Chapter 1
The Problem and Related Literature
INTRODUCTION
BACKGROUND OF THE STUDY
This research is about finding out the reason why some students of University of
Mindanao became unproductive. Every school year, the students tend to receive many
school works such assignments, projects, and many more. Whenever the students
receive these works from their professors, all at the same time, there is a tendency that
they could not manage their time.
time management has been offered as the process of skilfully applying time to
finish and perfect a specific activity within time constraint (Harris, 2008, p.22). However,
there is no single definition of time that fully captures all aspects of the concept.
Becker and Mustric (2008) divide time into two categories: quantitative and
qualitative. It can be specified that quantitative time is seen to represent time as
quantities, that is, time can be measured and counted into seconds, minutes, days,
weeks, months, and years (Wu, 2009, p.5). Qualitative time, on the other hand, is
associated with a meaning of an activity the time is spent on.
STATEMENTS OF THE PROBLEM
General Problem: What are the different causes and effects of being an unproductive
behavior of the Second year students in the University of Mindanao
Specific Problem: This paper aims to answer the following questions
1. What are the causes of being unproductive to a student?
2. What are the effect of being unproductive to a student?
3. How do they behave when they cannot manage their time well?
Specific Objectives:
1. To know what are the different causes of being a unproductive student
2. To know the effects of being unproductive student.
3. To know if there are many ways to manage time and to increase their study
habits
4. To know an effective time management for a student
5. To know if being unproductive have a good impact to a student
6. To know if being unproductive is a good thing or not for a student
7. To find out what are the main factor that a student does or thinks would result
to stress;
SIGNIFICANCE OF THE STUDY
This study aims to comprehend and know the different causes and effects of
being unproductive students in the University of Mindanao. It is essenstial for us to
know theses different factors so that we may know what to do when we encounter such
things that could cause poor time management and poor study habits. This is helpful for
the student so that they may have some thoughts or idea that can help when they are
already in that certain problem. This is important that these students to know all the
effects of being unproductive so that they could prevent it from happening for their own
good.
It is also important for the parents of the student to know what to do, so that they
may be guided as to what to do when their child is getting uncomfortamble on his or her
studies. Instructors or professor should also be able to know these things to lessen the
activities that they give to their students, so that the students can be able to manage
their time.
SCOPE AND DELIMITATIONS
This study limits only to the causes and effects of the stress on the behavior and
the output of the Second year students and also on the ways on how the students
manage their time from the various works that they are doing
DEFINITION OF OPERATIONAL TERMS
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RECOMMENDATION
This researcher recommend this study first, to all students so thay they may have
the knowledge of the effects of being unproductive student on their own good. Second,
to the professors so that they may know the different causes of being unproductive so
that they will understand why students have a lack of time management. Third, to the
parents of the student so that they could help their child in their studies. Lastly to the
future researchers who wants to use or research more about this study so that they may
be guided on how they would make and conduct this study
REVIEW OF RELATED LITERATURE
This review of the research focuses on the different causes and effects of being
unproductive second year students of the University of Mindanao. This research also
The purpose of this article is to provide an overview for those interested in the
current state-of-the-art in time management research. Design/methodology/approach
This review includes 32 empirical studies on time management conducted between
1982 and 2004. Findings The review demonstrates that time management behaviours
relate positively to perceived control of time, job satisfaction, and health, and negatively
to stress. The relationship with work and academic performance is not clear. Time
management training seems to enhance time management skills, but this does not
automatically transfer to better performance. Research limitations/implications The
reviewed research displays several limitations. First, time management has been
defined and operationalised in a variety of ways. Some instruments were not reliable or
valid, which could account for unstable findings. Second, many of the studies were
based on cross-sectional surveys and used self-reports only. Third, very little attention
was given to job and organizational factors. There is a need for more rigorous research
into the mechanisms of time management and the factors that contribute to its
effectiveness. The ways in which stable time management behaviours can be
established also deserves further investigation. Practical implications This review
makes clear which effects may be expected of time management, which aspects may
be most useful for which individuals, and which work characteristics would enhance or
hinder positive effects. Its outcomes may help to develop more effective time
management practices. Originality/value This review is the first to offer an overview of
empirical research on time management. Both practice and scientific research may
benefit from the description of previous attempts to measure and test the popular
notions of time management.
The current paper reports the results of 2 quasiexperimental studies
conducted to examine the efficacy of a new time management intervention designed
for high school students. In both studies, there was no difference between the treatment
and control groups in improvement in self-reported time management skills as a result
of the intervention. However, the treatment group reported significantly greater
improvement than the control group for secondary outcomes such as stress (Studies 1
and 2), anxiety (Studies 1 and 2), depression (Study 1), and knowledge of time
management strategies (Study 1). Additionally, advisor ratings of student time
management skills were higher for the treatment than for the control group in Study 2.
Implications and suggestions for improving the intervention are discussed.
