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Vol. 3 No. 1 (2022): November

Time Management And Self-Directed Learning As Predictors Of Academic Performance Of Students In Mathematics

https://doi.org/10.35912/jshe.v3i1.1212
03 Nov 2022

Abstract

Purpose: This study determined the influence of time management and self-directed learning on the academic performance of students in Mathematics.

Methodology: A quantitative research design utilizing descriptive and correlational approaches was employed. 152 Grade 9 respondents were chosen from private schools in Davao City.

Results: The findings indicated that time management is manifested most of the time and self-directed learning is much observed. Moreover, the academic performance in Mathematics is not proficient. Further, time management and self-directed learning were found to have no significant relationship with academic performance in Mathematics. Thus, time management and self-directed learning do not significantly predict academic performance in Mathematics.

Limitations: This study only highlighted 152 students and 4 private schools that were offering blended learning modality.

Contribution: The results and findings of this study can be used as a basis for creating interventions and programs to address problems in academic performance in Mathematics.

Novelty: Most previous studies were conducted in a face-to-face learning modality; however, this study is contextualized in the blending learning modality.

Keywords

time management self-directed learning academic performance Mathematics

How to Cite

GANZON, W. J., & EDIG, M. M. . (2022). Time Management And Self-Directed Learning As Predictors Of Academic Performance Of Students In Mathematics. Journal of Social, Humanity, and Education, 3(1), 57–75. https://doi.org/10.35912/jshe.v3i1.1212

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Authors

1 . WILLIAM JR. GANZON
Public School Teacher, A.L. Navarro National High School, Davao, Philippines
2 . MA. MELANIE EDIG
Associate Professor, Davao Del Norte State College, Davao, Philippines2

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Vol. 3 No. 1 (2022): November
Section: Articles
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