CONTRIBUTION OF ACADEMIC SELF-MANAGEMENT TO THE SCHOOL PERFORMANCE OF GRADE 6 PRATHOM PUPILS OF DIN DAENG DISTRICT, BANGKOK, THAILAND

This study examined the academic self-management and school performance of Grade 6 Prathom pupils in Din Daeng District, Bangkok, Thailand. Using a quantitative descriptive-correlational design, total enumeration sampling was employed among pupils enrolled in the Bangkok Metropolitan Administration’s English Program. Data were collected through a structured questionnaire administered via Google Forms and analyzed using frequency counts, percentages, means, Spearman Rho correlation, and Chi-square tests. The hypothesis, tested at the 0.05 level of significance, assumed no significant relationship between academic self-management and school performance across selected profile variables. Findings revealed that most respondents were 12-year-old males from low-income families, with English proficiency and parents who had attained bachelor’s degrees. Academic self-management was found to significantly influence school performance, highlighting its critical role in learners’ academic success. A moderate relationship was observed between academic self-management and English proficiency, while other profile variables showed no significant association. Based on these findings, the study recommends the implementation of targeted interventions such as time management workshops, goal-setting activities, and organizational skills training. Schools may also strengthen parental involvement and provide financial assistance programs to support learners’ diverse needs. Furthermore, integrating English language enrichment with academic self-management strategies is encouraged to enhance both academic performance and language proficiency.