. To achieve these goals, they have to undertake some effort. They also

face challenges in the pursuit of their goals. Persistence is also very much important for

students. Every student has academic goals such as to study and: to be able to

reproduce their learning in the exam; and to score high in the exam. It makes the

student take their study seriously and thus, instills in them a sense of responsibility

toward their academic activities.

Self-regulated Learning.

Almeida (2016) integrated the objective element of grit with self-regulated

educational techniques and he noted that the inclination for long-term objectives

encourages learners to utilize self-regulated educational techniques. In the same vein,

Wolters and Hussain (2015) proposed that self-regulated educational techniques can be

regarded as mediating elements between the objective aspect of grit and academic

success. These techniques involve personal objective choice, overseeing and regulating

cognition, inspiration, and practice during the educational experience to eventually

achieve personal objectives (Wolters and Hussain, 2015). Self-regulated learning is

crucial for high-ability students. This is because it helps them as they strive for

excellence. Achieving excellence requires practice. This takes planning, effort, and

persistence over time. Self-regulated learning supports this process. It allows students

to become autonomous learners who can pursue their own interests.

Correlation Between Time Management and Academic Self-Efficacy

There are various studies that link time management to students’ academic

performance. For instance, proper time management positively correlates to better

academic self-efficacy (Sevari and Kandy, 2011). There are several factors that can be

considered to demonstrate time management. The Nashrullah and Khan (2015)

identified time management variables to include planning, time attitude as independent

variables linking to the students’ academic self-efficacy . Findings showed that time

management variables such as determining priorities and effective planning are

significantly correlated to students’ academic self-efficacy. Specifically, his study

claimed that there is a positive relationship between time management factors such as

prioritization, procrastination, socialization and the students' academics self-efficacy.

Further implications of the results suggest that students should prioritize their tasks, less

procrastination in responding to deadlines and in taking examinations and moderate

socialization activities.

Karim, et. al, (2015) also links time management factors to include students

attitudes and behavior on time and management. Their findings suggest that both

student

Determine Priorities and effective planning impacts students’ academic self-efficacy.

King (2002) had also emphasized the different external forces that challenge time

management and these can be challenges to one’s ability or expertise, which imposes

an unwelcome demand on time, abilities and emotional reserves.

In the advanced world, time is viewed as an inconclusively distinct and usable

product. It helps the idea of time through the organization. Human resources and its

functions controlled by associations can be improved over the span of time or be

changed with the passage of time; however, the main resource that cannot be changed,

controlled, obtained or put away is time itself. The key to making progress in life is

efficiently dealing with this asset that everybody has equally and paying adequate

accentuation to planning by proper time management. Despite the fact that successful

and proficient utilization of time shifts concerning the assignments played out, the further

addition in the knowledge, information and skills anticipated from present day

representatives has additionally expanded the need of time design. The way to achieve

in public activity goes through powerful and productive working which is just conceivable
by managing time appropriately. The modest era energizes individuals from as right on

time as their basic education to plan and oversee time successfully. To achieve the set

goals and perform better, time management and its utilization according to needs is

required.