Time Management, Stress and Academic Performance of Senior High School Students at Mindanao State University-Sulu

Abstract. This study explored the relationship between time management, stress, and academic performance among senior high school students at Mindanao State University–Sulu. Using a quantitative descriptive-correlational design, data were collected from 169 Grade 12 students through adapted questionnaires: the Time Management Questionnaire (TMQ) and the Perceived Stress Questionnaire (PSQ). Statistical tools such as mean, standard deviation, total score, and multiple linear regression analysis were used to analyze the data. The results showed that students generally demonstrated good time management practices, with responses interpreted as “moderate.” Students also experienced a moderate level of academic stress. In terms of academic performance, most students achieved a “very satisfactory” rating. Regression analysis revealed that time management had a positive but not statistically significant effect on academic performance. In contrast, stress showed a significant positive relationship with academic performance, suggesting that a manageable level of stress might may have helped students stay motivated and perform better. Overall, the findings highlighted that while time management and stress were important factors, they do not simply influence academic success. Other elements, such as motivation, study habits, and learning environment have also played a significant role. Therefore, it was important to promote effective time management and healthy ways of coping with stress to support both academic achievement and student well-being. Keywords: Academic performance; Stress; Time management