Correlation between Task Management Skills and Academic Performance: A Basis for Designing Task- based Learning Intervention in Plane and Solid Geometry

This study aimed to examine the relationship between task management skills and academic performance among students enrolled in Plane and Solid Geometry at Cotabato State University. The study employed a quantitative descriptive-correlation design. Descriptive-correlational research effectively identifies the degree of relationship between two or more variables without manipulating them. It emphasizes understanding how one variable impact another under natural conditions Creswell, (2014). A research-developed questionnaire measured task management skills in terms of planning, organizing, prioritizing, and time utilization. Students' General Weighted Average (GWA) was used to assess academic performance. Data were examined utilizing Spearman’s Rank-Order Correlation due to the ordinal nature of the data. The major findings are: the study revealed that Very Satisfactory was the performance level shown by the students in terms of task management, while their performance in Plane and Solid Geometry was Above Average. In the aspects of task management, planning, and time management were significantly correlated with academic performance, which means that effective planning and management of time lead to good academic performance, whereas organizing and prioritizing were not significantly correlated with academic performance. These findings suggest that selected components of task management skills are significantly associated with academic performance. It concluded that the correlation of task management skills and academic performance is that students demonstrate very satisfactory task management skills and above-average academic performance in Plane and Solid Geometry. Among the components, planning and time utilization significantly influence academic performance, indicating that students who effectively manage these skills tend to perform better, while organizing and prioritizing show no significant effect. The results provide empirical support for designing taskbased interventions that enhance students’ planning and time utilization abilities in mathematics.