Learning Strategies and Time Management: Implications to College Interns’ Academic Performance

Abstract

Aims: This study investigated the implications among levels of learning strategies (cognitive strategies, metacognitive strategies, affective strategies, and social strategies), time management (prioritization, planning, procrastination and management) towards the academic performance among college interns. Study Design:  A descriptive-correlational research design was used to investigate potential correlations among the variables. Place and Duration of Study: The study was conducted at San Isidro College, Malaybalay City, Bukidnon, Philippines, during the academic year 2024–2025. Methodology: A total of 60 college interns from the College of Nursing and related departments were selected through purposive sampling for a study assessing learning strategies and time management. The research instrument underwent expert validation to ensure reliability and validity before data collection. An adapted questionnaire was utilized to evaluate cognitive, metacognitive, affective, and social learning strategies, as well as time management aspects, including prioritization, planning, procrastination, and management. A pilot test was conducted with the same group of interns, resulting in reliability coefficients ranging from α = .750 to α = .920. The academic performance of the interns was measured using their General Weighted Average (GWA) for the first semester of the 2024-2025 academic year. Descriptive statistics were applied to assess learning strategy and time management levels, while Pearson correlation analysis was employed to explore relationships among the variables. Results: The findings indicated that college interns exhibited high levels of learning strategies, with cognitive strategies (M = 4.07, SD = 0.80), metacognitive strategies (M = 4.12, SD = 0.81), affective strategies (M = 4.23, SD = 0.85), and social strategies (M = 4.07, SD = 0.93), resulting in an overall mean of 4.11 (SD = 0.50). Furthermore, the time management dimension also demonstrated high levels across its various components, including prioritization (M = 4.09, SD = 0.76), planning (M = 3.93, SD = 1.09), procrastination (M = 4.09, SD = 0.76), and management (M = 3.96, SD = 0.868). The correlation analysis uncovered significant associations between learning strategies and academic performance; however, the learning strategies variable displayed a weak and negative correlation. In this context, the different sub-variables yielded cognitive strategies (r = -0.406, P = .001), metacognitive strategies (r = -0.344, P = .007), affective strategies (r = -0.447, P = .003), and social strategies (r = -0.335, P = .009). Similarly, for the time management variable, a significant relationship with academic performance was observed, yet time management showed a weak and negative correlation, except for the procrastination variable, which exhibited a moderate relationship with a positive but weak correlation. In this regard, various components were identified: prioritization (r = -0.314, P = .0146), planning (r = -0.381, P = .003), procrastination (r = 0.04, P = .762), and management (r = -0.375, P = .003). Conclusion: The study concludes that college interns use learning techniques and time management skills to meet their academic obligations and goals, which have a strong connection to their academic success. The results imply that effective learning techniques and time management play a crucial role in the academic achievements of college interns as they apply these methods to their studies, assignments, and tasks within their colleges.