The Relationship Between Time Management and Academic Performance of Visual Arts Students PDF

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The Relationship Between Time Management andAcademic Performance of Visual Arts StudentsA Quantitative Research ProposalPresented to/ the Faculty of the Basic Education DepartmentUniversity of the East - CaloocanIn Partial Fulfillmentof the Requirements for the SubjectHRE 121 - Research in Daily Lif...

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The Relationship Between Time Management and Academic Performance of Visual Arts Students

A Quantitative Research Proposal Presented to/ the Faculty of the Basic Education Department University of the East - Caloocan

In Partial Fulfillment of the Requirements for the Subject HRE 121 - Research in Daily Life 2

Agena, Arabella T. Martin, Prince Luis C. Nabatar, Carl Francis F. Vale, Maraiah Kassandra B. December, 2021

Chapter 2 FRAMEWORK OF THE STUDY I. Review of Related Literature and Studies This chapter presents the literature and studies after the thorough and in-depth search of the researchers. These materials were gathered from books, theses and dissertations, journals and other periodicals, online sources, and other published or unpublished materials. This will also present the theoretical and conceptual framework to fully understand the research to be done and, lastly, the definition of terms for a better understanding of the study.

A.

Conceptual Literature In this section of the study, the researchers reviewed the concepts that are related

to this study. The main goal of the conceptual literature review is to classify and present concepts that are relevant to the study and define the significance between them, which includes the relevant theory and empirical research (Frederiksen, Phelps, & Kimmons, 2018).

1.

Time Management Time is endless, and the time consumed by everyone can never be retrieved. Time

may seem to flow constantly, but as it is spent on certain activities, some may find it not

enough to finish the things to be done in a day (Carroll, 2015). Time management is a skill that everyone should possess to effectively and efficiently accomplish their tasks. According to Carroll (2015), proper time management leads to better decisions, especially if one is not pressured, and thus, by making the right decisions in a mindful manner, one can attain a successful life just by properly managing their time. Moreover, time management skills and techniques can be characterized by one’s personal approach, which contributes to numerous fundamental qualities in general. And some of the main and primary factors that should be considered in one’s time management skills are goal setting, planning, prioritizing, and scheduling.

a. Goal Setting Setting goals for students varies depending on their abilities and motivation to complete academic assignments. Students struggle to set goals because they are ignorant of the specific standards that must be met in each academic area to achieve state competency requirements (McMillan, 2019). According to Zimmerman, Bandura, and Martinez-Pons (1992), goal-directed action has three characteristics: (1) self-generation: the source of energy is critical to the organism's survival; (2) value-significance: the activities not only enable but also require an organism's survival; and (3) goal-causation: the ensuing action is triggered by a goal (Locke & Latham, 1991). As stated in the study by Reyes and Galang (2009), the factors that motivate students to study are comparable to the reasons that motivate them to value education. As a result, people are inspired to do their best work because they love it and are challenged

by it. Some people have internalized the importance of education, which serves as a motivator for them. Others study more diligently because they want to improve their grades or are afraid of failing.

b. Planning According to the study by Fitsimmons (2008), "the first key to good time management is planning. Although it takes time to plan, it is an investment that will pay back heavily in time saved later on. Good planning ensures that you get to a desirable end with a project or other effort, whether that project is something specific to your library workplace, or your whole career. " It must be in a written form, which should be reviewed and updated regularly. This process provides an overview of one’s workload at any particular moment, which accurately shows the complete work plan for the future and gives an idea of what lies beyond (Forsyth, 2019). 1. Prioritizing According to an article on the priority matrix (n.d), priorities must be established in order to complete all of the tasks that must be completed. Prioritization is important because it allows you to focus your attention on tasks that are important and urgent so that you can later focus on tasks that are lower priority. If you do not take the time to prioritize, you will struggle to complete tasks on time, worry about how you will complete everything on your to-do list, and be unproductive. These are the reasons why prioritization is important. If you do not

organize your schedule by priority, you might miss important tasks that you should've put at the top of your list first.

d. Scheduling Scheduling plays a crucial role in time management. An effective task and time allotment will greatly improve your time management. As mentioned by Chapman, Rupured, Price, Carney, & Clews (2020), having an effective schedule includes knowing the things that must be done within the allotted time frame. The challenging tasks must be planned when a lot of energy is stored, and the most prioritized activities must be done first. Schedule small tasks for the most basic activities, such as drafting an email or taking notes.

1.

Challenges’ that the Students Encounter in their Academic

Performance with Regard to Time Management Time management plays an important role in students' academic life. The students struggle in the absence of mentors and supervisors such as parents, family members, and teachers. Work overload and stress made it difficult to address tasks adequately, hence their poor academic achievements. Many students feel overwhelmed by the learning environment at tertiary institutions. First-year students are always in reactive mode and fail to finish what they have started. They grapple with the absence of a support system from mentors, supervisors, parents, family, and teachers.

Many people complain about not having enough time to complete a task or

assignment to complete the tasks before the deadline is a tall order for them. The problems lead to a lack of time management. According to Gerdes and Mallinckrodt (1994), students who have difficulties adjusting to the new learning environment usually have poor academic performance.

2.

The Students’ Attitude Towards Time Management Students are excellent learners. However, COVID-19 appeared and had a

significant impact not only on students and teachers, but also on the workers who lost their jobs. Most of the cases are parents, which leads them to be in circumstances where financial matters are involved. Mental health crashed because we were unprepared when it happened. Online learning was forced to put in a system to continue the unfinished studies of the students and teacher’s work as well.

The new normal and system were considered on a daily basis as students forced themselves to adjust to a learning environment that was health-draining. In a related study by Kapasia, Paul, Roy, Saha, Zaveri, Mallick, Barman, Das, and Chouhan (2020), they investigated how lockdown impacts students’ learning performance. The students also reported some challenges that they faced during their online classes. The issue has been raised and has been brought to the public's attention enough to consider it a real problem that each student faces. Lack of psychological support, learning environment control, parents’ support, internet support, and emotional support are mainly the circumstances that students are currently facing as of today. The system tested the capability of each student as their skills became limited in the matter that we are in the current virtual

situation. Because of the current situation, different cases of the student’s attitudes include anxiety, depression, poor internet service, and an unfavorable home learning environment, which are aggravated when students are marginalized and from remote areas.

B. Related Studies In this section of the study the researchers present the studies that are similar to this current study. The researchers used the chronological approach in terms of organizing the related studies reviewed to show the process and updates of the studies according to its time frame.

1.

International In this section of the study the international related studies are reviewed by the

researchers to effectively prove the relationship between time management and academic performance of the students. Hence, each of the studies mentioned here includes; the purpose of the study, respondents, the methods used and the results of the study. The study by Liu, Rijimen, McCann, and Roberts (2009) about the assessment of time management in middle-school students accurately explains the variance in time management for this age group. Their study gathered a sample of 814 students from five states across the USA, who were surveyed through a series of questions about time management using the five-point Likert scale. The results of this study show that both time management factors were also correlated with students’ school grades across two semesters of school. It's worth noting that time management corresponds more

significantly with grades achieved six months later, implying that time management abilities may have a brief impact on student grades. Another notable result is that females scored higher on both time management factors than males. The gender difference in the planning factor is especially noticeable and cannot be explained by differences in personality factors. Mercanlioglu (2010) conducted a study about the relationship of time management to academic performance of master level students aiming to inform those students who value education who have a master's degree, which the major problem that they might encounter is the misuse of their time management. 213 students participated in this study, who were surveyed using the Time Management Questionnaire (TMQ). The findings of their study revealed that students are aware of their short range plans while managing their time resulting in a variability of 17,838%. On the other hand, they are not aware of their time attitudes resulting in the second highest amount of variability (9,475%). Kaushar (2013) studied the impact of time management on the academic performance of college students. The researchers interviewed and surveyed the respondents, who were 50 college students. The results of this study showed that students' behavior in the category of time planning was at the highest level, while behavior in the category of time management was at the lowest level, and the students performed well above average. The study also concluded that there was a substantial and positive correlation between time management, time planning, and student academic performance. The study by Adebayo (2015) examined the impact of time management on students’ academic performance in higher institutions in Nigeria. Procrastination,

prioritization, and planning were found to be major indices in this paper that influenced students' academic success in terms of time management. The researchers used the survey method to collect data with 200 respondents from the students of Ekiti State University and Federal Polytechnic, which were conducted using a structured questionnaire on Time Management and Student Academic Performance (TMSAP). The study revealed that there was a significant relationship between time management and students' academic performance. It makes it evident that students must make good use of their time in order to be successful in their various assignments. All the activities being performed by students are done within the given time frame. As a result, time management and academic achievement are inextricably linked. Cyril (2015) investigated the relationship between time management and academic achievement in higher secondary students in Natham Taluk. The population for this study is 180 students, comprising a sample of 63 students from Peniel Higher Secondary School in Natham, Dindigul District. According to the findings of this study, there is a correlation between time management and academic achievement among higher secondary students, based on the results of the correlation analysis. Al-Zoubi (2016) studied the impact of time management art on academic achievement among high school students in the Hashemite Kingdom of Jordan. The researchers gathered 2000 high school students who were surveyed using the Time Structure Questionnaire (TSQ). The findings of the study concluded that there was a medium degree of static and medium degree of dynamic significance at the level of time management according to the high school students in Irbid City. The presence of a statistically significant relationship between time management ability and academic

achievement among high school students revealed that there was a statistical significance at the level (0.05) of this relationship regarding the gender variable running on behalf of females, with no differences according to studying hours. In Kenya, Oyuga, Raburu, and Aloka (2016) investigated the link between time management and academic achievement among orphaned secondary school students. The study's sample included 300 orphans in secondary school and seven principals. Students' questionnaires, document analysis, and an interview guide for head teachers were used as the research instruments for this study. The Pearson Product-Moment correlation coefficient (r =.906) calculated revealed a strong positive relationship between time management and academic achievement among orphaned secondary school students. Orphans and the Ministry of Education in general should understand orphans' plight and provide them with improved services, such as trained counselors who can provide orphaned children with appropriate counseling services. Khanam, Sahu, Rao, Kar, & Quazi (2017) studied time management skills and perceived achievements among university students. The respondents were 79 second-year medical students who were surveyed using the Time Management Questionnaire (TMQ). According to the findings of this study, 51.90% of the participants had moderate-to-low time management skills. Participants who received higher percentages of marks (70-80%) also had a high mean score on time management in general. 24.1% of participants never construct a list of objectives for themselves, and 21.5% never spend time planning each day. Whereas 48% always keep their desk clear of everything except for what they're working on, 40.5% frequently review their class notes, even if a test isn't coming up,

37.9% occasionally make a schedule of the activities they have to do on work days, and 37.9% sometimes make productive use of their time. Adams & Blair (2019) carried out research about the impact of time management behaviors on undergraduate engineering students’ performance. The respondents of this study are 289 undergraduate students who were surveyed using the Time Management Behavior Scale (TMB). The study concluded that students’ perceived control of time was the factor that correlated significantly with their cumulative grade point average. Time management practices were shown to be non-significantly different across gender, age, initial qualification, and time already spent in the program on average. Khan, Ashraf, and Nadeem (2020) studied the effects of students’ time management on their academic achievement in the higher education institutions of Islamabad. The respondents of this study comprised 171 university students who were surveyed. The findings of this study revealed that the relationship between daily planning and academic performance is positive, but other study-related activities have a negative influence on academic performance. This demonstrates that spending time on other activities has a lower academic score.

1.

Local In this section of the study the local related studies are reviewed by the

researchers to effectively prove the relationship between time management and academic performance of the students. Hence, each of the studies mentioned here includes; the purpose of the study, respondents, the methods used and the results of the study.

Mendoza, Gonzales, Masa, Mingi, & Ocampo (2009) investigated the relationship of time management and academic performance of selected third year nursing students of Arellano University for School Year 2008-2009. There were 40 respondents who were surveyed using a self-made questionnaire. The results of the study concluded that Proper time management may have not generally influenced the academic performance of students who participated in the study. However, the manner by which time is used to achieve a set goal may be the key in improving academic performance. The researchers therefore conclude that there is no direct relationship between time management and academic performance of the students. As a basis for an intervention plan, Laguador & Agena (2013) conducted a research study on time management and teaching performance among maritime and engineering faculty members. The sample of this study is limited only to the maritime and engineering faculty members of the Lyceum of the Philippines University. The researchers of this study conducted a survey questionnaire as an instrument to determine the time management practices of maritime and engineering faculty members in Lyceum, which was adapted from the Time Management Survey by Dionio (2005). The result of the study showed that the faculty members managed their time inside and outside the classroom very satisfactorily and they always performed the classroom management practices during class periods with a high level of responsibility. Engineering and Maritime faculty members managed their time very satisfactorily inside the classroom as perceived by the students, during vacant periods as perceived by department heads, and according to their personal schedule related to work as perceived by themselves. Engineering faculty members managed their personal schedules outside of work "really

well," whereas maritime faculty members managed their personal schedules outside of work "satisfactorily." Lorenzo, Padua, Panganiban, and Peña (2013) Marpa (2014) carried out research about the correlation among the time management, study habits and academic performance of the math major students. The respondents of this study were 52 mathematics major students of Philippine Normal University Negros Occidental Branch, which were surveyed using the “How well do you Manage you Time?’ developed by Markenzie et.al. This study concluded that the level of time management of the math major students was average and likewise their academic achievement was also average but they establish a good study habits. Results also show that there a significant correlation between math major students time management and study habits likewise with study habits and academic achievement in mathematics. This result infers that time management is related to study habits and study habits are related to academic achievement in mathematics. Balatbat and Dahilig (2016)

The learning styles, study habits, and academic accomplishment of students enrolled in applied science courses at one campus of a public higher education institution in the Philippines were investigated in this study of Magulod (2019). A total of 75 respondents were purposively sampled for the study, which used a descriptive correlational research design. The researchers used Reid's Perceptual Learning Style Preference Questionnaire, Gilbert Wrenn of Stanford University Press as their measurement in time management

Academic performance is an important component of the complex of elements that determine success.of student achievement It also plays an important part in education, primarily as a tangible instrument for teach...