CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
THE IMPACT OF TIME MANAGEMENT ON BLENDED LEARNING
AMONG SENIOR HIGH SCHOOL STUDENTS
A Research Paper
Senior High School
Caraga Regional Science High School
Surigao City
In Partial Fulfillment
of the Requirements for Research 2
Accountancy, Business and Management
by:
Ajoc, Loren Grace M.
Pacot, Ava Mea A.
Saledain, Georgia P.
Grade 12 - Washington Sycip
July 2023
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
APPROVAL SHEET
This research paper entitled, “THE IMPACT OF TIME MANAGEMENT ON
BLENDED LEARNING AMONG SENIOR HIGH SCHOOL STUDENTS”,
prepared and submitted by Loren Grace M. Ajoc, Ava Mea A. Pacot, Georgia P.
Saledain, is hereby recommended for approval.
JEMIMA S. PLAZA
Adviser
Date: _____________
WENEFREDO CORNITA, JR.
Panelist
Date: ______________
_January 17, 2023_
CLAIRE ANGELIE G. OSORIO, MA
Panelist
Date: ______________
_January 17, 2023_
CATALINO A. GESTA
Panel Chair
Date: _______________
January 17, 2023
This research paper is approved in partial fulfillment of the requirements for the
subject Applied Research 2.
LOUREDIL F. LONGOS, MAED
Research Instructor
Date: _____________
NERISSA A. GALVEZ, PhD
Coordinator, Senior High School
Date: _____________
HERMIETTE F. LEROG
Principal IV
Date: _____________
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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ABSTRACT
As many students struggle to cope up with distance learning, majority of them are
struggling due to the lack of proper time management. Since the ability to manage time
effectively is closely associated with academic success, the researchers decided to find
out the impact of time management on students during blended learning. The main
problem of this study is identifying the impact of time management in terms of selfcontrol, prioritization, and organization and the significant relationship between the
impact of time management when grouped according to the profile variables of the
respondents. The researchers used the descriptive research design by using the survey
technique, and recorded the data obtained from the respondents which were senior high
school students of Caraga Regional Science High School. The researchers used the
Pearson Product-Moment Correlation Coefficient as the data analysis tool in determining
the significant relationship between the impact of time management among the
participants and their profile variable. The results showed that there was a strong impact
of time management in terms of self-control, prioritization, and organization. It was also
concluded that there was no significant relationship between the impact of time
management and the profile variable of the respondents in terms of Sex, Strand, and the
Amount of time they spent on studying. Furthermore, the researchers proposed an
intervention program for effective time management for the benefit of students, parents,
teachers, as well as future researchers.
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ACKNOWLEDGEMENT
The researchers would like to express their heartfelt appreciation and gratitude to
the following individuals for their contributions and assistance in the completion of the
study.
To Mrs. Louredil F. Longos, their research instructor, for her diligent direction
and encouragement in carrying out this study. She let the researchers do their own thing
with the paper, but she steered them in the proper way when they needed it.
To Ms. Jemima S. Plaza, their research adviser, for her patience and effort in
examining and rechecking the manuscript, as well as for sharing her recommendations
and constructive criticisms, which were important in completing this study.
To the grammarian, Mrs. Michel D. Galavia, who spent time and effort correcting
the grammar of the study to help it be easier to interpret and comprehend.
To the statistician, Mr. Rednil C. Labi, for his recommendations and assistance in
the analysis and interpretation of the study's data. It is truly helpful for him to devote time
and effort to delivering all necessary facts to the researchers.
To the researcher’s panelist, Mr. Catalino Gesta, Ms. Claire Osorio, and Mr.
Wenefredo Cornita, for assessing and evaluating the researchers' research paper, as well
as providing ideas on how to strengthen the study, which is significant in improving the
overall quality of the research paper.
To the beloved families of the researchers, for their unending financial, emotional,
moral, and spiritual support. Their support is much appreciated, making the hardships of
conducting the study worthwhile. The researchers do not believe they would be able to
overcome the problems encountered during this year's study without their assistance.
Most importantly, the researchers would like to express their heartfelt thanks and
praise to the ever-loving and gracious God, without whose graces and blessings this study
would not have been possible.
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San Juan, Surigao City
TABLE OF CONTENTS
TITLE PAGE
i
APPROVAL SHEET
ii
ABSTRACT
iii
ACKNOWLEDGMENT
iv
TABLE OF CONTENTS
v
LIST OF TABLES
vii
LIST OF FIGURES
viii
Chapter 1 THE PROBLEM AND THE REVIEW OF RELATED LITERATURE
1.1 Background of the study
1
1.2 Review of Related Literature
1
1.3 Conceptual Framework
7
1.4 Problem Statement
9
1.5 Hypothesis
9
1.6 Significance of the Study
10
1.7 Scope and Limitation
10
1.8 Definition of Terms
11
Chapter 2 RESEARCH METHODOLOGY
2.1 Research Design
13
2.2 Research Respondents
13
2.4 Research Instruments
14
2.5 Data Gathering
14
2.6 Data Analysis
14
Chapter 3 RESULTS AND DISCUSSION
3.1 Profile of the respondents
15
3.2 The Impact of Time Management on Blended Learning
16
3.3 Level of Significant Relationship Between the
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San Juan, Surigao City
Impact of Time Management Among the Senior
High School Students When Grouped According to their Profile
3.4 Proposed Intervention Program
19
21
Chapter 4 SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
4.1 Summary of Findings
24
4.2 Conclusion
25
4.3 Recommendation
25
BIBLIOGRAPHY
27
Appendix A LETTER
30
Appendix B SURVEY QUESTIONNAIRE
33
Appendix C CURRICULUM VITAE
35
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
LIST OF TABLES
Table
Page
1
Distribution of Participants
13
2
Profile of the Respondents
15
3
The Impact of Time Management on Blended
Learning
16
4
Level of Significant Relationship Between the
Impact of Time Management Among the Senior
High School Students When Grouped According to their
Profile
5
19
Proposed Intervention Program for Effective
Time Management
22
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San Juan, Surigao City
LIST OF FIGURES
Table
1
Page
Schematic Diagram
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
Chapter 1
THE PROBLEM AND A REVIEW OF RELATED LITERATURE
Time cannot be stopped, slowed down, or speeded up. One cannot reclaim wasted
time, because a day only has so many hours, and those hours are not unlimited. That is
why time management is such an important component of our daily lives, particularly
when it comes to achieving success in all aspects of our life. Successfully managing one's
time makes the difference between success and failure.
A significant importance has been placed on effective and efficient time
management, which is also seen as a crucial component of success. Time management is
regarded as a type of self-management that places a strong focus on time in determining
what activities to do, how to perform them more effectively, when to do them, and when
is the best time to accomplish. However, many individuals regard time management as
the most difficult obstacle when it comes to education. Many students face a significant
difficulty, especially since that many educational institutions have closed and changed to
a different learning modality because of the pandemic. This circumstance has an impact
on the lives of students since it has been showed that students who manage their time
properly may increase their productivity while decreasing stress, but bad time
management leads to stress and poor academic accomplishment.
Thus, the study aims to find the impact of time management on students who are
participating in blended learning. It will specifically seek to identify its impact in terms of
self-control, prioritization, and organization, since these have been identified as the
essential aspects in achieving good time management. Furthermore, this study will give
knowledge and ideas for improved time management strategies that students may apply,
as well as enhance awareness of self-control behavior.
Review of Related Literature
Education has undergone significant changes in recent years as a result of the
rapid rise of covid-19 cases. Students all throughout the world have experienced major
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San Juan, Surigao City
shifts in their learning, and experienced abrupt changes in their study as well as their
personal lives as a whole. The adjustments caused certain difficulties, such as students
cannot be fully supervised by the subject instructor during learning activities at home,
students are late in submitting activities and assignments according to deadlines, and
students are unable to manage online learning time effectively. That is why student needs
time management. Every student can and should learn it since it helps them to manage
their time successfully and efficiently.
Blended Learning
Blended learning is becoming the new normal as schools around the world adapt
in response to COVID-19. Because of developments in digital communication and
network technology, blended learning has been around for a while. It strives to provide
students with the best of both face-to-face and online learning experiences.
The method of integrating both online and in-person learning process is known as
blended learning. Ferlazzo (2020) defines blended learning as a face-to-face training
strategy such as direct instruction or lecture, group discussions, and small-group work are
included, as well as the use of technology to give in-class online learning that students
may perform at home if they have access to the necessary technology. For Kolinski
(2022), it as a learning style that blends instructor-led brick-and-mortar classroom
instruction with online learning activities, in which teachers use technology to enhance
the learning experience and expand learning experience of certain topics.
A blended learning strategy combines the best features of in-person and online
training. This benefits both instructors and students in a variety of ways, including
providing equal opportunity for students to succeed in a partially online setting and can
enhance student engagement. Furthermore, students and teachers can benefit from a
single location to obtain instructional resources. It also provides more cost-effective
alternatives because less classroom and school resources are required if students learn
from home part-time. Teachers may save time and money by not printing numerous
copies, and students can study learning materials at their own pace. (Garment, 2022).
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Blended learning has shown promise in doing what it set out to do; to educate
students in ways that suit their learning style (Turpin, 2018). According to the National
Education Association (2017), students are given the opportunity to approach knowledge
individually and understand it in the ways that they learn best. It accommodates different
student learning styles while also providing an accurate evaluation of student knowledge
and comprehension, opportunities for individuals or collaborative group learning, and a
longer amount of time in responding to an authentic learning inquiry.
Time Management
Time is endless, and the time consumed by everyone can never be retrieved. Time
may seem to flow constantly, but as it is spent on certain activities, some may find it not
enough to finish the things to be done in a day (Carroll, 2015).
Time management is defined as behaviors that aim in achieving an effective use
of time while performing certain goal-directed activities (Claessens, 2017). Conceptually,
time management is a set of habits or learnable behaviors that may be acquired through
increased knowledge, training or deliberate practice. It could have some benefits
including reduced procrastination, gain more control, less stressed, complete more tasks,
have more free time, and are more likely to receive a good mark for creating high-quality
output or responses to activities (McCann, 2015).
In literature, there are studies conducted on university students with the aim to
determine factors affecting time management skills and academic achievement of
students. In a study conducted by Agormedah, Amoah, amd Acheampong (2021) entitled
"Assessment of Time Management Practices and Students' Academic Achievement: The
Moderating Role of Gender," it indicated that college students' time management
behaviors and abilities were not sensitive to their gender. This implies that students'
gender has no relationship on the impact of different time management techniques, and it
also mean that male and female students have equivalent time management behaviors.
In a study conducted by Trueman (2016) on 293 students it is determined that,
female students have more effective time management skills than males. Students older
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than 25 years have more effective time management skills than the students younger than
21 years and the students between the ages of 21-25; age variable is effective, even
though it is little, to predict academic achievement.
In another study conducted by Twehues (2015), finding revealed that there is a
relationship between time spent studying and time management. In her study, her
findings revealed that students with greater study time have a better amount of perceived
control over their time. Increased discipline in students' everyday routines raises their
overall awareness. As a result, they can accomplish things on time and maintain a sense
of balance.
Managing ones’ time is a vital skill for students to have since it allows them to
manage their time successfully and efficiently. For example, students participating on
blended learning can study at any time of day based on their schedule, and in this case,
time management is necessary. They must arrange their everyday schedules in order to
avoid accumulating tasks and activities, and there is no need to study for an extended
period of time, protecting the students physical and mental health (Choi, 2018).
Time management not only helps individuals in making the greatest use of their
time but also ensures that activities are completed within the time range specified. There
are several time management techniques and approaches, but to achieve good time
management, one must be able to have self-control, prioritization, and organizational
approaches (Juneja, 2022).
Self-Control
Self-control is a cognitive process that allows individuals to control their behavior
in pursuit of personal goals. This advanced executive process enables people to inhibit
impulsive behavior reactions in favor of more suitable, context-specific behavior (Miller,
2020). It comes in many levels, and is seldom wholly lacking in anyone, yet it appears to
be the most significant of all the strategies responsible for good time management.
Without self-control, one cannot successfully plan, attain goals, resist distractions, focus
on priorities, say no when necessary, and so on. One will never be able to efficiently
manage their time until they improve their self-control (Taylor, 2019). People would also
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
frequently fail to behave in accordance with their aims and would succumb to the appeal
of temptations, even in the face of negative long-term consequences (Ghoniem &
Hofmann 2015).
People with better time management skills, however, tend to have higher selfcontrol, which means that they are able to control and refrain from acting on impulses.
Moreover, people who are better at managing their time also tend to be high in selfefficacy, which is their belief in their ability to handle challenges and complete tasks
successfully (Kaminske, 2020).
Prioritization
Prioritization is important because it enables one to concentrate their efforts on
things that are vital and urgent so that they may subsequently focus on tasks that are
a lesser priority. It involves categorizing a set of activities or items that must be
performed and ordering them according to several factors such as its importance, whether
it is time sensitive, and how long it takes to complete each one. This helps in determining
what should be prioritized to maximize productivity and accomplish more (Nguyen,
2021).
Utilizing prioritization improves the quality of the work. When adequate time and
attention are given, it yields efficacy. When one understands the importance of a task,
time and attention become a priority, improving the workflow, which is necessary to
finish the duties on time and without obstacles or distractions. Prioritization also aids in
avoiding stress, anxiety, physical exhaustion, and mental breakdowns (Tumanishvili,
2022).
Furthermore, according to the study conducted by Cyril (2015), good time
management skills stem from the issue of prioritizing an individual’s time effectively. It
is quite beneficial in a student’s hectic schedule. It guarantees that students be properly
prepared, organized, and focused to manage their everyday life and finish academic work
on time. As a result, success in a student’s life improves.
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Organization
Being organized is especially essential for students since it teaches them how to
prioritize tasks, create and achieve goals, and reduce stress. Good organizing skills make
it simpler to interact with others and increases efficiency and productivity (Henriksen,
2020). Students with organizational skills can follow instructions, manage their time, set
objectives, prioritize tasks, and make action plans. These allow students to find their
resources, complete assignments on time, and keep organized study notes (Elkas, 2022).
Furthermore, one of the most important aspects of organization is planning.
Planning allows one to live a more organized life. It allows individuals to arrange their
educational, professional, and personal lives, balancing the requirement to finish
tasks while maintaining control over day-to-day activities (Hoost, 2020). Moreover,
according to Unterzuber (2018), planning organizes daily tasks and activities thus helping
individuals feel more in control and grounded. Having a clear overview of their
completed and unfinished tasks helps them feel more organized and mentally focused.
The Importance of Time Management for Students
Students have highly busy and stressful lives since they attend classes, do
homework, and study for examinations. They have their own daily routines and lifestyles
that are required for balancing academics and extracurricular activities. According to
Gayef, Tapan, and Sur (2017) findings in their study, many students struggle with time
management when they graduate from high school to college. Most students waste time
inadvertently, and the major problem that causes loss of time stems not from the diverse
subjects they study or the academic track they chose, but from not managing their time
effectively.
Finding time to complete everything at once may be difficult and daunting.
Students that struggle to transition to a new learning environment, particularly in blended
learning, typically perform poorly academically. They struggle with the lack of a support
structure that includes mentors, supervisors, parents, relatives, and instructors
(Mallinckrodt, 2018). This is when time management comes into play. Time management
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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is an essential skill for all people. When they do not manage their time well, their
productivity decreases, and their stress levels rise. Time management is essential to avoid
encountering such problems. Thus, students should improve their time management skills
by increasing their awareness of their attitudes, planning, thinking, and behaviors about
time management and how time management affects academic performance. Students
should be conscious of time waste and take responsibility for better time management.
Conceptual Framework
The current study is anchored upon Ahmad, Batool, and Ch's 2019 paper "Path
Relationship of Time Management and Academic Achievement of Students in Distance
Learning Institutions." According to them, time management is important in enhancing
learners' performance and successes. It is a talent to manage time, and every student
should be familiar with and command of this skill in order to get better outcomes. As a
result, a student can indeed succeed if he or she has the capacity to manage their time
effectively. As per the findings, there was a clear positive association between time
management and academic accomplishment of distant learning students. This substantial
association demonstrates that students' learning abilities are influenced by their time
management skills. They may maximize their learning by managing their time effectively
and efficiently. If they manage their time well, they will be able to attain their goals and
do better in school.
The conceptual model shows the flow of the study along with the factors that
affect the outcome of the study. The variables considered in the participants' profiles were
considered because they served as the foundation for determining whether there is a
relationship between these, and the impact of time management. The profile variables in
the first box include Sex, Strand, and Amount of time spent studying (per hour).
Furthermore, the
second
box
includes
Self-control, Prioritization,
and
Organization, which are the factors impacting time management as perceived by the
respondents. This, as well as the first box which contains the profile variables, are used
for finding out if there is a significant relationship between the impact of time
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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management when grouped according to the profile of the participants. After determining
this, the researchers will use the data as a basis to make the proposed intervention
program for effective time management.
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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Profile Variable:
• Sex
• Strand
• Amount of
time spent
studying (per
hour)
Factors Impacting
Time Management
among Senior High
School Students
during Blended
Learning:
• Self - Control
• Prioritization
• Organization
Figure 1. Schematic Diagram
Proposed
Intervention
Program
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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Statement of the Problem
The study's problems are sought to determine the impact of time management on
blended learning among senior high school students. Specifically, it sought to answer the
following questions:
1. What is the profile of the participants in terms of:
1.1 sex;
1.2 strand;
1.3 amount of time spent studying (per hour)?
2. What is the impact of time management on blended learning as perceived by the
respondents in terms of:
2.1 self-control;
2.2 prioritization;
2.3 organization?
3. Is there a significant relationship between the impact of time management among
the respondents when grouped according to their profile?
4. What is the proposed recommendation, based on the study’s findings, to increase
the frequency with which participants use time management?
Hypothesis
Ho: There is no significant relationship between the impact of time management
among the participants and their profile variable.
Significance of the Study
This study hopes to establish an understanding about the impact of time
management on blended learning among Senior High School students and encourage
them to utilize this skill to further improve their academic performance. Furthermore, this
study will be contributed to the following:
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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Teachers - This study would also help teachers understand why their students are not
coping with time management. It will also inspire them to use this expertise in the job to
perform better and more efficiently.
Parents - This study will help parents teach their children how to manage their time
properly and efficiently. It will raise awareness among parents, encouraging them to help
their children be more productive at school and at home.
Senior High School Students - This study will assist students, particularly Senior High
students, in broadening their understanding of the impact of time management and using
it not only in their academics, but also in their daily life, in order to enhance their
performance and achieve success.
Future Researchers - This study would also benefit future researchers. The concepts
offered here might be utilized as reference data in future study or to assess the validity of
other relevant findings. This study will also act as a cross-reference for them, providing a
backdrop or summary of the research on the impact of time management on blended
learning among senior high school students.
Scope and Limitations
The primary focus of this study is on determining the impact of time management
on blended learning among senior high school students of Caraga Regional Science High
School for the school year 2022 - 2023. The study's participants are grade 11 and grade
12 senior high school students with ages ranging from 16 - 18 years old.
Definition of Terms
• Academic. It is the school subjects that students’ study.
• Capacity. It is how to the students' ability to manage their schoolwork.
• Importance. It is the worth of their time as well as their academics.
• Management. It is the act of deciding how they will spend their time.
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• Organization. It is the act of allocating tasks and activities in an organized manner.
• Participants. It is the senior high school students of Caraga Regional Science High
School.
• Prioritization. It is the ranking of a group of tasks in terms of their importance or
urgency.
• Self-Control. It is the ability of students to manage their behavior over distractions.
• Skill. It is their capacity to manage their time while still improving their academic
achievement at school.
• Struggle. It is if they're having trouble dealing with or coping with a certain
subject.
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Chapter 2
RESEARCH METHODOLOGY
This chapter discusses the research design, participants, instruments, data
collection technique, and statistical tools that will be used in the study.
Research Design
The research design that was employed on the study was the descriptive research
design and has utilized the survey method. The survey method was used by the
researchers to have a better understanding of the impact of time management on senior
high school students. This are a sequence of ordered questions, with each inquiry
designed to extract a certain piece of information about the study. Furthermore, the
researchers kept the survey short and to the point to prevent the possibility of participants
losing interest and opting out or responding with anything to finish it faster,
compromising the validity or accuracy of the results.
Respondents
The study's participants are the senior high school students from Caraga Regional
Science High School in Surigao City. The researchers picked the participants for the
study in each section using a simple random sampling method.
Grade Level
N
n
%
11
225
108
48%
12
245
108
44%
TOTAL
470
216
92%
Table 1. Distribution of Participants
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Instrument
In the study, the researchers used a questionnaire that was conducted face-to-face
to gather data. The questionnaire is in regard with how time management impacts the
students during blended learning. This questionnaire was employed to collect information
for the study. The created questionnaire is made up of two parts. The first section
contains the respondents' demographic profile, while the second section uses the 4-point
Likert Scale to ask questions factors impacting time management.
Data Gathering Procedure
The survey questionnaire was administered face-to-face by the researchers. The
printed questionnaire was provided to the grade 11 and grade 12 senior high school
participants for the study by the said schedule to survey in a specific strand. The
researchers then collected the results and subsequently gathered and analyzed the data
using statistical methods.
Data Analysis
The following are the statistical tool for data analysis that are used for the study:
Frequency Count and Percentage. This tool was used to find out the number and
percentage of the participant’s demographic profile.
Mean and Standard Deviation. This tool was used to describe the impact of time
management on senior high school students.
Pearson Product-Moment Correlation Coefficient. This tool was used to
determine the significant relationship between the impact of time management among the
participants and their profile variable in terms of sex, strand, and the amount of time
spent studying per hour.
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Chapter 3
RESULTS AND DISCUSSION
This chapter presents the results, analysis, and interpretation of data.
Profile of the Respondents
Table 2 illustrates the demographic profile of the respondents as to Sex, Strand,
and the Amount of Time spent studying per day.
Table 2. Profile of the Respondents
Profile
f
%
Male
75
34.7
Female
141
65.3
ABM
36
16.7
STEM
144
66.7
HUMSS
36
16.7
Less than 1 hour
18
8.3
1 – 2 hours
98
45.4
3 – 5 hours
83
38.4
More than 5 hours
17
7.9
216
100
Sex
Strand
Amount of time spent studying (per day)
TOTAL
Table 2 illustrates the demographic profile of the respondents, including their sex,
strand, and amount of time spent studying per day. For sex, 75 (34.7%) of the 216 total
respondents investigated in the study were males, while 141 (65.3%) were females, as
shown in table 1. It can be seen that the majority of responders were females.
Also, in terms of the respondents’ Academic Strand, out of 216 participants, 144
(66.75%) were from STEM, 36 (16.7%) from ABM, and 36 (16.7%) from HUMMS.
Table 2 also illustrates that 98 (45.4%), or the majority of students, chose to study
for 1-2 hours each day. 83 (38.4%) selected 3 - 5 hours, 18 (8.3%) preferred less than an
hour, and just 17 (7.9%) preferred more than 5 hours.
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Table 3. The Impact of Time Management on Blended Learning
Indicators
Self – Control
1. I tend to delay/postpone my activities in school.
2. I get distracted easily.
3. I tend to procrastinate since I work better under pressure.
4. I can manage stress when handling multiple conflicting
activities.
5. I am good at resisting distractions (Noise, Using gadgets
for unimportant things, TV drama’s/movies, etc.)
6. I limit using gadgets while studying or answering modules
unless needed to.
Average
Prioritization
1. I do today what need to be done today.
2. I can meet the deadline for any activities given.
3. I balance between my private and study time.
4. I accomplish what I must do at the time because it is
confusing to think about tomorrow or next week.
5. I make a study plan for every subject, and I follow them.
6. I make sure that I study efficiently and in timely manner.
Average
Organization
1. My study place is clear of clutter, visual and noise
distraction.
2. I have a clear established plan for each week’s task.
3. I spend my time wisely and avoid distractions.
4. I can make a list of to do things, but I find it difficult to
decide of what to do first.
5. I file things for future reference but later forget to refer on
them.
6. I make sure to list and prepare all the activities before the
due date.
Average
M
SD
VI
QD
2.80
3.20
3.00
0.76
0.68
0.78
Sometimes
Sometimes
Sometimes
SI
SI
SI
2.84
0.71
Sometimes
SI
2.58
0.76
Sometimes
SI
2.96
0.78
Sometimes
SI
2.89
0.75
Sometime
s
SI
3.33
0.60
Always
VSI
3.48
3.25
0.55
0.70
Always
Always
VSI
VSI
3.28
0.70
Always
VSI
2.86
0.80
Sometimes
SI
3.15
0.65
SI
3.23
0.66
Sometimes
Sometime
s
3.05
0.75
Sometimes
SI
2.95
2.98
3.16
0.66
0.64
0.69
Sometimes
Sometimes
Sometimes
SI
SI
3.18
0.63
Sometimes
SI
3.30
0.63
Always
VSI
3.10
0.66
Sometime
s
SI
SI
SI
Legend:
Scale
4
Parameter
3.25 – 4.00
Verbal Interpretation
Qualitative Description
Always
Very Strong Impact (VSI)
3
2.50 – 3.24
Sometimes
Strong Impact (SI)
2
1.75 – 2.49
Rarely
Low Impact (LI)
1
1.00 – 1.74
Never
No Impact (NI)
Self-Control
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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In terms of self-control, the results revealed that indicator 2 “I get easily
distracted.” gathered the highest mean (M=3.20, SD=0.68) among its other indicators.
This finding revealed that time management has a strong impact on this indicator. This
means that students were ineffective in controlling their time. It may be challenging to
maintain self-control when there are so many distractions around. Academic activities are
important to the students' future goals, but they are less fun and intrinsically gratifying
than everything else they do, which is why they are easily swayed by distractions in their
surroundings. Without self-control, people would frequently fail to behave in accordance
with their aims and would succumb to the appeal of temptations, even in the face of
negative long-term consequences. This is demonstrated by Ghoniem and Hofmann
(2015) study about how and why some people are better at controlling themselves.
On the other side, the results revealed that the indicator with the lowest mean is
indicator 5 “I am good at resisting distractions (Noise, Using gadgets for unimportant
things, TV drama’s/movies, etc.).” indicating that students are not very adept at resisting
distractions such as noise, using gadgets for unimportant purposes, or watching TV
dramas/movies (M=2.58, SD=0.76). This result shows that time management has a strong
impact on students who do not effectively apply this skill. This means that practicing
time management on oneself is important if one wants to have more self-control.
Individuals with better time management, according to Kaminske (2022), tend to have
higher self-control, indicating that they can restrict and avoid acting on temptations or
distractions. Although it may be challenging to establish self-control, students may
employ time management in a variety of methods and techniques. Students with more
self-control are less stressed, complete more tasks, have more free time, and are more
likely to receive a good mark for creating high-quality output or responses to activities
(McCann, 2015)
Prioritization
In terms of prioritization, the result showed that indicator 2 “I can meet the
deadline for any activities given.” had the highest mean of 3.48 and with a SD of 0.55.
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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This indicates that time management has a very strong impact on the students. The result
supports the study of Cyril (2015), who stressed the importance of time management
especially during a student’s hectic schedule, in which it guarantees that students are
adequately prepared, organized, and focused in order to finish their academic work on
time. Furthermore, according to Tumanishvili (2022) prioritization improves the quality
of the work. When adequate time and attention are given, it yields efficacy. When one
understands the importance of a task, time and attention become a priority, improving the
workflow, which is necessary to finish the duties on time and without obstacles or
distractions. Prioritization also aids in avoiding stress, anxiety, physical exhaustion, and
mental breakdowns.
On the other hand, indicator 5 “I make a study plan for every subject, and I follow
them.” has the lowest mean (M= 2.86, SD=0.80). This means that students do not have a
study plan for each subject, and they don’t follow them. The finding showed that time
management has a strong impact on this indication, implying that the majority of students
either do not have an organized study plan or do not adhere to it seriously, causing their
performance to decline and perhaps receiving a failing grade. These findings confirm
Choi’s (2018) study that time management is essential since students must organize their
daily schedules if given that they can study at any time of the day. If they do, answering
modules or tasks will not accumulate, and there is no need to study for an extended
period of time, protecting the students' physical and mental health.
Organization
The indicator with the greatest mean (M=3.30, SD=0.63), as per organization, is
indicator 6 “I make sure to list and prepare all the activities before the due date.”, which
indicate that time management has a very strong impact. This means that employing time
management gives an individual an organizational skill. This finding is consistent with
Elka’s (2022) article, which outlines that students with organizational skills can follow
instructions, manage their time, set objectives, prioritize tasks, and make action plans.
These allow students to find their resources, complete assignments on time, and keep
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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organized study notes. Furthermore, it allows individuals to arrange their educational,
professional, and personal lives, balancing the requirement to finish tasks while
maintaining control over day-to-day activities (Hoost, 2020).
On the other hand, the result showed that the lowest mean is Indicator 2 “I have a
clear established plan for each week’s task”, which states that students have a clear
established plan for each week's task (M=2.95, SD=0.66). This revealed that time
management has a strong impact towards this indicator. This suggests that students tend
to have a plan to have a clear overview for the tasks they should work on. This finding
confirms the article of Unterzuber (2018), which states having a plan to organize daily
tasks and activities can help individuals feel more in control and grounded. Having a
clear overview of their completed and unfinished tasks helps them feel more organized
and mentally focused.
Table 4. Level of Significant Relationship Between the Impact of Time Management
Among the Senior High School Students of Caraga Regional Science High School
When Grouped According to their Profile
Profile
Dependent
r - value
p - value
Interpretation
Decision on HO
Self–Control
.010
.882
Not Significant
Not Rejected
Prioritization
-.009
.897
Not Significant
Not Rejected
Organization
-.023
.740
Not Significant
Not Rejected
Self–Control
-.069
.314
Not Significant
Not Rejected
Prioritization
.003
.967
Not Significant
Not Rejected
Organization
-.054
.428
Not Significant
Not Rejected
Self–Control
.063
.361
Not Significant
Not Rejected
Spent
Prioritization
.062
.364
Not Significant
Not Rejected
Studying
Organization
.036
.597
Not Significant
Not Rejected
Sex
Strand
Amount
of Time
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(per
hour)
Table 4 reveals the level of significant relationship between the impact of time
management among senior high school students of Caraga Regional Science High School
when grouped by their profile. The r–value represents the Pearson product-moment
correlation coefficient and the p–value signifies the level of significant relationship.
When they are grouped by sex (self–control: r–value=0.010 & p–value=0.882;
prioritization: r–value=-0.009 & p–value=0.897; organization: r–value=-0.023 & p–
value=0.740). As a result of the computation, it appears that the level of preference is
greater than the required level of significance at 0.05. The null hypothesis in this variable
is accepted, and it reveals that there is no significant relationship between the impact of
time management among senior high school students of Caraga Regional Science High
School when grouped by their sex. This result is presented in the study conducted by
Agormedah, Amoah, amd Acheampong (2021) entitled "Assessment of Time
Management Practices and Students' Academic Achievement: The Moderating Role of
Gender," indicated that college students' time management behaviors and abilities were
not sensitive to their gender. This implies that students' gender has no relationship on the
impact of different time management techniques, and it also mean that male and
female students have equivalent time management behaviors.
When they are grouped by strand (self–control: r–value=-0.069 & p–value=0.314;
prioritization: r–value=0.003 & p–value=0.967; organization: r–value=-0.054 & p–
value=0.428). The computation reveals that the level of preference exceeds the necessary
standard of significance at 0.05. When senior high school students are grouped by their
strand, the null hypothesis for these variables is accepted, and this finding shows that
there is no significant relationship between the impact of time management on those
students. This means that whether the respondents’ strands are STEM, ABM, or HUMSS,
it does not have any relationship towards the impact of time management. According to
Gayef, Tapan, and Sur (2017) findings in their study, many students struggle with time
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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management when they graduate from high school to college. Most students waste time
inadvertently, and the major problem that causes loss of time stems not from the diverse
subjects they study or the academic track they chose, but from not managing their time
effectively. That is why students should make effective use of their time by preparing
ahead of time, determining their study time and not postponing it, and maintaining
discipline in this regard. This is due to the fact that time management is essential for
academic success.
When they are classified by the amount of time spent studying (per hour), the
correlations between self-control, prioritization, and organizational skills (r–value=0.063
& p–value=0.361; r–value=0.062 & p–value=0.364; and r–value=0.036 & p–
value=0.597, respectively). It appears from the computation that the level of preference
exceeds the necessary threshold of significance at 0.05. When senior high school students
are categorized by how much time they spent studying, the null hypothesis for these
variables is accepted, and it shows that there is no significant relationship between the
impact of time management on these students. This result implies that regardless of how
long they study, it does not associate to the impact of time management in terms of selfcontrol, prioritization, and organization. This finding disproves Twehues (2015) finding
in her study that there is a relationship between time spent studying and time
management. In her study, her findings revealed that students with greater study time
have a better amount of perceived control over their time. Increased discipline in
students' everyday routines raises their overall awareness. As a result, they can
accomplish things on time and maintain a sense of balance.
PROPOSED INTERVENTION PROGRAM FOR EFFECTIVE TIME
MANAGEMENT
The program outline for the proposed program for effective time management is
shown in the table below. The researchers have planned to create a piece of work that
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
addresses time management strategies and how to effectively use their time in finishing a
task.
Objectives
Activities
Time
Frame
Persons
Involved
Expected
Outcome
To prepare an
individual to use
A seminar on how to
their time and
use SMART goals to
resources
improve time
productively
management skills. It is
Student
when beginning
an excellent approach
20 - 30 participants
and finishing a
to provide structure to minutes
and
task
that
is
students' plans since it
Teachers
specific,
clarifies goals and
measurable,
follows the format to
attainable,
achieve them on time.
relevant,
and
time bound.
Students will be
able to set SMART
objectives for time
management. They
will be able to
develop their time
management
abilities and
recognize which
areas need work
and focus on fixing
them.
• A seminar in which
participants learn
• To increase
about self-control,
self-control
it’s important, and
and improve
how they can
their decisionimprove their
making skills
decision-making
so that they lay
abilities.
less focus on
immediate
• Games focusing on
gratification
self-control will also
and more
be included,
attention on the
increasing the
long-term
likelihood that
implications of
students will
their decisions.
appreciate the value
of self-control.
Students will learn
how to effectively
manage their study
time while coping
with different
distractions.
Student
1 hour
participants
and 30
and
minutes
Teachers
Based on the findings, the researchers will create and implement the following in
order to help students who are struggling and unable to utilize time management skill:
Seminar – This seminar will tackle different techniques that will measure the student's
progress throughout the objective to decide whether they reach their aim. It includes
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
motivational speakers that encourage students to be more productive and efficient. To
teach students how to use their time and resources wisely while starting and finishing a
task, and the importance of how they can integrate better self-control.
Games - This interactive game promotes effective self-control. Students will benefit from
this since playing facilitates self-regulation process. This strategy will help students to
achieve better self-control and will be able to practice better time management.
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and the
recommendations based on the results presented in the previous chapter.
Summary of Findings
This study was designed to determine the impact of time management to senior
high school students of Caraga Regional Science High School during blended learning.
The researchers used quantitative descriptive research through the means of survey
method. From this, it aimed to seek answers to the following questions: the demographic
profile of the participants in terms of Sex, Strand, and on the Number of hours they spent
on studying per hour; the impact of time management on blended learning in terms of
Self-Control, Prioritization, and Organization and whether there is a significant
relationship between the impact of time management among the respondents when
grouped according to their profile.
The following results were found in this study:
1. Majority of those who responded are females. In terms of their strand, most of the
students who responded to the survey were from the STEM strand. And in terms
of how much time was spent on studying, the majority of the respondents spent 12 hours each day studying.
2. According to the data presented in table 3, time management has a strong impact
on blended learning in terms of Self-Control, Prioritization, and Organization.
The prioritization factor had the highest mean (M=3.23), followed by the
organization factor (M=3.10), and lastly the self-control factor (M=2.89).
3. According to the findings presented in table 4, there was no significant
relationship between the impact of time management among respondents when
they were grouped according to their sex, strand, and amount of time spent on
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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studying, with p-values greater than 0.05 level of significance, indicating that
there is insufficient evidence to reject the null hypothesis.
4. Based on the study’s findings, the proposed recommendations would be
implementing effective practices for self-control and joining on programs, lives,
or podcast in which it tackles about managing one’s time effectively or focusing
how to avoid distractions by having high self-control.
Conclusions
Based on the findings above, the following conclusions are drawn:
1. There is a strong impact of time management on blended learning in terms of
Self-Control, Prioritization, and Organization.
2. The null hypothesis is accepted between the impact of time management among
the participants and their profile variable.
3. A time management program must be integrated to assist students in
implementing good time management and reducing their procrastinating
tendency.
Recommendations
Guided by the findings and conclusions in this study, the following are
recommended by the researchers:
1. Teachers - Teachers should teach learners efficient time management
skills and stimulate their interest by assigning homework, conducting
seminars on time management, and so on. Teachers must teach students
how to create a daily to-do list and plan and execute the most important
tasks in the shortest amount of time.
2. Parents - Teacher meetings should be held on a regular basis to
comprehend the student's progress toward education throughout time,
which will assist in identifying the areas of improvement needed for
students in education.
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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3. Students - Students should enhance their time management abilities by
being more aware of their attitudes, planning, thinking, and actions about
time management, as well as how time management influences academic
success. The researchers would also recommend students to employ the
Pomodoro Technique and the Eisenhower Matrix, which have been shown
to be effective methods for increasing productivity and time management.
4. Future Researchers - We advise that future researchers conduct research
on the practices that have the huge influence on their time and how their
time management affects their academic accomplishment.
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BIBLIOGRAPHY
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International
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Carroll, R. (2015). Time management: The secrets of time management, how to beat
procrastination, manage your daily schedule & be more productive for life.
https://www.scribd.com/book/254583090
Choi, T. (2018). Priority setting in higher education research using a mixed methods
approach. Taylor & Francis. https://www.tandfonline.com/doi/a journalcher20
Claessens, B. (2017). A review of the time management literature. Personnel review.
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Cyril, V. (2015). Time Management and Academic Achievement of Higher Secondary
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https://files.eric.ed.gov/fulltext/EJ1097402
Elkas, H. (2022). The Importance of Teaching Children Organizational Skills. Académie
Marie-Claire. https://amcca.ca/the-importance-of-teaching-children-organizational
skills/?lang=en
Ferlazzo, L. (2020). Blended Learning in the Age of COVID-19 (Opinion). Education
Week.https://www.edweek.org/teaching-learning/opinion-blended-learning-in-the
age-of-covid-19/2020/08
Garment, V. (2022). What Is a Blended Learning Approach? Parallels Remote
Application Server Blog - Application Virtualization, Mobility and VDI.
https://www.parallels.com/blogs/ras/what-is-a-blended-learning-approach/
Gayef, A., Tapan, B., & Sur, H. (2017). Relationship Between Time Management Skills
and Academic Achievement of The Students in Vocational School of Health
Services. International Journal of Social Sciences & Educational Studies.
https://dergipark.org.tr/tr/download/article-file/551899
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Ghoniem, A., & Hofmann, W. (2015). Yielding to temptation: How and why some
people are better at controlling themselves | In-Mind. Inquisitive Mind.
https://www.in-mind.org/article/yielding-to-temptation-how-and-why-somepeople
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Henriksen, T. (2020). Life skills 101: Being organized leads to success. SKOOLER.
https://skooler.com/life-skills-101-being-organized-leads-to-success/
Hoost, R. (2020, December 13). Planning is key. Ebenezer Community College.
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Juneja,
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(2022).
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Kaminske, A. N. (2020). Time Management: What is it, who has it, and can you improve
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Kolinski, H. (2022, November 25). What Is Blended Learning? Explore the eLearning
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McCann, T.H. (2015). Time Management Test of a Process Model. Journal of Applied
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K.
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Taylor, H. (2019). Self-control: the key to successful time management. Taylor in Time.
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APENDIX A
LETTER
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San Juan, Surigao City
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San Juan, Surigao City
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
APPENDIX B
SURVEY QUESTIONNAIRE
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
APPENDIX C
CURRICULUM VITAE
PERSONAL DATA
Name: Loren Grace M. Ajoc
Birthdate: January 25, 2004
Age: 18
Address: Purok 6, Brgy. Bad-as, Placer
Father’s Name: Angelito S. Ajoc
Mother’s Name: Agnes M. Ajoc
Contact No.: 09196479113
EDUCATIONAL BACKGROUND:
Senior High School: Caraga Regional Science High School
Purok 10, Brgy. San Juan, Surigao City
Junior High School: Saint Paul University Surigao
Brgy. Luna, National Highway, Surigao City
Elementary: Bad-As Elementary School
Bad-as, Placer
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
PERSONAL DATA
Name: Ava Mea A. Pacot
Birthdate: January 11, 2005
Age: 17
Address: Kinabutan, Purok 2, Brgy. Rizal, Surigao City
Father’s Name: Menadro S. Pacot
Mother’s Name: Ava A. Pacot
Contact No.: 09092722436
EDUCATIONAL BACKGROUND:
Senior High School: Caraga Regional Science High School
Purok 10, Brgy. San Juan, Surigao City
Junior High School: Caraga Regional Science High School
Purok 10, Brgy. San Juan, Surigao City
Elementary: Surigao City Pilot School (SCPS)
Narciso St. Surigao City
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CARAGA REGIONAL SCIENCE HIGH SCHOOL
San Juan, Surigao City
PERSONAL DATA
Name: Georgia P. Saledain
Birthdate: July 20, 2004
Age: 18
Address: Espina Street, Purok Cadena De Amor, Brgy. Taft, Surigao City
Father’s Name: Jeorge C. Saledain
Mother’s Name: Marick O. Padilla
Contact No,: 09703571046
EDUCATIONAL BACKGROUND:
Senior High School: Caraga Regional Science High School
Purok 10, Brgy. San Juan, Surigao City
Junior High School: Surigao del Norte National High School (SNNHS)
Penaranda Street, Surigao City
Elementary: Mariano Espina Memorial Central Elementary School (MEMCES)
Navarro Street, Brgy. Taft, Surigao City