ABSTRACT

The aim of the research was to determine the relationship between the time management skills, constant study habit and academic achievement of students.
Because many times college students have not had to manage their time efficiently prior to college because they are bright and weren’t really challenged in high school. The situation often changes in college because everyone who goes to college did well in high school but the full range of grades are assigned. Some students who received ‘A’ and ‘B’ grade in high school are now receiving ‘C’ and ‘D’ in college.
Those receiving lower grades are probably no less capable than those receiving higher grades but often their study skill, including time management are less effective.

 

CHAPTER ONE
1.0 INTRODUCTION

Now-a-days college students are spending less time in studying. The fall 2003 survey conducted by the Higher
Education Research Institute at UCLA’s Graduate School of Education And Information Studies found that only 34% of today’s students are spending more than six hours per week outside their classes on academic related activities like completing homework, self studying etc. during their high school period.
Today college students are less prepared for college level work than their predecessors. Once they get into colleges, they tend to spend less time for studying and would like to do job, some even full time (DT Smart,
C.A. Kelly & J.S. Conant 1999)
Time management plays a vital role in improving student’s academic performance. Each & every student should have time management ability which includes setting goals & priorities, using time management mechanism (such as making “TO DO LIST”) and being organized in using time.
Here time management is only possible through self motivation.
Performance = Ability * Motivation

For Example:
-
A student with very high ability but low motivation is unlikely to perform well, whereas a student with low ability but high motivation is likely to perform well. That is the variability in motivation across students.
The basic problems or constraints related to time management are like:
-·Spending hours on social –networking sites.
·Talking too much on phone
·No proper schedule
·Working for the organization
·No proper guidance
·No goals, objectives, mission, vision or targets
·Hanging outside with friends.
These are the few activities performed by today’s college students, which act as a barrier between them and their academic performance. And due to miss management of time they lag behind.
This study will help to analyze the positive or negative impact of time management on academic performance of students. It will also help to make some decision about changes we would like to make to use our time more effectively.
“There is no one right way to manage our time; however; it is important to get to know our self, so we can make good decisions about how to use our time.

1.1                                           BACKGROUND OF THE STUDY
Student’s academic performance occupies a very important place in education as well as in the learning process. It is considered as a key criterion to judge one’s total potentialities and capacities (Nuthana & Yenagi, 2009) which are frequently measured by the examination results. It is used to pass judgment on the quality of education offered by academic institutions. In fact, it is still the most topical debate in higher learning institutions that caused great concern to educators and researchers due to the alarming examination performance of students.
In the report of the Professional Regulation Commission (PRC) on performance of graduates in the different licensure and board examinations, data show that performance of graduates has been declining in the last ten years. The overall passing rates are quite low (around 36% on the average). In the 2010 professional licensure examinations given by the PRC, almost 70 percent of college graduates in the country failed and, last year, only 125,419 of the 345,182 or 36.3 percent college and technical school graduates passed their respective professional eligibility examinations as per PRC records. These statistics were based on the results of licensure examinations for 45 groups of professionals.  Among the lowest number of passing rates were posted by: elementary teachers (15.4 percent); secondary teachers (23.3 percent); electronics engineers (23.5 percent); and registered electrical engineers (31.9 percent) (Philippine Education_Sector Assessment Project, 2011). What explains these performance discrepancies? Multiple reports indicate that academic success cannot be predicted by a single variable. It is dependent upon many factors; both cognitive and non-cognitive.
Numerous studies have been carried out which focused on cognitive factors as predictors of academic success. Recently, there has been a growing interest on the non-cognitive factors. A number of researchers have examined the role of non-cognitive variables such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011; Demir et. al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis and Hudson, 2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits (Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Nouhi et.al, 2008; Bashir et. al, 2012; Boehler, 2001; Kurshid, 2012; Mutsotso et. al, 2010), and attitudes (Sarwar et.al, 2010 and  Yu, 2011)  on academic achievement. Some argued that these factors have strong relationship with academic performance of students while others concluded that it was the combination of the different factors that could explain students’ academic performance.
In a more recent meta-analysis, Crede and Kuncel (2008) found that non-cognitive factors like study habit, skill and study motivation, among other attitudinal constructs, accounted for incremental variance in academic performance beyond standardized tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out that, for good academic success, good study habits and attitudes are important. Hence, it is imperative and desirable that a probe into the pattern of study habits and attitudes of students be made.
 
1.2                              OBJECTIVES OF THE STUDY
· To analyze the positive or negative impact of time management on academic performance of students.
· To analyze how much approximate hours student spend on their academics.
· To analyze what are the problems faced by students while preparing a proper schedule.
· To analyze the role of time management in student’s life.
·To identify strengths and weaknesses in students time management practices.

1.3                           STATEMENT OF THE PROBLEM
This study has its primary objective to assess the study habits and attitudes of the students and their relationship to performance outcomes in licensure examinations.
1.4                           SIGNIFICANCE OF THE STUDY
A number of studies pointed out that study habits and attitudes are important in academic success. Hence, it is important and desirable that a probe into the pattern of study habits and attitudes of the students and its relationship with licensure examination performance be made.
Outcomes of this study may form the basis for future intervention programs which aim at improving students’ study habits and attitudes that will eventually improve their performance outcomes in licensure examinations, which is an indicator of quality education in higher institutions of learning.

1.5                               RESEARCH QUESTIONS
Specifically, the study was organized around the following questions:

 

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