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

Published: Nov 3, 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:
1. time management
2. self-directed learning
3. academic performance
4. Mathematics
Authors:
1 . WILLIAM JR. GANZON
2 . MA. MELANIE EDIG
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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References

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  3. Ajisuksmo, C. R., & Saputri, G. R. (2017). The influence of attitudes towards mathematics, and metacognitive awareness on mathematics achievements. Creative Education, 8(03), 486.
  4. Alay, S., & Kocak, S. (2002). Validity and reliability of time management questionnaire. Hacettepe Üniversitesi E?itim Fakültesi Dergisi, 22(2), 9-13.
  5. Alotaibi, K. N. (2016). The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of Saudi nursing and medical emergency students. Nurse education today, 36, 249-254.
  6. Alshuaibi, M. S. I., Alshuaibi, A. S. I., Shamsudin, F. M., & Arshad, D. A. (2018). Use of social media, student engagement, and academic performance of business students in Malaysia. International Journal of Educational Management.
  7. Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A., & Bafaraj, S. M. (2021). Impact of time-management on the student’s academic performance: a cross-sectional study. Creative Education, 12(3), 471-485.
  8. Ashcraft, M. H. (2019). Cognitive and Motivational Underpinnings of Mathematical Learning Difficulties: A Discussion International Handbook of Mathematical Learning Difficulties (pp. 505-518): Springer.
  9. Bajracharya, S. (2018). Interpersonal Communication. Retrieved from https://www.businesstopia.net/communication/interpersonal-communication-examples
  10. Baniaga, D. N., Porquerino, C. A., Vidad, L. T., & Subia, G. S. (2018). Steadfastly Dauntless: Excellent Students in the Midst of Challenging Working Environment. International Journal of English Literature and Social Sciences, 3(4), 488-492.
  11. Borowski, T. G. (2018). Relationships among Student Social-Emotional Competence, Academic Performance, and Attendance. University of Illinois at Chicago.
  12. Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20-32.
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  16. Care, E., Azim, F., Beswick, B., Harding, S., Luo, R., Bustos, T., & Cagasan, L. (2015). Large-scale assessments for use in the Philippines.
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  21. Creswell, J. W. (2003). A framework for design. Research design: Qualitative, quantitative, and mixed methods approaches, 9-11.
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  29. Eva, K. W., & Regehr, G. (2011). Exploring the divergence between self-assessment and self-monitoring. Advances in health sciences education, 16(3), 311-329.
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  32. Gayef, A., Tapan, B., & Haydar, S. (2017). Relationship between time management skills and academic achievement of the students in vocational school of health services. Hacettepe Sa?l?k ?daresi Dergisi, 20(2), 219-246.
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