Chapter 2

Review of Related Literature

Time management was a significant mediator for part time students but not for full

time students, MacCann et al (2012) the importance greater of time management for part-

versus full-time students suggests that non-cognitive constructs such as time management

may be more critical for non-traditional students. These findings gather fresh currency as

ever-increasing numbers of students are enrolling part-time in post-secondary education

across the globe. “Time management appears as a behavioral expression of high

conscientiousness.” MacCann et al (2012).

Nadinloyi et al (2013) started that the results showed that time management skills in

the experimental group was better than control group. “The experimental group received time

management training in 10 sessions (90 minutes each session), where as the control group

never had anything”. Nadinloyi et al (2013). In the experimental group, they were given time

management training while the control group didn’t have one. ‘You need to manage time

effectively if you’re going to be successful’. Nadinloyi et al (2013).

Ahmed Saleh Al Khatib (2014) there was statistically significant negative relationship

between time management and perceived stress. Females reported higher time management

compared to their male’s counter mates. Higher time management and lower perceived stress

were associated with high levels of academic achievement. From here, it was concluded that

bad time management has a negative effect causing stress to students. It was also pointed out

how female students apparently have better time management against males. From this

finding, we can draw out that having time better time management and lower stress can cause

better grades for students.

 Esam Alwagait et al (2015) the results demonstrated that there was no linear

relationship between social media usage in a week and GPA score. Students highlighted that

besides social media use time management is a factor which affects student’s studies

negatively. The findings of this research can be used to propose the effective plans for

performance of the students in such a way that a balance in the leisure information exchange

and academic performance can be maintained

Ocak Gurbuz et al (2016) the results indicate that students are generally indecisive

about their behavior of procrastination in academic tasks and are in middle level in term of

time management skills. There is a moderate level, negative sided and statistically significant

correlation between academic procrastination and time management. “Time management

predicts academic procrastination in a statistically significant way.”

S N A M Razali et al (2018) the results indicated that gender and races of students

show no significant differences in time management behavior. While year of study and

faculty of students reveal the significant differences in the time management behaviors.

Meanwhile, all the time management behaviors are significantly positively related to

academic achievement of students although the relationship is weak. “Time planning is the

most significant correlated predictor.” S N A M Razali et al (2018).

From a study of Adams and Blair (2019), it was found out that the students estimate

on how they manage their time relates to their cumulative grade point average. From this

finding, we can say that the way the students control their time will significally affect their

overall GPA. With that considered, we can assume that having better time management

habits positively affect a students grade meanwhile poor time management does the opposite.

Amida Ademola et al (2020) Time management was another important predictor of

perceived success, while career aspiration did not impact students’ perception of success. In
addition, male students showed significantly higher career aspirations than females, while

female students showed significantly higher time management than their male counterparts.

Jessie S. Barrot et al (2021) students considered online learning as ineffective due to

several challenges that they encountered. Among these were lack of social interaction among

students, poor communication, lack if ICT resources, and poor learning outcomes. Evidence

from six institutions across three countries revealed some positive experiences and pre-

existing inequalities. Among the reported challenges are lack of appropriate devices, poor

learning space at home, stress among students, and lack of fieldwork and access to

laboratories.

Mona Alhasani et al (2022) Based on a study of Alhasani et al (2022), “Students

suffered from stress and two years of COVID-19 related anxiety; disease and consequences.

Students’ preference for organization was the only factor that significantly promoted their

perceived control over time, which contributes to reducing stress, hence anxiety.”