The effect of student time allocation on academic achievement

Abstract

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The achievement gap in Indonesia? Organizational and ideological differences between private Islamic schools

“…Consequently, students in non-madrasah schools spend more time on national examination subjects (math, science, English, Indonesian). More teaching significantly enhances student performance (Stinebrickner & Stinebrickner, 2008), especially in mathematics and science (Grave, 2010). Consequently, we expect student achievement (in math, science, and English) in madrasahs to be lower than in non-madrasahs.…”

“…With regard to investments in the primary process, the integrationists teach more hours, with 35 hr a week, compared to the traditionalists and the modernists, who each teach 30 hr. Teaching time is more productive than time spent on self-study (Dolton, Marcenaro, & Navarro, 2003), and more teaching time has been found to improve students' performance (Stinebrickner & Stinebrickner, 2008), particularly in mathematics and science (Grave, 2010).…”

“…In the educational production function approach, family backgrounds are important determinants of student achievements (Grave, 2010). Generally, highly educated parents with certain professional occupations, such as public servants and private workers, are associated with high expectations towards education.…”

Undergraduate study behaviours and academic performance: A qualitative analysis of students’ retrospective comments

“…The research on classroom attendance provides strong support for its role in increasing higher student grade performance (Caviglia-Harris, 2006;Credé, Roch, & Kieszczynka, 2010, Grave, 2011. This does not suggest that a mandatory attendance policy should be put into effect (Bai & Chang, 2015), since students may be using their time to fulfil other academic and non-academic commitments.…”

“…Previous research has identified the impact of various factors on academic performance including motivation and identity (Briggs, Clark, & Hall, 2012;Fazey & Fazey, 2001;Haggis, 2004;Lizzio & Wilson, 2004;Smith & Oyserman, 2015), employment (Ford, Bosworth, & Wilson, 1995;Greene & Maggs, 2014;Nonis & Hudson, 2006;Wenz & Yu, 2010;Zoysa & Rudkin, 2007), and a combination of factors (e.g., age, prior education) (Britton & Tesser, 1991;Grave, 2011;Macan, Shahani, Dipboye, & Phillips, 1990;McKenzie & Schweitzer, 2001). Tertiary-level instructors and advisers may have little or no influence on altering students' characteristics or circumstances (e.g., age, prior education, employment); they may, however, be able to suggest or facilitate the adoption of different study behaviours that could lead to improvements in academic outcomes.…”