THE IMPACT OF HAVING

TIME MANAGEMENT ON
GRADE 12 WORKING
STUDENTS IN MASBATE
NATIONAL HIGH SCHOOL
Abstract

The researcher aims to investigate the impact of having time management on Grade 12 working students in Masbate
National Comprehensive High School. The respondents of this research study were the senior high school of grade 12 of any section
of GAS strand. The study is only focuses to know the impact of having time management regarding to their academic performances,
and how they cope and deal with the challenges All of the results of this study is based on the data gathered from the respondents. The
data were thoroughly checked by the researchers and interpreted to obtain clear knowledge of the said topic.

This study was guided by the quantitative research design to determine the assessment of having a time management to the
Academic performance by the (100) Grade 12 students in Masbate National Comprehensive High School during the academic year
2023-2024. Using the instruments which is the questionnaire, the researcher conducted a survey to determine whether having a time
management has a positive and negative impact. The results show that having time management has negative effects on the academic
performances of the grade 12 students in Masbate National Comprehensive High School. In the results, many weren’t able to submit
their outputs on time and late response to message regarding to their group research because of the time management. The research
paper is expected to come up with the solution or insights that can help students deal with the challenges that the time management
caused to the students and to their academic performance.
CHAPTER 1
INTRODUCTION

This study seeks to provide into the intricate dynamics of time management and its impact on Grade
12 working students in MNCHS. Through a comprehensive exploration, we aim to uncover the ways in which
time management practices shape the lives of these students and the educational landscape they navigate. The
insights gained from this research will not only provide a deeper understanding of the challenges faced by Grade
12 working students but will also offer valuable guidance to educators, parents, and policymakers seeking to
support and empower these students on their academic journeys.

As we embark on this journey of exploration, it is our hope that this study will shed light on the
significance of time management as a tool for success, illuminate the paths to academic excellence, and inspire
the growth and development of Grade 12 working students at MNCHS. In doing so, we endeavor to contribute to
the broader dialogue on education, time management, and the future prospects of our youth, who represent the
promise and potential of tomorrow's leaders.
Background of the Study
Time management is a fundamental skill that involves allocating time efficiently to various tasks and responsibilities.
For Grade 12 working students, the ability to manage their time effectively becomes essential in maintaining a balanced life,
where academics and work coexist harmoniously. It is the result of a variety of factors, including the burden of quizzes, projects,
assignment, and exams. Time Management are one of the most important problems in the Philippines. According to Brigitte, et,
al, (200%), time management plays a significant role in improving students performance and achievements. Effective
time management is associated with greater academic performance and lower levels of anxiety in students; however many
students specially working students find it hard to find a balance between their day-to-day lives.

This article examines the self-reported time management behaviors of undergraduate engineering students using the
Time Management behavior scale. A number of factors affect undergraduate student performance. Many of these factors affect
undergraduate student performance. Many of these factors may be perceived as being academic- related to a relevant skill set that
a student may have and how they access the educational offer. One of the general missions of higher education is to develop these
academic skills; enhance critical thinking and education frameworks through teaching, feedback, and access to high quality
resources. However nonacademic factors that had impact to the students in chances of attaining success in higher education are
equally important and deserve investigation.
Time management is an integral factor in improving a student's performance. "Time management refers to managing time
effectively so that the right time is allocated to the right activity. Effective time management allows individuals to assign
specific time slots to activities as per their importance. Time management refers to making the best use of time as time is
always limited." (MSG Experts, n.d.). Time management also helps in completing tasks in a timely-fashion, and learning to
stick to a schedule. It helps students to have an appropriate sense of urgency in accomplishing school-related activities.
Generally, proper time management will increase productivity both in learning and other activities.

Time management plays a vital role in improving student's academic performance and achievements and it helps make
decisions about the changes we would like to make use of our time more effectively (Noftle, Robins & Richard, 2007). We can
consider students' time management as one of the aspects that can move a student to be a good student. However, some of the
students do not have good time management skills and it has negatively affected their life and their academics. Each student
should have time management ability which includes setting goals and priorities, using time management mechanism, and
being organized in using time. The students who are more Involved and have high desires to achieve, resulting in a higher level
of performance are usually the students who perceive themselves as having good time management skills. Time management is
only possible through self-motivation; performance, ability and motivation (Brigitte,
Claessens, Eerde, & Rutte, 2005).
A survey conducted by the Higher Education Research Institute at UCLA's Graduate School of Education and Information Studies
found that only 34% of today's students are spending more than six hours per week doing academic-related works (e.g., doing
homework, self-studying, and working on projects) outside their classes. (Higher Education Research Institute, 2003). The time
spent by students after school hours could largely affect their development. Through after-school activities, students may improve
their social competence and academic performance, and establish good relationship with family members. However, considering all
these after-school activities and hobbies, children tend to forget their responsibilities as a student. Some students prefer to play
video games and spend time with their peers instead of studying and doing school-related works. There are also students who
prioritize their extracurricular activities more which influence on how they perform academically.

Students should know the significance of prioritizing to avoid cramming and to simply finish tasks on time. Prioritizing is
determining the order in which works are to be done. It is the ability to see what tasks are more important at each moment and give
those tasks more attention, energy, and time. It is "focusing on what is important at the expense of lower value activities". Time is
not the only thing to consider because one must also consider the importance of the task, the involved effort, and many other
factors. (Milone, 2017). Learning to prioritize takes practice, A person must learn his own strategy or technique to properly
prioritize things. For the most part, academic-related works should be on top of a student's priority list because the main reason a
person goes to school is to develop his abilities, and to learn. In prioritizing, determining the weight of the task is an essential part
in order to decide what to do first.
The concept of time management is generally defined in terms of clusters of behavior that are deemed to facilitate
productively and alleviate stress (lay and Schouwenburg, 1993). Effective time management strategies increase academic
performance (Campbell and Stevenson, 1992) and are frequently suggested by academic assistance personnel as aids to
enhance achievement for college students. Productive study methods are characterized by "Time management" and
"Strategic studying" (Entwistle and Ramsden, 1983). Time management was conceptualize in terms of setting goals and
priorities in the use of mathematics and perceived control of time. Time is the most valuable resource a student has. It is
also the most wasted resources. Successful students set priorities for themselves based on their goals in life; they plan,
work and play around these priorities. Time management is one of those skills that may help in any career beyond
university.
Statement of the Problem
This study aims to investigate the impact of time management on Grade 12 working Students at Masbate
National Comprehensive High School. Specifically, the research seeks to address the following questions:

1.What is the profile of SHS Grade 12 in MNCHS in terms of:

1.1 Age
1.2 Gender
1.3 Address
1.4 Grade and section

2. What is the common effects of not having time management as a student?

3. How does time management affects your Academic performances?
4. Why do must people find it difficult to manage their time?
5. As a Students, have you ever experienced your grades got failed cause of lacking Time Management?
Scope and Delimitation
This study aims to investigate the impact of effective time management on Grade 12 working Students at Masbate
National Comprehensive High School. In the context of this research “time management “refers to the ability to allocate and
utilizes one’s time efficiently to balance academic responsibilities and employment commitment. This study will examine how
proficient time management practices influence the academic performance and overall well-being of Grade 12 working students in
Masbate National Comprehensive High School . By exploring this relationship, we intend to shed light on the challenges these
students face and identify strategies to improve their academic outcomes.

This study focuses on Grade 12 senior High School students in Masbate National Comprehensive High School S.Y. 2023-2024.
The chosen respondents of this study are from different strand of Grade 12 Senior High School. The researcher aimed to gather data from
33 students for each section among Grade 12 students in Masbate National Comprehensive High School. Within the entire class of Grade
12 students in Masbate National Comprehensive High School, the researcher hope to collect information from 100 respondents of which
33 students in General Academic Strand (GAS) section, 33 in Accountancy, Business and Management (ABM) and in Science,
Technology, Engineering, and, Mathematics (STEM) which we will just choose randomly from this strand according to their subgroup
among the students thar belong here.
Significance of the Study
The study holds significant importance in shedding light on the critical relationship between time management and the
academic performance of Grade 12 working students at Masbate National Comprehensive High School. By investigating how
effective time management influences these students, the study can provide valuable insights into their unique challenges and
opportunities for improvement.

The findings of the study can directly benefit the school by offering evidence-based recommendations for tailored support
programs, thereby enhancing the overall learning experience for working students. Moreover, the study's outcomes can serve as a
foundation for future research in similar educational settings, contributing to a broader understanding of the pivotal role that time
management plays in the academic success of students who juggle both their studies and employment. Ultimately, "the study" has
the potential to improve the educational outcomes and well-being of Grade 12 working students and advance our knowledge of
effective educational strategies in such contexts.

The significance of the study on the impact of time management among Grade 12 working students at Masbate National
Comprehensive High School extends to several significant groups:
Grade 12 Working Students-The study directly benefits the working students at Masbate National Comprehensive High School
by providing them with insights and strategies to enhance their time management skills. This, in turn, can lead to improved
academic performance and reduced stress.

Educators and Administrators- The findings of the study can inform teachers and school administrators about the specific
challenges faced by working students. This knowledge enables them to tailor support programs and interventions to better assist
these students in achieving academic success.

Parents and Guardians-The study's outcomes can also benefit parents and guardians of Grade 12 working students. It can help
them understand the importance of time management in their child's education and guide them in providing appropriate support and
encouragement.

Masbate National Comprehensive High School-The research can have a positive impact on the school as a whole by informing
policies and practices that create a more inclusive and supportive learning environment. This, in turn, can enhance the reputation
and effectiveness of the institution.
Educational Researchers-Researcher in the field of education can benefit from this study's insights, as it adds empirical
evidence to the importance of time management skills in academic success. It can serve as a reference point for future
studies in similar contexts.

Government and Policymakers- Government authorities and policymakers in education can use the research findings to
inform policies and initiatives aimed at supporting working students not only at Masbate National Comprehensive High
School but also at other schools facing similar challenges.
Chapter 2
REVIEW AND RELATED LITERATURE AND STUDIES

Review related literature

Time management skills and ability to effectively manage time is one of the characteristics that students employ to achieve
academic performance. Focusing on efficient time management is the key to attaining success in life. In the late 1950s, the behavior of time
management was first characterized. Time management is the process of maximizing the use of available time, which includes organization,
goal setting, prioritizing goals and activities, communication, and delegation. By controlling oneself at the same time, individuals are able
to perform many tasks, recognize their tasks, and adjust to their limitations. The development of other resources is contingent upon the
presence and availability of time (Mohamad khani et. al, 2017). Time management is crucial, as it can affect an individual's overall
performance and successes. All of these, however, are connected by how individuals manage their time to adapt their everyday lives or
make it flow smoothly with their routines.

In addition to their teachers' excellent lectures, conducive settings and environment will undoubtedly encourage
beneficial outcomes among students. Nonetheless. Time management is one of the factors that can influence a student's performance as
student. Time management is crucial for academic success. However, some students lack effective time management abilities, which have a
severe impact on their personal and academic lives (Nasrullah and Khan, 2015). in the 1950s, time management was presented as a method
for managing time-related concerns in the workplace. From the 1950s through the early 1980s, time management gained
popularity. Furthermore, poor time management is also one of the leading causes of negligence. As a result, the damage is
extending from service providers to the communities who rely on them (Bartholomew, 2012).
Time management is the biggest issue faced by current youth. The human brain does have the capacity to be highly
productive but only some of them know how to capitalize it to improve productivity. For students, it is usual to be stressed
and depressed of multi-task. A lot of SHS Grade 12 student complain about running out of time when asked of a certain task,
they get frustrated because they are not able to make it before deadline. Laurie & Hellsten (2002) stated that time
management is extremely important especially when it comes SHS grade 12 students because it will boost their grades and
enhance their productivity. Time management is a skill that every student should not only know, but also apply

Time management is self-management with an exact focus on time deciding what to do; on how much time to
allocate to the activities; on how activities can be done more efficiently and on when the time is right for particular
activities. Time management is actually a form of life management of controlling your life means controlling your time and
controlling time means controlling the events of life (Kotter, 2011). This will help them to keep track of their achievements
and will make them thrive to do more as the got know their capabilities. This process will help the students to highlight their
daily habits which prevent them from doing their task regularly thereby making way for those habits to be ignored.

Gerald (2002) defined time management as set of principles, practices, skills, tools and system that work together
to help you get more value out your time with the aim of improving the quality of your life, Argarwal (2008) in his
contribution asserts that time. Time management is a critical skill for grade 12 students who are also part-time workers.
Research by Britton and Tesser (2013) highlights that effective time management can significantly influence academic
performance and overall well-being. Their study found that students who excel in time management tend to have better
grades and experience lower stress levels.
Moreover, studies such as that of Robbins and Peller (2018) emphasize the importance of setting clear goals and priorities when
managing time. Grade 12 working students who establish a structured daily routine and prioritize their academic commitments are
more likely to balance work and school effectively.

Furthermore, the research by Chang and Blau (2016) explores the impact of technology on time management. They argue
that modern tools and apps can assist students in better organizing their schedules and tasks, potentially leading to improved academic
outcomes. In conclusion, the available literature suggests that effective time management is a crucial factor for grade 12 working
students. It can positively impact their academic performance, reduce stress, and enhance their overall well-being. As students
continue to juggle both work and school responsibilities, understanding and implementing effective time management strategies
remain essential for success. Time management is the practice of managing and planning how to allocate available time between
various activities. It is an essential skill for students who need to balance their academic and work responsibilities. Time management
can affect academic performance in various ways, such as influencing study habits, stress levels, motivation, and self-regulation.
Related Review of Study
According to Astudillo et al. (2019), time management is an essential skill for working students, as it affects their financial,
academic, and health outcomes. They conducted a descriptive study with 50 working students of Grade 12 GAS in Bestlink College of the
Philippines and found that time management had significant effects on their work and study performance. Similarly, Pedroso et al. (2023)
investigated the challenges and strategies of working students in managing their time for their academic and work responsibilities. They
used a qualitative approach and interviewed 15 working students from different universities in the Philippines. They found that working
students faced various difficulties due to their time management problems, such as lack of sleep, stress, fatigue, distraction, and poor
academic performance. They also identified some effective time management interventions that helped working students balance their
work and study, such as setting goals, making schedules, prioritizing tasks, avoiding procrastination, seeking support, and maintaining a
healthy lifestyle. Moreover, Requinto and Muico (2022) examined the relationship between time management skills and academic
performance/success of working students in an open high school program. They used a quantitative method and administered a time
management survey to 100 working students enrolled in the program. They found that there was a positive and significant correlation
between time management skills and academic performance/success of working students. They also found that working students who had
higher levels of time management skills had higher grades and satisfaction with their studies. These studies suggest that time management
is a crucial factor for working students to achieve their academic and work goals.

Kassab study (2009) of time management using forty (40) academic heads of departments at Aljazeera University in Sudan to find
out whether time management plays a prominent role in achieving the goals of school management and the e ffective degree of time
management of schools principals. Finding revealed that time level of heads of departments was huge in addition to that they face medium
self-wasters and low external wasters. The study results showed that there are statistical di fferences attributed to the level of expertise in
terms of time management of sample members attributed to the gender variable.
Conceptual Framework
In this part of this research conceptual framework will give a guide on how the researchers will visualize
the study that they conducted.

Process
Output
Input
1. Formulation of
questions
1. To know the profile and the
1. What is the profile of SHS Grade 12 in background of the respondents .
2. Gathering of the data
MNCHS in terms of: 2. To know the age of the
needed
1.1 Age respondents
1.2 Gender 3. To know the gender of the
3. The prepared survey respondents
1.3 Address questions are sent to
4. To know the address of the
1.4 Grade and Section respondents
respondents
2.What i the common effects of not having time 4. Analyzing and
5. To know the grade and section
management as a student? evaluating the
of the respondents
respondent's answer ,
3. How does time mangement affects your
responses, and
academic performances?
information.
4.Why do must people find it difficult to manage
their time?
5. As a student, Have you ever experienced your
grades got failed cause of lacking of Time
management?
Theoretical Framework

Pickle jar
theory

The impact of having

Time management on
Self-regulation Grade 12 students in Stress-coping
theory Masbate National thry
Comprehensive High
School

Social support
theory
The pickle jar theory
Compares our daily life to a pickle jar that can be filled with different things, such as rocks, pebbles, sand, and water. The
rocks represent the most important and urgent tasks, such as studying, working, and sleeping. The pebbles represent the less
important but still necessary tasks, such as doing assignments, attending meetings, and doing chores. The sand represents
the trivial and optional tasks, such as browsing social media, watching TV, and playing games. The water represents the free
time and leisure activities, such as hanging out with friends, reading books, and listening to music. The theory suggests that
we should fill our pickle jar with the rocks first, then the pebbles, then the sand, and finally the water. This way, we can fit
everything in our jar without wasting space or time. However, if we fill our jar with the water first, then the sand, then the
pebbles, and finally the rocks, we will not be able to fit everything in our jar. This means that we will miss out on the
important and urgent tasks that can affect our academic performance and well-being.

The self-regulation theory

which states that individuals can control their own behavior and outcomes by setting goals, monitoring their progress, and
adjusting their strategies accordingly. The theory suggests that working students who have effective time management skills
can self-regulate their learning processes by setting specific, measurable, achievable, realistic, and time-bound (SMART) goals
for their academic and work tasks; monitoring their performance and feedback; and adjusting their plans and actions based
on their results.

The stress-coping theory

States that individuals can cope with stressful situations by using different strategies, such as problem-focused coping
(dealing with the source of stress) or emotion-focused coping (managing the emotional response to stress). The theory
suggests that working students who have effective time management skills can cope with the challenges and difficulties of
balancing their study and work responsibilities by using problem-focused coping strategies, such as prioritizing tasks,
delegating work, seeking help, and managing time; or emotion-focused coping strategies, such as relaxing, meditating,
exercising, and venting.
The social support theory

States that individuals can benefit from the help and encouragement of their social network, such as family,
friends, teachers, employers, and peers. The theory suggests that working students who have effective time
management skills can benefit from the support and guidance of their social network by communicating their
needs, expectations, and feedback effectively; seeking advice and assistance when needed; sharing their
experiences and emotions; and acknowledging and appreciating their support.
Definition of Terms
The following terms are hereby defined operationally:

Academic Performance- A measure of a student's achievements in their educational pursuits, including factors
such as grade point averages (GPA), completion of coursework, and performance on standardized tests.

Balance- The ability to manage and harmonize competing demands, such as academic requirements and part-time
employment, to maintain overall equilibrium and well-being.

Comparative Analysis-A method of evaluating and contrasting the similarities and differences between groups or
categories, often used in this study to compare Grade 12 working students with their non-working peers.

Grade 12- The twelfth and final year of secondary education, typically associated with students in the 17-
19 age range, preparing for graduation and making important decisions about higher education or career paths.
Long-Term Implications- The potential consequences and effects of current actions and decisions on a
student's future educational opportunities, career prospects, and overall life trajectory.

Personal Development- The process of acquiring and enhancing personal skills, traits, and qualities, including
but not limited to self-discipline, stress management, and organization, which contribute to overall growth and well-
being.

Support Systems- Resources, services, or individuals available to assist Grade 12 working students in their
academic and personal pursuits, which may include teachers, counselors, family members, or academic advisors.

Time Management - The practice of effectively allocating and organizing one's time to complete tasks, meet
obligations, and achieve goals in a systematic and efficient manner.

Working Students- Students who are concurrently enrolled in an educational institution and engaged in part-
time employment, including jobs that are outside of their academic commitments.

Well-Being-The state of an individual's overall health, happiness, and life satisfaction, encompassing physical,
mental, and emotional aspects.
References
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management: Correlations
with academic performance and stress. Journal of Educational Psychology, 82(3), 405-410.

Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational
Psychology, 83(3), 405-410.

Covey, S. R. (1989). The 7 Habits of Highly Effective People. Free Press. This book provides insights into effective time
management and personal development.

Lakein, A. (1973). How to Get Control of Your Time and Your Life. New American Library. Alan Lakein's book is a classic
on time management principles.

Morgenstern, J. (2004). Time Management from the Inside Out: The Foolproof System for Taking Control of Your Schedule—
and Your Life. Henry Holt and Co. A practical guide to effective time management.
CHAPTER III
Methodology

This chapter discuss the design and methodology that will be used to answer the problems of this research.
This includes the Research Design. Respondents, Sampling Method, Research Instruments, Data Gathering
Procedure, and Data Analysis

Research Design
This study is quantitative type of research. The researchers purposely choose the quantitative method to
explore and understand complex phenomena in-depth, emphasizing the subjective experiences and perspectives of
the respondents. The researchers used a descriptive research design to show what are the impacts of having time
management on Grade 12 working students in Masbate National Comprehensive High School and to describe the
results gathered about it in order to have reliable and accurate data. The descriptive design is employed to provide a
description, a summary, and a representation of the research participants and respondents.
Respondents of the Study

The study will involve students from Masbate National Comprehensive High School in the year 2023 as
respondents. Probability sampling as method for participant selection. Those chosen respondents are containing
(100) respondents from Grade 12 senior high school students at Masbate National Comprehensive High School. In
any circumstances the researchers might choose specific respondents who are working students since not everyone
is not suitable and applicable to the study, because other students are having difficulties in time management,
especially the working students of Masbate National Comprehensive High School.
Research Instruments

A survey questionnaire was used to use to obtain the necessary and tested information. The researcher made
use of survey questionnaire as an instrument for gathering data needed. The question will have response options like
yes/ no, multiple choice, and open-ended questions to measure respondent’s perceptions, beliefs, and attitudes. To
ensure the validity and reliability of the questionnaire, it will be pretested using a simple of participants with
characteristics like those of the intended population.

The survey questionnaires can explore different aspects of time management, such as the types of behaviors
and activities that students can’t manage. These instruments consist of a series of structured questions designed to
asses student’s experiences with time management, their attitudes towards it, and the ways which is affects their
behavior and decision-making. The purpose of the questionnaire was to help researchers gather and collect enough
data and allowing the study to achieve its objective effectively.
The survey questionnaires composed of the socio-demographic profiles of the respondents which include their name
(optional), gender, age, and grade level. The survey questionnaire includes the following questions:

1. Have you ever experience of having no time management in you academic?

2. During which academic year did you experience of lacking time management?
3. How frequently does time management put pressure your academic performance?
4. Do you feel that Time Management has a positive and negative impact in your academic performance?
5. In what ways do you think that Time Management affects your academic performance?
6. Who causes you to have more pressure on yourself to excel in your academic performance?
7. Do you think schools can help students deal with Time Management to performance academically? Justify your
answer.
Sampling Method

The researcher chooses stratified sampling for their stud, a simple random sampling technique is used where
the researcher has a target population that is divided into subgroup based on certain characteristics, such as their age
and gender. This method ensures that the sample is representative of the target population. Wherein participants are
selected randomly from each subgroup. The researchers aim to gather data from 33 students for each section among
Grade 12 Students at Masbate National Comprehensive High School. Within the entire class of Grade 12 students at
Masbate National Comprehensive Highschool, the researchers hope to collect information from 100 responders of
which 33 students in the General Academic Strands (GAS) section, 33 in Accountancy, Business and Management
(ABM) and 33 in. Science, Technology, Engineering, and Mathematics (STEM) which we will just choose randomly
according to their subgroup from their strand among the students that belong here. The stratified sampling will allow
the researchers to conveniently select their responders and collect as much information as possible from 100 students.
Procedures of Data Gathering
The procedures were undertaken by the researchers which made the conduct of the study orderly and
systematically:

The researchers secured communication letters needed in the conduct of the study and sought for its
approval. After which, the researchers sought the permission from the research teacher and principal for the
conduct of the study. Upon the approval of each respective respondents, the researchers then distributed the
questionnaires to the following respondents and discussed if what they do of their response to the conduct of
study. The researchers gathered the answered questionnaires, those data were interpreted, analyzed and tabled for
the final presentation and defense.
RESEARCH TITLE
The impact of having Time Management on Grade 12 working students in Masbate National Comprehensive
High School

GATHERED THE NECESSARY KNOWLEDGE

The questions asked in the questionnaire are derived from the presentation of the problem developed by the
researchers.

QUESTIONNAIRE DEVELOPMENT
The researchers first talk to a student if he agrees to participate and communicate as participation in the being
conducted.

COLLECTION OF QUESTIONNAIRES
The researchers collected the questionnaires after answered by the respondents
DISCUSSION OF RESULTS
The data collected by the researchers were interpreted from the answers of the respondents and the researchers.

CONCLUSION AND RECOMMENDATION

These are based on the data gathered and the observations of the respondents and researchers.

The above was used by the researchers so that the study they conducted would be orderly and systematic.
After choosing a title for the research, the researchers gathered the necessary information to further expand their
knowledge regarding the subject they are studying. Once the information was gathered, the researchers created
questions for their questionnaire. They distributed the questionnaires to the selected respondents. The respondents were
given one day to answer the questionnaires and after that the papers were collected. The method used will serve as the
source of the result for the entire study. All the collected data are carefully analyzed, interpreted, understood and studied
by the researchers, they record enough information that needs to be used for the final presentation or defense.
CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the presentation of all the data gathered, respondents
of the sampling method design, research instruments, procedures and the use of statistical
instrument
Figure 1

Population of respondents According

11%

22% 18 yrs old

48% 17 yrs old
19 yrs old
20 yrs old

19%

In the figure 2 shown above, age bracket is present as well as the number population in percentage form according to their age.
TABLE I. Socio – Demographic Profile

RESPONDENTS AGE GENDER ADDRESS

13 18 – 19 MALE NURSERY

8 18-19 MALE BAGUMBAYAN

9 17-18 MALE ESPENOSA

4 17-18 MALE TARA

3 18-19 MALE KINAMALIGAN

8 18-19 MALE CAGBA

6 17-18 MALE DIVERSION

10 17-18 FEMALE NURSERY

7 17-19 FEMALE BAGUMBAYAN

11 17-18 FEMALE ESPENOSA

3 18-19 FEMALE TARA

5 17-18 FEMALE KINAMALIGAN

4 17-18 FEMALE CAGBA

9 17-19 FEMALE DIVERSION

Table I. Socio-Demographic Profile illustrates that 51 boys respondents were on the age of 17-19 and the 49 girls
were on the age of 17-19 as well in total of 100 respondents in all grade 12 students in Masbate National Comprehensive
High School. And there are 23 who were currently living in Nursery Steet, Masbate city, 15 in Bagumbayan, 20 in
Espinosa, 7 in Tara, 8 in Kinamaligan, 12 in Cagba, And 15 in Diversion.
Total of the Respondents for both Male and Female are 100

Column1
Pie Chart:

FEMALE
MALE
51% 49%

This Pie Chat shows that our respondents are 51 male and 49 female in total of 100 respondents
Table II. 1 How often do you encounter challenges in balancing work and school?

RESPONDENTS ANSWERS THEMES

28 Respondents A Rarely

31 Respondents B Occasionally

15 Respondents C Frequently

20 Respondents D Almost always

6 Respondents E Not Applicable

Table II. 1 Show a positive impact of Time management of

working student. Which explains that, 28 respondents answered
Rarely; while 31 respondents answered Occasionally; whereas 15
respondents answered Frequently; 20 respondents answered Almost
Always; and 6 respondents answered Not applicable
Table II. 2 What is the primary reason for working while in Grade 12?

RESPONDENTS ANSWER THEMES

47 Respondents A Financial necessity

24 Respondents B Gaining work experience

15 Respondents C Saving for future education

12 Respondents D Personal development

2 Respondents E Others (please specify)

Table II. 2 Show a positive impact of time management of grade 12 working

student in Masbate National Comprehensive High School. That 47
respondents answered Financial necessity; while 24 respondents answered
Gaining work experience; whereas 15 respondents answered Saving for
future education; and 12 respondents answered Personal Development; other
2 respondents answered other (please specify) respondent 1: for family
assistants and repondent 2: for discovering the hardship of working students
Table II. 3 Which of the following time management tools do you find most helpful?
RESPONDENTS ANSWER THEMES

57 Respondents A To-do list

15 Respondents B Time-blocking

17 Respondents C Setting deadline of task

10 Respondents D Using productivity apps

1 Respondents E Other (please specify)

Table II. 3 Show a positive impact of time management of grade 12

working students in Masbate National Comprehensive High School. That
57 respondents answered To-do list; while 15 respondents answered Time-
blocking; whereas 17 respondents answered setting deadline of task; and
10 respondents answered Using productivity apps; and the 1 respondent
answered other (please specify) working schedule.
Table III. 4 How do you handle unexpected events or disruptions to your
schedule?

RESPONDENTS ANSWER THEMES

Quickly adopt and arrange priorities

26 Respondents A

Feel stressed but manage to adjust

38 Respondents B

Struggle to recover and catch up

21 Respondents C

Rarely recover and face significant

15 Respondents D challenges

Not applicable
0 Respondent E

Table III. 4 Show a negative impact of time management of grade 12

working student in Masbate National Comprehensive High School that 26
respondents answered Quickly adopt and arrange priorities; while 38
respondents answered Feel stressed but manage to adjust; whereas 21
student struggles to recover and catch up; and 15 respondents rarely
recover and face significant challenges; and 0 respondents answer not
Table III. 5 How would you describe your stress level during peak academic periods?

RESPONDENTS ANSWER THEMES

23 Respondents A Low stress

15 Respondents B Moderate stress

39 Respondents C High stress

21 Respondents D Extremely high stress

2 Respondents E Not applicable

Table III. 5 Show a negative impact of time management of grade 12

working students in Masbate National Comprehensive High School that 23
respondents answered Low stress; while 15 respondents answered moderate
stress 39 respondents answered High stress; whereas 21 respondents
answered extremely High stress; while 2 respondents answered Not
applicable.
Table III. 6 What resources or support services do you believe would enhance your ability to manage time
effectively

RESPONDENTS ANSWER THEMES

27 Respondents A. Time management workshop

36 Respondents B Academic Counseling

21 Respondents C Flexible work hours

12 Respondents D Online resources for time management

4 Respondents E Other

Table III. 6 It show a positive impact of time management of grade 12 working student in
Masbate National Comprehensive High School that 27 respondents answered Time
management workshop; while 36 respondents answered Academic Counseling; whereas
21 respondents answered Flexible work hours; and 12 respondents answered Online
resources for time management; while 4 respondents answer other
Table IV. 7 How do you prioritize between different subjects or tasks when managing
your time?

RESPONDENTS ANSWER THEMES

23 Respondents A Based on deadlines

27 Respondents B By difficulty level

15 Respondents C According to personal interest

35 Respondents D equally distribute time among all

subjects/tasks

0 Respondent E Not applicable

Table IV. 7 It show a positive impact for time manage of grade 12

working students in Masbate National Comprehensive High School that
23 respondents answered Based on deadline; while 27 students answered
By difficulty level; whereas 15 respondents answered according to
personal interest; and 35 respondents answered Equally distribute time
among all subject/tasks; whole 0 respondents answered Not applicable
Table IV. 8 How often do you reassess and adjust your time management
strategies to better suit your evolving needs?

RESPONDENTS ANSWER THEMES

28 Respondents A Regularly, I adapt as needed

21 Respondents B Occasionally, when facing challenges

32 Respondents C Rarely, I stick to what is worked in the past

18 Respondents D Never, I haven`t felt the need to change

1 Respondent E Not applicable

Table IV. 8 It shows a positive impact of time management of grade 12 working student in
Masbate National Comprehensive High School that 28 respondents answered Regularly, I
adapt as needed; while 21 respondents answered Occasionally, when facing challenges;
whereas 32 respondents answered Rarely, I stick to what worked in the past; and 18 student
answered Never, I haven`t felt the need to change; while 1 respondent answered not applicable
Table IV. 9 What impacts do extracurricular activities have on your time
management?

RESPONDENTS ANSWER THEMES

16 Respondents A I don’t participate in extracurricular

activities

23 Respondents B They have minimal Impact

35 Respondents C They sometimes interfere with my

schedule

22 Respondents D They often challenge my time

management

4 Respondents E Not applicable

Table IV.9 It show a negative impact of time management of grade 12 working students in
Masbate National Comprehensive High School that 16 respondents answered I don`t
participate in extracurricular activities; while 23 respondents answered they have minimal
impact; whereas 35 respondents answered They sometimes interfere with my schedule; and
22 respondents answered They often challenge my time management; while 4 answered
not applicable
CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter is a presentation of the summary, findings, conclusions and recommendations based upon the data
obtained from the survey results.

SUMMARY

This research intitled, A study on the Impacts of having time management of grade 12 student in
Masbate National Comprehensive High School; in which focused primarily on how grade 12 working student on time
management. The purpose of this research is to collect accurate information with regards of the impact of having time
management of grade 12 working students, it also provides awareness to adapt on how to manage their time with etiquette
and responsibility. This study conducted inside Masbate National Comprehensive High School main campus wherein the
gathered data and information provide conceivable toward to this studied matter through recommendations.
1. This chapter is a presentation of the summary, findings, conclusions and recommendations based upon the data obtained from the survey results.

a. Gender b. Grade level

c. Age d. Permanent address

2. How often do you encounter challenges in balancing work and school?

3. What is the primary reason for working while in Grade 12?

4. Which of the following time management tools do you find most helpful?

5. How do you handle unexpected events or disruptions to your schedule?

6. How would you describe your stress level during peak academic periods?

7. What resources or support services do you believe would enhance your ability to manage time effectively
8. How do you prioritize between different subjects or tasks when managing your time?

9. How often do you reassess and adjust your time management strategies to better suit your evolving needs?

10. What impacts do extracurricular activities have on your time management?

This study is a qualitative type of research. The study applied the descriptive method specifically a phenomenological study
which is to determine the positive and negative impacts of having time management on Grade 12 working students. The
study made use of the survey questionnaires as the main instrument in gathering data. The descriptive design is used in
describing, characterizing, and providing a depiction of the research subjects and respondents.

The researchers used convenience sampling for the distribution of the questionnaires. The recognized
respondents of this particular study were Only Grade 12 working students of Masbate Nation Comprehensive High School,
the researchers will choose only working students to participate in this study that were delimited to 100 respondents

All the pieces of information that were necessary to the study were obtained from various sources. The necessary
data are as follows: the review of related literature and review of related studies and the respondents’ answers from the
prepared questionnaires that were given to them.

The procedures were undertaken by the researchers which made the conduct of the study orderly and
systematically. The researchers cleared that the references date for their responses will be not go beyond December 14. The
researchers gathered the answered questionnaires then tabulated it and upon tabulation, those data were interpreted,
analyzed and tabled for the final presentation and defense.
FINDINGS

The significant finding of this study obtained from the result of the distributed survey questions are as follows.

1. The majority of the respondents were on the age of 17-19 and the 49 girls were on the age of 17-19 as well in total of 100 respondents in all grade 12
students in Masbate National Comprehensive High School. And there are 23 who were currently living in Nursery Steet, Masbate city, 15 in Bagumbayan, 20
in Espinosa, 7 in Tara, 8 in Kinamaligan, 12 in Cagba, And 15 in Diversion.

2. The most of the respondents answered on question No. 1 is Occasionally

3. The majority of respondents answered on question No.2 is Financials necessity

4. Most of the respondents answered on question No. 3 is To-do list

5. Most of the respondents answered on question No,4 is Feel stressed but manage to adjust

6. Most of the respondents answered on question No. 5 is High stress

7. Most of the respondents answered on question No. 6 is Academic Counseling

8. Most of the respondents answered on question No. 7 is equally distribute time among all subjects/tasks

9. Most of the respondents answered on question No. 8 is Rarely, I stick to what is worked in the past

10. Most of the respondents answered on question No. 9 is They sometimes interfere with my schedule
CONCLUSION

Based on the findings of this particular study, the following conclusions are formulated.

a. The majority of the respondents belonged to ages between 17-19both male and female, single and was
presently addressed within the province of Masbate. In conclusion, most of the respondents were having an impact of time
management of working students and has an impact to the lifestyle of the respondents.

b. The impact of having time management lifestyle of youth specially on their working days.

c. Working students managing their time has a positive and negative impact on this research. The positive impact
was not having a problem with their time management and the negative impact is that many working students struggle to
find a solution managing their time.
RECOMMENDATIONS

Based on the findings and conclusion of this study, the following recommendations were made.

1. Implement Time Management Workshops: Develop and conduct regular workshops or training sessions focused on time management skills for
Grade 12 working students. These workshops should provide practical strategies, tools, and techniques to help students prioritize tasks effectively and
manage their time efficiently.

2. Integration of Time Management in Curriculum: Collaborate with the school curriculum committee to integrate time management principles into the
existing curriculum. This ensures that students receive continuous guidance on balancing academic and work responsibilities throughout the school year.

3. Mentorship Programs: Establish mentorship programs where experienced educators or professionals can guide Grade 12 working students in
developing personalized time management plans. Mentors can provide valuable insights and support, helping students navigate the challenges of balancing
work and academics.

4. Creation of Support Groups: Form support groups or study circles specifically for Grade 12 working students. These groups can serve as a platform
for students to share their experiences, exchange tips on time management, and provide emotional support to one another.

5. Resource Center for Time Management: Set up a dedicated resource center within the school that offers materials, books, and online resources related
to time management. This center can be easily accessible for students seeking additional information and guidance on effective time management practices.

6. Regular Monitoring and Evaluation: Establish a system for monitoring and evaluating the effectiveness of time management initiatives. This could
involve periodic assessments, surveys, or feedback sessions to gather insights from students, teachers, and parents on the impact of these programs.
BIBLIOGRAPHY

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Here is an example with a hypothetical source:

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Masbate Department of Education. (2017). Masbate National Comprehensive High School Annual Report. Retrieved from https://www.masbatedeped.gov.ph/annualreport

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THANK YOU!