Comparing the Time

Management Skills
of Junior High and
Senior High Students
Group - 7
 In tro d u ctio n

The student's experiences requires a student to enter a self- regulating

learning environment where one must control and evaluate personal learning behavior
using metacognition, motivation, and strategic action requires attention to time
management, and effective time management can provide benefits including reduce
stress, better maintained balanced, increased productivity, and improved success (Alay
and Kocak, 2002). Time is a limited resource and students must manage their time
properly to achieve their goals on a specific time. In addition they must manage time for
extracurricular activities, jobs, and a social life. Properly managed time generates
academic success and students find it natural to consider and evaluate how they manage
tasks or differing length, complexities, deadlines and potential interruptions (Britton &
Tesser, 1991).
Different individuals may have different time-management practices, but
self-regulated learning often involves self-monitoring, self-judgement and alertness.
Therefore, assuming that students are self-aware of their time management practices
allows researchers to use self-reporting questionnaires to understand the role of time
management in academic success. Several studies have use this approach including
Britton and Tesser (1991), Trueman and Hartley (1996), Alay and Kocak (2002), and
Garcia-Ros et al (2004), to understand a variety of students. However, these studies were
conducted years ago with a primary goal of validating the survey instrument. This study
aims to understand the differences in terms of time management skills among students.
 Objectives ;
• To see the different time management skills of
students in different level

• To know the best way in managing time