THE RELATIONSHIP BETWEEN TIME MANAGEMENT AND ACADEMIC PERFORMANCE OF GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS

Abstract

This study explores the impact of time management on the academic performance of Grade 12 Humanities and Social Sciences (HUMSS) students. Time management is crucial for academic success, as poor time management practices can hinder students' ability to meet academic demands, leading to negative consequences on their performance. Students who struggle with inconsistent time management often experience higher levels of stress, lower productivity, and reduced academic outcomes. This research aims to identify the relationship between effective time management strategies and students' academic achievements. By examining this connection, the study seeks to provide valuable insights that can assist students in adopting more efficient time management techniques. Improving time management skills can not only enhance academic performance but also foster personal growth, discipline, and goal achievement. Ultimately, the findings of this study are expected to help students optimize their time and succeed in both their academic and personal endeavors. The researchers employed a quantitative research approach, utilizing numerical data to explore the relationship between time management and the academic performance of Grade 12 Humanities and Social Sciences students. By applying statistical tools, the study aims to accurately determine the correlation between effective time management practices and students' academic outcomes. This method allows for a precise analysis of how time management behaviors influence academic performance, providing clear and measurable insights into the topic. Table 1 presents the level of time management skills among Grade 12 Humanities and Social Sciences students. The overall weighted mean for time management skills was 3.04, which was interpreted as "often." This suggests that, on average, students frequently practice time management strategies.

In terms of academic performance, the breakdown of general weighted averages (GWAs) is as follows:

13 students (5.49%) had a GWA of 96-100.

65 students (27.43%) had a GWA of 91-95.

100 students (42.19%) had a GWA of 86-90.

41 students (14.30%) had a GWA of 81-85.

17 students (7.17%) had a GWA of 76-80.

1 student (0.42%) had a GWA of 75 and below.

Table 3 presents the results of the correlation between time management and academic performance. The initial calculation of the Pearson’s product-moment correlation coefficient yielded an r value of -0.081281. The corresponding p-value was 0.21078, which exceeds the threshold of 0.05, indicating that the result is not statistically significant.

These findings suggest that there is no meaningful or significant correlation between time management skills and academic performance among Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. This study, conducted at Immaculada Concepcion College, investigated the relationship between time management and academic performance among Grade 12 students enrolled in the Humanities