THE IMPACT OF TIME MANAGEMENT AMONG BONA FIDE THIRD YEAR
MECHANICAL ENGINEERING STUDENTS’ ACADEMIC PERFORMANCE AT
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES-VISAYAS.
A Research Study
Presented to the Faculty of the Mechanical Engineering Department
Technological University of the Philippines-Visayas
In Partial Fulfillment of the
Requirements for English 2: Technical Communication (ENG133)
By:
Basinang, Karen Joy C.
Brinquez, Aison James L.
Cantero, Ella Johlyn C.
Carbilledo, Khrismar G.
Casanova, Clarisse Anne H.
Sinining, DF F
Academic Year 2024–2025
INTRODUCTION
The academic performance or achievement of students was one of the important
objectives and indicators used to measure the quality of education in schools and universities
(Karabchuk & Roshchina, 2022). Millions of people worldwide, however, endured poor
education and learning despite every student's right to an education. The crisis in learning or
education quality was still ongoing (Roser et al., 2013; UNESCO, 2013; World Bank, 2019),
and at worst, was exacerbated by the spread of the COVID-19 pandemic (Calonia et al.,
2022; UNESCO, 2021; United Nations, 2022). The pandemic impacted over 1.6 billion
young people's lives and studies worldwide (UNESCO, 2021). Similarly, this pandemic
impacted students’ academic engagement and interaction as well as their psychological state,
resulting in poor academic outcomes (Angkarini, 2021; Aristeidou & Cross, 2021; Ünal,
2021; Aristovnik et al., 2020), and caused numerous academic dropouts (Calonia et al., 2022;
UNESCO, 2021; Angkarini, 2021).
Academic success was a very complex process that was impacted by many
interconnected factors (Alshanqiti & Namoun, 2020). Time management was one of these
important components that stood out the most (Ahmad et al., 2020; Adams & Blair, 2019;
Adebayo, 2015). Time management was a thorough process that involved planning,
organizing, and dividing one's time as efficiently as possible to complete tasks, goals, and
objectives (Jalagat, 2016; Kaushar, 2013; Khanam et al., 2017). It required the skillful
application of a variety of methods and approaches that were carefully designed to maximize
the use of the time resource at hand (Adebayo, 2015; Nasrullah & Khan, 2015; Swart et al.,
2010). Effective time management not only enabled more productive and efficient work, but
also served as a catalyst for stress reduction and the achievement of a healthy work-life
balance (Angkarini, 2021; Nasrullah & Khan, 2015). Its mastery involved carefully
determining priorities, breaking down difficult tasks into smaller, more manageable parts,
strategically allocating time through careful planning, removing tempting distractions, and
maintaining a laser-like focus on the main objectives (Khiat, 2022). Therefore, time
management became an important and fundamental ability that brought success to one's
personal and professional aspects of life (Swart et al., 2010; Alyami et al., 2021).
In the academic setting, time management was crucial for college students who had to
manage their personal and academic responsibilities (Ahmad et al., 2020; Khanam et al.,
2017). Planning and prioritizing study, class, homework, and extracurricular activities while
also making time for rest and leisure were all part of time management for college students
(Adebayo, 2015; Khiat, 2022). To effectively organize their time, college students needed to
establish reasonable goals, create a timetable or planner, and cultivate productive study habits
(Adams & Blair, 2019; Cyril, 2015). To concentrate on their studies, they also had to learn
how to avoid distractions like social media and utilize time blocking and the Pomodoro
technique, which was a time management strategy based on 25-minute periods of
concentrated work alternated with 5-minute breaks (Ismail et al., 2022). By practicing
effective time management, college students were able to prevent procrastination, lower
stress levels, raise their scores, and maintain a positive work-life balance. It was an essential
ability that benefited them in both their education and future employment (Jalagat, 2016;
Alyami et al., 2021).
BACKGROUND OF THE STUDY
Academic performance was one of the primary indicators of educational quality in
universities and colleges. It reflected not only the intellectual capacity of students but also
their ability to manage the academic and personal demands of university life. At the
Technological University of the Philippines-Visayas, third-year Mechanical Engineering
students experienced a rigorous academic workload that included lectures, laboratory work,
projects, and personal study time. The complex and demanding nature of their program often
left students struggling to allocate their time efficiently, potentially affecting their academic
performance.
Globally, the COVID-19 pandemic further worsened the academic challenges faced
by students. The disruption of traditional learning modalities, reduced peer interaction, and
increased psychological stress negatively influenced students' academic outcomes and time
management capabilities (Angkarini, 2021; Aristovnik et al., 2020). As students adapted to
post-pandemic academic life, managing time effectively remained a crucial skill to ensure
academic success and personal well-being.
Previous studies consistently identified time management as one of the most
important factors influencing students' academic performance (Ahmad et al., 2020; Adams &
Blair, 2019). However, little research had been conducted focusing specifically on the
experiences of Mechanical Engineering students, whose academic environment was uniquely
demanding. This study, therefore, sought to fill that gap by examining the relationship
between time management practices and academic performance among third-year
Mechanical Engineering students at TUP-Visayas.
STATEMENT OF THE PROBLEM
Time management was an important skill that greatly affected how well students
performed in school, especially those in challenging programs like Mechanical Engineering.
At the Technological University of the Philippines-Visayas, third-year Mechanical
Engineering students followed a demanding schedule that included lectures, lab work,
assignments, and personal study time. However, many of them found it difficult to manage
their time well, which led to negative academic performance.
This study aimed to investigate the impact of time management on the academic
performance of third-year bona fide Mechanical Engineering students at the Technological
University of the Philippines-Visayas. It sought to identify how students handled their time
for academic and non-academic activities, and how these practices influenced their academic
outcomes. Furthermore, the study explored the common time management challenges
students faced and evaluated whether there was a significant relationship between effective
time management and academic performance.
To guide the investigation, the study seeks to answer the following questions:
1. How do third-year Mechanical Engineering students of TUP-Visayas manage their
time?
2. What are the common difficulties they encountered in managing their time?
3. What is the level of academic performance of these students?
4. Is there a significant relationship between time management practices and academic
performance?
By addressing these questions, the study aimed to provide insights that could help
improve the academic success of Mechanical Engineering students through better time
management strategies.
PUPORSE OF THE STUDY
This study was conducted to determine how time management influenced the
academic performance of third-year Mechanical Engineering students at the Technological
University of the Philippines–Visayas.
Generally, the study aimed to understand the impact of time management on the
academic performance of students in higher education, particularly those in demanding
programs like Mechanical Engineering.
Specifically, it sought to examine how third-year bona fide Mechanical Engineering
students at TUP-Visayas managed their time between academic and extracurricular activities;
aimed to identify the common time management difficulties the students experienced; and
determined the relationship between time management practices and the academic
performance of the students, as measured by their General Weighted Average (GWA).
HYPOTHESIS
There was a significant positive relationship between effective time management practices
and the academic performance of third-year Mechanical Engineering students at the
Technological University of the Philippines-Visayas.
SIGNIFICANCE OF THE STUDY
This study explored the difficulties of the bona fide third-year Mechanical
Engineering students of the Technological University of the Philippines–Visayas in managing
their time and its influence on their academic performance. With Mechanical Engineering
being a highly demanding program, understanding how students balanced lectures, lab work,
and extracurricular activities provided insight into the academic struggles of future engineers.
Specifically, this study was beneficial for the following individuals:
• Students: It increased awareness about the importance of effective time management
practices and how these habits impacted their academic performance.
• Educators and Academic Advisers: The findings provided a deeper understanding
of the common time management difficulties faced by students. This helped in
developing supportive academic strategies, workshops, and time management training
programs to guide students toward academic success.
• University Administrators: The results informed the institution and its
administrators by highlighting the need for time management interventions, especially
for students in highly demanding programs such as engineering.
• Future Researchers: This research served as an instrument and guide for future
researchers in discovering credible and reliable studies and data for further
understanding of the said topic.
SCOPE AND LIMITATION
This study focused on bona fide third-year Mechanical Engineering students of the
Technological University of the Philippines Visayas. These students were officially enrolled
in the third term of the academic year 2025–2026. The respondents consisted of 30 regular
students, with six representatives per section (three males and three females). This study was
intended to assess the factors affecting time management problems experienced by the
respondents.
The main source of data was the questionnaire encoded in Google Forms, prepared by
the researchers, which was answered by the respondents during their vacant time. The results
of the study were applicable only to the respondents and were not used as a measure of the
factors affecting the time management of students who did not belong to the population of
this study.
DEFINITION OF KEY TERMS
Academic Performance: refers to the measurable achievement of students in their academic
subjects, specifically indicated by their General Weighted Average (GWA) for the third term
of the academic year 2025–2026. The GWA is the computed average of all final subject
grades based on the university’s grading system. In this study.
Bona Fide: refers to the officially enrolled and currently active third year Mechanical
Engineering students of the Technological University of the Philippines-Visayas for the
Academic Year 2024–2025, as verified by the university’s registrar.
Difficulties: pertains to obstacles encountered by students in effectively managing their time,
such as procrastination, poor scheduling, distractions, and excessive academic workload. In
this study.
Time Management: refers to the process by which students at TUP-Visayas plan, prioritize,
and allocate their time effectively among academic, personal, and extracurricular activities.
THEORETICAL FRAMEWORK
Theory of Time Management (Macan, 1994) According to Macan's Time
Management Theory, time management practices including goal-setting, prioritization of
work, scheduling, and avoiding interruptions can eventually result in a greater sense of
control, less stress, and better performance results. This hypothesis states that people who
successfully manage their time are more likely to be successful and productive in a variety of
contexts, including the classroom. According to the notion, third-year Mechanical
Engineering students' academic achievement as indicated by their General Weighted Average
(GWA) can be directly impacted by their time management skills.
The theory of self-regulated learning (Zimmerman, 1989) According to the Self-
Regulated Learning (SRL) Theory, students should actively manage their own learning
processes, which include setting objectives, time management, progress tracking, and self-
reflection on results. According to Zimmerman, children who use self-regulation techniques
are more likely to successfully manage their study time, adjust to the demands of the
classroom, and eventually perform better academics. The study of time management
strategies used by Mechanical Engineering students and how these strategies affect their
academic achievement is supported by SRL Theory. When taken as a whole, these ideas offer
a framework for comprehending how academic achievement and time management
techniques are related. They claim that kids who practice self-regulated learning and efficient
time management are more likely to perform better academically, as shown by their GWA.
CONCEPTUAL FRAMEWORK
This study examines the relationship between time management practices and the
academic performance of third-year Mechanical Engineering students at the Technological
University of the Philippines-Visayas. It seeks to understand how students allocate their time,
the challenges they face in managing it, and the impact of these factors on their academic
outcomes. This approach provides a structured basis for investigating the key elements that
influence student success in a demanding academic program.
INPUT PROCESS
1) Collect data on
- Profile of students -Academic
students’ time
according to: performance of third-
management practices
year Mechanical
Engineering (GWA)
a) Sex 2) Identify challenges
faced in managing
time
b) Year level (3rd 3) Gather data
Year) through
questionnaire.
