CHAPTER 1
THE PROBLEM AND ITS SETTING
This chapter presents the introduction, theoretical framework, statement of the problem, hypothesis, scope and limitation, conceptual framework, significance of the study and the definition of terms used.
Introduction
Time is the most valuable commodity. Once consumed, it can never be replaced again. On the other hand, it is renewed each day. As discussed and explained by many researchers in the field of education, time management is a great factor to one's life. If it's managed well, it yields well, if not, excellent performance (Candelario, 2005).
For any students who are in face of meeting course requirements, managing time would be of big help. It provides specifications on loads to work on overtime. This is specifically true on what are practiced with science education; for science knowledge is a highly structured knowledge (Shavelson and Ruiz-Primo, 1998), requires a tedious concentration on the application of the scientific knowledge domain and the scientific method in itself.
Mariano Jimenez (as cited by Padua, 2003) on his column "Value Point" stressed out that with proper time management, each person may significantly enrich his life and actualize himself---moreover---with the effective use f time, we can be confident in the thought we have committed.
In agreement with Jimenez in terms of managing time, it can be stated that the efficient use of time and the proper use of time on study materials contribute greatly to successful school experience and to maintain maximum achievements that without these qualities, even the most capable and talented students, would experience considerable frustrations and difficulties in carrying out different activities and tasks, which the school imposes. Each student therefore, within limits of his ability will be successful in academic work as he pursues it with efficiency, industry and willingness to learn. On the other hand, if the person is a passive learner or does not have the habit of studying, literacy would not prevail, so does achievement (Padua, 2003).
For that instance, students must be made to realize the value of proper time management to one's achievement status; it would rather be unfair to rest holistically the academic efficiency of students to teachers alone. Students' knowledge on the system of his activities overtime results to control overall the resource as a by-product of good study habit, thus excellence towards achieving in most of subject domains; may it concern science, mathematics, linguistics etc.
Having these concepts, this study becomes a thrust to determine how first year students of Philippine Normal University manage time and its relation to science achievement.
Background of the Study
Zen Udani in his article "Separating the Grain from the Chaff" listing the dark side traits among Filipinos, are traits that affects the study habits and time management of the students which are "ningas cogon", "manyana habit", "bahala na", and "pueda na"--- because of this article and behavior, many of the students are "pasang awa" ingrades. It can also be the reason of poor academic performance(as cited by Padua, 2003).
It is a sad thought to have that we Filipinos are known to other nation to not have a strict sense of time value. It gives us negative inclination. To make matters worse, the habit associated to us Filipinos is often tagged is one of the primary reason for a poor academic performance, slow development, unproductivity, etc. Now, the question would be, are we really a nation of time slackers or most of us just easily settles in the attributed negatively habit?
One case to ponder on is Yeng Remulla(2011) on "manyana habit'' on her book "Productive Pinoy"--- says she, the manyana habit is something that we Filipinos have learned from Spaniards. The word manyana means tomorrow or specified future time, also known as procrastination in plain English, "mamaya na" in Filipino.
Remulla (2011) even described how it works; as follows:
One need to do something now… but then you decide to do it later.
One tells himself that he will do I tomorrow… tomorrow comes, the cycle happens
Little as it known, procrastination becomes a habit but Remulla (2011) contends that with a behavior that I acquired through frequent repetition, no amount of planning or preparation can change… that the only way to change a habit is to replace it with another habit.
However, the traits concerning negative time management is neither inclusive nor exclusive, individuality plays a role. One's style of treating time may vary from one to other. Especially with the case of students who are taught of the value of time and deviated from their awareness its significance and the role it takes for success and development.
Students are aware of the value of time. They know the saying that "time is gold", but they don't internalize the practice of this precious proverb. They have shallow understanding of time, which is a misconception of time. It is therefore important give them the concept of time management.
With an efficient time management behavior, come grater chances of completing tasks, ease of learning, more leisure time; And with these, security of high rating in achievement in different academic domain.
It would be least ensured by the students who practices proper time management are good study habits.
Having these concepts, this study becomes a thrust to determine how first year students of Philippine Normal University manage time and its relation to science achievement.
Theoretical Framework
According to the "Theory of Human Motivation" as proposed by Abraham Maslow (1948), there are at least five sets of goals, which we may call basic needs. These are briefly physiological, safety, love, 'esteem, and self-actualization. In addition, we are motivated by the desire to achieve or maintain the various conditions upon which these basic satisfactions rest and by certain more intellectual desires.
These basic goals are related to each other, being arranged in a hierarchy of prepotency. This means that the most pre-potent goal will monopolize consciousness and will tend of itself to organize the recruitment of the various capacities of the organism. The less pre-potent needs are minimized, even forgotten or denied. But when a need is fairly well satisfied, the next pre-potent ('higher') need emerges, in turn to dominate the conscious life and to serve as the center of organization of behavior, since gratified needs are not active motivators (Maslow, 1948).
Thus man is a perpetually wanting animal. Ordinarily the satisfaction of these wants is not altogether mutually exclusive, but only tends to be. The average member of our society is most often partially satisfied and partially unsatisfied in all of his wants. The hierarchy principle is usually empirically observed in terms of increasing percentages of non-satisfaction as we go up the hierarchy. Reversals of the average order of the hierarchy are sometimes observed. Also it has been observed that an individual may permanently lose the higher wants in the hierarchy under special conditions. There are not only ordinarily multiple motivations for usual behavior, but in addition many determinants other than motives(Maslow,1948).
Of listed definitive goals set by Maslow (1948), the researchers have found the "esteem needs" of gotten respondents to be of considerable value with the inclination in up heaving science achievement, in the field of education as an entity.
The said variable was described by the proponent as something that is inherent to the human being a social animal that is a part of a society. Expounding on the context further Maslow (1948) states that all people in our society (with a few pathological exceptions) have a need or desire for a stable, firmly based, (usually) high evaluation of themselves, for self-respect, or self-esteem, and for the esteem of others. By firmly based self-esteem, Maslow (1948) means that which is soundly based upon real capacity, achievement and respect from others. These needs may be classified into two subsidiary sets. These are, first, the desire for strength, for achievement, for adequacy, for confidence in the face of the world, and for independence and freedom. Secondly, Maslow (1948) has what it called the desire for reputation or prestige (defining it as respect or esteem from other people), recognition, attention, importance or appreciation. These needs have been relatively stressed by Alfred Adler and his followers, and have been relatively neglected by Freud and the psychoanalysts. More and more today however there is appearing widespread appreciation of their central importance.
Furthermore, according to Maslow (1948), satisfaction of the self-esteem need leads to feelings of self-confidence, worth, strength, capability and adequacy of being useful and necessary in the world. But thwarting of these needs produces feelings of inferiority, of weakness and of helplessness. These feelings in turn give rise to either basic discouragement or else compensatory or neurotic trends. An appreciation of the necessity of basic self-confidence and an understanding of how helpless people are without it can be easily gained from a study of severe traumatic neurosis.
One factor concerning the push behind man's action (which is a precursor of thrust of this study, to determine the management style or ordaining to time allotment to activities of first year students) which is the need to actualize oneself to a value, that is, considered important.
Maslow (1948), had it stated if all these needs are satisfied, may still often (if not always) expect that a new discontent and restlessness will soon develop, unless the individual is doing what one is fitted for. A musician must make music, an artist must paint, a poet must write, if he is to be ultimately happy. What a man can be, he must be. This need we may call self-actualization.
This term (self actualization), first coined by Kurt Goldstein, is being used in the paper by Maslow (1948), in a much more specific and limited fashion. It refers to the desire for self-fulfillment, namely, to the tendency for him to become actualized in what he is potentially. This tendency might be phrased as the desire to become more and more what one is, to become everything that one is capable of becoming.
The specific form that these needs will take will of course vary greatly from person to person. In one individual it may take the form of the desire to be an ideal mother, in another it may be expressed athletically, and in still another it may be expressed in painting pictures or in inventions. It is not necessarily a creative urge although in people who have any capacities for creation it will take this form (Maslow, 1948).
The clear emergence of these needs rests upon prior satisfaction of the physiological, safety, love and esteem needs --- shall call people who are satisfied in these needs, basically satisfied people, and it is from these that we may expect the fullest (and healthiest) creativeness (Maslow, 1948).
With the thought mainly anchored to Maslow's proposed theory, this study aims to determine how first year students actualize their self in managing time with either academic or non academic loads correlates with science achievement.
Conceptual Framework/Research Paradigm
Respondent's ProfileLevel of Time ManagementVery GoodGoodPoorVery Poor
Respondent's Profile
Level of Time Management
Very Good
Good
Poor
Very Poor
Science AchievementExcellentSatisfactoryPoorVery Poor
Science Achievement
Excellent
Satisfactory
Poor
Very Poor
Statement of the Problem
This study endeavors to determine the relationship of time management behaviors of first year students of Philippine Normal University to science achievement.
Specifically, this study aims to answer the questions:
How can students be described in terms of:
time management; and
Science achievement?
Is there a significant difference among students as categorized according to:
time management; and
Science achievement?
Is there a significant correlation between time management and science achievement?
Hypotheses:
This study based on the stated problems had formulated the following hypotheses;
There is a significant difference among students as categorized according to:
time management; and
Science achievement.
There is a significant correlation between time management and science achievement.
Assumptions
Upon the development of the study, the researchers have the following assumptions throughout the entire procedure of the study; that:
the respondents have/had answered/supplied the instruments with information to the best of their knowing;
the respondents have taken up a full course on Physical Science (specifically Physics and Chemistry);
the respondents come as the representative of the whole population of first year college students;
the instruments used in the study were valid and of equal reliability.
Significance of the study
The study aims to put up a stud that would benefit:
students; as this sector would be given a platform to reassess its perception on the significance of practicing proper time management for the betterment/ improvement on a particular rating not only on the field of science but also other academic domains offered by the academe of learning.
Science educators; for these professionals could have something to benchmark on when planning out tasks that will be distributed. A gauge for the dispersion of activities suitable for the diverse style of time valuing conscious students in a regular basis of primary collegiate year level will be laid properly.
This study would also offer a comprehensive evaluation on time management efficiency of students taking up science classes and its rating in relation to achievement in the said field of study.
Scope and Delimitation
The focus of the study is to determine the level of time management among first year students and its correlation to science achievement.
The data set of information considered during the development of the study bears significance only inclusive for the first year college level of Philippine Normal University; that the profile of the respondents and their closed reflection on the instruments used was the only consideration taken quantitatively by the researchers. The subjective perception on the items presented before the respondents is outside the scope of the concern as per researcher's discretion.
The instrument for science achievement considered only subjects offered under the course Physical Science (specifically, Physics and Chemistry).
The results marked will be of quantitative relevance to the noted performance on the achievement test taken and the evident level of time management of respondents.
Definition of Terms
Here is the list of the following terms as defined for the use of the study.
Time management- the range of how respondents maximize time allotments to meet up all of activities' demands.
Science achievement- is the rating of correctly accomplished test item over wrong answered test items.
Science test- is the testing instrument containing a set of question that measures science proficiency of respondents.
Students- respondents taking up the instruments that evaluate time management and science achievement test prepared.
Profile- the collective term for set of personal information shared by the respondents.
Chapter 2
Review of related studies and literature
This chapter discusses the related studies and literature used for the development of this study.
Time Management
Time Management is the conservation of time to match people's needs and wants. People decide on what activities to be included for the day, week, month, or year. Time management can reflect a person's personal goal, at home and at work. (Candelario, 2005)
Also, Candelario(2005) defined time management as the use of time that is available in the most productive manner – the development of a clear objective for a job, and the identification of activities that will help accomplish and can lead the manager toward greater effectiveness. No matter how well something is done, it has no value if ti fails to contribute directly or indirectly to the achievement of objectives.
In junction with Candelario (2005) are Pickford and Brown (2006) who view time management as a skill which above all others can make the difference between graduating and drop out; for students sometimes believe that effective time management is a characteristic rather than a pattern of activity that can be learned.
Macan (1994) as cited by Jex and Elacqua (2007) in his study had found that engaging in time management behaviors (goal setting/prioritization, mechanics of time management, and preference for organization) was associated with lower levels of job, related tension, somatic tension, and higher levels of job satisfaction. These relations, however, were fully meditated by feelings of control over time. Specifically, engaging in time management behaviors led to a reduction in strain only when it enhanced feelings of control over time. (Jex and Elacqua, 2007)
Using each of the three forms of time management behaviours described by Macan (1994) may buffer the effects of role conflict. The behaviors associated with mechanics of time management and preference for organization may buffer the effects of role conflict simply because competing role demands often translate into increased time demands. As with role conflict, Jex and Elaqua (2007) contended that each form of time management behavior may buffer the effect of work-family or family-work conflict for different reasons. By setting goals and prioritizing an individual is essentially making a value judgment, and deciding that some things are more important than others – the family-related tasks would be given priority.
That case is especially true for the Filipino family set-up since the nation is known for its close family ties or the strength of affiliation among members is significantly recognizable. However, said Jex and Elacqua (2007), a person who is well organized may be able to successfully meet the demand of both work and family, thus reducing the impact of the stressors.
Supporting the concepts presented is Mackenzie and Waldo (1996) as cited by Candelario contending that time management is self management. It involves managing one's activities with respect to time and along with it are some techniques provided by Candelario in managing one's time which are presented as follows:
Logging one's time – A time log is a single listings and analysis of every activity during a given period of time.
Avoiding time wasters – "Time wasters" has been defined as anything that provokes an individual for achieving his objectives more effectively, "Effectiveness" means achieving maximum results with minimum cost/time.
Discovering and avoiding time wasters and keys to managing oneself in relation to time. Time wasters represent a form of interruption; controlling them can save up to two hours of work, which an individual can devote to getting important things done.
Planning- This involves setting objectives in order to have a system of measuring one's achievement. Failure to plan and set priorities makes one drift from one task to another, leaving most of them unfinished.
Organizing – organizing can be the key to success because it promotes both efficiency and effectiveness.
Avoid over-communication – Over-communication can cause considerable time loss.
Be assertive – self assertion is a way of starting what one thinks and feels without minimizing the response of other person.
Making use of "in-between" times not only provides a psychological boost one's personal image but can get a lot of jobs done for an individual.
Doing two things at once - Time can be literally conserved by doing two things at once.
Having time for doing nothing – a healthy and productive individual must allow time for doing nothing. The ability to relax from work is the key to a long productive life because of its restorative value.
With these considerations, students find an extra burden lifted off their shoulders for according to Keely (2011) in her article, she mentioned that students find that their greatest challenge in adjusting to college life and to succeeding in the classroom is in managing their time effectively that even though attending class and completing assignment is a top priority for most students, may find that they are not allowing enough time for their studies. On the average, students should spend about 2 hours of study for each hour of class time.
And to Cottrell (2013), in her book, sees the main risk of studies crossed time are (1.) feeling there is more time available than there is; (2.) not developing sufficient structure to your time to ensure one got everything done; (3.)Missing deadlines; and (4.) drifting-not being sure where one is in time if one has few regular appointments to mark out the time.
Complementary to this are Candelario (2005)'s consideration of the following:
Movement of time – One must know the job that he/she had handled and those for which he/she failed to find time, by keeping a record of his/her activities.
Fixing of priorities – Once time has been analyzed, one must determine what must be first done. Those, which demand immediate handling, are readied for action according to priority and importance.
Partitioning time – The secret in time rationing is to decide realistically how much time should be spent on each task faced.
Scheduling of work – One must have a list of things that he/she must do in order of importance.
Delegating Responsibilities – In delegating tasks, one must use the following techniques by deciding which work can be handled efficiently by subordinates or others and which work has to be handled alone.
Buying time – This involves setting limits for everything one is doing by analyzing each task to see what has to be done and completing it correctly and in the fastest possible time.
Along with it are the description of how to manage time well in accordance to four skills, for to manage time is to be able to evaluate its potential and its constraints, to anticipate whatever factors influence its use, and to develop and implement methods that both conserve and exploit its advantages. (Candelario, 2005)
Controlling the use of time – Avoid wasted motions and distracting efforts. Workers should not retrace their steps. Jobs should be done right at the first time so that they do not have to be done over again, control intrusions.
Making time work for you – Time is the most valuable commodity. Once consumed, it can never be tapped again. On the other hand, it is renewed each day. Time misused yesterday need not to be the pattern for today and tomorrow. Time should be utilized to accomplish objectives.
Applying time strategically – some observer have characterized time often simply that some places in their current time are more opportunity for immersion than others. "Timing strategically requires considering the needs and opportunities offered by the environment.
Respecting the pace of time – Time is absolute. That is, a day, an hour, a minute—but our perception of time is far from constant monotonous mindless work can seem endless. On the other hand, time flies, when work is interesting and challenging.
As it was thought that time management is a behavior, it has also a psychological anchorage on it, that it goes, in sync with that the biorhythm of the body of an individual, called the Circadian rhythm, which bears a connection on effective use of time. This Circadian rhythm has a bearing on the person's effective use of time because they affect patterns of alertness through the day(J.H Bartley and E.Chute, 1991), it was noted that there are different types of people in this regard.
Those who are most alert in the morning;
Those who reach their peak of alertness in the afternoon;
Those who have two low period, a major in the morning and a minor one in the afternoon
On the study conducted by Padua (2003), as per time management ant its bearing on study habits of adolescents, it not just the behavioral and physical aspects of time managing that recede efficiency, but also, the social constraints, that poor study habits and poor time management among the students considerably caused by continuous decline of education in our country. These habits were probably influenced by the negative attitudes on their parents who were not able to finish their schooling. So, with the lack of money to send their children at poor school due to the low income and a medium family size to be supported, poor scheduling of activities in in lacking their responsibilities at home, in school, and in community as well is put in risk. To solve these problems, students must go made to realize his natural capabilities and responsibilities in improving one's life – he must accept the reality that improving one's self rest upon his own performance. Then others as a student, he must give knowledge or techniques of effective study habits, proper time management and develop virtues related on studying.
Science achievement
According to R.J Shavelson and M.A. Ruiz-Primo (1998), intelligence is what intelligence tests measure—apt description of Academic achievement: Achievement is what multiple-choice and short-answer tests measure; Lacking in all achievement testing is a reasonable, work definition of achievement to guide measurement.
And as noted by Shavelson and Ruiz-Primo (1998), the definition does not address situated cognition (Greeno, 1998). Hence, it is a working definition in need of development.
A supplementary to the working definition of is the two concepts within the domain as listed below (Shavelson and Ruiz-Primo, 1998);
Propositional or declarative knowledge; knowledge about facts, concepts, and principles.
Procedural knowledge; knowing how to do something, a problem is posed or hypothesis is set forth, and observed (and evaluated) how one goes about solving the problem or testing the hypothesis.
Strategic knowledge; knowing which, when, and why specific knowledge would be applicable. This knowledge is structured in the form of mental models (Glaser, Lesgold, and Gott, 1991) (Gentner and Stevens, 1983)
As a conclusion, (Shavelson and Ruiz-Primo, 1998) Identified at least three kinds of knowledge that might constitute the domain of science achievement: Declarative, Procedural and Strategic. One important characteristic of each of these three kinds of knowledge is that they are more or less structured—more structured for the expert; less structured for novice (e.g; Glaser, 1991 as cited by Shavelson and Ruiz-Primo,1998).
Time and student achievement
Time management collates with student achievement (Libre, 2006). In Fact, Cotton (1989) as cited by Libre (2006) the effects of various time factors on achievement. On his basic research findings on time allocation and usage and its relationship w/ student achievement, he cited the following;
"There is a small positive relationship between allocated time (however measured) and student achievement." A few studies (e.g., Wiley and Harrischfeger 1974; Kidder, O'Reilly, and Kisling 1975) have found a strong positive relationship between quantity of schooling and achievement, and some investigations have found no virtually no relationship (e.g., Smith,1979 and some of the studies reviewed by Barg, 1980). But most researches and reviewers have identified a weak non-statistically significant –but—positive relationship to achievement. This General Finding has emerged from work of Anderson (1980,1981); Blai (1986); Borg(1980), etc. what these reference researches indicate is that when students experience greater quantities of allocated time, their achievement is only very slightly better than those experiencing lesser quantities.
There is a strong Positive Relationship between academic learning time (ALT) and both student achievement and attitudes. According to Cotton, ALT is a very specific kind of time of use; it refers as much to a kind of instruction as it does to time per se. And because it is so closely tied to the nature of the learning task, all researchers and reviewers who investigated its effects found it to bear a very closely relationship to the achievement of students involve in I, It is also identified ways of using time that are negatively related to achievement, these include off task behavior, dead time, social interactions, disruptions, disciplinary actions, and some forms of seatwork (Cotton and Wikelund, 1990).
CHAPTER 3
REASEARCH AND METHODOLOGY
This chapter deals with the Research Design of the study, the Respondents, instrumentations and as well as the statistical treatment in making this study possible.
Research Design
Descriptive survey method was employed in this research. A survey is used to collect original data for describing a population too large to observe directly (Mouton 1996). A survey obtains information from a sample of people by means of self-report, that is, the people respond to a series of questions posed by the investigator (Polit and Hungler 1993). In this study the information was collected through self-administered questionnaires distributed personally to the subjects by the researcher. This utilized the questionnaire checklist in gathering data relative to the time management of the students. This study made use of a fifty five items test also that measures the achievement in science of the students.
As cited by Maranan (2007) Good and Scales (1990) defined descriptive survey as an approach appropriate wherever the object of any class varies among themselves and one is interested in knowing the extent to which different conditions obtain among these objects.
This study is a descriptive research that includes quantitative approach. In the part of this study, quantitative approach was used in measuring statistical data treated in numbers. It includes the scores of the respondents on the exam they have taken. Scales in measuring time management also includes numbered data that were used. Respondents were also selected ideally by means of randomized selective method.
As cited by Maranan (2004) Calderon and Gonzalez (1993) define descriptive research as a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, beliefs, processes, trends, cause and effect relationship and then making adequate and accurate interpretation about such data with or without the statistical tool.
Respondents of the Study
The respondents of the study encompass the selected Philippine Normal University- Manila freshmen students enrolled in the school year 2012- 2013 taking up Physics 1 particularly. There were a total of 121 students which serves as the sources of the data.
Instrumentation
The researcher uses the following tools as sources of data. First is the profile of the students that gives information about the respondents. The second is the questionnaire checklist which is composed of five statements about time management skills. It is consisted of three negative statements and two positively stated. The prepared statements have a scale one to four with equivalent interpretation. Lastly, a test prepared by the researcher was used to measure science achievement of the students.
In the first phase of the study, a random sampling was made to choose a population that will represent the Philippine Normal University freshmen students. Before the achievement and time management test was administered, the researcher first explains to the students the significance of the study and how should they honestly answer the tests. The researcher also made the student feels how significant they are in the study so that they will cooperate.
After the sampling, the selected students answered the prepared profile sheets. This includes some of the basic information about the respondents. On the next step of the instrumentation, the students answered a checklist consisting of five statements. All the statements have a scale with numbers one to four which has an equivalent score and interpretation. This showcases their time management in studying their science courses.
On the next phase, a fifty five item examination was administered to the students. The questionnaire used was ensured valid and reliable. Answer sheets were distributed properly as well as the questionnaire. The test answered by the students is a Physics test.
Statistical Treatment
The following statistical treatment was used in the study.
Mean and standard deviation was used to describe the students in terms of time management and science achievement.
T- Test was conducted to find the significant difference between time management and science achievement.
To determine the significant relationship between time management and science achievement, T- Test and Pearson R was used.
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents statistical analysis of data with its corresponding interpretation and discussion of findings based on the order of the statement of the problem and hypotheses.
Part 1 of the data gathering instrument aims to gather data concerning the profile of the Philippine Normal University Students.
Part 2 of the data gathering instrument was used to gather data in connection to the time management of selected Philippine Normal University students.
Part 3 was used in the determination of the Science Achievement of the Philippine Normal University Students.
Part 4 of the data gathering instrument was used to relate time management and science achievement
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter discusses the summary of the entire study including the conclusions and the recommendations of the researchers.
Summary of the Findings
Based on the results gathered, the following findings are hereby presented.
Conclusions
Based on findings, the researchers come up with the following conclusions.
Recommendations
Based on the summary of the findings and data gathered, the researchers would like to recommend the following.
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Shahabudin, K., Turner, J., et. al. (2007). "Using student feedback to develop resources for time management in Higher Education". Retrieved from: http://www.learnhigher.ac.uk/resources/files/Time%20management/time_staff_research.pdf. University Study Advice team & LearnHigher CETL. University of Reading.
Shavelson R. and Ruiz-Primo M.A. (1998). "On the assessment of science achievement. Retrieved from:https://www.cse.ucla.edu/products/reports/TECH491.pdf. University of California, Los Angeles.
Tumolva Heherson (2006). "Relationship of personality types and classroom time management, a basis of program development for classroom instruction" ((Unpublished M.A. thesis, Adventist University, Silang Cavite).
Urbano, Jun Reyes. (2004). "Time management: what time is it". MW Publications, Quezon City.
Zabel, Robert. (1996). Classroom Management in context: orchestrating positive learning environments. Houghton-Mifflin.
(1999/2012). Tertiary studies: time management.State of Victoria. Reproduced from the Better Health Channel(www.betterhealth.vic.gov.au)
STUDENT'S PERSONAL PROFILE
Name: _______________________________________________________
Year & Section: __________________
Age: __________
Residence:
Manila
Outside Manila but within National Capital Region
Outside Metropolitan Manila
Sex:
Male Female
No. Of Siblings:
None 1-2 3-4 5 or more
Birth Order:
Only Child Oldest Middle Youngest
Civil Status:
Single Married Widowed Divorced/ Separated
Number of Children:
None 1 2 3 or more
Ethnic group:
Bicolano Boholano Cebuano Ilocano Ilonggo
Pampangueno Pangasinense Tagalog Waray-Waray Other
Religion:
Roman Catholic Non- Catholic Christian Islam Others
Elementary School Graduated From:
Private Public
High School Graduate from:
Private Public
Science Achievement Test
1. Physical science is often divided into physics and _____.
a. astronomy b. biology c. chemistry d. geology
2. Which of the following situations is least likely to involve elements of physical science?
a. social interactions amongst animals
b. plants using the sun's energy to make food
c. earthquake waves travelling through the earth's layers
d. pollutants changing form when released into the atmosphere
3. A _____ is summary of many experimental results and observations.
a. test b. theory c. hypothesis d. scientific law
4. A _____ object contains more matter than a fifteen kilogramme object.
a. 150-gramme b. 5-milligramme c. 5 000-gramme d. 20 000-gramme
5. Colored balls and sticks arranged to show the types and placement of particles in water molecules is
an example of a _____.
a. law b. tool c. model d. prediction
6. The length of a pencil is best measured in _____.
a. centilitres b. centimetres c. metres d. kilogrammes
7. An amount of vinegar would be measured in _____ for scientific experiments.
a. centimetres or metres
b. grammes or milligrammes
c. ounces or gallons
d. litres or millimetres
8. A _____ object has more inertia than a twenty kilogramme object.
a. 2-milligramme b. 5-kilogramme c. 2 000-gramme d. 30 000-gramme
9. Boyle's law explains the relationship between volume and pressure for a fixed amount of a _____?
a. solid b. liquid c. gas d. plasma
10. Which of the following examples involves an exothermal change?
a. ice melting on a warm day
b. water boiling in a tea kettle
c. air in a bicycle tyre gaining pressure after a long ride
d. gaseous water particles coming together to form fog
11. Which of these factors could affect the temperature at which water boils?
a. volume of water in the pot
b. altitude where the water is heated
c. type of fuel used to heat the water
d. amount of energy added to the water
12. The particles of water that evaporate from an open container have _____ than particles that remain.
a. more speed
b. greater order
c. higher energy
d. more speed and higher energy
13. Which of the following occurs when a liquid becomes a gas?
a. the particles slow down
b. the particles give off energy
c. the particles move closer together
d. the particles break away from one another
14. Juan and Anita each lift an identical stack of books the same distance onto the table, but Anita does
the job twice as fast. Therefore, her actions involve twice as much _____.
a. work input b. work output c. power d. efficiency
15. Which of the following machines always has a mechanical advantage of less than one?
a. wheel-and-axle
b. third-class lever
c. a long thin wire
d. a poorly lubricated moveable pulley
16. What does a fixed pulley change?
a. size of the force
b. direction of the force
c. both size and direction of a force
d. neither the direction nor the size of the force
17. When the machine increases the size of the force exerted, the distance through which the force must
be exerted _____.
a. increases b. decreases c. doubles d. stays the same
18. Which of these would increase the mechanical advantage of a first-class lever?
a. decreasing the load
b. applying greater input force
c. moving the fulcrum closer to the load
d. increasing the rate at which the force is applied
19. Levers are divided into classes according to the location of the _____.
a. load
b. fulcrum
c. input force
d. fulcrum, load, and input force
20. Which of the following statements about inclined planes is false?
a. An example of an inclined plane is a screw
b. An example of an inclined plane is a wedge
c. Egyptians used inclined planes to build the Great Pyramid
d. Inclined planes allowed you to apply a smaller force over a smaller distance
21. Which of the following is not an energy source?
a. falling water
b. plant matter
c. an electric generator
d. the heat inside the earth
22. Suppose you are holding a fifty newtons bowling ball two metres above the floor. Which of the
following is true?
a. The ball's kinetic energy is equal to four hundred joules.
b. The ball's gravitational potential energy is equal to fifty joules.
c. Your performed work equals to one hundred joules on the ball.
d. Your body is exerting a force of one hundred newtons on the ball.
23. During photosynthesis, plants _____.
a. combine carbon dioxide with oxygen
b. convert thermal energy into kinetic energy
c. break down food molecules to release energy
d. use light energy to break and re-form chemical bonds
24. The kinetic energy of an object can be found if the object's _____ are known.
a. volume and density
b. weight and height
c. speed and mass
d. distance and time
25. An object's mechanical energy is _____.
a. its energy of motion
b. not related to the object's mass
c. the waste energy it produces by friction
d. the sum of its potential and kinetic energies
26. Of the following, which type of energy is not correctly described?
a. sound energy: can travel through a vacuum
b. thermal energy: a measure of particle motion
c. electrical energy: the result of moving electrons
c. light energy: produced by vibrations of electrically charged particles
27. Suppose you are jumping on a trampoline. At the top of your jump, your _____.
a. potential energy is zero
b. mechanical energy is zero
c. potential energy is at maximum
d. potential and kinetic energy are equal
28. A standing wave results from _____.
a. diffraction
b. refraction
c. interference
d. a change in medium
29. The loudness of a sound is a measure of wave _____.
a. amplitude
b. frequency
c. length
d. speed
30. Which waves do not require a medium?
a. radio waves
b. ocean waves
c. sound waves
d. seismic waves
31. If passengers on an aeroplane watch another aeroplane passing by them, their frame of reference is
the _____?
a. sky b. ground c. other aeroplane d. aeroplane they are on
32. Which type of friction causes a sky diver's acceleration to change as he falls?
a. sliding b. rolling c. fluid d. static
33. To calculate an object's acceleration, you need to know _____.
a. average speed and direction travelled
b. total distance travelled and total elapsed time
c. starting point, endpoint, and the object's mass
d. starting velocity, final velocity, and the time it takes to change velocity
34. The force of gravity is greater between two object that _____.
a. have greater mass
b. have rougher surface
c. are farther apart
d. are moving at a greater speed
35. Two forces act on an object. One force has a magnitude of ten newtons and is directed towards the
north. The other has a magnitude of five newtons directed towards the south. The object experiences
a net force of _____.
a. five newtons south
b. fifteen newtons north
c. fifty newtons north
d. five newtons north
36. If three balls of different materials were dropped at the same time from the same height, which could
hit the ground first? (Assume there is no air resistance.)
a. a solid steel
b. a tennis ball
c. a solid rubber band
d. they would all hit the ground at the same time
37. Orbital motion is a combination of forward motion and _____.
a. free fall
b. weightlessness
c. frictional resistance
d. horizontal acceleration
38. A five kilogramme object has less inertia than a _____ kilogramme object.
a. 1.5- b. 2- c. 4- d. 6-
39. According to Newton's first law of motion, a moving object that is not acted by an unbalanced force
will _____.
a. remain in motion
b. eventually come to stop
c. transfer its energy to another object
d. accelerate in the absence of friction
40. An astronaut uses a jet of nitrogen to maneuver. As the nitrogen is expelled, it _____.
a. illustrates Newton's third law
b. causes the astronaut to accelerate
c. exerts a reaction force on its container
d. all of the above
41. Imagine that you are holding a six newtons notebook motionless in your hand. Which of the following
is true?
a. The book has a mass of six newtons.
b. This situation illustrates unbalanced forces.
c. The total downward force on the book is twelve newtons.
d. Your hand exerts an upward force of six newtons on the book.
42. Of the following, where would atmospheric pressure be greatest?
a. at mean sea level
b. on the mountain top
c. at the outer edge of the atmosphere
d. at the altitude at which aeroplanes fly
43. If a liquid flows A to area B, then area A must be an area of greater _____.
a. mass b. pressure c. temperature d. volume
44. Which statement best explains why bubbles in water rise to the surface?
a. Liquids cannot be compressed very much.
b. Pressure is the amount of force exerted on a given area.
c. The weight of the atmosphere pushes down on water.
d. Water is about one thousand times denser than air.
45. Fluid pressure is exerted evenly in all directions, which explains why _____.
a. some objects float
b. birds and aeroplanes can fly
c. bubbles are round
d. objects seem to weigh less in water
46. Which of the following does not affect the amount of lift on an aeroplane's wings?
a. gravity
b. turbulence
c. wing surface area
d. the aeroplane's speed
47. Which of the following would not affect the level which a cargo ship floats in a body of water?
a. depth of water
b. shape of the ship
c. mass of the ship's cargo
d. density of the ship's material
48. In which situation is a person doing work on an object?
a. a worker holds a box one metre off the floor
b. a school crossing guard raises the top sign that weighs fifteen newtons
c. a man exerts a three hundred fifty newtons force on a rope attached to the house
d. a student walks one metre per second while wearing a backpack that weighs fifteen newtons
49. A section of longitudinal wave where the particles are crowded together is called _____.
a. rarefaction b. compression c. vibration d. surface wave
50. Light waves travel faster through _____.
a. air b. glass c. water d. a vacuum
51. A (an) _____ is an example of mechanical wave.
a. ocean wave b. radio wave c. light wave d. x-ray
52. If you rub a glass rod with a piece of silk, the rod becomes positively charged. This means that _____.
a. friction destroyed electrons in the rod
b. the silk has become negatively charged
c. protons move to the rod
d. glass attracts more protons
53. Which of the following is not an insulator?
a. air b. glass c. water d. wood
54. If you bring a charged object near an electrically neutral surface without allowing the object to touch
the surface, the charges in the surface are rearranged by _____.
a. friction b. induction c. convection d. conduction
55. In the Philippines, electrical circuit in homes and business _____.
a. use direct current
b. connect outlets and light in series
c. normally receive two hundred twenty volts
d. all of the above
Time management and Science Achievement of PNU Freshmen Students
By
Wenchel Eunice D. Nicomedes
And
Vic R. Santiago
Philippine Normal University
Taft, Manila
Appendices
Bibliography
