According To Campbell and Svenson [PDF]

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Chapter II Review of Related Literature According to Campbell and Svenson (1992), time management refers to the way students manage their time in order to have better academic performance which is invaluable for academic success. Thus, it is important for students to know the first step of time management i. e. giving priority to the important matters, and should remain focused on issues essential for success [5, p. 35]. In line with these notions, Gloe (1999) argued that the techniques of time management are the best ways to manage course materials successfully. These includes group discussion, exchanging ideas and sharing views on key points, which ultimately help students to perform better in the examination leads to superior academic performance [6, p. 440]. Other researchers have described time management as the way by which an individual more efficiently accomplishes tasks and goals; having balance, flexibility, and control over time; setting priorities and scheduling tasks [7, p. 763]. Recently, Kaushar (2013) found that time management plays a vital role in students’ academic performance. The researcher also argued that lack of time management skills act as the barrier to better academic performance [8, p. 59]. According to Sansgiry, Kawatkar, Dutta, and Bhosle (2004), the basic time management skills begin with prioritizing, placing more emphasis on important tasks, being able to say ‘no’ to less important issue, and being able to stop and start immediately specific activities at pre-set schedules. They have also argued that implementing such strategy related to time management, one must engage in a “to do” list and need discipline to stay focused with the list in order to have better management of one’s available time.Other important issues related to time management which includes developing effective study habits, critically analyzing problems and assignments, knowing one’s peak hour of concentration, learning effective memorization techniques, thinking aloud and most importantly, avoid procrastination [3, p. 7]. Britton and Tesser (1991) tested their hypothesis that grade point averages could be predicted by time management practices. They had ninety students in Georgia answer a 35question time management survey and submit their SAT scores. They found that two time management components directly affect the cumulative GPA; planning — including utilizing short and long term goals -- and time attitudes, or, the perception of how their time needs to be spent. Learners that practiced both planning and positive time attitudes found that they had much more time to complete their tasks because they felt more in control of how their time was spent therefore knowing when they had to say “no” to activities. It was also found that the students who reported using goal-oriented time management had a higher overall GPA. This seems to indicate that time management practices do have an influence on college academic achievement, but that’s not all they affect [9, p. 405]. Academic performance is the outcome of education, that is, the extent to which a student, teacher or institution has achieved their educational goals. Academic performance is commonly



measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are more important. Academic performance seems to increase when time management skills are well-handled. Time management is a skill that perhaps impacts the student’s academic performance. Prioritization of tasks may make studying and schoolwork less overwhelming and more enjoyable. Academic stress occurs when students feel the pressure of cramming for exams, rushing through homework and getting minimal sleep because of disorganizations and worry. Effective time management techniques should not only be applied to the students’ academic life but to their overall schedule to achieve success and peace of mind. Grades in higher institutions often depend on the completion of a range of tasks, including those with various deadlines, lengths and priorities. This multiple tasks, and then grades are determined by the quality of efforts put in. Thus, academic performance would be expected to be influenced by time management skills. Therefore, as increasing demands are placed on students, students’ ability to manage time becomes an essential component for academic success. Prediction of academic performance and the investigation of the factors related to academic success are very important area in higher education research (Ruban & McCoach, 2005). Recently, Karimi (2010) reported factors that have influence on academic performance as ability, motivation, self-efficacy, locus of control and goal orientations, self-regulatory learning strategies, personality traits of extraversion, neuroticism, agreeableness, conscientiousness and openness-to-experience, international student status, prior academic performance, gender, and age. Social cognitive career theory (Lent, Brown, & Hackett, 1994) explains the processes, through which people develop educational and vocational interests make academic and occupational choices and having success and stability in their educational and work life. According to this theory, two important factors that can affect academic performance were academic burnout and time management.



REFERRENCES Макашева А. М. (2016). Effect of time management skills on students’ academic performance. Retrieved from: http://yun.moluch.ru/archive/5/296/ Adebayo, F. A. (2015). Time Management and Students Academic Performance in Higher Institutions, Nigeria — A Case Study of Ekiti State. Retrieved from: https://pdfs.semanticscholar.org/4d73/385792ee79b0f19c3e7f8a2983f8a50296d4.pdf Ocal, K. (2015). Academic Performance: The Effects of Burnout and Time Management Skills. Retrieved from: https://www.eera-ecer.de/ecerprogrammes/conference/20/contribution/35918/