i

EFFECTS OF POOR TIME MANAGEMENT TOWARDS THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

A Practical Research Proposal Presented to Senior High School Faculty of

University of Cebu-Maritime Education and Training Center
Cebu City, Philippines

In Partial Fulfillment of the Requirements

for the Subject Practical Research 2

By

Aguilar. Jovic Reyn N.

Daclan, Mark Paolo B.
Mendoza, Lord Erix C.
Panugaling, Algel Vinz G.
Ylanan, John Clarence M.

May 2024
 ii

APPROVAL SHEET
This research proposal entitled: “Effects of Poor Time Management Towards the
Academic Performance of the Senior High School Students” prepared and submitted by
Aguilar, Jovic Reyn., Daclan, Mark Paolo., Mendoza, Lord Erix., Panugaling, Algel
Vinz., and Ylanan, John Clarence of the Senior High School Maritime Track, University
of Cebu—Maritime Education and Training Center (UC-METC) has been examined,
accepted and approved.

MR. RICHARD C. LAGUS JR.

Research Teacher

ACCEPTED as partial fulfillment of the requirements for the Senior High School
Department.

DR. NORMA O. OPLADO

Principal, Basic Education Department

APPROVED by the tribunal on the Oral Examination with a grade of: ______

PANEL OF EXAMINERS

MR. NELSON D. CALISA JR., LPT

Chairman

MR. KIP CIAN MELGAR, LPT MRS. HANNA MARIE MINOZA, LPT
Panel Panel
MS. JOLLY CRIS ALVARADO, LPT
Statistician

MR. RICHARD C. LAGUS JR., LPT

Research Teacher

MS. JONNAH ALCONTIN, LPT IRIS Q. HESLOP, MST

Program Research Coordinator, SHS Campus Research Coordinator

Date of Proposal Hearing: March 23, 2024

 iii

ACKNOWLEDGEMENT
Research study is a challenging task which requires determination, perseverance,

and patience. The researcher would like to extend their appreciation and gratitude to the

people who made this study possible.

To the Almighty God, for the sufficient strength and wisdom showering upon us.

We are grateful for the divine guidance that abide with the challenges we are facing.

To our parents. Without their love and support over the years, none of this would

have been possible.

Next, our profound gratitude to our Practical Research teacher Mr. Richard C

Lagus Jr., your help, guidance, and approachable characteristics over this semester is

unmeasurable and without it, we would not be where we are today.

To our school, University of Cebu – METC, for giving us the appropriate and

suitable environment in conducting our research.

To the panel examiners, program research coordinators, and principal thank

you for giving us this opportunity to let us develop not only in mental aspect but also

emotional.

Lastly, to our friends and to those who helped us in constructing this study. Thank

you from the bottom of our hearts.

 iv

ABSTRACT

:EFFECTS OF POOR TIME MANAGEMENT TOWARDS

Title THE ACADEMIC PERFORMANCE OF THE SENIOR HIGH
SCHOOL STUDENTS
: Aguilar, Jovic Reyn N.
: Daclan, Mark Paolo B.
Researchers : Mendoza, Lord Erix C.
: Panugaling, Algel Vinz G.
: Ylanan, John Clarence M.
Strand : Pre-Baccalaureate Maritime Strand
: University of Cebu – Maritime Education and
School
Training Center
Adviser : Mr. Richard C. Lagus Jr., LPT
Date Complied : May 2024

In this study, the researchers determined the effects of poor time management
towards the academic performance of the senior high school students in the University of
Cebu – Maritime Education and Training Center for the second semester of the school year
2023-2024. Data were gathered through a survey questionnaire survey and interpreted to
come up with the results.
The semi-structured interview was conducted in the most appropriate manner with
98 selected Senior High School students who exhibit poor time management skills. With
the data gathered, researchers were able to draw patterns and themes and were analyzed
through the use of statistical analysis for data interpretation.
 v

DEDICATION

The researchers of this study have expressed gratitude towards those who have

contributed to the completion of their work. They have dedicated this study to all the

students, particularly those who exhibit misbehavior in school. The researchers hope that

their study will serve as a guide for these students to comprehend the significance of

following the rules and policies set by the school.

To the adviser, friends, and classmates who have shared words of wisdom and

support that took part in the accomplishment of the study.

Lastly, they have also acknowledged the support and guidance provided by the

family throughout the research process. They have recognized that without their help, this

study would not have been completed successfully. Thank you.

 vi

TABLE OF CONTENTS
Page
CHAPTER 1 THE PROBLEM AND ITS SCOPE 1
INTRODUCTION 1
Rationale of the Study 1
Theoretical Background 3
Review of Related Literature 5
THE PROBLEM 9
Statement of the Problem 9
Significance of the Study 10
RESEARCH METHODOLOGY 12
Research Design 12
Research Environment 13
Research Respondents 13
Sampling Procedure 13
Inclusion and Exclusion Criteria 14
Research Instrument 15
Data Gathering Procedure 16
Data Analysis 16
Data Treatment 16
Ethical Considerations 16
Procedures and Protocols 28
Duration 28
Risk 28
Benefits 28
Reimbursements 28
 vii

Confidentiality 29
Sharing of Results 29
DEFINITION OF TERMS 18
REFERENCES 19
APPENDICES 22
A1. Transmittal Letter to the Principal 22
A2. Transmittal Letter to the Adviser 23
A3. Transmittal Letter to the Respondents 24
B. Research Tool 25
C. Informed Consent 27
D. Location Map 32
CURRICULUM VITAE 33
 viii

LIST OF FIGURES
Figures Description Page
1 Research Flow 12
 ix

LIST OF TABLES
Tables Description Page
1 Scoring Procedure (Interpretation)
 1

CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

The ability to manage time efficiently is a crucial skill for success in academic
progress and performance. In the context of senior high school students, effective time
management is particularly critical as they juggle rigorous academic demands,
extracurricular activities, social engagements, and personal responsibilities. However,
there is evidence that suggests that many students struggle with time management, which
may have adverse effects on their academic performance.

This study is observed in the University of Cebu - Maritime Education and Training
Center in Alumnos, Mambaling. There is a pressing issue regarding the academic
performance of senior high school students, which is linked to poor time management
practices. Despite the institution's efforts to provide quality education and support systems,
the senior high school students from the University of Cebu - Maritime Education and
Training Center struggle with managing their time effectively, leading to poor academic
performance. This issue raises concerns about the long-term educational outcomes and
future success of these students. Therefore, an investigation is being conducted unto senior
high school students’ academic performance being affected by poor time management.

This phenomena appears to not only affect the University of Cebu - Maritime
Education and Training Center but also there are other educational institutions that have
this kind of issue across the Philippines. Algaradawi (2018), a study conducted at Bestlink
College of the Philippines, uncovered a substantial correlation between deficient time
management skills and decreased academic performance among Grade 12 students. Those
proficient in time management displayed notably enhanced academic performance
compared to counterparts grappling with time management challenges.
 2

Notably, this phenomenon isn't confined solely to institutions within the

Philippines, but also affects institutions from across the world. A study by Silva et al. at
University of São Paulo, Brazil (2013) involving 200 university students found that
students with poor time management habits were more likely to miss deadlines, have lower
attendance rates, and experience higher levels of academic anxiety. The study reported that
72% of students with poor time management reported experiencing anxiety related to
academics, compared to only 38% of students with good time management skills.

The aim of this research is to examine how poor time management among senior
high school students impacts their academic performance. By identifying the specific
challenges associated with poor time management and their repercussions on academic
achievement, this study seeks to provide insights that can inform interventions and support
mechanisms aimed at improving students' time management skills and, consequently, their
academic outcomes.
 3

Theoretical Background

As researchers looked more deeply into this study, the researchers went on the
assumption that they already knew the Effects of Poor Time Management towards the
Academic Performance of Senior High School Students.

Self-Determination Theory

Self-Determination Theory (SDT) by (Deci and Ryan, 1985a,b, 2008; Ryan and
Deci, 2000b, 2006, 2020a,b) offers insights into the effects of poor time management
towards the academic performance of senior high school students. Self-Determination
Theory posits that human motivation is largely influenced by the needs for self-
determination, autonomy, and competence. According to Self-Determination Theory,
students' motivation and behavior are shaped by their innate desire for control, autonomy,
and competence in their endeavors.

Additionally, Procrastination, poor scheduling, and stress emerge as key challenges

stemming from a lack of intrinsic motivation and autonomy. Multitasking, lack of
organization, and allowing distractions further impede effective time management, while
not prioritizing goals leads to inefficient use of time for students. Self-Determination
Theory emphasizes the importance of intrinsic motivation and autonomy in shaping
students’ time management behaviors, suggesting interventions to enhance these aspects
for improved academic outcomes.

Pickle Jar Theory

The Pickle Jar Theory (J. Wright, 2020) posits that effective time management is
akin to filling a limited jar with various-sized pickles, representing tasks and activities. The
theory emphasizes prioritizing important tasks over less crucial ones and planning time for
all activities to achieve a balanced approach. The Pickle Jar Theory offers a vivid analogy
to understand how poor time management affects the academic performance of senior high
school students.
 4

Furthermore, problems like procrastination, poor scheduling, stress, multitasking,

lack of motivation, disorganization, and allowing distractions can disrupt the efficient
filling of the "time jar." Just as misjudging the size of rocks, pebbles, and sand can lead to
improper jar filling, issues such as unclear goals, poor time estimation, and failure to
prioritize goals contribute to ineffective time allocation. Addressing these challenges
requires students to prioritize tasks effectively, manage their time efficiently, and maintain
focus on academic goals to enhance their overall performance.
 5

Review of the Related Literature

The focus of this study is about how poor time management affects the student’s
academic performances. Time management plays a crucial role in the academic success of
high school students, particularly in the senior high school level where the demands and
pressures are heightened. The ability to effectively allocate and utilize time impacts various
aspects of students' academic performance, including grades, completion of assignments,
and overall achievement. However, despite its significance, many senior high school
students struggle with poor time management skills, which can have detrimental effects on
their academic outcomes.

Additionally, poor time management heightens the risk of academic dishonesty,

such as plagiarism, as students feel pressured to meet deadlines (McCabe & Trevino,
1993). With inadequate time to complete tasks, students may resort to unethical practices
to fulfill requirements. However, research indicates that the development of time
management skills can mitigate instances of academic dishonesty (Lundquist & Juola,
2015). Therefore, addressing time management issues is essential not only for academic
success but also for fostering integrity and ethical conduct among students.

Furthermore, poor time management correlates with academic probation or

dismissal as students who struggle with time management often miss deadlines, fail to
complete assignments, and earn lower grades (Kısla & Ersoy, 2005; Panadero & Azevedo,
2014). These behaviors increase the likelihood of facing academic sanctions such as
probation or dismissal from their educational institution. Consequently, addressing time
management issues for students to avoid the negative consequences associated with
academic probation or dismissal, thereby safeguarding their academic standing and
progress.

Consequently, time pressure stemming from poor time management can lead to
rushed decisions and ineffective problem-solving (Kliewer & Kruglanski, 2006). This is
supported by research showing that students with good time management skills
demonstrate better decision-making abilities in academic situations (Spada et al., 2013).
 6

Addressing time management issues through training can mitigate the cognitive impact of
time pressure, improving decision-making and problem-solving skills in senior high school
students.

In addition, ineffective time management leading to late-night cramming and

rushed work negatively impacts students' physical and mental health (e.g., Oginni et al.,
2012). Sleep deprivation, a common consequence, further impairs cognitive function,
memory, and concentration, directly affecting academic performance.

Moreover, poor time management contributes to difficulty in long-term planning,

leaving students overwhelmed and unprepared for major projects, tests, and college
applications (Buehl, 2011). Without effective planning, students struggle to break down
goals into manageable steps or allocate resources efficiently. This inability to plan ahead
leads to last-minute stress and compromises overall academic success. Thus, addressing
time management issues is crucial for enhancing students' ability to plan and prioritize
tasks across longer periods, ultimately fostering greater preparedness and success in their
academic endeavors.

Consequently, time mismanagement often leads to prioritizing leisure activities

over studying and preparation, diminishing opportunities for deep learning, practice, and
revision (Tse, 2011). This imbalance results in weaker academic understanding as students
allocate insufficient time to engage with course materials thoroughly. Ferguson (2001)
suggests that effective time management enables students to balance academic
responsibilities with enriching experiences beyond the classroom. By optimizing their
time, students can participate in extracurricular activities and other opportunities, fostering
holistic learning.

In addition, rushed work resulting from poor time management often leads to lower
quality assignments and presentations (Roccas & Sagiv, 2009). In their haste to meet
deadlines, students sacrifice thoroughness and critical thinking, compromising the depth
and accuracy of their work. This perception of low-quality output can significantly
diminish student motivation and confidence (Rothblum & Kopf, 1984), creating a cycle
wherein decreased confidence further impacts the quality of future academic engagement.
 7

Furthermore, Poor time management skills can limit student participation in class
due to unpreparedness or incomplete assignments, as observed in the study by Oran (2009).
Juggling extracurricular activities, personal life, and academics without proper time
management creates difficulty balancing responsibilities and negatively impacts
participation.

Additionally, a research by Kimlglo & Filz (2008) highlights the connection

between effective time management and high academic performance. Poor time
management hinders effective organization, leading to procrastination and wasted time,
ultimately hampering productivity and academic success

Moreover, poor time management often leads to a constant struggle to meet

deadlines and manage workloads, fostering feelings of inadequacy and frustration
(Zimmerman & Schunk, 2008). The lack of motivation further exacerbates time
management issues, creating a vicious cycle that perpetuates decreased academic
performance (Pintrich & Schunk, 2002). In this way, poor time management not only
directly affects task completion but also undermines the motivation needed to address time
management challenges effectively.

Cosenquently. poor time management leads to disorganized planning and studying

habits, as observed in studies by Zimmerman & Kitsantas (2007). This disorganization
creates confusion, difficulty locating resources, and missed deadlines, negatively
impacting academic achievement.

Moreover, poor time management leads to missed deadlines, incomplete

coursework, and academic probation, all of which can delay graduation (Wolters, 2006).
Students who struggle with time management may find themselves unable to fulfill the
necessary academic obligations within the allotted time frame, prolonging their time in
college. Consequently, this delay impacts personal and professional plans, disrupting
timelines for entering the workforce or pursuing further education.

In addition, several studies such as Kisa & Ersoy (2005) and Khanna & Singh
(2000), establish a significant negative correlation between poor time management and
 8

academic achievement. This link stems from missed deadlines and rushed work leading to
lower quality submissions and reduced learning comprehension.

Moreover, rushing through assignments and studies due to poor time management
hinders the development of critical thinking skills. Research by Kuhn (2005) highlights the
importance of reflection and analysis for deep learning. Time pressure restricts these
opportunities, impacting critical thinking and academic success.

Additionally, research by Bong & Skaalvik (2003) suggests that consistent

academic struggles due to poor time management can lead to reduced self-efficacy, where
students doubt their ability to succeed academically. This decreases motivation and further
impacts performance.
 9

THE PROBLEM

Statement of the Problem

The main purpose of the study is to determine the Effects of Poor Time
Management towards the Academic Performance of The Senior High School Students at-
the University of Cebu - Maritime Education and Training Center in the Second Semester
of the School Year 2023-2024.

Specifically, this study intends to answer the following questions:

1. What are the effects of Poor Time Management towards the Academic Performance
of the Senior High School Students?
2. What are the top 3 effects of Poor Time Management towards the Academic
Performance of the Senior High School Students?
3. Based on the findings, what sound recommendations can be proposed?
 10

Significance of the Study

The findings of this study would be beneficial to the following individuals who are
oblivious of the Effects of Poor Time Management towards the Academic Performance of
Senior High School Students at the University Of Cebu - Maritime Education and Training
Center.

Senior High School Students. The outcome of this study will be beneficial to the
senior high school students because they can employ this study's outputs to assist
themselves in their studies by focusing on their tasks one by one and avoid juggling
multiple tasks at the same time so that they can have a better time management cycle and
improve their academic performance.

Parents. The findings of this study may assist the parents of senior high school
students in helping or giving their children a piece of advice for the betterment of
themselves. This will also give a guide to parents to not put a lot of pressure on their
children and discipline them in order for them to avoid having a wrecked time management
cycle due to lose of interest in school or spending too much time on leisurely activities
instead of doing their studies that could give their children a high chance of a wrecked time
management cycle.

Teachers. The result of this study is helpful for the teachers to guide or give the
students advice like avoid being absent in class, listen and be active in lectures, and do their
tasks in a timely manner so that they can avoid a wrecked time management. Also, this can
give information to the teachers as to not give them tons of school works from time to time
so that they won’t panic and create low-quality output, and discipline them properly so that
they can achieve better academic performance, but to not discipline them in a harsh way
so that the students won’t have disinterest on their academics.

School Administrators. This study allows school administrators to implement

targeted interventions, like asking for the help of the guidance counselors to give the
students advice like focus on your studies and avoid procrastination as to create future
opportunities and hold seminars about proper time management so that they can be aware
 11

and avoid procrastinating and be disciplined to pass their assignments and projects on time.
By recognizing the impact of time management on stress levels, schools can foster
resilience in students, ensuring they thrive both academically and emotionally.

Future Researchers. Through this study the future researchers can use this study
as a guide for their own research since it will provide them an understanding of how to
design a research study. Also, this study can act as a related study for future researchers to
use as support for their own research on a topic that is related to it.
 12

RESEARCH METHODOLOGY

This section will discuss the methodologies utilized for this study and the process
that the researchers followed to answer the problems formulated.

Research Design

This study employs a quantitative correlational research design to investigate

the level of experience of procrastination among senior high school students. As defined
by Voxco (2023), this design gathers quantitative data to understand specific population
characteristics. In this case, the study aims to determine the level of experience in the
effects of poor time management towards the academic performance of the senior high
school students and pinpoint potential areas for intervention. The findings can inform the
development of programs and resources to support senior high school students in
overcoming poor time management and improving academic performance. The chosen
design allows researchers to obtain quantifiable data, essential for assessing and
characterizing factors contributing to poor time management among the chosen target
population and how it affects their academic performance.
Figure 1 below illustrates the research flow that carries out or specifies this study
(Input-Process-Output) based on the content of the problem statement.

INPUT PROCESS OUTPUT

● Quantitative
Descriptive Method
Effects of Poor Utilization
Time ● Transmittal Letters
Management Circulation
Towards the ● Informed Consent Sound
Academic Acquisition
Performance of ● Data Gathering Recommendations
the Senior High ● Treatment of Data
School Students ● Interpretation of Data
● Findings
● Conclusion

Fig. 1
Research Flow
 13

Research Environment
The University of Cebu - METC is the chosen environment for this study because
it provides a unique environment that influences senior high school students' academic
performance because of poor management. Firstly, environmental factors play a significant
role. The demanding nature of the academic setting, coupled with the specialized focus on
maritime education, can create pressures and distractions that lead students to make rushed
decisions and create low quality output. Secondly, motivational factors come into play.
Some students may struggle to find intrinsic motivation for their studies, especially when
faced with challenging coursework or unclear future goals. This lack of motivation can
contribute to students procrastinating resulting to poor time management that greatly
affects their academic performance. Lastly, it is observed that many students at the
University of Cebu - METC are identified to have affected academic performance. This
could be due to various reasons such as procrastination, a lack of effective time
management skills, or feelings of overwhelm due to the demands of the academic program.

Research Respondents

The research respondents are senior high school students at the University of Cebu
- Maritime Education and Training Center who display poor time management. Selection
criteria focus on students who demonstrate behaviors such as lower quality assignments
and presentations or struggling to meet deadlines. This targeted approach aims to
understand the effects of poor time management towards the academic performance of the
senior high school setting. The screening process ensures that participants meet the criteria
outlined in the research objectives. Ultimately, the study seeks to gain insights into poor
time management skills among senior high school students and how it affects their
academic performance and develop strategies for intervention and support.

Sampling Procedure

The study uses a non-probability sampling method called the purposive sampling
method. In employing the purposive sampling method for this study, participants are
selected based on specific characteristics relevant to the research objectives (Patton, 2002).
Purposive sampling allows the researcher to intentionally choose individuals who possess
key qualities or experiences crucial to the study, thereby ensuring a focused and targeted
 14

participant group (Creswell & Creswell, 2017). This method aligns with the qualitative
nature of the research, aiming for in-depth exploration and understanding of the
phenomenon under investigation. Participants are identified through a careful screening
process, considering factors such as expertise, unique perspectives, or specific criteria
outlined in the research question (Palinkas et al., 2015). The purposive sampling approach
is integral to capturing rich, context-specific data, contributing to the depth and validity of
the study's findings.
In this study, the researchers will use printed or hard-copy survey questionnaires to
collect data from maritime students who exhibit procrastination in all their academic tasks.
These students receive printed or hard copy forms, and only those who receive and
complete the form are included in the sample. The researchers will employ inclusion and
exclusion criteria to identify suitable respondents.
Inclusion Criteria
1. Senior high school students who are currently enrolled in the second semester of
the S.Y. 2023 -2024.
2. Second, the students who have experienced poor time management and have
affected their academic performance.
Exclusion Criteria
1. Senior high school students are not enrolled in the second semester of the S.Y. 2023
-2024.
2. Second, students who haven't experienced poor time management and have
affected their academic performance.
Sample Size Determination
To establish the sample or population size for this study, the researchers will
employ the Krejcie and Morgan Formula. The Krejcie and Morgan (1970) formula, widely
acknowledged and referenced, relies on tables derived from the formula. It is specifically
designed for determining sample sizes when estimating population proportions or
percentages with a specified probability and level of accuracy, as noted by (Johnson and
Shoulders, 2019). There are 494 students enrolled in the Senior High School and the
researchers will be choosing 98 respondents which is 20% from the total population
according to Gay, R.L. (1976).
 15

Research Instrument

The study will employ a researcher-made questionnaire to collect data on the

factors contributing to procrastination among senior high school students at the University
of Cebu - METC. The survey integrates Likert scale items, drawing guidance from relevant
literature in its formulation. To ensure its suitability for the study's context, the
questionnaire undergoes refinement through content validation from the research adviser.
The questionnaire serves as a valuable tool to gather insights pertinent to the research
objectives. To maximize its effectiveness, participants are encouraged to provide
thoughtful and honest responses to each question, elaborating with details as appropriate.
The researchers are going to distribute a survey questionnaire that has 15 close-ended
questions that will be answered by the respondents.
The Likert scale-type questionnaire featured checkboxes, as participants were
asked to choose from options ranging from "Not Experienced at all" to "Highly
Experienced." Each option was assigned a numerical value on a scale from 1 (lowest) to 4
(highest), with 1 corresponding to "Not Experienced at all," 2 to "Slightly Experienced,"
3 to "Experienced," and 4 to "Highly Experienced."
Scoring Procedure

WEIGHT RANGE RESPONSES CATEGORY

This response indicates a strong and highly

Highly
4 3.26-4.00 positive experience with the statement or
Experienced
factor.
An "Experienced" response implies a
moderate agreement, indicating the
3 2.51-3.25
Experienced participant's moderate experience with the
statement or factor to some extent.

Slightly Choosing "Slightly Experienced" suggests

2 1.76-2.50 Experienced that the participant is slightly experienced
with the statement or factor.
Not This response indicates not experienced at
1 1.00-1.75 Experienced all with the statement or factor.
at all
 16

Table 1
Interpretation
Research Procedure

Data Gathering
The data gathering procedure begins with obtaining approval from the panel of
examiners and the school principal, ensuring the research's legitimacy and adherence to
institutional guidelines. Once formal approval is secured, the researcher proceeds to
procure informed consent from the respondents, emphasizing transparency and voluntary
participation in the study. Following the acquisition of consent, the survey is initiated,
allowing for the collection of pertinent data regarding the causes of procrastination among
senior high school students. This structured approach ensures that ethical considerations
are prioritized, respecting the autonomy and confidentiality of the participants throughout
the research process.
Data Analysis
In the data analysis phase, the collected responses from the pilot testing of the
descriptive survey questionnaire on the effects of poor time management towards the
academic performance of the senior high school students were systematically examined to
derive meaningful insights. Quantitative data, comprising numerical responses, were
subjected to statistical analysis to identify trends, frequencies, and patterns. Descriptive
statistics, such as means, standard deviations, and percentages, were computed to
summarize the central tendencies and variations in the data. This quantitative analysis
aimed to provide a quantitative overview of the participants' experiences on the effects of
poor time management towards their academic performance.
Treatment of Data
Weighted Mean. It is used to measure the level of utilization of poor time
management coping strategies among maritime students.
Rank. It will be used to determine the most prevalent poor time management
coping strategies utilized by the respondents
Ethical Consideration
Poor time management in research involves upholding ethical principles and
maximizing potential benefits towards academic success. Adhering to the principle of
 17

beneficence (Barrow et al., 2022), the research aims to enhance research efficiency and
quality for maritime students, instructors, and institutions. The findings may inform
strategies and interventions, benefiting the maritime academic community (Barrow et al.,
2022). Considering the ethical principle of non-maleficence, the research prioritizes
avoiding harm and protecting respondents from social, economic, or emotional risks
(Liddell, 2021). Respondents are informed of the voluntary nature of participation and their
right to withdraw without providing a reason. The consent form emphasizes participant
rights and freedoms. Justice in respondent selection adheres to inclusion criteria without
biases or discrimination, ensuring a fair and equitable process (University of London,
2023). Autonomy is respected by scheduling data collection based on respondents'
availability and convenience, providing advance notice, and allowing time for questions.
Respondents have the autonomy to choose participation without repercussions, ensuring
their rights and benefits. The research prioritizes confidentiality, obtaining permission
before data collection, and maintaining anonymity. The principles of justice, autonomy,
and beneficence guide the ethical conduct of the study.
 18

DEFINITION OF TERMS

In this section, unfamiliar terms are defined operationally in accordance with how
they are being used in this study.

Academic Performance

This refers to the level of achievement or success attained by the senior high school
student in their academic endeavors. It encompasses various aspects such as grades, test
scores, class participation, and overall learning outcomes.

Effects

This refers to the negative outcomes, consequences, or impacts resulting from a

specific cause or action. In this study, effects pertain to the influence that poor time
management practices have on the academic performance of senior high school students.

Senior High School Students

These are students from grades 11-12 who are enrolled in the University of Cebu-
Maritime Education and Training Center for the second semester of S.Y. 2023-2024 who
are affected by the effects of poor time management towards their academic performance.

Time Management

This refers to the senior high school students' process of planning and organizing
how they divide their time between specific activities to achieve desired outcomes
effectively. It involves setting goals, prioritizing tasks, and allocating resources to
maximize productivity and efficiency.
 19

REFERENCES
Algaradawi, H. I. (2018). Impact of Time-Management on the Student's Academic
Performance: A Cross-Sectional Study. Scientific Research Publishing, 7(7), 209.
https://files.eric.ed.gov/fulltext/EJ1092359.pdf
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different
are they really? Educational Psychology Review, 15(1), 1-40.
https://psycnet.apa.org/record/2002-11377-001
Buehl, D. W. (2011). [Understanding motivation and self-regulated learning]. Psychology
Press. (Specifically, Chapter on Self-Regulation and Academic Performance).
https://dokumen.pub/classroom-strategies-for-interactive-learning-9781625311719-
1625311710.html
Deci and Ryan, 1985a,b, 2008; Ryan and Deci, 2000b, 2006, 2020a,b. Self-determination
theory: A macrotheory of human motivation, development, and health. Canadian
Psychology/Psychologie canadienne, 49(3), 182-185.
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PP1#v=onepage&q&f=false
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Kisa, A. and Ersoy, K. (2005) The Need for Time Management Training Is Universal:
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 20

https://anyflip.com/llkkb/vlts/basic/701-750
Kuhn, D. (2005). Rushing through assignments and studies due to poor time management
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 21

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 22

APPENDIX A1
Transmittal Letter to the Principal

April 11, 2024

DR. NORMA O. OPLADO

Principal, Basic Education Department
University of Cebu – METC
Alumnos, Mambaling, Cebu City
Dear Dr. Oplado:
Greetings!
I, the undersigned, am the leader of a group enrolled in Practical Research 2. We are
currently working on a research proposal entitled “Effects of Poor Time Management
Towards the Academic Performance of Senior High School Students”.
As part of our research, we would like to request your authorization for our group to
conduct interviews with Senior High School students who are presently enrolled this
semester. We want to assure you that we will conduct the interviews in a manner that will
be convenient for the participants and will not disrupt their academic responsibilities.
Sincerely yours,
JOVIC REYN N. AGUILAR
Lead Researcher

Noted by: Approved by:

MR. RICHARD C. LAGUS JR., LPT DR. NORMA O. OPLADO
Practical Research Teacher Basic Education Principal
 23

APPENDIX A2
Transmittal Letter to the Research Adviser

April 11, 2024

MR. RICHARD C. LAGUS JR.

Basic Education Research Teacher
University of Cebu – METC
Alumnos, Mambaling, Cebu City
Dear Mr. Lagus:

To whom it may concern,

I am presently a student at the University of Cebu – Maritime Education Training Center,

currently enrolled for this semester. Together with my group we have submitted a consent
letter for our research proposal entitled “Effects of Poor Time Management Towards the
Academic Performance of the Senior High School Students". We are respectfully seeking
your guidance and Supervision as we embark on this task for the subject, Practical
Research 2. Hence, we are writing to request your valuable assistance and expertise to act
as our research adviser. We believe your knowledge and insights will be beneficial and
will greatly enrich our work. We would deeply appreciate your positive response and
unwavering commitment to our research. We would be grateful if you could give us some
of your time to aid us in our research endeavors.

Thank you for your kind consideration, and we hope that you will be able to
accommodate us.

Respectfully yours: Approved by:

JOVIC REYN N. AGULAR MR. RICHARD LAGUS JR., LPT

Lead Researcher Practical Research Teacher
 24

APPENDIX A3
Transmittal Letter to the Participants

April 11, 2024

Dear Respondents:

Greetings!

My team and I are working diligently towards achieving our research goal for the study
entitled "Effects of Poor Time Management Towards the Academic Performance of Senior
High School Students" as students enrolled in the Senior High School curriculum at the
University of Cebu - Maritime Education and Training Center. In order to gather data, we
would like to extend an invitation for you to take a survey. Your cooperation and
understanding are of utmost importance to us, as our study would not be possible without
your valuable input. We assure you that all responses will be treated with the highest level
of confidentiality.
We would be grateful for the time and effort you have dedicated to this research. Thank
you for your consideration. God blesses!

Respectfully yours:

JOVIC REYN AGUILAR

Lead Researcher
 25

APPENDIX B
Research Tool
The questions presented below are derived from the variables identified in the
related literature review. They will serve as a guide for gathering relevant information from
the participants, specifically addressing the research questions stated in the problem
statement.

Research Question:

Name (Optional):

Directions: Check the box that corresponds to your answer.

Legend: 4 = Highly Experienced 3 = Experienced

2 = Slightly Experienced 1 = Not Experienced at all

4 3 2 1
STATEMENT Highly Experienced Slightly Not Experienced
Experienced Experienced at all

Being a student that

have problems with
time management, I
have encountered any
of the following
challenges…

1. Risk of academic
dishonesty

2. Facing academic
sanctions

3. Rushed decisions

4. Late-night
cramming
 26

5.Rushed work

6. Difficulty in long-
term planning

7. Prioritizing leisure
activities over
studying

8. Lower quality
assignments

9. Lower quality
presentation

10. Procrastination

11. Disorganized
planning

12. Missed deadlines

13. Academic
probation

14. Lower quality

submissions

15. Reduced self-

efficacy
 27

APPENDIX C
INFORMED CONSENT

Students and Faculty Researchers University of Cebu System

Name of Principal Investigator: Jovic Reyn N. Aguilar

Name of Organization: University of Cebu - METC Campus
Title of Proposal: Effects of Poor Time Management Towards the Academic
Performance of the Senior High School Students

This Informed Consent Form has two parts:

1. Information Sheet (to share information about the research with you)
2. Certificate of Consent (for signatures if you agree to take part)

You will be given a copy of the full Informed Consent Form

PART I: Information Sheet

Introduction
I am a student at the University of Cebu taking up Senior High School - PBMS
Strand. I am currently conducting a study entitled: Effects of Poor Time Management
Towards the Academic Performance of Senior High School Students
In line with this, I am inviting you to be a respondent to this investigation and
request you to spare a few minutes of your time to answer this questionnaire honestly.
However, you do not have to decide today whether or not you will participate in the
research. Before you decide, you can talk to anyone you feel comfortable with about the
research. If there are contents in the questionnaire that you do not understand and find
ambiguous then feel free to contact the researcher. Rest assured that all the answers will be
treated with the utmost confidentiality.
Purpose of the research
Studying the Effects of Poor Time Management Towards the Academic
Performance the Senior High school students. In this investigation it aims to identify the
effects of poor time managements and how it affects academic performance.
Type of Research Intervention
This research will use (method) a corelational quantitative method.
Participant Selection
We are inviting all the Senior High School students.
 28

Voluntary Participation
Your participation in this research is entirely voluntary. It is your choice whether
to participate or not. Whether you choose to participate or not, it does not affect your
personal information and your relationship with the school and other people involved.
You may change your mind later and stop participating even if you agreed.
earlier and this will not be taken against you later on.

Procedures and Protocol

In this investigation you will be asked to answer a survey that will be administered
during your free time. It will be collected through a survey questionnaire. You do not wish
to answer some of the questions included in the questionnaire, you may skip them and
move on to the next question. The information recorded is confidential and no one else
except the researchers and my research adviser, will have access to survey questionnaire.
To ensure that you will have full grasp on the purpose of the study, the proponent will first
explain the study's objectives and the intended benefits of the participants.

Duration
The research takes place in one month. During that time, you will be asked by the
researchers to answer the interview during your convenient time. If you answer the
questionnaire immediately, then it will take around five minutes to finish. Your
engagement as a respondent will only take once.

Risks
I am asking you to share or divulge your personal information which you may feel
uncomfortable answering with. There are also questions which might affect your exhibition
of those values, and you may feel uncomfortable talking to other topics. You must know
that it is you who will decide whether to give answers to all questions or you may skip on
some questions. You do not have to give reasons for not responding to any question, or for
refusing to take part in the survey.

Benefits
There will be no immediate and direct benefits to you, but the result of this study
will be beneficial to the future researchers.

Reimbursements
You will not be provided with any payment for taking part in the research.
 29

Confidentiality
Because something out of the ordinary is being done through research in the
educational institution that you are connected with, it might draw attention. If you
participate, other people in the organization and the society in general may ask questions.
I will not be sharing information about you. The information that I collect from this
research project will be kept confidential. Information about you and your perception that
will be collected from this research will be put away and no one but the researcher will be
able to see it. Any information about you will have a number on it instead of your name.
Only the researcher will know your number/contact information and I will lock that
information up with a lock and key. It will not be shared with or given to anyone except
my research adviser.

Sharing the Results

At the end of the study, I will be sharing what I have learned from the respondents
and with the community. I will do this by meeting first with the participants and then
with the larger community. Nothing that you answered in the questionnaire will be shared
with anybody outside the research. A written report will also be given to the participants
which they can share with their families. I will also publish the results in order that other
interested people may learn from this research.

Right to Refuse or Withdraw

You may choose not to participate in this study and do not have to take part in this
research if you do not wish to do so. Choosing to participate or not will not affect your
studies at the University of Cebu – Maritime Education and Training Center. You may stop
from participating in the survey at any time that you wish without either you losing your
rights here.

Who to Contact
If you have any questions, you can ask them now or later, even if the study has
started. If you wish to ask questions later, you may contact any of the following:

Name of the Research Leader Phone Number

Jovic Reyn N. Aguilar 09493263503

This thesis proposal has been reviewed and approved by my thesis panel, which is
a committee whose task is to make sure that researchers have properly conducted the study.
If you have any questions for my panel, please contact the University Research Office.
 30

PART II: Certificate of Consent

I have read the foregoing information, or it has been read to me. I have had
the opportunity to ask questions about it and any questions that I have asked to have
been answered to my satisfaction. I consent voluntarily to participate as a participant
in this research.
Print Name of Participant ________________________
Signature of Participant ________________________
Date ________________________
Day/month/year ________________________

If illiterate
A literate witness must sign (if possible, this person should be selected by
the participant and should have no connection to the research team). Participants
who are illiterate should include their thumbprint as well.

I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I
confirm that the individual has given consent freely.

Print name of witness _______________________

and Thumb print of participant _______________________
Signature of witness _______________________
Day _______________________
Day/month/year _______________________

Statement by the researcher/person taking consent.

I have accurately read out the information sheet to the potential participant,
and to the best of my ability made sure that the participant understands that the
following will be done:
 31

1. I confirm that the participant was given an opportunity to ask questions about the
study, and all the questions asked by the participant have been answered correctly
and to the best of my ability. I confirm that the individual has not been coerced into
giving consent, and the consent has been given freely and voluntarily.

2. A copy of this ICF has been provided to the participant.

3. Print Name of Researcher/person taking the consent__________________
Signature of Researcher /person taking the consent ____________________

Date ___________________________
Day/month/year _______________________
 32

APPENDIX D

Location Map
 33

CURRICULUM VITAE

PROFILE

Name: Richard C. Lagus Jr., LPT

Address: Labangon, Cebu
Contact: N/A
Email: richardlagusjr@gmail.com

PERSONAL INFORMATION

Age : 27
Sex : Male
Civil Status : Single
Birth Place : Bacolod City
Birthdate : August 3, 1996
Religion : Roman Catholic
Parents : N/A

EDUCATIONAL BACKGROUND

Elementary : Tisa Elementary School

Address : Tisa, Cebu City

Junior High School : Tisa National High School - Salutatorian

Address : Tisa, Cebu City

College : University of Cebu - Main - Cum Laude

Address : Sanciangko St., Cebu City

QUOTATIONS
“Research is no more fun but an extensive output to practicality.”
 34

CURRICULUM VITAE

PROFILE

Name: Jovic Reyn N. Aguilar

Address: Punta Princesa, Cebu
Contact: 09493263503
Email: jovicaguilar123@gmail.com

PERSONAL INFORMATION

Age : 18
Sex : Male
Civil Status : Single
Birth Place : Cebu City
Birthdate : September 19, 2005
Religion : Roman Catholic
Parents : Reynald A. Aguilar, Lia N. Abaquita

EDUCATIONAL BACKGROUND

Elementary : Three H Redwood Academy

Address : Punta Princesa, Cebu City

Junior High School : Three H Redwood Academy

Address : Punta Princesa, Cebu City

Senior High School : University of Cebu - METC

Address : Alumnos, Mambaling, Cebu City

QUOTATIONS
“Research is fun kung wala kay buhatonon.”
 35

CURRICULUM VITAE

PROFILE

Name: Mark Paolo B. Daclan

Address: Tisa, Cebu
Contact: 09621672160
Email: daclanmark0111@gmail.com

PERSONAL INFORMATION

Age : 21
Sex : Male
Civil Status : Single
Birth Place : Cebu City
Birthdate : January 11, 2003
Religion : Roman Catholic
Parents : Catherine Bacasoy Daclan

EDUCATIONAL BACKGROUND

Elementary : Labangon Elementary School

Address : Tisa, Cebu City

Junior High School : Tisa II National High School

Address : Tisa, Cebu City

Senior High School : University of Cebu - METC

Address : Alumnos, Mambaling, Cebu City

QUOTATIONS
“A ship without a destination is like a man without ambition.”
 36

CURRICULUM VITAE

PROFILE

Name: Lord Erix C. Mendoza

Address: Kimba, Talisay, Cebu City
Contact: 09924336441
Email: lorderixm@gmail.com

PERSONAL INFORMATION

Age : 17
Sex : Male
Civil Status : Single
Birth Place : Cebu City
Birthdate : May 8, 2006
Religion : Roman Catholic
Parents : Ritchie Mendoza, Maricar Joy Cabanes

EDUCATIONAL BACKGROUND

Elementary : Talisay City Elementary School

Address : Poblacion, Talisay, Cebu City

Junior High School : Talisay City National High School

Address : Poblacion, Talisay, Cebu City

Senior High School : University of Cebu - METC

Address : Alumnos, Mambaling, Cebu City

QUOTATIONS
“Research is not hard, it’s difficult.”
 37

CURRICULUM VITAE

PROFILE

Name: Algel Vinz G. Panugaling

Address: Punta Princesa, Cebu City
Contact: 09670198513
Email: algelvinzpanugaling@gmail.com

PERSONAL INFORMATION

Age : 21
Sex : Male
Civil Status : Single
Birth Place : Cebu City
Birthdate : August 7, 2002
Religion : Roman Catholic
Parents : Felix T. Panugaling, Ma.Bella G. Panugaling

EDUCATIONAL BACKGROUND

Elementary : Punta Princesa Elementary School

Address : Punta Princesa, Cebu City

Junior High School : Cebu Institute of Technology-University

Address : N.Bacalso St., Cebu City

Senior High School : University of Cebu - METC

Address : Alumnos, Mambaling, Cebu City

QUOTATIONS
“Time is gold maong ato e prinda.”
 38

CURRICULUM VITAE

PROFILE

Name: John Clarence M. Ylanan

Address: Minglanilla, Cebu
Contact: 09436936857
Email: ylananclark@gmail.com

PERSONAL INFORMATION

Age : 19
Sex : Male
Civil Status : Single
Birth Place : Cebu City
Birthdate : December 4, 2006
Religion : Roman Catholic
Parents : Gomercindo Ylanan Jr., Jeaneth Montemayor

EDUCATIONAL BACKGROUND

Elementary : Colegio del Santo Nino

Address : Magallanes Street, Cebu City

Junior High School : University of San Carlos BED-SC

Address : J Alcantara Street, Cebu City

Senior High School : University of Cebu - METC

Address : Alumnos, Mambaling, Cebu City

QUOTATIONS
“Research is fun kung ang maestro lami.”