CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, formulates a
conclusion and makes recommendations. The synthesis of concepts
and principles maybe used for further investigations to come up
with informed judgement and formulate recommendations for more
effective strategies in teaching and learning.
Summary of Findings
The following are the significant findings of the study based
on the specific problems raised in the study:
1. The study revealed that majority of students attained general
average of 85–89, classified as Very Satisfactory, which is the
most common category. This indicates that most Grade 12 students
maintain good academic standing.
2. Students generally agreed that they practice effective time
management skills. Among the four domains: goal setting obtained
the highest overall weighted mean of 4.08, suggesting that
students are capable of defining their academic targets. This
was followed by prioritization with a weighted mean of 4.01 and
task completion with a weighted mean of 4.02. Meanwhile,
scheduling obtained the lowest weighted mean of 3.96,
indicating that while students know their goals, they find the
consistent use of calendars or daily planners more challenging.
3. This study examined the relationship between the time management
skills and academic performance. The Pearson correlation
analysis revealed a moderate to strong positive relationship
(r = 0.62) with a p-value of 0.000, which is lower than the
0.05 level of significance. This indicates that there is a
statistically significant relationship between time management
skills and academic performance.
4. The most recommended strategies were: setting clear academic
goals and priorities; creating a personal schedule; deducing
time spent on social media and getting enough sleep and rest.
These findings show that students recognize the importance of
discipline and structured planning.
Conclusion
The findings of this investigation lead to the conclusion
that effective time management serves as a fundamental and critical
predictor of academic success, particularly for Grade 12 students
navigating the rigorous demands of the Senior High School
curriculum. While the data indicates that students possess a
commendable aptitude for conceptualizing academic goals, a
significant gap exists in the practical application of consistent
scheduling. This discrepancy suggests that having a clear vision
of success is insufficient if it is not supported by disciplined
time allocation and the use of organizational tools. Furthermore,
the statistical rejection of the null hypothesis provides
empirical evidence of a significant relationship between the
variables, thereby confirming that a student’s ability to
strategically manage their temporal resources directly and
tangibly impacts their cumulative general average.
Beyond organizational skills, the study concludes that
academic excellence is also heavily dependent on lifestyle
discipline. Specifically, the most effective strategies for
success involve a holistic approach: setting clear priorities,
maintaining a personal schedule, and strictly regulating personal
habits such as moderating social media consumption and ensuring
adequate sleep. Ultimately, the study concludes that refining the
transition from goal-setting to systematic execution—while
balancing academic work with proper rest—is essential for
maintaining and elevating scholastic performance in a high-
pressure academic environment.
Recommendations
Based on the results and conclusion of the study, the
following recommendations are offered:
1. Students should move beyond simple goal-setting by adopting
structured digital or physical tools, such as the Google
Calendar or the Eisenhower Matrix, to ensure that their daily
schedules are strictly followed. Furthermore, students should
practice "digital discipline" by setting specific time limits on
social media consumption and prioritizing a consistent sleep
schedule of 7 to 8 hours to ensure that their cognitive functions
and focus remain optimal for high-stakes academic tasks.
2. Academic institutions should consider integrating "Time
Management and Productivity Workshops" into the Homeroom
Guidance program to teach students the practical side of
scheduling and task prioritization. Teachers are encouraged to
provide clear, long-term timelines for major projects to help
students avoid "procrastination peaks" and to promote a balanced
workload that acknowledges the students' need for rest and mental
recovery.
3. Parents should provide a supportive home environment that
encourages the transition from planning to execution by helping
their children establish a dedicated study space free from
digital distractions. By monitoring their children’s study-life
balance and emphasizing the importance of adequate sleep over
late-night "cramming," parents play a vital role in reinforcing
the disciplined habits necessary for sustained academic
excellence.
4. Future studies may include additional variables such as
motivation, study habits, or stress levels, and may involve a
larger sample size to further validate the findings.