I. ABSTRACT

Intermediate pupils have eight disciplines, and different teachers give different academic tasks.
This implies that learners experience grappling with the weight of a heavy academic workload.
Therefore, this study intended to present evidence that was used to identify the relationship
between task management and the academic performance of intermediate pupils, which was used
in creating a basis for an enhancement program for elementary that will help them develop new
skills necessary, especially in 21st-century education and prepare them for the challenges of
modern learning and future careers. A quantitative descriptive correlational design was used in
this study, and a self-made questionnaire was utilized. A stratified random sampling was used.
Three hundred six respondents were selected from the three elementary schools in the District of
Tagaytay. Results showed no significant relationship between task management and academic
performance among intermediate elementary pupils and no significant difference in the extent of
task management when grouped according to profile. This also showed that most respondents are
achievers, with a frequency of 152 and a percentage of 49.7% of the total population. Moreover,
the highest statement was under the indicator of Study Habits, which was about reading
instructions; in contrast, the lowest statement was under Task Prioritization, which was about using
rewards. The result emphasized that instead of parents encouraging their children to accomplish
their tasks using rewards, they may foster intrinsic motivation in their children. Parents providing
proper motivation can help their students be productive in school. In the teaching and learning
activity, the students should have goals because it can motivate and help them increase productivity
and accomplish their tasks.