Students’ Instructional Time Management and Academic Performance in College and Advanced Algebra

Abstract

Effective management of instructional time is important in mathematics learning because students need to prioritize and allocate their available time according to the demands of their academic tasks. This study examined the relationship between instructional time management and academic performance in College and Advanced Algebra among 98 first-year Bachelor of Secondary Education major in Mathematics students during the first semester of School Year 2025-2026. A descriptive-correlational research design was employed, using a validated, researcher-made questionnaire and students' final grades in College and Advanced Algebra. Findings revealed that the level of instructional time management across all four domains was high, with assessment and feedback obtaining the highest mean score. The respondents demonstrated satisfactory performance in College and Advanced Algebra, with an overall mean interpreted as Thorough level. When respondents were grouped according to their profile variables, a significant difference in instructional time management was found only for concept development based on parents' highest educational attainment. In contrast, no significant differences were observed across the other profile variables. Likewise, academic performance did not significantly differ across the respondents' profile variables. Furthermore, no significant relationship was found between instructional time management and academic performance. These findings suggest the need for further investigation into factors underlying differences and concept development according to parents’ highest educational attainment and other factors that may contribute to students’ academic performance.