Descriptive Research

Effectiveness of Time Management to Flexible Learning Modality
of Accountancy Students
A Course Requirement
Presented to the faculty of the
College of Accountancy, University of the Cordilleras
In partial fulfilment
Of the Requirements for the Subject
Statistical Analysis and Software Application
Casuga, Jon Philip B.
jpbaniasuga@gmail.com
Gacad, Jeanette D.
jeannafairy@gmail.com
Reyes, Richard Dan I.
reyesricharddan@gmail.com
TABLE OF CONTENTS
Title Page ………………………….……………………………………………………….... i
Table Of Contents …………………………………..…………..………………………….. 1
List Of Figures ………………………………………………………….……...……………… 3
List Of Table ………………………………………………………….………………………. 3
CHAPTER
I The Problem: Rationale and Background
Introduction ………………………………..………..…………………….. 4
Conceptual Framework ……………….……….….……………………. 6
Statement of the Problem ………………………….…………………... 6
Assumption ………………………….…………….…………………….... 7
Significance of the Study .……………………..……………………….. 7
Scope and delimitation of the study ……………...………………….. 8
II Research Methodology
Research Design ……………………………………………………….….... 9
Determination of Sample Size ………………….………………..……… 9
Sampling Design and Technique………..………………………..…….. 9
The Research Instrument ……………………………..……………..…... 10
Data Gathering Procedure …………………………………………….. 10
Data Processing Method ………………………………..…………..….. 11
Tools for Data Analysis ……………………………………………………. 11
Statistical Treatment ………………………….………………………….. 11
P a g e 1 | 40
III Results, Analysis and Interpretation
Description of Demographic of demographic variable ………...….13

Descriptive Statistics on research Variable ……………………..……. 13
Effectiveness of Time Management to Flexible Learning modality of
the Students as to the Acquisition of Effective Study
Habits ………………….……………………………………………...…….. 13
Effectiveness of Time Management to Flexible Learning modality of
the Students as to the Development of their Self
Confidence ……………………..…………………………………………. 15
Summary of the Effectiveness of Time Management to Flexible
Learning modality of the Accountancy Students ……………….…. 16
IV Summary of Findings, Conclusions and Recommendation
Summary ………………………………………………………….………... 17
Findings ………………………………………………………………..….... 17
Conclusions …………………………………………………………….….. 17
Recommendations ………………………………………..…….……….. 18
V Bibliography ………………………………...………………….………….. 18
Acknowledgment……….……………….……………..……………….. 19
Appendices ………………………………………………………………... 20
A. Data Gathering Tool (Blank) ………………………………. 21
B. Cross Tabulations for the frequency count of
Accountancy Students ………..………………………… 23
C. Frequency and Mean Scores of Accountancy
Students …………………………………………………………… 38
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LIST OF FIGURES
Figure
1 Research Paradigm ………………………………………………………………. 6
LIST OF TABLES
Table
1 Likert scale for the rubric of effectiveness of time management ….……. 12
2 Frequency count of courses of the respondents …………………………… 13
3 Effectiveness of Time Management to Flexible Learning modality of the

Students as to the Acquisition of Effective Study Habits .…………….….… 14
4 Effectiveness of Time Management to Flexible Learning modality of
the Students as to the Development of their Self Confidence …..…..…… 15
5 Summary of the Effectiveness of Time Management to Flexible
Learning modality of the Accountancy Students ……………………...…… 16
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The Problem: Rationale and Background
CHAPTER I
Introduction
Background of the Study
Time management is an ability to manage one’s personal time along with

working time. In this age of advanced science and technology, learning
patterns of students have changed as they are born in the digital environment. It
would not be wrong to call them “Digital Natives” or “Gamer Generation”
(Hernandez- Linares et al., 2016). As a result of it, there is a need to change from
traditional lecture- based teaching to learner centred approaches. The spread
of novel coronavirus COVID 19 globally led to profound changes in social
interaction and organization, and the education sector has not been immune.
Both sector of Basic Education ,Technical Vocational Education and Higher
Education under the regulation of ( CHED ) appear to be at a lower mortality risk
category compared to older adults, pandemic precautions called “social
distancing have attempted to reduce interpersonal contact and thereby
minimize community transmission that could develop in dense social networks
like university campus (Weeden & Cornwell, 2020). One Common trend in
education systems around the world has been to respond to the pandemic with
“emergency eLearning” protocols, marking the rapid transition of face-to-face
classes to online learning systems. (Murphy, 2020).
Universities use different e-learning technologies as a major medium of

their distance curricular, as well as a kind of support for their classic teaching. E-
Learning brings more students to universities, overcomes geographical distance,
allows students to study at any time and saves money to the companies. (Tomas,
2009).
Many universities are looking for a coherent response to the dynamics of

higher education, such as the need for technological innovations (MOOCs),
increasing competition and a highly mobile international student body. One way
of responding to this is the introduction of flexible learning, which allows students
to learn at a time and place that suits them and to decide their own learning
path. (Mueller, 2018). With flexible learning, students gain access and flexibility
with regard to at least one of the following dimensions: time, place, pace,
learning style, content, assessment or learning path. Zurich University of Applied
Sciences (ZHAW) has launched a new flexible learning study format called FLEX,
a blended learning design allowing students to be more flexible as to when and
P a g e 4 | 40
where they study. It reduces classroom learning time, replacing some of it with
an e-learning environment for self-study that includes instructional videos.
In this sense, flexible learning is often used synonymously with terms such
as e-learning, open learning, distance learning or blended learning (Turker &
Moriss, 2012). Blended learning is commonly understood as combinations of
face-to-face instructions and computer-medicated learning (Graham, 2006).
Brown (2016) pointed out that although an increasing number of online tools are
being used to enrich face-to-face learning, for blended learning setting the
online elements and face-to-face elements must be combined with each other
in a purposeful manner; it is not enough to simply upload documents to a
learning management system (LMS) For such a Blended learning setting to
become flexible learning design, not only does classroom teaching have to be
enriched. The course must be restructured fundamentally to give learners higher
degree of freedom. Thus students should be able to study more independently of
time and place / be able to individually determine content assessment learning
path or the pace and style of how they learn. (Muller,2018)
This study focused on the level of effectiveness of time management to

Accountancy Students. The level of effectiveness in Time Management was
measured by the preferences in New Flexible Learning Modality of the College
students most especially the Accountancy Students - which includes the who are
majoring BSA, BSMA, BSAIS and BSFRA. The study is limited to the Accountancy
students whom experience the new implementation of flexible learning Modality.
This study was limited to the University of the Cordilleras- Main Campus located
at the Governor Pack Road, Baguio City.
P a g e 5 | 40
Conceptual Framework
Level of effectiveness Analysis of the

of time management following:
to flexible learning
modality of the Level of
accountancy students effectiveness of time
in terms of developing management to
their: flexible learning
modality of the Action plan to
1. Effective accountancy improve the level
study habits; and students in terms of of effectiveness of
2. Self-confidence? developing their: time management
1. Effective study
habits; and
2. Self-
confidence
Figure1. Research Paradigm
The Statement of the Problem
This research aimed to analyze the Effectiveness of Time Management to

Flexible Learning Modality of the selected Accountancy Students who have
enrolled during the third semester of school year 2019-2020.
Specifically, this study aims to answer the following question:
1. What is the level of effectiveness of Time Management to the selected

College of Accountancy students in the University of the Cordilleras in terms of
developing their:
a. Effective Study Habits: and
b. Self- confidence
2. What action plan can be proposed to improve the level of effectiveness of

time management?
P a g e 6 | 40
Assumption
The researchers were guided by the following assumptions:
1. There are various effects of time management to the selected
accountancy students.
Significance of the Study

The Need for the Study
This study will be undertaken to find out the effectiveness of time
management to flexible learning modality of the accountancy students
specifically in the acquisition of their positive study habits and developing their
self-confidence.
Importance of The Study
The Results of the study will be beneficial to the following entities:
To the students, for them to realize and learn the effectiveness of time
management to the flexible learning modality and to motivate them in having a
productive usage of time.
To the parents, to help them become aware of the benefits that their
children can acquire from having a productive usage of time. This will also
motivate them to teach their children on how to manage their time.
To the school administrators, they will be aware of the importance of
effective time management to the students, thus, will help them make action
plans for the students to follow certain time management.
Definition of Terms:
Accountancy Students. It refers to the student who are taking up a five-
year program focused on subjects in financial, public, and managerial
accounting, auditing, administration, business laws, and taxation. Under The
University of the Cordilleras the Accountancy Program is a three to four years
program offered wherein the University operates a trimester system on its
academic program. In addition to that the College of Accountancy also
operate programs beside Bachelor of Science in Accountancy (BSA) program
such as Bachelor of Science in Management Accounting (BSMA) program,
Bachelor of Science in Accounting Information System (BSAIS) program and lastly
Bachelor of Science in Forensic Accounting (BSFRA) program.
P a g e 7 | 40
Effective Study Habits. It refers to approaching the study with the right
attitude to better retain reading material.
Effectiveness. It refers to the degree or level to which it measures the
effectivity to the students.
Self-Confidence. It is the ability to be positive in doing activities. These may
also refers to students’ beliefs that they can perform well in school that they can
accomplish a given tasks or achieve a desired objective.
Time Management. It refers to the efficient use of time and increased
productivity level.
Scope and Delimitation of the Study

This study was conducted at University of the Cordilleras in the Baguio City,
Benguet during the third semester of the school year 2019-2020. The respondents
of the study are only limited to Accountancy Students who enrolled under the
flexible learning modality method of education. This includes Bachelor of
Accountancy (BSA), Bachelor of Management Accounting (BSMA), Bachelor of
Accounting Information System (BSAIS), and Bachelor of Forensic Accounting
(BSFRA). There are a total of 699 Accountancy Students who enrolled under the
flexible learning modality in the university. The 244 accountancy students are
from BSA, 55 accountancy students from BSIAS, 358 accountancy students from
BSMA and 23 accountancy students from BSFRA.
The main source of data was the Survey Questionnaire which was
prepared by the researchers and statistically treated by the use of descriptive
analysis such as frequency, percentage, means and graphical analysis.
P a g e 8 | 40
CHAPTER II
Research Methodology
Research Design
This paper is quantitative in nature as it emphasizes objective
measurements and the statistical, mathematical or numerical analysis of data
collected through polls, questionnaires and survey or by manipulating pre-
existing statistical data using computational techniques (Babbie, 2010).
The researcher used a descriptive design to assess and determine the
effectiveness of time management to flexible learning modality of the
accountancy students of the University of the Cordilleras. Descriptive research is
a purposive process of data gathering, analyzing, classifying and tabulating
data about prevailing conditions, practices, beliefs, processes, trends, and
cause-effect relationships and then adequate and accurate interpretation
about such data with or without aid of statistical treatment.
Determination of sample size
The respondents of the study is the college of accountancy students in the
school year 2019-2020 third semester of the University of the Cordilleras. The
researchers used Slovin’s formula to calculate an appropriate sample size of 255
from the total population.
Formula: n=N/(1+Ne^2)
n=699/(1+699*0.05^2)
n=255
Where:
n is the number of samples
N is the total population
e is the margin of error
Sampling Design and Technique

The sampling technique used in this study is the purposive sampling
technique. This is due to the requirements of the researchers that the sample
must be a student who have enrolled under the flexible learning modality
method of education. Purposive sampling is usually in quantitative studies
wherein researchers select samples based on their characteristics inclined with
the objectives of the study.
P a g e 9 | 40
Research Instrument
Researchers utilized primary data which are collected from the field. This
type of data is generally a fresh and collected for the first time, also it is useful for
current studies as well as future studies. Questionnaire is a list of questions about a
particular topic with spaces provided for the response of each questions and
intended to be answered by a number of person (Good, 1984). Questionnaires
are being utilized in Descriptive Survey Researches. A survey was the primary
instrument in obtaining quantitative data regarding teacher perceptions in this
study (Dunham, n.d).
Since researchers used questionnaires form it is expected to be a

structured type which provides possible answers and respondents just must select
from them. Structured questionnaires are a quantitative method of research
which was advocated by Emile Durkheim (1858-1917). It is a positivist research
method. It includes the low level of involvement of the researcher and high
number of respondents (the individual who answer the questions). Structured
questionnaires also lead to higher response and more accurate data, this will
help researcher to code and analyze the data collected (Timpany, 2016).
This chapter focuses the instrument used to measure or collect data on a

variety of variable. This measurement tools (for example, questionnaires or scales)
designed to obtain data.
The researchers provided online survey questionnaires to obtain data
relevant to the study’s objectives and research questions. The questionnaires
were provided to College of Accountancy students in the school year 2019-2020
third semester of the University of the Cordilleras because of their involvement in
the study.
Data Gathering Procedure

The researcher prepared a survey questionnaire that was based from the
past research survey which will be used to gather data, then the researcher
presented the letter and survey questionnaire to their adviser and asked for
approval before conducting an online survey platform.
The questionnaires were distributed personally by the researchers with the
help of the class mayors together with its retrieval. The student responses were
given enough time to answer the questions. After data gathering, the researcher
now collected it for tallying the scores and to apply the statistical treatment to
be used in the study. The collected online survey questionnaires was reviewed by
the researchers to verify its validity.
P a g e 10 | 40
Data Processing Method
Data processing is the process through which facts and figures are
collected, assigned meaning to data. Thus, the ultimate goal of processing is to
transform data into information (Pandey,2016). The study used Online processing
as this allows data stored in one place and being used altogether different
place. After which the data gathered were tallied, analyzed and interpreted
according to the specific problems set forth.
Tools for data analysis
Descriptive Tools: The tables and cross tabulation are the examples of
descriptive statistics that display data so that they are easier to understand and
manipulate (Levin, 1984). To present the classification of the respondents,
according to their demographic attributes, cross tables have been used. Also,
about the current state of the research variable, showing the weighted mean
and descriptive equivalent, a descriptive table is given for easier understanding.
Statistical Treatment
The researchers used Descriptive statistical tools are characteristics of

samples or populations where complete data are available including the
measures on central tendency such as mean, median and mode but the study
will focus on the mean.
To interpret the data effectively the researchers employed the following

statistical treatment such as frequency count, weighted mean.
1. What is the level of effectiveness of Time Management to the selected

College of Accountancy students in the University of the Cordilleras in terms of
developing their:
a. Effective Study Habits: and
b. Self- confidence
To determine the level of effectives of time management of Accountancy

Students, the researchers utilized percentage and weighted mean to represent
the Effective Study Habits and self –confidence. The Mean is a central value that
is computed by getting the sum of all observations divided by the number of
observations. It is also called arithmetic mean or average.
2. What action plan can be proposed to improve the level of effectiveness of

time management
P a g e 11 | 40
Responses to the questionnaire by accountancy students were statistically
analyzed with the data requirements of the study. Students were statistically
analyzed with the data instruments of the study. The researchers used descriptive
statistical tools. Descriptive statistics such as frequency count and mean is
considered.
Table 1: Likert scale for the rubric of effectiveness of time management
Value Statistical Limit Description Interpretation
5 4.21-5.00 The indicator extremely occurs in Very Highly

the flexible learning modality Effective
4 3.41-4.20 Theindicator considerably Highly Effective

occurs in the flexible learning
modality
3 2.61-3.40 The indicator moderately occurs Moderately

in the flexible learning modality Effective
2 1.81-2.60 The indicator slightly occurs in Slightly Effective

the flexible learning modality
1 1.00-1.80 The indicator does not occurs in Not Effective

the flexible learning modality
The Above table shows the statistical limits and its description with the
interpretation. In the questionnaire situations about the time management of
accountancy will be rated 1 to 5, 1 as the least means Not Effective, 2 for Slightly
Effective, 3 for Moderately Effective, 4 for Highly Effective and 5 for Very Highly
Effective. The ratings states if the indicator given is occurring in the acqusition of
Effective study habits and development of Self-Confidence.
Likert Scale gives a concrete example of each variation and pointed

arguments for the risks involved in the common misguided assumptions of ordinal
vs. interval data (Uebersax, 2007 as cited Dane Bertram, n.d.).
Likert scale was used to determine the degree of impact to the

respondents which includes:
1. Level of Effectiveness
2. Interpretation table for the effectiveness of Time management to flexible
learning modality
P a g e 12 | 40
CHAPTER III
Results, Analysis and Interpretation
In this chapter, the data gathered were statistically analyzed and

systematically presented.
Descriptive analysis
This Study used to describe the basic features of the data in the study. The
researchers provided simple summaries about the sample and the measures.
Together with graphical analysis.
This chapter presents the researcher data collection from the respondents
of 342 Accountancy Student that are studying in University of the Cordilleras
under the Flexible Modality Learning in third semester of school year 2019 -2020.
Description of demographic variable
Table 2: Frequency count of courses of the respondents
Course Frequency Percent Cumulative Percent
BSMA 224 65.5% 65.5
BSAIS 28 8.2% 73.7
BSFRA 19 5.6% 79.2
BSA 71 20.8% 100.0
Total 342 100.0
The table above shows the classification of respondents according to their

demographic attribute course.
Descriptive Statistics on the research variable
Effectiveness of Time Management to Flexible Learning modality of the Students

as to the Acquisition of Effective Study Habits
Table 3 shows the effectiveness of time management to flexible learning

modality towards the acquisition of effective study habits of accountancy
students wherein the grand mean is 3.83 which is found out to be highly effective.
Among the indicators, the highest weighted mean is 4.29 showing that time
management is very highly effective with regards to them accomplishing every
P a g e 13 | 40
assignments/activities/task on time. However, with the lowest weighted mean of
3.37, time management is moderately effective especially on saying “no” to low
priority activity.
The meaning of the overall mean is that the time management to flexible
learning modality of accountancy students is highly effective in the
development of their effective study habits. Based on the highest mean, the
researchers have found that time management to flexible learning modality
leads to success as there is accomplishment of assignments/activities/task on
time, wherein according to Glasgow (2016), Success is simple. Do what’s right,
the right way, at the right time. It means that their time management to flexible
learning modality helped them to balance their social and academic life so that
accomplishing every tasks on time would not be hard for them.
Table 3. Effectiveness of Time Management to Flexible Learning modality of the

Students as to the Acquisition of Effective Study Habits
Mean Descriptive Equivalent
1. Taking notes Properly 4.01 Highly Effective
2. Reading books other than manuals 3.91 Highly Effective
and textbook
3. Proactively studying without being 3.87 Highly Effective
told
4. Having A "To Do " list 3.79 Highly Effective
5. Saying “no” to low priority activities 3.37 Moderately Effective
6. Establish a time routine to study and a 3.91 Highly Effective
Study place
7. Preparing for class beforehand and 3.91 Highly Effective
review what I've learned
8. Accomplished Every Assignments / 4.29 Very Highly Effective
Activities / Task on Time
9. Scheduling a "Ten (10) Minutes" study 3.65 Highly Effective
Break
10. Increasing productivity level 3.92 Highly Effective
11. Keeping track on your progress and 3.99 Highly Effective
success
12. Meditating or keeping a journal 3.38 Moderately Effective
13. Making sure that there's sufficient 3.96 Highly Effective
time for sleep, a well balance diet, and
for leisure
14. Focusing on Strengths 3.88 Highly Effective
15. Multi- Tasking 3.57 Highly Effective
Grand mean 3.83 Highly Effective
P a g e 14 | 40
The development of their traits on executing every responsibilities on time
might also be caused by the exposure of students in different e-learning
technologies as a major medium of their distance curricular, as well as a kind of
support for their classic teaching. On the other hand, their trait with regards to
saying “no” to low priority activity is just moderately effective maybe because
they might tend to weigh tasks and activities given to them and make the most
effort to the most important task, but low priority activities are still necessary to be
given attention to.
Effectiveness of Time Management to Flexible Learning modality of the Students

as to the Development of their Self Confidence
Table 4 shows the effectiveness of time management to flexible learning

modality in developing the the self-confidence of accountancy students. The
table resulted in a grand mean of 3.89 saying that time management are highly
effective on the development of self-confidence. It shows that the students’
practicing gratitude is highly effective which got the highest mean score of 4.12.
However, in spite their ability to stretch their limit and express themselves without
hesitation is highly effective, it has the lowest result with the mean score of 3.57.
Table 4. Effectiveness of Time Management to Flexible Learning modality of the

Students as to the Development of their Self Confidence
Mean Descriptive Equivalent

1. Ability to relate with others with ease 3.66 Highly Effective
2. Expressing yourself without hesitation 3.57 Highly Effective
3. Having a sense of commitment 4.01 Highly Effective
4. Having Positive Attitude 4.10 Highly Effective
5. Making yourself feel valued 3.90 Highly Effective
6. Turning your negative thoughts to 3.94 Highly Effective
positive thoughts
7. Increasing Performance 3.96 Highly Effective
8. Having the motivation to take action 4.02 Highly Effective
9. Recognizing your faults and 3.97 Highly Effective
insecurities
10. Being more resilient 4.00 Highly Effective
11. Practicing gratitude 4.12 Highly Effective
12. Making yourself comfortable at any 3.96 Highly Effective
situation
13. Accepting compliments gracefully 3.88 Highly Effective
14.Ability to stand up for oneself 3.66 Highly Effective
15. Ability to stretch your limits 3.57 Highly Effective
Grand mean 3.89 Highly Effective
P a g e 15 | 40
The over-all result means that time management to flexible learning
modality is highly effective to the accountancy students in terms of developing
their self-confidence. Based on the highest mean, time management is highly
effective on the accountancy students especially on practicing gratitude as
they know how to acknowledge the good that they already have in their life.
They practice gratitude as they manage their time because they want to have a
strategy to aid them on coping with a tough time. It also helps them to have a
positive attitude in whatever they do.
Meanwhile, although they found that stretching their limit and expressing
themselves without hesitation is highly effective, it is still less effective among the
other indicators and it is maybe because flexible learning modality makes them
nervous on what they express online and what can they do to stretch their limits
on certain ways. The researchers, then, believe that once you have the time
management, practicing gratitude should be prioritized first instead of stretching
your limit and expressing oneself without hesitation.
Summary of the Effectiveness of Time Management to Flexible Learning

modality of the Accountancy Students
Table 5 shows the summary of the results on the effectiveness of time
management to flexible learning modality of the accountancy students. With
the grand mean of 3.89, accountancy students developed their self-confidence
the most because they have acquired the inner strength and conviction needed
for the new method of learning. They have the confidence knowing that
knowing that they have the inner strength exceeding those who have not been
exposed to flexible learning modality type of education. Meanwhile, the table
shows that although time management to flexible learning modality is highly
effective in their acquisition of effective study habits, there is still a need for them
to focus and develop their habits. Keeping a journal for them is not that very
useful because they can keep track of their activities without the use of this.
Therefore, the researchers believe that having the time management on their
enrollment for the flexible learning modality will be of help to enhance their
effective study habits in the semesters.
Table 5. Summary of the Effectiveness of Time Management to Flexible Learning

modality of the Accountancy Students
Grand Mean Descriptive Equivalent Rank

1. Acquisition of Effective 3.83 Highly Effective 2
Study Habits
2. Self-Confidence 3.89 Highly Effective 1
P a g e 16 | 40
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, conclusions, and

recommendations of this study.
Summary
The research endeavored to study the effectiveness of time management

to flexible learning modality of the accountancy students specifically in the
acquisition of their effective study habits and developing their self-confidence.
The researchers gathered the data through online survey questionnaires from the
342 accountancy students of UC who have enrolled in the form of flexible
learning modality.
Findings
The study came up with the following significant findings:
1. The effectiveness of time management to flexible learning modality of

the accountancy students in terms of:
a. effective study habits is that, accomplishing tasks on time are very

highly effective while saying “no” to low priority activities for them is moderately
effective;
b. self-confidence is that, practicing gratitude is highly effective as well as

expressing themselves without hesitation and having the ability to stretch their
limit although this indicators got the lowest mean.
Conclusions
Based on the finding above, the following conclusions are drawn:
1. The researchers conclude that:
a. in effective study habits, the accountancy students behave like

professionals in starting and accomplishing the given task to them while saying
“no” to low priority activities is something that is out of their control; and
b. in self-confidence, the accountancy students act like matured
individuals who take every opportunity to show gratitude while expressing
themselves without hesitation and stretching their limit is somewhat not prioritized.
P a g e 17 | 40
Recommendations
Based on the findings and conclusions of the study, the researchers
recommend the following:
1. The school administration should propose an action plan to promote

usage of time management for the students to tough it out during difficulties.
2. The school administration should conduct a seminar that will discuss

points regarding time management to persuade students in having it.
3. The future researchers should consider how to apply time management

in their personal and academic life. It is to continue and further improve the
study.
CHAPTER V
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P a g e 19 | 40
Acknowledgment
This research paper is made possible through the help and support from
everyone, including: parents, teachers, family and friends in essence, all sentient
being. Especially please allow us to dedicate our acknowledgment of gratitude
toward the following significant advisors and contributors.
First and foremost, we would like to thank God for his unconditional
guidance and wisdom as we make our research.
Second, we would like to thank our instructor for her most support and
encouragement forgiving us this research. This gives us experience on how to
cooperate and engage ourselves in a serious project.
Finally, we sincerely thank our parents, family and friends who provide the
advice and financial support. The product of this research paper would not be
possible without all of them.
P a g e 20 | 40
Appendices
Appendix A: Data Gathering Tool (Blank)
Questionnaire
Name (Optional): _________________________ Course: ______________________
I. Effectiveness of Time Management to flexible learning modality of the

Accountancy students
Instruction: Place a check mark (√ ) in the appropriate box to indicate your

response as to how effective is the time management you use for the flexible
learning modality. Use the legend below in rating.
Rating Scale:
5 – Very Highly Effective 3 – Moderately Effective 1 – Not Effective
4 – Highly Effective 2 – Slightly Effective
A. Acquisition of Effective Study Habits 5 4 3 2 1

1. Taking notes Properly
2. Reading books other than manuals and textbook
3. Proactively studying without being told
4. Having A "To Do " list
5. Saying “no” to low priority activities
6. Establish a time routine to study and a Study place
7. Preparing for class beforehand and review what I've
learned
8. Accomplished Every Assignments / Activities / Task on
Time
9. Scheduling a "Ten (10) Minutes" study Break
10. Increasing productivity level
11. Keeping track on your progress and success
12. Meditating or keeping a journal
13. Making sure that there's sufficient time for sleep, a
well balance diet, and for leisure
14. Focusing on Strengths
15. Multi- Tasking
P a g e 21 | 40
B. Self-Confidence 5 4 3 2 1
1. Ability to relate with others with ease
2. Expressing yourself without hesitation
3. Having a sense of commitment
4. Having Positive Attitude
5. Making yourself feel valued
6. Turning your negative thoughts to positive thoughts
7. Increasing Performance
8. Having the motivation to take action
9. Recognizing your faults and insecurities
10. Being more resilient
11. Practicing gratitude
12. Making yourself comfortable at any situation
13. Accepting compliments gracefully
14. Ability to stand up for oneself
15. Ability to stretch your limits
P a g e 22 | 40
Appendix B: Cross Tabulations for the frequency count of Accountancy
Students
Acquisition of Effective Study Habits

Taking notes Properly
Not Slightly Moderately Highly Very Highly
Course Effective Effective Effective Effective Effective
BSMA 0 10 43 99 72
BSAIS 1 3 10 8 6
BSFRA 0 1 5 9 4
BSA 0 2 10 36 23
Total 1 16 68 152 105

Reading books other than manuals and textbook
BSMA 3 8 48 107 58
BSAIS 3 3 11 5 6
BSFRA 0 1 6 9 3
BSA 0 2 11 34 24
Total 6 14 76 155 91
P a g e 23 | 40
Proactively studying without being told
BSMA 3 8 58 104 51
BSAIS 2 5 9 6 6
BSFRA 0 1 6 8 4
BSA 0 5 7 31 28
Total 5 19 80 149 89

Having A "To Do " list
BSMA 7 19 47 86 65
BSAIS 2 2 10 7 7
BSFRA 0 4 8 2 5
BSA 0 6 17 26 22
Total 9 31 82 121 99
P a g e 24 | 40
Saying “no” to low priority activities
BSMA 7 24 81 89 23
BSAIS 3 6 9 5 5
BSFRA 0 3 10 5 1
BSA 5 11 23 20 12
Total 15 44 123 119 41

Establish a time routine to study and a Study place
BSMA 1 10 49 104 60
BSAIS 1 5 8 7 7
BSFRA 0 1 7 6 5
BSA 1 4 16 24 26
Total 3 20 80 141 98
P a g e 25 | 40
Preparing for class beforehand and review what I've learned
BSMA 2 7 50 106 59
BSAIS 0 5 13 4 6
BSFRA 0 1 6 6 6
BSA 0 6 13 27 25
Total 2 19 82 143 96

Accomplished Every Assignments / Activities / Task on Time
BSMA 0 1 32 96 95
BSAIS 1 0 6 10 11
BSFRA 0 0 4 10 5
BSA 0 2 1 27 41
Total 1 3 43 143 152
P a g e 26 | 40
Scheduling a "Ten (10) Minutes" study Break
BSMA 5 23 70 76 50
BSAIS 1 4 12 4 7
BSFRA 0 1 5 7 6
BSA 0 10 19 25 17
Total 6 38 106 112 80

Increasing productivity level
BSMA 1 10 46 109 58
BSAIS 0 4 11 5 8
BSFRA 0 1 5 10 3
BSA 0 4 16 30 21
Total 1 19 78 154 90
P a g e 27 | 40
Keeping track on your progress and success
BSMA 0 6 42 116 60
BSAIS 1 0 13 5 9
BSFRA 0 0 6 10 3
BSA 0 4 17 24 26
Total 1 10 78 155 98

Meditating or keeping a journal
BSMA 12 29 73 74 36
BSAIS 0 3 13 6 6
BSFRA 0 5 6 6 2
BSA 4 15 24 16 12
Total 16 52 116 102 56
P a g e 28 | 40
Making sure that there's sufficient time for sleep, a well balance
diet, and for leisure
BSMA 10 7 46 86 75
BSAIS 1 2 7 8 10
BSFRA 1 2 4 6 6
BSA 1 3 14 19 34
Total 13 14 71 119 125

Focusing on Strengths
BSMA 3 7 59 103 52
BSAIS 1 2 11 7 7
BSFRA 0 1 7 4 7
BSA 0 4 17 24 26
Total 4 14 94 138 92
P a g e 29 | 40
Multi- Tasking
BSMA 12 20 59 86 47
BSAIS 1 3 9 7 8
BSFRA 2 1 7 6 3
BSA 6 7 17 29 12
Total 21 31 92 128 70
Self-Confidence
Ability to relate with others with ease
BSMA 5 9 71 104 35
BSAIS 0 1 12 10 5
BSFRA 0 1 9 7 2
BSA 0 10 21 30 10
Total 5 21 113 151 52
P a g e 30 | 40
Self-Confidence
Expressing yourself without hesitation
BSMA 5 18 76 85 40
BSAIS 1 2 13 9 3
BSFRA 0 2 10 6 1
BSA 0 10 25 20 16
Total 6 32 124 120 60
Self-Confidence
Having a sense of commitment
BSMA 3 5 51 98 67
BSAIS 0 0 8 9 11
BSFRA 0 0 8 5 6
BSA 1 2 14 28 26
Total 4 7 81 140 110
P a g e 31 | 40
Self-Confidence
Having Positive Attitude
BSMA 3 4 32 106 79
BSAIS 0 0 8 11 9
BSFRA 0 1 6 8 4
BSA 0 1 12 37 21
Total 3 6 58 162 113
Self-Confidence
Making yourself feel valued
BSMA 3 6 57 96 62
BSAIS 0 1 8 13 6
BSFRA 0 0 9 6 4
BSA 0 2 22 29 18
Total 3 9 96 144 90
P a g e 32 | 40
Self-Confidence
Turning your negative thoughts to positive thoughts
BSMA 3 11 44 95 71
BSAIS 1 1 10 8 8
BSFRA 0 1 5 11 2
BSA 0 3 21 25 22
Total 4 16 80 139 103
Self-Confidence
Increasing Performance
BSMA 3 9 50 92 70
BSAIS 0 0 12 9 7
BSFRA 0 0 10 5 4
BSA 0 1 13 36 21
Total 3 10 85 142 102
P a g e 33 | 40
Self-Confidence
Having the motivation to take action
BSMA 1 10 42 104 67
BSAIS 0 3 5 12 8
BSFRA 0 1 4 11 3
BSA 0 1 12 33 25
Total 1 15 63 160 103
Self-Confidence
Recognizing your faults and insecurities
BSMA 1 6 48 111 58
BSAIS 0 1 12 8 7
BSFRA 0 1 5 8 5
BSA 0 1 16 32 22
Total 1 9 81 159 92
P a g e 34 | 40
Self-Confidence
Being more resilient
2 4 49 109 60 2
0 1 12 8 7 0
0 0 7 7 5 0
0 0 13 33 25 0
2 5 81 157 97 2
Self-Confidence
Practicing gratitude
BSMA 1 3 40 100 80
BSAIS 0 0 8 10 10
BSFRA 0 1 7 7 4
BSA 0 1 12 32 26
Total 1 5 67 149 120
P a g e 35 | 40
Self-Confidence
Making yourself comfortable at any situation
BSMA 2 5 52 94 71
BSAIS 1 2 8 12 5
BSFRA 1 0 6 11 1
BSA 0 1 17 32 21
Total 4 8 83 149 98
Self-Confidence
Accepting compliments gracefully
BSMA 2 7 59 97 59
BSAIS 0 2 9 11 6
BSFRA 0 1 7 8 3
BSA 0 3 20 31 17
Total 2 13 95 147 85
P a g e 36 | 40
Self-Confidence
Ability to stand up for oneself
BSMA 3 9 49 91 72
BSAIS 1 2 7 12 6
BSFRA 0 0 4 8 7
BSA 0 2 19 27 23
Total 4 13 79 138 108
Self-Confidence
Ability to stretch your limits
BSMA 3 6 46 91 78
BSAIS 0 3 5 13 7
BSFRA 0 0 8 6 5
BSA 0 2 17 30 22
Total 3 11 76 140 112
P a g e 37 | 40
Appendix C: Frequency and Mean Scores of Accountancy Students
Effective Study Habits 5 4 3 2 1

(VHE) (HE) (ME) (SE) (NE) Mean
1. Taking notes Properly 105 152 68 16 1 4.01
2. Reading books other than manuals 91 155 76 14 6 3.91
and textbook
3. Proactively studying without being 89 149 80 19 5 3.87
told
4. Having A "To Do " list 99 121 82 31 9 3.79
5. Saying “no” to low priority activities 41 119 123 44 15 3.37
6. Establish a time routine to study and a 98 141 80 20 3 3.91
Study place
7. Preparing for class beforehand and 96 143 82 19 2 3.91
review what I've learned
8. Accomplished Every Assignments / 152 143 43 3 1 4.29
Activities / Task on Time
9. Scheduling a "Ten (10) Minutes" study 80 112 106 38 6 3.65
Break
10. Increasing productivity level 90 154 78 19 1 3.92
11. Keeping track on your progress and 98 155 78 10 1 3.99
success
12. Meditating or keeping a journal 56 102 116 52 16 3.38
13. Making sure that there's sufficient 125 119 71 14 13 3.96
time for sleep, a well balance diet, and
for leisure
14. Focusing on Strengths 92 138 94 14 4 3.88
15. Multi- Tasking 70 128 92 31 21 3.57
Grand Mean 3.83
P a g e 38 | 40
Self Confidence 5 4 3 2 1
(VHE) (HE) (ME) (SE) (NE) Mean
1. Ability to relate with others with ease 52 151 113 21 5 3.66
2. Expressing yourself without hesitation 60 120 124 32 6 3.57
3. Having a sense of commitment 110 140 81 7 4 4.01
4. Having Positive Attitude 113 162 58 6 3 4.10
5. Making yourself feel valued 90 144 96 9 3 3.90
6. Turning your negative thoughts to 103 139 80 16 4 3.94
positive thoughts
7. Increasing Performance 102 142 85 10 3 3.96
8. Having the motivation to take action 103 160 63 15 1 4.02
9. Recognizing your faults and 92 159 81 9 1 3.97
insecurities
10. Being more resilient 97 157 81 5 2 4.00
11. Practicing gratitude 120 149 67 5 1 4.12
12. Making yourself comfortable at any 98 149 83 8 4 3.96
situation
13. Accepting compliments gracefully 85 147 95 13 2 3.88
14. Ability to stand up for oneself 108 138 79 13 4 3.66
15. Ability to stretch your limits 112 140 76 11 3 3.57
Grand Mean 3.89
P a g e 39 | 40

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Effectiveness of Time Management to Flexible Learning Modality

Presented to the faculty of the

College of Accountancy, University of the Cordilleras

Of the Requirements for the Subject

Statistical Analysis and Software Application

Casuga, Jon Philip B.

Reyes, Richard Dan I.

Statement of the Problem ………………………….…………………... 6

Significance of the Study .……………………..……………………….. 7

Scope and delimitation of the study ……………...………………….. 8

Determination of Sample Size ………………….………………..……… 9

Sampling Design and Technique………..………………………..…….. 9

The Research Instrument ……………………………..……………..…... 10

Data Gathering Procedure …………………………………………….. 10

Data Processing Method ………………………………..…………..….. 11

Tools for Data Analysis ……………………………………………………. 11

Statistical Treatment ………………………….………………………….. 11

Description of Demographic of demographic variable ………...….13

IV Summary of Findings, Conclusions and Recommendation

2 Frequency count of courses of the respondents …………………………… 13

3 Effectiveness of Time Management to Flexible Learning modality of the

Background of the Study

Time management is an ability to manage one’s personal time along with

Universities use different e-learning technologies as a major medium of

Many universities are looking for a coherent response to the dynamics of

This study focused on the level of effectiveness of time management to

Level of effectiveness Analysis of the

Figure1. Research Paradigm

The Statement of the Problem

This research aimed to analyze the Effectiveness of Time Management to

Specifically, this study aims to answer the following question:

1. What is the level of effectiveness of Time Management to the selected

a. Effective Study Habits: and

2. What action plan can be proposed to improve the level of effectiveness of

Significance of the Study

Scope and Delimitation of the Study

Sampling Design and Technique

Since researchers used questionnaires form it is expected to be a

This chapter focuses the instrument used to measure or collect data on a

Data Gathering Procedure

The researchers used Descriptive statistical tools are characteristics of

To interpret the data effectively the researchers employed the following

1. What is the level of effectiveness of Time Management to the selected

To determine the level of effectives of time management of Accountancy

2. What action plan can be proposed to improve the level of effectiveness of

5 4.21-5.00 The indicator extremely occurs in Very Highly

4 3.41-4.20 Theindicator considerably Highly Effective

3 2.61-3.40 The indicator moderately occurs Moderately

2 1.81-2.60 The indicator slightly occurs in Slightly Effective

1 1.00-1.80 The indicator does not occurs in Not Effective

Likert Scale gives a concrete example of each variation and pointed

Likert scale was used to determine the degree of impact to the

Results, Analysis and Interpretation

In this chapter, the data gathered were statistically analyzed and

Description of demographic variable

Table 2: Frequency count of courses of the respondents

Course Frequency Percent Cumulative Percent

BSMA 224 65.5% 65.5

BSAIS 28 8.2% 73.7

BSFRA 19 5.6% 79.2

BSA 71 20.8% 100.0

Total 342 100.0

The table above shows the classification of respondents according to their