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

Abstract

Purpose: This study determined the influence of time management and self-directed learning on the academic performance of students in Mathematics. Methodology: A quantitative research design utilizing descriptive and correlational approaches was employed. 152 Grade 9 respondents were chosen from private schools in Davao City. Results: The findings indicated that time management is manifested most of the time and self-directed learning is much observed. Moreover, the academic performance in Mathematics is not proficient. Further, time management and self-directed learning were found to have no significant relationship with academic performance in Mathematics. Thus, time management and self-directed learning do not significantly predict academic performance in Mathematics. Limitations: This study only highlighted 152 students and 4 private schools that were offering blended learning modality. Contribution: The results and findings of this study can be used as a basis for creating interventions and programs to address problems in academic performance in Mathematics. Novelty: Most previous studies were conducted in a face-to-face learning modality; however, this study is contextualized in the blending learning modality. Keywords: 1. time management 2. self-directed learning 3. academic performance 4. Mathematics

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“…To enable more than 1 billion learners whose schooling was affected by the pandemic to complete their education, teaching that was unable to be offered through conventional methods needs to be changed to online education (Hossain & Yasmin, 2022;Lowenthal, Borup, West, & Archambault, 2020). To guarantee that instruction can go without a hiccup and that it can be provided in a high-quality way, universities and colleges have made considerable expenditures (EDIG, 2022;Şahin et al, 2022). The crucial role that e-learning platforms, whose potency has long been acknowledged, must play has become abundantly apparent.…”