Impact of Time-Management on the Student’s Academic Performance: A Cross-Sectional Study

Abstract

For students to better manage their curriculum and achieve learning objectives, time management behaviors or skills are argued to improve the positive academic output. The aim of the study is to find the impact of time management on the academic performance of students among the diagnostic radiology technology students at KAU. This study had a cross-sectional survey-based study design. It was conducted among students of diagnostic radiology technology department at King Abdul-Aziz University from Sep. 2020 to Feb. 2021. For this study, 152 students were targeted among which 142 completed the questionnaire, making the response rate of 93.4%. Among 142 participants, 75 (52.8%) were females and 52 (36.6%) were in the 2018 batch. Majority of the students i.e., 107 (75.4%) had GPA between 4.5-5 in 2020. Whereas, 37.3% agreed or strongly agreed that they manage their time. Here, 69.2% students with 4.5-5 GPA strongly agreed that they meet their deadline (p value = 0.005) and 36.7% students with 4-4.5 GPA strongly believed that their academic performance decreased due to mis planning (p value = 0.005). Around 71 (66.3%) students with 4.5-5 GPA agreed or strongly agreed to make to do list or calendar (p value 0.047). In conclusion, according to student's perception, preplanning their studies had been beneficial for their academic performance. However, less than half of the students agreed that they manage their time.

A Mediating Model of Emotional Balance and Procrastination on Academic Performance

“…In the university context of the last two years, the transition from face-to-face to remote teaching, as a result of the limitations of the covid-19 pandemic, has strongly emphasized the need for students to possess pronounced selfmanagement skills in their learning processes in order not to fall behind on scheduled paths and deadlines and also to maintain a good level of perceived psychological well-being (Pelikan et al, 2021;Diotaiuti et al, 2021a). It has been observed in several studies how distractions at home and reduced social interaction with other students and faculty can negatively affect study time management and adaptation to the new emergency condition that requires students to have a higher level of autonomy and metacognitive control (Rasheed et al, 2020;Tezer, 2020;Alyami et al, 2021;Biwer et al, 2021;Diotaiuti et al, 2021b).…”

Time Management And Self-Directed Learning As Predictors Of Academic Performance Of Students In Mathematics

“…Students who believe they have adequate time management abilities are typically more engaged and driven to succeed, leading to higher academic performance. In addition, time management affects academic output positively in a way that students better manage their curriculum and achieve learning objectives (Alyami, Abdulwahed, Azhar, Binsaddik, & Bafaraj, 2021). Moreover, Sevari & Kandy (2011) mentioned that time management predicts academic performance.…”

Assessment of Time Management Practices and Students’ Academic Achievement: The Moderating Role of Gender

“…Aside the gender differences, most of the studies on time management and educational achievement among students were implemented in different fields and levels of education. For example, Accounting and Finance students (e.g., Bratti & Staffolani, 2013), Business and Management studies students (e.g., Sayari, Jalagat, & Dalluay, 2017;Gupta & Chitkara, 2018), Nursing students (e.g., Nayak, 2019), Engineering students (e.g., Adams & Blair, 2019) and Diagnostic Radiology students (Alyami, Abdulwahed, Azhar, Binsaddik, & Bafaraj, 2021).…”