CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, the results of the
statistical analysis and the interpretation of findings. These
are presented in tables following the sequence of the specific
problem regarding the “Impact of Time Management on the Academic
Performance of Grade 12 Students.”
Profile of the Respondents
Table 1. Distribution of Respondents According to Age
Age Frequency Percentage
16 years old 28 28%
17 years old 57 57%
18 years old 15 15%
Total 100 100%
Table 1 shows that the majority of the respondents are 17
years old, accounting for 57% of the total sample. The 16-year-
old respondents make up 28%, while 18-year-olds comprise 15% of
the group. This indicates that most Grade 12 students are within
the expected age range, with a small variation in ages.
Table 2. Distribution of Respondents According to Sex
Sex Frequency Percentage
Male 46 46%
Female 54 54%
Total 100 100%
Table 2 shows that female respondents comprise 54 (54%) of
the total sample, while male respondents account for 46 (46%).
This indicates that females slightly outnumber males among the
participants. Overall, the data reflect a relatively balanced
representation of sex among the respondents.
Table 3. Distribution of Respondents According to Strand
Strand Frequency Percentage
STEM 34 34%
ABM 21 21%
HUMSS 19 19%
TVL 22 22%
GAS 4 4%
Total 100 100%
Table 3 shows that most respondents belong to the STEM
strand, with 34 students (34%), making it the largest group.
This is followed by the TVL strand, with 22 students (22%), and
the ABM strand, with 21 students (21%). The HUMSS strand has 19
students (19%), while the GAS strand has the smallest number
with 4 students (4%). Overall, the data indicate that the
respondents come from diverse academic backgrounds, with STEM
being the most represented strand among Grade 12 students.
Research Question 1: What is the level of academic performance
of the Grade 12 students based on their general average?
Table 4. General Average of the Respondents
General Average Frequency Percentage Verbal
Interpretation
90 – 100 27 27% Outstanding
85 – 89 33 33% Very
Satisfactory
80 – 84 26 26% Satisfactory
79 – 75 11 11% Fair
Below 75 3 3% Need
Improvement
Total 100 100%
Table 4 shows that 33 respondents (33%) obtained a general
average of 85–89, rated as Very Satisfactory, which is the most
common category. This is followed by 27 respondents (27%) in the
Outstanding range of 90–100, and 26 respondents (26%) in the
Satisfactory range of 80–84. Meanwhile, 11 respondents (11%)
received Fair grades of 75–79, and only 3 respondents (3%) scored
below 75, indicating Needs Improvement. Overall, the majority
of respondents performed well academically, with most students
achieving grades from Satisfactory to Outstanding.
Research Question 2: How may the level of time management skills
of Grade 12 students be described in terms of:
1. 1 goal setting,
1. 2 prioritization,
1.3 scheduling, and
1.4 task completion?
Table 5. Time Management Skills in Terms of Goal Setting
Item Statement WM Verbal
No. Interpretation
1 I identify which school 4.18 Agree
tasks are most important.
2 I focus on urgent tasks 4.12 Agree
before doing leisure
activities.
3 I avoid procrastinating on 3.96 Agree
assignments and projects.
4 I manage distractions while 4.05 Agree
studying.
5 I complete important 4.10 Agree
schoolwork first before
other tasks.
Overall Weighted Mean 4.08 Agree
Legend: 4.21–5.00 – Strongly Agree
3.41–4.20 – Agree
2.61–3.40 – Neutral
1.81–2.60 – Disagree
1.00–1.80 – Strongly Disagree
Table 5 shows that the respondents generally demonstrate
effective goal-setting behaviors. The respondents generally
demonstrate effective goal-setting behaviors. They actively set
academic goals with a weighted mean of 4.18, which indicates
Agree, and consistently plan their tasks with a weighted mean
of 4.12, also indicating Agree. They monitor their progress
regularly, reflected by a weighted mean of 3.96, indicating
Agree, and adjust their goals when facing challenges with a
weighted mean of 4.05, indicating Agree. Additionally, they
consider both short-term and long-term objectives in their
planning, with a weighted mean of 4.10, indicating Agree.
Overall, the respondents show effective goal-setting behaviors,
supported by an overall mean of 4.08, which indicates Agree.
Table 6. Time Management Skills in Terms of Prioritization
Table 7. Time Management Skills in Terms of Scheduling
Table 8. Time Management Skills in Terms of Task Completion
Research Question 3: Is there a significant relationship between
the students’ time management skills and their academic
performance?
Table 9. Correlation Between Time Management Skills and
Academic Performance
Variables Pearson r p – value Verbal Decision
Interpretation
Time Management 0.62 0.000 Significant Reject
Skills and Relationship Ho
Academic Performance
Table 9 shows a Pearson correlation coefficient
r=(0.62), which indicates a moderate to strong positive
relationship between students’ time management skills and their
academic performance. The computed p-value (p = 0.000) is less
than the 0.05 level of significance, indicating that the
relationship is statistically significant. This means that
students who exhibit better time management skills tend to have
higher academic performance. Consequently, the null hypothesis
stating that there is no significant relationship between time
management skills and academic performance is rejected.
Research Question 4: What recommendations can be proposed to
improve students’ time management practices and enhance their
academic performance?
Table 10. Suggested Strategies for Improving Time Management
Suggested Strategy Frequency Percentage
Attending time management 62 62%
or study skills seminars
Creating a personal daily 78 78%
or weekly schedule
Setting clear academic 81 81%
goals and priorities
Reducing time spent on 74 74%
social media or
non-academic activities
Seeking guidance from 56 56%
teachers or mentors
Using planners, calendars,
or mobile apps to track 69 69%
tasks
Having a fixed study time 65 65%
and place
Joining peer study groups 48 48%
for accountability
Getting enough sleep and 72 72%
rest to stay focused
Others (e.g. self-discipline, 14 14%
minimizing multitasking)
Table 10 shows the strategies suggested by respondents to
improve time management. Attending seminars was selected by 62
respondents (62%), and creating a personal schedule by 78
respondents (78%), showing that students value structured
planning. Setting clear academic goals and priorities received
the highest selection at 81 respondents (81%), while reducing
time on social media was chosen by 74 respondents (74%),
indicating awareness of minimizing distractions. Seeking
guidance from teachers or mentors was preferred by 56
respondents (56%), and using planners or mobile apps by 69
respondents (69%). Having a fixed study time and place was
selected by 65 respondents (65%), and joining peer study groups
by 48 respondents (48%). Getting enough sleep was chosen by 72
respondents (72%), and other strategies by 14 respondents
(14%). Overall, most respondents prioritize planning, goal-
setting, and minimizing distractions as key strategies for
improving time management.