CHAPTER II

REVIEW OF RELATED LETERATURE

FOREIGN LITIRATURE

Time management skills significantly affect the work-life

balance and academic performance of senior high school students.
Effective time management enables students to prioritize tasks,
set realistic goals, and allocate sufficient time for academic
responsibilities and personal activities, which leads to reduced
stress and improved well-being. According to a study by Peteros
et al. (2021), students who apply good time management
techniques tend to achieve higher academic success while
maintaining a balanced lifestyle, as these skills help manage
competing priorities efficiently.
According to Moreover, Irwansyah et al. (2022) emphasize
the importance of cultivating habits such as goal-setting,
planning, and minimizing distractions to optimize time use,
which enhances both scholastic achievement and physical health
by reducing stress. Studies indicate that students with poor
time management are prone to procrastination, higher stress
levels, and imbalance between school and personal life
commitments.
Educators play a crucial role in fostering these skills
through targeted programs that encourage self-efficacy and time
management techniques, which improves students’ engagement and
academic performance as well as their ability to balance life
demands (Cada and Ed, 2021). Furthermore, findings by Khan et
al. (2020) reveal a positive correlation between students’ time
management capability and academic success, thus reinforcing the
need for educational interventions to strengthen these skills.
In study of Mariano, Madel, and Miranda (2022) found a very
high significant positive relationship between time management
skills and academic success among working students in an open
high school program. The study revealed that students who manage
their time well tend to perform better academically and can
balance school with work more effectively, reducing stress and
improving overall well-being. It recommended the implementation
of programs to cultivate these skills among students for
academic enhancement and balanced lifestyles.
FOREIGN STUDY
In study of Ahmad et al. (2019) investigated the role of
time management in distance learning environments and reported a
strong positive correlation between time management and academic
achievement. Their findings indicated that effective time
utilization not only supports academic success but also assists
students in managing their daily lives better, thereby promoting
a healthier balance between studies and personal
responsibilities. The lack of good time management was linked to
academic challenges and life imbalance among learners.
A study by Cada and Ed (2021) highlighted the role of time
management in reducing students' stress and improving physical
health. They emphasized that skills like planning and
prioritizing tasks are essential for senior high students to
maintain balance and wellbeing.
Khan et al. (2020) found that students with strong time
management skills excel academically and can manage competing
demands more efficiently, enabling a healthier balance between
school responsibilities and personal life
A 2024 study identified that time management boosts self-
efficacy and scholastic readiness among senior high students,
especially in challenging subjects like math. The research
underscored the importance of these skills for enhancing both
academic engagement and work-life balance.
Yanik, Yan, Kaul, and Ferguson (2016) asked students to
write journal entries in which they expressed their fears and
anxieties and found that in the students’ reflections time
management was a prominent theme.
Law et al. (2009) investigated the factors that lead to
student success among engineering students and found that
extrinsic factors (pulling forces, group pressure, and approaches
to learning) have a general motivating effect but that intrinsic
factors (individual attitudes and expectations) have a higher
effect.
LOCAL LITIRATURE
Scherer, Talley, and Fife (2017) found that noncognitive
personal behaviors such as a student’s time perspective are
effective predictors of academic outcomes as poor time management
approaches mean that students find it hard to plan their work and
may feel agitated toward the end of a course—when they are likely
to be assessed.
Likewise, in examining anxiety among engineering
students Yanik, Yan, Kaul, and Ferguson (2016) asked students to
write journal entries in which they expressed their fears and
anxieties and found that in the students’ reflections time
Acourding to Candelasa et al. (2024), We go back to the idea
of attitude and how it affects the behavior. Attitude as we have
pointed out earlier is feeling, an idea, perception or evaluation
of a certain subject, object, person or institution, etc. It can
also be defined as a psychological tendency which is expressed
through evaluation of a particular object or subject with some
degree or favor or disfavor.

Inadequate time management practices can precipitate a

cascade of challenges, including an overwhelming workload,
heightened stresslevels, and subpar academic performance.
Conversely, student’s adept at managing their time judiciously
is poised to experience lower stress levels, heightened
productivity, and superior academic outcomes. Adams & Blair
(2019) underscore the pervasive need for students to strike
aharmonious balance between academic pursuits and the demands of
everyday life.
LOCAL STUDY
Senior high school marks a critical period in a student's
educational journey, where theyare expected to develop
independence, self-discipline, and organizational skills.
However, manystudents struggle to manage their time effectively,
leading to academic underachievement, stress,and burnout
(Tirumala & Babu, 2019).
Understanding the factors influencing time managementamong
senior high school students is essential for educators, parents,
and policymakers toimplement strategies that support students in
optimizing their academic and personal [Link] who know
how to use their time in the correct place and at appropriate
times know their priorities and make plans to realize them
accordingly (Dash & Ansari, 2022).
CHAPTER III
 Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj,

S. M. (2021). Impact of Time-Management on the student’s

Academic Performance: A Cross-Sectional Study. Creative

Education, 12(03), 471–485.

[Link]

[Link]

A_CORRELATIONAL_STUDY_ON_THETIME_MANAGEMENT_AND_SCHOOL_PERFO

RMANCE_OF_SENIOR_HIGH_SCHOOL_STUDENTS_ijariie24877.pdf

Adams, R. V., & Blair, E. (2019). Impact of time management behaviors

on undergraduate engineering students’ performance. SAGE Open,
9(1). [Link]
Baothman A., Aljefri H., Agha S., Khan M. A. (2018). Study habits of
health science students at King Saud bin Abdulaziz University for
Health Sciences, Jeddah, Saudi Arabia. SAGE Open, 8(2).
Scherer S., Talley C. P., Fife J. E. (2017). How personal factors
influence academic behavior and GPA in African American STEM
students. SAGE Open, 7(2).
Yanik P., Yan Y., Kaul S., Ferguson C. (2016, June). Sources of
anxiety among engineering students: Assessment and mitigation.
Paper Presented at 2016 ASEE Annual Conference & Exposition, New
Orleans, Louisiana.
Lorryjean A. Mariano, Nashra S. Madel & Aldwin T. Miranda. (2022). The
Relationship between Time Management Skills and Academic
Performance of Working Students in Open High School
Program. Asian Journal of Education and Social Studies, 36(2),
61–66. [Link]
Candelasa, L., Talledo, A., Villarante, J., Apawan, R. M., & Evardone,
H. (2024, May 13). Preferred time management techniques among
working students.
[Link]