Time Management Thesis

Time Management skills and Its Relation to Students' Academic Performance.
By
Chen, Irvin Hudson C.

Lobendino, John Manuel R.
Medina, Jhagat P.
Natuel, Ysmael V.
Parreño, Carl Kevin
A THESIS
Submitted to
The Faculty of Psychology
Adamson University, Manila
In partial fulfillment of the requirements
For the degree
BACHELOR OF SCIENCE IN PSYCHOLOGY
Department of Psychology
2019
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ABSTRACT
The main aim of the study is to know whether the use of effective time management skill has an
impact to academic performance to the college students, academic performance which will reflect on
their G.P.A. The researchers would also like to know if time management is a very effective practice in
dealing with time management issues and academic difficulties that causes students to slow down
instead of performing better. The purpose of the study is to help college student develop their time
management skill in order to help them be an academic achiever. A purposive sampling of 222 college
students of Adamson university in any year-level and in any courses are the sources of data used.
Instrument of the study is the adapted Time Management Questionnaire (TMQ) from Britton and
Tesser to measure time management behavior and Academic performance that can be gathered through
students' G.P.A. The result of the study showed that there is a significant difference between time
management skill and academic performance. The findings of the study show that Time management
Skills with the three dimension of Short-term Planning, Time Attitude and the Long-term Planning can
greatly affect the Academic performance of the students at Adamson University in college level. The
practice of Effective Time management skills can lead to academic success in school and outside the
college premise, effective time management skill can greatly affect performance. Poor time management
can lead to poor academic performance.
Keywords: Time management skill, G.P.A.,Short-term Planning, Time Attitude, Long
Planning,Academic Performance.
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ACKNOWLEDGMENTS
This research would not be complete without the utmost support from the following persons
whose help had greatly aided the researchers in their work. First we would like to thank our Thesis
adviser Dr. Reynold P. Varela for being the thesis adviser that gave his best in assisting us during the
whole term, his comments and his management greatly improved the paper, and for steering us in the
right direction whenever we need it.
The Researchers would also like to show their gratitude to 3 validators: to Mr. Charles Vince P.
Saniel, Mr. Rodel Halim and Ms. Michelle Delos Santos for validating the instrument and sharing their
insights. Without their passionate participation and input, the validation survey could not have been
successfully conducted.
The researchers would also like to acknowledge and appreciate the comments from our panelists
during the completion of this study, to Dr. Joseph Terrell M. Malabuyo, Ms. Liezel P, Moises and Ms.
Donna P. Sombrea for giving their wonderful insights, suggestions, guidance and helping us discover in
the expansion of this research.
The Researchers are also immensely grateful to the statistician Sir Rodrigo Capule for his
knowledge to provide an accurate and reliable data analysis and interpretation.
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TABLE OF CONTENT
ABSTRACT................................................................................................................................................2
ACKNOWLEDGMENTS...........................................................................................................................3
TABLE OF CONTENT...............................................................................................................................4
LIST OF FIGURES AND TABLES............................................................................................................6
INTRODUCTION.......................................................................................................................................7
Background of the study...........................................................................................................................7

Literature Review.....................................................................................................................................9
Purpose and Significance of the study...................................................................................................18
Theoretical Framework..........................................................................................................................19
Conceptual Framework..........................................................................................................................24
Statement of the problem.......................................................................................................................26
Hypothesis..............................................................................................................................................27
Definition of Terms................................................................................................................................27
METHODOLOGY....................................................................................................................................28
Research Design.....................................................................................................................................28
Site and Participant Selection.................................................................................................................28
Instruments.............................................................................................................................................29
Procedure................................................................................................................................................30
Data Analysis..........................................................................................................................................32
Ethical Consideration.............................................................................................................................33
RESULTS..................................................................................................................................................37
DISCUSSION............................................................................................................................................47
Analysis of the Results...........................................................................................................................47

Practical Contributions of the Study......................................................................................................53
Limitations of the Study.........................................................................................................................53
Conclusions............................................................................................................................................54
Recommendations..................................................................................................................................55
BIBLIOGRAPHY......................................................................................................................................56
APPENDICES...........................................................................................................................................63
I. Informed Consent form with Questionnaire.......................................................................................63
II. Validated Question Letter..............................................................................................................70
III. Reliability and Analysis.................................................................................................................75
IV. Raw Data.......................................................................................................................................77

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V. Certificate from UERC..................................................................................................................99
VI. Progress Report............................................................................................................................103
VII. CV................................................................................................................................................109
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LIST OF FIGURES AND TABLES
Figure 1. Diagram showing the relationship between Time management skills and academic
performance.
Table 1. Quantity and Percentage Distribution of the Respondents in terms of
AGE
YEAR-LEVEL
G.W.A.
GENDER.
Table 5. The extent of time management skills when grouped according to high , average and low
academic performance.
Table 6. The extent of Student’s academic performance when grouped according to Short-term
Planning, Time Attitude, Long-term Planning.
Table 7. Summary of significant difference between high and low academic performance in terms of the
following variables.
Table 8. The significant difference of low and high academic performance in terms of time management
skills.
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INTRODUCTION
Background of the study
Time management is a resource that everyone equally has in their daily lives. In today’s era, time
management is very essential especially among college students. Managing one’s time is a critical issue
present both as individuals and even in the organization. According to Mackenzie (1990), as cited by
Alay (2002): the value of time management is not control of time per se, but the ways people can use
time to improve their life. Time Management can reduce stress; maintain balance, increase in
productivity or help in reaching the desired goals. To create a good time management, one should create
a list the possible long-term goals, set priorities, list possible activities, and do them as scheduled.
Despite of showing one’s best effort to perform better we still find it hard to keep things under control.
Most people don’t really know how to management their time, Gautschi (1998) stated that an individual
who cannot effectively manage time, cannot manage his professional life and daily life. The real
measure of time management is determined by how effective an individual managed his or her time.
Academic demands would also play an important part in the issue of a college student’s time
management; sometimes it affects a student’s academic and social life. Reading the assigned chapters on
the textbook of a certain course or subject, meeting deadlines for paper works, or participate in some
extracurricular activities could give the student a feeling of having not enough time to accomplish all of
it or being unable to complete all of the task adequately. Gall (1998) states that poor time management
behaviors, such as, not allocating time properly or last-minute cramming for exams, are sources of stress
and poor academic performance.
The researchers would like to address time management and how it relates or affects the
academic performance of college students. The researchers would also like to know if time management
is a very effective practice in dealing with time management issues and academic difficulties that causes
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students to slow down instead of performing better. Many students are being left out and some are being
left behind because of poor performance that they would usually exhibit especially when they are not
paying attention to their schedule. Time management can also help them balance their interpersonal
relationship, their hobbies in life, their extracurricular activities, and their life outside the school and in
academic. Through time management, students can develop prioritizing important deadlines, tasks, and
strategies. The purpose of the study is to help college student develop their time management skill in
order to help them be an academic achiever.
Does time management affect a student’s academic performance? How does procrastination and
getting distracted affect a student in achieving his or her goals? With that, the researchers have come to
an idea to investigate the issues and questions presented and identify how this issue can be resolve and
what treatment, tips, or techniques can be given to resolve this issue or answer this question. We all
know that in every issue or problem, there are ideas, tips, techniques, that could help manage time more
effectively.
Despite having a study that is of old inquiry, they are still connected and relevant and should be
given consideration because they are still observed to what is still happening in the present time.
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Literature Review
This section contains the literatures that talks about time management and academic performance,
specifically 1.) Time management Skills and Academic performance, (A)Time management practices to
Academic performance, (B) Student’s skills and time-management, (C) Mastering Time Management
Skills, (D) Getting Organized, 2.) Hindrances of Student’s Academic performance, (A) Academic Stress,
(B) Mood and Tiredness, (C) Perceived Stress And (D) Procrastination.
Time management practices to Academic performance
There are many benefits of time management skills of the student to improve academic
performance, although some of the studies have contradicting results regarding the effectiveness of time
management practices. The researchers of the study wanted to cover this matter.
Managing time affects how you perform in class, projects that were rushed tend to be looked
down on, students who study right before a quiz begins is surely to fail since the information cannot be
processed immediately it is important that students should make sure that they still have the time to
study or prepare a project to perform better in school. Students should balance and maintain a well-
developed time frame to perform better in and out of school to have positive personal and student
perspective. It is urgent to manage time effectively in order to succeed in studying and participate in the
social life of school, however students who participate in extracurricular activities are forced to manage
time better to perform well in both their activities (Makasheva & Isabekova, 2016). One of the many
challenges student faces in managing their time is probably the most obvious procrastination; student
tend to halt homework especially when deadline is still far and cram when the deadlines draw near, this
common mistake affects academic performance drastically, projects become mediocre, academic
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performance become ineffective. Prioritizing academic activities is a must, student must know what to
do and when to do it because it is a significant predictor of a better academic performance to students
(Sayari, Jalagat, Dalluay, 2017). Procrastination is like any other behavior; it is up to the person if he/she
will make it a habit but like all behavior it can change, you can decide to stop procrastinating and start
doing your work immediately. The way we deal with our work depends on our attitude towards it, if a
student feels he/she is being forced in doing their work then their attitude toward their work will be
irritating, and vexed; the key to improving skills in this area is to increase your awareness of your
attitude, thinking and behaviors towards managing your time and your work load (Mercanlioglu, 2010).
To prevent procrastination, you must: 1) Do the assignment as soon as you get them and divide
them into small portions. 2) Keep important notes and papers in places where they can be easily found.
3) Consult a professor or a friend about the important things to study. 4) Put all personal devices and
other gadgets away while studying. 5) Fight procrastination by telling yourself to study for 10 or 15 min.
only and after these few minutes you will find yourself engaged and you will continue studying
(Miqdadi, Almomani, Mohammad, & Elmousel, 2014). Students must motivate themselves to make
better management of their time, students must acknowledged their needs and goals and to identify how
they plan to achieve goals, this sort of mindset helps students to be motivated and adapt to their current
behavior which will enhance their perception of time (Twehues, 2013).
The study of Khanam, N., Sahu, T., Rao, E. V, Kar, S. K., and Quazi, S. Z. (2017) concluded that
most of the time, students does not plan a head of time and doesn’t have a plan for the day although
students who receives higher percentage in grades scores higher mean score on general time
management and other dimension except for the short planning, as stated above. If we will talk about
the time management behavior of the student, student’s race and gender does not have a significant
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difference in time management behavior, the experience of the student and the faculty does have an
effect to time management behavior.
Students also suffer from numerous activities making it hard to impose priority, in this case
student may feel the need to accomplish extra-curricular activities such as internships and other
activities outside of school that limits them in their time to study (Twehues, A.,2013).
Time management skills can improve academic performance, in addition, little evidence
suggested that time management behavior of a student is difficult to change. Additional study may also
be needed to confirm it. In light with the time management it also concluded that time spent studying
can positively impact quarterly G.P.A. but the increase is very small. In order to increase the grade to
one letter grade student may need to spend 26 hours which is beyond most of the student’s willingness,
except for students who sets goal and priority. Such time needed may very well intimidate normal
students. We are left with this question whether we should be content with the low relationship between
effort and reward or should we try to change the educational structure that best fit the effort and reward?
(Zulauf, C., & Gortner, A. ,1999). Planning is also a part of time management. Long range planning and
short-range planning have a significant positive influence on academic performance and that they are
statistically significant and have a direct effect, in addition the predictor is mostly the short planning on
academic performance (Dahie, A. M., & Mohamed, R. A., 2016).
Taking time in time management skill, building and behavior modification can be beneficial for
balancing work and school (Chansaengsee, S., 2017). A study of Indreica, E. S., Cazan, A. M., and
Truţa, C. (2011) concluded that the time management individualized program proved to be an effective
training. It emphasizes flexible programs and individualized process suitable for each participant. This
experiment also considered eating habits, sleep, learning styles, and daily and weekly effort curves of
the student. Students who are an academic achiever tend to be a good time manager this was evident to
male engineering students in Petroleum institute, further research are needed so to sample female
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students (Miqdadi, F. Z., & Elmousel, N. M., 2014). Time management trains students to lead more
productive lives, habitually prioritizing the tasks may lead to success and makes students less prone to
tardiness.
In contradiction, the study of Swart, A. J., Lombard, K., and de Jager, H. (2010) concluded that
there was no direct relationship between time management skills and the academic achievement in
engineering students. Similarly, time is one of many important variables in the learning process inside
the school. While many literature reviews may say that time is one of the valuable variables in learning
it has little direct impact to student academic performance. By proposing to add more time in school
year, it would unlikely produce additional benefits to student’s achievement (Aronson,J,Zimmerman,J,
& Carlos,L, 1999).
There’s an encouraging relationship between time management attitudes and skills and the GPA
of the students. The relationship may also suggest that time management can be taught (Hall & hursch,
1982, as cited in Britton, B. K., & Tesser, A., 2014). In the context of career life, time management can
be beneficial for job satisfaction. Manager may need to facilitate employees especially in setting
priorities of the employee which in effect will make them more able to manage their own time through
experience and finish the task on time (Hasan, M., & Rashidfarokhi, A., 2013). In school setting, gender
stereotypes may inhibit student from achieving full potential that could affect student academic life and
satisfaction due to beliefs. But this was not the case, both genders scored similar performance in math
between boys and girls (Smetackova, I., 2015). This was also supported by some literature review that
gender is not significantly correlated in performance but rather on other external factors (Kelly, W. E.,
2004).
There are other variables to consider that can hinder student from fully maximizing the time that
they had for time spent studying, such example is the social network participation such as social media,
according to study of Mingle, J., and Adams, M. (2015) suggested that students reported to experienced
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negative feelings, due to instant chats resulted in poor grammar, late submission, less study time and
academic performance due to massive participation online. In essence, social media according to the
study above can disrupt and limit the study time.
Indreica, et al. (2011) conducted a study in which a number of 130 participants with low
academic performances after the first two semesters (October 2009 – February 2010 – First semester,
March – June 2010 – The second semester) participated. Their research study presents an experiment
(conducted between November 2009 and February 2011) where they hypothesized that efficient time
management under the guidance of an educational counselor, lead to significant increases in student’s
academic performances and, consequently, lead to academic success. All participants in the said study
obtained a result of above average or superior intellectual abilities. The educational counselor
elaborated, individualized and flexible programs for each participant in the experimental condition
according to students learning styles, circadian, and eating rhythms, and daily and weekly effort curves.
The results therefore confirmed the hypothesis which shows efficiency of time management
individualized programs.
Student’s skills and time-management
Talking about the particular age of the student, the mature age students focus more on the
homework-type activity due to substantial high motivational factor that means more productive study
time and habits formed. (Mcgee, C., Pope, C. C., & Bruce, T., n.d.). They reflect more onto the work
ethics of completion of the task.
There is no significant difference in the students' behavior for time management in terms of their
faculty, and gender. It also suggest that if given the right techniques in time management, students will
not feel pressured to do a task (Ardic,2010, as cited in Ozsoy, D., 2014). Students who are most focused
on the sports such as athletes and student part timer also developed their time management techniques to
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their extent to cope, such practices are similar to those of teachers and other professionals (Ozsoy, D.,
2014). Educational model will not be completed if several things are not included such as allotted
learning time, student’s interest and engagement time, the time across several activities, interaction, and
student achievement level. It is the analysis of the nature of the effectiveness of the teacher and the time
learning on the classroom (Stallings, J., 1980).
In the classroom setting, students find it difficult in planning, monitoring their individual study
activities in a problem-based curriculum. They rely more on teacher-based learning, they must know
how and when to learn independently and establish the role of the teacher as solely as guidance. The
student on their part must set their plan right, goal to start their engagement (Van Den Hurk, M., 2006).
Student should also acquire adequate skills beyond academical or technical knowledge (Hassan, A.,
et.al., 2013) Before entering college, preparation should be the main emphasis of every student. This
includes reasoning, problem solving, accuracy and precisions of the solution, and interpretation (Conley,
D. T., n.d.). Social stereotype can be used inside the classroom, students can perform better inside the
classroom when given a positive stereotype by the teacher (Franěk, M., 2013). Adult learner is more
self-directed, task and goal-oriented students inside the collegiate environment than the traditional
students, it is up to the educators to develop strategies and techniques that better facilitates effective
teaching (Kenner, C., & Weinerman, J., 2011).
Academic performance is also a key in succeeding but it is also important to know that academic
performance greatly depends on the student’s time management skills students who succeed
academically are also good time managers. Association between time management and educational
outcomes also exist that describes student have more time to study outside the school or at home and has
positive impact in the studies of students but spending more time working does have negative impact on
outputs of students (Shazia & Khan, 2015). A student cannot perform if they does not have a plan to
perform their responsibilities, most students find it hard to plan their studying and other extracurricular
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activities. it is a common mistake committed by many students, it is however important to plan your
daily activities as this organizes your thoughts and your mind, it lessens anxiety and relieves you stress
but most students barely plan their day even before it starts and don’t spend time planning each day, a
study in a private medical college in Odisha, India showed that roughly 10% of students only have a set
of goals in an entire quarter (Khanam, Sahu, Rao, Kar, & Quazi, 2017) which is very problematic since
it shows that majority of the students don’t even know what they will do in an entire semester.
Mastering Time Management Skills
Students especially those in the college degree should learn the importance of managing their
time well. They should learn to prioritize necessities they need in order to achieve their goal. Learning to
separate “needs” from “wants” should be a must especially if you are a college student whose schedule
is very busy or whose program could not let you spend time from other leisure. Learning to value the
necessary tasks in your daily job or activities is very important. A student should not worry where to
start, there are techniques and other tips that could help them in managing their time. First, student
should know what to prioritize in their schedule, it includes looking at important dates, looking at the
academic calendar of their institution, and know which assignment in a certain course or subject should
be prioritize first – it could be arrange according to the size of the assignment and its due date (Kelly
2004). Second, students should get over any bad feelings that they might face during their educational
life and move beyond them. They should “schedule time for fun and relaxation just like they would
schedule a class” (Kelly, 2009). Studies have shown that students get higher grades when they are in a
good mood and can get lower when they are stressed or upset. Finally, according to Kelly (2009),
students should take notes during class and ask the professor about anything they do not understand
immediately which will save them a lot of time during learning on their own.
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Getting Organized
According to Hoffman (2005); getting organized saves a lot of time. Getting organized means
having your desk cleared, your papers filed, your tasks listed, and your events scheduled. Keeping a
diary and creating a to-do list is also very essential. The most effective way of organization is to discard
everything that you do not need or anything unnecessary.
Academic Stress
According to Dusselier et al., (2005) as cited by Al Khatib: not only is the concept of time
management bothering to university students but also the stress created during the years of academic
stay inside the school. Stress is the process of which environment demand strains an organism’s adaptive
capacity, resulting in both psychological as well as biological changes that could place a person at risk
for illness (Cohen, et. al., 1999). Students experience stress due to some reasons such as academic
commitments, financial pressures and lack of time management skills. When stress is perceived
negatively or becomes excessive, it can affect both health and academic performance (Campbell &
Svenson, 1992). Misra and McKean (2000) found a negative correlation between time management
behaviors and perceived academic stress, concluded that stress levels decreased among students who
managed their time well. Macan et al. (1990) find that lower stress levels were most strongly correlated
to the factor perceived control of time. This indicates that if one does not perceive to be in control of
their time regardless of any technique that they would take (e.g. time management activities, writing to-
do lists, etc...), they will feel stressed.
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Mood and Tiredness
Shah (2016), states that good time management is essential in handling a heavy workload
without excessive stress. Poor time management is one of the major causes of stress and sometimes a
student could obtain the feeling that there is still much to do and not enough time. Feelings of panic,
anxiety, and lose of focus would usually occur. On a research by Lyubomirsky, King, and Diener (2005),
as cited by Greene and Maggs (2017), it states that mood has been linked to prosocial behavior,
relationship, quality, and labor market success. Rates of disturbed sleep are high among college students
(Lund, Reider, Whiting, & Prichard, 2010).
Perceived Stress
In a research conducted by Nonis, et al. (1998) investigates the impact of perceived control over
time in college students’ stress and stress-related outcomes. A data of 164 college business students was
obtained and according to the results shown, those who perceived themselves as having a high level of
control over their time; they experienced lower level of stress, higher level of academic performance,
problem-solving ability, and health than those who believed themselves to be less in control over their
time. According to a result of the study conducted by Lund, et al. (2010): “Students classified as poor-
quality sleepers reported significantly more problems with physical and psychological health than did
good-quality sleepers. Students overwhelmingly stated that emotional and academic stress negatively
impacted sleep”, they further concluded that: “insufficient sleep and irregular sleep–wake patterns,
which have been extensively documented in younger adolescents, are also present at alarming levels in
the college student population. Given the close relationships between sleep quality and physical and
mental health, intervention programs for sleep disturbance in this population should be considered”.
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Procrastination
Majority of college students tend to procrastinate. According to Lisa and Robert (2009) as cited
by Miqdadi (2014); college students tend to procrastinate due to task aversion. Studying, generally, is
the last thing that a student would think to do. Having all kinds of entertainment and distractions, such as
video games, social networks, and heard media, would not make students get into study. It is most likely
the student’s responsibility, in other words, his ability to control his passion that makes the student
progress and complete his tasks.
Purpose and Significance of the study
The purpose of this study is to gain insight whether Time management can lead to academic
success in school and better adjustment. To understand and find the cause of poor time management of
college students, in order to inform the importance of Time management. The researchers find that the
study itself is very relatable to the situation of the students especially to those who struggle in balancing
their studies and other activities both in and out of the school. Any information that will be found in this
study will be used for the purpose of educating students to be responsible in handling their time
especially in doing their projects, requirements and in preparing for exams. This is also an eye opener
for the school administration to create and adjust to the needs and well-being of the students to create a
suitable and an effective environment for the students.
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Theoretical Framework
These are the theories that best describe the study in time management.
Problem-Focused and Emotion Focused Coping Strategies
There are three methods of coping mechanisms, this includes the problem focused, emotion
focused, and biology focused which are effective in their own dimension. But in this paper, we will
mainly be focused on the Problem-focused and Emotion focused coping. Stress Management with the
use of these two coping can help lessen and control the circumstances. Stress arises in every
circumstances in life, this is perceive by individuals that creates discrepancy between physical or
psychological demands of a situation, one's ability to cope, psychological or social system.(Sarafino,
2012).
There are many ways of coping with stress. But this solely depends on the type of stressors, the
ability of a particular individual, and their circumstances.
Emotion-Focused Coping Strategies. This coping strategy is effective in addressing the
unchangeable stressors. Theses coping involves self-reflection and taking over one's emotion (Carver,
2011). This coping focuses on the emotional response of an individual, if the problem cannot be change
then emotion should be managed to help the individual move on and learn from the outcome.
Emotion focused coping techniques include:
 Distraction
 Emotional Disclosure. Talking to someone by expressing their strong emotions.
 Praying
 Meditation, e.g. mindfulness
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 Cognitive reappraisal. A form of cognitive change that manages the impact of a potentially
emotional circumstances.
 Drinking alcohol
 Using drugs
Emotion-Focused Coping does not provide a good long-term solution. This coping is more effective
when the individual accepts the outcome and would like to lessen the burden by means of doing emotion
coping techniques. Women tend to use more emotion-focused strategies than men (Billings & Moos,
1981)
Problem-focused coping focuses around the source of the stress and to be identified and dealt
upon the person. This is not a simple process because it requires observation and reflection to identify
the possible stressor (Lazarus, 1991). One of the practical coping which focuses on the changeability of
the problem. This method of coping is effective when the possible stressor is changeable. This involves
information seeking or developing strategies to avoid the cause stressor ultimately solving the problem
that may arise.
This aim to lessen or remove the cause of the stressor, including:
 Problem-solving
 Time-management
 Obtaining instrumental social support.
Problem-Focused Coping in general is the best coping as it addresses the root cause of the
problem and provides a long-term solution. This approach will not be effective if the situation or the
problem is beyond the individual's control to remove the stressor. This is effective when the individual
can control the cause of the stressor.
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College students may develop coping strategies along the way, these coping can be emotional
coping and problem-focused coping. Theses coping help students to relax and breathe from the noise
coming from their environment. As a student this may be failing grades, poor work, being humiliated
and other stressful situations (Mcleod, 2015). One of the coping strategies is the time management.
Often, we tend to have little time for ourselves and the things that we do in a day. Students may find
themselves with too much to do and too little time then time is the problem for this to work student may
need to improve time management skills. In time management, time is organized and allocated to several
tasks in a realistic manner that student can work upon (Nes & Segerstom, 2016).
First is to list down the things that you need to do and their due dates. Then students can organize
using the calendar to schedule the deadlines and the day that one will do a certain task. In this manner
the student may relieve the stress of having to do a lot of things in a day which will avoid cramming and
a peace of mind because it was all planned out.
Temporal Motivation Theory: Core theory of The Procrastination Equation
The theory represents the most recent amount of research in motivational research. This is an
integrative theory derived from different motivational theories. We are often times making decisions in
day to day situations. In this theory suggests that we are most likely to do action if the consequence of
the action is pleasurable. In addition, we are more likely to put off, to procrastinate, long and difficult
tasks that are deemed unenjoyable to the eyes of the student (Procastinus, n.d.).
Delaying of the reward is also important. we are likely to not only prefer large reward but also
prefer it to be received immediately. We are more likely to pursue alternatives to difficult and
unenjoyable task to small task and small pleasurable reward. This can be called temptations.
There is strong evidence that TMT(Temporal Motivation Theory) provides a good summary of
why we procrastinate.
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 First, people who deemed themselves to be incompetent, and with low self-efficacy tend to
procrastinate more, and that procrastination is strongly associated with expectancy.
 Second, the value of the task is strongly associated with procrastination. The unpleasantness of a
task, the more likely to procrastinate.
 Third, procrastination is strongly associated with sensitivity to delay. People who are easily
distracted, have less self-control overall are more likely to procrastinate more.
 Fourth, procrastination is strongly associated with time delay. The closer we are to realizing a goal,
the harder we work at it.
 Fifth, TMT predicts an intention-action gap, where people fail to actually work on the task on hand
in so to speak fails to act on their intentions.
 Sixth, observed work behavior matches what is predicted by TMT.
Theory of Planned Behavior
Theory of planned behavior can also be included. This theory states that the behavioral control
influences behavior independently of attitudes and subjective norm (Eagly, A.H., & Chaiken, S. 1993).
In addition, the individual takes into consideration the skills and capability whether they are capable to
perform a desired behavior when formulating their intentions. If the individual speculates that the
perceived control to be beyond their control, then most likely they will abandon the earlier intention.
This theory is similar to bandura’s theory of self-efficacy – this refers to the extent to which a person
believes one’s capability to achieve and finish one’s task, this can be the skills necessary to perform the
job (Ajzen,1991). The perception of the student of low self-efficacy can inhibit the potential of the
students. The researchers can relate the theory into the study as the planning of the intentions of the
student can affect the behavior whether they will do the task or procrastinate even with time
22
management skill practices they may perceive the task to be out of their control and may result to giving
up until to the last minute or poor work due to forced completion of works that may result into poor
23
Conceptual Framework
Independent Variable (X) Dependent Variable (Y)
Academic Performance
Time management Skills -G.P.A.

-Short-Term Planning
- Time Attitude
- Long-Term Planning
Figure 1. Diagram showing the relationship between Time management skills and academic
performance.
Based from the several literature review such as from the study of Hasan, M., & Rashidfarokhi,
A. (2013), Karima Sayari, Revenio Jalagat, Van Dalluay(n.d.) ,Mercanlioglu, C. (2010), Miqdadi, F. Z.,
& Elmousel, N. M. (2014), and Swart, A. J., Lombard, K., & de Jager, H. (2010). there is a significant
positive relationship between time management skill and student’s academic performance
The more the person manages one’s time well, the more organize and effective one can
accomplish the task. Predictor variable is the time management skill. While the criterion variable is the
Academic performance, these can be gathered Student’s cumulative G.P.A. (a measure of academic
performance). Planning, short- and long-term planning contributes to the success of the task given to the
student (Dahie, A. M., & Mohamed, R. A., 2016), if no planning then no plan to start or even thin out the
24
necessary and important task. Attitude, this ranges from intimidation to self-efficacy. The focus is more
on the attitude of the student. Attitude, if one can start the necessary task (Mercanlioglu, 2010). If the
student’s response is positive towards an activity, then it can impact performance that is similar to
motivation and self-efficacy combined. Time spent, of course on the literature review of this study of
Zulauf, C., & Gortner, A. (1999) stated that even increasing the time spent in school hours will prove
little to unbeneficial to the student to improve academic performance such task should be spread and
planned out so to maximize effort and minimize time spent and allot other available time to other
important activities or tasks.
25
Statement of the problem
1. What are the demographic characteristics of the participants in terms of the following?
1.1 Age
1.2 Year-Level
1.3 G.W.A.
1.4 Gender
2. What is the extent of the time management skills when they are grouped according to:
2.1 High Academic Performance
2.2 Average Academic Performance
2.3 Low Academic Performance
3. What is the extent of the Student’s academic performance when they are grouped according to:
3.1 Short-term Planning
3.2 Time Attitude
3.3 Long-Term Planning
4. Is there a significant difference between high and low academic performance in terms of :
4.1 Short-term Planning
4.2 Time Attitude
4.3 Long-Term Planning
5. Is there a significant difference when they are grouped according to academic performance in terms of
the time management between low and high performance?
26
Hypothesis
Ho: There is no significant difference when they are grouped according to academic performance in
terms of the time management between low and high performance.
Ha: There is significant difference when they are grouped according to academic performance in terms
of the time management between low and high performance.
Decision Rule: tobt > tcrit, Reject Ho
Definition of Terms
The terms used in this study have been defined here conceptually and operationally.
 Academic Performance. Refers to student’s performance in school which can be measured
through Student’s cumulative GPA.
 Time Management. Refers to the effective use of time.
 Time management skills. This refers to the skills of an individual to use time management
effectively.
o Short term planning refers to the short tasks, and goals, that are needed to be
accomplished by the students during a span of a short time. This includes several hours,
days to several weeks.
o Time attitude refers to the perception of the person regarding the use of their time. This
includes their routine, their behavior regarding task, and their perceived control
regarding time.
o Long term planning refers to the longer tasks, and goals that are needed to be
accomplished by the students during a span of a long time. This includes several months.
27
METHODOLOGY
This section includes the research designs, site and participant selection, instrument, ethical
consideration, procedure of the study, and data analysis used to interpret the data. Descriptive
comparative design is the research design of the study.
Research Design
Descriptive comparative design is the research design of the study. The Time management skill
and Student’s academic performance was compared to see if there is a significant difference. The
Academic performance will range from high, average and Low performance. Purposive sampling
technique was employed for this study for a total of 222 participants at Adamson University.
Site and Participant Selection
The thorough search for the site is at Adamson University City due to convenience of the place.
222 college students are randomly selected for the participants and must be a student in college in any
course. Participants will be given an informed consent form before continuing in the study and will not
be forced to participate, voluntary participation was highly encouraged. The criteria for the selection of
the participants are (1) Must be a college student, in any year level and in any course (2) age between 18
to 25 years old. (3) Who is interested in the study and volunteered in the completion of the
questionnaire. No specific characteristic of the participants was taken in consideration, the only
highlight is that the participants fall within the criteria.
28
Instruments
One of the indicator in the emergence of time management is the self-reported instruments that
measures the time allotted and behavior of the respondents (Mudrack, 1997, as cited in Wikiversity
,n.d.). The study adapted an instrument called Time Management Questionnaire (TMQ), a
standardized test developed by Britton and Tesser (1991). The adapted instrument was revised according
to the needs of the study. Originally a 35-item questionnaire, the revised questionnaire is a 60-item four-
point response scale: 1(Strongly Disagree) , 2(Disagree),3(Agree), 4(Strongly Agree), and with 3
dimensions: items are Short-term planning (20 questions) with a Cronbach’s Alpha value of 0.65, Time
attitude (20 questions) with a Cronbach’s Alpha of 0.64, and Long-term planning (20 questions) with a
Cronbach’s Alpha of 0.77. The adapted instrument was validated by 3 professors from psychology
department at Adamson University. The interpretation of the scores of the instrument was reversed if
negatively keyed and as is if it is a positively keyed. If the score is in the positively keyed then it is as is,
1 will be 1 , 2 will be 2 , 3 will be 3 ,and 4 will be 4 while in the negatively keyed 1 will be 4 , 2 will be
3 ,3 will be 2 , and 4 will be 1. The adapted TMQ has no time limit so the participants can take their time
in answering the test. The instrument that was handed to the participants are composed of (1) Informed
Consent form, (2) TMQ. The TMQ questionnaire also has the demographic data that the participants
will supply such as names, age, year-level, course and etc.
The higher the score means the higher the time management skill or practices of the student.
TMQ and together with the informed consent form are the tools used and online version (google forms)
are also used for the online data collection. Since the site of the administration is inside the Adamson
university campus, the study used the school’s grading system for comparison purposes. The grading
equivalent are 1.00 to 1.74 will be considered as high academic performance while 1.75 to 2.49 will be
29
called as average academic performance and the last is the low academic performance which are the
2.50 to 5.00.
Procedure
First if the validation of instrument, the adapted Time Management Questionnaire (TMQ) was
validated by 3 professors from psychology department of Adamson University. The validated Time
Management Questionnaire (TMQ) together with the informed consent form, was then used to gather
the necessary data for this study.
Pilot testing was conducted to test the instrument to a small population of 50 participants. After
the Pilot Testing the result of the Cronbach Alpha for the three variables under Time Management Skills
are 0.73 for Short-term planning with total of 9 items, 0.45 for Time Attitude with total of 13 items and
0.66 for Long term planning with 9 items. Revision of the instrument by adding items was done to
increase the reliability of the instrument. During the data gathering, a total of 222 participants. After
computing for the results using Cronbach Alpha, two of our variables showed some decrease in
reliability, Short Term Planning = 0.65, Time Attitude = 0.64, except for Long Term Planning= 0.77,
which showed increase in reliability.
The ethical consideration of the study was also submitted to the UERC office for evaluation of
ethical validity. Minor revision was done according to the UERC’s comments such as the format, the
checklist of ethical consideration for the informed consent form, and the progress report for the data
gathering for this paper.
The search for the participants must be in a proper manner in accordance to the criteria for the
participants such as must be a college student in any year and any course, 18 to 25 in age and who are
interested to participate with the study. The participant was given the outmost confidentiality for their
inputs and applied the ethical consideration that are indicated on the informed consent form. The
participants were given an informed consent form and explained to them their rights. These rights shall
30
be if the participants would like to discontinue the test they may do so, if they do not want to continue to
use his/her result they may contact the researchers to discontinue the use of his/her result of his/her test,
and etc. those are just one of the rights that was discussed the researchers advised them to fully read the
informed consent form first before the start of the administration.
Next step is the administration of the questionnaire. A short amount of time was given to them to
finish the questionnaire, estimated time for the administration is 15 minutes or more. After the
administration, the respondents were given a token. The participants are required to finish all the test and
participants who did not finish the whole test for reasons that the participants do not want to continue
shall be disqualified and will be eliminated as one of the participants in this study but hopefully all of
the participants continued with the test. The researchers administered the test as clear as possible and
provided the participants the choice to participate so to avoid participants from taking the test less
seriously. The papers were then computed for the results and discussion using statistical treatment.
The summary of the procedure for the paper are the following: Validation of Time Management
Questionnaire (TMQ) with three (3) expert judge, Revision and finalization of items for the TMQ and
the Informed Consent form, Revision of ethical consideration to UERC, Selection of participants using
purposive sampling, Test Administration (TMQ),Scoring and Test Interpretation, Data Analysis,
Disseminating the results.
31
Data Analysis
The researchers aim to include all the completed questionnaire form (222 in total). The data was
analyzed using statistical software such as JASP, and Excel. The data was analyzed using descriptive
statistics: such as percentage, mean, standard deviation and t-Test: two sample for Means for computing
two means for comparison purposes. The researchers used statistical treatment to make the respondent’s
results computable and measurable.
Percentage. This statistical treatment that describes the percentage of the participants’ personal data
sheet.
X Where;
X 100
N X = Score
N = Total Score
Mean. This statistical treatment was used to gather information regarding the average of the variables
under time management skills and academic performance.
Where;
∑= Represents the summation
X =Represents scores
N =Represents number of scores
Standard Deviation. This statistical treatment was used to describe the degree of dispersion of score
among participants.
Where;
s = Sample standard deviation
∑ = Sum of scores
= Sample mean
n = Number of scores in sample.

32
t-test: two sample assuming unequal variances. The statistical treatment was used to explain the
difference and significant different between the high and low time management.
Formula: Where;
x¯1 =
Mean
of first
sample
x¯2 =
Mean
of
second
sample
n1 =
Sample
size
(i.e.,
numbe
r of
observ
ations)
of first
sample
33
n2 = Sample size (i.e., number of observations) of second sample
s1 = Standard deviation of first sample
s2 = Standard deviation of second sample
t-test independent sample is more appropriate to a population size of less than 30 participants and
measuring only two variables instead of the ANOVA due to the fact that we are comparing only the two
variables, the high academic performance and low academic performance.
Ethical Consideration
The following are the ethical consideration that are taken in consideration for the purpose of
conducting this research study:
Plan of Approach to human participants
The participants are invited to participant rather than forced. The researchers will be choosing the
participants in their available time and their willingness to cooperate to gather reliable data and to avoid
fake information just so to finish the test. It is our outmost importance that the participants are willing to
take test and would not entertain again the participants who doesn’t want to participate.
Duration
The administration of the scales of questionnaires will be done in the most preferred time of all
of the participants and will be conducted in a room that is quiet and free of distraction. It is necessary to
conduct the test in a room with only the participants and the researchers present inside the room and no
other people. The administration of the tests may last for 10 minutes or more depending on the speed of
the whole group of participants to finish answering. The participants are required to finish all the test
34
and participants who will not finish the whole test for reasons that the participants do not want to
continue shall be disqualified and will be eliminated as one of the participants.
Conflict of Interest
The participants are selected based from the criteria included above. It is evident that the
participants and the researcher would have a brief rapport in establishing good environment but would
not invade their privacy nor will seek their personal information for personal interest.
Privacy and Confidentiality
The participant’s documents would be kept with confidentiality and would be kept in safe place
until disposed. The participants would be protected in such a way that the names, schools and other
personal information that are not included in the study would be disregarded in the study and be kept in
secrecy. All test papers, and documents that contain personal information of the participants shall be
shredded and disposed so to protect the privacy of the participants. The participants are also informed
regarding the disposal of the data after discussing the informed consent. And after the completion of the
study, the documents shall be disposed.
Informed Consent Process
Each participant will be given the informed consent before the start of the tests and will explain
to them the contents of the informed consent. They are strongly encouraged to take part of the study in a
voluntary manner if they are not willing, they can do so before or during doing the test so to avoid
unreliable and incorrect data. After the tests they will be given a token and would be receiving our
sincere thankfulness in participating in the study. The participants will be informed their right to
withdraw during the administration of the test if they feel so and due to personal reasons.
35
Vulnerability
If possible inconvenience to the participants the individual can withdraw from the test during the
administration but before the whole administration, prior to joining they will be asked if the researcher
can have their time for the whole administration of test. Possible discomfort due to the undesirable
experience and memories that they may arise during the test, if circumstances arise then the participants
has the right to withdraw.
Recruitment
The selection of the participants is by random selection but in accordance to the following
criteria: (1) must be a college student of Adamson University in any course and in any year level, (2)
The age will be limited to 18-25 years old and (3) must be willing to participate and with full
cooperation. The number of female and male participants should be by random numbers. In selecting the
participants, it is emphasized the availability of their time should be the most valuable to avoid faking
the data that they imputed and should only participant in the study in a voluntary way. Characteristic of
the participants can be the high willingness of them to participate in the study, their interest in fulfilling
the study and the findings of the result, and their availability. The participants are invited to participant
rather than forced. The researchers will be choosing the participants in their available time and their
willingness to cooperate to gather reliable data and to avoid fake information just so to finish the test. It
is our outmost importance that the participants are willing to take test and would not entertain again the
participant who does not want to participate.
Possible Risks
36
The participants may risk their privacy since they are giving their personal identities and
information such as names (optional), age, course, and other information and their G.P.A. since the study
requires them to give their G.P.A.. This will only happen due to the mishandle of documents by the
researchers. This risk can be avoided, and the researchers will guard the documents and will dispose
them properly by shredding. Minimal harm may influence the items of the instrument.
Possible benefits
The participants can benefit from the study as the whole, purpose of the study is to help them in
finding ways to improve academic performance in relation to time management skill of the students. The
participants can also inquire in regards to their result in the test due to curiosity and the researchers will
gladly give them their right to view their own result.
Compensation, reimbursements, alternative procedure or treatment
There will be no compensation given to the participants in this study. A token will be given as an
appreciations from the researchers.
37
RESULTS
This section will discuss the results of the study according to each statement of the problem.
Statement Number 1. What are the demographic characteristics of the participants in terms of the
following age,year level , G.W.A. and gender ?

AGE
Age: Quantity Percentage

18- 20 159 72%
21-23 56 25%
24-25 7 3%
Total: 222 100%
Table 1 Shows that majority of our participants fall under the younger age group of between 18
to 20 while 3 percent in the age group are between 24 to 25.
YEAR-LEVEL
Year-level Quantity Percentage

First -Second 97 44%
Third to Fourth 117 53%
Fifth 8 4%
Total: 222 100%
Table 2. Shows the greatest number of participants are from third year to fourth year bracket
with a percentage value of 53 percent while the least are from the fifth year with a percentage value of 4
percent.
38
G.W.A.
G.W.A. Quantity Percentage

High G.W.A. 40 18%
Average
G.W.A. 123 55%
Low G.W.A. 59 27%
Total: 222 100%
Table 3.Shows the average G.W.A. to be the most numerous with a percentage value of 55
percent while the least numerous are from the high G.W.A with a percentage value of 18 percentage.
GENDER.
Gender Quantity Percentage

Male 97 44%
Female 125 56%
Total: 222 100%
Table 4. Shows 56 percent of the participants are females while 44 percent are Males. The
females are more numerous in this study.
39
Statement Number 2. What is the extent of the time management skills when they are grouped
according to high, average, and low academic performance?
Table 5. The extent of time management skills when grouped according to high , average and low
Variables High Academic Performance Average Academic Performance Low Academic Performance
Grand Mean Grand Mean Grand Mean

Mean SD Interpretation Mean SD Interpretation Mean SD Interpretati
on
SHORT -
Average
TERM 2.86 0.22 2.76 0.25 Average 2.69 0.25 Average
PLANNING
TIME
2.84 0.32 Average 2.77 0.33 Average 2.66 0.29 Average
ATTITUDE
LONG -
TERM 2.86 0.30 Average 2.78 0.31 Average 2.65 0.21 Average
PLANNING
The table above shows the summary of the mean, standard deviation, and its interpretation for
each of the variables such as short term , long term planning and time attitude for each items. This
results can be understood by taking into consideration that the higher the mean the higher the response
rate. See the appendices I for the complete information regarding the instrument.
The following are the statements and their interpretation:
Under short term planning in high academic performance, the statement “I review my
review-materials again if the quiz/exam is 1 to 2 hours before it starts “has the highest mean of 3.18 with
the interpretation of Agree, and the statement “I re-read again my notes, days before the exams/quiz.”
Has the second highest mean of 3.15 with the interpretation of Agree while the lowest mean (2.45) is
40
from the statement “I tend to pull an all-nighter for an exam/quiz.” With the interpretation of Disagree.
The total mean of the whole table is 2.86 with the interpretation of Agree which means the average score
for the whole rate corresponds to the interpretation of Agree.
Under Time Attitude in high academic performance, the statement “I write a set of goals for
myself for each day” to be the highest mean of 3.45 with the interpretation of Agree and the statement “I
make sure to avoid distractions while reviewing.” Has the second highest mean of 3.30 with the
interpretation of Agree while the lowest mean is 2.18 from the statement “I do not make a "to do list"
before starting a lot of task/project.” with the interpretation of Disagree. The total mean of this table is
2.84 with the interpretation of Agree which means the average score for the whole rate corresponds to
the interpretation of Agree.
Under long term planning in high academic performance, the statement “I make time for
reviews and reading assignments.” is 3.25 with the interpretation of Agree and the statement “I tend to
continue the task that I didn’t finish the other day.” Has the same highest mean of 3.25 with the
interpretation of Agree while the lowest mean is 2.15 with the interpretation of Disagree from the
statement “I do not set and commit priorities.”. The total mean for this table is 2.86 with the
interpretation of Agree which means the average score for the whole rate corresponds to the
interpretation of Agree.
Under short term planning in average academic performance, the statement “I review my
review-materials again if the quiz/exam is 1 to 2 hours before it starts.” is 3.14 with the interpretation of
Agree and the statement “I tend to continue the task that I didn’t finish the other day.” To have the
second highest mean of 3.10 with the interpretation of Agree while the lowest mean is 2.18 with the
interpretation of Disagree for the statement “I tend to pull an all-nighter for an exam/quiz.”. The total
mean for this table is 2.76 with the interpretation of Agree which means the average score for the whole
rate corresponds to the interpretation of Agree.
41
Under Time Attitude in average academic performance, the statement “I make sure to avoid
distractions while reviewing.” with the interpretation of Agree and the second most highest mean is 3.28
for the statement “I write a set of goals for myself for each day.” with the interpretation of Agree while
the lowest mean is 2.10 for the statement “I do not make a "to do list" before starting a lot of
task/project.” with the interpretation of Disagree. The total mean for this table is 2.77 with the
Under Long- term planning in average academic performance, the statement “I make time for
reviews and reading assignments.” is 3.26 with the interpretation of Agree, followed by the statement “ I
tend to continue the task that I didn’t finish the other day.” With the second highest mean of 3.24 with the
interpretation of Agree while the lowest mean is 2.03 for the statement “ I do not set and commit priorities.”
with the interpretation of Disagree. The total mean of the table is 2.78 with the interpretation of Agree
which means the average score for the whole rate corresponds to the interpretation of Agree.
Under short term planning in low academic performance, the statement “I review my review-
materials again if the quiz/exam is 1 to 2 hours before it starts.” is 3.14 with the interpretation of Agree,
followed by the second highest mean of 3.12 for the statement of “I make time for reviews and reading
assignments.” with the interpretation of Agree while the lowest mean is 2.31 for the statement “I tend to
pull an all-nighter for an exam/quiz.” with the interpretation of Disagree. The total mean of the table is
2.69 with the interpretation of Agree which means the average score for the whole rate corresponds to
the interpretation of Agree.
Under Time Attitude in low academic performance, the statement “I write a set of goals
for myself for each day.” is 3.07 with the interpretation of Agree , followed by the second highest mean
of 2.98 for the statement “I tend to continue the task that I didn’t finish the other day.” with the
interpretation of Agree while the lowest mean is 1.97 for the statement “I do not set and commit
42
priorities” with the interpretation of Disagree. The total mean of the table is 2.66 with the interpretation
of Agree which means the average score for the whole rate corresponds to the interpretation of Agree.
Under Long-term Planning in low academic performance, the statement” I make time
for reviews and reading assignments.” is 3.00 with the interpretation of Agree , followed by the mean of
2.92 for the statement of “I tend to continue the task that I didn’t finish the other day.“ with the
interpretation of Agree while the lowest mean is 2.24 for the statement “I do not set and commit
priorities.” with the interpretation of Disagree. The total mean for this table is 2.65 with the
43
Statement Number 3. What is the extent of the Student’s academic performance when they are
grouped according to Short-term Planning, Time Attitude, Long-term Planning?
Table 6. The extent of Student’s academic performance when grouped according to Short-term
Planning, Time Attitude, Long-term Planning.
Average Low Academic Interpretation

High Academic Academic Performance
Performance Performance
Variables Mean SD Mean SD Mean SD
SHORT -
TERM 2.86 0.22 2.76 0.25 2.69 0.25 Average
PLANNING
LONG -
TERM 2.86 0.30 2.78 0.31 2.65 0.21 Average
PLANNING
TIME
2.84 0.32 2.77 0.33 2.66 0.29 Average
ATTITUDE
Grand Mean 2.85 0.01 2.77 0.01 2.67 0.02 Average
The data shown above summarizes the short-term planning, long-term planning, and time
attitude according to students’ academic performance.
For the high academic performance both the short term and long term planning have an equal
mean of 2.86 with the interpretation of Agree, while the lowest of them all is the time attitude with a
mean of 2.84 with the interpretation of Agree. The Grand mean is 2.85 with the interpretation of Agree
which means the average score for the whole rate corresponds to the interpretation of Agree. The result
can conclude that the higher the mean the higher the time management skills in each of the variables.
The study observed that the high academic performance of the participants corresponds to higher mean
compared to the low academic performance.
The average academic performance for short-term planning, long-term planning, and time
attitude, the highest mean is Long-term planning of 2.78 with the interpretation of Agree and the lowest
mean is 2.76 which is the short-term planning with the interpretation of Agree. The grand mean is 2.77
44
with the interpretation of Agree which means the average score for the whole rate corresponds to the
interpretation of Agree. In these findings the study can say that the results are between the gaps of the
high and low academic performance.
For the low academic performance for short-term planning, long-term planning, and time
attitude, the highest mean is the short-term planning with a mean of 2.69 with the interpretation of Agree
while the lowest is the long-term planning with a 2.65 mean with the interpretation of Agree. The grand
mean is 2.67 with the interpretation of Agree which means the average score for the whole rate
corresponds to the interpretation of Agree. In these findings lower academic performance corresponds to
lower use of time managing skills. Variables under time management are essential for effective
utilization of time management practice. The study observed that not only that the effective use of time
management corresponds to higher academic performance but also the mastery of the skills.
45
Statement Number 4. Is there a significant difference between high and low academic
performance in terms of Short-term Planning, Time Attitude, Long-term Planning?
Table 7. Summary of significant difference between high and low academic performance in terms
of the following variables.
t-Test: Two-Sample Assuming Unequal Variances

Variables P(T<=t) two-tail Critical two-tail Decision
Short-term Planning 0.007354333 1.993463567 Significant
Time Attitude 0.013053688 1.987289865 Significant
Long-term Planning 0.01292879 1.992997126 Significant
For the interpretation of this table t-test for two sample assuming unequal variance was used to
test the significant difference between the two levels of high and low academic performance. The table
shows summary of the variables such as the Short-term Planning, Time Attitude, And the Long-term
planning. The p value for the Short-term planning is 0.007354333 with the critical two-tail value of
1.993463567 so in testing the hypothesis the p value for the short term is less than the alpha level of 0.05
therefore there is a significant difference when comparing the high and low academic performance in
terms of their score in Short-term planning. The p value for the Time Attitude is 0.013053688 with the
critical two-tail value of 1.987289865 so in interpreting the result the p value for the Time Attitude is
less than the alpha level of 0.05 therefore there is a significant difference when comparing the high and
low academic performance in terms of their score in Time Attitude. The p value for the Long-term
Planning is 0.01292879 with the critical two-tail value of 1.992991726 so in interpreting the result the p
value for the Long-term Planning is less than the alpha level of 0.05 therefore there is a significant
difference when comparing the high and low academic performance in terms of their score in Long-
term Planning. Therefore for all of variable in the time management skills such as the Short-term
Planning, Time Attitude, and the Long-term Planning all of the results have a significant difference when
grouped according to academic performance (low and high academic performance). The study can
46
observed that there is a far greater extent of significant difference when compared to all of the three
variables.
Statement Number 5. Is there a significant difference when they are grouped according to
academic performance in terms of the time management between low and high performance?
Table 8. The significant difference of low and high academic performance in terms of time
management skills.
t-Test: Two Sample for Means

P(T<=t) two- Critical
Mean Variance tail two-tail Decision
High - Academic
Performance 8.534615 0.762783 0.003728 1.990847 Significant
Low - Academic
Performance 8.007759 0.666035
The summation of the mean for the high-academic performance and low academic performance
are summed up from the total scores for all the variables in time management skills.
The mean of the high academic performance is 8.534615 while the low academic performance is
8.007759. Its p-value is 0.003728 while its Critical two-tail is 1.99 with the alpha value of 0.05 which
means p-value < alpha level of 0.05 should conclude to be significant in standard, in interpreting the
results from this the difference is statistically significant because it p value is less than the alpha level
of 0.05 so the result can reject the HO and accept the alternative hypothesis that there is a significant
difference between the high academic performance and the low academic performance.
The result from the two-academic performance between high and low academic performance
using t-test two sample assuming unequal variances are statistically significant meaning the result have
an effect between the time management skills and academic performance that is why huge difference
was observed between low and high.
47
DISCUSSION
This section includes the brief summary, analysis of the Results, Practical Contribution of the
study, limitation of the study, conclusions, and recommendations.
Analysis of the Results
The main aim of the study is to know whether the use of effective Time management skills has
an impact on academic performance of college students, academic performance which will reflect on
their G.P.A. The researchers would also like to know if time management is a very effective practice in
dealing with time management issues and academic difficulties that causes students to slow down
instead of performing better. The purpose of the study is to help college student develop their time
management skill in order to help them be an academic achiever.
Specifically, the study attempted to answer the following questions:
Statement of the problem:
1. What are the demographic characteristics of the participants in terms of the following age,year
level , G.W.A. and gender ?
Profile of the Respondents
Age. The demographic characteristic of the participants in terms of age wherein 72 % of the
participants are from the age bracket of 18 to 20 ,25 % are from 21 to 23 while the very least of 3 % are
from the age between 24 to 25 with the total of 100%
Year-Level. In terms of year-level 53% are from the year level between third to fourth year, 44%
are from the year level between first to second year, while the remaining 4 % are from the fifth-year
bracket with the total of 100%.
48
G.W.A. In terms of G.W.A. 55% of the participants are from the average G.W.A., 27% are from
the Low G.W.A. while the remaining percentage of 18% are from the high G.W.A. with the total of 100
%.
Gender. In terms of the gender 56% are composed of females while the remaining 44% are
males with the total of 100%.
The study collected the demographic characteristics of the participants for the sake of describing
the participants of the study. The study does not interpret gender, race as form of comparison with
different demographic characteristics as several studies concluded that such descriptions does not have a
significant difference in time management behavior (Khanam, N., Sahu, T., Rao, E. V, Kar, S. K., and
Quazi, S. Z. ,2017) and performance in terms of gender (Kelly, W. E., 2004). The study collected the
demographic characteristics for the purpose of describing the participants.
2. What is the extent of the time management skills when they are grouped according to high,
average, and low academic performance?
This part tackles greater descriptions in terms of the instrument per variables and its statements.
High Academic Performance. As to data gathered for the extent of time management skill when
grouped according to high academic performance, the Short-term Planning, Time Attitude and the Long-
term Planning has a grand mean of 2.86, 2.84 and 2.86.
Average Academic Performance. As to data gathered for the extent of time management skill
when grouped according to average academic performance, the Short-term Planning, Time Attitude and
the Long-term Planning has a grand mean of 2.76, 2.77, and 2.78.
49
Low Academic Performance. As to data gathered for the extent of time management skill when
grouped according to Low academic performance, the Short-term Planning, Time Attitude and the Long-
term Planning has a grand mean of 2.69, 2.66, and 2.65.
In this study we can see a pattern in the score, the higher the mean the higher the time
management skills. Based from the results inside the statement of the problem number two the high
academic performance was higher in mean, second is the average academic performance and the lowest
mean is from the low academic performance which means students who are considered to be high
academic performer means good or higher time management skills while the latter which is the low
academic performance has a low time management skills.
3. What is the extent of the Student’s academic performance when they are grouped according to
Short-term Planning, Time Attitude, and Long-term Planning?
In Average academic performance the Short-term Planning, Time Attitude, and Long-term
Planning has the grand mean of 2.77. In High academic performance the Short-term Planning, Time
Attitude, and Long-term Planning has the grand mean of 2.85. In Low academic performance the
Short-term Planning, Time Attitude, and Long-term Planning has the grand mean of 2.67.
Planning encompasses achieving short or long-term goals which includes motivation to achieve
it and the plan of execution such as when to do it, how to do it, the frequency which in the end can be
beneficial to be well-adjusted to the behavior of perception of their time (Twehues, 2013). Similar result
from the study of Dahie, A. M., and Mohamed, R. A. (2016) concluded that long range planning and
short-range planning have a significant positive influence on the academic performance and suggested a
direct effect.
50
4. Is there a significant difference between high and low academic performance in terms of short-
term planning, Time Attitude and Long-term Planning?
The statistical tool to interpret the data used was t-test independent test for unequal variance.
Based on our study all of the variables under time management skills proved to be statistically
significant. The variables under time management skills such as Short-term planning, Time Attitude, and
Long-term Planning are essential for the application of the time management skills. All of the variables
are necessary for the effective discipline of time management skills.
5. Is there a significant difference when they are grouped according to academic performance in
terms of the time management between low and high performance?
The statistical tool to interpret the data used was t-test independent test for unequal variance
because the study is studying the significant difference between the low and the high performance.
Based from the results of this study was that there is a statistically significance in terms of time
management skills as a whole when grouped according to high and low academic performance. Time
management skills proved to be essential in accomplishing tasks beneficial for student’s use in side
school. It can also benefit them from using their time effectively outside of school and maintain their
discipline of routine.
Time Management and Its Relation to Students' Academic Performance
The results of the study show the large difference when comparing the time management skills of
the students between low and high academic performance. The study also shows that there is a
significant difference when highly effective time management practice is in place through their G.P.A.
than students who rarely practice time management. Effective practice of Time management can impact
the student’s G.P.A. or the academic performance of the students. The study of Gall (1998) also proved
51
to be similar to the result of the study and describes the sources of poor academic performance is from
the result of poor time management behavior such as not planning and cramming which can also be the
source of stress. Similar result from the study of Sayari, Jalagat, and Dalluay (2017) prioritizing
academic activities such as what to do and when to do it can improve academic performance. The real
measure of how good a person in terms of time management is how good a plan is and its execution,
cramming won’t do anything beneficial it will only affect the quality of work and the peace of mind so it
is better to always have a plan ang discipline time management practice to improve academic
performance of the students and also improve their overall judgement and management of their time
(Mercanlioglu, 2010). The study of Indreica, E. S., Cazan, A. M., and Truţa, C. (2011) agrees with the
practice of time management skills as a good individualized program for effective training in school. It
is a must that time management should be learned inside school (Hall & hursch, 1982, as cited in
Britton, B. K., & Tesser, A., 2014). Another study of Indreica, et al. (2011) hypothesized that the use of
efficient time management under the guidance of an educational counselor may increase the academic
performance of the students, the results proved the hypothesis to be correct. Students achieved high
academic performance, and academic success which proves the efficiency of time management
individualized programs. The effective use of time management skills can help students achieve good
academic performance. Time management skill can also help students to deal with difficulty in school
and be well adjusted. Time management is a skill that deals with the balancing of tasks, prioritizing, and
planning. Procrastination can also affect the planning and the overall time management of the student
based from the several articles. Effective execution of Short-term Planning, Time Attitude (Their attitude
towards time),Long term Planning can learned through practice.
52
In terms of Gender: the Emotion-focused coping strategy states that women tend to focus more
on the emotion-focused strategies than men due to the fact that women are more emotional(Billings &
Moos, 1981). Men tend to use a more practical approach such as the problem-focused coping strategy
due to a less emotion driven process of coping. The coping strategies both emotion-focused strategy and
problem-focused coping strategy are both useful for coping with anxiety and daily struggles in life. As a
student pressures, anxiety, deadlines, and the sheer amount of work activities within a span of a small
time frame are the struggles of normal college students. Coping strategies can help them win over their
struggles. Time management skills can improve their coping strategies as the effective use of the said
skills can lessen problems that can be avoided such as the problem-focused coping strategies by
planning ahead of time and limiting the use of unnecessary work load, and prioritizing what is important
for a day or longer days. Time management skills can also lessen the emotional aspect of emotion-
focused coping strategy especially the negative emotions experienced by a normal college students in a
university. Planning a head is within time management skills and can also be beneficial and lessens
procrastination (procastinus n.d.). Time management skills can be an effective tool if used as a discipline
and a daily practice or routine (Eagly, A.H., & Chaiken, S. 1993).
53
Practical Contributions of the Study
1. Future research.
This study may aid future research for additional data similar to the topic.
2. School administration and Professors.
By this study, the school administration will be aware of the situation of the students and
may be able to provide a solution for improvement for the betterment of college students in
Adamson University. This study may be able to improve the overall academic performance of the
students in Adamson University and can also help to improve the passing rate of courses that
requires board exams by conducting seminars /assessments that greatly improve academic
performance.
Limitations of the Study
1. Data Collection Process
The data collection was conducted inside libraries, vacant rooms, at ST quad, and online
with the use of google forms, this may provide a good area for available participants, but we
have to consider the nature of college students. They make take the test less seriously and
sometimes those areas can provide distractions, for example those inside a vacant room, at ST
quad. Some students may cheat the test half way through and cheat their real G.P.A.
2. Time frame
Time may very well influence this study, its quality and its correctness. Time is limited
and it may improve the quality of the research if given more time.
3. Location
Participants was only taken from Adamson University, therefore it may be different in
other schools which can be a problem in generability of the study.
54
4. Quantitative research
The study relied only on the quantitative data, therefore no follow up interview after the
administration of the instrument throughout the research.
5. Participants
The study did not explore other variables that may influence academic performance of
the students such as motivation, happiness, interest in their course, procrastination etc. the study
did not also focus on the working students which can influence their time adjustment and time
allotment.
6. The Instrument
The difficulty to find the standardized test suitable for the study was one of the
hindrances and the low reliability for some of the variables in the adapted instrument.
Conclusions
Based on the foregoing results, the following conclusions are made:
The findings of the study show that Time management Skills with the three dimensions of Short-
term Planning, Time Attitude and the Long-term Planning can greatly affect the Academic performance
of the students at Adamson University in college level. The practice of Effective Time management
skills can lead to academic success in school and outside the college premise, effective time
management skill can greatly affect performance. The higher the effective use of time management
skills the higher the academic performance and vice versa the poor time management can lead to poor
academic performance. The short time planning , time attitude and long term planning are necessary to
the completion of effective use of time management discipline.
55
Recommendations
In the light of the foregoing conclusions and limitations, the following are hereby
recommended:
1. To the future researchers conducting the study in different ways such as the population to be used
as data , the research designs such as qualitative design in in-depth study and other research
designs to improve the information such as also taking into consideration the motivation of the
participants and other factors that could provide additional factor that could relate to academic
performance.
2. To conduct and explore local studies in terms of time management practice and academic
performance.
3. There are numerous factors that possibly affected the results of the study such as the time, the
location, the availability of the participants, the participants’ willingness to participate and to
malinger and instruments used.
4. Culture may affect the effectiveness of the instrument of the study when used outside of
Adamson University. Further testing for the validity and reliability of the instrument to the
general population should be taken into consideration when the instrument of this study be used
in the future studies.
56
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63
APPENDICES
I. Informed Consent form with Questionnaire
64
INFORMED CONSENT 900 San Marcelino Street, Manila
1000 Manila, Philippines
Dear Participant,
We are 4th year B.S. Psychology students under the class of Dr. Reynold P. Varela who are currently taking
up the subject Psychological Research (Thesis 2) and would like to invite you to become our respondents in
answering a test called “Time Management Questionnaire” in align with our research titled Time management
and its Relation’s to Student’s Academic performance.
This study aims to know whether time management skill has an effect on Student Academic Performance in
the college level and would like to use the study to further advance in ways to improve academic performance of
students. Through time management, students can develop prioritizing important deadlines, tasks, and strategies.
In line with this study, you will be asked to answer a 60-item test consisting of three parts. The test will only
be given to the participants during their free time. This test will most likely take 20-25 minutes of your time.
The following terms and conditions apply before agreeing to participate in this study: [1] You are 18 years or
older and cannot participate if you are younger than 18. [2] Your participation in this study is voluntary and may
withdraw from the study anytime you wish. If you wish to decide to discontinue your participation, you will still be
treated in the usual and customary fashion. You have the right to withdraw anytime if you find that participation in
the study will cause some harm. [3] Your identity will be kept anonymous including any institutional affiliation, and in
the presentation of results, the real name of the respondents/participants shall be kept anonymous. [4] You will earn
a token of gratitude from the researcher. If token is not enough, compensation to the participants are possible for
any untoward incident/cost/injury or other similar cases that may happen to them because of their participation.
The participants can inform the researcher if they want to discontinue the use of their own result and their
personal information. The researcher will then proceed to the disposal of the individual’s test. Possible risk of the
participants is the privacy which will only happen due to mishandle of documents, but it is the researchers’ aim to
guard and provide security.
. The participants have the right to access the results of the study. After the study the participants or anyone
who is interested can contact the researchers for the results and discussion for their benefits. The results of the
study shall be presented in Adamson University, and with the intent of publishing the results in CHED accredited
Journals. The participants have the right to demand for any financial or material benefit if their particular contribution
(specimen, idea etc) is planned to be commercialized.
If you need to, you can contact, Irvin Hudson C. Chen (09257030661), John Manuel R. Lobendino
(09201245251), Jhagat P. Medina (09376938770), Ysmael V. Natuel (09122828672), or Carl Kevin M.
Parreño (0977-133-8987). You can also contact UERC 524-2011 local 153.
By signing down below, you have fully agreed that (1) You have read and understood all the information in this
consent sheet, (2) Questions about this study was well accommodated, (3) You agree to participate.
_________________________________________ _________________________________________
Signature of Participant over Printed Name Date of Participation
65
TIME MANAGEMENT
QUESTIONNAIRE
INSTRUCTION:
This is a test that will measure your time management skills and how it affects your student
academic performance. Correct responses correspond to what is absolutely true about you, as you know
yourself. Respond on each of the statement by relying on your spontaneous response.
Do not overanalyze each statement; just rely on your intuitive judgment by being spontaneous in
the way you respond to each of the statement. Inside this test booklet, you can find a series of items. You
are to respond to each of the item on the basis of the following:
 1 = Strongly Disagree -you do not completely agree with the statement.

 2 = Disagree -you somehow don’t agree with the statement
 3 = Agree -you somehow agree with the statement
 4 = Strongly Agree -you completely agree with the statement
You will mark your answers by putting a check mark (✓) under the responses that best suits you.
Example: 1 2 3 4
1. I plan my day before I start ✓
2. I feel that I’m not in charge of my own time ✓
Time starts as you begin to turn on to the next page.

NAME (optional): ____________________________________ Date: ____________________________
Age: __________________ Gender: _________________ G.W.A. (required): _________________
Year level and Course: ________________________________
Short term planning refers to the short tasks, and goals, that are needed to be accomplished by
the students during a span of a short time. This includes several hours, days to several weeks.
Short Term Planning 1 2 3 4

1. I do not make a list of the things I have to do each
day.
2. I plan my day before I start it.
3. I do not make a schedule of the activities that I have
to do on my work days.
4. I write a set of goals for myself for each day.
5. I do not spend time each day planning.

6. I have a clear idea of what I want to accomplish
during the next week.
7. I do not set and commit priorities.
8. I set a day or a specific time to be productive.
9. I do not make a "to do list" before starting a lot of

task/project.
10. I review my review-materials again if the quiz/exam
is 1 to 2 hours before it starts.
11. I infrequently borrow the review materials of my
classmates for additional information before the
exam day.
12. I re-read again my notes, days before the
exams/quiz.
13. I seldom manage to accomplish things that are on
my to do list for the day.
14. I make time for reviews and reading assignments.
15. I do not postpone hanging out with my friends if I

have an exam tomorrow.
16. I tend to continue the task that I didn’t finish the
other day.
17. I don’t always accomplish my take home task.
18. I make sure to avoid distractions while reviewing.
19. I tend to pull an all-nighter for an exam/quiz.

20. Outside of school activities (Work, Extracurricular,
church and etc.) seldom consumes a lot of my time.
Time attitude refers to the perception of the person regarding the use of their time. This includes
their routine, their behavior regarding task, and their perceived control regarding time.
Time Attitude 1 2 3 4
68
1. I feel I’m not in charge of my own time.
2. I often find myself doing things which interfere

with my school-work simply because I hate to
say "no" to people.
3. On an average class day, I do not spend more
time with personal grooming than doing school
work.
4. I believe that there is room for improvement in
the way I manage my time.
5. I do not make effective use of my time.
6. I continue productive routines or activities.
7. I frequently feel as if I’m always in a hurry to finish

my tasks.
8. The use of technologies helps me to manage time
effectively.
9. Entertainment consumes a lot of my time.
10. I still prioritize my project/task rather than social

media/online games.
11. I do not persevere even if there are a lot of things to

do.
12. I always commit to my "productive time".
13. I do not follow my schedules.
14. I schedule hanging out with my friends when I have

free time.
15. I do not multi-task to save time.
16. I tend to feel that my works could have been better

if I have more time.
17. I rarely apply time management in my life.
18. I reward myself after a laborious day.
19. From time to time hanging out with friends

consumes a lot of my time.
20. I am satisfied with the way I use my time.
69
Long term planning refers to the longer tasks, and goals that are needed to be accomplished by
the students during a span of a long time. This includes several months.
Long term Planning 1 2 3 4

1. I do not have a set of goals for the entire quarter.
2. I usually keep my desk clear of everything other

than what I am currently working on.
3. I do not have a set of goals for the next semester.
4. When I have several things to do, I think it is best to
do a little bit of work on each one.
5. I rarely review my class note even when my
test is not near.
6. I make sure to commit to long term tasks to
achieve my goals.
7. The night before a major assignment is due, I
am usually still working on it.
8. I try my best to do some work in a group
project that has a long-term deadline.
9. I do not plan ahead, days before the long test.
10. I invest week by week to accomplish long and

big project.
11. I do not always accomplish long projects on
time.
12. I study my review materials even before the

announcement of the date of the exam.
13. I don’t have my own calendar planner.
14. I continue to motivate myself to achieve my
long-term goals.
15. Short-term goals are not important in achieving
my long-term goals.
16. Being consistent is one of the keys in achieving
my long-term goals
17. I do not try to improve my skills and abilities to
achieve my long-term goals.
18. I prepare my monthly planner.
19. I tend to delay long projects since it is not near.
20. I adjust my plans to align with my long-term

goals.
70
II. Validated Question Letter
71
72
73
III. Reliability and Analysis
74
SHORT TIME PLANNING
Table 1.0. Reliability for the Short-term Planning.
Cronbach’s Alpha 0.658266835

Split-Half (odd-even) Correlation 0.132167058
Spearman-Brown Prophecy 0.233476247
Mean for Test 55.18018018
Standard Deviation for Test 6.145676277
KR21 3.757762026
KR20 3.785984335
Table 1.0. Shows the Cronbach’s Alpha of 0.65 suggesting low internal consistency of the items.
TIME ATTITUDE
Table 2.0. Reliability for the Time Attitude.
Cronbach's Alpha 0.646386263

KR21 3.840691041
KR20 3.893781095
Table 2.0 Shows the Cronbach’s Alpha of 0.64 suggesting low internal consistency of the items.
LONG TERM PLANNING
Table 3.0. Reliability for the Long-term Planning.
Cronbach's Alpha 0.770583761

KR21 2.912252334
KR20 2.939319532
Table 3.0. Shows the Cronbach’s Alpha of 0.77 suggesting good internal consistency of the
items.
75
IV. Raw Data
76
SHORT TERM PLANNING
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20
Subject1 2 2 3 2 3 3 3 3 2 4 2 4 3 4 4 3 4 3 3 1
Subject2 3 1 2 2 1 2 2 4 2 4 1 2 2 3 2 3 1 2 2 4
Subject3 2 1 3 2 2 3 3 2 3 3 2 2 3 4 2 3 2 3 2 3
Subject4 2 1 3 2 2 3 3 2 3 3 2 2 3 4 2 3 2 3 2 3
Subject5 1 4 3 3 3 3 3 3 3 3 1 3 3 3 4 3 3 3 2 3
Subject6 2 3 4 3 4 3 4 3 4 1 2 3 2 3 4 3 4 3 4 3
Subject7 2 3 2 3 3 3 3 2 3 4 2 4 3 3 3 3 3 2 4 2
Subject8 3 3 3 2 2 2 3 2 3 4 3 4 3 3 3 3 2 3 2 3
Subject9 4 2 3 1 2 2 3 3 2 1 4 2 3 3 4 4 1 3 2 2
Subject10 4 4 4 4 4 4 2 4 4 1 4 1 1 4 2 4 2 4 1 4
Subject11 2 1 2 1 1 2 1 3 3 4 3 4 2 4 3 3 2 2 1 3
Subject12 2 3 2 4 2 2 3 1 3 4 2 4 2 3 1 4 3 2 1 2
Subject13 2 3 3 2 3 3 3 4 3 3 2 3 2 3 3 3 2 4 3 3
Subject14 1 2 1 3 2 2 3 4 2 4 2 4 3 3 1 4 2 4 1 3
Subject15 3 3 3 2 3 3 3 3 3 3 2 3 2 3 2 3 4 3 2 2
Subject16 3 3 3 3 3 3 3 4 3 3 3 3 2 3 3 3 2 3 2 3
Subject17 1 1 1 4 1 2 3 1 2 1 3 2 2 1 1 4 3 2 4 4
Subject18 3 2 3 3 3 3 4 2 3 1 4 4 2 4 4 4 4 3 3 2
Subject19 2 2 3 2 2 3 3 3 3 2 2 3 3 2 2 2 2 3 3 2
Subject20 2 2 3 3 3 4 4 2 4 3 2 4 3 4 4 4 3 3 1 2
Subject21 3 3 2 3 3 3 3 3 3 3 4 1 2 2 3 1 3 1 4 1
Subject22 3 3 3 4 4 4 4 4 4 3 2 4 2 3 3 3 4 4 1 4
Subject23 2 2 2 2 2 2 2 2 3 3 1 4 2 3 2 2 3 2 2 3
Subject24 2 3 2 3 2 2 2 4 2 4 2 4 2 3 2 3 1 4 1 4
Subject25 4 4 3 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject26 3 3 3 2 3 3 4 2 0 2 3 4 2 4 3 3 3 3 3 3
Subject27 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject28 3 3 3 3 2 2 3 3 3 4 1 4 2 3 4 3 2 4 1 2
Subject29 3 3 3 3 3 3 3 3 3 4 2 3 2 3 3 3 2 3 2 3
Subject30 1 3 2 2 2 2 3 3 3 4 2 4 2 3 3 3 2 2 3 2
Subject31 2 2 3 3 2 3 2 3 3 2 3 2 3 2 3 2 3 2 4 1
Subject32 3 3 3 2 2 3 0 1 3 2 3 2 3 2 2 3 0 1 4 3
Subject33 2 3 2 2 2 3 3 3 0 2 2 3 2 3 2 3 2 3 2 3
Subject34 3 3 3 3 3 3 3 2 2 3 3 0 2 3 3 2 2 3 3 2
Subject35 3 3 3 3 3 3 3 3 3 3 2 3 2 3 3 3 3 2 2 2
Subject36 3 3 3 2 3 3 3 3 2 3 2 3 2 3 1 2 2 3 3 3
Subject37 1 1 1 1 1 1 2 1 1 3 2 3 4 1 3 3 2 2 3 3
Subject38 3 1 3 2 2 2 3 3 2 2 3 1 3 2 2 2 1 2 3 3
Subject39 3 2 3 3 3 3 3 3 4 3 1 2 3 2 2 2 3 3 3 3
Subject40 1 2 2 2 3 2 3 4 2 4 1 2 3 4 2 4 3 3 3 3
Subject41 3 3 3 3 3 4 3 3 3 3 2 3 2 4 3 3 3 3 2 3
Subject42 1 2 2 2 1 3 4 4 4 3 2 4 2 3 4 4 4 1 3 2
Subject43 2 2 2 1 2 2 4 3 2 4 3 3 2 3 4 4 3 3 2 3
Subject44 3 3 3 2 2 4 4 3 3 4 4 4 4 3 3 3 4 3 3 2
Subject45 3 3 2 2 3 3 3 3 2 4 1 4 2 3 2 4 2 4 1 3
77
Subject46 2 3 3 2 2 2 4 3 3 4 3 4 2 4 3 4 3 4 2 3
Subject47 4 3 4 3 4 3 4 3 4 4 4 4 4 3 4 3 4 3 2 2
Subject48 4 1 4 1 3 3 2 3 4 4 4 3 1 3 2 3 1 3 2 3
Subject49 3 4 3 3 3 3 3 4 4 3 2 2 3 3 3 4 4 3 3 3
Subject50 4 3 4 3 4 3 3 4 4 4 3 4 3 3 3 3 4 3 2 3
Subject51 2 3 3 2 3 4 4 4 2 3 2 4 3 4 1 4 3 4 1 1
Subject52 3 3 3 3 4 2 3 3 2 3 2 4 2 2 1 3 4 3 2 1
Subject53 3 3 3 2 3 3 3 3 2 4 3 4 3 4 2 4 3 3 2 4
Subject54 2 3 3 2 2 3 2 3 4 2 3 3 3 3 2 3 3 2 3 1
Subject55 1 3 3 2 3 1 3 2 1 4 2 3 3 2 2 3 4 3 2 2
Subject56 3 2 3 2 2 2 4 4 4 4 1 3 2 3 4 3 2 2 3 2
Subject57 4 2 3 2 3 2 3 2 2 3 2 4 3 2 4 2 2 2 3 3
Subject58 2 2 3 2 2 2 3 3 2 4 2 4 2 4 2 3 1 2 1 4
Subject59 1 2 3 2 3 4 4 3 2 4 2 4 3 4 2 4 4 4 1 3
Subject60 2 2 3 2 1 4 2 2 2 3 2 3 2 3 3 3 3 4 1 2
Subject61 1 3 2 3 3 3 2 2 2 3 2 3 2 3 3 3 2 3 2 3
Subject62 4 3 3 3 3 3 3 3 4 3 2 3 3 3 4 3 2 4 3 2
Subject63 2 2 2 2 3 3 3 3 2 3 3 2 2 2 2 2 2 2 3 3
Subject64 3 2 3 2 3 3 4 3 3 1 2 3 3 3 4 3 3 3 3 4
Subject65 2 2 2 3 2 3 3 3 3 3 2 3 3 3 3 3 3 3 2 3
Subject66 2 2 2 2 2 3 3 2 2 2 4 3 3 4 3 3 3 4 2 3
Subject67 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2
Subject68 4 2 1 4 4 4 4 4 4 4 1 4 4 4 1 1 4 4 1 4
Subject69 1 3 2 4 1 4 4 1 2 4 1 4 1 4 1 4 2 4 1 3
Subject70 3 4 3 4 3 4 1 2 3 4 2 4 3 4 4 4 3 3 1 3
Subject71 1 4 1 4 3 3 2 1 1 4 1 4 1 4 4 1 3 2 2 1
Subject72 2 3 3 2 3 3 3 2 2 3 3 3 3 3 3 3 3 2 2 2
Subject73 2 2 2 2 2 3 4 3 4 4 2 3 2 3 2 2 1 4 2 3
Subject74 2 3 2 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2
Subject75 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 2 3 3 3
Subject76 3 3 2 3 3 3 1 3 3 4 2 4 3 4 1 1 2 3 3 3
Subject77 3 3 2 3 3 2 2 4 2 3 3 3 3 3 3 3 3 4 3 3
Subject78 3 3 2 3 3 3 3 3 3 3 2 3 3 3 4 3 3 2 2 2
Subject79 2 2 4 4 3 3 2 4 1 2 2 4 3 3 4 3 1 2 2 2
Subject80 2 3 3 2 3 3 4 3 4 3 3 3 3 3 3 3 3 1 2 2
Subject81 2 4 3 1 2 3 4 4 3 1 4 1 2 3 2 4 3 4 4 3
Subject82 1 2 3 2 2 2 4 3 2 4 1 4 2 4 3 3 1 4 1 2
Subject83 1 2 1 3 1 3 3 2 2 3 4 4 2 4 4 4 3 4 3 2
Subject84 2 2 2 2 2 2 3 3 3 3 4 2 3 3 3 3 3 2 4 2
Subject85 4 4 4 3 3 2 3 4 4 3 2 3 2 3 2 3 3 3 2 2
Subject86 3 3 3 2 3 3 4 4 2 4 3 3 3 3 1 4 4 2 1 2
Subject87 2 2 3 2 3 3 3 2 2 3 2 2 3 2 2 3 2 2 3 4
Subject88 4 2 3 1 3 2 3 1 4 2 4 3 2 2 2 2 4 3 3 3
Subject89 3 2 2 2 3 3 3 1 2 3 3 3 3 3 3 2 2 3 2 2
Subject90 2 0 3 2 2 3 3 3 2 4 3 4 2 4 2 3 3 3 3 3
Subject91 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject92 2 3 2 3 1 3 2 3 3 2 2 3 3 3 3 3 3 3 3 3
Subject93 3 2 4 1 4 2 2 3 4 4 2 4 4 2 4 2 4 4 4 2
Subject94 4 3 2 3 3 1 3 2 3 4 3 3 2 2 4 2 3 4 2 3
Subject95 4 3 3 3 3 3 4 3 4 4 2 4 2 3 4 3 4 3 2 3
78
Subject96 2 3 2 3 1 3 4 4 4 4 1 4 2 4 4 4 4 4 2 2
Subject97 3 4 3 3 3 4 3 3 3 3 3 4 3 4 3 3 3 4 3 2
Subject98 3 3 3 4 3 3 3 4 3 2 2 3 3 3 3 3 3 3 2 2
Subject99 2 3 3 3 2 3 3 3 2 2 2 3 3 3 3 3 3 3 2 1
Subject100 2 3 2 2 3 3 2 3 3 2 3 2 3 2 2 3 2 3 2 2
Subject101 4 1 4 2 3 4 4 3 4 4 2 3 3 3 4 4 2 3 2 3
Subject102 2 2 3 1 2 3 3 3 3 4 3 2 3 3 1 4 3 3 3 2
Subject103 2 1 2 2 3 3 2 2 4 3 3 4 1 3 1 4 3 2 1 1
Subject104 3 2 3 1 2 3 3 2 2 4 3 2 1 2 1 2 2 1 4 2
Subject105 2 3 3 4 4 4 4 4 3 3 2 4 2 3 2 2 1 4 2 3
Subject106 1 3 2 2 3 4 2 1 3 3 2 2 2 2 3 3 3 4 2 4
Subject107 1 1 1 2 1 3 3 3 1 2 3 2 2 3 1 3 2 3 1 4
Subject108 3 2 3 3 3 3 3 3 2 4 1 4 2 3 1 3 3 3 1 2
Subject109 2 3 3 3 3 3 4 4 3 4 4 3 2 4 3 3 3 3 2 2
Subject110 3 3 3 3 3 4 3 3 3 2 2 3 2 3 3 3 2 2 3 2
Subject111 3 3 4 4 2 1 4 4 4 3 2 3 2 4 4 4 4 3 2 3
Subject112 2 4 3 2 3 4 3 3 3 4 1 4 3 3 3 3 4 4 1 2
Subject113 3 3 3 3 3 3 4 2 3 3 2 3 3 3 3 3 2 3 2 3
Subject114 2 4 3 2 3 4 1 3 1 4 2 3 1 3 2 1 4 1 1 2
Subject115 2 2 3 3 2 1 3 2 3 4 2 3 2 3 3 3 3 2 2 3
Subject116 1 4 2 1 2 3 3 3 2 4 2 3 2 3 2 3 2 2 3 4
Subject117 1 3 1 1 4 4 1 4 1 4 4 3 4 1 4 4 4 4 1 4
Subject118 4 4 1 4 4 3 4 3 4 4 2 4 4 1 3 4 3 4 1 2
Subject119 3 3 3 2 3 3 3 3 1 4 2 4 2 4 4 3 2 3 1 2
Subject120 3 3 4 2 3 3 3 3 3 3 2 3 2 3 3 2 3 3 2 3
Subject121 3 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 3 3 2 3
Subject122 3 3 2 3 2 3 2 2 3 4 2 4 1 4 1 3 1 4 1 4
Subject123 3 1 3 1 2 3 2 1 3 1 4 2 2 1 2 1 4 2 4 2
Subject124 1 2 1 2 2 1 2 2 2 3 4 2 3 2 1 2 2 3 3 3
Subject125 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject126 2 4 2 4 1 4 1 3 2 3 1 4 1 2 4 4 1 2 3 2
Subject127 1 1 3 2 4 3 1 4 3 3 4 2 2 3 4 3 1 3 1 4
Subject128 1 3 2 2 3 3 1 3 4 3 1 2 1 3 3 4 2 2 1 1
Subject129 3 3 3 3 3 2 2 2 2 4 2 2 3 4 1 3 2 1 1 1
Subject130 2 3 2 2 2 2 3 2 2 3 2 3 2 2 3 3 3 3 3 4
Subject131 3 2 3 2 3 2 2 3 2 3 2 3 3 4 2 3 3 3 2 3
Subject132 3 3 3 3 2 3 2 3 3 3 4 3 2 3 4 4 2 2 1 4
Subject133 3 4 3 2 2 3 3 4 3 4 1 4 2 3 4 3 3 3 3 2
Subject134 2 4 1 4 1 2 1 2 1 4 1 1 3 1 4 2 1 4 4 1
Subject135 2 3 2 4 2 3 3 3 2 4 1 4 2 4 2 4 2 3 2 3
Subject136 3 3 2 2 3 4 3 3 3 2 1 4 2 3 3 3 3 3 2 2
Subject137 4 2 4 2 4 3 4 3 4 3 4 3 4 1 2 3 4 3 4 3
Subject138 1 3 2 3 3 2 3 3 2 2 1 4 2 2 2 2 2 2 3 2
Subject139 1 4 2 3 2 3 4 2 3 1 2 3 2 2 2 3 3 2 4 1
Subject140 3 1 2 1 2 4 1 1 2 2 4 4 1 4 1 1 4 3 4 3
Subject141 2 2 3 2 4 4 1 4 2 4 2 4 4 4 1 4 1 3 4 2
Subject142 4 3 2 3 3 3 4 3 4 3 3 3 3 3 3 3 3 3 2 2
Subject143 1 4 1 2 2 2 2 2 2 3 3 1 3 3 4 1 3 1 3 3
Subject144 3 3 3 3 3 3 4 4 3 4 4 4 4 3 2 3 2 3 3 3
Subject145 3 1 3 3 3 1 3 2 4 3 2 2 2 3 1 3 4 3 1 2
79
Subject146 3 3 4 1 3 3 1 4 3 4 2 3 2 3 3 3 3 2 2 3
Subject147 4 3 3 2 3 3 3 1 3 3 1 3 3 3 3 4 4 4 3 2
Subject148 4 3 3 2 3 4 2 3 3 4 4 2 2 3 2 3 3 1 3 3
Subject149 4 2 2 2 3 3 3 1 2 1 3 3 2 3 3 2 1 1 2 3
Subject150 3 3 3 2 3 3 2 4 4 3 2 3 3 3 4 4 2 4 1 2
Subject151 3 4 3 4 2 3 2 4 3 4 2 4 2 4 4 3 3 4 2 3
Subject152 2 2 3 2 3 3 4 3 3 3 3 2 3 2 2 3 2 2 2 2
Subject153 4 2 2 3 1 4 4 3 3 1 3 2 2 2 3 3 1 3 3 2
Subject154 4 4 4 4 3 4 4 4 4 4 1 4 2 4 4 4 4 4 4 2
Subject155 2 4 3 3 3 2 3 4 1 3 3 2 1 4 3 3 3 4 1 3
Subject156 3 4 2 4 1 3 2 3 2 4 1 4 1 3 2 3 2 4 2 3
Subject157 3 2 2 3 2 1 1 1 4 1 3 2 4 2 1 1 4 3 1 3
Subject158 3 3 3 3 3 3 2 4 2 3 2 4 2 3 3 3 3 4 2 3
Subject159 3 2 2 3 3 2 3 3 1 3 3 2 2 3 2 3 3 3 2 3
Subject160 2 2 2 2 3 2 1 2 2 2 2 3 1 3 1 3 1 2 3 3
Subject161 3 4 3 3 2 2 3 1 3 4 2 4 2 3 3 4 3 4 2 3
Subject162 3 3 2 4 2 4 2 4 1 3 2 3 2 3 1 4 2 2 3 2
Subject163 3 2 3 3 3 2 3 2 3 3 2 3 2 3 3 3 2 3 3 3
Subject164 2 2 2 2 2 2 2 3 2 3 3 2 2 2 2 3 3 2 2 2
Subject165 3 3 3 3 3 3 3 2 3 4 4 2 2 4 4 4 1 1 3 3
Subject166 4 4 4 4 4 3 4 2 4 4 2 4 4 4 3 3 4 4 1 3
Subject167 1 2 2 2 2 3 3 2 2 4 2 3 4 4 4 4 3 4 2 4
Subject168 1 4 2 2 2 3 3 3 3 3 2 4 2 3 4 3 2 3 3 3
Subject169 1 4 1 1 3 4 4 4 1 3 2 3 2 3 4 4 3 2 1 3
Subject170 1 2 2 2 2 3 3 4 1 4 2 2 2 3 4 3 3 2 2 3
Subject171 3 3 3 1 4 2 3 4 4 3 4 1 2 1 4 2 2 1 3 2
Subject172 2 3 2 3 2 4 3 3 3 3 3 4 2 3 3 3 3 3 1 3
Subject173 3 2 3 3 3 3 3 3 3 2 3 2 2 3 3 2 2 2 3 3
Subject174 2 2 2 2 2 2 2 2 2 3 2 3 3 4 3 3 2 2 3 3
Subject175 3 3 3 3 3 3 2 3 3 2 2 3 3 3 2 3 3 3 2 2
Subject176 3 3 3 3 3 4 4 3 3 4 3 4 3 4 4 4 4 2 1 3
Subject177 3 3 3 3 2 3 3 3 3 4 2 4 3 4 4 3 2 3 2 2
Subject178 3 3 3 1 3 3 3 4 4 3 4 4 3 3 2 3 2 4 1 4
Subject179 4 4 4 3 2 4 4 4 4 4 4 4 3 4 4 4 3 2 1 4
Subject180 4 2 4 3 2 3 2 2 2 3 4 3 2 4 4 3 2 3 3 3
Subject181 2 1 3 2 2 2 2 2 4 1 4 1 4 1 3 1 2 2 4 2
Subject182 2 4 4 3 4 4 4 3 3 4 1 4 2 2 4 3 4 3 3 4
Subject183 2 4 4 2 3 3 3 3 4 2 4 4 1 4 1 4 3 3 2 3
Subject184 2 2 3 3 3 3 4 1 2 3 2 3 3 2 1 2 3 3 2 3
Subject185 3 3 3 3 3 2 3 3 3 4 3 4 2 4 2 4 4 3 2 3
Subject186 3 3 3 2 2 4 3 3 3 4 3 3 3 3 4 3 4 3 3 3
Subject187 2 3 2 2 3 3 3 3 2 4 3 4 4 4 4 4 3 4 2 3
Subject188 2 3 2 3 2 3 4 2 3 3 3 3 3 3 3 3 3 3 2 3
Subject189 3 2 3 3 3 2 3 3 3 3 2 3 2 4 4 3 3 2 3 2
Subject190 2 3 3 2 3 4 4 4 4 3 2 3 1 4 4 4 4 4 3 2
Subject191 2 2 3 3 2 2 3 3 2 3 2 2 3 3 3 3 2 3 2 3
Subject192 4 3 2 2 3 3 4 4 3 3 3 4 3 4 4 4 3 3 3 4
Subject193 2 3 3 1 3 2 3 3 1 3 2 4 3 3 3 4 4 4 2 3
Subject194 2 3 2 4 3 3 4 2 3 4 4 4 4 4 3 3 2 2 1 3
Subject195 4 2 3 3 2 2 4 3 4 3 4 3 4 3 3 3 3 4 2 3
80
Subject196 4 4 4 2 3 3 3 3 3 4 4 2 2 4 3 3 4 3 1 2
Subject197 4 4 4 4 4 3 3 3 3 3 3 4 4 4 3 3 4 2 4 4
Subject198 2 3 2 4 3 3 4 2 2 4 3 3 3 3 3 3 1 3 3 4
Subject199 2 3 4 4 2 4 3 3 2 4 3 3 3 3 4 3 4 3 1 3
Subject200 3 3 3 3 1 3 4 3 3 3 3 3 1 3 1 4 2 3 1 3
Subject201 4 4 4 4 3 3 4 2 3 3 4 3 3 2 3 4 2 3 4 3
Subject202 4 2 3 3 2 4 4 3 2 2 3 3 3 3 2 3 3 1 1 2
Subject203 4 4 4 4 4 3 3 3 3 3 3 4 4 4 3 3 4 2 4 4
Subject204 4 2 3 3 2 2 4 3 4 3 4 3 4 3 3 3 3 4 2 3
Subject205 2 3 2 4 3 3 4 2 3 4 4 4 4 4 3 3 2 2 1 3
Subject206 2 4 4 2 3 3 3 3 4 2 4 4 1 4 1 4 3 3 2 3
Subject207 2 3 2 2 3 3 3 3 2 4 3 4 4 4 4 4 3 4 2 3
Subject208 3 3 3 3 3 2 3 3 3 4 3 4 2 4 2 4 4 3 2 3
Subject209 2 2 3 3 2 2 3 3 2 3 2 2 3 3 3 3 2 3 2 3
Subject210 2 3 3 1 3 2 3 3 1 3 2 4 3 3 3 4 4 4 2 3
Subject211 4 4 4 2 3 3 3 3 3 4 4 2 2 4 3 3 4 3 1 2
Subject212 2 3 2 4 3 3 4 2 2 4 3 3 3 3 3 3 1 3 3 4
Subject213 2 2 3 3 3 3 4 1 2 3 2 3 3 2 1 2 3 3 2 3
Subject214 3 3 3 2 2 4 3 3 3 4 3 3 3 3 4 3 4 3 3 3
Subject215 2 3 2 3 2 3 4 2 3 3 3 3 3 3 3 3 3 3 2 3
Subject216 2 3 4 4 2 4 3 3 2 4 3 3 3 3 4 3 4 3 1 3
Subject217 4 4 4 4 3 3 4 2 3 3 4 3 3 2 3 4 2 3 4 3
Subject218 4 2 3 3 2 4 4 3 2 2 3 3 3 3 2 3 3 1 1 2
Subject219 2 3 3 2 3 4 4 4 4 3 2 3 1 4 4 4 4 4 3 2
Subject220 4 3 2 2 3 3 4 4 3 3 3 4 3 4 4 4 3 3 3 4
Subject221 3 3 3 3 1 3 4 3 3 3 3 3 1 3 1 4 2 3 1 3
Subject222 3 2 3 3 3 2 3 3 3 3 2 3 2 4 4 3 3 2 3 2
Questions Subjects
TIME ATTITUDE 20 222
Subject1 3 1 1 4 2 2 3 2 1 3 3 3 3 1 1 2 1 4 4 2
Subject2 4 3 3 4 2 3 1 2 1 3 2 3 1 2 4 3 1 4 3 2
Subject3 3 2 3 4 2 2 2 3 1 2 2 2 3 1 3 0 3 2 2 2
Subject4 3 2 3 4 2 2 2 3 1 2 2 2 3 1 3 0 3 2 2 2
Subject5 3 2 2 4 4 3 2 4 2 3 3 3 4 4 4 3 3 4 4 4
Subject6 4 1 2 3 4 3 2 3 4 3 4 2 3 2 4 3 4 3 2 3
81
Subject7 3 2 2 3 2 2 2 3 2 4 3 3 2 3 3 4 3 3 2 3
Subject8 4 1 1 4 3 3 1 3 1 2 1 2 3 3 2 3 2 3 2 3
Subject9 3 1 3 1 4 4 3 2 4 3 3 4 4 2 3 3 4 4 1 2
Subject10 1 4 4 1 2 3 2 3 2 4 4 4 2 4 3 4 4 4 1 2
Subject11 2 2 3 4 1 2 1 1 1 2 4 3 1 4 3 4 1 4 1 1
Subject12 4 4 2 4 1 2 2 4 2 3 2 2 2 4 4 4 2 4 2 3
Subject13 3 2 2 3 2 3 2 2 2 3 3 3 3 4 3 4 2 3 2 2
Subject14 3 2 3 3 3 3 2 3 3 3 3 3 1 4 3 4 2 4 1 4
Subject15 2 3 4 3 3 3 2 4 3 4 4 3 3 4 4 3 1 4 4 4
Subject16 3 3 3 4 2 3 2 3 2 2 3 3 3 2 3 4 2 2 2 3
Subject17 4 4 3 3 1 2 1 3 1 1 3 3 1 2 3 4 1 3 1 2
Subject18 4 1 4 4 4 4 3 3 3 4 4 4 2 4 4 3 4 3 3 3
Subject19 3 3 2 3 3 3 3 3 3 3 3 2 2 3 3 2 3 3 2 3
Subject20 3 3 3 4 3 4 3 4 3 4 3 4 4 2 3 4 3 4 3 3
Subject21 3 2 2 1 0 3 2 3 2 3 2 3 3 1 3 3 4 1 4 1
Subject22 3 3 2 2 2 0 4 4 3 3 2 3 4 2 3 4 2 3 2 1
Subject23 2 3 2 3 3 3 2 2 1 3 2 2 3 3 3 2 2 2 3 3
Subject24 4 4 3 3 3 3 3 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject25 2 2 3 3 3 3 3 2 3 3 2 3 3 2 3 3 2 3 2 2
Subject26 3 2 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 3 2 3
Subject27 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject28 4 3 1 4 2 4 2 3 1 2 4 3 3 3 2 4 3 4 1 1
Subject29 3 2 2 4 2 3 2 3 2 3 3 4 3 4 3 3 2 4 3 2
Subject30 3 2 2 4 2 2 3 2 1 3 3 2 3 3 3 3 2 3 2 2
Subject31 2 3 2 3 2 3 4 1 1 3 1 3 2 3 2 3 2 3 2 3
Subject32 3 2 3 3 2 3 2 3 3 4 4 1 2 2 3 2 2 2 3 2
Subject33 4 3 3 2 3 3 0 2 2 2 2 2 2 3 2 3 2 3 2 3
Subject34 3 3 2 3 3 3 2 3 2 3 3 3 4 3 3 3 2 3 2 1
Subject35 2 2 3 3 3 3 2 3 3 3 3 2 2 3 3 2 2 2 3 3
Subject36 4 2 4 3 2 3 2 3 2 3 3 3 2 3 3 3 2 3 3 3
Subject37 3 3 3 4 3 3 3 4 1 2 3 2 2 3 3 3 3 2 3 3
Subject38 3 2 3 2 3 2 3 2 2 2 3 2 2 2 3 2 4 2 3 2
Subject39 3 3 3 4 3 3 2 3 2 2 3 3 3 3 3 4 3 2 2 1
Subject40 3 2 3 4 3 3 3 4 1 3 3 3 1 4 2 4 1 4 4 3
Subject41 3 3 2 3 3 4 1 4 2 3 3 3 3 3 3 3 2 3 2 3
Subject42 4 3 2 4 3 3 1 4 1 4 3 4 3 4 3 4 2 4 2 3
Subject43 3 2 3 4 2 3 2 3 2 3 3 2 2 3 3 4 3 3 2 2
Subject44 4 1 3 3 3 3 3 2 3 3 4 3 4 4 3 2 4 3 4 3
Subject45 2 3 2 3 2 4 1 4 1 4 2 3 2 4 3 4 2 4 2 3
Subject46 3 3 4 4 3 4 2 2 2 3 3 4 3 4 3 4 3 4 3 3
Subject47 4 3 2 4 4 3 2 3 2 4 3 3 4 3 4 4 4 4 2 3
Subject48 2 1 2 3 2 2 1 3 2 2 2 3 2 3 1 3 2 3 2 3
Subject49 4 2 3 4 3 3 2 2 2 3 2 3 3 3 4 3 3 3 3 3
Subject50 3 3 2 3 3 2 2 3 3 2 4 4 4 3 3 3 3 4 3 3
Subject51 3 4 3 4 2 3 2 3 1 4 3 4 3 4 3 3 3 4 2 3
Subject52 4 2 4 4 4 3 2 4 1 3 2 2 4 4 4 3 2 4 4 3
Subject53 4 4 3 4 2 2 2 3 2 3 2 4 4 3 4 4 3 1 4 4
Subject54 3 4 2 4 3 2 3 2 3 1 2 2 2 4 3 3 2 4 2 3
Subject55 3 3 2 3 3 3 2 3 3 2 4 3 2 3 2 4 2 2 2 2
Subject56 2 3 2 4 2 2 2 3 2 3 3 3 2 4 4 4 3 4 2 2
82
Subject57 3 3 3 3 3 3 3 2 3 2 3 3 3 2 2 2 3 2 2 2
Subject58 1 2 3 4 2 3 1 2 1 2 2 2 3 2 3 4 2 4 1 1
Subject59 2 3 3 4 4 4 4 4 1 3 3 3 3 4 3 4 2 4 2 4
Subject60 2 4 2 4 2 3 1 2 1 2 2 2 2 3 3 3 2 4 2 3
Subject61 2 3 2 3 2 2 2 3 2 3 2 2 2 3 3 3 2 2 2 3
Subject62 4 1 2 3 1 2 1 2 1 3 1 2 2 1 4 4 2 3 1 2
Subject63 2 3 2 3 2 2 2 2 2 2 2 2 2 3 3 3 2 3 2 2
Subject64 3 3 3 3 3 3 2 3 1 3 3 2 2 3 4 3 3 3 2 3
Subject65 3 2 2 3 3 3 2 3 2 3 3 3 3 3 3 3 2 3 2 3
Subject66 3 2 2 4 2 3 3 1 3 3 3 3 3 2 2 3 3 3 3 2
Subject67 3 3 3 3 3 3 2 3 2 3 3 3 3 3 3 3 3 3 3 3
Subject68 1 2 2 1 1 3 1 1 4 3 4 3 4 4 1 1 1 1 4 1
Subject69 1 4 3 3 1 3 2 1 1 4 2 4 1 4 2 4 4 4 1 3
Subject70 4 2 3 1 4 4 3 4 2 4 4 3 3 2 2 3 3 4 3 4
Subject71 3 2 3 2 3 2 1 4 1 3 2 2 4 1 4 4 1 4 1 4
Subject72 3 2 3 3 3 4 2 4 2 4 3 3 3 2 3 3 3 3 3 4
Subject73 3 3 2 4 4 3 3 1 2 2 4 3 4 4 4 3 4 4 2 3
Subject74 2 3 3 3 3 3 3 3 3 3 4 2 4 3 2 3 2 2 2 2
Subject75 3 3 3 3 3 3 2 3 2 2 2 2 2 3 2 2 3 2 3 2
Subject76 1 3 1 4 2 2 1 2 2 4 3 4 2 2 2 2 2 1 3 4
Subject77 3 3 2 3 4 3 3 3 2 3 4 3 4 4 4 4 3 4 2 3
Subject78 3 3 2 4 3 3 2 4 1 3 3 3 4 4 2 4 2 4 3 3
Subject79 3 3 3 3 3 3 3 4 1 3 2 4 3 4 2 3 3 2 1 4
Subject80 3 3 2 4 3 3 2 3 2 4 3 3 3 4 3 4 3 4 3 3
Subject81 4 2 3 4 3 2 3 4 1 3 4 3 4 3 2 4 1 3 2 3
Subject82 2 3 3 4 2 2 1 1 1 3 3 2 1 4 3 4 1 4 1 2
Subject83 4 2 2 4 2 2 1 2 2 3 2 3 3 4 3 4 3 4 3 2
Subject84 2 2 3 3 3 2 3 3 2 3 3 2 3 2 3 3 3 3 2 2
Subject85 3 2 3 3 3 2 3 1 3 2 3 1 4 3 3 3 3 3 3 3
Subject86 4 3 2 4 4 3 3 3 2 3 2 2 3 4 3 2 4 4 2 4
Subject87 2 3 2 2 3 3 2 3 2 3 2 3 2 3 3 3 3 2 2 3
Subject88 3 2 2 2 2 4 3 3 1 3 3 4 3 2 3 3 2 2 2 4
Subject89 4 2 3 3 2 2 3 2 3 2 3 2 3 2 3 2 2 4 3 3
Subject90 3 2 3 4 2 3 2 3 2 4 3 3 3 4 3 2 2 3 3 2
Subject91 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject92 3 3 2 3 3 3 3 2 1 2 3 3 3 3 3 3 3 3 3 3
Subject93 3 2 2 4 3 2 4 4 3 3 4 2 4 3 3 4 3 2 4 3
Subject94 3 3 2 4 3 3 2 3 1 3 4 3 3 4 4 2 3 4 2 3
Subject95 3 3 2 3 3 4 2 3 3 3 3 3 3 3 4 4 4 4 3 4
Subject96 3 2 4 4 3 4 3 3 2 4 3 4 4 1 4 4 2 4 3 4
Subject97 3 3 1 3 3 3 3 4 3 4 3 3 2 4 3 2 3 4 2 4
Subject98 3 2 2 4 3 3 2 3 3 3 3 3 3 3 3 4 3 4 2 4
Subject99 4 2 3 3 3 3 3 3 2 3 3 2 3 3 3 3 3 3 3 3
Subject100 2 2 2 2 3 3 2 3 2 3 3 3 2 2 2 3 2 2 3 2
Subject101 3 4 1 4 3 3 1 2 1 4 4 3 3 4 4 4 4 4 3 3
Subject102 3 3 2 3 3 3 3 3 1 3 4 2 3 4 4 1 2 4 2 4
Subject103 1 1 3 4 2 1 4 1 1 3 1 2 3 2 2 1 4 3 2 4
Subject104 2 4 1 1 2 2 4 4 4 2 3 3 1 1 2 1 2 1 2 3
Subject105 2 3 2 4 2 4 1 3 1 3 2 4 3 3 2 4 1 4 2 4
Subject106 4 2 3 3 4 3 2 4 2 3 2 3 3 3 3 2 2 4 2 3
83
Subject107 2 3 2 3 2 3 1 3 2 3 3 3 1 4 2 2 2 3 2 4
Subject108 4 3 3 4 3 4 2 3 3 3 3 3 3 4 4 4 3 4 1 4
Subject109 2 2 3 3 3 3 2 3 2 4 3 3 4 4 4 3 3 4 2 3
Subject110 4 3 2 3 2 3 3 4 1 3 3 2 2 3 2 4 2 4 2 1
Subject111 3 1 2 4 4 3 2 2 1 3 4 3 4 1 4 3 3 3 1 4
Subject112 1 4 1 4 3 3 2 3 3 2 3 2 2 4 4 1 3 4 1 4
Subject113 2 2 3 3 2 3 1 4 1 2 2 3 2 4 2 4 2 4 1 2
Subject114 1 1 4 4 2 4 3 4 4 1 1 2 3 2 4 4 1 4 4 1
Subject115 3 3 2 3 3 3 2 2 1 3 2 3 2 3 3 3 2 3 3 2
Subject116 3 3 3 4 3 3 2 2 1 2 2 3 3 4 3 3 3 3 3 4
Subject117 4 4 1 4 4 4 1 4 1 4 1 4 3 4 4 4 1 4 3 4
Subject118 3 1 1 4 3 4 2 4 2 4 3 4 4 4 3 4 4 4 4 4
Subject119 2 2 2 3 2 3 3 3 2 3 2 3 2 3 3 3 2 3 2 3
Subject120 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject121 3 3 3 4 3 3 2 4 1 3 3 3 3 2 3 4 3 3 2 3
Subject122 4 3 2 3 2 2 2 3 4 1 3 2 3 4 2 4 1 4 1 4
Subject123 4 2 4 2 2 1 2 2 4 1 4 4 1 1 4 1 4 2 4 1
Subject124 2 1 3 1 3 1 3 1 4 2 3 1 1 1 3 2 3 2 3 2
Subject125 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject126 2 3 1 2 1 4 2 4 2 4 1 2 4 2 2 4 1 3 3 4
Subject127 1 4 1 4 1 2 1 2 3 2 1 2 1 4 4 4 1 4 1 1
Subject128 2 3 2 3 2 2 2 2 1 2 3 2 3 3 3 4 3 4 2 2
Subject129 4 3 3 4 2 3 1 1 2 3 2 3 3 2 1 3 2 3 2 4
Subject130 3 3 2 3 3 3 2 3 2 3 2 3 2 2 3 3 2 3 2 3
Subject131 2 2 2 4 3 3 3 3 2 4 3 3 3 3 3 3 2 3 2 3
Subject132 1 3 2 3 2 4 4 1 3 4 1 4 1 4 2 4 1 4 1 4
Subject133 4 2 3 1 4 3 3 3 1 3 3 4 4 3 4 2 4 3 2 4
Subject134 3 4 1 4 2 2 2 1 1 2 1 2 1 4 3 4 1 3 2 4
Subject135 2 3 2 3 2 4 2 3 2 3 2 4 3 2 3 3 3 2 2 2
Subject136 3 2 3 3 2 3 2 3 2 4 3 4 3 3 3 3 3 2 3 4
Subject137 2 3 2 3 3 3 2 2 2 3 3 3 2 3 3 3 3 3 2 2
Subject138 3 2 2 4 1 4 2 2 2 4 3 3 1 4 1 4 2 4 2 4
Subject139 4 1 4 3 3 3 3 3 2 3 2 3 3 4 3 3 2 4 2 3
Subject140 1 1 4 1 4 1 1 4 4 4 4 4 4 1 3 1 4 1 1 1
Subject141 2 3 3 4 4 4 1 4 2 4 3 3 3 1 3 4 3 4 1 4
Subject142 3 3 3 3 3 3 3 2 3 2 3 2 3 3 3 3 3 3 3 3
Subject143 3 2 3 1 3 2 3 2 2 1 3 3 1 4 2 1 2 1 3 1
Subject144 4 2 2 1 4 4 2 4 3 3 4 4 4 4 3 3 4 3 3 4
Subject145 2 2 3 3 2 3 2 3 2 2 2 2 2 4 3 4 3 3 3 3
Subject146 1 4 2 4 2 3 2 3 2 3 3 3 2 4 4 4 2 4 2 1
Subject147 2 3 3 4 3 3 1 4 1 4 3 4 3 4 3 4 4 4 2 3
Subject148 3 3 3 4 3 3 2 3 1 3 2 2 2 4 3 4 2 4 2 2
Subject149 3 4 3 4 2 2 1 1 4 2 2 2 3 4 3 4 2 4 3 2
Subject150 4 2 3 4 3 3 2 3 3 3 4 3 3 4 3 4 4 4 3 3
Subject151 2 3 2 3 3 4 1 4 2 4 2 4 3 3 3 4 2 3 3 3
Subject152 3 3 2 4 3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2
Subject153 2 2 2 4 3 2 1 4 1 2 3 3 2 2 2 3 3 3 1 4
Subject154 4 2 3 4 4 4 1 1 1 3 3 2 3 4 4 4 4 4 1 4
Subject155 3 4 2 4 2 4 1 4 2 4 1 4 2 2 1 4 1 4 3 2
Subject156 2 3 3 4 2 3 1 4 1 3 2 3 2 4 2 3 1 3 2 4
84
Subject157 2 4 4 1 3 2 3 1 3 1 1 2 3 1 2 3 2 1 3 4
Subject158 3 3 3 3 3 3 2 4 2 3 2 4 2 3 3 3 3 4 2 3
Subject159 2 2 3 2 2 2 1 3 3 2 3 3 2 3 3 2 2 2 3 2
Subject160 2 4 3 3 1 1 1 4 1 1 3 1 1 4 3 4 1 4 1 4
Subject161 3 3 2 3 3 3 2 4 2 3 3 3 4 3 3 4 2 3 2 2
Subject162 3 2 2 2 2 3 2 3 1 4 3 3 3 4 3 3 1 4 2 3
Subject163 3 2 2 3 3 3 3 3 3 3 3 2 3 3 4 4 2 4 3 2
Subject164 3 2 2 3 2 2 3 2 1 2 2 2 1 3 3 4 1 2 3 3
Subject165 3 2 2 3 2 3 2 1 2 3 4 4 4 1 2 3 3 1 4 2
Subject166 4 1 4 4 4 4 2 4 4 4 4 4 4 4 3 3 4 3 3 4
Subject167 3 2 2 3 3 3 3 3 1 4 2 4 3 3 3 4 4 3 1 3
Subject168 2 2 2 4 2 2 2 2 1 2 2 4 2 4 4 3 3 4 3 4
Subject169 4 2 3 4 2 2 1 2 1 4 4 3 2 1 4 4 2 4 3 3
Subject170 2 3 3 4 1 2 2 3 1 3 3 2 1 4 3 3 2 4 2 1
Subject171 4 2 3 2 4 3 4 2 1 2 2 1 4 2 4 1 3 1 4 3
Subject172 3 3 3 3 3 3 2 3 2 3 2 3 3 4 3 4 2 3 2 3
Subject173 2 2 3 2 2 2 2 1 3 2 3 2 2 2 2 2 3 2 3 1
Subject174 3 2 3 3 2 2 2 3 2 2 2 2 2 3 2 3 2 3 2 2
Subject175 3 2 2 3 3 3 2 3 2 2 3 2 3 3 2 3 2 2 2 3
Subject176 3 3 2 4 4 4 2 3 3 4 4 4 3 4 3 3 4 3 3 3
Subject177 2 3 2 3 3 2 2 2 2 3 3 3 4 3 4 3 3 2 2 2
Subject178 4 2 3 4 2 2 2 2 2 3 4 3 3 4 4 2 3 4 3 3
Subject179 4 3 3 4 3 4 1 4 1 4 2 4 4 4 4 4 4 4 1 4
Subject180 4 3 3 3 2 3 2 4 2 4 1 3 3 4 3 4 2 4 1 4
Subject181 4 4 2 3 2 2 3 1 4 2 4 1 1 3 2 2 4 3 1 1
Subject182 2 4 1 4 3 4 2 4 1 2 4 4 3 3 4 4 4 4 1 3
Subject183 3 2 3 4 3 3 1 3 3 4 2 4 4 4 2 4 1 3 2 3
Subject184 2 2 2 3 1 4 1 1 4 3 4 3 2 1 4 3 4 4 2 1
Subject185 3 3 4 4 4 4 2 4 3 4 4 3 3 4 3 3 1 4 3 3
Subject186 3 1 3 3 3 3 2 2 2 3 3 3 3 4 3 2 4 3 3 3
Subject187 4 2 2 4 3 4 2 4 3 3 3 3 4 4 3 4 3 4 3 2
Subject188 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Subject189 3 3 2 3 3 3 3 3 2 4 3 3 4 3 3 3 2 3 2 3
Subject190 2 3 3 4 3 2 2 3 1 4 2 4 4 4 2 4 1 4 3 4
Subject191 2 3 2 3 2 3 2 3 2 2 2 3 2 3 2 3 2 3 2 3
Subject192 2 3 3 4 3 1 2 3 3 3 3 2 2 4 2 3 3 3 4 3
Subject193 2 2 3 3 4 3 1 3 3 3 2 2 3 3 4 1 3 4 2 2
Subject194 2 3 3 3 4 3 2 3 3 4 4 4 3 3 4 1 3 3 3 4
Subject195 4 3 3 3 4 3 3 2 4 3 4 3 4 3 3 4 4 4 3 3
Subject196 2 2 3 3 4 4 3 3 4 2 4 3 3 3 4 2 2 2 2 3
Subject197 2 2 2 2 2 3 4 3 1 3 1 2 3 2 3 2 3 4 2 3
Subject198 2 2 3 4 3 3 3 4 3 3 3 4 4 3 3 3 4 3 3 3
Subject199 3 1 2 4 2 4 2 1 2 3 4 3 4 2 4 4 4 3 2 1
Subject200 3 3 1 4 2 4 1 3 3 4 3 3 4 3 3 4 4 3 4 4
Subject201 3 3 3 4 2 3 3 3 1 3 3 3 3 2 1 3 4 4 2 1
Subject202 2 2 3 2 2 3 1 4 3 3 2 2 3 3 1 2 2 4 3 3
Subject203 2 2 2 2 2 3 4 3 1 3 1 2 3 2 3 2 3 4 2 3
Subject204 4 3 3 3 4 3 3 2 4 3 4 3 4 3 3 4 4 4 3 3
Subject205 2 3 3 3 4 3 2 3 3 4 4 4 3 3 4 1 3 3 3 4
Subject206 3 2 3 4 3 3 1 3 3 4 2 4 4 4 2 4 1 3 2 3
85
Subject207 4 2 2 4 3 4 2 4 3 3 3 3 4 4 3 4 3 4 3 2
Subject208 3 3 4 4 4 4 2 4 3 4 4 3 3 4 3 3 1 4 3 3
Subject209 2 3 2 3 2 3 2 3 2 2 2 3 2 3 2 3 2 3 2 3
Subject210 2 2 3 3 4 4 3 3 4 2 4 3 3 3 4 2 2 2 2 3
Subject211 2 2 3 4 3 3 3 4 3 3 3 4 4 3 3 3 4 3 3 3
Subject212 2 2 3 3 4 3 1 3 3 3 2 2 3 3 4 1 3 4 2 2
Subject213 3 1 3 3 3 3 2 2 2 3 3 3 3 4 3 2 4 3 3 3
Subject214 3 1 2 4 2 4 2 1 2 3 4 3 4 2 4 4 4 3 2 1
Subject215 3 3 3 4 2 3 3 3 1 3 3 3 3 2 1 3 4 4 2 1
Subject216 2 2 2 3 1 4 1 1 4 3 4 3 2 1 4 3 4 4 2 1
Subject217 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Subject218 2 2 3 2 2 3 1 4 3 3 2 2 3 3 1 2 2 4 3 3
Subject219 2 3 3 4 3 2 2 3 1 4 2 4 4 4 2 4 1 4 3 4
Subject220 2 3 3 4 3 1 2 3 3 3 3 2 2 4 2 3 3 3 4 3
Subject221 3 3 1 4 2 4 1 3 3 4 3 3 4 3 3 4 4 3 4 4
Subject222 3 3 2 3 3 3 3 3 2 4 3 3 4 3 3 3 2 3 2 3
86
Questions Subjects
20 222
LONG TERM PLANNING
Subject1 1 2 3 3 3 3 3 3 2 2 3 2 2 2 3 2 3 2 3 3
Subject2 1 2 1 4 1 2 1 3 2 2 2 1 3 3 3 4 4 2 1 2
Subject3 3 2 1 3 3 3 2 3 2 2 4 1 4 3 3 2 2 2 4 2
Subject4 3 2 1 3 3 3 2 3 2 2 4 1 4 3 3 2 2 2 4 2
Subject5 3 3 3 3 3 4 2 3 3 3 4 3 2 4 3 4 4 2 2 4
Subject6 4 3 4 3 2 3 2 3 4 3 4 3 4 3 4 3 4 3 4 3
Subject7 3 4 3 3 2 3 3 3 3 3 3 2 2 3 3 3 4 2 3 3
Subject8 2 3 3 2 3 3 2 3 2 2 3 2 3 2 3 2 3 2 3 2
Subject9 4 3 2 2 3 2 2 4 3 3 2 2 4 1 2 2 2 1 1 1
Subject10 1 4 1 4 1 4 1 4 1 4 4 1 4 1 4 4 3 4 1 4
Subject11 2 4 1 2 3 3 1 3 2 2 4 1 1 3 4 2 2 1 1 2
Subject12 2 1 2 3 1 3 1 4 1 3 2 3 3 4 2 3 3 3 2 3
Subject13 2 3 2 3 3 3 4 3 3 2 2 3 3 4 3 4 3 2 2 2
Subject14 3 4 3 3 3 4 0 3 3 4 3 2 1 4 2 4 3 2 3 4
Subject15 4 4 4 3 1 4 1 4 4 4 4 4 4 4 3 3 4 3 4 4
Subject16 3 2 3 3 3 3 2 3 3 3 3 3 4 3 3 3 3 2 2 3
Subject17 1 3 1 2 1 2 1 2 1 2 3 1 1 4 2 4 2 2 1 3
Subject18 4 1 4 1 4 4 2 3 3 4 3 3 4 4 4 4 4 1 4 2
Subject19 2 3 2 2 2 3 1 2 2 3 3 3 2 4 3 4 3 2 3 3
Subject20 3 3 3 4 3 3 3 4 4 3 3 3 3 3 4 4 4 3 3 3
Subject21 3 2 3 1 4 1 4 1 3 1 3 1 3 1 3 1 3 1 3 1
Subject22 4 2 2 3 2 2 3 2 0 1 1 4 2 3 0 2 3 3 3 2
Subject23 1 2 2 3 3 3 2 2 2 2 3 2 2 3 3 3 3 2 2 3
Subject24 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject25 2 3 2 3 2 3 2 2 3 2 3 3 2 3 2 3 2 3 3 2
Subject26 2 3 3 3 2 3 3 4 1 2 3 3 2 3 2 2 3 2 2 2
Subject27 2 3 2 3 2 2 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject28 4 2 4 4 3 4 2 3 4 3 4 2 4 4 4 1 4 3 4 4
Subject29 3 2 3 3 2 3 2 3 3 3 3 2 3 4 3 4 3 2 3 3
Subject30 3 3 3 3 2 2 2 3 3 2 3 2 1 3 3 3 3 2 2 3
Subject31 2 3 3 2 3 3 2 3 2 2 2 2 2 2 2 2 2 2 2 2
Subject32 2 3 2 2 3 2 2 2 3 2 3 2 3 2 2 2 3 2 3 2
Subject33 4 3 3 2 3 3 2 3 2 2 3 2 3 2 3 3 2 3 2 3
Subject34 3 3 3 3 3 3 2 3 3 2 3 3 2 3 3 3 3 2 2 3
Subject35 3 3 3 3 2 4 2 4 3 3 3 3 2 4 3 3 3 2 3 2
Subject36 3 3 2 3 3 3 2 2 2 2 2 2 2 2 2 2 2 3 3 3
Subject37 4 1 4 1 4 1 1 4 1 3 3 2 1 4 3 3 4 1 4 3
Subject38 3 2 3 2 3 2 3 2 3 2 3 2 3 1 3 2 3 2 3 2
Subject39 3 2 2 3 3 2 3 2 3 2 3 3 3 4 3 4 3 2 3 2
Subject40 2 4 2 4 3 4 3 4 3 4 3 3 1 4 3 4 3 1 3 4
Subject41 3 4 3 3 2 4 1 4 3 3 3 3 3 4 3 3 3 3 2 3
Subject42 3 3 3 3 2 4 1 4 2 3 4 4 1 4 4 3 4 1 1 3
Subject43 3 4 3 3 1 3 1 4 2 2 3 1 1 3 4 3 2 1 1 3
Subject44 4 3 1 2 2 4 3 3 3 3 4 3 4 4 1 4 4 2 3 3
Subject45 3 4 4 3 2 3 2 2 2 3 4 3 1 3 4 4 4 2 3 3
87
Subject46 4 4 4 2 2 3 2 3 3 2 2 3 3 4 4 2 4 2 3 4
Subject47 4 4 4 3 4 3 2 4 4 4 4 2 3 4 4 4 4 2 4 3
Subject48 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject49 3 3 4 3 3 3 3 4 3 3 3 3 4 3 4 3 4 3 3 3
Subject50 4 3 4 4 4 3 2 3 2 3 3 3 4 3 3 3 4 4 3 3
Subject51 2 4 2 4 4 3 4 2 3 1 3 2 4 4 4 1 3 2 2 2
Subject52 4 4 4 3 1 3 1 4 3 3 4 1 4 4 2 4 2 2 4 3
Subject53 3 3 3 4 2 3 2 3 3 3 4 2 4 4 3 3 3 2 2 3
Subject54 2 3 2 3 2 2 2 3 2 3 2 3 3 3 2 3 1 3 2 3
Subject55 2 2 2 3 2 2 3 2 3 2 1 3 1 3 2 2 2 3 2 3
Subject56 4 3 4 3 4 3 2 3 4 3 3 2 3 4 4 4 4 4 3 4
Subject57 3 2 3 2 3 2 3 3 3 3 3 3 3 3 3 2 3 2 3 2
Subject58 3 4 3 4 2 3 1 3 1 3 1 1 4 3 4 4 3 1 1 4
Subject59 2 4 3 4 4 3 2 4 3 3 3 3 2 4 4 4 3 2 2 3
Subject60 3 1 3 2 3 2 1 3 2 2 4 1 2 3 3 4 3 3 3 3
Subject61 2 3 1 4 1 4 2 4 2 4 1 4 2 4 2 4 1 3 1 4
Subject62 3 3 2 3 1 2 1 3 3 3 2 2 3 2 3 3 3 2 2 3
Subject63 2 2 2 3 2 2 3 2 2 2 2 2 2 2 3 3 2 2 2 2
Subject64 3 3 3 3 4 3 3 3 3 3 3 3 3 3 2 3 4 2 4 2
Subject65 3 2 3 3 2 3 3 3 3 3 2 3 2 3 2 3 2 3 2 3
Subject66 2 3 3 2 2 2 2 2 2 3 3 2 4 3 4 3 3 2 2 3
Subject67 3 3 2 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 2 3
Subject68 4 3 4 1 4 1 4 1 4 2 2 2 2 1 4 1 1 4 1 2
Subject69 1 3 1 4 2 4 3 3 1 3 1 2 2 4 3 3 1 1 1 3
Subject70 3 3 3 4 3 3 2 3 3 2 4 4 3 4 3 4 4 4 3 4
Subject71 1 3 1 3 2 3 2 3 2 3 2 3 3 3 2 4 3 3 4 2
Subject72 3 3 2 4 3 3 2 3 3 3 3 2 2 4 4 4 3 2 4 2
Subject73 4 3 4 3 2 4 2 3 4 3 4 2 4 3 4 4 4 3 4 3
Subject74 4 4 4 3 3 4 2 2 3 2 3 2 2 3 2 2 2 3 3 2
Subject75 3 2 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3
Subject76 4 1 4 3 1 3 3 4 2 4 2 4 1 4 2 2 2 1 1 4
Subject77 4 3 4 2 3 4 2 3 3 3 4 2 4 4 4 4 4 4 3 2
Subject78 3 3 3 3 2 2 2 3 3 4 2 2 2 4 3 4 3 3 2 3
Subject79 2 3 3 3 3 4 1 2 2 2 1 3 3 3 1 3 1 3 3 4
Subject80 3 4 3 3 2 4 2 4 3 4 3 3 3 4 4 4 4 2 3 4
Subject81 2 4 3 4 3 2 3 3 2 2 1 3 4 2 3 3 4 1 3 4
Subject82 2 3 2 4 1 3 1 4 2 1 2 3 2 3 4 3 4 1 3 3
Subject83 3 4 3 2 4 3 2 2 3 2 4 4 2 4 3 4 4 1 3 3
Subject84 3 2 3 2 2 2 2 2 2 2 3 2 2 2 3 3 3 2 2 2
Subject85 3 1 2 2 3 3 2 2 2 3 3 1 4 2 2 2 2 1 3 1
Subject86 4 3 4 3 3 3 1 4 2 3 4 2 1 3 4 4 4 2 2 3
Subject87 3 2 3 2 3 2 3 2 3 2 3 2 2 3 2 3 2 3 2 3
Subject88 3 3 3 2 2 4 2 2 1 2 2 2 1 2 2 2 2 2 1 2
Subject89 3 2 3 2 3 2 3 2 3 2 2 3 2 1 3 2 3 2 2 3
Subject90 3 3 3 3 3 2 1 3 2 2 2 2 2 4 3 4 3 2 2 2
Subject91 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject92 3 3 3 3 2 3 2 3 3 3 3 3 2 3 3 3 3 3 3 2
Subject93 3 2 3 4 2 2 4 2 3 2 3 3 1 3 4 4 4 2 3 3
Subject94 2 2 2 3 4 3 2 3 2 2 2 3 3 3 3 4 4 2 2 3
Subject95 4 4 4 3 4 4 1 3 4 3 4 4 3 4 3 4 4 3 1 4
88
Subject96 3 3 4 3 3 3 2 4 3 3 4 2 4 4 2 4 4 0 3 4
Subject97 3 3 3 3 2 2 2 3 3 3 3 2 3 2 4 4 4 3 3 4
Subject98 4 3 3 3 2 3 2 3 3 3 3 3 3 3 3 4 2 3 3 4
Subject99 3 2 3 3 2 3 2 3 3 3 2 3 2 3 3 3 3 2 3 3
Subject100 2 3 2 3 2 2 3 2 3 2 3 2 2 2 3 2 3 3 2 3
Subject101 4 3 4 4 3 4 1 4 3 4 4 3 2 4 4 4 4 1 4 4
Subject102 3 3 3 3 4 4 1 4 2 2 4 2 3 2 4 4 4 1 2 3
Subject103 4 4 2 4 1 3 4 2 3 2 3 1 2 3 3 3 2 1 3 3
Subject104 1 3 1 2 3 3 3 2 2 3 3 3 2 2 1 1 1 3 2 1
Subject105 4 4 4 3 2 4 2 4 2 3 3 3 2 4 3 4 3 3 2 3
Subject106 4 1 4 2 2 3 1 4 2 3 3 3 3 2 2 4 4 2 1 3
Subject107 2 3 2 3 1 3 1 1 2 2 3 2 3 2 4 1 4 1 2 1
Subject108 3 3 3 4 1 4 1 4 2 3 3 4 1 4 2 4 4 1 3 3
Subject109 3 3 4 3 3 4 2 3 4 3 3 3 3 4 4 4 3 3 3 3
Subject110 3 2 3 3 1 2 2 3 2 2 4 1 4 3 3 4 3 2 2 4
Subject111 3 4 3 3 2 3 3 3 4 4 4 4 3 4 1 4 4 3 4 4
Subject112 4 3 4 3 2 3 2 3 4 3 3 3 1 4 2 4 4 1 3 4
Subject113 2 3 2 3 2 3 1 4 1 3 2 2 2 4 3 4 4 2 3 2
Subject114 2 4 4 1 1 4 3 3 3 4 1 3 1 4 1 4 1 1 1 3
Subject115 3 2 2 3 3 3 2 3 3 2 2 2 1 3 3 4 4 2 3 3
Subject116 2 2 3 3 3 3 3 4 2 3 3 2 1 3 2 3 4 1 2 3
Subject117 1 4 4 1 4 4 1 4 4 4 1 4 4 4 1 4 3 1 3 4
Subject118 4 4 4 3 4 4 2 4 4 3 4 4 4 4 4 4 4 4 2 4
Subject119 3 4 4 3 2 3 2 3 2 3 2 3 3 4 3 4 2 3 4 3
Subject120 2 4 2 3 2 3 2 3 3 3 3 3 2 3 2 3 1 2 2 4
Subject121 4 2 4 3 3 3 1 3 3 3 3 3 3 4 3 3 3 3 3 4
Subject122 3 2 3 3 4 3 4 2 3 3 3 3 3 4 4 4 4 2 2 4
Subject123 1 1 3 1 4 1 3 3 4 1 4 2 4 1 2 1 4 1 3 2
Subject124 1 2 1 1 3 1 4 1 3 3 2 2 2 1 2 1 2 2 2 2
Subject125 3 3 3 3 2 3 2 3 2 3 2 3 2 3 3 3 4 3 1 2
Subject126 1 3 3 4 1 4 1 3 1 4 1 4 3 4 2 4 3 4 3 4
Subject127 1 4 1 3 1 4 1 4 1 2 2 1 1 3 4 4 3 1 1 4
Subject128 3 3 3 2 3 3 2 2 3 3 3 3 4 4 4 4 4 1 3 3
Subject129 3 3 2 3 2 2 2 3 3 3 4 1 4 3 4 4 2 3 3 3
Subject130 2 2 3 3 2 3 2 3 2 3 3 2 3 2 3 3 3 2 2 3
Subject131 3 3 3 3 3 3 2 3 2 3 3 3 3 4 4 4 4 1 3 3
Subject132 3 3 2 3 1 3 2 3 4 3 2 1 1 3 2 3 1 2 2 4
Subject133 2 4 3 3 3 3 3 3 4 4 4 3 4 4 4 4 4 2 3 4
Subject134 3 3 3 4 1 4 1 2 2 2 2 2 1 4 1 1 4 1 1 1
Subject135 2 2 3 3 3 2 3 3 3 2 3 3 2 3 3 2 2 3 3 3
Subject136 3 2 3 3 2 3 1 3 3 3 3 3 3 3 3 4 4 2 3 4
Subject137 3 3 3 2 2 2 3 3 3 3 3 2 3 3 2 3 3 3 2 3
Subject138 1 4 1 1 1 4 1 3 1 3 4 3 1 3 1 4 1 3 1 3
Subject139 3 2 3 2 2 3 2 3 1 1 4 2 3 2 2 3 2 2 3 2
Subject140 1 3 3 3 1 1 3 1 1 4 4 2 3 1 3 3 3 1 2 1
Subject141 3 4 4 3 4 4 3 4 4 3 2 4 2 4 2 4 1 3 4 3
Subject142 3 3 3 3 2 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3
Subject143 2 1 2 1 2 2 4 1 4 1 2 2 1 1 2 2 2 4 2 1
Subject144 2 3 2 3 3 3 2 3 4 3 3 4 3 3 4 4 4 3 3 3
Subject145 3 3 3 3 3 3 2 3 2 3 3 2 3 3 2 3 4 1 4 1
89
Subject146 2 3 2 2 2 3 1 4 2 3 3 3 3 3 3 1 3 1 3 3
Subject147 4 3 4 3 2 4 2 3 4 4 3 3 3 3 1 4 4 3 4 3
Subject148 3 3 3 3 2 2 2 3 2 2 3 2 1 4 3 3 3 2 2 3
Subject149 3 1 4 2 3 3 1 4 2 3 1 1 3 4 4 4 4 3 1 4
Subject150 4 3 2 2 4 3 2 3 3 3 4 3 4 4 4 4 3 4 4 4
Subject151 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3 2 3
Subject152 4 3 4 3 2 3 3 3 3 3 3 2 2 4 3 4 3 2 2 3
Subject153 3 4 4 3 1 3 3 2 3 3 1 1 2 3 3 2 3 2 2 3
Subject154 3 3 3 3 4 3 4 3 4 3 4 4 4 4 4 4 4 2 4 3
Subject155 2 4 3 3 3 3 1 4 2 3 3 4 1 4 2 3 3 3 1 4
Subject156 2 4 2 3 2 3 2 3 1 3 2 4 3 4 2 4 2 4 2 4
Subject157 3 1 2 1 3 3 3 1 2 2 1 3 4 1 2 2 2 4 2 3
Subject158 2 4 3 4 1 4 1 3 3 3 1 4 3 4 2 4 3 3 1 4
Subject159 3 3 2 3 2 2 3 2 2 3 2 3 3 2 2 2 2 3 2 2
Subject160 1 2 1 3 2 2 1 3 1 2 1 1 2 3 3 3 3 2 1 2
Subject161 3 3 3 3 2 4 2 3 3 4 3 3 4 4 1 4 3 3 2 3
Subject162 4 1 3 4 2 4 2 3 2 2 3 3 3 4 1 4 3 3 1 4
Subject163 2 3 2 3 2 2 2 3 2 3 3 2 4 3 4 4 4 2 2 2
Subject164 2 2 2 2 1 2 2 2 2 2 3 3 1 3 3 4 2 1 1 2
Subject165 2 3 2 1 2 3 3 4 3 4 3 2 3 4 3 4 4 2 3 3
Subject166 4 4 2 4 4 4 3 4 4 4 4 2 4 4 1 4 4 2 4 4
Subject167 3 3 3 3 1 3 2 3 2 4 3 2 3 4 3 4 3 2 3 2
Subject168 2 4 4 3 2 3 1 4 3 3 3 2 1 4 3 3 2 1 2 4
Subject169 3 4 3 3 3 3 2 3 2 2 2 2 1 4 4 4 2 1 4 3
Subject170 1 2 1 4 4 3 1 4 2 3 3 1 1 3 4 4 4 2 2 4
Subject171 2 2 4 2 4 1 4 3 3 2 4 2 3 2 3 2 2 4 2 3
Subject172 3 4 3 3 2 4 1 4 4 4 2 3 4 3 3 3 4 3 3 4
Subject173 3 3 2 2 3 2 3 2 2 2 2 3 3 2 2 3 3 3 3 2
Subject174 2 2 3 3 2 2 2 2 2 2 2 3 2 3 3 3 3 2 2 2
Subject175 3 3 3 3 2 3 3 3 3 3 2 3 2 3 3 3 2 3 2 3
Subject176 3 4 3 2 4 3 3 4 3 3 4 3 2 4 4 3 4 2 2 3
Subject177 3 2 3 3 3 3 2 3 4 3 3 3 4 2 3 3 3 2 2 3
Subject178 2 4 1 1 3 2 3 3 3 3 4 2 3 3 4 4 4 3 2 2
Subject179 4 4 4 4 2 4 1 4 4 4 3 3 4 4 4 4 4 4 3 4
Subject180 4 4 2 3 2 3 2 3 2 3 2 4 1 4 3 4 3 1 3 3
Subject181 2 1 1 3 3 1 4 1 1 3 2 1 1 1 4 1 2 2 2 3
Subject182 4 4 4 2 2 4 2 3 4 3 3 1 2 4 4 4 1 2 2 4
Subject183 4 4 4 4 2 4 2 3 4 1 4 4 2 4 3 3 4 1 4 3
Subject184 4 4 4 1 1 3 1 4 2 3 1 2 2 4 3 3 3 3 3 2
Subject185 4 3 4 3 2 4 2 3 3 3 3 3 4 4 3 3 4 3 3 3
Subject186 3 3 2 2 2 3 3 3 3 3 4 2 3 4 3 2 3 2 3 3
Subject187 4 4 4 2 4 3 3 4 4 4 4 4 3 4 4 4 4 3 4 4
Subject188 3 3 3 3 2 3 2 3 3 2 3 3 3 3 3 3 3 2 2 3
Subject189 3 3 3 3 2 3 2 3 3 3 4 4 4 4 4 2 3 2 4 3
Subject190 4 4 4 2 1 4 2 3 1 4 4 3 3 4 4 4 4 4 4 4
Subject191 3 2 3 3 2 3 2 3 3 2 3 3 2 3 3 3 2 2 3 2
Subject192 4 3 3 3 3 3 2 4 2 2 2 2 3 4 3 3 3 3 3 4
Subject193 2 1 3 3 2 3 2 2 3 1 4 2 1 3 3 2 2 3 1 3
Subject194 2 4 2 2 3 3 2 4 4 3 3 3 3 2 2 4 4 3 4 3
Subject195 4 2 2 3 3 3 1 4 2 3 1 4 3 3 2 3 2 3 3 3
90
Subject196 3 4 3 3 2 2 2 3 2 4 4 4 2 3 2 4 2 1 1 3
Subject197 2 1 3 3 2 4 3 3 3 3 4 3 3 3 1 3 4 3 3 3
Subject198 2 2 2 2 2 2 2 2 4 3 1 2 2 3 2 2 1 2 2 4
Subject199 4 4 2 2 2 3 3 3 4 2 4 3 4 3 2 3 1 2 2 4
Subject200 2 4 2 3 3 3 3 3 1 3 4 4 3 4 2 3 1 3 4 4
Subject201 3 3 3 3 3 3 1 3 3 3 2 3 3 3 4 3 2 3 2 3
Subject202 2 2 3 2 2 2 2 4 2 2 2 4 2 2 4 3 3 2 4 3
Subject203 2 1 3 3 2 4 3 3 3 3 4 3 3 3 1 3 4 3 3 3
Subject204 4 2 2 3 3 3 1 4 2 3 1 4 3 3 2 3 2 3 3 3
Subject205 2 4 2 2 3 3 2 4 4 3 3 3 3 2 2 4 4 3 4 3
Subject206 4 4 4 4 2 4 2 3 4 1 4 4 2 4 3 3 4 1 4 3
Subject207 4 4 4 2 4 3 3 4 4 4 4 4 3 4 4 4 4 3 4 4
Subject208 4 3 4 3 2 4 2 3 3 3 3 3 4 4 3 3 4 3 3 3
Subject209 3 2 3 3 2 3 2 3 3 2 3 3 2 3 3 3 2 2 3 2
Subject210 3 4 3 3 2 2 2 3 2 4 4 4 2 3 2 4 2 1 1 3
Subject211 2 2 2 2 2 2 2 2 4 3 1 2 2 3 2 2 1 2 2 4
Subject212 2 1 3 3 2 3 2 2 3 1 4 2 1 3 3 2 2 3 1 3
Subject213 3 3 2 2 2 3 3 3 3 3 4 2 3 4 3 2 3 2 3 3
Subject214 4 4 2 2 2 3 3 3 4 2 4 3 4 3 2 3 1 2 2 4
Subject215 3 3 3 3 3 3 1 3 3 3 2 3 3 3 4 3 2 3 2 3
Subject216 4 4 4 1 1 3 1 4 2 3 1 2 2 4 3 3 3 3 3 2
Subject217 3 3 3 3 2 3 2 3 3 2 3 3 3 3 3 3 3 2 2 3
Subject218 4 4 4 1 1 3 1 4 2 3 1 2 2 4 3 3 3 3 3 2
Subject219 4 4 4 2 1 4 2 3 1 4 4 3 3 4 4 4 4 4 4 4
Subject220 4 3 3 3 3 3 2 4 2 2 2 2 3 4 3 3 3 3 3 4
Subject221 2 4 2 3 3 3 3 3 1 3 4 4 3 4 2 3 1 3 4 4
Subject222 3 3 3 3 2 3 2 3 3 3 4 4 4 4 4 2 3 2 4 3
91
Demographic Profile
Particiapants Age Yr- Course G.W.A. Gender G.W.A Interpretation

Lvl
Subject1 20 2 BS Psy 3.41 F Low
Subject2 23 3 BS Psy 2.03 F Average
Subject3 19 3 BA 2.25 M Average
Subject4 20 4 BA 3.17 M Low
Subject5 23 5 BS Che 1.625 F High
Subject6 20 1 BS Che 2.6 M Low
Subject7 19 1 BS Pet Eng 2.24 F Average
Subject8 20 4 BS Psy 2.75 M Low
Subject10 20 4 BS Psy 1.75 M Average
Subject11 19 1 BS IE 2 F Average
Subject12 19 1 Industrial Eng 2.5 F Low
Subject13 21 1 BSBA 2.35 F Average
Subject15 20 4 BS Psy 2 F Average
Subject16 19 3 BS Psy 2 F Average
Subject17 21 3 BA Polsci 2.49 M Average
Subject18 24 3 BA Polsci 1.5 M High
Subject19 19 4 BS CE 3 M Low
Subject20 21 3 BS Psy 2.82 F Low
Subject21 20 4 BSBA 3.26 F Low
Subject22 21 5 BSCE 2.33 M Average
Subject23 19 1 BS Che 2.61 F Low
Subject27 21 2 BS Psy 3.27 M Low
Subject28 22 5 BS EM 2.87 F Low
Subject29 19 4 BSCA 2 M Average
Subject30 21 3 BSBA 2.25 M Average
Subject31 20 2 BA 1.78 M Average
Subject32 21 1 BA 2 M Average
Subject33 20 4 BS CE 2.9 M Low
Subject34 18 1 BS CE 2.37 M Average
Subject35 18 1 BSBA 1.59 F High
92
Subject39 19 4 BSBA 2 F Average
Subject40 21 4 Operations Mgt. 1.99 M Average
Subject41 20 2 BSBA Marketing 2.12 M Average
Subject42 21 3 BS Psy 3 M Low
Subject44 21 4 BS Psych 1.86 F Average
Subject45 21 5 BS Architecture 2 F Average
Subject47 20 4 BS Psych 1.71 M High
Subject48 24 3 BS Psych 3 M Low
Subject49 22 4 BS Psych 2.5 M Low
Subject50 20 4 BS Psych 1.7 M High
Subject53 21 4 BS Geology 2.75 F Low
Subject54 20 4 BS Psych 1.54 F High
Subject55 19 4 BS MM 3 F Low
Subject56 20 4 BS Psych 2 F Average
Subject57 21 4 BS ECE 2.9 F Low
Subject58 21 4 BS Architecture 3.38 F Low
Subject61 22 4 BS BSECE 2.1 F Average
Subject63 18 2 BS IE 2.13 F Average
Subject64 19 1 BS-IE 2.25 M Average
Subject65 20 1 BS-IE 2.3 M Average
Subject66 23 3 BA-Com 1.71 F High
Subject67 20 2 BA-Com 1.34 F High
Subject68 20 4 BA-Com 2.75 M Low
Subject69 20 3 BS-Psych 3.04 M Low
Subject70 21 4 BS-ME 2 M Average
Subject71 18 1 BS-A 2.14 M Average
Subject72 21 4 BSBA-MM 2 M Average
Subject73 19 1 BS-Petro. Eng. 2.17 F Average
Subject74 19 1 BS-CHE 2.2 F Average
Subject75 19 1 BS-CE 2.31 F Average
Subject76 19 1 BS-CHE 3.12 F Low
Subject77 19 1 BS-CHE 2.3 F Average
Subject78 19 1 BSEM 1.96 F Average
Subject79 19 1 BS-A 2.5 F Low
Subject80 19 1 BS-EM 2 F Average
Subject81 19 BS-EM 2.75 M Low
93
Subject82 19 1 BS-A 2.1 F Average
Subject83 19 1 BS-Pharma 2.61 M Low
Subject84 19 1 BS-CA 2.33 F Average
Subject85 19 1 BS-A 2.25 F Average
Subject86 19 1 BS-A 2.1 M Average
Subject87 18 1 BS-A 2.75 M Low
Subject88 19 1 BS-CA 1.55 F High
Subject89 18 1 BS-CA 1.43 M High
Subject90 19 1 BS-OM 1.34 F High
Subject91 18 1 BSBA-OM 1.6 F High
Subject92 19 1 BS-OM 1.92 F Average
Subject98 18 1 BS-OM 1.67 M High
Subject99 19 1 BS-CA 2 F Average
Subject100 18 1 BS-CA 1.91 F Average
Subject101 19 1 BS-Psych 1.5 F High
Subject102 19 1 BS-Psych 1.92 F Average
Subject103 18 1 BS-Psych 1.91 F Average
Subject104 20 4 BSCA 2.72 F Low
Subject105 19 1 BEED 2 F Average
Subject106 18 1 BSCE 1.63 M High
Subject107 19 1 BSCE 1.92 M Average
Subject108 18 1 BSCE 1.79 F Average
Subject109 20 1 BSCE 1.75 F Average
Subject110 19 1 BS CHE 2.39 M Average
Subject111 19 1 BS CHE 1.8 F Average
Subject112 21 4 FM 1.6 M High
Subject113 24 3 BS FM 2.25 F Average
Subject114 20 4 BS REM 2.25 F Average
Subject115 19 1 BSME 1.88 M Average
Subject116 22 3 REM 3 M Low
Subject117 21 3 BSCS 2.45 M Average
Subject118 22 3 FM 1.53 F High
Subject119 19 4 FM 2.25 F Average
Subject120 20 3 FM 2.75 F Low
Subject121 20 3 BSCA 2.75 F Low
Subject122 23 4 BS MM 2 M Average
Subject123 19 3 BSHM 2 F Average
94
Subject125 22 4 BS FM 2.5 F Low
Subject126 19 3 BS EDUC SPED 2 F Average
Subject127 18 1 BSCE 2 F Average
Subject128 18 1 BSCE 1.58 F High
Subject130 19 4 BS ECE 2.9 M Low
Subject132 20 1 BES ECE 2.3 M Average
Subject133 27 2 ME 2.1 M Average
Subject134 21 2 BSCA 1.56 M High
Subject135 18 1 BSIT 1.89 M Average
Subject137 19 1 BS BA 1.71 F High
Subject138 21 1 BSIT 2.75 M Low
Subject139 19 2 BSIT 1.65 f High
Subject140 19 3 BSBA FM 1.35 F High
Subject141 20 4 BSBA FM 2.75 F Low
Subject142 20 4 BSBA FM 1.75 M Average
Subject143 19 1 BSBA FM 2.75 F Low
Subject145 20 1 BS Psych 1.98 M Average
Subject146 19 1 BS IT 1.64 M High
Subject147 19 4 BS BSECE 2.14 F Average
Subject149 21 3 BS BA-MM 2.25 F Average
Subject150 19 1 BS CE 2.16 M Average
Subject152 21 4 BS CpE 1.88 F Average
Subject153 21 4 BS CpE 2.1 M Average
Subject154 19 1 BS BAFM 1.75 F Average
Subject155 19 1 BS Chem eng 2.25 M Average
Subject156 24 4 BS BA-FM 2 F Average
Subject157 20 1 BS CHE 2.5 M Low
Subject159 20 3 BS Bio 2.5 M Low
Subject160 21 4 BS Psych 3 M Low
Subject161 20 1 BA-MM 2.2 M Average
Subject162 19 1 BA-MM 2.5 M Low
Subject163 21 4 BS Educ 1.93 F Average
Subject167 20 4 BSBA-FM 3 M Low
95
Subject168 25 4 BSBA-FM 3 M Low
Subject169 20 4 BS CpE 2.5 M Low
Subject170 19 4 BSBA-FM 1.46 F High
Subject171 20 1 BS Educ 1.5 F High
Subject172 19 1 BS Psych 2.01 M Average
Subject173 19 2 BS Psych 2.8 M Low
Subject174 19 1 BS Chem 2.5 M Low
Subject175 21 4 BS Educ 2 F Average
Subject178 21 5 BS Geo 2 F Average
Subject179 19 3 BS ECE 2 F Average
Subject180 19 1 BS ME 2.6 F Low
Subject181 19 1 BS N 2 F Average
Subject182 19 1 BS CA 2.56 M Low
Subject183 18 1 BSBA Marketing 2.11 F Average
Management
Subject184 20 4 BS Psychology 2.17 M Average
Subject185 20 4 BS Psychology 2 F Average
Subject186 21 4 BS Psychology 1.86 F Average
Subject187 21 4 BS Psychology 1.82 F Average
Subject188 23 4 BS Psychology 2 F Average
Subject189 18 1 BSCA 2.15 F Average
Subject190 19 1 BS Mechanical 1.87 M Average
Engineering
Subject191 20 3 BS Electronics 1.63 F High
Communication
Engineering
Subject192 23 5 BS Electronics 1.18 M High
Communication
Engineering
Subject193 20 4 AB 2.45 F Average
Communication
Subject194 19 1 BS Nursing 2 M Average
Subject195 18 1 BS Nursing 1.75 F Average
Subject196 20 4 BS Biology 2.5 M Low
Subject197 20 3 BS Architecture 1.25 M High
Subject198 22 4 BS Architecture 2.27 M Average
Subject199 18 1 AB Pol. Sci. 1.25 F High
Subject200 20 4 AB 2.75 F Low
Communication
Subject201 21 4 BS. Information 1.75 M Average
Technology
Subject202 19 1 BSBA Marketing 2.63 F Low
96
Management
Subject203 20 1 BS Accountancy 2.17 M Average
Subject204 19 2 BSBA Marketing 3.19 M Low
Management
Subject205 19 2 BSBA Business 2.05 F Average
Economics
Subject206 20 3 BS Industrial 1.75 F Average
Engineering
Subject207 20 3 BS Geology 1.25 M High
Subject208 20 4 AB Comm. 1.19 F High
Subject209 19 4 AB Philosophy 2.73 F Low
Subject210 19 4 BS Educ. English 2.13 M Average
Subject211 19 3 BS Pharmacy 2.16 M Average
Subject212 20 3 BS Psychology 3.19 M Low
Subject213 20 3 BS Psychology 3.15 M Low
Subject214 22 4 BS Information 2.13 M Average
System
Subject215 20 4 BS Information 2.09 M Average
Technology
Subject216 23 4 BS Electrical 2.07 M Average
Engineering
Subject217 20 3 BS Computer 1.95 F Average
Engineering
Subject218 20 3 BS Mining 2.11 F Average
Engineering
Subject219 21 4 BS Accountancy 1.15 F High
Subject220 20 3 BS Customs 1.06 M High
Administration
Subject221 20 4 BS Hospitality 1.27 F High
Management
Subject222 21 4 BS Chemical 1.34 M High
Engineering
97
V. Certificate from UERC
98
99
100
101
VI. Progress Report
102
University Ethics Review Committee
Center for Research and Development
900 San Marcelino Street, Manila
1000 Manila, Philippines
Office: (+632)- 524-2011 loc 153
PROGRESS REPORT uerc-secretariat@adamson.edu.ph
INSTRUCTIONS TO THE PRINCIPAL INVESTIGATOR

I. PROTOCOL BASIC INFORMATION
Title: Time Management and Its Relation to Students' Academic Performance.
Approval Date: February 7,2019 Study Site: Adamson University
Principal Investigator (PI): Chen, Irvin C., Lobendino, John Manuel, Medina, Jhagat P., Natuel,
Ysmael V.
Parreño, Carl
Email: irvinchen2@yahoo.com Mobile Number: 09257030661
Sponsor: N/A Contact Person: N/A
E-mail:Mobile No. N/A
II. STATUS OF PROTOCOL
1.Start Date: Date of research site initialization:
Initialized Date of research site initialization: February 8, 2019
 Not Initialized Explanation why it is not initialized
_____________________________________________________________________________
_____________________________________________________________________________
__________________
ACTION REQUESTED:
Renewal: New participant accrual to continue
Renewal: Enrolled participant follow up only
Early Termination: Study protocol discontinued ahead of study indicated duration
Other (specify):________________________________________________________________
Have there been any amendments since the last review/approval?
None
 Yes (Describe briefly and indicate the date)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
Summary of study protocol participants:
 New participants accrued since last review/ approval Total number: _________
Total participants accrued since study protocol began Total number: 200
Accrual exclusions
None
Male Total number: _________
Female Total number: _________
Other (specify): Total number: _________
103
Impaired participants
None
Physically Total number: _________
Cognitively Total number: _________
Both Total number: _________
Have there been any changes in the participant population, recruitment or selection criteria
since the last review/ approval?
None
Yes (Explain the changes and indicate the date)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
Have there been any changes in the informed consent process or documentation since the last
review/approval? (Attach latest version of participant information sheet and informed consent
form/document)
None
Yes (Explain the changes and indicate the date)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
Has any information appeared in the literature, or evolved from this or similar research that
might affect the committee’s evaluation of the risk/benefit assessment of human participants of
human participants involved in this study?
None
 Yes (Describe briefly and provide copy of literature cited, including the Investigator’s Brochure if
applicable)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
Have any unexpected discomforts, complications or side effects been noted since last
review/approval?
None
 Yes (Summarize and indicate date/s of SUSAR report submission/s )
_____________________________________________________________________________
_____________________________________________________________________________
__________________
Have any participants withdrawn from this study since the last review/approval?
None
 Yes (Explain context surrounding withdrawal and documenting due diligence exerted by the study team
in managing these withdrawals)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
104
Have there been new/additional investigational new drug (IND) /device (IDE) registrations
associated with this study since the last review/approval? (Indicate registration information)
None
 IND FDA Reg. # ________________________ Product Name: ________________________
Sponsor: __________________________ Holder: ______________________________
 IDE FDA Reg. # ________________________ Product Name:
________________________
Sponsor: __________________________ Holder: ______________________________
Have there been any new intervention/s or methods in the conduct of study that is/ are not in
the approved protocol?
None
Yes (Describe use and indicate date/s of Study Protocol Deviation/Non-Compliance/Violation Report
Submission/s)
_____________________________________________________________________________
_________
_____________________________________________________________________________
_______
Have any investigators been added or deleted since last review/approval?
None
 Yes (Enumerate personnel and indicate date/s of Study Protocol Amendment Submission/s. Append
CV if not yet submitted to the Ethics Review Committee)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
Have any new collaborating sites (institutions) been collaborating sites (institutions) been
added or deleted since the last review/ approval?
None
 Yes (Enumerate sites and indicate date)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
Have any investigators developed equity or consultative relationship with a party related to this
study protocol which might be considered a conflict of interest since the last review/approval?
None
 Yes (Append a statement of disclosure)
Have there been changes in study personnel since the last review/approval?
None:
 Deleted (Enumerate and indicate date)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
 Added (Enumerate and indicate date)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
105
Have there been other changes not mentioned above since the last review/approval? (Attach
protocol synopsis.)
None
 Yes (Describe changes and indicate date)
_____________________________________________________________________________
_____________________________________________________________________________
__________________
IIII. PROGRESS OF PROTOCOL (List the different components or activities in approved study
protocol, provide a short description and indicate completion status, e.g., 50% complete, 75%
complete)
Activity Status (Completion in %)
Pilot Testing (Gathering of data, Encoding of data, 100%
Calculation of reliability, item revision)
Consultation and Revision 100%
Data Gathering ( Gathering data, Calculating Reliability, 50%

Encoding)
IV. PREPARED AND SUBMITTED BY:
Lobendino, John Manuel R.
Medina, Jhagat P.
Natuel, Ysmael V.
Parreño, Carl Kevin
106
IV. OBSERVATIONS AND RECOMMENDATIONS (TO BE FILLED OUT BY UERC
REVIEWER ONLY)
☐The protocol adheres to what have been approved by the UERC
☐The protocol falls short of what have been approved by the UERC
☐The protocol deviates/ violates what have been approved by the UERC
Recommendations:
_________<Signature over printed name>_______________
107
VII. CV
108
Mobile: 09257030661/3656363
E-mail:irvinchen2@yahoo.com
Objective______________________________________________________________
My objectives are to further enhance my experience and to utilize my skills as I learn new skills
along the way at the same time to grow with the company.
Educational Background________________________________________________
School: Adamson University

Degree: Bachelor of Science in Psychology
Address: 900, San Marcelino Street, Ermita, Manila City 1000, Metro Manila
School Year: 2014 onwards
Qualifications__________________________________________________________
 Works without supervision
 Takes on more than others
 Able to change activities and priorities to meet new demands
 Considerable experience of working environment
 Proficient in Microsoft Office (Word, Excel, PowerPoint)
Skills and Abilities_____________________________________________________________

 Open to learn new skills and knowledge
 Knows how to manage priorities
 Come up with viable alternatives
 Optimal use of available resources
I certify that the above information is true and correct to the best of my knowledge
________________________
Irvin Hudson C. Chen
109
John Manuel R. LOBENDINO
Mobile #: 09201245251
Email: johnmanuellobendino@gmail.com
OBJECTIVE
To use my abilities, improve my skills and gain knowledge in all aspects at my
workplace with positive attitude and be a part of a team in a professional and rewarding
environment.
PERSONAL INFORMATION
Date of Birth: January 11, 1998
Age: 21
Place of Birth: Cardinal Santos Medical Center San Juan, Metro Manila
Sex: Male
Citizenship: Filipino
EDUCATION
Adamson University from 2014 to 2019
 BS Psychology
Pateros Catholic School from 2004 to 2014
 Grade School to High School
SEMINARS
Psychological Summit (2018)
Learning about Mental Health and Suicide Prevention (2018)
EXPERIENCE
Internship in Clemens Medical Clinic
 Assists in conducting Psychological exams (Psychology Department)
o July 31, 2018 – October 2, 2018
SKILLS AND INTEREST
Has basic knowledge in Microsoft Office (Word, Power Point, Excel). Has knowledge in
research work and data collection. Has basic knowledge in Psychology. Able to conduct
and analyze Psychological tests. Able to encode data and translate it to quality results.
Can speak fluent English and Filipino.
CHARACTER REFERENCE
John Manuel R. Lobendino
110
Jhagat P. Medina
Contact No. 0997 693 8770 ,Tel. Number - 8523724
Email: jhagat.medina@yahoo.com
OBJECTIVE:
Aiming for a position that would enhance my experience in a
company and further polish my
skills and personal strengths in the office setting.
EDUCATIONAL BACKGROUND:
Tertiary Education
2015-2019 – Adamson University.
Bachelor of Science in Psychology.
PERSONAL STRENGTHS:
 Fluent in English.
 IT Officer of School Organization (AUPS SY. 2017-2018).
 Proficient in using Microsoft office (Word, Excel & PowerPoint).
 Knowledgeable in using a computer.
 Able to work individually or as a part of a team.
 Able to finish tasks and deadlines while under pressure and with accuracy and attention
to details.
 Proven organizational skill and an effective multitasking skill (School organization &
academics).
 Goal oriented and competent.
 Honest and trustworthy.
ON THE JOB TRAINING:

Clemens Medical Clinic
Address: 1662 Leon Guinto St, Malate, Manila, 1004 Metro Manila
150 Hours of training
Bangko Sentral ng Pilipinas

Address: A. Mabini St. cor. P. Ocampo St.,Malate Manila, Philippines 1004
150 urs of training
CHARACTER REFERENCE:
Available upon request
Jhagat P. Medina
111
Ysmael V. Natuel
Contact no. 09122828672/09151572271
E-mail Add: ysmaelnatuel@yahoo.com.ph
JOB OBJECTIVE:
Seeking a position within a company that will allow
me to
utilize and enhance my skills to provide an
opportunity
for advancement.
QUALIFICATION AND PERSONALITY
Hardworking , Flexible, Multi-tasking, responsible, willing to learn, willing to trained, and

can take a pressure.
Educational Attainment:
Tertiary Education
School: Adamson University
Address: 900, San Marcelino Street, Ermita, Manila City 1000, Metro Manila
Bachelor of Science Major in Psychology
SKILLS AND ABILITIES:

 Computer literature about basic software (MS Office Excel, Word, PowerPoint)
 Good in oral and written communication
 Team player and values cooperation.
 Can adapt to new procedure and tasks.
Ysmael V. Natuel
112
CARL KEVIN M. PARREÑO
carl.kevin.parreno@adamson.edu.ph
+639273568672
CAREER OBJECTIVE:
To obtain an HR intern position and assist in day-to-day activities and develop skills by working
under the supervision of the seniors and HR manager.
SUMMARY OF SKILLS:
 Excellent in verbal and oral communication skills.
 Passion and high drive to succeed in the professional environment.
 Ability to meet and exceed company goals.
 Computer Literacy skills.
 Skilled in prioritizing, managing, and multi-tasking.
 Can lead, motivate, and get along on group workings.
EDUCATION:
Tertiary
 Bachelor of Science in Psychology
Adamson University (S.Y. 2015-2020)
900 San Marcelino St. Ermita, Manila 1000, Philippines
Secondary
 High School - Graduated
Pasig Catholic College
Justice R. Jabson St. Malinao, Pasig City 1600, Philippines
Primary
 Elementary - Graduated
Escuela Catolica de San Sebastian
300 M.H. Del Pilar St. Pinagbuhatan, Pasig City 1600, Philippines
WORK EXPERIENCE:
 Clemen’s Medical Clinic (Practicum 1: Clinical Setting, 150 hours)
o Assisting and coordinating in daily activities including inputting of records.
o Administration of Psychological Tests (Basic Personality Intervention & Purdue Non-
Language Test).
o Interviewing of Clients and other applicants.
o Maintained regular and clear communication with practicum supervisors.
 Harte Hanks Philippines (Practicum 2: Industrial Setting, 150 hours)
o Built rapport with clients to facilitate a trusting relationship and provide setting
conducive to growth.
113
o Supported departmental staff by answering phone calls and responding to e-mails.
o Conducted callouts for applicants who are interested in obtaining a job or
internship position.
o Assisted students who are interested on a job application during school job fairs.
o Assigned in organizing and decorating work-related events.
Achievements
 Psychological Qualifying Examination (PQE) Passer
 Most Frequent Library User (College Level)
 Certification of Completion for Practicum 1 (Clinical Setting)
REFERENCES:
Ms. Quennie Rhose D. Dumlao, RPm
Practicum Supervisor, Clemen’s Medical Clinic
+639154008741
Ms. Erika Anelle F. De Leon, RPm

Practicum Supervisor, Harte Hanks Philippines
erika.deleon@hartehanks.com
Ms. Ivy Marie T. Zarraga

Industrial and Organizational Psychology Professor
ivymariezarraga@gmail.com
I hereby certify that the above information are true and correct
Carl Kevin M. Parreño
114

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Time Management skills and Its Relation to Students' Academic Performance.

Chen, Irvin Hudson C.

BACHELOR OF SCIENCE IN PSYCHOLOGY

can lead to poor academic performance.

Keywords: Time management skill, G.P.A.,Short-term Planning, Time Attitude, Long

right direction whenever we need it.

the expansion of this research.

knowledge to provide an accurate and reliable data analysis and interpretation.

LIST OF FIGURES AND TABLES............................................................................................................6

Background of the study...........................................................................................................................7

Analysis of the Results...........................................................................................................................47

I. Informed Consent form with Questionnaire.......................................................................................63

II. Validated Question Letter..............................................................................................................70

III. Reliability and Analysis.................................................................................................................75

IV. Raw Data.......................................................................................................................................77

VI. Progress Report............................................................................................................................103

Background of the study

and poor academic performance.

order to help them be an academic achiever.

Time management practices to Academic performance

do and when to do it because it is a significant predictor of a better academic performance to students

behavior which will enhance their perception of time (Twehues, 2013).

effect to time management behavior.

academic performance (Dahie, A. M., & Mohamed, R. A., 2016).

year, it would unlikely produce additional benefits to student’s achievement (Aronson,J,Zimmerman,J,

& Carlos,L, 1999).

study above can disrupt and limit the study time.

Student’s skills and time-management

ethics of completion of the task.

learning on the classroom (Stallings, J., 1980).

teaching (Kenner, C., & Weinerman, J., 2011).

Mastering Time Management Skills

everything that you do not need or anything unnecessary.

do lists, etc...), they will feel stressed.

(Lund, Reider, Whiting, & Prichard, 2010).

progress and complete his tasks.

Purpose and Significance of the study

suitable and an effective environment for the students.

Problem-Focused and Emotion Focused Coping Strategies

psychological demands of a situation, one's ability to cope, psychological or social system.(Sarafino,

ability of a particular individual, and their circumstances.

Emotion-Focused Coping Strategies. This coping strategy is effective in addressing the

Emotion focused coping techniques include:

 Emotional Disclosure. Talking to someone by expressing their strong emotions.

 Meditation, e.g. mindfulness

that may arise.

This aim to lessen or remove the cause of the stressor, including:

 Obtaining instrumental social support.

can control the cause of the stressor.

a peace of mind because it was all planned out.

Temporal Motivation Theory: Core theory of The Procrastination Equation

procrastinate more, and that procrastination is strongly associated with expectancy.

task, the more likely to procrastinate.

the harder we work at it.

in so to speak fails to act on their intentions.

 Sixth, observed work behavior matches what is predicted by TMT.

Theory of Planned Behavior

Independent Variable (X) Dependent Variable (Y)

Time management Skills -G.P.A.

important activities or tasks.

2.1 High Academic Performance

2.2 Average Academic Performance

2.3 Low Academic Performance

3.1 Short-term Planning