CORRELATION AMONG TIME MANAGEMENT, STUDY HABITS AND

ACADEMIC ACHIEVEMENT OF THE MATH MAJOR STUDENTS

Eliseo P. Marpa
Faculty Member
Department of Science
Philippine Normal University
Negros Occidental Branch

Abstract

The main purpose of this study was to determine the correlations among math major
students time management, study habits, and academic achievement in mathematics. This
study also determines math major students’ time management, study habits, and
academic achievement in mathematics when grouped according to the selected variables
such as year level, sex, number of siblings, and type of school graduated during high
school. In this study, the researcher utilized correlational method of research. To
determine math major student’s time management, the researcher makes use of the “How
well do you Manage you Time?’ developed by Markenzie et.al. On the other hand, to
determine the study habits of the respondents, 24-item Study Habit Questionnaire was
adopted by the researcher to the work of Chua. However, to determine respondents’
academic achievement in mathematics, GPA was used and this was determined from the
university registrar. Questionnaires adopted were administered to the 52 mathematics
major students of Philippine Normal University Negros Occidental Branch. Results in
this regard show that the level of time management of the math major students was
average and likewise their academic achievement was also average but they establish a
good study habits. Results also show that there a significant correlation between math
major students time management and study habits likewise with study habits and
academic achievement in mathematics. This result infers that time management is related
to study habits and study habits are related to academic achievement in mathematics.
Along this line, it is recommended that math major students are encouraged to maintain
their good study habits. They are also encouraged to exert extra efforts in their academic
activities. Establish a god habit of solving practice exercises and word problem solving so
as to develop their skills in the different competencies of mathematics.

Keywords: Correlation, Time Management, Study Habits, Academic Achievement, Math

Major Students
 Background of the Study

It is believed that thinking especially that of mathematical thinking is vital for all
members of modern society, specifically to students for it is use in school, finance,
business and in the field of work in connection for personal and public decision making.
It is important to note that mathematics serves the interest of all fields of endeavor
(Kenemy, 1984). Its accuracy and exactitude are widely utilized by scientists, educators,
psychologists and even lawyers. This subject transcends cultural boundaries and its
importance is universally recognized. It equips students to be more competitive in
mathematical areas. Students, specifically college ones, who are good and functional in
math, are capable to think independently and critically in applied and abstract ways.

According to the study conducted by Benbow of Mathematics Department of

Taylor University, the course of teaching mathematics for over twenty years at various
levels (middle school, high school and college) became apparent that factors other than
just mathematical knowledge often played a key role in the achievement of the students.
In recent years, research studies of mathematical performance have considered more than
just knowledge, facts, concepts and procedures. It is now recognized that control
decisions and processes, beliefs about the nature of mathematics, attitudes and other
effective variables have tremendous effect on students (at all levels) mathematical
performance.

There is generally a widespread public concern about the result being achieved in
mathematics at present. Investigators such as Ale (1981) and Osibode (1964) have
identified numerous factors that affect the learning of mathematics. Though, theoretical
considerations have shown that it would be reasonable that personality factors play a
crucial role in the performance in mathematics. The researchers have identified two of
these factors namely time management and study habits.

According to Indreica (2009) transition from high-school program (with fix

schedule for the whole week, mandatory attendance to courses, daily homework) to
higher education program (with flexible schedule, long breaks during courses, non-
mandatory attendance to courses, final evaluations only) may lead to time wasting.
Almost 73% of students start learning or actually learn with less than one week before
exams period. Overwhelmed by the volume of learning material and the short period
available, they fail in reaching the previous performance, which was strongly associated
to their intellectual abilities. Time management becomes important for each student, but
it is most important for those students employed in a job or a volunteer activity. Students
should be aware of their working rhythm and should learn to organize their activities
according to all factors influencing performance. According to Carroll’s model (Ionescu,
1995), psychological time can act in a constructive or destructive manner on intrinsic
motivation, supporting or inhibiting activity, therefore constructing temporal perspective
through setting objectives (or aspiration level) becomes necessary. Time is a major
resource in learning, the way in which people perceive and invest time reflects on
learning results. The evolution of beliefs regarding time organization (Covey, 1998)
recorded four distinct generations, characterized as follows: keeping records through
notes and lists; trying to look to the future through indexes, tables and agenda; setting
priorities and planning through objectives; moving interest center from time to
maintaining balance between production and production capacity (according to urgency
and importance).

Time management is an ability that can be developed at any age, if the person
desires to improve the results of his actions (Dale, 1993). Previous research (Magher,
2005) shows that students are much more motivated if they can solve the task in a
personal rhythm. Students should be aware of the hours of maximum effort and should
adapt their personal rhythm to circadian and ultradian rhythm (Clinciu et al., 2005).
Circadian rhythm is a result of light-dark alternation. Circadian rhythms repeat cyclic at
every 24 hours, the duration of each component (light and dark) varies as a function of
Earth position to the Sun. Most physiological processes relates to these rhythms. Each
day, at regular periods, the human body needs food, sleep, activity, lack of activity,
energy. Body temperature, heart beats, blood pressure, hormonal levels, urine flux
increase and decrease in a predictable rhythm influenced by exposure to light or dark. In
the absence of natural light, the circadian rhythms desynchronize leading to exhaustion.
Under the impact of circadian rhythm, vigilance (Montagner, 2002) varies, these
variations becoming the effort curve. The ultradian rhythm refers to activity-break
alternation. The duration of an activity in post-adolescence period should be of no longer
than 90 – 100 minutes (Clinciu et al., 2005). Active breaks are recommended: if the
learning activity requires left hemisphere, the 10 – 15 minutes breaks will consists of an
activity requiring right hemisphere. Food rhythm – dictated by body’s need for food –
influences learning, three meals a day are recommended in order to maintain under
control its influence.

The concept of time management is generally defined in terms of clusters of

behavior that are deemed to facilitate productively and alleviate stress (lay and
Schouwenburg, 1993). Effective time management strategies increase academic
performance (Campbell and Stevenson, 1992) and are frequently suggested by academic
assistance personnel as aids to enhance achievement for college students. Productive
study methods are characterized by “Time management” and “Strategic studying”
(Entwistle and Ramsden, 1983). Time management was conceptualize in terms of setting
goals and priorities in the use of mathematics and perceived control of time. Time is the
most valuable resource a student has. It is also the most wasted resources. Successful
students set priorities for themselves based on their goals in life; they plan, work and play
around these priorities. Time management is one of those skills that may help in any
career beyond university.

On the other hand, study habits is a well planned and deliberate pattern of study
which has attained a form of consistency on the part of the student towards understanding
academic and passing at examination ( Paul, 1962, Deese, 1959, Akinboye, 1974).
Likewise as stated by De Escobar (http://EzineArticles.com/?) good study habits and
academic achievement walk hand in hand. She added that if you want to achieve success
in any academic level you need to learn how to study more effectively. The majority of
students get mediocre to okay grades only because they get bored and do not do the right
things at school. School can be fun and more effective to anyone that follows good study
habits to get better grades.

Frank Pogue (2000) did a research project to determine why students fail. What
he founds to be true in that study habits survey was that more than 30 years ago still rings
true today--students fail because they do not know how to study .The best advice he can
give is to develop sound study skills. He said that a student should make sure that he/she
has a good study environment, a good desk, a study chair, a good light, comfortable room
temperature and a quite atmosphere. That means he/she should eliminate
allexternal and internal distractions. Second, get a good overview of theassignment
before starting the work. Know what skills, facts and ideas that are expected to master
and the ground that are expected to cover. Start with most difficult subject first, while the
mind is freshest and most receptive.

Fielden (2004) states that good study habits help the student in criticalreflection is
kills outcomes such as selecting, analyzing, critiquing, andsynthesizing. Nneji (2002)
states that study habits are learning tendencies that enable students work private.

With the statements presented above, the researchers decided to conduct a study
on the correlations of math major students’ time management, study habits, and academic
achievement in mathematics.
Objectives

This study aims to determine the correlations among time management, study
habits and academic achievement in mathematics of the math major students of
Philippine Normal University Negros Occidental Branch during the academic year 2007-
2008.
More specifically, this study aims to determine: (1) the time management of the
math major students as a whole and when grouped according to year level, sex, number
of siblings, and type of school during high school; (2) the study habits of math major
students as a whole and when grouped according to the selected personal variables
mentioned; (3) the level of the academic achievement in mathematics of the math major
students as a whole and when grouped according to the selected personal variables
mentioned; and (4) the correlation among math major students time management, study
habits and level of academic achievement in mathematics.

Methodology
Research Method

Correlational method of research was utilized in this study. This method is

appropriate because time management, study habits, and performance in mathematics
were described and correlated.
Respondents of the Study

The respondents of the study were the 52 mathematics major students of

Philippine Normal University Negros occidental Branch. Mathematics major students
were composed of the 17 second year, 16 third year, and 19 fourth year.

Data Gathering Instrument

There are two types of questionnaires used in this study. The first measures the
time management while the second type measures the study habits of the mathematics
major students. On the other hand, academic achievement in mathematics of the
mathematics major students was based from their Grade Point Average (GPA)
determined from the office of the registrar. The first questionnaire was adopted from
“How well do you Manage you Time?’ which was designed and developed by Arle
Markenzie and Kay Waldo, Helen Reynolds and Mary E. Tramel. The questionnaire had
20 questions, each with five (5) alternative responses or options. Options are always,
often, sometimes, rarely, and never.

The second questionnaire was adopted from Lee-Chua (2001). It consisted of

twenty-four items stated positively and negatively. Each statement can be answered by
alternatives such as: usually, sometimes and rarely.

Conduct of the Study

In the conduct of the questionnaires, permission from the department chairman of

the Department of Science of Philippine Normal University Cadiz City campus was
sought. It was stated in the letter that the result of this study will be the data for the
department to make intervention programs on how to improve the quality of mathematics
education in the university especially in the majoring.
After permission was granted, sufficient copies of the questionnaire were
reproduced by the researcher for his target respondents. The conduct of the test was
undertaken during respondents’ vacant time. After the conduct of the study, the
questionnaires were scored and analyzed using appropriate statistical tests.

Data Analysis Procedure

The mean was used to determine the time management, study habits and
academic achievement in mathematics of the math major students. On the other hand,
PPM was used to determine significant correlation among math major students, time
management, study habits, and academic achievement in mathematics.
 Results and Discussions

Time Management of Math Major Students

The first major concern of this study was to determine the level of the time
management of the math major students of Philippine Normal University Negros
Occidental Branch Cadiz City Campus. This is presented in Table 1.

Table 1
Level of Time Management of Math Major Students when Grouped According to the
Selected Variables

Variables Mean Interpretation

Year Level
Second Year 3.32 Average
Third Year 3.42 High
Fourth Year 3.41 High
Mean of the means 3.38 Average
Sex
Male 3.28 Average
Female 3.52 High
Mean of the means 3.38 Average
Number of siblings
Few 3.35 Average
Many 3.46 High
Mean of the means 3.38 Average
Type of School
Private 3.45 High
Public 3.36 Average
Mean of the means 3.38 Average

Using the mean to determine the level of the time management of the math major
students, Table 1 shows that the level of the time management of the math major students
is average as shown by the obtained mean score of 3.38. However, when year levels were
considered separately, the level of the time management of the math major students was
high except for the second year level where the level is average as indicated by the
obtained mean score of 3.32.

Results presented in this table shows that third year and fourth year math major
students can manage their time well than the second year college students. Their
responses can be taken to mean that since they were almost three and four years in the
college, respectively, they have already adjusted to the learning environment and the
learning situations.

Another major objective of this study was to determine the level of time
management of math major students when grouped according to the selected variables.
Results in the regard reveal that the level of the time management of the math major
students when grouped when grouped according to sex is average for the males while
high for the females. This is supported by the obtained mean scores of 3.28 and 3.52,
respectively. This means that in terms of the obtained mean as reflected by the result,
female math major students have better time management than the males which means
that females are more serious than males in dealing with time. They believe that time is
precious.

Considering number of siblings, result presented in Table 4 disclosed that those

with few siblings have an average level of time management while those with many
siblings was high as shown by the obtained mean scores of 3.35 and 3.46, respectively.
Responses of the math major students reflect that they manage time wisely, however,
students with many siblings mange it more wisely. This can be taken to mean that no
matter how many your siblings are as long as you know how to discipline yourself then
managing time will become easy.

When grouped according to the type of school graduated during high school,
result indicates that math major students who graduated from private school have high
level of time management while those who graduated from public schools were average.
This is reflected by the obtained mean scores of 3.45 and 3.46, respectively. Considering
obtained mean, the data reveals that math major students who have graduated from the
private schools obtained the highest mean which can be interpreted to mean that they
know how to manage their time wisely than those who graduated from the public school.
Responses of the math major students can likewise be interpreted to mean that during
their high school they were taught how to manage time especially with regards to
studying because managing time in relation to school activities is very important.

Study Habits of Math Major Students

Another major concern of this study was to determine the study habits of math
major students of Philippine Normal University Negros Occidental Branch Cadiz City
Campus. This is presented in Table 2.

Table 2 shows that math major students of Philippine Normal Students of Negros
Occidental Campus have good study habits as reflected by the overall mean score of 2.07.
This means that they study their lessons well. They attend their math classes, work with
their assignments and projects.

When grouped according to according to grade level, the study habits of the
second year, third year, and fourth year is good. This is supported by the obtained mean
scores of 2.07, 2.07, and 2.07, respectively. Obtained mean scores in this regard reflect
that the study habits of math major students were almost the same which means that they
are all doing their activities, assignment, and projects in their mathematics class. They are
all equally good with regards to their study habits.
Table 2
Study Habits of Math Major Students when Grouped According to the Selected Variables

Variables Mean Interpretation

Year Level
Second Year 2.07 Good
Third Year 2.07 Good
Fourth Year 2.07 Good
Mean of the means 2.07 Good
Sex
Male 2.05 Good
Female 2.10 Good
Mean of the means 2.07 Good
Number of siblings
Few 2.04 Good
Many 2.11 Good
Mean of the means 2.07 Good
Type of School
Private 2.03 Good
Public 2.11 Good
Mean of the means 2.07 Good

In terms of sex, the study habits of male and female math major students is good
as shown by the obtained mean scores of 2.05 and 2.10, respectively. However,
considering obtained mean scores female math major students obtained the highest mean
which can be interpreted to mean that females have better study habits than male math
major students. Several studies show that in terms of academic performance even in the
area of mathematics reveal that female did better than males in the obtained mean scores.
Results from these studies were interpreted by researchers that females did better than
males because females have better study habits and attitudes towards the subject areas.

Considering number of siblings, result shows that the study habits of the math
major students with few and many siblings was good with the obtained mean scores of
2.04 and 2.11 which shows that no matter how many siblings they have yet they establish
good study habits. However, when obtained mean scores were considered, math major
students with many siblings obtained the highest mean which goes to show that being
many in the family is not a hindrance if students want to establish a good study habits. Its
just a matter of how we discipline ourselves.

Another major concern with regards to the study habits of the students is from
what type of school they graduated. In this regard, results from Table 2 shows that the
study habits of math major students who graduated from private and public school were
good as indicated by the obtained mean scores of 2.03 and 2.011, respectively. However,
when their obtained mean scores were considered, the data reflected that math major
students who graduated from the public schools established a higher mean than those
who graduated from the private schools. Responses of the math major students can be
attributed to the fact that in the private school facilities and equipments are well provided.
Books are enough for the students which motivate students from the private schools to
rely on the books provided by them whereas in the public schools books are scarce, thus
students will do their research in the library for their activities and assignments.

Level of Academic Achievement in Mathematics of the Math Major Students

It is also the concern of this study to determine the level of the academic
achievement in mathematics of the math major students of Philippine Normal University
Negros Occidental Branch Cadiz City Campus. This is presented in Table 3.

Table 3
Level of the Academic Achievement in Mathematics of the Math Major Students when
Grouped According to the Selected Variables

Variables Mean Interpretation

Year Level
Second Year 87.90 Average
Third Year 89.10 Average
Fourth Year 86.10 Average
Mean of the means 87.70 Average
Sex
Male 87.37 Average
Female 88.00 Average
Mean of the means 87.70 Average
Number of siblings
Few 87.60 Average
Many 86.30 Average
Mean of the means 87.70 Average
Type of School
Private 87.83 Average
Public 86.98 Average
Mean of the means 87.70 Average

Table 3 reflects that the level of the level of the academic achievement in
mathematics of the math major students of Philippine Normal University Cadiz City
Campus when as a whole is average as shown by the obtained mean GPA of 87.70. This
result indicates that math major students mastered competencies in mathematics to a
moderate degree only. There may be content areas in mathematics which math major
students were not able to master.
Furthermore, when grouped according to year level, the level of the academic
achievement in mathematics of the second year, third year, and fourth year math major
students is also average with the obtained mean GPA’s of 87.90, 89.10, and 86.10.
Although math major students in the different year levels have almost the same level of
academic achievement, however, considering their obtained mean GPAs, result shows
that mathematics major students in the third year level obtained the highest mean GPA
while the least was obtained by the fourth year. These results reflected in Table 3 indicate
that math major students in the third year level are more serious than the second year and
fourth year. Fourth year math major students since they were in the last year level, feeling
of a little “pawala” sets in since there is in them than even sparing not enough attention to
their subjects they will pass the course.

When grouped according to sex, result in this table reveals that the level of the
academic achievement in mathematics of the male and female math major students was
average as shown by the obtained mean scores of 87.37 and 88.00, respectively.
However, considering their obtained mean GPAs, result shows that female math major
students obtained the highest mean GPA that the males.

Maccoby and Jacklin’s research in 1974 showed that male’s achievement in

mathematics was higher than females, a large number of research studies have been
conducted to determine whether and why gender differences exist in mathematics
education. Many of these research studies have documented gender differences in
mathematics test performance (e.g., Hyde, Fennema, & Lamon, 1990; Kimball, 1989;
Wilder, 1996; Wilder & Powell, 1989; Willingham & Cole, 1997).

On the other hand Jacobs (1986) made three observations. First, adolescent boys
have been found to score higher than girls on standardized mathematics achievement
tests. Second, males more likely than females tend to engage in a variety of optional
activities related to mathematics, from technical hobbies to careers in which mathematics
skills play an important role. Third, adolescent males typically perform better than their
female counterparts on spatial visualization tests. The result of the Third International
Mathematics and Science Study [TIMSS] showed that as students move toward higher
grade levels, the gender difference in mathematics also becomes larger favoring the male
students (TIMSS, 1995).

Likewise, Gober (1998) reported that early elementary school and high school
many girls lose interest in mathematics and also lose confidence in their ability to
succeed in this subject. According to the National Center for Educational Statistics
[NCES] (1997), fourth grade boys and girls show similar interest and ability in
mathematics. However, by grade 12, girls may find themselves behind (Sadker & Sadker,
1994).

Considering number of siblings, the level of the academic achievement of math

major students with few and many siblings was average with the obtained mean GPAs of
87.60 and 86.30, respectively. Result also reflects that math major students with few
siblings obtained the highest obtained mean GPA than those with many siblings. This can
be interpreted to mean that the presence of few siblings improves a little the academic
performance of the math major students because their needs especially of the basic needs
can be attain by the parents which will indirectly influence their interest, attitudes, and
academic performance.
 School attendance during high school can be a factor that would determine
mathematics major students’ academic achievement in mathematics. In this study, the
level of the academic achievement in mathematics of the math major students who
graduated from private and public schools was average. This is supported by the obtained
mean GPAs of 87.83 and 86.98, respectively. Further analysis of the data reveals that
math major students who graduated from the private schools obtained highest mean GPA
than those who graduated from the public schools. This result reflects that may be math
major students who graduated from the private schools were given extra attentions during
their math classes.

Correlations Among Math Major Students Time Management, Study Habits, and Level
of Academic Achievement in Mathematics

The last concern of this study was to determine correlations among math major
students time management, study habits, and level of academic achievement in
mathematics. This is presented in table 4.

Table 4
Correlation Among Math Major Students Time management, Study Habits, and Level of
Academic Achievement in Mathematics

Variables Correlated N r  Interpretation

Time Management and Study Habits 52 0.44 0.01 Significant
Time Management and Academic
52 0.02 0.96 Not Significant
Achievement in Mathematics
Study Habits and Academic
52 0.37 0.03 Significant
Achievement in Mathematics

Table 4 reflects that there is a significant correlation between math major

students’ time management and study habits as shown by the obtained r-value of 0.44 at a
probability value of 0.01. Likewise, significant correlations was observed between math
major students study habits and academic achievement in mathematics as indicated by the
obtained r-value of 0.37 at a probability value of 0.03. However, no significant
correlations were noted between time management and academic achievement in
mathematics.

Results presented in this table disclosed that math major students’ time
management is related to their study habits. This result reflects that if one knows how to
manage their time then he or she can also establish a good study habits. On the other
hand, significant relationship between study habits and academic performance indicates
that the study habits established by the math major students are related to their academic
achievement in mathematics. Furthermore, this means that good study habits can mean
good academic achievement.

Table 4 also indicates that there is no significant correlation between math major
students’ time management and academic achievement in mathematics. This means that
no matter how you manage your time if you do not pay attention to your studies then
academic achievement is at stake.

Conclusions and Recommendations

Results of the study reveal that the level of the time management of the math
major students was average. Math major students in this regard do not manage their time
well. However, when grouped according to year level, third year and fourth year math
major students have managed their time well likewise with the females, with many
siblings and those who have graduated from the private schools. Along this line, math
major students are encouraged to manage their time well so that they may be able to cope
with the demand of their course.

Results also reveal that their study habits are good whether they are considered as
a whole or when grouped according to the selected variables. It can be inferred then from
their responses that they have established a good study habits which can be a factor of
their academic achievement in mathematics. In this regard, math major students are
encouraged to continuously improve their study habits because no matter good it is there
still room for us to improve to a better.

Furthermore, results indicate that the level of the academic achievement in

mathematics of the math major students is average when taken as a whole and when
grouped according to the selected variables. This implies that there are competencies that
they were not able to master. There are competencies which they find it difficult to
understand. In this context, math majors students are encourage to spend more time in
learning competencies which they find it difficult. They are likewise encouraged to
review, practice and solve exercises which they think can help improve their skills in the
different disciplines of mathematics.

Lastly, results disclosed that correlations existed between math major students’
time management and study habits and math major students study habits and academic
achievement in mathematics. This means that the variables mentioned are related with
each other. Along this line, students are encouraged to strive more, to study more, and
develop a desirable study habits. Students should inculcate in them the value of managing
time well because these variables can influence academic achievement.
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Magher, E.S. (2005). Motivaţia intrinsecă. Cultivarea ei la elevi prin intermediul artei
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