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Republic of the Philippines

The Premier University in Zamboanga del Norte
KATIPUNAN CAMPUS
Brgy. Dos, Katipunan, Zamboanga del Norte

TIME MANAGEMENT AND ACADEMIC PERFORMANCE AMONG

JRMSU-K STUDENT-PARENTS

An Undergraduate Research Presented to the

College of Education
Jose Rizal memorial State University-Katipunan Campus
Katipunan, Zamboanga del Norte

In Partial Fulfilment of the Requirements in SPEC 114B-(Research in Social Studies 2)

Hazel Ceprado

Shiva Mae Saromines

Mailyn Narba

Christine Montifalcon

June 2021
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APPROVAL SHEET

This research titled “Time Management and the Academic Performance of College Student
Parent” prepared and submitted by HAZEL CEPRADO, SHIVA MAE SAROMINES,
CHRISTINE MONTIFALCON and MAILYN NARBA in partial fulfilment of the
requirements SPEC 114B (RESEARCH IN SOCIAL STUDIES 2) has been examined and is
recommended for acceptance and approval for ORAL EXAMINATION.

HERMIE V. INOFERIO, PhD

Adviser

Approved by the Committee on Oral Examination on June 21, 2021 with a grade of _92_.

LEONORA T. DIVINAGRACIA, EdD

Chairperson

MA. BETTY P. DECIN, EdD ABRAHAM B. BAYRON, MAED

Member Member

Accepted and approved in partial fulfilment of the requirements in SPEC 114B (RESEARCH
IN SOCIAL STUDIES 2)

LEONORA T. DIVINAGRACIA, EdD

Associate Dean, College of Education

Date: _________________________
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TIME MANAGEMENT AND THE ACADEMIC PERFORMANCE OF

STUDENT-PARENTS

ABSTRACT
Time management is by all means important in all aspects of our lives. Whether in individual
capacities or in businesses and organizations, use and management of time is equally important.
These considerations have given the researchers the idea to undertake their study regarding the
relationship between time management and students’ academic performance. The main objective
of this study aims to determine the relationship of time management and academic performance
of college student parents. It basically used the descriptive-survey research design in carrying out
the study and in selecting the respondents, via purposive sampling. Data were analyzed using
statistical tools such as frequencies, percentages, weighted mean, standard deviation, regression
and correlation. Findings of the study revealed that there is significant correlation of some
demographic variables such as age of the respondents and educational degree to students’
academic performance. Moreover, time management variable specifically the prioritization
significantly correlates to students’ academic performance while other variables: procrastination
and socialization have no significant relationship to students’ academic performance. Based on
these findings, it is suggested that, students should observe and undertake prioritization of their
tasks and responsibilities to improve their academic performance. Moreover, teachers should
also integrate time management concepts and applications in their classes. Trainings and
seminars on time management are also encouraged for the students

Keywords: Academic Performance, Time Management, Prioritization, Procrastination, Student-

Parents
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ACKNOWLEDGEMENT

First and foremost, praises and thanks to the God the Almighty for his showers of
blessings throughout our research work to complete this study successfully.

The researchers would like to express deep and sincere gratitude to the following
individuals who helped them throughout the study.

To our research instructor Dr. Rogelio A. Murro, for his guidance in the preparation of
the research study.

To our research adviser Dr. Hermie V. Inoferio, for he has taught us to carry out the
research and giving us insightful feedback to push us into our sharpen thinking skills and brought
us to the higher level of our work. Our research would not be clearly as possible without him.

Also, to our respected Associate Dean of the College of Education Dr. Leonora T.
Divinagracia, we would like to express our extremely grateful for motivating us to exert more
effort and believing our capabilities as a researchers which we are deeply inspired.

To the panel members Dr. Ma Betty Decin and Professor Abraham B. Bayron, whom we
are thankful for their suggestions and recommendations to improve our research study.

To our parents for their love and sacrifices to support the success of our life which made
us to pursue whatever challenges that we may face.

To all, thank you

The Researchers
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DEDICATION

This research is whole heartedly dedicated to our beloved parents, who have been our source of
inspiration and gave us strength when we thought of giving up, who continually provide their
moral, spiritual, emotional and financial support.

To our relatives, friends, mentor and classmates who shared their words of advice and
encouragement to finish this study.

And lastly, we dedicated this book to the almighty God, for His guidance, strength, power of
mind, protections and skills and for giving us a healthy life. All of these we offer to Him

The Researchers
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Table of Contents

Page

TITLE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

DEDICATION v

TABLE OF CONTENTS vi-viii

LIST OF TABLES viii

LIST OF FIGURES ix

Chapter I The Problem and its Scope

Introduction 1-2

Theoretical Framework 2

Conceptual Framework 3-4

Statement of the Problem 5

Hypotheses 6

Significance of the Study 6

Scope and Delimitation 7

Definition of Terms 7-8

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Chapter II Review Related Literature

Related Literature 9-15

Synthesis of Literature 15

Chapter III Research Methodology

Research Method 16

Data Gathering Procedure 16

Respondents of the Study 17

Research Setting 17

Research Instrument 17

Statistical Treatment of Data 17-18

Chapter IV Presentation, Analysis and Interpretation of Data

Presentation, Analysis and Interpretation of Data 19-28

Chapter V Summary, Findings, Conclusion and Recommendation

Summary 29

Findings 29-30

Conclusion 30

Recommendation 31
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References 32-35

Appendices

A. Permission Letter 36

B. Survey Questionnaire 37-40

LIST OF TABLES

Tables Page

1 Profile of the student-parents in terms of Sex 19

2 Profile of the student-parents in terms of Civil Status 20

3 Profile of the student-parents in terms of Family Income 20

4 Time Management of the students-parents in terms of prioritization 21

5 Level of time management of the student-parents in terms of prioritization 22

6 Time Management of the student-parents in terms of procrastination 23

7 Level of time management of the student-parents in terms of procrastination 24

8 Academic Performance (GWA) of the student-parents 25

9 Correlation between time management and GWA 25

10 T-test for significance of r 26

11 Analysis of Variance among time management by Sex 26

12 Analysis of Variance among time management by Civil Status 27

13 Analysis of variance of time management by Family Income 28

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LIST OF FIGURES

Figure Page

1 Conceptual Paradigm of the Study 4

CURRICULUM VITAE 41-48

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

In the modern world, time is precious to anyone. For individuals, time is important in

accomplishing individual tasks on time, and in businesses; every single minute can be converted

to profitability. According to Macam, et. al. (2000) the secret of achieving success in life is to

manage time and resources that everyone possesses equally and paying sufficient attention to

planning.

This can also be the case on institutions such as schools, colleges, and universities.

Coming to classes on time and finishing tasks and assignments are very important
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responsibilities of students to achieve their personal goals and ensure better performance. While

various individuals value time differently, offices, colleges and other in absence of prioritization

of the students on their school tasks resulting to procrastinations by some of the students

especially on delaying examinations due to lack of time to study.

Students were not aware that procrastination not only waste the teacher’s time but also it

requires teachers to prepare another exam paper just to accommodate the delays. Also, students

usually justify the delays because of the many activities and responsibilities they are doing

outside the school like social activities with families and others. Mitchell (2003) argues that

unfortunately, as dedicated as single mothers are to both their children and their education, in the

end, the time crunch can have devastating effects on the relationship with their children. Students

face many challenges during their studies, some of them describe skipping lectures, feel weak,

drowsy and lack consideration in classes and one of the students fail her module. Time

management as independent variables linking to student's academic performance. Is the present

situation true to Student-Parents?

In addition, this paper focuses on the student and at the same time a parent. Some of them

will not be able to organize duties according to their priorities, so they distracted easily ending

up procrastinating. Therefore, the researcher studies ways to make a student’s more organized

and lead them to a better time management level.

Theoretical Framework

The study is anchored from the theoretical support of Perspectives on Psychological

Science theory and the theory of practice of time management in education were used as

theoretical fits on this study. Study motivation and study skills exhibit the strongest relationships
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with both grade point average and grades in individual classes. Academic specific anxiety was

found to be an important negative predictor of performance. In addition, significant variation in

the validity of specific inventories is shown. Scores on traditional study habit and attitude

inventories are the most predictive of performance, whereas scores on inventories based on the

popular depth-of-processing perspective are shown to be least predictive of the examined

criteria. Overall, study habit and skill measures improve prediction of academic performance

more than any other noncognitive individual difference variable examined to date and should be

regarded as the third pillar of academic success (Credé, 2008)

Conceptual Framework

This particular study presents the Time Management and the Academic Performance of

College Student Parent of Jose Rizal Memorial State University Katipunan-Campus. It also aims

to determine the different variables in the study as illustrated below the Independent Variables

are Time Management, Prioritization and Procrastination, Academic Performance is considered

as Dependent Variable. And the Intervening Variables of the Respondent’s Profile are Family

Income, Civil Status and Sex. The Schema of this is shown in figure 1.
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Independent Variables Dependent Variables

Time Management
1.1 Prioritization Academic Performance
1.2 Procrastination

Respondent's Profile
1.1 Family Income
1.2 Civil Status
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Intervening Variable

Figure I. Conceptual Paradigm of the Study

Statement of the Problem

Time management is a skill that every student should not only know but also apply. Here,

there are student-parent complain about running out of time when asked to do a certain task.

Time management is extremely important, especially when it comes to students because it will

boost their grades and enhance their productivity. (Z. Lisa M. S, Robert 2009). The main purpose

of the study is to find out the relationships between of time management and the Academic

Performance of the college student- parent using interdependent variables such as prioritization

and procrastination. It also examines the level frequency of the student involvement of these

variables

Specifically, this study aims to address the following questions:

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1. What is the demographic profile of the respondents in terms of:

a. Sex

b. Civil Status

c. Family Income?

2. What is the student's level of time management in terms of:

a. Prioritization

b. Procrastination?

3. What is the academic performance of the respondents?

4. Is there a significant difference among the time management of the respondents when

analyzed according to their profile?

5. Is there significant relationship between the time management factors (Prioritization

and Procrastination) and the student-parent's academic performance?

Hypotheses

This study is premised on these hypotheses:

HO1: There is no significant relationship between the demographic profile of the

respondents and their academic performance.

HO2: There is significant relationship between the time management factors (Prioritization

and Procrastination) and the respondent's academic performance

Significance of the Study

The findings of this study will benefit the following:

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Student Parents. The importance of this study is for us to understand the collected

information on the main reason how students who are at the same time parenting manage their

time. We are also looking at the big picture of how great time managing for student- parent

affects their academic performance. This will encourage those less self-esteem respondents to

continue studying well while raising a child - it is the matter on how you manage your time

wisely.

Students. To those students who are lack of awareness and needs academic guidance.

Parents. Where parents find these interesting ideas and to encourage them to willfully

support their students even if they are parents at the same time.

School and Community. The results of this study serve as an awareness and lesson to

other schools and community.

Future Researchers. Findings of this study could be a springboard for a related study on

broader perspective.

Scope and Delimitation

This research entitled Time Management and the Academic Performance of the College

Student-Parents in Jose Rizal Memorial State University-Katipunan Campus aims to determine

the relationship of time management and the academic performance of a student and at the same

time a parent.

The student-parents from first year to fourth year of Bachelor of Secondary Education,

Bachelor of Physical Education, and Bachelor of Elementary Education at Jose Rizal Memorial

State University-Katipunan Campus for Academic year 2020-2021 will be the respondents of the
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study. The respondents of this study are focused only those who were enrolled in the College of

Education. Since, College of Education tasks has made student overwhelmed by the workloads

the reason why students are struggling with their time management.

This study limited only the two Variables of time management; Prioritization and

Procrastination. These two factors are the major factors for time management to determine the

importance of each task and to be aware of their study habits.

Definition of Terms

To facilitate understanding of the concepts in this paper, some terms are defined below:

Academic Performance. The measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates and results from standardized. Wikipedia

GPA. A linear combination of grades assigned in different courses, is not an ideal

measure of student achievement because it reflects not only academic achievement, but also

course taking strategies and instructor grading practices.

Prioritization. The process by which a set of items are ranked in order of importance. It

the act or habit of procrastinating, or putting off or delaying, especially something requiring

immediate attention.

` Student-Parents. These individuals attend college at the same time raising children. The

children must be in his or her custody regardless if the latter is married or single parent. To

clarify this term, it can be found in this link http://www.affordablecollegesonline.org/student-

parents-guide.
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Time Management. Gupta (2001) refers Time Management to a process consummated a

series of steps which involves the analysis of our time habits, clarification of objectives,

establishment of priorities, planning for appropriate results, keeping records properly, taking

positive action against time wasters and avoiding procrastinating.

CHAPTER II

REVIEW RELATED LITERATURE

There are various studies that link time management to students’ academic performance.

For instance, proper time management positively correlates to better academic performance

Kaushar, (2013). There are several factors that can be considered to demonstrate time

management. The study Nashrullah and Khan (2015) identified time management variables to

include planning (Short-range and long-range), time attitude as independent variables linking to

the students’ academic performance. Findings showed that time management variables such as

short-range, long-range and time attitude are significantly correlated to students’ academic

achievement. Another study also posits the time management variables to include independent
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variables such as prioritization, procrastination, socialization and students’ academic

performance (Adebayo, 2015). Specifically, his study claimed that there is positive relationship

between time management factors such as prioritization, procrastination, socialization and the

students academic performance.

Further implications of the results suggest that students should prioritize their tasks, less

procrastination in responding to deadlines and in taking examinations and moderate socialization

activities. Karim, et. al, (2015) also links time management factors to include students attitudes

and behavior on time and management. Their findings suggest that, both student attitudes and

behavior impacts students’ academic performance. King (2002) had also emphasized the

different external forces that challenges time management and these can be comprised of

challenge to one’s ability or expertise, which imposes an unwelcome demand on time, abilities

and emotional reserves.

Another study conducted by Indreica et al. (2011) examined the influence of effective

management to students’ academic performance in terms of Grade Point Average (GPA).

Findings revealed that, effective management programs elevate the GPA and concluded that

successful students are good time managers. Specifically, factors such as time management

behaviors, time attitudes and control of time are significant predictors of students’ academic

performance. Students’ academic performance is usually measured on the students’ GPA. The

latest study conducted by Jalagat (2016) strongly suggests the use of GPA as a measure of

student academic performance which also agrees with several studies (Adebayo, 2015; Kaushar,

2013). This study is primarily anchored on Adebayo’s utilization of time management variables:

Prioritization, Procrastination and Socialization as independent variables to students’ academic

performance.
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Being a student may already entail a lot of sleepless nights, student mothers also face an

entirely different challenge of having to balance both their studies and being a parent. (Ferrer,

Sevilla 2019). According to an article by Jennifer Paige, who is a mother that worked and

attended college, people who have families, jobs and are trying to obtain a college degree are at a

higher rate of dropping out. This is due to all the stresses of college life, having a family and

maintaining a job. Going back to college while raising a family and working is difficult,

however it can be done. Going to college while parenting and working, are hard tasks for anyone

to take on. Time management is beneficial to both the family and to your college success.

Avoiding procrastination and learning how to manage your schedule will allow personal time

with family and help you complete school assignments on time and study for exams.

Communicate with other students and instructors to understand assignments and read your

syllabus often. Know what your goals are and speak with your counselor regularly to keep on

track. Make sure to plan ahead for those unexpected sick days and doctor visits. Remember that

your health comes first and without it, you might not ever be able to accomplish your goals.

It appears that research in Namibia did not seek the experiences of student mothers in

more detail, the author thus wish to fill this existing gap. Duquaine-Watson (2007) asserts that

there is

a conspicuous lack of attention to the experiences of women who are pursuing degrees while

raising children on their own. This is not something that a mother who is not a student will

experience and it is not something that a student who is not a mother will experience (Lloyd-

Smith & Tarr, 2000).

Combining motherhood and studying without compromising the activities of either one is

a great dilemma for student mothers. When a woman must focus all her attention on her studies,
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her behaviour may contrast with her traditional motherhood role (Visick, 2009). While discourse

regarding the “good mother” in any society is based on the traditional motherhood role

(Goodwin & Huppatz, 2010), its definitions vary by society given the different experiences and

challenges of motherhood in diverse cultures (Zhang, 2011). Role challenges cause women to

abandon one role for the sake of the other (Springer et al., 2009). Myths, expectations, and ideals

available in the campus culture can influence this behaviour.

Procrastination

Procrastination, to put off doing something, especially out of habitual laziness, is a result

of a cultivated habit, and it impacts everyone. A lot of students tend to procrastinate at college.

According to (Robert, 2009), they tend to do so mainly because of 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 really 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. Most of the students

who live in the dorms, generally, can get distracted easily .If students just spent ten minutes with

each person there, imagine how much time would be left for them to study, even to do anything

personal. More importantly, the student’s uncertainty can really affect his progression at college.

Hesitation will not make a student any better. A lot of students spend a huge amount of time

thinking about the topic they will discuss or write about, and sometimes about the way they are

going to present it, and this will certainly lead them to procrastinate. Eventually, the student’s

Grade Point Average (GPA) will start to decrease the more he puts off the work. However, when

he keeps delaying his work, stress will rise up and more pressure will be on the student, which

will lead him to late submission and his grades will decrease.
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Mastering Time Management Skills

Students in universities must learn how to manage their time effectively. Fortunately,

there are many techniques that can help them do that. First, students should arrange their

schedule according to their priorities, which means that they should look at the important dates,

such as paper due dates and arrange them according to the size of the assignment and the date it

is due, and then write them down on a calendar as a reminder note. This will make students see

their whole semester a lot easier and simpler (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” .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, 2004), 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.

Getting Organized

Source Hoffman, 2005 says “according to a study commissioned by the temporary

employment firm Accountemps, executives waste about five weeks a year looking for lost

items.” Thus, there is no doubt that getting organized saves a lot of time. Nonetheless, getting

organized means having your desk cleared, your papers filed, your tasks listed and your events

scheduled. Furthermore, the ways to get organized or manage disorganization that are discussed

in include having an Lor U-shaped desk, keeping a diary as well as creating a “to do” list.

However, the most effective method of managing disorganization according to [3] is “ruthlessly”

getting rid of what you do not need. As a result, by following these steps students will find it

much easier to manage their time through organization.

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The Relationships between Time Management and the Studies on It

Source Gardiner, 2007 shows the relationship between time management behaviors,

perceived effectiveness, and work related morale and distress in a university context. For

instance, in order for students to manage their time in a good way, they must have a clear

purpose in their study, and be able to answer such questions as, “Are you clear about what is

important for you to achieve in your study“ .Moreover, Gardiner has shown that students are not

able to manage their time as they do not have a clear purpose in their study, getting distracted

and interrupted easily, being unorganized, and not able to plan and prioritize .For example,

having a clear purpose is positively correlated with perceived effectiveness and morale, and

negatively correlated with distress . In addition, avoiding distractions and interruptions such as

procrastination correlates negatively with work related distress. On the other hand, estimating the

time correctly needed for a task is positively related to perceived effectiveness. Moreover, being

good at planning and prioritizing such as scheduling time and working to deadlines is also

positively correlated with perceived effectiveness and work related morale Last but not least,

being organized, such as maintaining a clear working place and emptying your e-mail inbox

daily, is negatively correlated with perceived effectiveness, morale or distress.

Sex and Academic Performance

The main effect of Sex of applicant was not significant for any variable; however,

referees tended to describe same-sex applicants as having more motivation and fewer weakness

than opposite- sex applicants. Speno, (2006)

Civil Status and Academic Performance

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Results revealed that marital status is negatively associated with cumulative grade point

average (GPA) and perception of GPA. There were no significant effects of relationship

satisfaction, relationship, communication, or the interaction of relationship quality and marital

status for

Family Income and Academic Performance

The study found a mixed significant relationship between higher family income and

better students' academic performance based on the students' cumulative grade point average

(CGPA) a good number of scholars conducted some studies on students’ performance in the

context of economic circumstances and the risk of becoming a dropout that proved to be

positive .( Raychaudhuri et al., 2010. Time management and the different elements that are

essential for managing your time will be a recurring theme in this study because as a college

student-parent in

the college of education you have to learn to balance your time in a way that is an effective and

efficient decision making in determining the top priority. Of course, all students do this, or

should do this, but because you have children (and for many of you a spouse or partner) it

becomes even more crucial to learn how to manage your time.

Synthesis and Gap

In totality, it has been found that as a student parent, time management is very important

to their studies and that can be reflected to their academic performance. Time management plays

a significant role in the academic development of the students, especially in this time of crisis

wherein delivering of course content to many. In this context, the proper use of time

management has been identified as a means of achieving the standard GWA of an institution
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instruction. Unarguably, the acceptability of being a student while parenting in their academic

performance received more appreciation. However, to discover the acceptability of this kind of

setup has not been found at large in Jose Rizal Memorial State University, particularly in

Katipunan Campus.

The researchers believed that there is a need to explore, not only to augment the literature

about the academic performance of the student parent. Time management in particular had been

identified as a difficult issue of this setup. With the use of module, students may make an

adjustments dealing with their time management. It may be more difficult for them to deal with it

given that they will be working on their respective home. One may affirm that learning modality

like the use of the module is difficult to manage time and it will affect the academic

performance.

With this, it is the desire of the researcher to further the real power of identifying whether the

time management of a student parent has an affect or will not affect their academic performance

as an education student.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the discussion of the method to be used, research design,

respondents of the study, research instrument, validating the instrument, scoring procedure, data

gathering procedure, and statistical treatment of data in this study.

Method Used
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This study will use a descriptive-survey method of research via purposive sampling. It

utilized a research postal or web based adapted from the H. E. Florey of the University of

Alabama Counseling Center questionnaire. It is through that mail or postal system that are

accomplished questionnaire will be sent back to the researchers.

Data Gathering Procedure

The researchers collected the data mainly by conducting a descriptive survey via

purposive sampling. When validity of the instrument was established, permission was sought

from the Campus Administrator of JRMSU-KC. We ask assistance to the CED Mayor to help us

get our targeted respondents whom student-parents then we personally message them via

messenger and email to be the respondents of this study. Once the permission was approved, the

researchers distributed the instrument to the respondents via email, messenger/links that are

convenient to our respondents. The researcher retrieved the instrument results, then data were

treated by the required statistical tool.

Respondents of the Study

Student-Parents in the College of Education from 1 st year to 4th year will constitute the

respondents for this study, 12 purposively chosen as our respondents of the study. These students

must be officially enrolled in College of Education of JRMSU-KC.

Research Setting
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This study was conducted in the College of Education of Jose Rizal Memorial State

University Katipunan Campus, Katipunan, Zamboanga del Norte where the respondents are

currently enrolled in the said university.

Research Instrument

The researchers included the respondent’s profile in the questionnaire to determine

whether or not there exists significant relationship between time management and their academic

performance among student-parents. The researchers will use the research made questionnaire

that will be given to the college of education 1 st year to 4th year in which it designed to help the

respondents determine the relationship of time management to their academic performance. The

respondents will be given a checklist questionnaire that contains twenty five questions.

Statistical Treatment of Data

Frequency count, percentage, weighted mean, SD, t-test and ANOVA were the statistical

tools used in this study.

Frequency count and percentage. This was used in profiling the respondents in terms of

sex, civil status, and family income.

Mean. This was used to measure the students’ time management level along two (2)

indicators, namely: prioritization and procrastination. Mean was also used in describing the

academic performance of the respondents.

Standard Deviation. It was used to determine the homogeneity and heterogeneity of the

students’ scores where SD ≤ 3 is homogenous and SD > 3 is heterogeneous.

Analysis of Variance. It was employed to analyze the significant difference in the time

management of the respondents when analyzed according to profile.

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Pearson correlation. This was used to determine if there a significant relationship

between the time management and students’ academic performance.

The correlation value will be interpreted as follows:

An r from 0.00 to ± 0.20 denotes negligible relationship

An r from ± 0.21 to ± 0.40 denotes low or slight relationship

An r from ± 0.41 to ± 0.70 denotes marked or moderate relationship

An r from ± 0.71 to ± 0.90 denotes high relationship

An r from ± 0.91 to ± 0.99 denotes very high relationship

An r equals ± 1.00 denotes perfect relationship

All statistical tests were performed using SPSS with 0.05 level of significance.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data in tabular forms, analyzes and interprets the results. The

presentation, analysis and interpretation of data, which are presented here to, are arranged in

accordance with the order of the problems posted in the first chapter.

Student’s Profile
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In the study, the student-parents were surveyed on their demographic profile specifically

sex, civil status and family income. The purpose of the profiling was to collect key demographic

information of the student-parents that could help assess their time management and its influence

on their academic performance as student-parents.

Table 1

The profile of the student-parents in terms of Sex

Frequency Percent
Female 10 83.3
Male 2 16.7
Total 12 100.0

Result in Table 1 shows that student-parents were mostly women with a percentage of

83.3. This implies that women - for their sense of parenting while studying were commonly

engaged in their Academic Attainment.

Table 2

The profile of the student-parents in terms of Civil Status

Frequency Percent
Single 10 83.3
Married 2 16.7
Total 12 100.0
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Table 2 shows that most of the student-parents were single with 83.3 % and married

respondents with 16.7%. This tells that most student-parents who were enrolled in the College of

Education in JRMSU Katipunan campus were single.

Table 3

The profile of the student-parents in terms of Family Income

Frequency Percent
Below 10,000 5 41.7
10,000-15,000 7 58.3
Total 12 100.0
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Table 3 depicts that the family income of the student-parents was below 10,000 with

41.7% and family income that ranges from 10,000-15,000 was 58.3 percent. It means that the

respondents have an average level of family income.

Time Management of the Respondents

In the study, the student-parents were surveyed on their time management in terms of

prioritization and procrastination. The purpose of the collecting these was to answer their level of

time management.

Table 4

The time management of the student-parents in terms of prioritization

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Prioritization Mean SD Description

1. Setting goals for each week ready at the 3.167 1.267 Agree
beginning of the week.
2. Spend time each day planning. 3.333 1.435 Agree
3. Make a list of the things to do each day 2.750 1.357 Agree
4. Make the schedule of activities to do on 3.500 1.168 Mildly Agree
school day.
5. Have a clear idea of what to 3.583 1.240 Mildly Agree
accomplish during the next week.
6. Have a set of goals for the entire 3.500 1.382 Mildly Agree
quarter/semester
7. Clip of Xerox articles which, although 3.667 0.779 Mildly Agree
not presently important may be in the
future.
8. Accomplish all goals for a given week. 2.833 1.267 Agree
9. Have several things to do. It is best to 3.833 1.193 Mildly Agree
do a little bit of work on each one.
10. Set deadlines for completing work. 3.583 1.240 Mildly Agree
11. Schedule best hours for demanding 3.167 1.267 Agree
work
12. Keep important dates (e.g. exam dates, 3.417 1.311 Mildly Agree
research paper due dates, etc.) on a
single calendar
13. Set and honour priorities 3.333 1.231 Agree
14. Believe that there is room for 3.917 1.240 Mildly Agree
improvement in the way that time is
managed.
15. Able to make minor decisions quickly. 3.250 1.357 Agree
Grand Mean 3.389 0.900 Agree

Table 4 shows that they all agree to Setting goals for each week ready at the beginning of

the week, spend time each day planning, make a list of the things to do each day, accomplish all

goals for a given week, schedule best hours for demanding work, set and honour priorities, Able
 32

to make minor decisions quickly and they mildly agree to Make the schedule of activities to do

on school day, Have a clear idea of what to accomplish during the next week, Have a set of goals

for the entire quarter/semester, Clip of Xerox articles which, although not presently important

may be in the future, Have several things to do. It is best to do a little bit of work on each one, set

deadlines for completing work, keep important dates (e.g. exam dates, research paper due dates,

etc.) on a single calendar and Believe that there is room for improvement in the way that time is

managed. This can be interpreted that when students prioritize their tasks and responsibilities,

they can achieve their objectives and perform better in their studies.

Table 5

The level of Time management of student-parents in terms of Prioritization

Score Frequency Percent Mean Description

Below 20 0 0.00
21 - 30 1 8.33 Severe Level of
40.67
Above 30 11 91.67 Prioritization
Total 12 100

Table 5 shows that majority of the student-parent have a score above 30 of the criteria on

time management in terms of prioritization. The mean score was 40.67 with a description “severe

level of prioritization”. This means that they always prioritize things that were most of

importance.
 33

Table 6

The time management of the student-parents in terms of procrastination

Procrastination Mean SD Description

A. I usually find reasons for not acting 3.000 1.044 Agree
immediately when completing difficult
assignment.
B. I know what I have to do, but I often 3.500 1.168 Mildly Agree
find that I have done something else
C. I plan to use time between classes to 3.417 1.084 Mildly Agree
study, but I seem to let the time slip
away.
D. I work best at the “last minute” when 4.083 0.793 Mildly Agree
the pressure is really on.
E. There are too many interruptions that 3.917 1.000 Mildly Agree
interfere with accomplishing my top
priorities.
F. I find myself making a lot of excuses to 2.750 1.357 Agree
my instructors about why my work
isn’t done
G. I take half measures which will avoid 3.333 0.985 Agree
or delay unpleasant or difficult action.
H. I have been too tired, nervous or upset 3.917 0.669 Mildly Agree
to do the difficult task that faces me.
I. I like to get my room in a good order 4.250 0.866 Strongly Agree
before starting a difficult task.
J. I find myself waiting for inspirations 3.000 1.280 Agree
before becoming involved with
important study/work task.
Grand Mean 3.517 0.670 Mildly Agree

Moreover, in table 6 it shows that they all agreed to they usually find reasons for not

acting immediately when completing difficult assignment, they find themselves making a lot of

excuses to my instructors about why their work isn’t done, they take half measures which will

avoid or delay unpleasant or difficult action, and they also find themselves waiting for
 34

inspirations before becoming involved with important study/work task. And they mildly agreed

to know what they have to do, but often find that themselves have done something else, they plan

to use time between classes to study, but seem to let the time slip away, work best at the “last

minute” when the pressure is really on, There are too many interruptions that interfere with

accomplishing their top priorities, they have been too tired, nervous or upset to do the difficult

task that faces me and strongly agreed to the statement that they like to get a room in a good

order before starting a difficult task.

As you can see the Grand Mean is Mildly Agree that is 3.5167, that the procrastination

results imply that whether the students delay their tasks or not, or whether they mostly waste

their time it will not affect their academic performance.

Table 7

The level of Time management of student-parents in terms of Procrastination

Sum Frequency Percent Mean Description

Below 20 0 0.00
21 - 30 3 25.00
42.20 Severe Procrastinator
Above 30 9 75.00
Total 12 100

Table 7 shows that majority of the student-parent have a score above 30 of the criteria on

time management in terms of procrastination. The mean score was 42.20 with a description

“severe procrastinator”. This means that they always put things off or delay to finish the work for

they believe they can’t do it.

Academic Performance of the Respondents

 35

In the study, secondary data was collected specifically the Grade Weighted Average

(GWA) of the student-parents to test whether time management has influenced their academic

performance.

Table 8

The Academic Performance (Grade Weighted Average) of the Student-parents

Frequency Percentage Mean Description

1.1 – 1.5 9 75

1.6 – 2.5 3 25 1.525 Very Good

TOTAL 12 100

Table 8 shows the academic performance of student-parents. 9 out of 12 student-parents

belong to a grade weighted average bracket 1.1-1.5. This implies that most of the respondents are

very good in their academic performance.

Table 9

The Correlation between Time Management and GWA

Time Management r Size of Correlation Interpretation

Prioritization 0.311 Medium Moderate Positive Correlation

Procrastination 0.114 Small Low Positive Correlation

Overall 0.386 Medium Moderate Positive Correlation

Table 9 shows the correlations between Time Management and GWA of the College

Student-Parents. As you can see the value of r in Prioritization was greater than the value of r in

procrastination with r = 0.311 and r = 0.114, respectively. But both have positive correlation they
 36

only differ in the size of correlation. Moreover, the overall time management of the student-

parents has a positive correlation to their GWA. This means that the student-parents’ time

management has significant contribution to their academic performance.

Table 10

The t-test for Significance of r

Time Management t-tabular t-computed Decision

Prioritization 2.228 1.035 Fail to reject H0

Procrastination 2.228 0.363 Fail to reject H0

Overall 2.228 1.323 Fail to reject H0

Table 10 reveals that the t-computed value is less than t-tabular value in both

prioritization, procrastination and overall time management of the college student-parents. Thus,

with the smaller value of t-computed with that of t-tabular, implies failure on the rejection of the

null hypothesis. Hence, it can be concluded that there is no significant relationship between the

time management and the academic performance of the student-parents. This means that time

management of the student-parents does not affect their academic performance. These results,

contradicts the findings of Adebayo (2015) stating that both Procrastination and Prioritization

correlates to students’ academic performance.

Table 11

The Analysis of Variance among Time Management by Sex

Sum of Squares df Mean Square F Sig.

Between Groups .107 1 .107 0.479 0.505
Within Groups 2.235 10 .223
Total 2.342 11
 37

Table 11 shows that the significance value is 0.505 (i.e. ρ=0.505 ¿, which is above 0.05

(level of significance) suggest failure on the rejection of the null hypothesis. That is, there is no

statistically significant difference between the time management of the student-parents when

analyzed according to sex. Other study found out that females students brought about a positive

result in terms of time management, because they are more effective unlike their male

counterpart. The comparative importance of the variables, for example; time consumer, time

attitude and time planning, had a very important effect on the achievement of the students

academically. The results from the study conducted by Sevari and Kandy (2011)

Table 12

The Analysis of Variance among Time Management by Civil Status

Sum of Squares df Mean Square F Sig.

Between Groups .005 1 .005 .023 0.883
Within Groups 2.336 10 .234
Total 2.342 11

The table depicts that the significance value is 0.883 (i.e. ρ=0.883 ¿, which is above 0.05

(level of significance) suggest failure on the rejection of the null hypothesis. That is, there is no

statistically significant difference between the time management of the student-parents when

analyzed according to Civil status. According to Meehan (2003) demonstrates that “married

students who had relatively high levels of social support from friends and family manifested

better academic adjustment, social adjustment, personal-emotional adjustment , and more

commitment and attachment to the goals and institution” Married students may perform better in

school because they have better academic adjustment due to spousal support and a positive
 38

husband-wife relationship leading to overall satisfaction in life, and their maturity level tends to

be more focused on accomplishing their schooling.

Table 13

The Analysis of Variance of Time Management by Family Income

Sum of Squares df Mean Square F Sig.

Between Groups .392 1 .392 2.011 0.187
Within Groups 1.949 10 .195
Total 2.342 11

It can be glimpsed in table 13 that the significance value is 0.187 (i.e. ρ=0.187 ¿, which

is above 0.05 (level of significance) suggest failure on the rejection of the null hypothesis. That

is, there is no statistically significant difference between the time management of the student-

parents when analyzed according to Family Income. To support this claim, the study from

International Journal of Academic Research of Ghana concluded that though higher family

income may improve students' performance, but for the responsible student’s low family income

must not be an excuse for poor performance.

 39

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the brief summary of the whole study, the findings of each problem,

the conclusion and the recommendation based on the data gathered and analyzed.

Summary

The study employed a quantitative-survey research method. The researchers used a

research adapted questionnaire-checklist that was administered to 12 respondents to identify their

Time Management in relation to their Academic Performance including the profile of the

respondents and the general weighted average for their academic performance. Descriptive-

correlational method of research was used in the study with the use of an adopted questionnaire.

Frequency count, percentage, mean, t-test, Analysis of Variance (ANOVA) and correlation

coefficient were the main statistical tools used in the study to facilitate the analysis and

interpretation of the data.

The following findings were revealed:

1. After the data were analyze. The study discloses that in terms of sex 83.3 percent were

women student-parents who were enrolled in the College of Education. It also shows that

83.3 percent were single and it has the bracket of 10, 000 to 15, 000 family income. The

same findings revealed that student-parents were mostly women and were not married.

2. In terms of prioritization the grand mean of the respondents' respond to the prioritization

quotient was 3.3889 which means most of them agreed that they had managed their time
 40

and the grand mean of the respondents' respond to the procrastination quotient was

3.5167 which interpreted as Mildly Agree. On the other hand, level of prioritization of

the student-parents was described as severe level of prioritization. With respect to

procrastination, it was revealed that the student-parents were severe procrastinator.

3. The mean academic performance (GWA) of the student-parents was 1.525 which has a

description of “Very Good”.

4. The correlation between time management and academic performance (GWA) of the

student-parents was 0.386 with category “medium” that can be interpreted as moderate

positive correlation. In relation to prioritization and procrastination, it was found out that

it has moderate positive and low positive correlations, respectively. In testing the

significance of r (correlation coefficient) it revealed to a failure on the rejection of the

null hypothesis. Thus, there exists no significant correlation between time management

and academic performance of the student-parents.

5. By the Analysis of Variance (ANOVA), it was found out that there exists no significant

difference among the time management of the student-parents when analyzed as to sex,

civil status and family income.

CONCLUSION

Based on the finding of the study, the researchers hereby concluded that the majority

of the respondents in time management has no significant relationship as to the level of student-

parents’ academic performance (GWA). Thus, the descriptive statistics shows that student-

parents had agreed that they had managed their time well. Moreover, student-parents were in the

severe level of prioritization and were severe procrastinator. Furthermore, the time management
 41

was not affected by the single-parent respondent’s profile specifically on sex, civil status and

family income.

RECOMMENDATION

Based on the findings and conclusions, the following recommendations are hereby

offered:

1. Teachers are also encouraged to integrate the importance and application of time-

management to classes especially to management subjects where the concept of planning

and management are mostly tackled and to minimize the incidents of procrastination.

2. Although procrastination has no significant impact on student-parents academic

performance, efforts should also be considered to lessen the cases of procrastinations

because it delays the accomplishment of tasks and responsibilities of both the students

and the teachers.

3. It would also be beneficial for students if trainings and seminars related to time

management can be done for enhancement.

4. To those student-parents who are procrastinating or find themselves making excuses to

their work isn’t done on time, the researchers recommended for teachers to conduct Time

management counseling and for them to have self-discipline.

5. These findings, however, are limited to the 12 respondents who were purposefully

picked, implying that when applied to diverse circumstances, alternative outcomes can be

obtained.
 42

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APPENDIX A
Permission Letter to the Campus Administrator
Jose Rizal Memorial State University-Katipunan Campus
Katipunan, Zamboanga del Norte

COLLEGE OF EDUCATION
 47

May 10, 2021

DR. CARINA A. ROMARATE

Campus Administrator
JRMSU-KC

Madam:

Good Day!
We are currently writing a research titled “TIME MANAGEMENT AND THE
ACADEMIC PERFROMANCE OF COLLEGE STUDENT PARENT” as one of the
requirements in SPEC 114B-(Research in Social Studies 2) at the College of Education, whereby
the target respondents are the 1st year to 4th year education students who admitted “Student
Parents”.

Along this line, we are humbly requesting your approval to field our questionnaire-
checklist to determine the respondents` academic performance and to retrieve their General
Weighted Average and other information that can be found in part 1 of the research instrument.
Rest assured that the data will be treated with utmost care and confidentiality.
We are hoping for your favourable approval to this request.

Very truly yours,

HAZEL CEPRADO
SHIVA MAE SAROMINES
CHRISTINE MONTIFALCON
MAILYN NARBA

Researchers

Noted: Recommending Approval:

HERMIE V. INOFERIO, PhD LEONORA T. DIVINAGRACIA, EdD

Thesis Adviser Associate Dean, College of Education

APPENDIX B
Research Instrument
Time Management and the Academic Performance of
College Student-Parent of JRMSU-KC
Questionnaire
 48

I. Name: __________________________________________ (Optional)

Civil Status: ( ) Married ( ) Single ( ) Separated Sex: ( ) Male
( ) Female
Family Income: ( ) 20,000 Above
( ) 20,000 – 15,000
( ) 15,000 - 10,000
( ) 10,000 and Below

II. Prioritization Quotient

Direction: Please (√) and rate yourself honestly based on what you actually do given the
statements using the following scales.
Statement Strongly Mildly Agree Mildly Disagree
Agree Disagree Disagre
e

1. Setting goals for each week ready

at the beginning of the wee
2. Spend time each day planning.
3. Make a list of the things to do
each day
4. Make the schedule of activities to
do on school day.
5. Have a clear idea of what to
accomplish during the next week.
6.Have a set of goals for the entire
quarter/semester
7. Clip of Xerox articles which,
although not presently important
may be in the future.
8. Accomplish all goals for a given
week.
9. Have several things to do. It is
best to do a little bit of work on each
one.
 49

10 Set deadlines for completing

work.
11.Schedule best hours for
demanding work
12.Keep important dates (e.g. exam
dates, research paper due dates, etc.)
on a single calendar
13.Set and honour priorities
14. Believe that there is room for
improvement in the way that time is
managed.
15Able to make minor decisions
quickly.
TOTAL RESPONSE
WEIGHT X5 X4 X3 X2 X1

SCORE
Multiply the TOTAL RESPONSE row by the corresponding WEIGHT to get the SCORE for
each column. Add up the SCORE row to determine the total score. That number is your
Prioritization
Quotient
Below 20 - Occasional
Procrastination Quotient: 21 - 30 - Chronic level of Prioritization
Procrastination Quotient: Above 30 - Severe level of Prioritization
 50

III. Procrastination
Directions: Please check (√) and rate yourself honestly based on what you actually do
given the statements using the following scales.
Statement
Strongly Mildly Agree Mildly Disagree
Agree Agree Disagree

1. I usually find reasons for not

acting immediately when
completing difficult assignment.
2. I know what I have to do, but I
often find that I have done
something else
3. I plan to use time between
classes to study, but I seem to let
the time slip away.
4. I work best at the “last minute”
when the pressure is really on.

5. There are too many interruptions

that interfere with accomplishing
my top priorities.
6. I find myself making a lot of
excuses to my instructors about
why my work isn’t done
7. I take half measures which will
avoid or delay unpleasant or
difficult action.
8. I have been too tired, nervous or
upset to do the difficult task that
faces me.
9. I like to get my room in a good
order before starting a difficult task.

10. I find myself waiting for

inspirations before becoming
involved with important study/work
 51

task.

TOTAL RESPONSES

WEIGHT X5 X4 X3 X2 X1

SCORE

Multiply the TOTAL RESPONSE row by the corresponding WEIGHT to get the SCORE for
each column. Add up the SCORE row to determine the total score. That number is your
Procrastination Quotient.
Below 20 - Occasional Procrastinator
Procrastination Quotient: 21 - 30 - Chronic Procrastinator
Procrastination Quotient: Above 30 - Severe Procrastinator

H. E. Florey of the University of Alabama Counseling Center

Thank you very much! Rest assured the privacy.
 52

CURRICULUM VITAE
SHIVA MAE S. SAROMINES
09483464950

DEMOGRAPHIC RECORD

Address: Langatian Roxas, Zamboanga del Norte

Date of Birth: December 15, 1999
Place of Birth: Dipolog City
Civil Status: Single
Religion: Catholic
Nationality: Filipino

FAMILY BACKGROUND

Name of Parents
Fathers Name: Ernie C. Saromines
Mothers Name: Jennifer S. Saromines
Number of Siblings: 4
 53

EDUCATIONAL BACKGROUND

Level Inclusive School & Address Year

Elementary Dipolog Pilot Demonstration School 2011-2012

Junior High School Jose Rizal Memorial State University 2015-2016

Katipunan Campus

Senior High School Jose Rizal Memorial State University 2017-2018

Tertiary Jose Rizal Memorial State University 2018-

Katipunan Campus present
 54

CURRICULUM VITAE
CHRISTINE MONTIFALCON
09512696015

DEMOGRAPHIC RECORD

Address: Denoman Roxas, Zamboanga del Norte

Date of Birth: March 08, 1998
Place of Birth: Denoman Roxas Z.N
Civil Status: Single
Religion: Catholic
Nationality: Filipino

FAMILY BACKGROUND

Name of Parents
Fathers Name: Alejandro O. Montifalcon
Mothers Name: Demetria A. Montifalcon
Number of Siblings: 6
 55

EDUCATIONAL BACKGROUND

Level Inclusive School & Address Year

Elementary Denoman Elementary School 2009-2010

High School Langatian National High School 2014-2015

Tertiary Jose Rizal Memorial State University 2018-

Katipunan Campus present
 56

CURRICULUM VITAE
MAILYN C. NARBA
09995397224

DEMOGRAPHIC RECORD

Address: Olingan, Dipolog City

Date of Birth: September 21, 1999
Place of Birth: Dipolog City
Civil Status: Single
Religion: Iglesia Ni Cristo
Nationality: Filipino

FAMILY BACKGROUND

Name of Parents
Fathers Name: Teodulo Narba
Mothers Name: Mary Jane Narba
Number of Siblings: 4
 57

EDUCATIONAL BACKGROUND

Level Inclusive School & Address Year

Elementary Punta Central School 2011-2012

Junior High School Punta National High School 2015-2016

Senior High School Jose Rizal Memorial State University 2017-2018

Katipunan Campus

Tertiary Jose Rizal Memorial State University 2018-

Katipunan Campus present
 58

CURRICULUM VITAE
HAZEL L. CEPRADO
09102762804

DEMOGRAPHIC RECORD

Address: Sinuyak Katipunan, Zamboanga del Norte

Date of Birth: July 09, 1999
Place of Birth: Sinuyak Katipunan, Z.N
Civil Status: Single
Religion: Catholic
Nationality: Filipino

FAMILY BACKGROUND
Name of Parents
Fathers Name: Joseph Exerion L. Ceprado
Mothers Name: Harry L. Ceprado
Number of Siblings: 7
 59

EDUCATIONAL BACKGROUND

Level Inclusive School & Address Year

Elementary Sinuyak Elementary School 2011-2012

Junior High School Sinuyak National High School 2015-2016

Senior High School Katipunan National High School 2017-2018

Tertiary Jose Rizal Memorial State University 2018-

Katipunan Campus present
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