i

ii

APPROVAL SHEET

This thesis entitled “THE MODERATING EFFECT OF TIME MANAGEMENET

ON THE RELATIONSHIP BETWEEN ACADEMIC PROCRASTINATION AND
ACADEMIC RESILIENCE AMONG LEVEL 3 NURSING STUDENTS” prepared and
submitted by Coquilla, Cheeckie Mae Apple T., Casinillio, Clair Angelene C., Cardos, Smart
Gabrielle L., Flor, Mark Roland I., Cardiño, Johann I. in partial fulfillment of the requirements
for the degree of Bachelor of Science in Nursing, has been examined and is hereby recommended
for approval and acceptance.

LOREIYNE GRACE M. ABALLE, RN, MAN

Research Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners on Oral Examination with a grade of PASSED.

KENNETH M. SABIDO, RN, MN MARC ANDREO C. MALALA, RN, MAN

Panel Panel

Dr. Christine M. Fiel, Rn, Mn, LPT, MaEd, PhD

Chairperson

ACCEPTED in partial fulfillment of the requirements for the degree of Bachelor of Science in
Nursing.

AUHREEN M. ORIA, RN, MN

Program Chair-OIC, Bachelor of Science in Nursing

Dr. Christine M. Fiel, Rn, Mn, LPT, MaEd, PhD

Dean, College of Allied Health Sciences
 iii

ACKNOWLEDGEMENT

To everyone who has made this research study possible, the researchers would like to

express their sincere gratitude. The following individuals have made substantial contributions that

have been helpful in the study's completion, for which the researchers are grateful:

First and foremost, we would like to sincerely thank Loreiyne Grace M. Aballe, RN, MAN,

our adviser, for all of her aid and support in getting this paper done, including her direction, helpful

criticism, constant supervision, unfailing patience, and encouragement. We also thank Oliver M.

Lim, PTRP, RN, MBA, our research instructor, for his unwavering readiness to share his

knowledge and skills on the work process, which allowed us to expand our perspective on nursing

research.

Mr. Kenneth M. Sabido, RN MN, Mr. Marc Andreo C. Malala, RN, MAN, and Dr.

Christine M. Fiel, Rn, Mn, LPT, MaEd, PhD as members of the technical panel, for their

recommendations, suggestions, and constructive criticisms that enabled the study to be improved

and completed. They have offered invaluable advice that served as the foundation for the research

and helped them to make sense of the vast amount of information they have gathered;

Mr. Christian Vincent Galolo MAED, the statistician for helping them to make this research

reliable and valid. His knowledge and guidance have greatly helped to complete this research study.

They would also like to extend their heartfelt appreciation to all the respondents of this research.

Their willingness to share their time to complete the questionnaires needed for this study. Without

their support and assistance, this study would not have been possible;

Lastly, we would like to thank our family and friends for their continuous support during

this research project. Above all, we are grateful to the Great Almighty for his wisdom, which
 iv

enabled us to complete this research study, as well as for the strength and knowledge he bestowed

upon us.

The Researchers
 v

ABSTRACT

The purpose of this study is to determine the moderating effect of time management on the
relationship between Academic Procrastination and Academic Resilience among the nursing
students of one private college in Davao City, Philippines. The design of this study is predictive-
correlational and has a total of 74 respondents which are composed of 3rd year Bachelor of Science
in Nursing (BSN) students which are enrolled in a private, higher educational, and non-sectarian
institution. The said respondents were chosen via stratified random sampling method out of the
456-total number of respondents. The questionnaire used on this study were adopted from other
studies and were evaluated by the experts. The researchers consulted the said questionnaires to the
statistician for the variables Academic Procrastination (A.P.), Academic Resilience (A.R.), and
Time Management (T.M.). Base on the result from the statistician (A.P.) showed an excellent level
of content validity (S-CVI/UA = 0.81) and for the overall agreement of the experts by average
method (S-CVI/AVE = 0.94). For (A.R.) it showed also an excellent level of content validity (S-
CVI/UA = 1.00). The time Management questionnaire showed as well an excellent level of content
validity as per universal agreement approach (S-CVI/UA = 0.93) and for the overall agreement of
the experts by average method (S-CVI/AVE = 0.98). It was observed on this study that there is a
positive significant with the relation between academic procrastination and academic resiliency of
the 3rd year Nursing students however there is no significant moderation based on the result of the
study.

Keywords: Academic Procrastination, Academic Resilience, Time Management, Nursing,

Predictive- Correlational, Davao City
 vi

TABLE OF CONTENS
Page
Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract v

Table of Contents vi

List of Tables viii

List of Figures ix

CHAPTER
1 INTRODUCTION

Background of the Study 1

Review of Related Literature 3

Theoretical Framework 16

Conceptual Framework 18

Statement of the Problem 19

Hypothesis 19

Definition of Terms 19

Significance of the Study 20

CHAPTER
2 Methods

Research Design 23

Setting 23

Participants 23

Measure 24
 vii

Ethical Consideration 27

Procedures 28

Data Analysis 29

Scope and Limitations 30

CHAPTER 3 RESULTS AND DISCUSSION 31

CHAPTER 4 SUMMARY, CONCLUSION, AND

RECOMMENDATION

Summary 42

Summary Findings 42

Conclusion 43

Recommendation 44

REFERENCES 46

APPENDICES

A Certification from the Technical Panel 52

B Letter of Permission 53

C Ethics Informed Consent and Informed Consent 57

Letter

D Research Questionnaire 63

E Validation Sheet 68

F Mean, Standard Deviation, and Pearson R Results 79

G Budgetary Requirements 93

Curriculum Vitae 94
 viii

List of Tables

Table Page

1 Distribution of Respondents per Stratum 24

2 Table of Interpretation in Assessing Time 25

Management

3 Table of Interpretation in Assessing Academic 26

Procrastination

4 Table of Interpretation in Assessing Academic 26

Resilience

5 Level of Time Management Among the Third 31

Year Nursing Students

6 Level of Academic Procrastination Among the 32

Third Year Nursing Students

7 Level of Academic Resilience Among the Third 34

Year Nursing Students

8 Test of Relationship between Academic 36

Procrastination and Academic Resilience Among

the Third Year Nursing Students

9 Test of Moderation of Time Management on 37

Relationship of Academic Procrastination and

Academic Resilience
 ix

List of Figures

Figures Page

1 Research Paradigm 18

2 Site Map 23
 CHAPTER 1

INTRODUCTION

Background of the study

Nursing education demands expertise in managing busy schedules, challenging situations, and

academic pressures. Effective time management is crucial to minimize procrastination and

maximize productivity amidst lectures, assignments, and exams. Procrastination poses a significant

barrier to productivity among students, negatively impacting performance and well-being. Time

management, essentially a form of self-management, aims to enhance work output and quality in

real-time scenarios (Nayak, 2019). Research among Nursing Science students at STIKes Medistra

Indonesia showed that improved time management correlates with reduced academic

procrastination among 132 participants. However, it remains unclear how this affects the academic

resilience of these students (Roysid et al., 2022). This prompts further investigation into how time

management moderates the link between academic procrastination and academic resilience in

nursing education.

A study at Universitas Muhammadiyah Lamongan, Indonesia examined how time management

relates to academic procrastination among nursing students using analytic correlation. Of the 110

randomly sampled respondents, 77 students (70%) showed sufficient time management skills,

while 72 students (65.5%) tended to procrastinate academically. The findings highlight a clear link

between effective time management and lower levels of academic procrastination among nursing

students (Khotima, 2022). Effective time management entails prioritizing tasks by urgency and

cultivating self-discipline in fulfilling assignments and obligations. This is being said that taking

control of your day is what it means to effectively manage your time. You began with the most

important duties first, taking responsibility for what has to be completed immediately, and you gain

knowledge to have the self-control to finish things, even if they are uninteresting. This combination

guarantee that you're making the most of your time to accomplish the things that really matter.

A study at Bhakti Kencana University, Indonesia found that 82.5% of students experienced
 2

moderate stress, and 81.4% reported moderate academic procrastination. Using the Spearman rank

test, a statistically significant medium-sized correlation was found between academic

procrastination and stress levels. These findings suggest that the university could support students

by providing guidance and motivation to alleviate the academic burden on students (Muliani,

2019). Moreover, offering motivational support programs or workshops can help students stay

focused and overcome challenges, ultimately lightening the burden they feel in fostering self-belief

and resilience, making the academic journey feel less burdensome and more achievable.

In the Philippines, a research conducted at San Agustin Institute of Technology in Valencia City,

Philippines yielded contrasting results regarding the impact of time management on academic

procrastination and academic resilience. Despite 213 participants showing moderate levels of time

management, their academic resilience was rated as very good. However, the correlation test

revealed an insignificant association between time management and academic resilience. These

findings suggest that in this particular context or population, traditional time management

techniques may not strongly predict academic resilience (Calonia et al., 2023). This discrepancy

poses a challenge for understanding effective strategies to enhance academic performance and.

resilience among students in similar settings.

This study aims to explore the time management's role in moderating the relationship between

academic procrastination and academic resilience among Level 3 Nursing students, highlighting

gaps in current research. Nursing students often grapple with academic procrastination and the

imperative of academic resilience, affecting their ability to showcase their full potential.

Understanding how effective time management influences these dynamics is crucial for enhancing

academic performance and student outcomes.

 3

Review of Related Literature

This chapter contains concepts, theories, and research findings from various reliable sources

relevant to research study to provide deeper understanding of the subject matter and relevant

background information.

Time Management

The study by Arumugam et al. (2021), looked at the dynamic relationship between time

management abilities and how they affect teens' academic performance. The most important factor

is time management, which can actually influence someone’s total performance and

accomplishments. Furthermore, according to Adams and Blair’s (2019), study found a relationship

between students' anxiety levels and improved academic performance when they practice good time

management. In addition, efficient time management is linked to improved academic achievement

and decrease anxiety, finding a balance between their daily lives and their studies is a challenge for

many students. Even so, a lot of students find it difficult to reconcile their daily life and their

academic obligations. Students have trouble managing their time, which lowers their efficacy and

efficiency which makes them tolerate a demanding workload (Briones, 2019). Almost all students

create timetables that list each of their activities sequentially in order of importance. They

experienced problems with missing class due to medical conditions, turning in assignments late,

and some of them arriving late because of work (Fitriana et al., 2021).

According to the study of Rajab et al. (2020) there’s a factor that contributes to the issue of

managing time and it is termed as technophobia in which the students are having a hard time dealing

with technologies such as hardware and software. In addition, they also mentioned that a lack of

technology for academically purposes contributes to delaying the task that are assigned to them.

Furthermore, an action that is organized can be referred to as time management and it is a set of

behavior that enables nurses to improve their productivity, makes better use of time, and raises the
 4

possibility of achieving their daily plan of activities. These behaviors include learning how to create

goals, prioritize tasks, plan ahead, and identify ways to cut down on time wastage and applying

these skills are crucial especially in the field of nursing (Vizeshfar et al., 2022). Moreover,

according to the study of Briones (2019), some students struggle to manage their time well, which

reduces their efficiency and effectiveness and causes them to put up with a heavy workload.

However, this study has brought about a change that will assist students in managing and

controlling their time, which is crucial, particularly for their academic accomplishments. Through

this study, the students will eventually be able to manage their time for their studies and schoolwork

in order to achieve future academic success.

Time management is regarded as an all-encompassing process that is carried out through

administrative tasks and is highly dependent on high levels of human abilities and skills in order

to simultaneously produce positive benefits for society and for individuals. Despite its importance,

managing one's own time is never simple, necessitating both specialized training and a wide range

of interpersonal skills. Not to mention utilizing available resources to simultaneously address

societal and individual demands, as well as having the flexibility to adapt to both present and future

circumstances (Nigussie, 2019). Furthermore, the dynamic relationship between time management

skills and how they impact student’s academic performance was examined, the most crucial

element is effective time management, which has a real impact on an individual's overall

performance and achievements. The way people arrange their time to fit into or seamlessly

integrate with their regular routines, on the other hand, unites them all. Teenagers will surely obtain

favourable outcomes with supportive circumstances and settings in addition to excellent lectures.

Students must, however, learn how to manage their time well if they are to achieve. Regretfully, a

few of the kids lack these abilities, which has negatively impacted both their quality of life and

academic achievement Arumugam et al., (2021). Moreover, time management is a necessary ability
 5

for all nursing students to be able to survive the career path they have chosen. It is believed that

poor time management will hinder student’s academic achievement Ahmad et al., (2019).

According to the study of Martin et al., (2020), time management issues have been

identified, including the inability to stay up to date with assignments, the need to turn in work on

time, and the need to actively participate in the online course. In contrast to classes held in person,

which have scheduled times for meetings, asynchronous online courses allow students to complete

assignments on their own schedule, which might be difficult for those who lack discipline.

Moreover, many educational institutions offered online learning for some courses or programs

prior to the COVID-19 epidemic. On the other hand, some other institutions feel that navigating

the steps involved in setting up the course and programs for online learning is challenging Fidalgo

et al., (2020). Furthermore, the study of Magableh & Alia (2021), revealed that students' main

concerns were regarding their ability to manage their time, their desire to use online resources, and

their proficiency with the English language for studying.

Understanding the significance of time management in the nursing profession is crucial,

according to Nayak (2018), since it involves organizing tasks and managing oneself to make the

most use of one's time. Additionally, since nursing students will need to manage their time well

throughout their career and since effective time management boosts productivity, it is imperative

that they learn effective time management techniques. It is important for students to maintain

a healthy balance in their lives between their academic and personal lives. Additionally, poor time

management hinders students' ability to succeed academically and is a skill that every nursing

student must possess in order to survive the path they have chosen (Ahmad et al., 2019).

Furthermore, time management is essential for maintaining mental health, and setting deadlines for

tasks aided in time management (Morcillo et al., 2020).

 6

Academic Procrastination

According to the study of Suhadianto et al., (2020), which states that delaying the task

completion can be considered as procrastination. Academic procrastination is a problematic

tendency that has negative effects for students. Several studies show that academic procrastination

implications influence failure in the learning process and educational performance attainment (Ojo,

2019). The scope of this phenomena among students, as well as the negative influence on their

academic progress, requires additional attention and investigation into this topic. In addition,

(Melgaard et al., 2022), states that academic procrastination is a progressive concern in the sector

of education and is rampant during the times of pandemic. One of the common hurdles to

productivity is procrastination.

Effective time management is important for everyone, whether students or not. Many factors

influence how and in what manner students manage their time. Some people are quite good at managing their

time, while others are not (Khiat, 2022). The willingness of learners to effectively allocate time to

educational objectives, as well as their ability to reduce maladaptive tendencies like procrastination, are

critical indicators of academic achievement (Alfonso, 2021). Students need to break bad habits such as

academic procrastination in order to develop good time management skills because doing assignments on

time and not putting them off increases’ performance (Aribas, 2021). Furthermore, the existence of

significant procrastination habits throughout the process of learning or finishing associated

activities is referred to as academic procrastination. Although academically procrastinating

students generally have the desire to study and the inclination to do so, they do not behave as they

would like to in real learning environments (Chen et al., 2021).

According to Svartdal et al., (2020) studies show that procrastination is twice as common

as or possibly three times more common in students than in the working population. This

disproportionate frequency suggests that students may see the academic setting as "procrastination

friendly." The current study identifies social, cultural, organizational, and contextual elements that
 7

may encourage or facilitate procrastination such as a high degree of freedom during study sessions,

extended deadlines, and temptations and diversions, outlines the research supporting these

findings, and offers suggestions for altering these elements to lessen and avoid procrastination.

More focus should be paid to these procrastination-promoting elements in educational settings and

that, while relatively small changes could mitigate their negative impacts, they could have a major

positive impact on students, organizations, and society as a whole. Various types of procrastination

exist, including academic procrastination, decisional procrastination, active procrastination, and

general procrastination. The most prevalent type of procrastination, according to a review of prior

research, is academic procrastination, which is defined as purposefully delaying finishing academic

tasks while being aware of the detrimental effects and consequences (Bytamar et al., 2020).

Furthermore, procrastination often results negative outcome in academics and it is greatly

considered to be the factor that leads to academic failure. Negative effects of procrastination

include anxiousness, rushing to complete tasks, not completing them on time, and study for exams

as well as social anxiety. People however, are well aware of the detrimental effects of this delay

and the degree of one’s own performance may decline due to this phenomenon (Zarrin et al., 2020).

Academic achievement and performance are significantly impacted by academic

procrastination, which is not an uncommon occurrence among students. The ability to put off

gratification, doubt oneself, or place the blame for a difficult, uncomfortable, or embarrassing

situation on outside forces are all examples of procrastination. Procrastination is the tendency to

put off completing an assigned task within a given timeframe or to avoid it altogether (Shaked &

Altarac 2020). In addition, according to the study of Santysa et al., (2020) Academic

procrastination is one of the variables that affects learning achievement, students with high

academic procrastination consistently put off completing assignments, whereas students with low

academic procrastination can finish assignments right away. Academic procrastination can be
 8

brought on by a teacher's incompatible teaching approach or by a high level of procrastination,

which can both result in a drop-in learning achievement and stress for the student.

Academic procrastination is the practice of putting off work on assignments to the point

that it affects one's productivity, well-being, and health. Students frequently struggle with this

issue, which can have detrimental effects. In order to establish preventive and remedial strategies,

it is important to have a thorough understanding of procrastination, including its definitional criteria

and underlying mechanisms (Svartdal & Lokke 2022). However, academic procrastination could

also be linked to excessive internet usage that could lead to academic failure in terms of behavior,

procrastination is highly frequent among students and should not be disregarded due to its rising

prevalence. It is a pervasive phenomenon that causes problems with daily tasks and assignments.

Recognizing the frequency of academic procrastination and its crucial causes among medical

students is crucial because procrastinating is harmful to both academic performance and mental

health (Hayat et al., 2020). Furthermore, it is crucial to comprehend who is more prone to

procrastination, when it occurs, and why in order to overcome it. Many life outcomes are predicted

by procrastination tendencies, and those who report procrastinating more frequently also tend to

have worse mental and physical health, more financial difficulties, and worse levels of life

satisfaction. When procrastinators aspire to study well, they probably have to resort to poor study

practices like cramming (Miyake & Kane 2022).

According to the study of Rovan et al., (2019) high procrastinators employ fewer learning

regulatory techniques, such as rehearsal, time, study environment, and effort regulation.

Procrastination was found to be adversely connected with self-efficacy for self-regulated learning

strategies. According to their research, academic procrastination can also be viewed as a self-

handicapping tactic used in academic settings. This refers to delaying goals until they are so

unlikely to be achieved, which causes psychological distress and lower academic achievement. In
 9

addition, procrastination has been linked to a number of issues, such as social anxiety and test

anxiety. Some common reasons include not having enough energy, other tasks requiring students'

attention, fear of failing, feeling overwhelmed, difficulty choosing topics to learn, waiting for more

information to be given in class, waiting for classmates to start so you can start them off with some

questions, loving challenges and excitement waiting until the last minute Fakhruddiana & Sira

(2019). Furthermore, in essence, academic procrastination is the deliberate postponement of

assigned work for illogical reasons, such as the belief that the task is too difficult and that the person

is unwilling or unable to finish it. Their research revealed several factors that contribute to

academic procrastination, including psychological beliefs about one's own abilities, attentional

diversion, social factors, time management abilities, initiative, and laziness Basith et al., (2024).

A common form of academic procrastination among students is to put off academic work

and turn in papers or study for exams at the last moment demanding parents that generally suspects

the abilities of their children to be successful in life induce procrastination behavior in them Batool

(2019). Moreover, students frequently exhibit procrastination, and evidence shows that

procrastination generally has a negative link with academic achievement, with low procrastinators

performing better academically than high procrastinators Uscar et al., (2021).

Student’s at all educational levels frequently procrastinate on their assignments, which

naturally affects their academic wellbeing and is associated with unfavourable outcomes like

failure. Academic procrastination at the university level is associated with poor performance and

dropout rates. As procrastination creates a snowball effect that negatively impacts learning, creates stress,

and ultimately reduces a student's chances of academic success. Additionally, poor internet use puts

university students at danger for missing out on other activities. Moreover, a number of earlier

studies have shown a connection between academic procrastination and internal addiction Diaz et

al., (2020).
 10

Academic Resilience

According to (Romano et al., 2021), the ability to anticipate and adjust to difficult situations

in an academic setting is known as academic resilience. It is a phenomenon of positive

psychological growth, a component of psychological capital (PsyCap) associated with adaptation,

in which stressful events and situations in a student's academic route do not limit cognitive function

and development (Zheng et al., 2020). Furthermore, resilience is the ability to become flexible at

the times of hardships. (Amelasasih et al., 2019). In addition, the ability of a student to effectively

manage academic setbacks, anxiety, and study pressure is known as academic resilience. Students

today deal with a variety of issues in both society and their institutions. If sufficient measures are

not implemented to assist in resolving these issues, students will experience stress and strain. Poor

academic performance and a higher dropout rate could result from this (Radhamani & Kalaivani

2021).

According to Ashrafi et al., (2021), skills such as time management are vital in acquiring the

academic learning and goals of students. In addition, it made a positive impact for students which

includes reduction in academic procrastination, obtaining more control in their studies and reduced

feeling of stress, successfully finishing more tasks thus students who understand and utilize time

management appropriately are more pleased than those students who don't imply it effectively.

Furthermore, to thrive in a higher education program, students must possess academic resilience in

the face of a variety of challenges and demands (Hardiansyah et al., 2020).

People should avoid crowds and maintain a safe distance due to the ongoing pandemic.

Carrying out an online distance learning method is the most efficient way to maintain education

during this pandemic. Students are affected by online learning, particularly teenagers. This can

have a significant impact on a teen's psychological and intellectual well-being and feel like an

overwhelming pressure or weight. For high school students to overcome obstacles in their academic
 11

careers and a range of unfavorable emotions that may surface when they are learning online,

academic resilience is important. Enhancing students' academic performance in online learning is

thought to be related to peer social support from their social surroundings. The purpose of this

study is to ascertain how peer social support affects high school students' academic resilience when

they participate in online learning in Makassar. This study uses a correlational research approach

and is quantitative in nature. Accidental sampling is the method of sampling that is employed. The

Peer Social Support Scale and the Academic Resilience Scale are used to gather research data. A

study of the data was conducted using basic linear regression. The findings indicate that peer social

support has a major role in supporting academic resilience among teenagers participating in online

learning in Makassar. 20% (R2 = 0,20; Sig = 0,00000) of academic resilience is attributed to peer

social support, with the remaining 80% being influenced by factors not included in this analysis

(ATP Rustham et al., 2022).

Students who study at the tertiary level face many demands and difficulties. As a result,

mental toughness is crucial to school achievement and general well-being. Research on resilience

has shifted from viewing resilience as an attribute to examining resilience as a mechanism by which

resources defend against the damaging effects of stressors in order to generate favorable results.

Nonetheless, there is a lack of scholarly study investigating the mechanics behind this process. In

order to close this gap, a sample of 306 undergraduate students were examined to see how various

personal resilience resources interacted with coping strategies to yield beneficial adaption

outcomes. First, the examination of individual variances in resilience was done. Component

analysis produced self-report measures of resilience-related traits that converged onto a single

component. After validating the extracted component against indicators of positive adaptation

(mental health, university adjustment, and physical health symptoms), structural equation modeling

was used to examine the mediating functions of coping mechanisms. Through support-seeking and
 12

avoidant coping, respectively, the resilience resources factor indirectly predicted adjustment and

somatic health symptoms. It also directly predicted mental well-being and adjustment. These

findings have practical implications for enhancing student well-being and adjustment by

encouraging social support and decreasing disengaged and avoidant coping behaviors, as well as

theoretical implications for how resilience is conceptualized (DJ Fullerton ., et al 2021).

It is generally known that academic stress has an impact on self-directed learning, academic

motivation, and resilience in nursing students. Studies examining the mediation function of

academic motivation and resilience between academic stress and self-directed learning are scarce,

nevertheless. Data were gathered from August to December 2022 using four self-report measures:

the Self-directed Learning Instrument, the Connor and Davidson Resilience Scale, the Short

academic Motivation Scale, and the Perception of Academic Stress Scale. The data was analyzed

using Pearson's r, bivariate analysis, and multistage regression analyses. The resilience, academic

motivation, and self-directed learning of nursing students are adversely affected by academic stress.

Academic motivation and resilience both support self-directed learning. As demonstrated by a

decrease in the detrimental effects of academic stress on nursing students, resilience and academic

motivation mitigate the association between academic stress and self-directed learning. Academic

stress has a lessening influence on self-directed learning when resilience and academic drive act as

mediators. Programs that increase academic motivation and resilience should be supported by

nursing educators and administrators. Enhancing clinical and educational performance in the

process (DJE Berdida., et al 2023).

We examined how the pandemic affected students' views of their own well-being, education,

and academic performance, as well as whether or not grit and resilience affected their capacity to

cope with the stress that comes with educational disruptions. It was our hypothesis that students

would report a negative impact and that the impact would be reduced for those who scored better
 13

on grit and resilience. A survey was developed by a multidisciplinary team of educators and given

to medical students. ANOVA, multivariate linear regressions, and descriptive statistics were used

to evaluate the survey data. A statistically significant p-value was defined as less than.05. The study

comprised 195 students in total. Even those with higher grit levels expressed concern about the

negative impact on clinical education, with almost 92% reporting this. Pupils who scored higher

on resilience expressed greater optimism toward their clinical education. Resilience ratings were

positively correlated with lower rates of anxiety, sleeplessness, and fatigue. Students who shown

greater resilience were able to cope with the stress brought on by the disturbance to their education.

Because every year has different demands, resilience training ought to be integrated into the UME

curriculum and tailored to the needs of the individual year (LA Haskett., et al 2022).

It appears that professionals in various fields and students alike experience burnout, with

resilience being one of the factors whose formation and maintenance have been investigated. In

this study, we examine the relationship between burnout and resilience in teaching students,

examining how fatigue develops as students advance academically and whether there may be

variations in burnout based on varying resilience levels. Our findings show a strong and negative

correlation between resilience and burnout. Over the course of the studies, burnout levels rise

dramatically from the first to the third year, and then start to decline at the conclusion of the fourth

and final year of the degree. Additionally, there is a correlation between participants' resilience and

their lack of burnout. Our study is quite interesting because it sheds light on certain trends regarding

the occurrence and management of burnout in educational science students. This helps to maximize

the efforts to be carried out in the areas of preventive and intervention (A Fernández-Castillo., et

al 2023).

It is crucial to examine student’s resilience since studies have linked it to both their academic

success and their ability to persevere in the face of obstacles. Although surveys can be used to
 14

measure student resilience directly, they have drawbacks such as intentional concealing of genuine

answers and human memory errors. Using a quasi-experimental design, ACREA characterizes

academic obstacles that students encounter and assesses how successfully they overcome them.

We analyze various effects of past setbacks on future term and course performance by using

ACREA on a real-world student-course dataset. We discovered that early-term academic setbacks

had a major impact on more future academic outcomes. The analysis's conclusions help us

comprehend students' resilience by looking at how they perform after facing academic challenges.

If students' academic performance does not improve after a setback, other strategies to build their

resilience may be considered. The results may also help students by providing them with improved

guidance on how to bounce back from academic setbacks (AT Widjaja., et al 2021).

The impact of resilience and coping strategies on the relationship between academic

procrastination and maladaptive perfectionism in nursing undergraduates has not been examined

in prior research. Reducing academic procrastination and igniting nursing students' interest for

learning are crucial steps towards mitigating nursing loss and enhancing nursing quality. There was

a cross-sectional investigation. From March to May of 2022, 665 nursing undergraduates in China

were chosen using a convenience sample technique. Questionnaires were used to measure

academic procrastination, resilience, maladaptive perfectionism, and coping style. The model was

tested using Hayes' PROCESS Macro in SPSS 25.0, Pearson's correlation analysis, and descriptive

analysis. The findings demonstrated a strong correlation between each of the following variables:

academic procrastination, resilience, positive coping style, and maladaptive perfectionism in

nursing undergraduates. The correlations for these variables ranged from -0.290 to 0.584.

Furthermore, resilience accounted for 15.70% of the overall effect and partially mediated

maladaptive perfectionism and academic procrastination; positive coping style modulated this

process in the interim. Academic procrastination among nursing undergraduates was positively
 15

predicted by maladaptive perfectionism; resilience and a positive coping style served as a mediator

mechanism with moderating effects to further explain how maladaptive perfectionism encouraged

academic delay in nursing undergraduates. Knowing this process is crucial for nursing educators

to lower the likelihood that undergraduate nursing students would put off their academic work (H

Huang ., et al 2022).

Resilience in the future is fostered in students by effective schools, which protect them from

the negative impacts of adversity on learning and positive adjustment in the present. This chapter

emphasizes the complex role that schools play in resilience by drawing on research on student

engagement from educational psychology and the development literature regarding resilience in

children. We define resilience as a dynamic system's ability to successfully adjust to threats to its

survival, development, or function. We look at the various roles that play in fostering and

developing resilience in student engagement, which is generally understood to comprise

behavioral, emotional, and cognitive processes that link students to their school communities and

the learning process. Increased access to resources and resilience capacity that can shield

vulnerable children from acute and long-term adverse childhood experiences is made possible by

student engagement. It also helps to foster the development of resilience factors that are widely

recognized as the foundation for future competence and resilience. The mechanisms by which

educational systems can foster and support student resilience through multisystem interactions are

mediated, moderated, and reflected by student engagement processes. Along with the various ways

that schools support and foster these key elements, a "short list" of resilience factors that are

consistently linked to student resilience is outlined. Schools have the capacity to reduce risk, offer

a wide range of resources and opportunities, and foster strong adaptive systems that help people

become more resilient in the future, as well as the communities and societies in which they live

(AS Masten ., et al 2022).

 16

Synthesis of the Review-Related Literature

The collection of papers that was previously addressed offers information that links several

studies related to academic procrastination, time management, and academic resilience. As

mentioned, time management is a skill that an individual must possess in order to achieve academic

resilience. It is also considered as a behavior that is vital in the career of nursing, by being able to

manage one’s time and organize their daily activities it could improve resiliency and overcome the

negative effect of academic procrastination as well as prevent it.

Academic procrastination, which is defined as postponing tasks that are due on a given date,

was also mentioned. Students that engage in this behavior may have negative consequences that

impact both their academic performance and resilience. Compared to the working population,

students are more likely to procrastinate academically. This could be because of a variety of

circumstances. During the pandemic, the mode of teaching was switched to online learning, and it

was noted that many distractions, including computers and mobile phones, affected student

performance.

Academic resilience is defined as a student's capacity to foresee and adapt to challenging

circumstances in the classroom as well as to successfully handle academic setbacks, stress, anxiety,

and study pressure. Additionally, it's critical to prevent procrastination in order to preserve each

student's mental health. To do this, students must learn effective time management skills in order

to complete their academic assignments on time and avoid cramming, which has detrimental effects

on their performance.

Theoretical Framework

Academic Procrastination by Pintrich & Schraubern (1992). They found that academic

procrastination is a habit that is easily connected to a student's capacity to learning by themselves.

 17

According to the social cognitive theory, students with high levels of academic self-efficacy employ

cognitive techniques more frequently, better manage their time and learning environments, and

maintain a greater focus on their learning. Students who are less likely to procrastinate are probably

also more likely to have stronger academic self-efficacy, which leads to higher performance in

school. In addition to that, it is being also said in the study of Bandura, 1997; Burka & Yuen, 1983;

Judge & Bono, 2001 that college students' academic procrastination shows a lack of discipline and

can result in lower academic accomplishment when accompanied with a lower level of self-

efficacy in their ability to learn.

Academic Resilience measures the capacity of students to keep going and improve their

level of success in the midst of serious problems or the existence of severe risk factors. In the study

of Dunn LB, Iglewicz A, Moutier C. (2008) Time management is an essential indicator of student’s

resilience, and for some, the same stressor can even improve resilience. These students might

develop more independent study techniques, time management skills, and self-directed learning.

Kestler, Taasoobshirazi, Johnson, and Jackie (2015) their research has shown that more resilient

students use time management techniques than less resilient students, and that resilient students

achieve higher levels when they have good time management skills.
 18

Conceptual Framework

Independent Variable Dependent Variable

Academic Academic Resilience

Procrastination

Time Management

Moderating Variable

Figure 1: Research Paradigm

The Research model in Figure 1 depicts the conceptual paradigm of the study. The

independent variable of the study which primarily includes the Academic Procrastination among

the third year nursing students. On the other hand, the dependent variable of the study which is the

Academic Resilience among the third year nursing students of one private Higher education institution

in Davao City. Lastly, our moderating factors consists of the time management of the third year

nursing students.
 19

Statement of the Problem

The aim of the study is to determine the Moderating Effect of time management on the

relationship between Academic procrastination and academic resilience among the level 3 nursing

students in one of the higher education institutions of Davao City. Specifically, it intends to answer

the following questions:

1. What is the level of time management of the nursing students?

2. What is the level of academic procrastination of the nursing students?

3. What is the level of academic resilience of the nursing students?

4. Is there a significant relationship between academic procrastination and academic resilience

among nursing students?

5. Does the level of time management significantly moderate the relationship between the level of

academic procrastination and academic resilience of nursing students?

Null Hypothesis

The null hypothesis was tested at a 0.05 level of significance.

H01: There is no significant relationship between Academic Procrastination and Academic

Resilience among nursing students.

H02: Time Management do not significantly moderate the relationship between Academic

Procrastination and Academic Resilience among nursing students.

Definition of Terms

To guide the readers in better understanding this study, the terms that are used in are

operationally defined as follows:

 20

Academic Procrastination. This refers to the negative attitude and behavior leading to the

postponement of doing or completing academic requirements or activities such as making

assignments, projects, and studying.

Academic Resilience. Pertaining to the maintenance of mental and emotional well-being

after experiencing stressors and adversities; Keeping motivated in attaining desired academic

outcome despite undergoing setbacks.

Time Management. Refers to the awareness of the passage of time and the process

prioritizing task or activities effectively to maximize one’s effort.

Significance of the Study

The goal of this study is to provide relevant information that would outline the moderating

effects of Time Management on Academic Procrastination and Academic Resilience among the

third-year nursing students of one private college in Davao City. The result of this study will be

beneficial to the following individuals and organizations:

Nursing Students. This study will be helpful for nursing students to gain awareness about

the moderating effects of time management on academic procrastination and academic resilience.

By being aware of its effects, the students will be guided in identifying necessary behavioral

changes that would reduce their tendency for academic procrastination and improve their academic

resilience.

Nursing Program. This study would help in identifying appropriate teaching strategies and

approaches that would make learning more engaging and rewarding for students to keep motivated

as they pursue their nursing education. Also, to allow students manage their time well and reduce

factors that may contribute to procrastination.

Institution. The result of this study will serve as an assessment for the academic
 21

administration to formulate managements that would address issues related to academic

procrastination and develop their ability to be more academically resilient. Addressing these issues

would aid in achieving better academic outcome, thus, producing competent nursing students.

Future Researchers. The result of this study can be used by future researchers dealing with

the same nature of study as one of their sources of relevant information. Also, it will help future

researchers who wants to explore or investigate other potential indicators linked with the variables

in this study and establish the moderating effects on the relationship between academic

procrastination and academic resilience among nursing students

.
 CHAPTER 2

METHODS

In this chapter it presents the methods used in gathering the data. The research design,

research settings, participants, measure, ethical consideration, procedures, data analysis, scope and

limitation are introduced and discusses in this chapter.

Research Design

This research is a quantitative study, that emphasize the objective measurements and the

statistical numerical analysis of data collected through the researchers validated survey

questionnaire. The correlational research design is appropriate for this study due to the use of two

or more quantitative variables in the prediction of a relationship (Sert et al., 2023). It employs to

explore how time management influences the relationship between academic procrastination and

academic resilience. Also, the study aims to predict that time management may impact the

academic resilience by promoting better organization and task completion and academic

procrastination are not highly provide impact to academic resilience by increasing stress and

weakening task performance.

Setting

The study was conducted in a private higher education institution in Davao City, Philippines.

It was established in 1975 by a group of doctors who had earlier founded its mother company. It has

grown from a modest beginning, 44 years ago to become a prestigious learning institution. For three

decades, the institution has been well-known for consistently producing top-notchers in the

Philippines Nursing Licensure Examination (PNLE). As a result, the program attracted more aspiring

nurses and produced professionals known and acknowledged in their fields of specialization. This

institution also offers other allied health sciences programs and management courses and it is being
 23

consistent with its vision to become primary player in healthcare education. It established as a school

with a single program and has expanded into a college with thirteen undergraduate programs, two

graduate programs, and a senior high school program. Moreover, the researcher was also enrolled

here. Aside from that, the researcher conducts this study in this institution since the target participant

is a student from this institution's Bachelor of Science in Nursing program and has enough

participants to make this research work.

Figure 2: Site Map

Participants

The participants of the study are the third-year Bachelor of Science in Nursing students enrolled in a

private higher educational institution. There were 456 third-year nursing students who were enrolled

in the second semester of school year 2023-2024. The participants were chosen using stratified
 24

random sampling technique. The sample size was determined using G power with 0.15 effect size,

statistical power of 0.95 and an α err probability of 0.05 resulting to 74 nursing students.

Table 1. Distribution of Respondents per Stratum

Section Population Sample Size

A 38 7
B 39 7
C 40 5
D 39 4
E 39 4
F 40 11
G 40 8
H 39 4
I 41 7
J 35 5
K 36 12
TOTAL 455 74

Measures

To collect data for this study, the questionnaires are used to determine the moderating effect

of the time management on the relationship between Academic procrastination and academic

resilience among the level 3 nursing students of one private Higher Education Institution in Davao

City. The questionnaire of time management is made by Suzanne M. White for her study titled

“Assessment of Time Management Skills (ATMS): A Practice-Based Outcome Questionnaire”.

For the Academic Procrastination, it is developed by Abu-Ghazal and it is being adopted in the

study of Ahmad M. Mahasneh together with his colleague titled “The Relationship between

Academic Procrastination and Parenting Styles among Jordanian Undergraduate University

Students” with a Cronbach alpha reliability coefficient of 0.89. Also, for Academic Resilience it is

being adopted in the study of Andrew J. Martine and Herbert W. Marsh titled “Academic

Resilience and its Psychological and educational Correlates: A Constructive Validity Approach”

with a Cronbach alpha of .89. This questionnaires are adopted and used as an instrument in
 25

gathering data that will be distributed to the chosen respondents. The first portion of the

questionnaire contains eighteen (18) questions that determine the academic procrastination with

five-point Likert scale to measure. The second portion has six (6) questions to assess the academic

resilience with a seven-point Likert scale to measure. There are thirty (30) questions that determine

the time management with a four-point Likert scale to measure and determine the levels of each

sub-element.

Table 2. Table of Interpretation in Assessing Time Management

Scale Description Interpretation

4 All of the It means that you have highly effective

time time management when it comes to
academic.
3 Most of the It indicates that you moderately manage
time your time for academic purposes.

2 Some of the It means that you have low time

time management when it comes to academic.

1 None of the It implies that you have very low time

time management when it comes to academic
.
 26

Table 3. Table of Interpretation in Assessing Academic Procrastination

Scale Description Interpretation

5 Totally Agree It indicates that you are very highly to
procrastinate the given academic task.

4 Agree It implies that you are highly to procrastinate

to the given academic task.
3 Neither Disagree or It indicates that you moderately set away your
academic task.
Agree

2 Disagree It means that you have low procrastination

when doing the given task.
1 Totally Disagree It implies that you have very low
procrastination when doing the given task.

Table 4. Table of Interpretation in Assessing Academic Resilience

Scale Description Interpretation

7 Strongly Agree It indicates that your level of the Academic

Resilience is extremely high.
6 Agree It implies that your level of Academic Resilience
is really high.
5 Moderately Agree It means that your level of Academic Resilience
is high.
4 Neither Disagree or It indicates that your level of Academic
Resilience is neutral.
Agree

3 Rarely Disagree It means that you have low level of Academic

Resilience.
2 Disagree It implies that you have very low Academic
Resilience.
1 Strongly Disagree It means that you have extremely low of the
Academic Resilience.
 27

Ethical Consideration

The following ethical consideration were made in the conduct of the study:

Social Value. In the conduct of the study, the study aims to determine the moderating effect

of time management on the relationship between academic procrastination and academic resilience

among nursing students. The purpose of this study is to gather data from the students and identify

the effect of time management on academics. The result of the study will further provide

knowledge to the people who are concerned when it comes to how the nursing students

academically perform despite of the continuous pressure from return demonstrations, assignments,

activities, exam, quizzes and hospital exposure. Findings of the study will be disseminated to the

community accordingly most specifically to those who will benefit from it the most.

Risk and Benefits. The provided questionnaire may ask data like grades from the

participants which entails a personal information. Assurance will be provided to the participants and

they will be well informed about the study being used for research purposes only. Results of this

study will serve as a foundation for establishing needed interventions on identified problems based

on the data collected. The benefits that this study can provide will further help the researchers to

initiate the needed actions to address the enhancement of the academic resilience of the nursing

students.

Voluntary Participation. The participants of this study are voluntary. Respondents have

the right to refuse on participating the study if they are not feeling comfortable about the research in

anyway. In an instance that the respondent chooses to withdraw from the study, all information

given to the researchers will not be included in the data collected accordingly.

Privacy and Confidentiality. For privacy and confidentiality, the participants have the
 28

freedom to stay as anonymous. In an instance that the respondents indicate their names and other

identifying information, it will not be included to any part off the written report of the research.

Confidentiality of the Research. Confidentiality of the data will be prioritized and followed

all throughout the study. The identity of the participant will not be indicated in the material in

future purposes of research utilization. On the other hand, in data gathering, retention, and

processing of personal data, researchers followed the criteria of transparency, legitimate purpose,

and proportionality (Data Privacy Act of 2012). Moreover, the researchers will not tolerate anybody

who is not connected to with the study to ask for any information about the data gathered. All data

is highly protected and will only be accessible by the researchers. After the completion of the study,

the participants can ask for the result if needed. All raw data will be disposed in a proper data

disposal after the study accordingly.

Procedures

The following step-by-step process will be used by the researchers in order to obtain the data

necessary for this study:

1. The researchers prepared a letter containing the intent of conducting the study to the Program

Chair of the Nursing Program of one private college in Davao City.

2. A 4-point, 5-point, and a 7-point Likert Scale questionnaire was adopted and used in this study

which aims to generate information that will convey the demographic profile and study habits

of the respondents. The respondents must be enrolled as third-year nursing students in one

private college in Davao City.

3. A panel of experts will then analyze and validate the research questionnaires that will be given

to the respondents. The participants will be chosen using the G Power formula.
 29

4. An informed consent will be given to the third-year nursing students before the gathering.

Ensuring that the respondents are fully aware of the purpose of conducting this study, and how

the data gathered from them will be handled by the researchers.

5. After establishing the reliability and validity of the research tools, the researchers will collect

the informed consent given to the respondents. The researchers will then hand the research

questionnaires to the respondents for them to answer.

6. When the respondents are done answering the questionnaires, the questionnaires will be

collected. The data obtained from the questionnaire will be checked, tallied, interpreted and

analyzed. After getting the result, a conclusion and recommendation will be synthesized from

the analyzed data.

7. The softcopies of the data used in this research was firstly restricted by the leader and was

thoroughly deleted in all platforms used by the researchers while conducting the study.

Data Analysis

In analyzing the data, the following statistical tools were employed:

Mean and Standard Deviation. This statistical tool is used to determine the moderating

effect and relationship between academic procrastination and academic resilience among the

respondent, as well as to determine the spread of the data or the distance between each observed

value and data that the researcher collected.

Partial least Square-Structural Equation Modeling. This statistical tool is used to

analyze relationships between hidden concepts that are ones you cannot directly measure. It

functions effectively despite using it to non-normal data.

 30

Spearman-rho. This statistical tool is utilized to determine how strongly academic

procrastination and Academic resilience are related to one another.

Limitations of the Study

This study will utilize a Partial least Square-Structural Equation Modeling to determine the

moderating effect of the time management on the relationship between academic procrastination

and academic resilience. The study will be conducted in a non- sectarian, private institution of

higher education located at General Malvar Street Poblacion, District, Davao City, Davao del Sur.

In this study the respondents will be third-year Nursing students who are currently enrolled at the

previously mentioned private higher institution. The total number of respondents are 74 students

that are included in the study, respondents were chosen using the stratified random sampling

method. The study will be conducted during the second semester of school year 2023-2024 and the

data will be collected using the online questionnaires by the use of electronic forms, and the data

that will be gathered is going to be tallied, interpreted and analyzed.

 CHAPTER 3

RESULTS AND DISCUSSIONS

This chapter presents the data collected, statistically treated and presented into tables for

presentation, interpretation and analysis.

Table 5. Level of Time Management among the Third Year Nursing Students

Time Management Mean SD Interpretation

Overall 3.0 0.32 High

Note: 4.00-3.40 – Very High; 3.39-2.50 – High; 2.49-1.75 – Low; 1.74-1.00 – Very Low

Table 5 shows the level of time management among third year nursing students. The results

showed that the statement “I wear a watch or carry a cell phone to keep track of the time” garnered

the highest mean of 3.64, which has a descriptive interpretation of high. The result implies that

devices that help in telling time serves as a constant reminder for the student nurses to be constantly

aware of time allowing them to be more focused on the task while keeping on track with schedules

and deadlines, and allocating time accordingly (Haleem 2020). This is due to the fact that these

devices provide a visual representation of time, serving as a constant reminder of its passage of

time. This constant awareness helps student nurses remain focused on their tasks, stay on track

with schedules and deadlines, and effectively allocate their free time to different responsibilities.

In addition, the statement “My mood affects my ability to manage my time” has the lowest

mean of 1.57, which has a descriptive interpretation of very low. The result implies that the third

year nursing students’ mood has little to no effect on their ability to manage time. This could be

attributed to their disciplined approach to time management, the importance they place on meeting

academic and professional obligations, or perhaps their ability to compartmentalize emotions from

their tasks (Lieberman 2019). Essentially, their consistent and effective time management skills
 32

appear to outweigh any potential impact of mood fluctuations. It is because to various factors such

as experience in handling stress, effective coping mechanisms, and a strong sense of responsibility

towards their academic and professional commitments. Additionally, they might have developed

strategies to separate their emotions from their tasks, allowing them to maintain focus and

productivity regardless of their mood.

Overall, the level of time management among third year nursing students got a categorical

mean of 3.0 which is interpreted as high. Based on this result, the third year nursing students, most

of the time, manage their time effectively when it comes to their academics. Therefore, efficient

time management is an essential tool to cope with these challenges without falling behind in the

curriculum and eventually dropping out. It helps students to understand the effort that is required

for effective learning and enables them to structure their learning activities and develop appropriate

study habits (Trentepohl 2022).

Table 6. Level of Academic Procrastination among the Third Year Nursing Students

Academic Procrastination Mean SD Interpretation

Overall 3.35 0.36 Moderate

Note: 5.00-4.21 – Very High; 4.20-3.41 – High; 3.40-2.61 – Moderate; 2.60-1.81 – Low; 1.80-1.00 – Very

Low

Table 6 presents the Nursing Students’ Level of Academic Procrastination. In the result of

each of the questions in the questionnaire of the academic procrastination given to the participants,

the statement with the highest mean is “I finish my duties before the deadline”, which garnered a

mean of 4.17568 and has a descriptive interpretation of high. In which most of the respondents

answered “Agree” in the five-point Likert-scale specifically for academic procrastination. This

means that most of the students finish their task before the day of the allocated date of submission.
 33

It may indicate a proactive approach to task completion, allowing students to allocate sufficient

time for revisions or unforeseen challenges, and this reflects positively on the students' ability to

manage their academic responsibilities efficiently and meet deadlines consistently (Ahmet 2020).

This application in completing tasks before deadlines could be due to various factors such as

effective time management strategies, a strong sense of responsibility towards academic

commitments, intrinsic motivation to perform well, and a desire to avoid the stress associated with

last-minute submissions. Additionally, it may arise from a proactive approach to task management,

allowing students to allocate time effectively and plan ahead to meet deadlines comfortably.

On the other hand, the statement “When exam time approaches, I find myself busy with

other things.” most of the respondents answered “Disagreed” in our five-point Likert-scale which

resulted in a mean of 2.35 and a descriptive interpretation of low. This means that most of the

students do not find themselves busy with other things than the exam preparation. Also, an

indication of a positive attitude towards academic responsibilities and a commitment to allocating

time effectively for studying. Such prioritization can lead to better academic performance, reduced

stress levels, and improved time management skills among students.

In the overall result, it shows that the Academic Procrastination has a mean of 3.35 which

has a descriptive interpretation of moderate. It implies that the level 3 nursing students is involved

in procrastination on academic tasks such as assignments, studying, and other academic

responsibilities to a moderate degree. A moderate level of engagement implies that the person

procrastinates on academic tasks to some extent, but it may not be extreme. This suggest that the

students still manage to complete their task within a reasonable time frame, possibly not as

effectively as they could if the students will not procrastinate (Gamst-Klaussen 2023). It is also

show that students who recognized themselves as procrastinators can be interpreted, regardless of
 34

completing the task on time, it is more likely that a student procrastinates but forms strategies to

manage their time effectively (Zohar, 2019).

Table 7. Level of Academic Resilience Among the Third Year Nursing Students

Academic Resilience Mean SD Interpretation

Overall 5.48 0.70 High

Note: 7.00-6.11 – Very High; 6.10-5.26 – High; 5.25-4.41 – Moderately High; 4.40-3.56 – Moderate; 3.55-2.71 –

Moderately Low; 2.70-1.86 – Low; 1.85-1.00 – Very Low

Table 7 presents the Nursing Students’ Level of Academic Resilience. In the result of the

questionnaire for the academic resilience given to the participants, the statements “I believe I'm

mentally tough when it comes to exams” and “I think I'm good at dealing with schoolwork

pressures.” got the same highest mean of 5.54 and a descriptive interpretation of high. Most of the

respondents “Agreed” in the seven-point Likert-scale, specifically, for academic resilience. This

means that they generally possess the ability to handle stress and pressure effectively. This is a

positive sign because it indicates that the student body as a whole is equipped with the skills and

mindset needed to navigate challenges and succeed academically. This will also access to

supportive resources such as peers, mentors, adaptability in adjusting to academic demands, and

strong motivation towards their academic goals and future aspirations. Together, these factors

contribute to the students' ability to effectively manage stress and pressure, creating a conducive

environment for academic success. In the study of Mills 2020, it says that students work hard to

manage, juggle and cope with the multiple requirements. It reflects a supportive environment where

students are able to cope with the demands of studying and maintain a sense of balance and well-

being.
 35

On the other hand, the statement “I don't let study stress get on top of me”, in which most

of the respondents answered 5 that has verbal description of “moderately agree” in our seven-point

Likert-scale. Although, it got the lowest mean of 5.36 it still has a descriptive interpretation of high.

This implies that most of the students moderately agree that they handle the pressures of studying

quite well. This could be because students have to develop effective coping mechanisms, possess

strong organizational skills, receive adequate support from peers or mentors, or have access to

resources that help them manage academic pressure. Additionally, it might indicate a resilient

mindset and the ability to prioritize tasks effectively, allowing them to navigate the pressure of

studying with confidence that implies that most students have developed sufficient coping

mechanisms and organizational skills to manage the pressures of studying effectively. It also

suggests that they possess a resilient mindset, allowing them to prioritize tasks and navigate

academic challenges with confidence.

Overall, the result shows that the Academic Resilience has a mean of 5.48 which has a

descriptive interpretation of High and implies that the 3rd year nursing students are involved in

attaining successful academics despite facing significant challenges. They keep trying hard, even

if they face problems or things don't go well. These students have a strong belief in themselves and

their ability to do better if they work hard. They also have good support from people like teachers,

friends, or family, who help them stay positive and keep going. Resilient students demonstrate

qualities such as perseverance, adaptability, problem-solving skills, and a strong sense of self-

efficacy (Li 2022). Thus, it entails that resilient students refrain from giving up in difficult

situations. They persevere despite difficulties because they are aware that failures are inevitable.

They can adapt and come up with new strategies for success because they are adaptable and skilled

problem solvers. Additionally, they have self-belief, which keeps them inspired and prepared to

take on any challenge.

 36

Table 8. Test of Relationship between Academic Procrastination and Academic

Resilience Among the Third Year Nursing Students

Independent Academic Resilience

Variable
r-value p-value Decision Remarks

Academic 0.283 0.015 Reject H01 Significant

Procrastination

Note: *0.00 – No correlation; *≤ 0.20 – Very Weak; *≤ 0.40 – Weak; *≤ 0.60 – Moderate; *≤ 0.80 – Strong; *≤

0.80 – Very Strong; *1.00 – Perfect Correlation; ** p<0.05 – Significant; ** p ≥ 0.05 – Not Significant

Table 8 presented above is the tabulated data of academic procrastination of third year

nursing students. It can be seen on the data that the strength of the relationship is weak and directly

proportional suggesting that the level of academic procrastination is correlated to an increase in the

level of academic resilience. Therefore, the third-year nursing students would defer studying until

tomorrow depending if they are academically resilient. This reveals that the third-year nursing

students voluntarily delay the intended course of action despite the possible negative consequences

as they depend only for academic resilience. As mentioned by Herut (2022), while procrastination

is typically characterized by the postponement of tasks and actions, many prevalence assessments

rely heavily on self-reported data. It's important to approach these estimates with care, as they

might not distinguish between severe or persistent procrastination and less severe instances. This

implies that while academic resilience is valuable for navigating academic challenges, relying

solely on resilience to address procrastination may lead to potential risks such as increased stress

and lower academic performance. Students should recognize the importance of developing

balanced time management strategies that prioritize proactive studying habits. By doing so, they

can optimize their academic outcomes and well-being, ensuring consistent success throughout their

academic journey.
 37

Generally, the result shows that there is a positive significant relationship between the

academic procrastination and academic resilience of the respondents (r= 0.283, p<0.05).

Specifically, the strength of the relationship is weak and directly proportional. This implies that an

increase in the level of academic procrastination is correlated to an increase in the level of academic

resilience. Also, students who procrastinate may develop resilience as a coping mechanism to

manage the consequences of their procrastination. However, it also suggests a need for

interventions to address both procrastination and resilience simultaneously, as improving one may

positively impact the other. Additionally, understanding this relationship can inform targeted

support strategies to help students develop healthier study habits and enhance their resilience to

academic challenges.

Table 9. Test of Moderation of Time Management on the Relationship of Academic

Procrastination and Academic Resilience

Path β SE T-Stat p-value Decision Remarks

AP AR 0.346 0.150 2.307 0.021 Reject H02.1 Significant

TM AR 0.218 0.135 1.618 1.106 Accept H02.2 Not Significant

TM x AP AR -0.153 0.124 1.229 0.219 Accept H02.3 Not Significant

Table 9 shows that there is a positive significant relationship between the academic

Procrastination and Academic Resilience of the respondents and that there is a noticeable

connection between these two factors among the respondents. In other words, as academic

procrastination increases academic resilience tends to decrease. Conversely, as academic resilience

increases, academic procrastination tends to decrease. This implies that students choosing to defer
 38

studying until tomorrow based on their level of academic resilience are significant. This behavior

of the students suggests that students may rely heavily on their resilience to manage the

consequences of procrastination, potentially leading to a cycle of delayed actions and increased

stress. It is need for interventions that address both procrastination and resilience simultaneously,

as solely depending on resilience may not be sufficient to mitigate the negative impacts of

procrastination in the long term. Moreover, understanding this, can guide the development of

targeted support strategies aimed at foster healthier study habits and enhancing resilience among

students. In other words, this relationship implies that students who are more resilient academically

may be less likely to procrastinate, while those who struggle with procrastination may also face

challenges in building their academic resilience (Trigueros 2020)

Overall, knowing how academic procrastination and academic resilience interact can have

a significant impact on educational interventions and support strategies that help students become

more productive study habits, time managers, and resilient in the face of academic difficulties. This

may develop interventions that are specific to the needs and difficulties that each student faces.

Also, it allows them to implement strategies that build resilience while addressing procrastination

in a specific way. Complete management of time training, building resilience programs that

emphasize growth mindset and ways to cope, and the creation of supportive networks inside

classrooms to give students the required guidance and help are a few examples of these initiatives.

Time management and academic resilience shows that the two variables time management

skills and academic resilience are not strongly related to each other among the respondents. In other

words, how well students manage their time does not appear to have a noticeable impact on their

level of academic resilience, or vice versa. It implies that while time management is important for

academic success, it may not be the primary factor influencing students' ability to overcome

academic challenges.
 39

As a whole, academic challenges often extend beyond simply managing time efficiently.

Students may encounter obstacles such as complex subject matter, demanding assignments,

unfamiliar learning environments, or personal issues that require more than just effective time

management to overcome. For instance, understanding and mastering difficult concepts may

require critical thinking skills, problem-solving abilities, and access to resources beyond just

allocating time. In addition to that, being good at managing time helps students do well in school,

but it's not the only thing that matters. Doing well in school depends on many things, like how

smart you are, the environment you learn in, your personality, how you feel, and the support you

get from friends and family. Therefore, while effective time management is undoubtedly beneficial,

it may not always be the primary factor determining students' ability to overcome academic

challenges.

Time management, Academic Procrastination in relation to academic Resilience, the result

shows not significant, which implies that one's ability to manage time effectively or tendency to

procrastinate may not strongly influence their level of academic resilience. This can conclude that

reducing procrastination directly could potentially enhance academic resilience even when time

management strategies are not effective in procrastination’s negative effect as it addresses the root

cause of the problem rather than relying solely on time management as a solution. It is revealed

that academic procrastination recognizes as a significant factor influencing academic resilience.

Suggests that targeted interventions aimed at procrastination behaviour may be crucial for fostering

greater resilience among students.

In Moderating effect of time management in the relationship of academic procrastination

and academic resilience, revealed that there is no moderation happen towards Time management,

Academic Procrastination in relation to academic Resilience. It implies that one's ability to manage

time effectively or tendency to procrastinate may not strongly influence their level of academic
 40

resilience. Additionally, other unexamined factors, such as self-efficacy, social support,

motivation, or coping strategies, are maybe more important and prominent in determining academic

resilience. This is because they may directly affect how students deal with challenges. For example,

if a student believes in themselves and thinks they can do well, they're more likely to keep trying

even when things get tough. Likewise, having supportive people around them who encourage and

help them can make a big difference. Feeling motivated and knowing how to cope when things

don't go as planned can also help students overcome from tough times.

In conclusion, while time management is important for doing well in school, Academic

success depends on many factors like how smart students are, the environment they're in, their

personality, how they feel, and the support they get from others. Also, other things like believing

in themselves, having support from friends and family, staying motivated, and knowing how to

handle tough situations can be even more important to overcome when things get hard. In Learning,

it involves a mix of different things because it's not just about memorizing facts or following

instructions. When we learn, our brains are processing information that makes connections, and

adapting to new situations. This process is influenced by several factors that contributes in its own

way to how well we understand and remember things. In addition, recognizing that learning is a

mix of many different things helps us understand that there's no one size fits all approach to

learning. By acknowledging the various factors that contribute to learning, we can adopt

approaches to education to better meet each person's needs. This implies that effective learning

strategies should take into account the many different kinds of factors that influence the learning

process. Rather than focusing only on one aspect, such as time management or intelligence. The

educators and learners should recognize the holistic strategy for learning and consider how factors

like environment, personality, emotions, and support systems collaborate to form learning

outcomes. By doing so, we can develop improved and flexible methods of instruction that take into
 41

account the needs and abilities of every learner, and eventually promote a more inclusive and

effective learning environment for all.

 CHAPTER 4

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

In the field of nursing education, it is vital for the student nurses to acquire skills such as

time management to deal with the academic pressure and inconsistent situation that the student

shall face in order to achieve well academically. The most common trait the student practices is

procrastination which leads to poor performance in academics. Due to this, the researchers

conducted a predictive-correlational study to determine the moderating effect of the time

management on the relationship between Academic Procrastination and Academic Resilience. The

study has a total of 74 respondents, composed of 3rd year nursing students enrolled in a private,

higher educational, and non-sectarian institution, and was chosen via stratified random sampling

technique. An Adopted research questionnaire was utilized to determine the result of this study.

Mean, Standard Deviation and Pearson R were statistical tools utilized to gather and analyze the

data that was conducted from January to April 2024. Presented in the following section is the

summary of findings generated from this study.

Summary of Findings

Listed below is the summary of the findings of the study.

1. In terms of the level of Time Management among the third-year Nursing Students, the

respondents obtained a mean score of 3.00 and was qualitatively described as High.

2. In terms of level of Academic Procrastination, the respondents obtained a mean score of 3.35

which was qualitatively described as Moderate.

3. In terms of Academic Resilience among the third-year nursing students, the respondents

obtained a mean score of 5.48 and was qualitatively described as High.

 43

4. The respondent’s association between Academic Procrastination and Academic Resilience has

a p-value score with an interpretation of a significant relationship and an r-coefficient value

with the interpretation of weak relationship.

5. In terms of the moderation of time management on the relationship of academic procrastination

and academic resilience was tested and results revealed that time management did not moderate

the relationship between academic procrastination and academic resilience.

Conclusion

Having the findings of the study, the following conclusions were drawn:

1. Nursing students have a high-level time management when it comes to academic task among

level 3 nursing students.

2. Nursing students have moderate level of Academic Procrastination among level 3 nursing

students.

3. Nursing students have a high-level of Academic Resilience among level 3 nursing students.

4. Among nursing students, there is a positive significance with the relationship between the

academic procrastination and academic resilience of the respondents. Specifically, the strength

of the relationship is weak and directly proportional. This implies that an increase in the level

of academic procrastination is correlated to an increase in the level of academic reliance.

However, the result revealed that time management did not moderate the relationship between

the academic procrastination and academic resilience

 44

Recommendation

The following recommendations were made based on the gathered findings of the study:

1. This study excludes other variables that might have moderating effects on academic

procrastination and academic resilience and solely addresses time management as a moderating

variable. Academic procrastination and academic resilience are significant due to students

prefers to defer their study until tomorrow and relies on their resilience to cope up with the

negative outcome of procrastination. In order to improve resilience and reduce the inevitable

effect of procrastination the students, future researchers must explore potential factors that

could moderate the two variables AP & AR that could improve resilience.

2. The researchers suggest that this study could be continued using other research design such as

qualitative research such as interviews or focus groups to gain deeper insights into the

experiences of students with procrastination and resilience. Qualitative data can provide rich,

detailed information that quantitative data may not capture. Consider potential moderating

variables that could impact the relationship between academic procrastination and academic

resilience such as self-efficacy, social support, motivation, or coping strategies. It could have a

different result in which moderation could be attained if it is implemented in a wider scale or

different private institution with a larger population.

3. The school administrators may utilize these as guide, the findings of this study will be used to

help academic administration build management strategies to solve academic procrastination

concerns and increase students’ abilities to be more academically resilient. Addressing these

challenges will help to improve academic outcomes, resulting in competent nursing students.

4. The researchers urge that future researchers investigate other potential factors linked with the

variables in this study and establish the moderating effects on the relationship between
 45

academic procrastination and academic resilience among nursing students. The researchers

advocate investigating alternative explanatory-sequential mixed method to identify additional

potential contributors. Also, despite the study's clear contributions, the researchers would like

to point out a few shortcomings. The study was only done in a private, non-sectarian institution.

The researchers advocate a wider scale of data that can be collected in a larger context. The

study's responders were just third-year nursing students, but the researchers suggested

collecting data from a larger sample size for future research. These principles may provide a

new outlook for future researchers.

5. Develop and test specific behavioural interventions aimed at improving time management. This

include workshops, training programs, or the use of technology-based interventions like

productivity apps and investigate the role of peer influence and social networks on academic

behaviours. Peer support and group dynamics can significantly affect students’ time

management and resilience. Explore how stress and coping mechanisms interact with time

management and procrastination and understand how students cope with stress can provide

insights into improving resilience. Consider the impact of professional development for

educators on student outcomes. Training educators on how to support students’ time

management and resilience could have an indirect effect on academic procrastination.

 46

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APPENDICES
 52

APPENDIX A.

CERTIFICATION FROM THE TECHNICAL PANEL

 53

APPENDIX B.

LETTER OF PERMISSION
 54

PERMISSION LETTER TO THE OWNER OF THE QUESTIONNAIRE

Cardos, Smart Gabrielle L. Dr. Andrew Martin, Ph. D

Bachelor of Science in Nursing Self Research Centre
Third-Year Level University of Western Sydney
Davao City, Philippines [email protected].
[email protected]

March 5, 2024

Dear Dr. Martin,

Greetings!

I’m writing to formally ask your permission, Dr. Martin, to utilize your questionnaire in your
published study entitled “Academic Resilience and its Psychological and Educational Correlates”.
I find your research quite essential in assessing the academic engagement of students, and we
nursing students would like to explore more of this topic. I’d like to let you know that my group
and I are working on a paper titled “The Moderating Effect of Time Management on the
relationship between Academic Procrastination and Academic Resilience among the Level 3
Nursing Students”, and would like to request to utilize your questionnaire in gathering data from
our respondents.

I value your response regarding our concern, Dr. Martin. Thank you!

Sincerely,

(SGD) Smart Gabrielle L. Cardos

Group Leader
 55

PERMISSION LETTER TO THE OWNER OF THE QUESTIONNAIRE

Cardos, Smart Gabrielle L. Ahmad M. Mahasneh

Bachelor of Science in Nursing Department of Education Psychology
Third-Year Level The Hashimete University
Davao City, Philippines [email protected]
[email protected]

March 5, 2024

Dear Sir Mahasneh,

Greetings!

I’m writing to formally ask your permission, Sir Mahasneh, to utilize your questionnaire in
your published study entitled “The Relationship Between Academic Procrastination and Parenting
Styles Among Jordanian Undergraduate University Students” I find your research quite essential
in assessing the academic engagement of students, and we nursing students would like to explore
more of this topic. I’d like to let you know that my group and I are working on a paper titled “The
Moderating Effect of Time Management on the relationship between Academic Procrastination
and Academic Resilience among the Level 3 Nursing Students”, and would like to request to utilize
your questionnaire in gathering data from our respondents.

I value your response regarding our concern, Sir Mahasneh. Thank you!

Sincerely,

(SGD) Smart Gabrielle L. Cardos

Group Leader
 56

PERMISSION LETTER TO THE OWNER OF THE QUESTIONNAIRE

Cardos, Smart Gabrielle L. Suzanne M. White

Bachelor of Science in Nursing Sunny Downstate Medical Centre
Third-Year Level Brooklyn, New York
Davao City, Philippines [email protected]
[email protected]

March 5, 2024

Dear Ma’am Suzanne,

Greetings!

I’m writing to formally ask your permission, Ma’am Suzanne, to utilize your questionnaire
in your published study entitled “Assessment of Time Management Skills (ATMS): A Practice-
Based Outcome Questionnaire” I find your research quite essential in assessing the academic
engagement of students, and we nursing students would like to explore more of this topic. I’d like
to let you know that my group and I are working on a paper titled “The Moderating Effect of Time
Management on the relationship between Academic Procrastination and Academic Resilience
among the Level 3 Nursing Students”, and would like to request to utilize your questionnaire in
gathering data from our respondents.

I value your response regarding our concern, Ma’am Suzannne. Thank you!

Sincerely,

(SGD) Smart Gabrielle L. Cardos

Group Leader
 57

APPENDIX C.

ETHICS INFORMED CONSENT AND INFORMED CONSENT LETTER

58
 59

INFORMED CONSENT FORM (ICF)

The Moderating Effect of Time Management on the Relationship between Academic

Procrastination and Academic Resilience among Level 3 Nursing Students

Dear Respondents,

You are invited to a research study conducted by BSN3-13L Group 60, Davao Doctors College

because you fit the inclusion criteria for informants of her study.

Please read the information below, and ask questions about anything you do not understand, before

deciding whether to participate in this study. Please take as much time as you need to read the

consent form. If you volunteer to participate, you will be asked to answer the survey questionnaire

which you can finish within 5-10 minutes.

Purpose of the Research

The study aims to determine the moderating effect of time management on the relationship between

academic procrastination and academic resilience in nursing students specifically the level 3. This

is done to Examine how external factors, personal attributes, and academic environment may

contribute to time management capabilities, how effective time management contributes to

academic resilience, and to determine whether strong time management affect the academic

procrastination of the students. This finding contributes toward understanding the students to

enhance time management skills, reduce academic procrastination, and foster academic resilience.

Risks and Benefits

This study should not put you in a compromising situation. On the other hand, you may choose not

to answer questions that you may find unpleasant and distressful. Furthermore, this study can

generate relevant information that can be useful to the researchers. Obtaining the results from the
 60

survey questionnaire will help the nursing students, faculty, school administrator, future

researchers, and nursing schools to understand, assess, and be able to provide data on the

moderating effect of time management on the relationship between academic procrastination and

academic resilience among level 3 nursing students. The results will be able to assess the

relationship of time management between academic procrastination and academic resilience.

Voluntary Participation

This study is voluntary, which means you have the right to refuse to participate if you do not feel

comfortable in any way. Also, you are not waiving any legal claims, rights, or remedies because you

participate in the study. In addition, even if you have initially decided to participate in this study,

you are still free to withdraw anytime without penalty if you feel you are not comfortable with the

given questions.

Privacy and Confidentiality

In gathering, retaining, and processing personal data, researchers follow the criteria of transparency,

legitimate purpose, and proportionality (Data Privacy Act of 2012). We will keep your records for

this study confidential and private as far as permitted by the law. If in the future, this research

study will be published, any information indicated in the material would not reveal your identity

in any way. Furthermore, any person who is not connected with the study will be declined any

relevant information. The data gathered in this study will be kept strictly confidential and will be

accessible only to the researchers. Lastly, all raw data will be disposed of accordingly after the

study.

For more inquiries about the research, please feel free to contact the researchers at the email address

[email protected].

You may also contact the researchers through this mobile phone number 09054570693.
 61

Respectfully Yours,
 62

Research Participants Consent

I have read the information provided above. I have been given a chance to ask questions. My

questions have been answered to my satisfaction, and I agree to participate in this study. I have

been given a copy of this form. I can withdraw my consent at any time and discontinue participation

without penalty.

Signature over Printed Name Date Signed

 63

APPENDIX D.

RESEARCH QUESTIONNAIRE

Part 1. Time Management EVALUATION

4 3 2 1

1. I feel I manage my time well.

2. I use a calendar or an appointment book as a way of

remembering my daily tasks.

3. I look at the calendar or appointment book during

the day to keep track of my daily schedule.

4. I carry an appointment book.

5. I stop and plan out the steps before I start

something new.

6. I plan my daily activities.

7. I rush while completing my work.

8. I do my most difficult work at the time of day when

I have the most energy.

9. I find that I am overwhelmed by my daily routine.

10. I find that even though I want to be on time, I am

often late.

11. Even if I do not like to do something, I still

complete it on time.

12. I am not organized in my tasks.

13. I clear my workspace before beginning a task.

14. I complete the tasks on my schedule or appointment

book to my satisfaction.

15. I make to-do lists.

16. I wait until I feel better before taking on important

tasks.
 64

17. I reward myself for doing a good job.

18. I put off things I do not like to do until the very last
minute.

19. I can correctly estimate the time I need to complete

my tasks.

20. I learn from my mistakes.

21. I make sure I have a good night’s sleep.

22. I feel competent about managing my time when I

write down my appointments.

23. My mood affects my ability to manage my time.

24. I feel confident that I can complete my daily

routine.

25. I put in more effort to follow my schedule when I

see others keeping up with their schedule.

26. I run out of time before I finish important things.

27. I carry a pen or pencil daily.

28. I wear a watch or carry a cell phone to keep track of

the time.

29. I put my things back where they belong or where I

got them from.

30. I feel that I do not manage my time well.

Reference:
Suzanne M. White, Anne Riley & Peter Flom (2013) Assessment of TimeManagement Skills
(ATMS): A Practice-Based Outcome Questionnaire, Occupational Therapy in Mental Health,
29:3,215-231
https://www.researchgate.net/publication/271931459_Assessment_of_Time_Management_Ski
lls_ATMS_A_Practice-Based_Outcome_Questionnaire
 65

Part 2. Academic Procrastination EVALUATION

5 4 3 2 1
 66

1. I do my assignments daily and

regularly, so I am punctual with my
course work.

2. When exam time approaches, I find

myself busy with other things.

3. I usually hurry to complete

academic missions before the
deadline.

4. I always say to myself that I will

complete my assignments
tomorrow.

5. I usually start doing study duties

immediately after being assigned
them.

6. I finish my duties before the

deadline.

7. I postpone my duties till the last

moment.

8. I try to find excuses to justify my

delay in doing study assignments.

9. I always waste time.

10. I always finish the important

assignments and I have extra time.

11. I say to myself that I will do my

duties then I change my mind.

12. I follow the plan I set for

completing my assignments.

13. When I have difficult duties, I

believe in delaying them.

14. I delay doing duties without

justification even if they are
important.
 67

15. I delay doing duties regardless of

their nature (exciting or not).

16. I feel uncomfortable when thinking

about starting doing my duties.

17. I don't postpone a duty I think it is

necessary to do it.

18. I do lots of entertaining activities,

so I don't have enough time for
studying.

19. I always think I have enough time

later, so it is not necessary to
actually start studying.

20. Postponing academic duties is

considered a real problem which I
suffer from.

21. I stop studying early in order to do

more enjoyable things.

Reference:
Mahasneh, A. M., Bataineh, O. T., & Al-Zoubi, Z. H. (2016). The Relationship Between Academic

Procrastination and Parenting Styles Among Jordanian Undergraduate University Students. ˜the

œOpen Psychology Journal, 9(1), 25–34. https://doi.org/10.2174/1874350101609010025

68
 69

Part 3. Academic Resilience EVALUATION

7 6 5 4 3 2 1
1. I believe I'm mentally tough when
it comes to exams

2. I don't let study stress get on top of

me

3. I'm good at bouncing back from a

poor mark in my schoolwork

4. I think I'm good at dealing with

schoolwork pressures

5. I don't let a bad mark affect my

confidence

6. I'm good at dealing with setbacks

at school (eg. bad mark, negative
feedback on my work)

Reference:
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and
educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–
281. https://doi.org/10.1002/pits.20149
 70

APPENDIX E

VALIDATION SHEET: QUANTITATIVE

71
72
73
74
75
76
77
78
79
80
 81

APPENDIX F

MEAN, STANDARD DEVIATION, AND PEARSON R RESULTS

Table 5. Level of Time Management Among the Third Year Nursing Students

Indicators Mean SD Descriptive Equivalent

1. I feel I manage my time well. 3.09459 0.55317 High

2. I use a calendar or an appointment book as a way of 3.08 0.84 High

remembering my daily tasks.

3. I look at the calendar or appointment book during the 3.15 0.82 High

day to keep track of my daily schedule.

4. I carry an appointment book. 2.32 1.05 Low

5. I stop and plan out the steps before I start something 3.3 0.7 High

new.

6. I plan my daily activities. 3.3 0.7 High

7. I rush while completing my work. 1.9 0.6 Low

8. I do my most difficult work at the time of day when I 3.46 0.69 Very High

have the most energy.

9. I find that I am overwhelmed by my daily routine. 2.95 0.68 High

10. I find that even though I want to be on time, I am 2.35 0.93 Low

often late.

11. Even if I do not like to do something, I still 3.49 0.67 Very High

complete it on time.

12. I am not organized in my tasks. 2.45 0.81 Low

13. I clear my work-space before beginning a task. 3.4 0.6 Very High

14. I complete the tasks on my schedule or appointment 3.28 0.75 High

book to my satisfaction.
 82

15. I make to-do lists. 3.45 0.6 Very High

16. I wait until I feel better before taking on important 3.32 0.7 High

tasks.

17. I reward myself for doing a good job. 3.28 0.75 High

18. I put off things I do not like to do until the very last 2.0 0.83 Low

minute.

19. I can correctly estimate the time I need to complete 3.31 0.64 High

my tasks.

20. I learn from my mistakes. 3.58 0.55 Very High

21. I make sure I have a good night’s sleep. 3.11 0.75 High

22. I feel competent about managing my time when I 3.23 0.69 High

write down my appointments.

23. My mood affects my ability to manage my time. 1.57 0.68 Very Low

24. I feel confident that I can complete my daily 3.38 0.57 High

routine.

25. I put in more effort to follow my schedule when I 3.34 0.67 High

see others keeping up with their schedule.

26. I run out of time before I finish important things. 2.365 0.786 Low

27. I carry a pen or pencil daily. 3.3 0.68 High

28. I wear a watch or carry a cell phone to keep 3.64 0.56 Very High

track of the time.

29. I put my things back where they belong or where I 3.432 0.599 Very High

got them from.

30. I feel that I do not manage my time well. 2.24 0.87 Low

Overall Mean 3.0 0.32 High

Note: 4.00-3.40 – Very High; 3.39-2.50 – High; 2.49-1.75 – Low; 1.74-1.00 – Very Low
 83

Table 6. Level of Academic Procrastination Among the Third Year Nursing Students

Indicators Mean SD Descriptive Equivalent

1. I do my assignments daily and regularly, so I am 3.95946 0.80135 Moderate

punctual with my course work.

2. When exam time approaches, I find myself busy with 2.35135 0.85099 Low

other things.

3. I usually hurry to complete academic missions before 4.04054 0.71076 High

the deadline.

4. I always say to myself that I will complete my 3.74324 0.87681 High

assignments tomorrow.

5. I usually start doing study duties immediately after 3.7973 0.79346 High

being assigned them.

6. I finish my duties before the deadline. 4.17568 0.68961 High

7. I postpone my duties till the last moment. 2.95946 1.02622 Moderate

8. I try to find excuses to justify my delay in doing study 3.06757 1.10207 Moderate

assignments.

9. I always waste time. 3.09459 1.14878 Moderate

10. I always finish the important assignments and I have 3.95946 0.81827 High

extra time.

11. I say to myself that I will do my duties then I change 3.47297 1.00986 High

my mind.

12. I follow the plan I set for completing my assignments. 3.91892 0.75411 High

13. When I have difficult duties, I believe in delaying 2.93243 1.05117 Moderate

them.

14. I delay doing duties without justification even if they 3.12162 0.97857 Moderate
 84

are important.

15. I delay doing duties regardless of their nature (exciting 3.09459 0.96754 Moderate

or not).

16. I feel uncomfortable when thinking about starting 2.87838 1.01971 Moderate

doing my duties.

17. I don't postpone a duty I think it is necessary to do it. 3.77027 0.92968 High

18. I do lots of entertaining activities, so I don't have 3.0 1.08539 Moderate

enough time for studying.

19. I always think I have enough time later, so it is not 2.64865 0.99907 Moderate

necessary to actually start studying.

20. Postponing academic duties is considered a real 3.55405 1.00875 High

problem which I suffer from.

21. I stop studying early in order to do more enjoyable 2.86486 1.02469 Moderate

things.

Overall Mean 3.35 0.36 Moderate

Note: 5.00-4.21 – Very High; 4.20-3.41 – High; 3.40-2.61 – Moderate; 2.60-1.81 – Low; 1.80-1.00 – Very Low

Table 7. Level of Academic Resilience Among the Third Year Nursing Students

Indicators Mean SD Descriptive

Equivalent

1. I believe I'm mentally tough when it 5.540540541 0.725073245 High

comes to exams.

2. I don't let study stress get on top of me. 5.364864865 1.153604528 High

3. I'm good at bouncing back from a poor 5.405405405 0.978101585 High

mark in my schoolwork.

4. I think I'm good at dealing with 5.540540541 0.814074635 High

schoolwork pressures.

5. I don't let a bad mark affect my 5.513513514 1.062991942 High

 85

confidence.

6. I'm good at dealing with setbacks at 5.527027027 0.982350731 High

school (Ex. bad mark, negative feedback on

my work)

Overall Mean 5.48 0.70 High

Note: 7.00-6.11 – Very High; 6.10-5.26 – High; 5.25-4.41 – Moderately High; 4.40-3.56 – Moderate; 3.55-

2.71 – Moderately Low; 2.70-1.86 – Low; 1.85-1.00 – Very Low

Statistical Test Result:

Level of Time Management Among the Third Year Nursing Students

Variable M SD Interpretation
Time Management 3.00 0.32 High

1 1.00-1.74 Very Low

2 1.75-2.49 Low
3 2.50-3.29 High
4 3.40-4.00 Very High

Level of Academic Procrastination Among the Third Year Nursing Students

Variable M SD Interpretation
Acad. Procrastination 3.35 0.26 Moderate

Likert Scale Mean Range Interpretation

5 4.21-5.00 Very High
4 3.41-4.20 High
3 2.61-3.40 Moderate
2 1.81-2.60 Low
1 1.00-1.80 Very Low
 86

Level of of Academic Resilience Among the Third Year Nursing Students

Variable M SD Interpretation
Acad.
Resilience 5.48 0.70 High
Likert
Mean Range
Scale Interpretation
1 1.00-1.85 Very Low
2 1.86-2.70 Low
3 2.71-3.55 Moderately Low
4 3.56-4.40 Moderate
5 4.41-5.25 Moderately High
6 5.26-6.10 High
7 6.11-7.00 Very High

Test of Relationship Between Academic Procrastination and

Academic Resilience Among the Third Year Nursing Students

Academic Resilience
Variables
r-value p-value Decision Interpretation
Academic
Procrastination 0.283 0.015 Reject Ho Significant

r-value Interpretation p-value Interpretation

0.00 No correlation p<0.05 Significant
≤ 0.20 Very Weak p=0.05 Not Significant
≤ 0.40 Weak p>0.05 Not Significant
≤ 0.60 moderate
≤ 0.80 Strong
<1.00 Very Strong
1.00 Perfect Correlation

Test of Moderation of Time Management on the Relationship of Academic

Procrastination and Academic Resilience
Path SE T-stat p-value Decision Remarks

AP AR 0.346 0.150 2.307 0.021 Reject Ho Significant

Not
TM AR 0.218 0.135 1.618 0.106 Accept Ho Significant
Not
TM x AP → AR -0.153 0.124 1.229 0.219 Accept Ho Significant

CHRISTIAN VINCENT L. GALOLO, MAED

Mathematics Instructor/Statistician

Date Signed: April 24, 2024

87
 88

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

AcadProcras 74 98.7% 1 1.3% 75 100.0%

AcadResil 74 98.7% 1 1.3% 75 100.0%

Time 74 98.7% 1 1.3% 75 100.0%

Man

Descriptives
Statistic Std. Error
AcadProcra Mean 3.3532 .04197
s 95% Confidence Lower Bound 3.2696
Interval for Upper Bound 3.4369
Mean
5% Trimmed Mean 3.3446
Median 3.2850
Variance .130
Std. Deviation .36101
Minimum 2.62
Maximum 4.29
Range 1.67
Interquartile Range .62
Skewness .387 .279
Kurtosis -.465 .552
AcadResil Mean 5.4820 .08168
95% Confidence Lower Bound 5.3192
Interval for Upper Bound 5.6448
Mean
5% Trimmed Mean 5.4985
Median 5.5000
Variance .494
Std. Deviation .70268
Minimum 3.33
 89

Maximum 7.00
Range 3.67
Interquartile Range .87
Skewness -.335 .279
Kurtosis .961 .552
TimeMan Mean 3.0003 .03694
95% Confidence Lower Bound 2.9267
Interval for Upper Bound 3.0739
Mean
5% Trimmed Mean 3.0072
Median 2.9850
Variance .101
Std. Deviation .31774
Minimum 2.23
Maximum 3.73
Range 1.50
Interquartile Range .50
Skewness -.269 .279
Kurtosis -.335 .552

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
AcadProcras .123 74 .007 .966 74 .046

AcadResil .125 74 .006 .964 74 .033

TimeMan .077 74 .200* .976 74 .181

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction
 90

Academic Procrastination
 91

Academic Resilience
92
 93

Time Management
 94

Nonparametric Correlations

Correlations

AcadProcras AcadResil
Spearman's rho AcadProcras Correlation Coefficient 1.000 .283*

Sig. (2-tailed) . .015

N 74 74

AcadResil Correlation Coefficient .283* 1.000

Sig. (2-tailed) .015 .

N 74 74

*. Correlation is significant at the 0.05 level (2-tailed).

 95

APPENDIX G

BUDGETARY REQUIREMENTS

EXPENSE AMOUNT
I. Operation Expenses

1. Validator’s Fee PHP 750

2. Analysis PHP 500
3. Data Analysis
PHP 3000
II. Others

4. Printing PHP 1300

5. Binding PHP 1500
6. Plastic Folders
PHP 100
7. Token
PHP 1500
8. Contingency Fund
PHP 1000

9. Total PHP 9,750

Prepared by:

(SGD) SMART GABRIELLE L. CARDOS

Group 60 Leader

Noted by:

(SGD) LOREIYNE CORALE M. ABALLE, RN, MAN

Research Adviser
 96

CURRICULUM VITAE

MARK ROLAND INOPIQUEZ FLOR

Email: [email protected]
Nickname: Mac
Age: 25 years old
Place of Birth: Tandag City, Surigao del Sur
Civil Status: Single
Citizenship: Filipino

EDUCATION BACKGROUND

Primary Special Science Elementary School

Address Tandag City, Surigao del Sur
Year Graduated 2003-2012

Junior High School Saint Theresa College, Inc.

Address Tandag City, Surigao del Sur
Year Graduated 2012-2016

Senior High School Saint Theresa College, Inc

Address Tandag City, Surigao del Sur
Year Graduated 2016-2018

Undergraduate Davao Doctors College, Inc.

Address General Malvar Street, Davao City
Course Bachelor of Science in Nursing
Date 2018-Present
 97

CURRICULUM VITAE

SMART GABRIELLE LUIB CARDOS

Email: [email protected]
Nickname: Gab

Age: 24 years
old
Place of Birth: Cotabato City
Civil Status:
Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary: Cotabato City Central Pilot School, Inc.
Address: Sinsuat Ave., Cotabato City
Year Graduated 2010-2012

Junior High School: Holy Cross of Bunawan, Inc.

Address: AH 26, Bunawan, Davao City
Year Graduated 2015-2016

Senior High School: Assumption College of Davao, Inc.

Address: J.P, Cabaguio Ave, Agdao, Davao City, Davao del Sur
Year Graduated: 2016-2018

Undergraduate: Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date: 2023-Present
 98

CURRICULUM VITAE

JOHANN INOCANDO CARDIÑO

Email; [email protected]
Nickname:
Hans
Age: 24 years
old
Place of Birth: Tagum City
Civil Status:
Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary: Sto. Niño Central Elementary School
Address: Sto.Niño, Talaingod, Davao del Norte
Year Graduated 2006-2012

Junior High School: Maryknoll High School of Maniki Inc.

Address: Maniki, Kapalong, Davao del Norte
Year Graduated 2012-2016

Senior High School: Maryknoll High School of Maniki Inc.

Address: Maniki, Kapalong, Davao del norte
Year Graduated: 2016-2018

Undergraduate: Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date: 2018-Present
 99

CURRICULUM VITAE

CLAIR ANGELENE CANOY CASINILLIO

Email; [email protected]
Nickname:
Cg
Age: 22 years
old
Place of Birth: Davao City
Civil Status:
Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary: A.L. Navarro Central Elementary School
Address: Lasang Davao City
Year Graduated 2007-2013

Junior High School: A.L. Navarro National High School

Address: Lasang Davao City
Year Graduated 2013-2018

Senior High School: Gabriel Taborin College of Davao Inc.

Address: Lasang Davao City
Year Graduated: 2018-2020

Undergraduate: Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date: 2020-Present
 100

CURRICULUM VITAE

CHEECKIE MAE APPLE TOCMO COQUILLA

Email; [email protected]
Nickname:
Kimey
Age: 22 years
old
Place of Birth: Mangagoy Bislig City, Surigao del Sur
Civil Status:
Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary: Cortes Central Elementary School
Address: Poblacion Cortes, Surigao Del Sur
Year Graduated 2005-2014

Junior High School: Felisberto Verano National High School

Address: Poblacion Cortes, Surigao Del Sur
Year Graduated 2014-2018

Senior High School: Tandag National Science High School

Address: Tandag City, Surigao Del Sur
Year Graduated: 2018-2020

Undergraduate: Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date: 2020-Present