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Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
Time is a priceless source. Time is the single
resource that cannot be changed, can’t be taken back once
it is used and is used completely at the appreciation of
the owner. No one can control the moving of time but
everyone is able to decide how to use it.
Time management is an art and a science. Some people
have a good skill at it but not everybody. Time management
starts with the commitment to change. It is improved
through better planning, prioritizing, delegating,
controlling environment, understanding and identifying what
can be changed on habits, routines and attitudes. The key
to successful time management is planning and then
protecting the planned time.
On the other hand lack of time is a common complaint
in the society. In response, there has been a proliferation
of “… books, articles, and seminars on time management,
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along with their assertions, prescriptions and anecdotes”
(Macan, 1994, p. 383). Despite the epidemic of time
management training programs (Quirk, 1989), there is
currently a lack of agreement about the definition of time
management and a dearth of literature summarizing time
management across disciplines. Furthermore, Hellsten (2005)
has argued that there is a lack of a theoretical model of
time management. Although self-report instruments
purporting to examine time management exist in several
disciplines, to date, there has been no published
psychometric review or comparison of these instruments for
assessing generic time management.
Time management is self-management with an explicitly
focus on time in deciding what to do; on how much time to
allocate to the activities; on how activities can be done
more efficiently and on when the time is right for
particular activities
(www.sagereference.com/organizationalpyschology). Having a
lot of responsibilities there are different activities
students engaged in. They engage in different activities
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such as indoors, outdoors, labor, and academic activities.
In this research, students are the main focus where their
time management skill is investigated. This study will
explore and describe how the students manage their time
with the different techniques and strategies.
When time is managed and organized wisely; it can make
the different between a productive day and a very hectic
day. Using time management during an ordinary day can help
reduce stress and simplifies life. Without have a plan on
how to manage time, it can create stress in life also
forgetting important dates and deadlines. By not having
some type of organization in life it will create chaos and
will seem as if there is not enough time in one day to
complete daily task. Every day will be a challenge to
complete a day; it can result in frustration, stress, and
not being able to accomplish much. Not making good use of
time can affect people in many different ways. In general
the days of the week can be very hectic and tiresome. A lot
of frustration is usually the result of poor time
management. Every day needed to perform daily task will be
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executed with much more difficulty and not very much will
get done. Life without any form of organization is the very
stressful and less productive. Time is what everyone does
not have enough of. There are only twenty four (24) hours
in one day. People will find themselves thinking that
twenty four hours in one day is just not enough. It is very
easy to come to that conclusion when people go through
daily responsibilities without a plan. Once a plan is made
and a day is organized people will instantly see the
benefits of Time management. Most of the frustrating
situations can be avoided with effective planning and
organizing techniques.
REVIEW OF RELATED LITERATURE
Time management has been described using many different
terms including spontaneity, balance, flexibility, and
having control over time (Lakein, 1973). Time management
has also been characterized as a habit developed only
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through determination and practice (Simpson, 1978), as
prioritizing and respecting those priorities (Soucie,
1986), and as setting priorities and scheduling tasks
(Jordan et al., 1989). Time management can also be
considered as the process by which an individual more
effectively accomplishes tasks and goals (Schuler, 1979), a
process by which an individual obtains control over the
timing and the content of what he/she does (Oncken & Wass,
1985), and as what can be accomplished with time
(Mackenzie, 1972, 1975, 1990).
In order to utilize time effectively, individuals must
first be able to predict how much time is needed for the
activity (Kelly, 2002). An individual will become effective
in using their time only when the individual clearly knows
what they want to do, what they need to do, and for which
specific target date (Soucie, 1986). Individuals need to
become more disciplined in their use of time by respecting
their established priorities while minimizing distractions
from others as well as from situations that have the
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ability to displace priorities in terms of time and energy
(Soucie, 1986).
According to Crutsinger (1994), time management involves
determining what one should do by setting goals, deciding
which events are the most important and realizing that
other activities will have to be scheduled around them
(prioritizing), making decisions about how much time to
allow for certain tasks (time estimation), adjusting to the
unexpected (problem solving), reconsidering goals and
priorities on a regular basis (evaluation), and observing
patterns and trends in behavior.
There is debate over exactly what skills and behaviors
constitute effective time management. For example, Shipman
(1983) identified six principles for effective time
management. These principles included being aware of self,
structuring time appropriately, setting goals and
priorities, increasing personal efficiency and
effectiveness, scheduling time for activity, and scheduling
relaxation time. Time management behaviors have more
recently been characterized as making lists, organizing,
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goal setting, keeping and routinely evaluating one’s
schedule, and breaking down tasks into simpler parts
(Kelly, 2002).
Empirical research investigating the effects of time
management behavior has identified three broad clusters of
behaviors. These behaviors include setting goals and
priorities, engaging in the mechanics of time management,
and having a preference for organization (Adams & Jex,
1999; Macan, 1994, 1996; Macan et al., 1990). However,
seven time management skills or behaviors can be considered
essential to effective time management due to their
repetitive prominence in the literature: (a) time analysis,
(b) planning, (c) goal setting, (d) prioritizing, (e)
scheduling, (f) organizing, and (g) establishing new and
improved time habits (Barkas, 1984; Feeny Jonson, 2002;
Hellsten & Rogers, 2009; Jorde, 1982; Lakein, 1973;
Mackenzie, 1972, 1975, 1990; Morris, 2001; Woolfolk &
Woolfolk, 1986). Although, time management documentation
activities such as making lists, writing down goals, and
utilizing calendars have been identified by many authors as
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necessary for effective time management, they tend to cross
all seven skill areas. Table 1 provides a summary of the
characteristics of time management behaviors and skills as
identified by empirical research and popular books,
articles, and multimedia on time management.
Industry initiated the examination of time management and
time management training. However, there is much literature
examining time in the education domain, specifically in
reference to time and schools (e.g., Knight, 1989), time
and school learning (e.g., Anderson, 1984; Bloom, 1965;
Carroll, 1963), time management and study skills for
students or student athletes (e.g., Carney, 1988;
Crutsinger, 1994; Danyluk, 1985; Garcia-Ros et al., 2004;
Gibbs, 1993; Ho, 2003, Keim & Strickland, 2004; Mpofu,
D’Amico, & Cleghorn, 1996), and time management for
educators (e.g., Cemaloglu & Filiz, 2010, Collins, 1987;
Feeney Jonson, 2002; Jorde, 1982; Kearns & Gardiner, 2007;
Kozoll, 1982; Morris, 2001; Wachter & Carhart, 2003).
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In reviewing the literature on time management skills and
behaviors, five studies were identified which examined the
time management behaviors of specific populations using
qualitative methodologies. Two studies examined time
management techniques in relation to home-based work
(Hessing, 1994; Winter et al., 1993). Of these two studies,
one study exclusively examined women (Hessing, 1994). Two
studies examine university populations including the time
management strategies of medical residents (Yoels & Clair,
1994) and the time management of undergraduate English
project students (Ho, 2003). The fourth study examined the
work habits of successful general managers (Kotter, 1980).
There were several common time management techniques
identified by these populations including time
manipulation, planning ahead, task delegation,
prioritization, synchronization and routinization of
activities, reallocation of personal time, goal setting,
agenda making, and the utilization of a time diary. Many of
the strategies that were identified by the more unique
samples of dual career women, medical residents, and home
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based workers parallel each other and the strategies
identified by university student samples.
The empirical literature review identified five studies
that examined the effectiveness of time management training
programs. Three of the studies examined employed adults
(i.e., Macan, 1994; 1996; Orpen, 1993) while Woolfolk and
Woolfolk (1986) examined pre-service teachers and DiPipi-
Hoy and colleagues (2009) examined adolescents with
exceptionalities. The DiPippi-Hoy et al. (2009) study is
unique in the population of study and the observational
checklist method used to assess time management behaviors.
Results suggested that participants increased their time
management at work and generalized their skills to the
community site following intervention (Di-Pippi-Hoy et al.,
2009). Results of the two early studies (i.e., Orpen, 1993;
Woolfolk & Woolfolk, 1986) which focused on the time
management work by Lakein (1973) indicated that time
management training has significant immediate and long-term
effects on time management attitudes and behaviors and that
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those who receive time management training rate their time
management effectiveness more highly than those who do not.
In comparison, two later studies (i.e., Macan, 1994; 1996)
which utilized the Time Management Behavior scale developed
by Macan et al. (1990) found time management training to be
only minimally related to subsequent use of time management
behaviors. However, individuals who participated in a time
management program did perceive more control over their
time after the program. Perceived control over time was
related to positive outcomes: Individuals who perceived
having more control over their time reported fewer job
induced tensions, fewer stresses, and greater job
satisfaction than individuals who did not perceive
themselves as having control over their time.
Furthermore, the 1994 study by Macan was the first study to
empirically examine the relationship between time
management behaviors and the Theory of Planned Behavior
(TPB) by investigating the relationships between the
elements of the TPB and perceived control over time. This
model suggested that learning time management skills and
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consequently engaging in time management behaviors would
lead to a greater perception of control over time. Support
was found for the process model of time management.
Sixteen commercially available instruments were identified
that used time or time management as descriptors (Blewitt-
Dombrowski, 1990; Canfield, 1976; 1981; Cooper et al.,
1988; Crosby et al., 1985; Fimian, 1988; Kaplan et al.,
1988; Kirkpatrick, 1995; Morreau & Bruininks, 1991; Parry,
1985; People Builders International, Inc.; 1993; Pintrich
et al., 1991; Training House Inc., 1995; Weinstein, 1987;
Weinstein & Palmer, 1995; Wonderlic Fasiska, 1993). Ten
additional research studies involved the development of a
time related assessment instrument (Bond & Feather, 1988;
Britton & Tesser, 1991; Calabresi & Cohen, 1968; Gafarian
et al., 1999; Hellsten & Rogers, 2009; Landy et al., 1991;
Macan et al., 1990; Schriber & Gutek, 1987; Weber & Vogel,
1977; Wessman, 1973).
The literature review identified 16 commercially available
instruments through the Buros Mental Measurements Yearbook.
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The Buros Institute of Mental Measurements provides test
descriptions and critical test reviews of commercially
available tests. Test reviews are written by experts in the
field who must hold a Ph.D. and have measurement expertise.
These instruments self-identified time management as a
potential subscale or scale. The instruments were all
published between the years 1976 and 1995.
Seven of the instruments were developed for the
employee/managers or organizational domain (Cooper et al.,
1988; Crosby et al., 1985; Kaplan et al., 1988;
Kirkpatrick, 1995; Parry, 1985; Training House Inc., 1995;
Wonderlic Inc. & Fasiska, 1993). Five instruments were
developed for students (Canfield, 1976; People Builders
International, Inc.; 1993; Pintrich et al., 1991;
Weinstein, 1987; Weinstein & Palmer, 1995). One instrument
each was developed for teachers (Fimian, 1988), chronic
psychiatric patients (Blewitt-Dombrowski, 1990),
individuals with developmental delays (Morreau & Bruininks,
1991), and general adults (Canfield, 1981). Of the 16
instruments, four instruments were specifically written to
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assess time management (Canfield, 1976; 1981; Kirkpatrick,
1995; Training House Inc., 1995) with the remaining
instruments having a time management subscale. However,
none of the instruments developed specifically to assess
time management were recommended. Of the 12 remaining
instruments, only two were unconditionally recommended by
reviewers (Checklist of Adaptive Living Skills: Morreau &
Bruininks, 1991 and Teacher Stress Inventory: Fimian, 1988)
but assessment of time management was not the primary focus
of either instrument.
STATEMENT OF THE PROBLEM
This phenomenology research aims to describe the students
meaning of Time management during weekends. Specifically,
it seeks to answer the following question.
1. What activities do the students engage in during
weekend?
2. What is the participants meaning of time management?
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3. How do the participants manage their time during
weekends?
SCOPE AND LIMITATION
This research study focused mainly on determining how the
Grade 11 students of BNHS manage their time during weekend.
This study included Fifth teen grade 11 students
participants .
SIGNIFICANCE OF THE STUDY
Having a lot of responsibilities there are different
activity that people are engage .That’s why other people
think that there should be a way to manage an activity
wisely. The findings of this study are equally significant
to the following.
To the students, they can improve their skills in managing
their activities wisely.
To the teachers, they can be provided with information that
could serve as their basis in improving their instructional
competence.
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The findings of this study can also serve as a basis to
researchers that are looking forward to study parallel
research project in the line with this study.
CONCEPTUAL FRAME WORK / THEORICAL FRAME WORK
Time management is considered as an inclusive process that
is done through administrative functions which is deeply
dependant on high personal talents and skills so it can
then produce positive effects to society and individual at
the same time. Nonetheless, all of that must be
restricted to a specified period of time in order to make
persons adjust with present and future situations (Alghamdi
, 2008). It is of importance to point out to the fact by
(Alsalmi, 2008) that the more the company is able to manage
time effectively, the more it fulfills its aims correctly
in the right time. And for the sake of effectiveness, one
must give priorities to some tasks over the others in order
to distribute the sufficient time to get the best results,
and effectiveness can be then measured by the quantity of
finished tasks in that specified time.
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DEFINITION OF TERMS:
Phenomenology:
It offered above will thus be debatable and the study of
the development of human consciousness.
Time management:
it is the science of ideal exploitation to time where the
priorities go to the tasks according to their importance;
it basically depends on concepts of planning, coordination,
stimulation, directing, pursue and contact. It is a
quantities and qualitative process that trends toward the
future (Alian, 2005,).
Labor Activity:
It is a productive activity, especially for the sake of
economic gain. The body of persons engage in such activity,
especially those working for wages.
Outdoor Activity:
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It refers to leisure pursuits engaged in, the outdoors,
often in natural settings out of town. Example includes
adventuring, cycling, camping, caving, fishing, hiking,
hunting, photographing, adventuring and sports.
Academic Activity:
Academic is used to describe things that relate to the work
done in schools, colleges, and universities especially work
which involves studying and reasoning rather than practical
or technical skills.
Time:
Is the measured or measurable period during which an
action, process, or condition exist or continues.
Management:
The process of dealing with or controlling things or
person.
Phenomenology:
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Is an approach that concentrate on the study of
consciousness and the object of direct experiences.
Time analysis
Planning
goal setting
prioritizing
scheduling
organizing
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CHAPTER 2
METHODOLOGY
The methodology of this study will cover the research
design, sampling procedure, The selection of respondents,
instrumentation, data gathering, procedures, and the
qualitative data analysis.
RESEARCH DESIGN:
The researcher made use of the descriptive method. It is
meant to able to describe the experience of the Grade 11
students in managing their time during weekends.
SAMPLING, PROCEDURES AND SAMPLE:
This research study is a STRATIFIED SAMPLING METHOD, under
the category of PURSPOSIVE SAMPLING. There are participant
in every Block under GAS STRAND, STEM, ABM, and TVL with
the total of 15 Grade 11 participants from Grade 11 student
of BNHS.
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RESEARCH INSTRUMENTS:
The researchers made use of the following instruments in
gathering data pertinent to the study.
1. Open ended questionnaires
The open ended questionnaire dealt on the background
demographic profile of the respondents which include their
name, gender, year/section and contacts. And in the
questionnaire there are total of nine (9) questions that is
needed to be answer by the participants.
DATA GATHERING PROCEDURE:
1. The researchers sought the approval of the Principal for
the gathering of pertinent data needed in the study .
2. Upon the approval of the Principal the researcher sent a
permission letter for the Grade 11 students of Baggao
National High School as participants in this study.
3. The participants’ responses in the questionnaire were
collated, analyzed, and interpreted using appropriate data
analysis tools.
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DATA ANALYSIS:
CHAPTER 3
RESULTS AND DISCUSSION
RESULTS:
DISCUSSION:
CHAPTER 4
SUMMARY OF FINDINGS, CONCLUSSIONS, AND RECOMMENDATIONS
SUMMARY OF FINDINGS:
CONCLUSSIONS:
RECOMMENDATIONS:
