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Impact of Time Management on Students' Academic Achievement at Secondary

Level

Article · February 2021

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Payel Das Saradindu Bera

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GIS SCIENCE JOURNAL ISSN NO : 1869-9391

Impact of Time Management on Students’ Academic Achievement at

Secondary Level
Payel Das1 and Dr. Saradindu Bera2*
1
Research Fellow, University of Calcutta, Kolkata, India
2
Research Fellow, Regional Institute of Education (NCERT), Bhubaneswar, India

*Corresponding Author: Dr. Saradindu Bera, Research Fellow, Regional Institute of Education
(NCERT), Bhubaneswar, India,

Abstract

Time management is very important and perhaps it affects on individual’s performance and
achievements. Now-a-days, students always commented that they do not have enough time to
complete all assigned tasks. Secondary level students are mainly suffered from this because
they are studying different subjects within a limited time. But they are not mastered in time
management skills. So, the aim of the present study is to determine the relationship between
time management and the academic achievement of secondary level students. Time
management was measured by the Britton and Tessor (1991) general time management scale
with three subscales – long range time planning, time attitude and short range time planning.
It includes eighteen statements and all were value based on Likert scale of five value scores.
A descriptive survey type study was done among the secondary level students in West
Bengal. Data were analysed by descriptive statistics and means of different dimensions were
compared. The result showed that there is no statistically significant difference between boys
and girls in time management and academic achievement. Also, time management is
significantly positively correlated to the academic achievement of secondary students. Parents
and teachers may help the students to organize tasks and systematically complete the work.
As a result, students may be able to improve the time management skills.

Keywords: Time Management, Academic achievement, Secondary level

1.0. Introduction

Time is an invaluable resource and it never comes back. So, it is most appropriate to
complete the work on time. The workload is increasing day by day. Therefore, in
order to complete all the tasks successfully, it is essential to manage the time in the
right way. Time management is the deliberate control of the time spent on a given
task, especially to increase efficiency, skill and productivity (Sevari & Kandy, 2011;
Houtson, 2009). Time management involves work, social life, family, personal
interests and various tasks committed to time precision. If time can be used
effectively, a person can complete all kinds of work in time (Swart et.al., 2010). Good
time management helps a person to do more work in less time which leads to more
free time. Therefore, it helps the individual to learn and focus without stress and leads
to more career success (Mercanlioglu, 2010; Oyuga et.al, 2016). Completion of education
on time is considered as one of the most valuable goals for students all over the world
(Subramanian, 2016). Significant steps in time management are priority activities
(Claessens et. al., 2007). Being able to oversee time properly will be able to eradicate
superfluous activities. The ability to manage time determines the chances of success.

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But the philosophy of time management differs from one person to another ( Alay &
Kocak, 2003; Claessens et.al, 2007). Time management plays an important role in
students’ academic achievement and progress. At present, in many cases, it is seen
that due to lack of proper knowledge of time management among the students’
academic success is not achieved in spite of the talents. Therefore, proper time
management is required to complete all the work related to education in a smooth
manner with daily activities (Yilmaz et.al, 2010). Time management plays a significant
role on the students who are studying at the secondary level institutions. So, the
researchers intended to investigate the impact of time management on students’
academic achievement at secondary level.
2.0. Objectives of the Study
i) To determine the level of time management of secondary level students.
ii) To find out the difference between boys and girls secondary level students in their
time management.
iii)·To find out the difference between boys and girls secondary level students in their
academic achievement.
iv) ·To ascertain the relationship between time management and academic
achievement of secondary level students.

3.0. Hypotheses of the Study

H01: The level of time management is average among secondary level students.
H02: There is no significant difference between boys and girls of secondary level
students in their time management.
H03: There is no significant difference between boys and girls of secondary level
students in their academic achievement.
H04: There is no significant relationship between time management and academic
achievement of secondary level students.

4.0. Methodology
4.1. Research Design
The researchers used a descriptive survey method to ascertain the impact of
time management on students’ academic achievement at the secondary level.
4.2. Population and the Sample for the Study
The population for the present study is class X students comprising both boys
and girls studying in School, West Bengal. The sample size was 206 including both
boys and girls of different schools of West Bengal. The researchers used the random
sampling technique for the present study.
4.3. Tools and Techniques Used for Data Collection
The researchers used the following tools to collect the data for the present
study-
a) The Time Management Questionnaire (TMQ)
Britton and Tesser (1991) developed the Time Management Questionnaire
(TMQ) and this questionnaire was used to measure time management. It includes18
questions distributed in 3 dimensions: Short-range planning includes 7 questions,

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Time attitudes include 6 questions and long-range planning includes 5 questions.

There are three parts of time management behaviours i.e., long range planning, short
range planning and time attitudes (Laurie & Hellsten, 2002). Short-range planning is
the capacity to set out and organize obligations in the brief timeframe. Long-range
planning ability is to deal with regular positions throughout a more extended time
viewpoint by keeping follow of critical dates and setting targets by putting
intermission (Alay & Koçak, 2003).
b) Schedule for collection of Achievement Scores
Researchers made schedule was used to collect the data of academic
achievement scores of the participant students in their last board exam. Required data
regarding academic achievement had been collected from the concerned school
register of the last final examination. Researchers prepared the schedule for the
scientifically and systematically collect the data as well as stored the data for the
statistical analysis.
4.4. Procedure of Data Collection
The researchers visited the sample schools and fixed the meeting with the head
of the institutions. After the successful meeting, head of the institution gave the
permission and fixed the date to collect the data from the concerned samples. On the
scheduled date, the researchers reached the concerned school within due time with
required tools. As per the prefixed schedule, the researchers distributed the tools to
the participants. After completion the responses on the tool they back the filling tool
to the researcher. The Researchers collected the tool from them and stored carefully.
After getting the responsive sheet, researchers collected the achievement scores in the
last board examination from the office record. In this study, the participatory
observation was used to collect relevant data as a primary source of data collection.
4.5. Data Analysis
The researchers scored the responses of the participants in numerical value and
stored in excel sheet. All types of data are analyzed using IBM SPSS version 20
statistical software. Descriptive statistics like frequency, percentage, means and
standard deviation etc. are calculated. On the other hand, correlation is used to
interpret the relationship and means of various dimensions are compared using
independent sample “t” test.

5.0. Results
H01: The level of time management is average among secondary level students.
Table.1. Time management level scores.
Time Management Levels Score No. of Participants (%)
High Score (≤60) 91 (44.18%)
Moderate Score (45-59) 85 (41.26%)
Low Score (≥44) 30 (14.56 %)

Time management level score is presented in the table.1. As per the scoring
procedure, the highest score may 90 and low score may 18. On the basis of standard
of time management level score is divided into three groups i.e., High score (≤60),
Moderate score (45-59) and Low score (≥44). The descriptive analysis of the time

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management levels score found that 44.18% achieved high time management score
where as 41.26% of students achieved moderate score and 14.56% students achieved
low score. The above table shows more than half (55.82%) of the participants
possessed moderate to low level time management score.

H02: There is no significant difference between boys and girls of secondary level
students in their time management.
Table.2. Gender and the mean score with SD of general time management along with
their three subscales.
GTM and Sub Scales Boys Girls P-Value
Mean SD Mean SD
Short Range Planning 21.72 5.76 22.24 5.97 0.174
Time Attitude 19.78 3.65 20.33 3.84 0.113
Long Range Planning 17.14 3.47 17.32 3.16 0.676
General Time Management 58.64 7.98 59.89 8.65 0.795
Table.2. indicates that gender wise mean score with SD value of general time
management along their three subscales. From this table it has been found that the
mean value of short range planning is 21.72 with 5.76 SD for boys whereas the mean
value is 22.24 with 5.97 SD for girls. In case of time attitude, the mean values are
19.78 and 20.33 having SD values 3.65 and 3.84 for boys and girls respectively. The
mean values are 17.14 having with 3.47 SD and 17.32 having with 3.16 SD for boys
and girls respectively in subscales long range planning. The result shows that the
general time management mean score is 58.64 and SD is 7.98 in case of boys. On the
other hand, the mean value is 59.89 and SD is 8.65 in case of girls. In every subscale
including general time management, the mean value of girl students is slightly higher
than the mean value of boy students. The above result denotes that general time
management and different subscales are statistically insignificant between boys and
girls.

H03: There is no significant difference between boys and girls of secondary students
in their academic achievement.
Table.3. Academic achievement and the mean score with SD of general time
management along with their three subscales.
GTM and Sub Scales Academic Achievement p-
> 60% 60-75% < 75% Value
Mean SD Mean SD Mean SD
Short Range Planning 22.58 7.36 21.34 6.27 22.45 6.87 0.758
Time Attitude 18.62 5.48 20.21 5.95 20.36 3.82 0.104
Long Range Planning 17.60 3.75 17.24 3.69 18.35 4.21 0.263
General Time Management 58.80 9.87 59.79 8.46 61.16 7.26 0.389

Table.3. shows academic achievement and mean score with SD of general time
management along with their three subscales. The above table denotes the mean value
and SD are 22.58 and 7.36 respectively in case of short range planning and below
60% academic achievement. In case of 60-75% academic achievement, the mean and
SD values are 21.34 and 6.27 respectively whereas mean is 22.45 and SD value is

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6.87 in case of above 75% academic achievement. There is slight difference between
mean value but statistically insignificant. In case of time attitude, three mean values
are 18.62, 20.21 and 20.36 in case three categories of academic achievement. But
there was no statistically significance between these three groups based on the time
attitude. On the basis of three categories of academic achievement the mean values
are 17.60, 17.24 and 18.35 in case of long range planning. Same result is noted there
also. The above result also showed that below 60 % academic achievement students
having 58.80 mean with 9.87 SD score of general time management. Students
obtained 59.79 mean score with 8.46 SD value whereas above 75% achieved score
students obtained 61.16 with 7.26 SD value. But the participants who obtained higher
percentages of mark (<75%) also had high mean score on general time management
and their subscales except for short range planning. From the above analysis, it has
been found that there is a minimum difference between means but statistically
insignificant result.

H04: There is no significant relationship between time management and academic

achievement of secondary students.
Table.4. Correlation between time management and academic achievement of the
secondary students.
Academic Short range Time attitude Long range
achievement planning planning
Academic r 1 0.004 0.062 0.088
achievement p - 0.942 0.251 0.106
N 206 206 206 206
Short range r 0.004 1 0.313* 0.000
planning p 0.942 - 0.000 0.995
N 206 206 206 206
Time r 0.062 0.313* 1 0.161*
attitude p 0.251 0.000 - 0.003
N 206 206 206 206
Long range r 0.088 0.000 0.161* 1
planning p 0.106 0.995 0.003 -
N 206 206 206 206
* p< 0.05 (r= Pearson Correlation Coefficient value, N= No. of Samples )
In order to test the hypothesis, Pearson Correlation Coefficient test was used. It
is seen at the Table-4 that, there is a weak and significant correlation (r= 0.313; p=
0.000) between students’ short range planning mean scores and time attitudes mean
scores. There is also a weak and significant correlation (r= 0.161; p= 0.003) between
students’ time attitudes mean scores and long range planning mean scores. There
wasn’t significant correlation between students’ Time Management Scores and
Academic achievement (p>0.05).

6.0. Discussion
Time management is defined as a technique used to manage time (Macan, et al.,
2000), a method for successful utilization of time, arranging and allotting time
(Olowookere et. al., 2015), how effectively people utilize their time (Tanreogen &
Iscan, 2009); a strategy to expand the time available to perform exercises (Swart et

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al., 2010). The act or process design and development of conscious control on time
spent on specific activities, especially to enhance the effectiveness, efficiency or
productivity (Karim & Mitra, 2015). General time management level scores showed
that more than half of the participants possessed moderate to low level time
management score. From the findings it has been found that general time management
and different subscales are statistically insignificant between boys and girls. In case of
academic achievement, there is a minimum difference between means but statistically
insignificant result. This type of result found may be due to a lot of academic stress
creating grave consequences on individual’s overall performance and achievements
(Hodison, 2006). The above findings exhibit that there was not significant correlation
between time management and academic achievement. Secondary students are not
allocated their time systematically and planned the time for the future goals of their
life (Subramanian, 2016; Houston, 20091). Time management is considered with
respect to all past stages to more readily control all the encompassed conditions and
assets then thus getting the best abuse of time (Denliger, 2009; Necati & Sevil, 2010).
Those students are able to manage their time and schedule their daily activities, giving
their studies a portion of time each day.

7.0. Conclusion
In conclusion, more than half of the students possessed moderate to low level
time management score. Gender wise non-significant differences were observed on
mean scores of general time management and their dimensions. Students who
obtained higher percentages of the marks also had high mean scores on general time
management and their dimensions except for short range planning. Students should
have to improve their time with the executives abilities by expanding the attention to
their perspectives, arranging, thinking and practices with respect how to deal with the
time and how overseeing time can influence the scholarly achievement. Teachers have
to brief the students on prioritization, scheduling, time management challenges, goal
setting, self-motivation, concentration and focus categories. Students should be aware
of time wastage and should take the obligation to manage the time more proficiently.

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