TIME MANAGAMENT

Gulua, E. (2023). Research Results of Time Management Teaching Methods at the Undergraduate Level
at TSU. International Journal of Teaching and Education, 11(1), 31-46.

Working on a real day time table helps the student to determine how much time is spent on important
(urgent and non-urgent) tasks and how much time is wasted on unimportant and non-urgent tasks. This
allows to perceive and correctly evaluate time reserves, time wasters. The development of the desired
weekly schedule gives the student the opportunity to formulate and have a real action plan, taking into
account his/her circumstances and goals. 3. This system of teaching time management accustoms the
student to develop the selfdiscipline that is important to perform other necessary activities in a busy
work schedule and to maintain a healthy lifestyle.

Mukwevho, Harry. (2018). Time management challenges on students’ academic performance : a case
study of a rural university in Limpopo Province, South Africa - research. AFFRIKA Journal of Politics,
Economics and Society. 8. 81-99. 10.31920/2075-6534/2018/V8n2a5.

University environment caters to a variety of people. The onus is on the student to prioritize his or her
goals and become organized to manage time effectively. Students who manage their study time
effectively and efficiently happen to perform well academically. Poor time management is associated
with stress, and work overload that enhances greater chances of drop-out. Social media is a new
menace to poorly organized students. It disrupts time management and enhances poor academic
learning and performance. Therefore, this study recommends that students should put mobile phones
and tablets away or switch them off while studying. Students should associate with peers who are
excelling academically. Counselling coordinators and psychologists should orientate new students
through workshops and intervening programmes throughout their academic year.

Er, E. (2022). Importance of time management skills during the COVID-19 pandemic: An
exploratory learning analytics study in an introductory programming course. Online Submission,
1(1), 1-15.

This study shows that students’ self-reported time management skills can be used as an early indicator
of their ability to manage their times in a semester. Through a questionnaire, students with poorer time
management skills can be identified early in the semester, and these students can be provided with
adaptive support to help them regulate their engagement in a timely manner. S

https://publishing.globalcsrc.org/ojs/index.php/jbsee/article/view/1481

Based on the findings, this study concludes that undergraduate students have below
average level of time management behaviour level. Universities students find it difficult to
set goals and priorities; schedule their time for different tasks; have well-organized workplace;
make to-do list; feeling in control of time; being procrastinated and not able to estimate the
needed time to accomplish tasks.

Benevides Soares, Adriana & Ribeiro, Rejane & Alves, Paulo Roberto & Jardim, Maria Eduarda
& Medeiros, César. (2023). Time management: what do University students think about it?.
Revista de Estudios e Investigación en Psicología y Educación. 10. 1-14.
10.17979/reipe.2023.10.1.9468.

The present study aimed at investigating the conceptions adopted by university students with regards to
time management. It was also possible to verify the complaints that are common among them in face of
the challenges associated with managing time, as well as the strategies adopted to deal with the
deadline and workload demands present in academic life. It has been observed that most of the
difficulties reported by the students concerning time management are related to meeting deadlines for
academic tasks, avoiding distractions and procrastination, and maintaining study-life balance. In
addition, the intervention confirmed that there is a significant demand on behalf of the students for
opportunities that could enable them to improve their time management skills. It is possible to say, from
the accounts they presented, that the participants could exchange experiences and reflect on the
common (and particular) challenges they face, allowing for the integration of the techniques presented
during the intervention in their daily lives

STUDENT LEADERS

Irsheid, E. A. I., & Teacher, E. S. L. (2018). The Effectiveness of Students Involvement in Leadership
Process in Schools and its Impact on increasing their Academic achievement in Jordanian Schools: The
Case of Schools in Ramtha City. International Journal of Education and Research & Development, 6(9),
47-56.

Amongst the factors that have been presented in several studies is the leadership roles the students
play in schools. For instance, students who are involved in leadership in schools in Ramtha City have
been noted to have advanced decision-making skills, collaborative, and efficiently contribute to effective
curriculum delivery of the schools. Leadership also enable the students to enhance their teamwork and
acceptance of others from different groups hence boosting their academic excellence through sharing of
ideas. Moreover, school meeting and allowing student leaders to contribute to solutions of issues
affecting the schools have been noted to enhance communication in Ramtha City schools which in turn
boost student performance (including the performance of the student leaders). Essentially, leadership
roles improve the academic performance of students in Ramtha City schools as has been discussed in
this report.

Kumaku, I. M. (2021). The interplay between leadership roles and academic performance: views of
‘student leaders’ of the University of Cape Coast (Doctoral dissertation, University of Cape Coast).
The invaluable role student leaders play in the administration and management of educational
institutions, especially at the university level, is well documented in the higher education literature.
However, there appears to be a dearth of information regarding how the performance of student
leaders’ leadership roles influences their academic performance. It is against this backdrop that this
study was carried out to explore the interplay between student leaders’ leadership roles and their
academic performance. The study adopted a case study design. Qualitative data were collected through
interviews with thirteen participants from the Executive Council of the Student Representative Council
of UCC. The interview responses were transcribed, coded and analysed thematically. It was revealed
that student leaders’ main leadership roles were for them to represent the entire student body; serve as
a liaison between students and the university management and promote the interest and welfare of
students. Again, the study reveals that whilst student leaders gain some positive experiences like
leadership, communication and interpersonal skills through performing their leadership roles, their
overall academic performances appear to take a nosedive. Given this, it was concluded that perhaps the
student leaders were unable to adopt effective strategies to balance the performance of their leadership
duties and academic work. It was therefore recommended that the guidance and counselling unit
together with the office of the Dean of Student of UCC on a regular basis should organise training
sessions for student leaders to equip them with effective strategies to use in discharging their leadership
roles whilst improving their academic fortunes.

Adams, Donnie & Semaadderi, Pavithra. (2019). Student Leadership And Development: A Panoramic
View Of Trends And Possibilities. 2. 1-3. 10.22452/iojel.vol2no2.1.

The idea of student leadership in the 21st century has risen (Adams & Velarde, 2018), the call for
student leadership gaining in momentum, as various enhanced leadership models and trends are
developed for students (Tan & Adams 2018; Tie, 2012). Scholars argue that students’ leadership
development should be a priority to assist students to form a strong leadership identity at an early stage
(Adams, Kamarudin, & Tan, 2018; Amirianzadeh, 2012; Keselman et al., 2015; Simonsen et al., 2014;
Villarreal et al., 2018). There are still lingering doubts over the leadership competencies of student
leaders. As leaders of tomorrow; it is imperative they grasp an understanding of the many leadership
styles, know the leadership models and exposed to leadership development programs that enables
them to increase their knowledge, competence, skills and capabilities as leaders. Student leadership
development is now the responsibility of all members of the learning community (Dugan & Komives,
2007) and schools have a responsibility to prepare students to lead (Adams, Kamarudin, & Tan, 2018).

Leithwood, K., Sun, J., & Schumacker, R. (2020). How School Leadership Influences Student
Learning: A Test of “The Four Paths Model”. Educational Administration Quarterly, 56(4), 570-
599.
Purpose: This study tested a set of variables mediating school leadership’s influence on
students referred to as “The four paths model.” Each path in the model includes variables with
significant direct effects on student learning and which are malleable to practices included in an
integrated model of effective school leadership. Research Design: Evidence for the study were
responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of
school leadership and all 13 variables on the four paths. Student achievement data were
provided by results of state tests combining all subjects and all grades, while the count and
percentage of students eligible for free or reduced-price lunch was used to estimate
socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation
modeling were used to analyze the data. Findings: Results uncovered a more nuanced and
complex set of relationships among the four paths and their component variables than was
specified in the original version of the model. School leadership significantly influenced student
learning only through variables on one path, while variables on the other three paths influenced
student learning only through their contribution to variables on that one
path. Conclusions: Results point to the value of future research about the relationships among
variables on the four paths, as well as efforts to identify latent variables among the observed
variables in the study. Results of the study can be used by school leaders to more productively
focus their school improvement efforts.

Murage, L. M., Njoka, J., & Gachahi, M. (2019). Challenges faced by student leaders in managing student
affairs in public universities in Kenya.

The major challenges facing the student leaders were identified to be conflict between academic
pursuits and leadership roles, lack of teamwork among student leaders and students’ inadequate
knowledge of university policies and statutes. The above challenges are further compounded by
high number of diverse students with enormous demands. Universities are endowed with highly
educated and talented students in one place which may be a potential threat to participatory
leadership due divergence views. The complexity nature of student services are also a challenges
to student leaders who may have to devote much of their time to academic issues more than
addressing students’ concerns. Nevertheless, student leaders have the greater share of
contribution toward these challenges, as they have the responsibility to embrace teamwork in
discharge of duties, enhance communication and sensitize students on new university’s policies
and statutes. Students expect them to deliver the services they promised during elections
regardless of the prevailing circumstances. If student leaders can play their role effectively,
calmness and stability will be guaranteed in public universities. However the university
management should also organize regular meetings with student leaders to discuss issues that
may lead to protests. University management also need to utilize suggestions from student
leaders so as to improve performance. It is recommended that university management assist
student leaders to solve internal problems that affect discharge of duties such as teamwork.
Student leaders should design mechanisms such as organizing formal meeting once or twice a
semester with an aim of sensitizing students on university’s policies and government statutes that
guide the operations of student affairs. Also, train student leaders on time management so as to
effectively balance between academic pursuit and leadership roles. Finally, university
management should sufficiently address students’ concern because the management of student
affairs is a shared responsibility.
PRODUCTIVITY FACTORS

Asia Pacific Journal of Advanced Education and Technology Volume 1, Issue 1, March 2022 / P- ISSN
2815 – 245X / E – ISSN 2815 – 2468 / www.apjaet.com

https://pdfs.semanticscholar.org/8eef/9522c054526e30cb8dc3a64a0a5520515b7c.pdf?
fbclid=IwAR38BdSaBT6GwfPyFOIO8lab-4sVQrsHTVG0LcL1SbHUEQ48sD_4OIF92_8

GOAL SETTING THEORY

Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century
retrospective. Motivation Science, 5(2), 93.

This chapter summarizes the authors’ joint development of the goal setting theory. The basic
concept was based on more than 50 years of research and the formal theory has endured for 28
years (Locke & Latham, 1990). The theory was not developed through overgeneralization from only
a few studies or by deduction but rather by induction. The inductions involved the integration of
hundreds of studies involving thousands of participants. The theory initially focused solely on
consciously set goals. To date, the goal setting theory has shown generality across participants,
tasks, nationality, goal source, settings, experimental designs, outcome variables, levels of analysis
(individual, group, division, and organizational), and time spans. The theory identifies both mediators
and moderators of goal effects. Numerous subsequent studies since 1990 have supported the main
tenets of the theory. New findings have enlarged our knowledge of the relevant mediators and
moderators as well as showing new applications (Locke & Latham, 2013). Among these discoveries
are when to set learning rather than performance goals, the effect of goals primed in the
subconscious on job performance, and that goal effects are enhanced by having people write at
length about them. (PsycINFO Database Record (c) 2020 APA, all rights reserved)