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 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 is one of the important
objectives and indicators to measure the quality of education in schools and universities
(Karabchuk & Roshchina, 2022). Millions of people worldwide, however, endure poor
education and learning despite every student's right to an education. The crisis in learning or
education quality is still ongoing (Roser et al., 2013; UNESCO, 2013; World Bank, 2019)
and at worst, it is exacerbated by the spread of the COVID-19 pandemic (Calonia et al., 2022;
UNESCO, 2021; United Nations, 2022). The pandemic has impacted over 1.6 billion young
people's lives and studies worldwide (UNESCO, 2021). Similarly, these pandemic impacts
student’s 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 the cause of numerous academic dropouts (Calonia et al., 2022;
UNESCO, 2021; Angkarini, 2021).
Academic success is a very complex process that is impacted by many interconnected
factors (Alshanqiti & Namoun, 2020). Time management is one of these important
components that stands out the most (Ahmad et al., 2020; Adams & Blair, 2019; Adebayo,
2015). Time management is a thorough process that involves 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 requires the skillful application of a variety of
methods and approaches that are 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 makes it possible to work more productively and efficiently, but it also
acts as a catalyst for stress reduction and the achievement of a healthy work-life balance
(Angkarini, 2021; Nasrullah & Khan, 2015). Its mastery involves 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 becomes
an important and fundamental ability that will bring success to one's personal and
professional aspects of life (Swart et al., 2010; Alyami et al., 2021).
In the academic setting, time management is crucial for college students who must
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 are all part of time management for college students
(Adebayo, 2015; Khiat, 2022). To effectively organize their time, college students should
establish reasonable goals, make a timetable or planner, and cultivate productive study habits
(Adams & Blair, 2019; Cyril, 2015). To concentrate on their studies, they should also learn
how to avoid distractions like social media and utilize time blocking and the Pomodoro
technique, which is a time management strategy based on 25-minute periods of concentrated
work alternated with 5-minute breaks (Ismail et al., 2022). College students can prevent
procrastination, lower stress levels, raise their scores, and preserve a positive work-life
balance by practicing effective time management. It is an essential ability that will help them
in their future employment as well as in education (Jalagat, 2016; Alyami et al., 2021).
 BACKGROUND OF THE STUDY
Academic performance is one of the primary indicators of educational quality in
universities and colleges. It reflects 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
experience a rigorous academic workload that includes lectures, laboratory work, projects,
and personal study time. The complex and demanding nature of their program often leaves
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 have negatively influenced students' academic outcomes and
time management capabilities (Angkarini, 2021; Aristovnik et al., 2020). Now, as students
adapt to post-pandemic academic life, managing time effectively remains a crucial skill to
ensure academic success and personal well-being.
Previous studies have 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 has been conducted focusing specifically on the
experiences of Mechanical Engineering students, whose academic environment is uniquely
demanding. This study, therefore, seeks 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 is an important skill that greatly affects how well students do in
school, especially those in challenging programs like Mechanical Engineering. At the
Technological University of the Philippines-Visayas, third-year Mechanical Engineering
students follow a demanding schedule that includes lectures, lab work, assignments, and
personal study time. However, many of them find it difficult to manage their time well, which
can lead to negative academic performance.
This study aims 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 seeks to identify how students handle their time for
academic and non-academic activities, and how these practices influence their academic
outcomes. Furthermore, the study explores the common time management challenges
students face and evaluates whether there is 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 encounter 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 aims to provide insights that could help
improve the academic success of Mechanical Engineering students through better time
management strategies.

PUPORSE OF THE STUDY

Purpose of the study This study is conducted to determine how time management
influences the academic performance of third-year Mechanical Engineering students at the
Technological University of the Philippines–Visayas.
Generally, the study aims 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 seeks to examine how third-year bona fide Mechanical Engineering
students at TUP-Visayas manage their time between academic and extracurricular activities;
aims to identify the common time management difficulties the students experience and;
determine the relationship between time management practices and the academic
performance of the students, as measured by their General Weighted Average (GWA).

HYPOTHESIS
There is 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 explores 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. Mechanical Engineering being a
highly demanding program, learning how students balance lectures, lab, and extracurricular
activities provides knowledge into the academic struggles of the future engineers.
Specifically, this study will be beneficial for these individuals:
• Students: It can increase awareness about the importance of effective time
management practices and how the habits can impact their academic performance.
• Educators and Academic Advisers: The findings will provide a deeper
understanding of the common time management difficulties faced by their students.
 This can help in developing supportive academic strategies, workshops, and time
management training programs to guide students toward academic success.
• University Administrators: Results can inform the institution and the administrators
by highlighting the need for time management interventions, especially for students in
highly demanding programs such as engineering.
• Future Researchers: This research will be an instrument and guide for the future
researchers in discovering credible and reliable study and data for further
understanding on the said topic.

SCOPE AND LIMITATION

This study focuses on bona fide third-year Mechanical Engineering students of the
Technological University of the Philippines Visayas. These students must be officially
enrolled in the third term of the academic year 2025–2026. The respondents will consist of 30
regular students, with six representatives per section (three males and three females). This
study is intended to assess the factors affecting time management problems experienced by
the respondents.
The main source of data will be the questionnaire encoded in Google Forms, prepared
by the researchers, which will be answered by the respondents during their vacant time. The
results of the study will be applicable only to the respondents and will not be used as a
measure of the factors that affect the time management of students who do 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.

4) Organize and
analyze qualitative
responses