CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter illustrates and concentrates the overall explanation, which
includes the study's summary findings, conclusion, and recommendations based on
the data collected, presented, analyzed, and obtained by the researchers from their
respondents in the previous chapter.
Summary
This study aims to determine the relationship between time management
and academic performance among senior high school students. Employing a
correlational research design, the study gathered data through a structured survey
questionnaire to assess the students’ time management practices and their
corresponding academic performance, measured through their general average.
The results revealed that students generally demonstrated a moderate level of
time management, as indicated by a weighted mean of 3.52. While several
respondents agreed that they practiced effective strategies such as goal setting, task
prioritization, and scheduling, the majority rated themselves as neutral, suggesting
inconsistencies in maintaining effective time management habits.
Furthermore, the correlation analysis (r = -0.081, p = 0.425) indicated no
significant relationship between time management and academic performance. This
finding implies that students’ academic outcomes are not directly affected by their
time management skills. Factors such as study habits, motivation, and learning
environment may exert a greater influence on academic achievement.
Conclusion
The findings of the study revealed that senior high school students generally
exhibit a moderate level of time management skills. While many students set goals,
make to-do lists, and prioritize their tasks, a large portion remain neutral in their
responses, indicating that they are aware of effective time management strategies but
struggle with consistent application. This suggests that students tend to manage their
time adequately but still experience challenges such as procrastination, difficulty
adhering to schedules, and balancing academic and personal responsibilities.
Moreover, the results of the correlation analysis showed no significant
relationship between time management and academic performance. This implies that
students’ academic achievement, as reflected by their general average, is not directly
influenced by how they manage their time. Therefore, time management alone may
not be a strong determinant of academic success. Other factors such as motivation,
learning environment, study habits, and personal discipline may have a greater impact
on students’ overall academic performance.
Recommendation
Based on the findings and conclusion of the study, it is recommended that
students enhance their time management skills through consistent practice and self-
discipline. They should be encouraged to set realistic goals, create effective study
schedules, and adhere to them regularly. Schools may conduct seminars or workshops
focused on time management, study habits, and self-regulation to help students
develop strategies that promote both productivity and academic success.
Furthermore, teachers and school administrators should provide guidance and
support in helping students balance their academic responsibilities with personal
activities. Integrating time management and organizational skills into the curriculum
or advisory programs may help strengthen students’ awareness and application of
these skills. Future researchers are also encouraged to explore other factors—such as
motivation, learning styles, and study environments—that may significantly influence
academic performance, providing a broader understanding of students’ academic
behaviors and outcomes.
