Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal Journal of Social, Humanity, and Education
WILLIAM JR. GANZON
Public School Teacher, A.L. Navarro National High School, Davao, Philippines
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Time Management And Self-Directed Learning As Predictors Of Academic Performance Of Students In Mathematics WILLIAM JR. GANZON; MA. MELANIE EDIG
Journal of Social, Humanity, and Education Vol. 3 No. 1 (2022): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jshe.v3i1.1212

Abstract

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