IMMACULATE CONCEPTION POLYTECHNIC 1

THE INFLUENCE OF TIME MANAGEMENT, TECHNOLOGICAL DISTRACTION, AND

ACADEMIC SUPPORT ON THE LEARNING EXPERINCES OF SENIOR HIGH

ENGINEERING STUDENTS AT IMMACULATE CONCEPTION POLYTECHNIC

A Research Paper

Presented to the Faculty of the

Immaculate Conception Polytechnic

Santa Maria, Bulacan

In Partial Fulfillment of the Requirements for the Subject Practical Research 1

By:

Buco, Aaron Nathaniel

IMMACULATE CONCEPTION POLYTECHNIC 2
Bayos, Althea Marie

Cayanan, Angelo

Germar, Ivan

Hernandez, Andrea R.

Manuz, Jean Jacob

Payumo, Pierre Joseph

Roilo, Zhyryll Thimothy Rex

Rosalejos, Emanuel Ali A.

Sabas Jr., Daniel

Salazar, Julianna Loraine

San Andres, Ricci Mae

2025

ACKNOWLEDGEMENT
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The researchers would like to thank the following persons who have contributed

in making this study possible

And above all, to our Almighty God, the researchers’ source of strength, wisdom

guidance and blessings, for without Him, this could not be possible.

Abstract

Title : THE INFLUENCE OF TIME MANAGEMENT, TECHNOLOGICAL

DISTRACTION, AND ACADEMIC SUPPORT ON THE LEARNING

EXPERIENCES OF SENIOR HIGH ENGINEERING STUDENTS AT

IMMACULATE CONCEPTION POLYTECHNIC

Researchers:

Buco, Aaron Nathaniel

Bayos, Althea Marie

Cayanan, Angelo
 IMMACULATE CONCEPTION POLYTECHNIC 4
Germar, Ivan

Hernandez, Andrea R.

Manuz, Jean Jacob

Payumo, Pierre Joseph

Roilo, Zhyryll Thimothy Rex

Rosalejos, Emanuel Ali A.

Sabas Jr., Daniel

Salazar, Julianna Loraine

San Andres, Ricci Mae

Section : STEM 11-3 ST. BRUNO

School : Immaculate Conception Polytechnic

Year : 2024

Adviser : Jireh Alyssa Abella, LPT

Problem

The main purpose of this study is…

The researchers used…

c

Findings

The result of the study showed…

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Conclusion

Recommendation
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TABLE OF CONTENTS

Page

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND…………………1

Introduction……………………………………………………... 1

Statement of the Problem……………………………………… 10

Scope and Delimitations of the Study…………………………… 10

Significance of the Study………………………………………. 11

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES……… 13

Theoretical Framework……………………………………

Related Literature…………………………………………………

Related Studies…………….. …………………………

Assumptions of the Study…………………………………………..

Definition of Terms…………………………………………………..

CHAPTER 3 RESEARCH METHODOLOGY…………………………….. 35

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Research Method………………………………………… 35

Research Design……………………………………….. 35

Participants of the Study………………………………………….

Sampling Technique………………………………………………..

Research Instrument………………………………………. 36

Data Gathering Procedure………………………………… 37

Chapter 4 RESULTS AND DISCUSSIONS

OF DATA…………………………………………………………….. 41

Theme 1…………………………………………………………………

Theme 2…………………………………………………………………

Theme 3…………………………………………………………………

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS……………………………………………. 45

Summary of Findings………………………………………………. 45

Conclusions…………………………………………………………. 46
c
Recommendations………………………………………………….. 47

BIBLIOGRAPHY ……………………………………………………………………. 48

c
APPENDICES………………………………………………………………………... 58

Appendix 1 Letter of Request for Permission to Conduct

Interview…………………………………………….. 62
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Appendix 2Curriculum Vitae…. 64

LIST OF TABLES

TABLE TITLE PAGE

1 Qualifications of Participants…………………42

2 Profile of the Participants………………… 42

LIST OF FIGURES

FIGURE TITLE PAGE

1 Theoretical Framework of the Study………. 9

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Framework of the Study………. 9

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter provides an overview of the study, including its background,

statement of the problem, significance of the study, scope and delimitations. It

establishes the foundation of the research by outlining its purpose and direction.

Introduction

The examination of time management, technological distraction, and academic

support in the learning experiences of senior high students in private schools reveals

significant gaps in current research, particularly in understanding their interrelations.

While time management is widely recognized as critical for academic success, studies

suggest it may not significantly predict performance in subjects like Mathematics (Edig,

2022), though effective strategies can enhance self-directed learning in blended

environments (Liwanag & Galicia, 2023). Technological distractions, such as

smartphones and social media, have been linked to reduced academic performance

(Delaney, 2022; Dontre, 2021), yet students often underestimate their impact on learning

outcomes (Delaney, 2022). Academic support, including teacher guidance and peer

interactions, can foster motivation and self-directed learning (Liwanag & Galicia, 2023),

but its effectiveness in mitigating the effects of technological distractions remains

underexplored. This highlights the need for a more integrated approach to understanding

these factors and their combined influence on students’ learning experiences.

Immaculate Conception Polytechnic Senior High School in Santa Maria, Bulacan,

has a diverse population of students, many from working-class backgrounds in farming,

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small businesses, and construction. For senior high students in the STEM strand, a

heavy curriculum presents a significant time management challenge, which is further

exacerbated by technological distractions such as social media and online games that

are detrimental to focus and productivity. It is also crucial that academic support

systems in schools are available and of high quality for them to shape better learning

experiences for students. The three factors time management, technological

distractions, and academic support significantly shape these students' schooling

experiences, requiring specifically tailored interventions aimed at improving academic

outcome.

Effective time leads to greater academic performance and lower stress levels

among students. However, some students still struggle to balance their academics and

daily lives (Adams & Blair, 2019). This study examines the self-reported time

management practices of undergraduate engineering students and shows a strong

connection to a student's overall grades and perceived control of time. It highlighted also

the importance of mental health of students. The findings revealed significant insights

from teachers and students strongly agreed that the use of technology distracts from

academic tasks and adversely affects academic performance (Iqbal & Abid, 2023).

Additionally, Zhao (2023) stated that excessive time spent on social media can lead to

distraction, procrastination, and lower academic performance in college learners. This

shows encouragement of social media on academic performance is challenging.

Students' academic performance is negatively impacted by distractions from academic

tasks, highlighting the need for strategic interventions to effectively manage these

distractions. Meanwhile, according to Stormes (2022), academic advising is defined as

an intentional process that facilitates students' academic, social, professional, and

personal development. Academic advising is associated with measures of academic

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success for students, particularly in the first two years of college, and for students who

are struggling academically. This is similar to academic support for students. It is also an

important component of student success, guiding and helping students to become more

professional in their field.

The influence of time management, technological distractions, and academic

support on the learning experience of engineering students is a serious concern. A study

by the National Youth Commission (2023) revealed that over 60% of students nationwide

struggle with managing their time effectively, while 70% are negatively impacted by

technological distractions such as social media. Furthermore, data from the Department

of Education (2022) shows that only a small percentage of schools in the region provide

adequate academic support. This finding proves that time management, technological

distractions, and academic support are among the challenges faced by students, similar

to those face by engineering students. These challenges can affect academic progress,

impact of students well-being, and can limit the potential of engineering students.

This study investigates how time management, technological distractions, and

academic support affect engineering students' learning experiences. This study aims to

understand the relationships between these factors, their individual impacts, and any

interplay between them, ultimately recommending improvements to enhance student

learning and success.

The purpose of this study is to identify challenges, understand their impact, and

propose solutions to improve the learning environment and student success. It will also

shed light on the obstacles engineering students face and provide actionable insights to

foster a more positive and productive learning experience.

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Statement of the Problem

The purpose of this qualitative study is to understand the influence of time

management, technological distractions, and academic support on the learning

experience of senior high school engineering students at Immaculate Conception

Polytechnic during the S.Y. 2024-2025. At this stage in the research, the learning

experience is generally defined as the comprehensive process through which

engineering students attain academic, social, and personal growth within their

educational environment.

The researchers must specifically respond to the following questions:

1. How do time management practices influence the academic performance and

well-being of senior high school engineering students?

2. How do technological distractions affect the learning experience of senior

high school engineering students?

3. How does academic support enhance the learning experience of senior high

school engineering students?

Scope and Delimitations of the Study

The primary aim of this research is to analytically explore the impact and role that

time management, technological distractions, and academic support play in the learning

experience of Grade 11 engineering students enrolled at Immaculate Conception

Polytechnic Senior High School (ICP) during the school year 2024-2025. The findings

from this research will show how these factors can affect students with regard to their

academic engagement, performance, and satisfaction in STEM subjects.

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This study explores the influence of time management, technological distractions,

and academic support on the learning experiences of senior high school engineering

students. Time management will be examined through in-depth interviews, allowing

participants to share their strategies, habits, and experiences in organizing their

workload and meeting deadlines. Technological distractions will be analyzed through

structured interviews, where open-ended questions will encourage participants to

discuss their daily interactions with technology and its impact on their focus and

academic performance. Similarly, academic support will be explored through interviews,

where students will reflect on their experiences with mentoring, tutoring, and peer

collaboration, providing insights into how these support systems influence their

motivation and learning. By employing these qualitative methods, the study aims to

provide a deeper understanding of how these factors shape students' learning

experiences and academic success.

These participants are three (3) Grade 11 engineering students from Immaculate

Conception Polytechnic Senior High School in Santa Maria, Bulacan, all of whom qualify

for selection, as they are the most directly affected by the variables being studied and

provide a good sample for in-depth exploration. The sample size is small because this is

qualitative research with a very large student population in the school, making it

impossible to interview all students within the given timeframe.

In-depth interviews will be used in this research for semi-structured interviews

where the questions allow the respondents to narrate their experiences regarding time

management, technological distractions, and academic support. Open-ended questions

will allow them to share personal insights, including practices and observations in

everyday life.
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Significance of the Study

This study aims to examine the influence of time management, technological

distractions, and academic support on the learning experiences of senior high school

engineering students. Through in-depth interviews, the research seeks to gain insights

into how students manage their time, cope with digital distractions, and utilize academic

support systems to enhance their academic performance. The findings will contribute to

a better understanding of the challenges students face and the strategies they employ to

succeed in their studies.

The result of this study will benefit the following:

Students. This study will help senior high school engineering students become

more effective in time management, reduce the adverse effects of technology

distractions, and enhance academic guidance. With these aspects, students can

improve their learning experience, concentrate better, and enhance their academic

performance.

Teachers. This study will assist teachers in comprehending issues faced by

students in time management, distractions caused by technology, and the challenges of

receiving academic help. Based on such comprehension, teachers can implement

strategies to enhance time management, minimize in-class distractions, and provide

improved academic support. By providing an effective and conducive learning

environment, and teachers can keep students on schedule .

School Administrators. This study can assist school administrators in

developing programs or policies that assist students in planning their schoolwork,

reducing distractions, and receiving better academic support. They can also consider
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providing such as time management workshops, online courses on discipline, or

improved student support services.

Future Researchers. This study provides a model for researchers interested in

the relationship between time management, technological distractions, and academic

assistance across different learning contexts. Student learning can be further explored

the extension of findings, examination of other variables, or by using other research

designs.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDY

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This chapter presents the review of the related literature and related studies that

are relevant to the study.

Theoretical Framework

Self-Regulated Learning Theory (Zimmerman, 2002)

Self-Regulated Learning Theory suggests that students who take the initiative to

plan, set goals, and manage their time efficiently will perform better academically. This

theory emphasizes the importance of self-discipline and time management in achieving

academic success. In relation to the study, this theory is a key focus, as it highlights time

management as a crucial factor in enhancing the learning experiences and performance

of senior high school engineering students.

Cognitive Load Theory (Sweller, 1988)

Cognitive Load Theory states that any form of distraction reduces the cognitive

resources available for a focused task, impairing comprehension and retention. This is

particularly relevant in the modern age, where students face numerous technological

distractions, such as cell phones and social media. The study aligns with this theory by

examining how these technological distractions impact senior high school engineering

students’ ability to concentrate, process information, and retain knowledge, ultimately

affecting their academic performance.

Social Support Theory (House, 1981)

Social Support Theory asserts that support from family members, teachers, and

peers fosters a sense of belonging and confidence in students. This sense of support

plays a significant role in motivation and academic success. The study connects with this

theory by investigating the impact of academic support on students’ learning

 IMMACULATE CONCEPTION POLYTECHNIC 18
experiences, emphasizing how encouragement and assistance from support systems

help students stay engaged and motivated in their studies.

Related Literature

In his 2021 review, Alexander J. Dontre examines the impact of technology on

academic distractions, specifically focusing on devices such as laptops, smartphones,

and social media platforms. He argues that while laptops are essential tools for

academic work, they can also become distractions when students use them for non-

educational purposes, such as browsing the internet or engaging with social media

(Dontre, 2021). Similarly, smartphones contribute significantly to academic distractions,

as their constant connectivity often pulls students' attention away from their studies,

diverting it toward messaging apps or social media (Dontre, 2021). Social media,

particularly platforms like Facebook, is identified as a major distraction, leading to a

decrease in focus during academic tasks (Dontre, 2021). In conclusion, Dontre

emphasizes the importance of strategies that encourage students to set boundaries on

their technology use, such as time management techniques and the development of self-

regulation skills, to reduce technology-related distractions (Dontre, 2021).

The integration of technology in education has significantly influenced students'

time management, academic performance, and focus. Some studies highlight its

benefits, showing that digital tools enhance learning experiences and help students

manage academic tasks more efficiently. For instance, Xie et al. (2021) found that

students who used technology for academic purposes demonstrated better time

management skills and improved learning outcomes. However, other research warns

about the negative impact of technology-related distractions. Wilmer et al. (2017)

reported that frequent interruptions from digital devices, such as social media
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notifications, reduce students' ability to concentrate, leading to cognitive overload and

poor academic performance. In response to these challenges, some researchers

advocate for digital literacy programs that promote self-regulation and responsible

technology use, which have been shown to reduce procrastination and improve

academic engagement (Katz and Buzdugan, 2020). Others argue for stricter policies,

such as limiting smartphone use in classrooms, to minimize distractions. Comparing

these perspectives, it is evident that while technology provides valuable learning tools,

its effectiveness depends on how it is managed. This study focuses on senior high

engineering students, emphasizing the need for structured interventions to support time

management and minimize distractions, ultimately enhancing academic success.

Academic support plays a crucial role in the success of engineering students,

with mentorship programs, peer support networks, and faculty engagement significantly

enhancing learning outcomes (Johnson et al., 2018; Brown & Smith, 2019; Lee, 2020).

Mentorship fosters collaboration and retention, while study groups and workshops

improve comprehension and problem-solving skills. Faculty guidance further strengthens

academic experiences, though challenges such as resistance to change and institutional

barriers exist (Valero, 2022). The rise of digital resources, including online learning

platforms and virtual tutoring, provides flexible study options, with research showing that

online mentoring can be as effective as traditional face-to-face interactions (Nguyen &

Williams, 2021; Faulconer et al., 2018). However, digital mentorship may offer less social

support, and students in online programs often report lower levels of guidance (CERP,

2018). Additionally, while digital peer mentoring can be effective, it may not provide the

same level of social support as non-digital formats (Bennett et al., 2022). Despite these

challenges, integrating both traditional and digital approaches can create a more
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effective academic support system, ensuring engineering students receive

comprehensive assistance tailored to their needs.

Digital distractions, fueled by the widespread use of technology in educational

settings, significantly impact students' focus, productivity, and academic performance.

Studies indicate that multitasking, especially with social media and texting during

lectures, can lead to lower academic achievement and hinder memory retention (Chen

et al., 2023; Benjet et al., 2023). The excessive use of digital devices during study

sessions disrupts concentration and impedes long-term learning (Deepa et al., 2022;

Kostić & Ranđelović, 2022). As Akinyede and Alonge (2020) note, Information

Communication Technology (ICT) can be both a valuable tool for education and a source

of distraction if not managed properly. Alam and Hameed (2023) highlight that online

learning during the COVID-19 pandemic exacerbated engagement challenges, with

students struggling to maintain focus due to constant digital distractions. To counter

these effects, they recommend designing more engaging, interactive online lessons and

integrating structured breaks. Similarly, AlFahl (2023) suggests that students could

benefit from structured time blocks dedicated to focused work, minimizing distractions

during critical study periods. These studies underscore the complexity of technology’s

role in education, emphasizing the need for strategies to balance its benefits with its

potential drawbacks in fostering effective learning environments.

In his 2024 critical review, Adrianus Nabung examines the impact of multitasking

with digital devices on classroom learning, focusing on distractions caused by

smartphones, laptops, and social media platforms. Nabung highlights that while digital

tools can enhance learning, their misuse leads to cognitive overload, reducing students'

ability to retain and process information effectively. Research suggests that students who
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frequently multitask with smartphones experience lower academic performance due to

constant interruptions from notifications and messaging apps. Similarly, excessive

engagement with social media platforms like Facebook and Instagram diverts students’

attention, leading to reduced focus during academic tasks. However, some researchers

argue that when used correctly, these technologies can aid learning by providing

educational resources and fostering interactive engagement. Comparative studies

indicate that students who implement time management strategies and set boundaries

on their digital device usage perform better academically than those who do not. In

conclusion, Nabung emphasizes the need for effective self-regulation and academic

support to mitigate the negative effects of technological distractions, aligning with the

current study's focus on time management, academic support, and the impact of digital

distractions on senior high engineering students.

Related Studies

In Gurung’s (2024) study, Fostering Learning in a World of Technological

Distractions, the impact of technology on learning is explored, particularly in the context

of engineering students who face the challenge of balancing the educational benefits of

technology with its potential to impair key learning skills such as note-taking and

concentration. The study highlights how engineering students, who rely heavily on

technology for research and problem-solving, are often distracted by social media and

entertainment apps. Gurung suggests that adopting classroom norms to limit distractions

and developing self-regulation skills to manage electronic devices are essential for

improving academic outcomes. Furthermore, integrating time management training with

digital discipline is recommended to enhance productivity. These findings are highly

relevant to our research, which examines how time management, technological

 IMMACULATE CONCEPTION POLYTECHNIC 22
distractions, and academic support influence the learning experiences of senior high

engineering students. Like Gurung’s study, our research investigates the challenges

these students face in managing technology use and explores how time management

strategies and digital discipline can help improve their focus, productivity, and overall

learning effectiveness.

A study conducted by Khan (2015) titled The Impact of Time Management on the

Students' Academic Achievements examined the relationship between time management

skills and students' academic performance. The study was conducted at Qurtuba

University of Science and Technology and emphasized the importance of time

management in influencing students' overall achievements. Effective time management

plays a crucial role in helping students excel, as it allows them to balance their academic

and personal responsibilities. However, many students struggle with poor time

management, which negatively affects their academic performance and increases stress

levels. The study also highlighted that a conducive learning environment and quality

instruction contribute to better academic outcomes, but time management remains a key

factor in student success. Additionally, recent research by Warsi et al. (2024) and Pérez-

Juárez et al. (2023) found that technological distractions, such as smart phones and

laptops, directly impact students' concentration and academic performance. While

technology can enhance education, it also serves as a major source of distraction,

leading researchers to recommend clear policies for technology use, responsible digital

literacy, and self-control strategies to minimize its negative effects. These studies are

highly relevant to the present research, as time management and technological

distractions significantly influence the learning experiences of STEM engineering

students. Addressing these issues can help create a more efficient and effective learning
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environment, ensuring that current and future STEM students receive a well-structured

and thorough education.

A study conducted by Juarez (2023) titled Digital Distractions from the Point of

View of Higher Education Students examined the impact of technology on learning in

Taiwan and Vietnam, involving 387 university students. The study highlighted both the

benefits and drawbacks of technology in education. While technology enhances learning

by providing access to online resources, videos, and interactive tools, it also introduces

distractions, such as social media, games, and online content. One key finding revealed

that digital distractions affect students regardless of their academic year, suggesting that

distraction is a common issue for all students. Additionally, the study emphasized

technology’s role in improving class engagement, comprehension, and time

management. These findings are relevant to the present study, as senior high

engineering students also face similar struggles in managing their coursework alongside

technological distractions.

A study conducted by Voisin et al. (2023) at Nipissing University,Canada, titled

Academic-Support Environment Impacts Learner Affect in Higher Education, examined

the effects of academic skill development sessions on student performance and well-

being. The study found that participants in one-hour sessions experienced immediate

and long-lasting reductions in anxiety, along with increased confidence. These positive

changes were linked to improved academic performance and higher retention rates. The

findings emphasize the crucial role of academic support services in enhancing learner

effect, which is essential for academic success. This study provides a foundation for

exploring how similar support systems could benefit engineering students by addressing
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common challenges such as low confidence and high anxiety, ultimately fostering a

more productive and supportive learning environment.

Academic support is a key factor influencing students' academic performance

and well-being. A study by Nicasio et al. (2015) titled Test Anxiety, Perfectionism, and

Academic Performance of Academic Achievers found that "test anxiety predicts poor

academic performance, while adaptive perfectionism can enhance academic

achievement" (Nicasio et al., 2015). This underscores the importance of emotional and

psychological support in reducing stress and improving academic outcomes. Similarly,

Gutierrez (2022) conducted a study titled Correlational Study between Academic

Performance, Co-Curricular Activities, and Extra-Curricular Activities in a Select

Educational Institution and revealed that "students who actively participate in both co-

curricular and extra-curricular activities tend to show improved academic performance"

(Gutierrez, 2022). This emphasizes the importance of extracurricular engagement as a

form of academic support that fosters skill development and enhances learning

experiences. Moreover, Utami (2022) in The Role of Parental Involvement in Student

Academic Outcomes found that "parental engagement provides academic support and

boosts student motivation, leading to enhanced academic achievement" (Utami, 2022),

indicating the significant role of parental support in motivating students. Together, these

studies underline the various forms of academic support psychological, extracurricular,

and parental—and their positive effects on academic success. However, these studies

focus more on general student populations and do not specifically address how

academic support interacts with factors such as time management and technological

distractions, which are central to the present study. By focusing on senior high

engineering students, who may face unique challenges in managing their time and

coping with technological distractions, this study aims to extend existing research by
 IMMACULATE CONCEPTION POLYTECHNIC 25
examining the role of academic support in shaping the learning experiences of this

specific group.

Assumption

This study assumes that time management and academic support positively

impact the learning experiences of senior high engineering students, leading to better

academic performance. Conversely, technological distractions are assumed to have a

negative effect, hindering focus and productivity. The overall outcome may vary

depending on the balance between these factors in students' academic lives.

Definition of Terms

This part of the study consists of the unfamiliar words that the reader might have

difficulty to understand. The researcher provided the meaning of each word to help the

reader to understand the research clearly.

Academic support, as defined by IGI Global Scientific Publishing (n.d.), refers to

providing assistance for learning through materials, access to resources, tutoring

services, and social support to help students complete their educational studies. In this

study, academic support is examined in the context of engineering students, focusing on

how tutoring services, online academic resources, and teacher consultations contribute

to improved academic achievements and test scores.

Learning experience, as described by The Sun (2016), involves opportunities to

try something new in the working world, leading to valuable learning experiences. In this

research, learning experience is assessed through student surveys, interviews, and

academic performance records, measuring engagement, satisfaction, and overall

academic outcomes.
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Self-Regulated Learning Theory, according to the APA Dictionary of

Psychology (n.d.), is the process of continuously monitoring and controlling one's

learning. This study applies self-regulated learning theory to explore how engineering

students independently manage their learning by setting goals, tracking progress, and

adjusting cognitive and affective strategies. These efforts help them optimize time use,

minimize technological distractions, and make the most of academic support.

Social Support Theory, as explained by Blackbyrn (2025), suggests that social

connections and relationships influence individuals' physical and mental health

outcomes. In this research, the theory is used to assess how supportive relationships—

whether informational, instrumental, or emotional—enhance engineering students' ability

to manage time effectively, reduce technological distractions, and benefit from academic

support, ultimately improving their learning experiences.

Technological distractions, as defined by IGI Global Scientific Publishing (n.d.-

b), occur when the use of mobile or other technological devices diverts attention from an

activity. This study examines how mobile devices and other gadgets interfere with

engineering students' study sessions, affecting their concentration, task completion, and

academic performance.

The Cognitive Load Theory (CLT), as stated by The Decision Lab (n.d.), is an

instructional design framework that explains how the brain processes and retains

information by managing the limitations of working memory. This research utilizes CLT

to investigate how engineering students' working memory capacity is influenced by

learning task complexity, time management, technological distractions, and academic

support, ultimately affecting their ability to optimize learning performance.

 IMMACULATE CONCEPTION POLYTECHNIC 27
Time management, according to the Cambridge Dictionary (n.d.), refers to the

practice of effectively utilizing available time, especially in a work or study context. In this

study, time management is assessed by tracking how engineering students allocate their

study and homework time using apps or other monitoring tools. The collected data is

then compared to academic performance to determine the efficiency of their study

management strategies.
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Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the research methodology, emphasizing the study's

approach to investigating the phenomenon under study. In this chapter, the

phenomenological research design will be articulated, along with the subjects, sampling

method, research instrument, and data collection process. All of this establishes the

research’s credibility in data collection and analysis.

Research Method

Qualitative research helps us understand the small but important details of

human experiences, thoughts, and actions. Unlike quantitative research, which focuses

on numbers and statistics, qualitative research instead uses interviews, observations,

and written studies to explore deeper meanings. Rather than measuring or counting

data, it emphasizes understanding people’s experiences and perspectives. Furthermore,

according to Bhandari (2020), qualitative research involves collecting and analyzing non-

numerical data, such as text, audio, and video, to explore ideas, perspectives, and

human experiences. Ultimately, it aims to provide deeper insights into social phenomena

and enhance the understanding of human behavior.

Given these strengths, we chose qualitative research because our study focuses

on understanding the experiences, behaviors, and challenges of senior high engineering

students regarding time management, technological distractions, and academic support.

This method not only allows us to gather detailed insights into students' thoughts,

emotions, and motivations but also provides a richer context compared to numerical data

alone. Moreover, by using techniques like interviews, observations, and text analysis, we
 IMMACULATE CONCEPTION POLYTECHNIC 29
can thoroughly explore the complexities of how students navigate these challenges in

their academic lives. Additionally, qualitative research offers flexibility in data collection

and helps uncover new perspectives and potential solutions that may not be evident

through quantitative methods. Therefore, this approach ensures a deeper and more

meaningful understanding of students' learning experiences.

Research Design

This study utilized a phenomenological research design to explore and

understand the lived experiences of senior high school engineering students in

managing their time while dealing with technological distractions and academic support.

Phenomenology, a qualitative research approach, focuses on individuals’ subjective

experiences and perceptions of a phenomenon. Instead of relying on numerical data,

this design seeks to capture deep, meaningful insights by analyzing how people interpret

their experiences. By adopting this approach, researchers prioritize open-mindedness,

setting aside biases and expectations to allow participants’ perspectives to shape the

understanding of the phenomenon rather than fitting them into a pre-existing framework.

The phenomenological design is appropriate for this study as it provides a deeper

understanding of how students navigate time management challenges. Unlike

quantitative research, which uses numbers and statistics to measure time management

skills, phenomenology focuses on personal experiences, beliefs, and coping

mechanisms. While quantitative studies rely on surveys or experiments to identify

patterns, this approach involves collecting, recording, and analyzing students’

perceptions, enabling researchers to uncover the struggles they face and the strategies

they develop. This method offers a more detailed and nuanced understanding of how
 IMMACULATE CONCEPTION POLYTECHNIC 30
time management, technological distractions, and academic support impact students’

academic and personal lives—insights that numerical data alone cannot capture. Thus,

phenomenology ensures a comprehensive exploration of students’ lived experiences,

making it the most suitable research design for this study.

Participants of the Study

The researchers selected the participants using an objective and purposive

approach, ensuring that only students who directly experience time mismanagement,

technological distractions, and academic support challenges were included. Participation

was voluntary and followed ethical considerations, allowing students to decide whether

to take part. The participants were categorized based on their academic struggles: time

mismanagement, which includes students who frequently miss deadlines; technology

mismanagement, consisting of students easily distracted by digital media; and help-

seeking students, who actively seek academic support. To maintain confidentiality,

participants’ names are not disclosed, and code identifiers were assigned to protect their

identities. The following table presents the qualifications and characteristics of the

respondents.

Table 1. Qualifications of Research Participants

Criteria Description

STEM Engineering Students A student currently enrolled in the STEM

strand at Immaculate Conception

Polytechnic (ICP).

Time Mismanagement A student who struggles to meet

deadlines and often submits work late..

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Technology Mismanagement A student who frequently gets distracted

by social media, gaming, or other online

activities..

Help-Seeking Students A student who actively seeks academic

support from teachers, classmates, or

school resources.

The selected participants provided valuable insights into the challenges associated with

time management, technological distractions, and academic support. Their experiences

offer a detailed perspective on how these factors influence their academic performance

and learning strategies. The study aims to analyze their struggles and coping

mechanisms to develop recommendations that enhance time management skills,

minimize digital distractions, and strengthen academic support systems. To maintain

ethical standards, the participants’ identities remain confidential, and code identifiers

were used in place of their names.

Sampling Procedure

The researchers will use purposive sampling, a technique that allows them to

select participants with specific characteristics relevant to the study, such as experience

with engineering coursework and access to various levels of academic support.

Purposive sampling is used in research to deliberately select individuals or units that

meet specific criteria for analysis. According to the Dovetail Editorial Team (2023), this

method is suitable when researchers have a clear understanding of the characteristics

they need and want a sample that accurately represents those traits. By focusing on
 IMMACULATE CONCEPTION POLYTECHNIC 32
participants with relevant experiences, purposive sampling enhances the study’s depth

and ensures meaningful insights. This study employed purposive sampling, a non-

probability method, to select participants with the knowledge, skills, and experience

relevant to our topic: Examining the Influence of Time Management, Technological

Distractions, and Academic Support on the Learning Experience of Engineering

Students. Unlike random sampling, which selects participants by chance, purposive

sampling ensures that only those who can provide in-depth opinions and primary

experiences are included. Given the study’s focus on specific factors affecting

engineering students, relying on random selection could result in participants who lack

the fundamental background, leading to less meaningful or applicable findings. Thus,

purposive sampling is crucial in ensuring the reliability and depth of the research.

To effectively implement this sampling method, the researchers followed a clear

and structured procedure. First, they established specific criteria: participants had to be

engineering students enrolled in an engineering program and have experience with time

management, academic support, or technological distractions—or at least be open to

discussing these topics. After setting these requirements, researchers began the

recruitment process by distributing flyers and posters in schools and engineering

departments, seeking recommendations from academic experts, and leveraging social

media platforms like Facebook, Instagram, and Twitter. Once potential respondents

were identified, they were screened through sample questionnaires or document

reviews, such as resumes, to ensure they met the criteria. Qualified participants were

then contacted to confirm their interest, availability, and consent, ensuring ethical

standards were met. Finally, researchers conducted detailed interviews and collected

data using audio recordings or survey forms. Through this careful selection process, the
 IMMACULATE CONCEPTION POLYTECHNIC 33
study ensured that the data gathered was reliable, meaningful, and directly relevant to

the research objectives.

Research Instrument
This study will utilize semi-structured interviews as the primary data collection

method. This approach allows researchers to engage directly with participants, observe

non-verbal cues, and clarify responses in real time. Semi-structured interviews provide a

balance between structured guidance and flexibility, ensuring that key topics are covered

while allowing participants to express their thoughts freely. According to Gall et al.

(2007), this method enables researchers to obtain rich, in-depth responses.

Furthermore, Vaismoradi et al. (2013) emphasize that thematic analysis, which will be

used to interpret the data, helps identify common patterns across multiple interviews.

Magaldi and Berler (2020) describe semi-structured interviews as a widely used

method in qualitative research due to their adaptability. The flexibility of this method

allows researchers to modify questions based on participants’ responses while

maintaining consistency in addressing the research objectives. This study will follow a

carefully developed interview guide to ensure coherence and reliability in data collection.

Before conducting the interviews, the guide will undergo expert validation to assess its

clarity, content relevance, and reliability. By employing this method, the researchers aim

to gather meaningful insights into the time management practices, technological

distractions, and academic support systems influencing senior high school engineering

students.

Instrument Guide

The structure of the interview questions will determine the validity of the data

generated (Morse & Korszjens, 2018). To ensure the reliability and validity of the
 IMMACULATE CONCEPTION POLYTECHNIC 34
instrument, the interview guide will be reviewed by experts in the field. The qualifications

of the validators are presented in table below.

Table 2.

Validators of the Instrument

Background of the Validators Area of Validation

Validation of the transcript of the

Expert in qualitative research design interview and its reliability toward

qualitative research design

English teachers with a professional Content and grammar of interview guide

teaching license questions

Experienced in facilitating qualitative Checking the clarity and relevance of

the interview questions
interviews

The questions are aligned with the research objectives and are arranged in

accordance with the suggestions of the expert.

1. How do time management practices influence the academic performance and well-

being of senior high school engineering students?

1.1 How do you typically manage your time when balancing academic responsibilities

and personal activities?

1.2 How does your time management affect your academic performance?

1.3 In what ways does your ability (or inability) to manage time impact your overall well-

being?
 IMMACULATE CONCEPTION POLYTECHNIC 35
1.4 What challenges do you face in managing your time effectively?

1.5 What strategies have you found helpful in improving your time management skills?

2. How do technological distractions affect the learning experience of senior high school

engineering students?

2.1 What types of technological distractions do you frequently encounter while studying?

2.2 How do these distractions impact your ability to concentrate and complete academic

tasks?

2.3 Have you developed any strategies to minimize technological distractions? If so,

what are they?

2.4 How do you think technology can be used productively rather than as a distraction in

learning?

3. How does academic support enhance the learning experience of senior high school

engineering students?

3.1 What types of academic support (e.g., tutoring, mentoring, study groups) have you

received?

3.2 How has academic support helped you in managing your coursework and improving

learning outcomes?

3.3 What challenges do you face in accessing or utilizing academic support?

3.4 What recommendations would you give to improve academic support for engineering

students?

Data Gathering Procedure

The data collection process will begin with the researcher securing approval from

the school administration. Once permission is granted, participants will be selected

 IMMACULATE CONCEPTION POLYTECHNIC 36
through purposive sampling, ensuring that only senior high school engineering students

with relevant experiences related to time management, technological distractions, and

academic support are included. The researcher will reach out to potential participants

through school announcements, social media platforms, and personal invitations,

explaining the purpose of the study and emphasizing voluntary participation.

Confidentiality will be maintained by using code identifiers and securely storing all

collected data. Semi-structured face-to-face interviews will be conducted using a

validated interview guide to ensure consistency while allowing flexibility for participants

to elaborate on their experiences. Before the interview, participants will provide informed

consent, acknowledging their understanding of the study and their right to withdraw at

any time. With permission, responses will be audio-recorded or written down for

accuracy, and the researcher will observe non-verbal cues to gain deeper insights. After

data collection, the recorded interviews will be transcribed and analyzed using thematic

analysis to identify patterns and key themes that contribute to the study’s findings,

ensuring accuracy and relevance to the research objectives.

Chapter 4

RESULTS AND DISCUSSIONS

(short intro)

1. Theme

Explanation of the theme

“Narratives”
 IMMACULATE CONCEPTION POLYTECHNIC 37
RRL about the narratives gathered

Interpretation

2. Theme

Explanation of the theme

“Narratives”

RRL about the narratives gathered

Interpretation

3. Theme

Explanation of the theme

“Narratives”

RRL about the narratives gathered

Interpretation

Chapter 5
 IMMACULATE CONCEPTION POLYTECHNIC 38
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions drawn, and

recommendations offered in this study.

Summary of Findings

Based on the results gathered, the following findings are hereby presented:

1. The result of the pretest shows…

Conclusions

Based on the foregoing findings, the researchers have drawn the following

conclusions:

1.

Recommendations

Based on the findings and conclusions stated, the researchers would like to

recommend the following:

1. It is highly recommended for students to…

 IMMACULATE CONCEPTION POLYTECHNIC 39

BIBLIOGRAPHY
(all references- alphabetically)
APA format 7th edition

Aguinaldo, C. & Domingo, A. (2019). Design, development and implementation of

contextualized learning materials in Grade 7 Mathematics.

[Link]

_AND_IMPLEMENTATION_OF_CONTEXTUALIZED_LEARNING_MATERIALS_

IN_GRADE_7_MATHEMATICS/citation/download
IMMACULATE CONCEPTION POLYTECHNIC 40

APPENDIX 1
Letter of Request for Permission to Conduct Interview

APPENDIX 2
Curriculum Vitae