The Impact of Time Management on Primary Learners’ Engagement in Blended Learning Tasks

Abstract

This study aimed to investigate the impact of time management on engagement of primary learners in blended learning tasks. The study employed a correlational research design to investigate, analyze, and discover the relationship of the time management of primary learners in blended learning tasks to their behavioral, cognitive and emotional engagement as observed by their parents and teachers. The study included 80 parents and 30 teachers from three elementary schools in Cavite with a total of 120 respondents. The findings revealed that both teachers and parents generally agree that primary learners manage their time to a moderate extent in blended learning tasks. The learners show strong emotional engagement, reflecting motivation, interest, and emotional connection to learning. However, their cognitive and behavioral engagement levels are only moderate, suggesting that while students are emotionally invested, they may need additional support to manage tasks independently and engage more deeply in learning activities. Additionally, the findings indicate no significant difference between teachers' and parents' assessments of primary learners' time management in blended learning tasks, whether in modular or face-to-face settings. Furthermore, the findings indicate a significant positive relationship between time management and the level of engagement among primary learners in both modular and face-to-face learning settings. Time management significantly influences primary learners’ behavioral and cognitive engagement. Face-to-face learning shows a stronger impact in these areas particularly in emotional engagement. The extent of time management in blended learning tasks significantly influences primary learners’ ability to manage their time and complete academic activities effectively across different learning modalities It can be concluded that time management plays a crucial role in enhancing primary learners' engagement across various dimensions—behavioral, cognitive, and emotional—in both modular and face-to-face learning environments and in shaping the academic engagement and self-regulation skills of primary learners in blended learning environments. It is recommended that educators and schools incorporate more structured routines, clear expectations, and consistent teacher support in blended learning environments. This could include regular check-ins, time management workshops, and the use of visual schedules or reminders to help learners stay on track. Furthermore, schools may consider utilizing the Elago’s Teachers and Parents’ Involvement (TPI) Framework to improve the academic performance of students in both face-to-face and modular learning modalities.