Time Management Practices and Academic Stress of 2nd Year College Students
Major in Social Studies
A Research Study Presented to:
The Faculty of Teacher of Education
Southern Baptist College
Mlang, North Cotabato
Submitted in Partial Fulfillment of the Requirements
for the Bachelor of Secondary Education major
In Social Studies
By
Researchers:
Hannah Jean R. Laudenio
John Mark P. Cuaresma
Maria Marjore D. Geroche
Shane Bea S. Raymundo
Charlot L. Sevilla
Ruben V. Tandoy
OCTOBER 2025
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Republic of the Philippines
Southern Baptist College
M’lang, North Cotabato
October 8, 2025
DERBIE P. PADOJINOG Ed.D
Dean, College of Teacher Education
Southern Baptist College
M’lang, North Cotabato
Greetings of Peace!
We are currently doing our research entitled“Time Management Practices and
Academic Stress of Second year students Major in Social Studies of Southern
Baptist College”.
Ins this regard, we are requesting your good office to allow us to conduct a
survey and furnish questionnaires to the students studying in this situation, specifically to
the Second-Year BSED Social Studies college students as our chosen respondent’s.
Furthermore, this purpose will give benefits and augmentation to acquiring
quantitative ideas from the following respondent’s to our purpose and intention as
researches. Hoping for the positive approval of this request. Thank you and God bless.
Very truly yours,
HANNAH JEAN R. LAUDENIO
Research Leader
Noted:
SONIA D. LADRA, Ed.D
Research Instructor
Approved:
DERBIE P. PADOJINOG, Ed.D
Dean, College of Teacher Education
Southern Baptist College
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ABSTRACT
Time Management Practices and Academic Stress of 2 nd Year College Students
Major in Social Studies. Hannah Jean R. Laudenio,John Mark P. Cuaresma, Maria
Marjore D. GerocheShane Bea S. Raymundo, Charlot L. Sevilla,Ruben V. Tandoy.
2025. Quantitative research, Southern Baptist College, Mlang, Cotabato 50 pp.
Major Adviser: Sonia D. Ladra
This study investigated the levels of time management practices and academic
stress among college students, aiming to explore how effective time management
influences stress and to provide insights for enhancing student well-being and academic
performance. Grounded in the Transactional Model of Stress and Coping by Lazarus and
Folkman (1984) and Self-Regulation Theory Albert Bandura(1991) , the research sought
to assess time management in terms of prioritization, delaying action, and social
engagement, while examining academic stress through peer, test, results, and group-
related dimensions.
A quantitative approach was employed, utilizing a self-report survey with Likert-
scale statements (1-5) administered to college students, followed by descriptive statistical
analysis to compute means, standard deviations, and interpretations. Results indicated
strong time management in prioritization (overall mean 3.88, Agree), with students
effectively planning and evaluating tasks, though listing tasks was slightly lower.
Delaying action showed moderate control (mean 3.49), reflecting occasional
procrastination, while social engagement was balanced (mean 3.61), emphasizing
exploration and academic completion. Academic stress was moderate across categories:
peer stress (mean 3.50) from distractions and competition; test stress (mean 3.55) linked
to anxiety and sleep issues; results stress (mean 3.44) involving parental expectations;
and group stress (mean 3.64) from collaboration challenges.
The study concluded that while students exhibit positive time management
orientations, moderate stress levels highlight the need for interventions such as
workshops, counseling, and transparent assessments to foster resilience, reduce
procrastination, and promote healthier academic habits, ultimately supporting student
success in higher education.
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TABLE OF CONTENTS
PRELIMINARY PAGES PAGE
Title Page ……………………………………………………………. i
Approval Sheet ………………………………………………………. ii
Abstract ……………………………………………………………… iii
Table of Contents ……………………………………………………. iv-v
List of Tables ………………………………………………………… vi
List of Figures ……………………………………………………….. vii
Acknowledgement …………………………………………………... viii
CHAPTER I. INTRODUCTION
Background of the Study ……………………………………………. 1-2
Statement of the Problem ……………………………………………. 2
Theoretical and Conceptual Framework …………………………….. 3
Hypothesis …………………………………………………………… 3
Significance of the Study ……………………………………………. 4
Operational Definition of Terms …………………………………….. 4
BODY OF THE REPORT
CHAPTER II REVIEW OF RELATED LITERATURE 5-16
CHAPTER III METHODOLOGY
Research Design …………………………………………………….. 17
Respondents of the study ……………………………………………. 17
Population and Sample Size …………………………………………. 17-18
Sampling Technique …………………………………………………. 18
Data Collection ……………………………………………………… 18
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Data Processing, Analysis, and Statistical Treatment ……………… 19
CHAPTER IV RESULTS AND DISCUSSION 20
Table 1.1 …………………………………………………………….. 20
Table 1.2 …………………………………………………………….. 21
Table 1.3 ……………………………………………………………... 22-23
Table 2.1 ……………………………………………………………... 24
Table 2.2 ……………………………………………………………. 25-26
Table 2.3 …………………………………………………………….. 27-28
Table 2.4 …………………………………………………………… 29
Table 3 ………………………………………………………………. 30-31
CHAPTER V SUMMARY, CONCLUUSIONS, AND
RECOMMENDATIONS
Summary …………………………………………………………….. 32
Conclusions …………………………………………………………. 33
Recommendations …………………………………………………… 34
AFTER THR BODY OF THE REPORT
BIBLIOGRAPHY ……………………………………………………………. 35-38
APPENDIXES
APPENDIX A. Approval Letter ……………………………………………….. 39
APPENDIX B. Research Instrument ………………………………………….. 40-42
APPENDIX C. Budgetary Requirement ………………………………………. 42
APPENDIX D. Pictures during the Planning and Conduct…………………….. 43-45
APPENDIX E. Curriculum Vitae………………………………………………. 46-47
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LIST OF TABLES
Tables Page
1.1 Means for the Level of Time Management Practices 20
among College Students in terms of Prioritization
1.2 Means for the Level of Time Management Practices 21
among College Students in terms of Delaying Action
1.3 Means for the Level of Time Management Practices 22-23
among College Students in terms of Social Engagement
2.1 Means for the Level of Academic Stress Experienced by 24
College Students in terms of Peer Stress
2.2 Means for the Level of Academic Stress Experienced by 25-26
College Students in terms of Test Stress
2.3 Means for the Level of Academic Stress Experienced by 27-28
College Students in terms of Results Stress
2.4 Means for the Level of Academic Stress Experienced by 29
College Students in terms of Study in Group Stress
3 Significance of The Relationship Between Time 30-31
Management Practices and Academic Stress among College
Students
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LIST OF FIGURES
Figure Page
1 Conceptual Framework 4
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ACKNOWLEGDEMENT
First and foremost, praises and thanks to God, the Almighty, for His showers of
blessings throughout our research and its successful completion. The researchers would
also like to express our deep and sincere gratitude to our research adviser, for providing
us invaluable supervision, support, and tutelage during the course of our research study.
We would also like to thank her for his empathy, patience, and knowledge that she
imparts unto us. It was a great privilege and honor to work and study under her guidance.
The researchers’ gratitude also extends to College of Teacher Education Faculty
Members, for allowing opportunity to conduct our research among the 2 nd year Social
Studies students. Also, to the 2nd year Social Studies professors who have given their
consent for full participation of the 2 nd year Social Studies students and to our
satisfaction, for sharing their knowledge and technical expertise. Without their help, our
research paper would not be possible.
Our thanks and appreciation also go to our respondents who willingly helped with
their full cooperation which has made the research study achieve its smooth completion.
We would also like to give thanks for the time and knowledge that you have given us to
conduct this study.
Last but not the least, to our dearest parents for their deep consideration for the
finances and undying support throughout the making of the research study. As well as for
their words of encouragement to all those nights that we’ve spent making the research
study.
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